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"content": "\u003cp>The city of Oakland is conducting a national search for the director of the new Department of Race and Equity, which the City Council approved on June 30, 2015.\u003c/p>\n\u003cp>At a \u003ca href=\"http://www.sfgate.com/bayarea/article/Oakland-council-considers-department-of-race-and-6343141.php#photo-8198408\">City Council meeting\u003c/a> that same month, Councilwoman Desley Brooks, who proposed the office in February, said it would help improve issues like potholes in East Oakland, sex trafficking on International Boulevard and the water system of the city’s parks.\u003c/p>\n\u003ch4>Portland lends Oakland Dante James\u003c/h4>\n\u003cp>While Oakland looks for a permanent director of Race and Equity, Portland, Oregon, has entered into an agreement with Oakland to loan\u003ca href=\"http://www.opb.org/radio/programs/thinkoutloud/segment/dante-james-on-the-city-of-portlands-equity-priorities/\"> Dante James\u003c/a>, the equity director of Portland’s Office of Equity and Human Rights.\u003c/p>\n\u003cp>James has over 25 years of experience in social justice and civil rights work. He’s worked on the national, state and local level of government. He says his goal in Oakland is to lay the foundation for the permanent director.\u003c/p>\n\u003cp>“Laying a foundation means setting a stage for when the new director comes in,” he says. For James that means starting the conversation on equity for all the city agencies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In Portland, James oversaw the development of training curricula, provided technical assistance and developed an equity lens tools for budgeting programs and policy implementation. He plans to do the same in Oakland.\u003c/p>\n\u003cp>This kind of technical assistance includes providing a checklist for those developing the city’s budget with questions like: How does this impact a particular community?\u003c/p>\n\u003cp>“There’s a lot of people who do diversity work, but the work of equity is much broader than that because it encompasses service delivery of all the work the city does, from sewers to street signs to cutting the grass,” James says.\u003c/p>\n\u003ch4>What Does an Equitable Oakland Look Like?\u003c/h4>\n\u003cp>East Oakland resident Nehanda Imara says the ideal candidate will do a lot of community engagement around what equity means.\u003c/p>\n\u003cp>She says equity is a question of justice and fairness — how is the city distributing resources?\u003c/p>\n\u003cp>“The unfairness has been institutionalized so much that people who are running those programs don’t see it,” she says.\u003c/p>\n\u003cp>She points to the prevalence of potholes and illegal dumping in East Oakland as examples, “There’s a perception that most of this dumping happens in the flatlands and not in the hills. This office should look very close at how public works resources are being used in the city and why.”\u003c/p>\n\u003cp>Equity in Oakland, she says, would mean less dumping and timely reactions from Public Works in all of Oakland — from the flatlands to the hills.\u003c/p>\n\u003ch4>Oakland’s Department of Race and Equity\u003c/h4>\n\u003cp>As for the department, it will be staffed with a director and program analyst, says Deputy City Administrator Stephanie Hom.\u003c/p>\n\u003cp>“They have authority coming out of the highest administrative department in the city,” she says. Hom adds that the first priority is to find the right director.\u003c/p>\n\u003cp>“The ideal candidate is someone who [has] experience with government [and] therefore understands the layers of regulations that exist,” she says.\u003c/p>\n\u003cp>Hom is also hoping for someone who can communicate, listen and connect with Oakland’s diverse communities.\u003c/p>\n\u003cp>As a result, the city is casting a wide net for this search. Hom says it’s really important that they get someone who has expertise in racial and social justice issues — like Dante James.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>James, however, plans to return to Oregon in the spring. Hom says the new director will start in March.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The city of Oakland is conducting a national search for the director of the new Department of Race and Equity, which the City Council approved on June 30, 2015.\u003c/p>\n\u003cp>At a \u003ca href=\"http://www.sfgate.com/bayarea/article/Oakland-council-considers-department-of-race-and-6343141.php#photo-8198408\">City Council meeting\u003c/a> that same month, Councilwoman Desley Brooks, who proposed the office in February, said it would help improve issues like potholes in East Oakland, sex trafficking on International Boulevard and the water system of the city’s parks.\u003c/p>\n\u003ch4>Portland lends Oakland Dante James\u003c/h4>\n\u003cp>While Oakland looks for a permanent director of Race and Equity, Portland, Oregon, has entered into an agreement with Oakland to loan\u003ca href=\"http://www.opb.org/radio/programs/thinkoutloud/segment/dante-james-on-the-city-of-portlands-equity-priorities/\"> Dante James\u003c/a>, the equity director of Portland’s Office of Equity and Human Rights.\u003c/p>\n\u003cp>James has over 25 years of experience in social justice and civil rights work. He’s worked on the national, state and local level of government. He says his goal in Oakland is to lay the foundation for the permanent director.\u003c/p>\n\u003cp>“Laying a foundation means setting a stage for when the new director comes in,” he says. For James that means starting the conversation on equity for all the city agencies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Portland, James oversaw the development of training curricula, provided technical assistance and developed an equity lens tools for budgeting programs and policy implementation. He plans to do the same in Oakland.\u003c/p>\n\u003cp>This kind of technical assistance includes providing a checklist for those developing the city’s budget with questions like: How does this impact a particular community?\u003c/p>\n\u003cp>“There’s a lot of people who do diversity work, but the work of equity is much broader than that because it encompasses service delivery of all the work the city does, from sewers to street signs to cutting the grass,” James says.\u003c/p>\n\u003ch4>What Does an Equitable Oakland Look Like?\u003c/h4>\n\u003cp>East Oakland resident Nehanda Imara says the ideal candidate will do a lot of community engagement around what equity means.\u003c/p>\n\u003cp>She says equity is a question of justice and fairness — how is the city distributing resources?\u003c/p>\n\u003cp>“The unfairness has been institutionalized so much that people who are running those programs don’t see it,” she says.\u003c/p>\n\u003cp>She points to the prevalence of potholes and illegal dumping in East Oakland as examples, “There’s a perception that most of this dumping happens in the flatlands and not in the hills. This office should look very close at how public works resources are being used in the city and why.”\u003c/p>\n\u003cp>Equity in Oakland, she says, would mean less dumping and timely reactions from Public Works in all of Oakland — from the flatlands to the hills.\u003c/p>\n\u003ch4>Oakland’s Department of Race and Equity\u003c/h4>\n\u003cp>As for the department, it will be staffed with a director and program analyst, says Deputy City Administrator Stephanie Hom.\u003c/p>\n\u003cp>“They have authority coming out of the highest administrative department in the city,” she says. Hom adds that the first priority is to find the right director.\u003c/p>\n\u003cp>“The ideal candidate is someone who [has] experience with government [and] therefore understands the layers of regulations that exist,” she says.\u003c/p>\n\u003cp>Hom is also hoping for someone who can communicate, listen and connect with Oakland’s diverse communities.\u003c/p>\n\u003cp>As a result, the city is casting a wide net for this search. Hom says it’s really important that they get someone who has expertise in racial and social justice issues — like Dante James.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>James, however, plans to return to Oregon in the spring. Hom says the new director will start in March.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There’s a new push in the \u003ca href=\"http://home.lausd.net/\">Los Angeles\u003c/a> and \u003ca href=\"http://www.ousd.org/site/default.aspx?PageID=1\">Oakland \u003c/a>public school systems to give charter schools more access to district students — pitting public school advocates against self-described education reformers.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/236724213″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/236724213″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In Los Angeles, the \u003ca href=\"http://www.broadfoundation.org/\">Eli and Edythe Broad Foundation\u003c/a>, backed by wealthy charter school advocates, confirmed a massive plan last month that would double the number of charter schools in the city over the next eight years.\u003c/p>\n\u003cp>Charters are publicly funded but independently operated, meaning they do not have to follow all the rules and regulations that govern traditional schools.\u003c/p>\n\u003cp>Los Angeles already has more charter schools than most cities in California.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>One recent Saturday morning inside a small storefront classroom in Long Beach, preschoolers, toddlers and their parents bounced along to a Spanish-language song. Afterward, they talked among themselves in Spanish — some with more difficulty than others.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/234374427″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>The place is called The Family Nest, a part-time Spanish immersion school for young children. The parents that come here are mostly Latino. But many aren’t immigrants — or, for that matter, great Spanish speakers.\u003c/p>\n\u003cp>Some have had to work at it — and still are, along with their kids.\u003c/p>\n\u003cp>“It’s challenging, because I’ve spoken English for 30 years of my life,” said Mariela Salgado, who attends classes there with her two young daughters. “I’ve been in American schools all my life. I have an MBA. I worked in corporate America. So English has been my primary language.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.scpr.org/news/2015/11/17/55696/teaching-spanish-to-the-kids-isn-t-easy-for-second/\" target=\"_blank\" rel=\"noopener noreferrer\">Read the full story on KPCC\u003c/a>\u003c/p>\n\n",
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"excerpt": "Spanish-speaking households are shrinking. By 2020, only two-thirds of U.S. Latino households are projected to speak Spanish.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>One recent Saturday morning inside a small storefront classroom in Long Beach, preschoolers, toddlers and their parents bounced along to a Spanish-language song. Afterward, they talked among themselves in Spanish — some with more difficulty than others.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/234374427″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/234374427″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The place is called The Family Nest, a part-time Spanish immersion school for young children. The parents that come here are mostly Latino. But many aren’t immigrants — or, for that matter, great Spanish speakers.\u003c/p>\n\u003cp>Some have had to work at it — and still are, along with their kids.\u003c/p>\n\u003cp>“It’s challenging, because I’ve spoken English for 30 years of my life,” said Mariela Salgado, who attends classes there with her two young daughters. “I’ve been in American schools all my life. I have an MBA. I worked in corporate America. So English has been my primary language.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Updated, 11:15 a.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>From his apartment complex, Ashburn Dancy can see the unique string of palm trees over his fence lining Ninth Avenue in Oakland’s Bella Vista neighborhood. The trees stand in the foreground of the city’s skyline, about a mile away.\u003c/p>\n\u003cp>The former boxer also has another view — a beige, boarded-up apartment complex that has been quietly vacant for nearly a decade.\u003c/p>\n\u003cp>“What a waste, man,” Dancy says.\u003c/p>\n\u003cp>For some in Bella Vista, the building has been an eyesore. They remember that it failed when it was public housing for low-income families. Others have become so used to the building that they say it has just become part of the neighborhood’s backdrop. Now the owners want to reopen it and make some units affordable, though there’s no guarantee this will happen.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But Bella Vista, which is southeast of Lake Merritt and close to Highland Hospital, is the type of neighborhood the city talks about preserving. It’s working class, the average family income is below average for the region and it’s diverse.\u003c/p>\n\u003cp>“Down over here, it’s mixed up pretty good,” says Dancy.\u003c/p>\n\u003cfigure id=\"attachment_10761967\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_0656.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10761967 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_0656-800x600.jpg\" alt=\"IMG_0656\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ashburn Dancy says he would like the 2530 Ninth Ave. building to become homes for low-income families who are ‘going to stick around.’\u003c/figcaption>\u003c/figure>\n\u003cp>Still, Bella Vista is not immune to the gentrification happening in Oakland — a city trying to write its own narrative in the shadow of San Francisco, which has an uncontrollable housing market that has been defined by money and tech.\u003c/p>\n\u003cp>That has heightened many residents’ \u003ca href=\"http://ww2.kqed.org/news/2015/05/06/activists-take-over-oakland-city-council-meeting-prevent-vote-on-condo-project\">sensitivity toward housing development in Oakland\u003c/a>, and people are taking notice when property is being bought and sold. The building at 2530 Ninth Ave. has just 15 family units. It’s not going to fix the city’s housing shortage.\u003c/p>\n\u003cp>But the Ninth Avenue property is a microcosm of the kinds of decisions and reactions that occur when people are getting priced out and market forces take hold. Its owners say it likely can’t reopen as housing for low-income families because it’s not sustainable — and many Bella Vista neighbors seem to understand. The next question is who will live in these units.\u003c/p>\n\u003cp>“That’s a big old complex. It has all those rooms and stuff,” says Dancy. “Why is it closed down anyway?”\u003c/p>\n\u003cp>\u003cstrong>Why the Building Closed\u003c/strong>\u003c/p>\n\u003cp>The apartment house was built in the late 1970s to serve 15 low-income families. The Oakland Housing Authority was in charge of the complex, but OHA couldn’t maintain the property because it was being underfunded by the federal government, says Executive Director Eric Johnson.\u003c/p>\n\u003cp>So the building deteriorated and was vacated by the end of 2005, he says.\u003c/p>\n\u003cp>In 2012, the Oakland Housing Authority submitted a request to the federal Department of Housing and Urban Development to allow it to sell the property to an affiliated nonprofit that OHA had created, which also contracts with HUD. That request was approved and the property was sold for the appraised value of $1.2 million in 2013.\u003c/p>\n\u003cp>Johnson also serves as CEO of the nonprofit, the \u003ca href=\"http://www.cahi-oakland.org/\">California Affordable Housing Initiatives\u003c/a>, or CAHI. He says that CAHI’s purchase of the Ninth Avenue property kept it in the hands of people who want to preserve affordable housing. But it has been tough to put a deal together, and when the recession hit there wasn’t a lot of building going on, he says.\u003c/p>\n\u003cp>Now that there’s a lot of demand for affordable housing at all income levels, CAHI wants to fill the “workforce” housing niche, Johnson says. Workforce housing is for people with moderate income, such as teachers, who are also being priced out of Oakland, he says.\u003c/p>\n\u003cp>The Ninth Avenue property in Bella Vista is the group’s first attempt to make this work, Johnson says.\u003c/p>\n\u003cp>\u003cb>Building Affordable Housing Is a Challenge Even With Owned Land\u003c/b>\u003c/p>\n\u003cp>Since Gov. Jerry Brown cut redevelopment funding in 2012, Oakland’s \u003ca href=\"http://ww2.kqed.org/news/2014/02/24/redevelopment-hurt-affordable-housing/\">affordable housing developers have had to scramble\u003c/a> to piece together money to see projects through.\u003c/p>\n\u003cp>Most of the larger affordable housing developers are working on projects that include dozens of units, says Johnson. The Ninth Avenue building has only 15 units, with the potential to add just a few more.\u003c/p>\n\u003cp>“The issue is nobody wants to get invested in a 15-unit property,” he says.\u003c/p>\n\u003cp>CAHI opened up a request for proposals to develop the property. Two of Oakland’s largest affordable housing developers, Bridge Housing and East Bay Asian Local Development Corp., confirmed that they did not submit an RFP application.\u003c/p>\n\u003cp>But CAHI, unlike OHA, is not required to partner with or sell the land to an affordable housing developer. This allows CAHI to be more flexible and creative with how it funds and develops the Ninth Avenue building. But it could be sold to a market-rate developer, which happened earlier this year with another, much smaller CAHI property nearby, Johnson says.\u003c/p>\n\u003cp>Income from the sale will go toward CAHI’s mission to build or preserve affordable housing projects in the future, but it also could mean one less parcel available for affordable housing now.\u003c/p>\n\u003cp>Some neighbors and housing activists have argued that any land where housing can be built is sacred land and should be used for affordable housing — especially land owned by an affordable housing nonprofit like CAHI.\u003c/p>\n\u003cp>“Oakland really does need housing for our lowest-income residents,” says Amy Vanderwarker, co-founder of Eastlake United for Justice, which formed after the city tried selling a parcel of land on East 12th Street to a market-rate developer.\u003c/p>\n\u003cfigure id=\"attachment_10762592\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10762592\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-800x600.jpg\" alt=\"Activists shut down May 5 Oakland City Council meeting to protest development of a market-rate tower near Lake Merritt. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Activists shut down a May 5 Oakland City Council meeting to protest development of a market-rate tower near Lake Merritt. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Vanderwarker says it’s hard to find the funding to make any affordable housing project work, even for more moderate-income people, like CAHI wants to do.\u003c/p>\n\u003cp>“It takes a lot of creative thinking,” she says.\u003c/p>\n\u003cp>Part of the challenge is that projects at that level don’t get federal tax credits that are aimed at housing for the lowest-income residents.\u003c/p>\n\u003cp>Plus, Johnson says that whoever develops the Ninth Avenue property needs to ensure its future maintenance. He points to the building’s deterioration when it was last used for public housing.\u003c/p>\n\u003cp>\u003cstrong>At Least One Option Would Keep the Land Affordable\u003c/strong>\u003c/p>\n\u003cp>Earlier this year, CAHI received four proposals to develop the property. Johnson says the nonprofit has chosen its finalist but won’t say who it is just yet. The decision will likely be announced by the end of the year.\u003c/p>\n\u003cp>One of the four proposals came from the \u003ca href=\"http://oakclt.org/about/people/\">Oakland Community Land Trust\u003c/a>, which purchases land to keep it affordable. So far, the trust has focused its efforts on developing 18 single-family homes around Oakland. The Ninth Avenue project would be its first venture into a larger-scale development, says Executive Director Steve King.\u003c/p>\n\u003cp>“Over the past few years it has been increasingly difficult for us to compete in the single-family market,” he says.\u003c/p>\n\u003cp>The land trust wants to turn the 15 units into a permanently affordable rental cooperative, King says. It would be similar to the tactic being used by other affordable housing developers in Oakland to purchase property in order to stabilize rents and housing costs.\u003c/p>\n\u003cp>“It’s essentially resident-controlled housing over community-controlled land,” he says.\u003c/p>\n\u003cp>King presented his plan to a group of Bella Vista neighbors, some of whom I spoke with and who say they support his plan.\u003c/p>\n\u003cp>But CAHI gets to decide who leases or owns the Ninth Avenue property, and Johnson says his group rarely agrees to a deal where it gives up ownership of the land. A ground lease may be more likely, he says, in which the nonprofit maintains ownership of the land but a developer gets to build on it.\u003c/p>\n\u003cp>Johnson says CAHI wants a certain number of affordable units, but he can’t guarantee any number. It’s unlikely that it will be 100 percent housing for extremely low-income residents or high-income residents.\u003c/p>\n\u003cp>Whatever the building becomes, Ashburn Dancy says he wants families that are going to stick around. He comes from a military family and moved around a lot as a kid. It wasn’t good, he says.\u003c/p>\n\u003cp>“I want some low-income families that are going to stay there for the duration,” he says. “Some young kids that are going to be there. Not somebody that’s going to go in and out, in and out. That messes up the neighborhood.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Other neighbors agree. Whatever goes in, they want people who are going to be a part of this community — one that’s changing rapidly and that could look different soon.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated, 11:15 a.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>From his apartment complex, Ashburn Dancy can see the unique string of palm trees over his fence lining Ninth Avenue in Oakland’s Bella Vista neighborhood. The trees stand in the foreground of the city’s skyline, about a mile away.\u003c/p>\n\u003cp>The former boxer also has another view — a beige, boarded-up apartment complex that has been quietly vacant for nearly a decade.\u003c/p>\n\u003cp>“What a waste, man,” Dancy says.\u003c/p>\n\u003cp>For some in Bella Vista, the building has been an eyesore. They remember that it failed when it was public housing for low-income families. Others have become so used to the building that they say it has just become part of the neighborhood’s backdrop. Now the owners want to reopen it and make some units affordable, though there’s no guarantee this will happen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But Bella Vista, which is southeast of Lake Merritt and close to Highland Hospital, is the type of neighborhood the city talks about preserving. It’s working class, the average family income is below average for the region and it’s diverse.\u003c/p>\n\u003cp>“Down over here, it’s mixed up pretty good,” says Dancy.\u003c/p>\n\u003cfigure id=\"attachment_10761967\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_0656.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10761967 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/IMG_0656-800x600.jpg\" alt=\"IMG_0656\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/IMG_0656-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ashburn Dancy says he would like the 2530 Ninth Ave. building to become homes for low-income families who are ‘going to stick around.’\u003c/figcaption>\u003c/figure>\n\u003cp>Still, Bella Vista is not immune to the gentrification happening in Oakland — a city trying to write its own narrative in the shadow of San Francisco, which has an uncontrollable housing market that has been defined by money and tech.\u003c/p>\n\u003cp>That has heightened many residents’ \u003ca href=\"http://ww2.kqed.org/news/2015/05/06/activists-take-over-oakland-city-council-meeting-prevent-vote-on-condo-project\">sensitivity toward housing development in Oakland\u003c/a>, and people are taking notice when property is being bought and sold. The building at 2530 Ninth Ave. has just 15 family units. It’s not going to fix the city’s housing shortage.\u003c/p>\n\u003cp>But the Ninth Avenue property is a microcosm of the kinds of decisions and reactions that occur when people are getting priced out and market forces take hold. Its owners say it likely can’t reopen as housing for low-income families because it’s not sustainable — and many Bella Vista neighbors seem to understand. The next question is who will live in these units.\u003c/p>\n\u003cp>“That’s a big old complex. It has all those rooms and stuff,” says Dancy. “Why is it closed down anyway?”\u003c/p>\n\u003cp>\u003cstrong>Why the Building Closed\u003c/strong>\u003c/p>\n\u003cp>The apartment house was built in the late 1970s to serve 15 low-income families. The Oakland Housing Authority was in charge of the complex, but OHA couldn’t maintain the property because it was being underfunded by the federal government, says Executive Director Eric Johnson.\u003c/p>\n\u003cp>So the building deteriorated and was vacated by the end of 2005, he says.\u003c/p>\n\u003cp>In 2012, the Oakland Housing Authority submitted a request to the federal Department of Housing and Urban Development to allow it to sell the property to an affiliated nonprofit that OHA had created, which also contracts with HUD. That request was approved and the property was sold for the appraised value of $1.2 million in 2013.\u003c/p>\n\u003cp>Johnson also serves as CEO of the nonprofit, the \u003ca href=\"http://www.cahi-oakland.org/\">California Affordable Housing Initiatives\u003c/a>, or CAHI. He says that CAHI’s purchase of the Ninth Avenue property kept it in the hands of people who want to preserve affordable housing. But it has been tough to put a deal together, and when the recession hit there wasn’t a lot of building going on, he says.\u003c/p>\n\u003cp>Now that there’s a lot of demand for affordable housing at all income levels, CAHI wants to fill the “workforce” housing niche, Johnson says. Workforce housing is for people with moderate income, such as teachers, who are also being priced out of Oakland, he says.\u003c/p>\n\u003cp>The Ninth Avenue property in Bella Vista is the group’s first attempt to make this work, Johnson says.\u003c/p>\n\u003cp>\u003cb>Building Affordable Housing Is a Challenge Even With Owned Land\u003c/b>\u003c/p>\n\u003cp>Since Gov. Jerry Brown cut redevelopment funding in 2012, Oakland’s \u003ca href=\"http://ww2.kqed.org/news/2014/02/24/redevelopment-hurt-affordable-housing/\">affordable housing developers have had to scramble\u003c/a> to piece together money to see projects through.\u003c/p>\n\u003cp>Most of the larger affordable housing developers are working on projects that include dozens of units, says Johnson. The Ninth Avenue building has only 15 units, with the potential to add just a few more.\u003c/p>\n\u003cp>“The issue is nobody wants to get invested in a 15-unit property,” he says.\u003c/p>\n\u003cp>CAHI opened up a request for proposals to develop the property. Two of Oakland’s largest affordable housing developers, Bridge Housing and East Bay Asian Local Development Corp., confirmed that they did not submit an RFP application.\u003c/p>\n\u003cp>But CAHI, unlike OHA, is not required to partner with or sell the land to an affordable housing developer. This allows CAHI to be more flexible and creative with how it funds and develops the Ninth Avenue building. But it could be sold to a market-rate developer, which happened earlier this year with another, much smaller CAHI property nearby, Johnson says.\u003c/p>\n\u003cp>Income from the sale will go toward CAHI’s mission to build or preserve affordable housing projects in the future, but it also could mean one less parcel available for affordable housing now.\u003c/p>\n\u003cp>Some neighbors and housing activists have argued that any land where housing can be built is sacred land and should be used for affordable housing — especially land owned by an affordable housing nonprofit like CAHI.\u003c/p>\n\u003cp>“Oakland really does need housing for our lowest-income residents,” says Amy Vanderwarker, co-founder of Eastlake United for Justice, which formed after the city tried selling a parcel of land on East 12th Street to a market-rate developer.\u003c/p>\n\u003cfigure id=\"attachment_10762592\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10762592\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-800x600.jpg\" alt=\"Activists shut down May 5 Oakland City Council meeting to protest development of a market-rate tower near Lake Merritt. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/11/RS15092_IMG_0388.JPG-qut-960x720.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Activists shut down a May 5 Oakland City Council meeting to protest development of a market-rate tower near Lake Merritt. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Vanderwarker says it’s hard to find the funding to make any affordable housing project work, even for more moderate-income people, like CAHI wants to do.\u003c/p>\n\u003cp>“It takes a lot of creative thinking,” she says.\u003c/p>\n\u003cp>Part of the challenge is that projects at that level don’t get federal tax credits that are aimed at housing for the lowest-income residents.\u003c/p>\n\u003cp>Plus, Johnson says that whoever develops the Ninth Avenue property needs to ensure its future maintenance. He points to the building’s deterioration when it was last used for public housing.\u003c/p>\n\u003cp>\u003cstrong>At Least One Option Would Keep the Land Affordable\u003c/strong>\u003c/p>\n\u003cp>Earlier this year, CAHI received four proposals to develop the property. Johnson says the nonprofit has chosen its finalist but won’t say who it is just yet. The decision will likely be announced by the end of the year.\u003c/p>\n\u003cp>One of the four proposals came from the \u003ca href=\"http://oakclt.org/about/people/\">Oakland Community Land Trust\u003c/a>, which purchases land to keep it affordable. So far, the trust has focused its efforts on developing 18 single-family homes around Oakland. The Ninth Avenue project would be its first venture into a larger-scale development, says Executive Director Steve King.\u003c/p>\n\u003cp>“Over the past few years it has been increasingly difficult for us to compete in the single-family market,” he says.\u003c/p>\n\u003cp>The land trust wants to turn the 15 units into a permanently affordable rental cooperative, King says. It would be similar to the tactic being used by other affordable housing developers in Oakland to purchase property in order to stabilize rents and housing costs.\u003c/p>\n\u003cp>“It’s essentially resident-controlled housing over community-controlled land,” he says.\u003c/p>\n\u003cp>King presented his plan to a group of Bella Vista neighbors, some of whom I spoke with and who say they support his plan.\u003c/p>\n\u003cp>But CAHI gets to decide who leases or owns the Ninth Avenue property, and Johnson says his group rarely agrees to a deal where it gives up ownership of the land. A ground lease may be more likely, he says, in which the nonprofit maintains ownership of the land but a developer gets to build on it.\u003c/p>\n\u003cp>Johnson says CAHI wants a certain number of affordable units, but he can’t guarantee any number. It’s unlikely that it will be 100 percent housing for extremely low-income residents or high-income residents.\u003c/p>\n\u003cp>Whatever the building becomes, Ashburn Dancy says he wants families that are going to stick around. He comes from a military family and moved around a lot as a kid. It wasn’t good, he says.\u003c/p>\n\u003cp>“I want some low-income families that are going to stay there for the duration,” he says. “Some young kids that are going to be there. Not somebody that’s going to go in and out, in and out. That messes up the neighborhood.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other neighbors agree. Whatever goes in, they want people who are going to be a part of this community — one that’s changing rapidly and that could look different soon.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Can We Share More Spaces Across Racial Lines?",
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"headTitle": "How Can We Share More Spaces Across Racial Lines? | KQED",
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"content": "\u003cp>Vincent Ray moved to San Francisco right after finishing medical school. He was excited to start his residency in a place like the Bay Area, where he believed everyone is accepted.\u003c/p>\n\u003cp>He says that all changed when he moved into an apartment building in the city’s upscale Nob Hill neighborhood. Ray, who is black, recalls a woman holding the elevator for him when his hands were full one day.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/230216139″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>They both said hi, and then started chatting.\u003c/p>\n\u003cp>Ray recounts: “She said, ‘Do you live here?’ and I said yes, I live here. And she said, ‘Hmm, that’s odd. I could have swore that the tenants and the management, we had a discussion that we weren’t going to be allowing black people to live in this building.’ She said it very matter-of-factly. And she said afterwards, ‘Well, I guess that’s progress for you.’ ”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ray was stunned.\u003c/p>\n\u003cp>“At the time, I think I probably looked like a deer in the headlights, because really I was not expecting it at all,” he says.\u003c/p>\n\u003cp>Later on, when he told cab drivers his address, they would be surprised.\u003c/p>\n\u003cp>“No black people live up here on Jones and Clay,” they would say, implying that his neighborhood was a \u003cem>white space,\u003c/em> where an overwhelming number of white people congregate.\u003c/p>\n\u003cp>People of color are usually absent from white space altogether. When they are in white spaces, they’re often not expected or they’re marginalized. One classic example of a traditional white space is the \u003ca href=\"http://www.si.com/vault/1997/02/10/222609/off-limits-whats-stopping-cypress-point-from-rejoining-the-att\">country club\u003c/a>.\u003c/p>\n\u003cp>On this week’s episode of \u003ca href=\"http://ww2.kqed.org/news/series/sowellspoken\">So Well Spoken\u003c/a>, comedian \u003ca href=\"http://www.wkamaubell.com/\">W. Kamau Bell\u003c/a> and Associate Professor of African American Studies at UC Berkeley \u003ca href=\"http://betweengoodandghetto.com/about/\">Nikki Jones\u003c/a> discuss race and place.\u003c/p>\n\u003ch2>Racism Is a Regular Part of the Black Experience Because of the ‘Iconic Ghetto’\u003c/h2>\n\u003cp>Black spaces are the neighborhoods and places where black people congregate. \u003ca href=\"http://sociology.yale.edu/people/elijah-anderson\" target=\"_blank\" rel=\"noopener\">Elijah Anderson\u003c/a>, a Yale professor and leading urban ethnographer, refers to black spaces as the “iconic ghetto.”\u003c/p>\n\u003cfigure id=\"attachment_10734986\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/image001.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10734986 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/image001-400x300.jpg\" alt=\"Black space, white space, and cosmopolitan canopies\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-960x720.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">L to R: W. Kamau Bell, Nikki Jones and Joshua Johnson (Adizah Eghan/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“Blackness is associated with the ghetto. Not just the ghetto as a place, but a ghetto as something that can be carried on the bodies of black people,” explains Jones.\u003c/p>\n\u003cp>Many listeners called in to share their experiences of being white and not feeling welcome in black spaces.\u003c/p>\n\u003cp>One online commenter, who identified himself as white, says he feels unwelcome and unsafe in neighborhoods like Hunters Point and East Oakland.\u003c/p>\n\u003cp>“It seems the situation is much worse for white people in black spaces than black people in white spaces. I have been physically attacked for being white in a black neighborhood; few blacks are ever attacked for being black in a white neighborhood,” wrote \u003ca href=\"http://www.kqed.org/a/radiospecials/R201510261100\">DeBlo.\u003c/a>\u003c/p>\n\u003cp>Another caller shared a story about being white and feeling unwelcome in a black church.\u003c/p>\n\u003cp>People shouldn’t be unjustly targeted or attacked for being different, but imagine feeling like this on a regular basis, says Jones.\u003c/p>\n\u003cp>[contextly_sidebar id=”C7B97br2ZICOmGARBUxfMCqv85QwA3oP”]\u003c/p>\n\u003cp>“If you are a black person, it’s very hard to live in the world without having to go into white space. If you are a white person of a particular class position, you can make a choice about whether or not you go into black space,” Jones says.\u003c/p>\n\u003cp>Bell agrees, saying a story about how “this happened to me one time” is not the same as “this happens to me all the time.”\u003c/p>\n\u003cp>“When a black person tells you a story about racism, they’re telling you the greatest hits,” Bell says. “They’re not revealing that [the same thing] happened all day long, every day.”\u003c/p>\n\u003ch2>More Cosmopolitan Canopies\u003c/h2>\n\u003cp>Our world isn’t limited to these unique spaces fraught with tension. There are some places where people of different ethnicities, social groups and races coexist in comfort. Anderson calls them “cosmopolitan canopies.”\u003c/p>\n\u003cp>One listener pointed to the Downtown Oakland YMCA as a space of rich racial harmony.\u003c/p>\n\u003cp>“I was in a class and we were stretched out with our feet behind us, and in front of me, in the row in front of me, there was a black woman, an Asian woman, a Latino woman and a white woman,” said caller Betsy Franklin. “And I was staring just at the bottoms of their feet, that’s all I could see of them. And I noticed that they were all the same color. If you had to guess what race each person was, you absolutely could not. Because they were all the same color. It just brought it home to me that all we are is different skin colors adapting to different environments, and that’s how we evolved.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many people choose to live in the Bay Area to be part of a more tolerant and open-minded society where we can celebrate our similarities and our differences. So how can we create more of these canopies here?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Vincent Ray moved to San Francisco right after finishing medical school. He was excited to start his residency in a place like the Bay Area, where he believed everyone is accepted.\u003c/p>\n\u003cp>He says that all changed when he moved into an apartment building in the city’s upscale Nob Hill neighborhood. Ray, who is black, recalls a woman holding the elevator for him when his hands were full one day.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/230216139″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/230216139″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>They both said hi, and then started chatting.\u003c/p>\n\u003cp>Ray recounts: “She said, ‘Do you live here?’ and I said yes, I live here. And she said, ‘Hmm, that’s odd. I could have swore that the tenants and the management, we had a discussion that we weren’t going to be allowing black people to live in this building.’ She said it very matter-of-factly. And she said afterwards, ‘Well, I guess that’s progress for you.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ray was stunned.\u003c/p>\n\u003cp>“At the time, I think I probably looked like a deer in the headlights, because really I was not expecting it at all,” he says.\u003c/p>\n\u003cp>Later on, when he told cab drivers his address, they would be surprised.\u003c/p>\n\u003cp>“No black people live up here on Jones and Clay,” they would say, implying that his neighborhood was a \u003cem>white space,\u003c/em> where an overwhelming number of white people congregate.\u003c/p>\n\u003cp>People of color are usually absent from white space altogether. When they are in white spaces, they’re often not expected or they’re marginalized. One classic example of a traditional white space is the \u003ca href=\"http://www.si.com/vault/1997/02/10/222609/off-limits-whats-stopping-cypress-point-from-rejoining-the-att\">country club\u003c/a>.\u003c/p>\n\u003cp>On this week’s episode of \u003ca href=\"http://ww2.kqed.org/news/series/sowellspoken\">So Well Spoken\u003c/a>, comedian \u003ca href=\"http://www.wkamaubell.com/\">W. Kamau Bell\u003c/a> and Associate Professor of African American Studies at UC Berkeley \u003ca href=\"http://betweengoodandghetto.com/about/\">Nikki Jones\u003c/a> discuss race and place.\u003c/p>\n\u003ch2>Racism Is a Regular Part of the Black Experience Because of the ‘Iconic Ghetto’\u003c/h2>\n\u003cp>Black spaces are the neighborhoods and places where black people congregate. \u003ca href=\"http://sociology.yale.edu/people/elijah-anderson\" target=\"_blank\" rel=\"noopener\">Elijah Anderson\u003c/a>, a Yale professor and leading urban ethnographer, refers to black spaces as the “iconic ghetto.”\u003c/p>\n\u003cfigure id=\"attachment_10734986\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/image001.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10734986 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/10/image001-400x300.jpg\" alt=\"Black space, white space, and cosmopolitan canopies\" width=\"400\" height=\"300\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/10/image001-960x720.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">L to R: W. Kamau Bell, Nikki Jones and Joshua Johnson (Adizah Eghan/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>“Blackness is associated with the ghetto. Not just the ghetto as a place, but a ghetto as something that can be carried on the bodies of black people,” explains Jones.\u003c/p>\n\u003cp>Many listeners called in to share their experiences of being white and not feeling welcome in black spaces.\u003c/p>\n\u003cp>One online commenter, who identified himself as white, says he feels unwelcome and unsafe in neighborhoods like Hunters Point and East Oakland.\u003c/p>\n\u003cp>“It seems the situation is much worse for white people in black spaces than black people in white spaces. I have been physically attacked for being white in a black neighborhood; few blacks are ever attacked for being black in a white neighborhood,” wrote \u003ca href=\"http://www.kqed.org/a/radiospecials/R201510261100\">DeBlo.\u003c/a>\u003c/p>\n\u003cp>Another caller shared a story about being white and feeling unwelcome in a black church.\u003c/p>\n\u003cp>People shouldn’t be unjustly targeted or attacked for being different, but imagine feeling like this on a regular basis, says Jones.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“If you are a black person, it’s very hard to live in the world without having to go into white space. If you are a white person of a particular class position, you can make a choice about whether or not you go into black space,” Jones says.\u003c/p>\n\u003cp>Bell agrees, saying a story about how “this happened to me one time” is not the same as “this happens to me all the time.”\u003c/p>\n\u003cp>“When a black person tells you a story about racism, they’re telling you the greatest hits,” Bell says. “They’re not revealing that [the same thing] happened all day long, every day.”\u003c/p>\n\u003ch2>More Cosmopolitan Canopies\u003c/h2>\n\u003cp>Our world isn’t limited to these unique spaces fraught with tension. There are some places where people of different ethnicities, social groups and races coexist in comfort. Anderson calls them “cosmopolitan canopies.”\u003c/p>\n\u003cp>One listener pointed to the Downtown Oakland YMCA as a space of rich racial harmony.\u003c/p>\n\u003cp>“I was in a class and we were stretched out with our feet behind us, and in front of me, in the row in front of me, there was a black woman, an Asian woman, a Latino woman and a white woman,” said caller Betsy Franklin. “And I was staring just at the bottoms of their feet, that’s all I could see of them. And I noticed that they were all the same color. If you had to guess what race each person was, you absolutely could not. Because they were all the same color. It just brought it home to me that all we are is different skin colors adapting to different environments, and that’s how we evolved.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many people choose to live in the Bay Area to be part of a more tolerant and open-minded society where we can celebrate our similarities and our differences. So how can we create more of these canopies here?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The San Francisco Board of Education voted unanimously to give diplomas to 107 high school students who have not met all their graduation requirements — a move that goes against state law.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘This is uncharted territory. We don’t know what happens when the state changes the rules midstream.’\u003ccite>David Chiu,\u003cbr>\nCalifornia State Assemblyman\u003c/cite>\u003c/aside>\n\u003cp>The vote follows a decision from the California Department of Education, which canceled the July administration of the high school exit exam. In a \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr15/yr15rel65.asp\" target=\"_blank\" rel=\"noopener\">statement released Thursday\u003c/a>, department officials said they are working with lawmakers to “pass legislation that would suspend the exit exam requirement for three years because the exam does not reflect the new state academic standards.”\u003c/p>\n\u003cp>“Unfortunately, I think it was ended a little too early,” Assemblyman David Chiu, D-San Francisco, told KQED Friday.\u003c/p>\n\u003cp>The California High School Exit Examination (CAHSEE) is offered to students beginning sophomore year. There are several opportunities to take it, but some students struggle to pass and have to retake it. On Tuesday, faculty and students from San Francisco International High School showed up to the city’s school board meeting, pleading for help.\u003c/p>\n\u003cp>“We need another opportunity to take the CAHSEE or we need a diploma,” said Principal Julie Kessler.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=lc0Alhdy1pc\u003c/p>\n\u003cp>The group of San Francisco students who have not passed the exam represents just a small portion of the thousands of students in similar positions around the state.\u003c/p>\n\u003cp>According to state data, last summer 4,847 math tests were given with 1,286 (26.5 percent) students passing and 5,826 English Language Arts tests were given with 1,248 (21.4 percent) students passing. The stats represent students who took just a single exam and students who took both.\u003c/p>\n\u003cp>As reported in the \u003ca href=\"http://www.sfchronicle.com/education/article/College-dreams-on-hold-after-state-cancels-Exit-6441182.php\">San Francisco Chronicle\u003c/a>, around 30 students in the city have at least for now lost their chance to attend a four-year college this year.\u003c/p>\n\u003cp>“Our hope is that the few students who find themselves in this situation will only have to defer their dreams of attending the college of their choice for one semester,” Department of Education Deputy Superintendent Keric Ashley told the Chronicle. “In the meantime, there are other options available to these students, including our California Community Colleges. I received excellent preparation at my local community college before attending university.”\u003c/p>\n\u003cp>San Francisco Superintendent Richard Carranza said Tuesday, “We are absolutely with you [the students] on this particular issue.”\u003c/p>\n\u003cp>But, he said, the district was not prepared to grant diplomas without knowing what requirements might replace the CAHSEE. He said if the district did this, there’s a chance it would have to revoke the diplomas should the state decide on new requirements going forward.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/219302368″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>Chiu agreed the legality of the situation remains unclear.\u003c/p>\n\u003cp>“This is uncharted territory,” he said. “We don’t know what happens when the state changes the rules midstream.”\u003c/p>\n\u003cp>Chiu, along with others including California Superintendent of Public Instruction Tom Torlakson, is trying to work with the public college and university systems to find a way to grant conditional admittance for those students caught in limbo.\u003c/p>\n\u003cp>“It’s still an ongoing discussion,” Chiu said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Monday begins the final four weeks of the state’s legislative session. Chiu said he’s working with other lawmakers to expedite a solution.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The San Francisco Board of Education voted unanimously to give diplomas to 107 high school students who have not met all their graduation requirements — a move that goes against state law.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘This is uncharted territory. We don’t know what happens when the state changes the rules midstream.’\u003ccite>David Chiu,\u003cbr>\nCalifornia State Assemblyman\u003c/cite>\u003c/aside>\n\u003cp>The vote follows a decision from the California Department of Education, which canceled the July administration of the high school exit exam. In a \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr15/yr15rel65.asp\" target=\"_blank\" rel=\"noopener\">statement released Thursday\u003c/a>, department officials said they are working with lawmakers to “pass legislation that would suspend the exit exam requirement for three years because the exam does not reflect the new state academic standards.”\u003c/p>\n\u003cp>“Unfortunately, I think it was ended a little too early,” Assemblyman David Chiu, D-San Francisco, told KQED Friday.\u003c/p>\n\u003cp>The California High School Exit Examination (CAHSEE) is offered to students beginning sophomore year. There are several opportunities to take it, but some students struggle to pass and have to retake it. On Tuesday, faculty and students from San Francisco International High School showed up to the city’s school board meeting, pleading for help.\u003c/p>\n\u003cp>“We need another opportunity to take the CAHSEE or we need a diploma,” said Principal Julie Kessler.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/lc0Alhdy1pc'\n title='//www.youtube.com/embed/lc0Alhdy1pc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The group of San Francisco students who have not passed the exam represents just a small portion of the thousands of students in similar positions around the state.\u003c/p>\n\u003cp>According to state data, last summer 4,847 math tests were given with 1,286 (26.5 percent) students passing and 5,826 English Language Arts tests were given with 1,248 (21.4 percent) students passing. The stats represent students who took just a single exam and students who took both.\u003c/p>\n\u003cp>As reported in the \u003ca href=\"http://www.sfchronicle.com/education/article/College-dreams-on-hold-after-state-cancels-Exit-6441182.php\">San Francisco Chronicle\u003c/a>, around 30 students in the city have at least for now lost their chance to attend a four-year college this year.\u003c/p>\n\u003cp>“Our hope is that the few students who find themselves in this situation will only have to defer their dreams of attending the college of their choice for one semester,” Department of Education Deputy Superintendent Keric Ashley told the Chronicle. “In the meantime, there are other options available to these students, including our California Community Colleges. I received excellent preparation at my local community college before attending university.”\u003c/p>\n\u003cp>San Francisco Superintendent Richard Carranza said Tuesday, “We are absolutely with you [the students] on this particular issue.”\u003c/p>\n\u003cp>But, he said, the district was not prepared to grant diplomas without knowing what requirements might replace the CAHSEE. He said if the district did this, there’s a chance it would have to revoke the diplomas should the state decide on new requirements going forward.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/219302368″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/219302368″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Chiu agreed the legality of the situation remains unclear.\u003c/p>\n\u003cp>“This is uncharted territory,” he said. “We don’t know what happens when the state changes the rules midstream.”\u003c/p>\n\u003cp>Chiu, along with others including California Superintendent of Public Instruction Tom Torlakson, is trying to work with the public college and university systems to find a way to grant conditional admittance for those students caught in limbo.\u003c/p>\n\u003cp>“It’s still an ongoing discussion,” Chiu said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Monday begins the final four weeks of the state’s legislative session. Chiu said he’s working with other lawmakers to expedite a solution.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>For a union that has defeated almost every challenger on the playing field of state politics for more than two decades, the California Teachers Association’s most powerful opponent may turn out to be what Justice Antonin Scalia recently described as “a committee of nine unelected lawyers.”\u003c/p>\n\u003cp>On Tuesday, the \u003ca href=\"http://www.supremecourt.gov/orders/courtorders/063015zr_pnk0.pdf\" target=\"_blank\" rel=\"noopener\">U.S. Supreme Court agreed\u003c/a> to decide whether the state’s most powerful employee union has the right to require teachers to pay dues that fund the CTA’s influence at both the bargaining table and the ballot box.\u003c/p>\n\u003cp>“The state cannot compel people to pay for speech with which they fundamentally disagree,” said Terry Pell, president of the \u003ca href=\"https://www.cir-usa.org/mission/\" target=\"_blank\" rel=\"noopener\">Center for Individual Rights\u003c/a>, a libertarian-leaning nonprofit group that filed the case on behalf of 10 California teachers.\u003c/p>\n\u003cp>The case has been making its way through the federal court process for the past two years en route to a ruling from the nine justices, a slow process that’s made it a bit of a sleeper in the world of news but nonetheless a fight that goes to the heart of the CTA’s power: The membership dues paid by more than 300,000 educators.\u003c/p>\n\u003cp>Like other unions, the CTA allows teachers to \u003ca href=\"http://www.cta.org/about-cta/voluntary-contribution\" target=\"_blank\" rel=\"noopener\">opt out\u003c/a> of being full-fledged members who help fund its political campaigns. But it still requires what’s called an “agency fee,” dues that are supposed to cover only the \u003ca href=\"http://www.cta.org/About-CTA/Leadership/Treasurers-Corner/Treasurers-Budget/Program-Expenditure-2013-2014.aspx\" target=\"_blank\" rel=\"noopener\">costs of general services like collective bargaining\u003c/a>. That system, itself a product of a U.S. Supreme Court ruling, dates back to a \u003ca href=\"https://supreme.justia.com/cases/federal/us/431/209/case.html\" target=\"_blank\" rel=\"noopener\">1977 case involving public school teachers in Detroit\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This case, \u003cem>\u003ca href=\"https://www.cir-usa.org/wp-content/uploads/2014/02/friedrichs_v_cta_complaint.pdf\" target=\"_blank\" rel=\"noopener\">Friedrichs vs. California Teachers Association\u003c/a>\u003c/em>, asks a pretty straightforward question: Is the agency fee unconstitutional?\u003c/p>\n\u003cp>The plaintiffs argue that the union’s bargaining efforts are also inherently political, that there’s no way to filter one activity from the other. Thus, they believe teachers with a different viewpoint from the CTA’s are being illegally burdened. “In 25 states, there are laws on the books that require public employees to pay dues to their union as a condition of employment,” said Pell of the plaintiffs’ group. “We think a majority of the court believes the time has come to put an end to this.”\u003c/p>\n\u003cp>On the other side is not just the teachers union, but also Attorney General Kamala Harris. In \u003ca href=\"http://sblog.s3.amazonaws.com/wp-content/uploads/2015/06/14-915BriefInOppositionOkToPrint.pdf\" target=\"_blank\" rel=\"noopener\">a filing with the Supreme Court last month\u003c/a>, Harris took issue with the fact that politics is inextricably linked with the union’s day-to-day work.\u003c/p>\n\u003cp>“Negotiations addressing routine employment matters — procedures for taking leave, for example, or the condition of faculty lounges, or the method for processing employee grievances — are not ‘political’ in that sense,” wrote Harris.\u003c/p>\n\u003cp>Critics of the system think they have a shot with the generally conservative majority of the high court, after \u003ca href=\"http://www.scotusblog.com/2014/01/argument-preview-is-abood-in-trouble/\" target=\"_blank\" rel=\"noopener\">a 2014 case\u003c/a> involving union expenses in which Justice Samuel Alito suggested the overarching system in place since 1977 may be untenable.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.cta.org/About-CTA/News-Room/Press-Releases/2015/06/20150630.aspx\" target=\"_blank\" rel=\"noopener\">a brief joint statement on Tuesday\u003c/a>, leaders of the CTA and other labor unions accused the Supreme Court of “reviewing decisions that have made it possible for people to stick together for a voice at work and in their communities.”\u003c/p>\n\u003cp>But the real stakes in this court fight are over the money that fuels the broad influence of the CTA, an influence that’s felt in campaigns, lobbying and local contract negotiations. One former leader of the California Legislature went so far as to \u003ca href=\"http://articles.latimes.com/2012/aug/18/local/la-me-cta-20120819\" target=\"_blank\" rel=\"noopener\">characterize the CTA’s self-image as the “co-equal fourth branch of government” in a 2012 newspaper story\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.fppc.ca.gov/reports/Report31110.pdf\" target=\"_blank\" rel=\"noopener\">2010 analysis by the state’s campaign finance watchdog agency\u003c/a> put the teachers union tops in political spending over the previous decade, and CTA spending has totaled tens of millions of dollars more since that report.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A ruling is expected by the summer of 2016, thus ensuring \u003ca href=\"http://ww2.kqed.org/news/2015/06/29/california-congressional-maps/get-legal-protection-via-arizona/\" target=\"_blank\" rel=\"noopener\">a second straight year\u003c/a> where the nine justices weigh in on a case with profound implications for California’s political landscape.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For a union that has defeated almost every challenger on the playing field of state politics for more than two decades, the California Teachers Association’s most powerful opponent may turn out to be what Justice Antonin Scalia recently described as “a committee of nine unelected lawyers.”\u003c/p>\n\u003cp>On Tuesday, the \u003ca href=\"http://www.supremecourt.gov/orders/courtorders/063015zr_pnk0.pdf\" target=\"_blank\" rel=\"noopener\">U.S. Supreme Court agreed\u003c/a> to decide whether the state’s most powerful employee union has the right to require teachers to pay dues that fund the CTA’s influence at both the bargaining table and the ballot box.\u003c/p>\n\u003cp>“The state cannot compel people to pay for speech with which they fundamentally disagree,” said Terry Pell, president of the \u003ca href=\"https://www.cir-usa.org/mission/\" target=\"_blank\" rel=\"noopener\">Center for Individual Rights\u003c/a>, a libertarian-leaning nonprofit group that filed the case on behalf of 10 California teachers.\u003c/p>\n\u003cp>The case has been making its way through the federal court process for the past two years en route to a ruling from the nine justices, a slow process that’s made it a bit of a sleeper in the world of news but nonetheless a fight that goes to the heart of the CTA’s power: The membership dues paid by more than 300,000 educators.\u003c/p>\n\u003cp>Like other unions, the CTA allows teachers to \u003ca href=\"http://www.cta.org/about-cta/voluntary-contribution\" target=\"_blank\" rel=\"noopener\">opt out\u003c/a> of being full-fledged members who help fund its political campaigns. But it still requires what’s called an “agency fee,” dues that are supposed to cover only the \u003ca href=\"http://www.cta.org/About-CTA/Leadership/Treasurers-Corner/Treasurers-Budget/Program-Expenditure-2013-2014.aspx\" target=\"_blank\" rel=\"noopener\">costs of general services like collective bargaining\u003c/a>. That system, itself a product of a U.S. Supreme Court ruling, dates back to a \u003ca href=\"https://supreme.justia.com/cases/federal/us/431/209/case.html\" target=\"_blank\" rel=\"noopener\">1977 case involving public school teachers in Detroit\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This case, \u003cem>\u003ca href=\"https://www.cir-usa.org/wp-content/uploads/2014/02/friedrichs_v_cta_complaint.pdf\" target=\"_blank\" rel=\"noopener\">Friedrichs vs. California Teachers Association\u003c/a>\u003c/em>, asks a pretty straightforward question: Is the agency fee unconstitutional?\u003c/p>\n\u003cp>The plaintiffs argue that the union’s bargaining efforts are also inherently political, that there’s no way to filter one activity from the other. Thus, they believe teachers with a different viewpoint from the CTA’s are being illegally burdened. “In 25 states, there are laws on the books that require public employees to pay dues to their union as a condition of employment,” said Pell of the plaintiffs’ group. “We think a majority of the court believes the time has come to put an end to this.”\u003c/p>\n\u003cp>On the other side is not just the teachers union, but also Attorney General Kamala Harris. In \u003ca href=\"http://sblog.s3.amazonaws.com/wp-content/uploads/2015/06/14-915BriefInOppositionOkToPrint.pdf\" target=\"_blank\" rel=\"noopener\">a filing with the Supreme Court last month\u003c/a>, Harris took issue with the fact that politics is inextricably linked with the union’s day-to-day work.\u003c/p>\n\u003cp>“Negotiations addressing routine employment matters — procedures for taking leave, for example, or the condition of faculty lounges, or the method for processing employee grievances — are not ‘political’ in that sense,” wrote Harris.\u003c/p>\n\u003cp>Critics of the system think they have a shot with the generally conservative majority of the high court, after \u003ca href=\"http://www.scotusblog.com/2014/01/argument-preview-is-abood-in-trouble/\" target=\"_blank\" rel=\"noopener\">a 2014 case\u003c/a> involving union expenses in which Justice Samuel Alito suggested the overarching system in place since 1977 may be untenable.\u003c/p>\n\u003cp>In \u003ca href=\"http://www.cta.org/About-CTA/News-Room/Press-Releases/2015/06/20150630.aspx\" target=\"_blank\" rel=\"noopener\">a brief joint statement on Tuesday\u003c/a>, leaders of the CTA and other labor unions accused the Supreme Court of “reviewing decisions that have made it possible for people to stick together for a voice at work and in their communities.”\u003c/p>\n\u003cp>But the real stakes in this court fight are over the money that fuels the broad influence of the CTA, an influence that’s felt in campaigns, lobbying and local contract negotiations. One former leader of the California Legislature went so far as to \u003ca href=\"http://articles.latimes.com/2012/aug/18/local/la-me-cta-20120819\" target=\"_blank\" rel=\"noopener\">characterize the CTA’s self-image as the “co-equal fourth branch of government” in a 2012 newspaper story\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.fppc.ca.gov/reports/Report31110.pdf\" target=\"_blank\" rel=\"noopener\">2010 analysis by the state’s campaign finance watchdog agency\u003c/a> put the teachers union tops in political spending over the previous decade, and CTA spending has totaled tens of millions of dollars more since that report.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A ruling is expected by the summer of 2016, thus ensuring \u003ca href=\"http://ww2.kqed.org/news/2015/06/29/california-congressional-maps/get-legal-protection-via-arizona/\" target=\"_blank\" rel=\"noopener\">a second straight year\u003c/a> where the nine justices weigh in on a case with profound implications for California’s political landscape.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Veronica Luque is taking time to sit down at the kitchen table with her son, Angel. He’s a real cutie-pie, this round-faced, 10-year-old. His mom wants to know what every parent wants to know after school: How’d it go?\u003c/p>\n\u003cfigure id=\"attachment_10555253\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555253\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg\" alt=\"Veronica Luque works hard to stay involved in her children's education.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veronica Luque works hard to stay involved in her children’s education. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“¿Qué pasó hoy en tu paseo de la escuela?” she asks in Spanish. What happened on your field trip?\u003c/p>\n\u003cp>Angel looks up at her eagerly, trying to respond. But he keeps slipping into English, which his mom doesn’t understand very well. And she corrects his Spanish grammar along the way. He slumps, frustrated.\u003c/p>\n\u003cp>“Matemáticas y como … I can’t say it,” says Angel. “Um, it’s, um, how… how do you say multiplication? It’s hard to say it.”\u003c/p>\n\u003cfigure id=\"attachment_10555443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555443\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg\" alt=\"Angel Luque does homework after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel Luque does homework after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If Angel were literate in Spanish, he’d probably be more proficient in English by now. But he’s not proficient in either language, so he’s heading into fifth grade on the verge of becoming a \u003ca href=\"http://laurieolsen.com/wp-content/uploads/2013/07/ReparableHarm2ndedition-1.pdf\"> Long-Term English Learner\u003c/a>, a term used for kids who have been in U.S. schools for more than six years and still aren’t fluent in English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His older sister, Lidia, is in high school. She knows what he’s going through. When she started school, she had to learn English, too.\u003c/p>\n\u003cp>“It was difficult because I would always try to get other people to understand what I was saying,” says Lidia. “But then they would try to get me to understand and I would get really confused. So I would just go be by myself or with someone else who spoke Spanish.”\u003c/p>\n\u003cp>Lidia at least had her Spanish to fall back on. She’s the oldest child, having moved to the U.S. with her parents when she was a baby. But her four younger brothers were all born in San Jose. Jose is in eighth grade, Angel in fifth, Bryan in first and Valentin in kindergarten.\u003c/p>\n\u003cp>The boys have only had English in school. Even so, Angel is still struggling to prove he’s academically proficient in it.\u003c/p>\n\u003cp>“Sometimes I get bad on the tests,” says Angel. “And sometimes I forgot to turn in my homework.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/209857857″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>One in four california students are still learning English. Almost all of them go to classes where it’s the only language their teachers know. By law these students are supposed to get the same educational opportunities as everyone else. For thousands of kids, however, that’s not the case.\u003c/p>\n\u003cp>From kindergarten to third grade, Angel’s scores on the state’s English proficiency test barely budged. In fact, he was stuck at the same level for three years.\u003c/p>\n\u003cp>He’s at an age now where the right teaching could make a big difference.\u003c/p>\n\u003cp>In his fourth grade classroom at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School \u003c/a>in San Jose, Angel looks up at an interactive whiteboard. His teacher, Janet Plant, uses the screen to go online and add photos and videos to her lessons. Plant says it’s crucial to make words visual.\u003c/p>\n\u003cp>“It’s the same kind of idea of a visually rich classroom for preschoolers and kindergarteners,” she says. “Because they’re learning in all these different modes.”\u003c/p>\n\u003cp>The essentials of strong teaching — project-based learning, getting kids to participate and discuss what they are doing, kids showing that they understand — is even more critical for English language learners, who must practice speaking and interact with their teacher in class in order to learn English.\u003c/p>\n\u003cp>“So we’re going to have a writing assignment today about Sophie,” Plant says to the class. “So what could we write about, a Sophie adventure story?”\u003c/p>\n\u003cp>Angel answers, “Her and her dog friends on a quest.”\u003c/p>\n\u003cp>Plant says she often sees her fourth-graders talking in English with friends and answering questions fairly clearly.\u003c/p>\n\u003cp>“And yet when it comes to the academic language … that’s where they’re totally lost. Test taking, also, words like “evaluate” and “solve” being the same thing. If they have to answer the question, ‘Could you please tell us why this happened in the story and give us some clues?’ Instead of telling us why, they’ll tell us what happened.”\u003c/p>\n\u003cp>Veteran teachers at the school like Plant have gotten frustrated as programs have come and gone over the past 30 years. There was bilingual education until California banned it in 1998. Now it’s English-only.\u003c/p>\n\u003cfigure id=\"attachment_10555445\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555445\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg\" alt=\"Angel and sister Lidia outside their apartment.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel and sister Lidia outside their apartment. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some schools get waivers to do dual immersion or bilingual programs. But not Luther Burbank — it does what is mandated, pulling Angel and other English language learners out of class to get 30 minutes a day of English language development.\u003c/p>\n\u003cp>“Which usually works out to 25 minutes once they get seated and get their workbooks,” says Plant. “So I have this very quick lesson, which is academic vocabulary and experiential situations. It’s not enough.”\u003c/p>\n\u003cp>Research shows a lot of teachers just don’t understand how to teach English language learners.\u003c/p>\n\u003cp>“Teachers mostly don’t know how to teach language,” says English-learner researcher Laurie Olsen. “They teach subjects or curriculum, but they don’t know how to listen to what’s happening with language, they don’t know how to model language. That has been a huge problem.”\u003c/p>\n\u003cp>\u003cstrong>Piloting a New Model\u003c/strong>\u003c/p>\n\u003cp>Yet we do know \u003ca href=\"http://west.edtrust.org/resource/the-language-of-reform-english-learners-in-californias-shifting-education-landscape/\">what works.\u003c/a>\u003c/p>\n\u003cp>Miner Elementary in South San Jose’s Oak Grove School District is one of more than a dozen Bay Area schools piloting a model called \u003ca href=\"http://www.sobrato.com/sobrato-philanthropies/sobrato-family-foundation/seal/program-model/\">Sobrato Early Academic Language\u003c/a>, or SEAL. It was developed by Olsen. The first thing you notice here are visual strategies — colorful posters, words and diagrams — in every classroom.\u003c/p>\n\u003cp>Teachers have ditched the workbooks. They want students to lead discussions and talk — a lot. Every lesson puts language first. The bigger the words, the better.\u003c/p>\n\u003cp>Teacher Julie Federman coaxes a shy kindergartener named Alfred to show off his new marine biology knowledge.\u003c/p>\n\u003cp>“Could you tell me about the food chain? And we’ll start with the kelp at the bottom. What happens?”\u003c/p>\n\u003cp>“Well, the kelp is eaten by the crab,” says Alfred. “Then the octopus eats the crab. Then the octopus is eaten by the whale.”\u003c/p>\n\u003cp>Alfred came to school speaking hardly any English. Now, he’s using big words like “octopus” and speaking in complete sentences. Federman says she doubts he would have made this much progress with the school’s old, more traditional methods.\u003c/p>\n\u003cp>“I can see so much growth and mostly engagement, student engagement. Everybody’s excited about learning,” says Federman.\u003c/p>\n\u003cp>The goal of the SEAL model is to make kids fall in love with language. And not just English. In this approach, parents are also encouraged to keep building their kids’ first language, reading to them at home to help them become truly bilingual.\u003c/p>\n\u003cp>But perhaps the most important — and challenging — piece of the new model is retraining teachers.\u003c/p>\n\u003cp>“It’s over a two-and-a-half-year period,”says Paula Cornia, the English learner administrator for the Oak Grove district. “And it’s very intense, but it’s very successful. I’ve never seen a program this successful.”\u003c/p>\n\u003cp>Just last year, California adopted \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp\">a new framework for English learners\u003c/a>. It calls for all teachers to chip in to a “whole school” effort, like the one at Miner Elementary. This could give English learners a lot more practice in using academic language.\u003c/p>\n\u003cp>“To have English language development within the content itself, as core in your content classes and demonstrate to teachers that they really need to attend to language as they communicate their content, that’s a nuance that had not been so prevalent, so noticeable, so blatant,” says Elena Fajardo, administrator for the state Department of Education’s Language Policy and Leadership Office. “The extent to which it is necessary has become very clear.”\u003c/p>\n\u003cp>Counties and districts across the state are retraining teachers on how to deliver language instruction while teaching other subject matter.\u003c/p>\n\u003cfigure id=\"attachment_10555448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555448\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg\" alt=\"The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That could be good news for younger kids like Angel. His mom, Veronica Luque, is counting on her children’s schools to help secure the family’s future.\u003c/p>\n\u003cp>“The best legacy that we can give them is helping them in their education, so they can go to college and have a good job and not struggle in the hot sun like their dad does, just to pay the rent and buy food,” says Mrs. Luque in Spanish. “I want them to have an office job or the option to work from home if they want to and earn money without struggling.”\u003c/p>\n\u003cp>This year, the Luques’ youngest son, Valentin, started kindergarten. He’s one of thousands of new English learners entering the system: another chance for the state to get it right with this next generation of Californians.\u003c/p>\n\u003cp>\u003cem>This the third story in a three-part series about what it will take for California to succeed with the nearly one-and-a-half million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s oldest sister Lidia and her success in school, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s eighth-grade brother, Jose Daniel, and his struggle to be considered proficient in English, \u003ca href=\"http://ww2.kqed.org/news/2015/06/10/avoiding-the-dead-end-of-never-learning-english\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n",
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"headline": "Rich Language Lessons Early On Are Vital for Kids Learning English",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Veronica Luque is taking time to sit down at the kitchen table with her son, Angel. He’s a real cutie-pie, this round-faced, 10-year-old. His mom wants to know what every parent wants to know after school: How’d it go?\u003c/p>\n\u003cfigure id=\"attachment_10555253\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555253\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg\" alt=\"Veronica Luque works hard to stay involved in her children's education.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Veronica-Luque.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Veronica Luque works hard to stay involved in her children’s education. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“¿Qué pasó hoy en tu paseo de la escuela?” she asks in Spanish. What happened on your field trip?\u003c/p>\n\u003cp>Angel looks up at her eagerly, trying to respond. But he keeps slipping into English, which his mom doesn’t understand very well. And she corrects his Spanish grammar along the way. He slumps, frustrated.\u003c/p>\n\u003cp>“Matemáticas y como … I can’t say it,” says Angel. “Um, it’s, um, how… how do you say multiplication? It’s hard to say it.”\u003c/p>\n\u003cfigure id=\"attachment_10555443\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555443\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg\" alt=\"Angel Luque does homework after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Angel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel Luque does homework after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If Angel were literate in Spanish, he’d probably be more proficient in English by now. But he’s not proficient in either language, so he’s heading into fifth grade on the verge of becoming a \u003ca href=\"http://laurieolsen.com/wp-content/uploads/2013/07/ReparableHarm2ndedition-1.pdf\"> Long-Term English Learner\u003c/a>, a term used for kids who have been in U.S. schools for more than six years and still aren’t fluent in English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His older sister, Lidia, is in high school. She knows what he’s going through. When she started school, she had to learn English, too.\u003c/p>\n\u003cp>“It was difficult because I would always try to get other people to understand what I was saying,” says Lidia. “But then they would try to get me to understand and I would get really confused. So I would just go be by myself or with someone else who spoke Spanish.”\u003c/p>\n\u003cp>Lidia at least had her Spanish to fall back on. She’s the oldest child, having moved to the U.S. with her parents when she was a baby. But her four younger brothers were all born in San Jose. Jose is in eighth grade, Angel in fifth, Bryan in first and Valentin in kindergarten.\u003c/p>\n\u003cp>The boys have only had English in school. Even so, Angel is still struggling to prove he’s academically proficient in it.\u003c/p>\n\u003cp>“Sometimes I get bad on the tests,” says Angel. “And sometimes I forgot to turn in my homework.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/209857857″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/209857857″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One in four california students are still learning English. Almost all of them go to classes where it’s the only language their teachers know. By law these students are supposed to get the same educational opportunities as everyone else. For thousands of kids, however, that’s not the case.\u003c/p>\n\u003cp>From kindergarten to third grade, Angel’s scores on the state’s English proficiency test barely budged. In fact, he was stuck at the same level for three years.\u003c/p>\n\u003cp>He’s at an age now where the right teaching could make a big difference.\u003c/p>\n\u003cp>In his fourth grade classroom at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School \u003c/a>in San Jose, Angel looks up at an interactive whiteboard. His teacher, Janet Plant, uses the screen to go online and add photos and videos to her lessons. Plant says it’s crucial to make words visual.\u003c/p>\n\u003cp>“It’s the same kind of idea of a visually rich classroom for preschoolers and kindergarteners,” she says. “Because they’re learning in all these different modes.”\u003c/p>\n\u003cp>The essentials of strong teaching — project-based learning, getting kids to participate and discuss what they are doing, kids showing that they understand — is even more critical for English language learners, who must practice speaking and interact with their teacher in class in order to learn English.\u003c/p>\n\u003cp>“So we’re going to have a writing assignment today about Sophie,” Plant says to the class. “So what could we write about, a Sophie adventure story?”\u003c/p>\n\u003cp>Angel answers, “Her and her dog friends on a quest.”\u003c/p>\n\u003cp>Plant says she often sees her fourth-graders talking in English with friends and answering questions fairly clearly.\u003c/p>\n\u003cp>“And yet when it comes to the academic language … that’s where they’re totally lost. Test taking, also, words like “evaluate” and “solve” being the same thing. If they have to answer the question, ‘Could you please tell us why this happened in the story and give us some clues?’ Instead of telling us why, they’ll tell us what happened.”\u003c/p>\n\u003cp>Veteran teachers at the school like Plant have gotten frustrated as programs have come and gone over the past 30 years. There was bilingual education until California banned it in 1998. Now it’s English-only.\u003c/p>\n\u003cfigure id=\"attachment_10555445\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555445\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg\" alt=\"Angel and sister Lidia outside their apartment.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15412_JV0A5554-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angel and sister Lidia outside their apartment. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some schools get waivers to do dual immersion or bilingual programs. But not Luther Burbank — it does what is mandated, pulling Angel and other English language learners out of class to get 30 minutes a day of English language development.\u003c/p>\n\u003cp>“Which usually works out to 25 minutes once they get seated and get their workbooks,” says Plant. “So I have this very quick lesson, which is academic vocabulary and experiential situations. It’s not enough.”\u003c/p>\n\u003cp>Research shows a lot of teachers just don’t understand how to teach English language learners.\u003c/p>\n\u003cp>“Teachers mostly don’t know how to teach language,” says English-learner researcher Laurie Olsen. “They teach subjects or curriculum, but they don’t know how to listen to what’s happening with language, they don’t know how to model language. That has been a huge problem.”\u003c/p>\n\u003cp>\u003cstrong>Piloting a New Model\u003c/strong>\u003c/p>\n\u003cp>Yet we do know \u003ca href=\"http://west.edtrust.org/resource/the-language-of-reform-english-learners-in-californias-shifting-education-landscape/\">what works.\u003c/a>\u003c/p>\n\u003cp>Miner Elementary in South San Jose’s Oak Grove School District is one of more than a dozen Bay Area schools piloting a model called \u003ca href=\"http://www.sobrato.com/sobrato-philanthropies/sobrato-family-foundation/seal/program-model/\">Sobrato Early Academic Language\u003c/a>, or SEAL. It was developed by Olsen. The first thing you notice here are visual strategies — colorful posters, words and diagrams — in every classroom.\u003c/p>\n\u003cp>Teachers have ditched the workbooks. They want students to lead discussions and talk — a lot. Every lesson puts language first. The bigger the words, the better.\u003c/p>\n\u003cp>Teacher Julie Federman coaxes a shy kindergartener named Alfred to show off his new marine biology knowledge.\u003c/p>\n\u003cp>“Could you tell me about the food chain? And we’ll start with the kelp at the bottom. What happens?”\u003c/p>\n\u003cp>“Well, the kelp is eaten by the crab,” says Alfred. “Then the octopus eats the crab. Then the octopus is eaten by the whale.”\u003c/p>\n\u003cp>Alfred came to school speaking hardly any English. Now, he’s using big words like “octopus” and speaking in complete sentences. Federman says she doubts he would have made this much progress with the school’s old, more traditional methods.\u003c/p>\n\u003cp>“I can see so much growth and mostly engagement, student engagement. Everybody’s excited about learning,” says Federman.\u003c/p>\n\u003cp>The goal of the SEAL model is to make kids fall in love with language. And not just English. In this approach, parents are also encouraged to keep building their kids’ first language, reading to them at home to help them become truly bilingual.\u003c/p>\n\u003cp>But perhaps the most important — and challenging — piece of the new model is retraining teachers.\u003c/p>\n\u003cp>“It’s over a two-and-a-half-year period,”says Paula Cornia, the English learner administrator for the Oak Grove district. “And it’s very intense, but it’s very successful. I’ve never seen a program this successful.”\u003c/p>\n\u003cp>Just last year, California adopted \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp\">a new framework for English learners\u003c/a>. It calls for all teachers to chip in to a “whole school” effort, like the one at Miner Elementary. This could give English learners a lot more practice in using academic language.\u003c/p>\n\u003cp>“To have English language development within the content itself, as core in your content classes and demonstrate to teachers that they really need to attend to language as they communicate their content, that’s a nuance that had not been so prevalent, so noticeable, so blatant,” says Elena Fajardo, administrator for the state Department of Education’s Language Policy and Leadership Office. “The extent to which it is necessary has become very clear.”\u003c/p>\n\u003cp>Counties and districts across the state are retraining teachers on how to deliver language instruction while teaching other subject matter.\u003c/p>\n\u003cfigure id=\"attachment_10555448\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555448\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg\" alt=\"The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15404_JV0A5260-qut-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Luque siblings walk home from school. From left, Valentin, Jose Daniel, Angel, and Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That could be good news for younger kids like Angel. His mom, Veronica Luque, is counting on her children’s schools to help secure the family’s future.\u003c/p>\n\u003cp>“The best legacy that we can give them is helping them in their education, so they can go to college and have a good job and not struggle in the hot sun like their dad does, just to pay the rent and buy food,” says Mrs. Luque in Spanish. “I want them to have an office job or the option to work from home if they want to and earn money without struggling.”\u003c/p>\n\u003cp>This year, the Luques’ youngest son, Valentin, started kindergarten. He’s one of thousands of new English learners entering the system: another chance for the state to get it right with this next generation of Californians.\u003c/p>\n\u003cp>\u003cem>This the third story in a three-part series about what it will take for California to succeed with the nearly one-and-a-half million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s oldest sister Lidia and her success in school, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>To read about Angel’s eighth-grade brother, Jose Daniel, and his struggle to be considered proficient in English, \u003ca href=\"http://ww2.kqed.org/news/2015/06/10/avoiding-the-dead-end-of-never-learning-english\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Avoiding the Dead End of Never Learning English",
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"content": "\u003cp class=\"x_MsoNormal\">Jose Daniel Luque likes to play the wise guy in his family.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I’m the cool one in this house,” says the eighth-grader. “I’m like my sister, we follow the trends. But I’m not a hippie. And my little brothers are very annoying.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose Daniel was born in San Jose. He learned Spanish from his parents, who are Mexican immigrants. He says he speaks the best English in the house.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Because English is where my homeland is!” he says. “If I speak Spanish right now, I speak in a totally different tone. Watch, I’ll demonstrate. Hola, hello. See?”\u003c/p>\n\u003cp class=\"x_MsoNormal\">So how did his English get so good?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Like any kid learns how to speak English — TV! … I would sit like some monk and like watch for an hour-and-a-half while my parents did all their stuff.”\u003c/p>\n\u003cfigure id=\"attachment_10555498\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555498\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg\" alt=\"Jose Daniel Luque plays video games after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel Luque plays video games after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">As anyone can tell, Jose Daniel speaks a lot of English. But at the end of seventh grade, his K-8 school, Luther Burbank in San Jose, still considered him an English learner.\u003c/p>\n\u003cp class=\"x_MsoNormal\">It’s been more than four decades since the U.S. Supreme Court, in a \u003ca href=\"http://www.languagepolicy.net/archives/lau.htm\" target=\"_blank\" rel=\"noopener\">landmark case\u003c/a> involving San Francisco Unified School District, ruled that students whose first language is not English must receive extra help to learn it, otherwise their education would be meaningless. Yet today, California schools are still under scrutiny by the federal government for failing to \u003ca href=\"http://www2.ed.gov/about/offices/list/ocr/ellresources.html\" target=\"_blank\" rel=\"noopener\">educate English learners.\u003c/a>\u003c/p>\n\u003cp class=\"x_MsoNormal\">[soundcloud url=”https://api.soundcloud.com/tracks/209710996″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp class=\"x_MsoNormal\">Experts say Jose Daniel should have been able to ditch that learner label by now, after spending his whole life in U.S. schools. But more than 339,000 kids in the state’s middle and high schools still haven’t acquired the English skills to fully participate in class, even after years of being taught only in English.\u003c/p>\n\u003cp class=\"x_MsoNormal\">The consequences are dire. More than 20 percent of those who are still English learners in high school drop out. That’s a higher rate than African-Americans, Latinos and special education students.\u003c/p>\n\u003cp class=\"x_MsoNormal\">That’s not what Jose sees happening to him.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I want to go to college, Santa Clara University. Marine biology. That’s my favorite thing in the whole world,” he says.\u003c/p>\n\u003cfigure id=\"attachment_10555499\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555499\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg\" alt=\"Jose Daniel hugs his little brother Valentin as sister Lidia looks on.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel hugs his little brother Valentin as sister Lidia looks on. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">But Jose has struggled to pass the English proficiency exam and English-Language Arts test each year since kindergarten. He must pass both to show he can read, write and speak English with enough sophistication to prove he knows the language thoroughly.\u003c/p>\n\u003cp class=\"x_MsoNormal\">There is \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/documents/celdtrtqs9-2012.pdf\" target=\"_blank\" rel=\"noopener\">one proficiency test for kids in each group of grades\u003c/a>. In other words, kids take the same test from third to fifth, sixth to eighth, and ninth to 12th grades. One of Jose’s eighth-grade teachers, Mike Sbarbaro, says he understands why the proficiency test is necessary but thinks it determines who has English skills “in a very undermining and insulting way.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">“And these eighth-graders, they realize this,” he says. “I can tell in their faces. When I ask them, ‘What is this?’ and I point to a picture of a carrot, they look at me as if I’m an idiot. ‘Are you serious?’ And I think, wait, is this the best approach? Don’t we want these kids to feel confident? If they’re already struggling, why would we treat them as if they’re incompetent?”\u003c/p>\n\u003cp>Though the test’s listening and speaking sections are often easy for many students, the writing and reading sections can frequently pose challenges, especially in the higher grades.\u003c/p>\n\u003cp>Jose Daniel doesn’t really know why he has to take the test. After all, he thinks he’s a wiz at English. Many kids think they are fluent because they get along socially. But academically, they struggle.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“The fact that there are so many students who’ve been in our schools for six, seven, eight, nine, 10 years and are stuck at this level without getting to the English proficiency they need is an indication that something’s really wrong with the way we’re going about educating English learners,” says \u003ca href=\"http://laurieolsen.com/\" target=\"_blank\" rel=\"noopener\">Laurie Olsen\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cb>\u003c/b>Olsen is a researcher who’s spent most of her career trying to help English learners. She’s pushed the state to start tracking kids who have gotten stuck; California began doing that last year. Now, one question that’s started to attract attention is \u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\">exactly how long it should take to make students English proficient\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cstrong>Getting Reclassified\u003c/strong>\u003c/p>\n\u003cp>The moment Jose can prove he is academically proficient in English, he will be reclassified and move out of the English learners category into that of a mainstream student.\u003c/p>\n\u003cp>Exactly when kids should be reclassified is something of a controversial topic. The state has a minimum standard, but each school district has its own criteria for deciding when a student is fluent.\u003c/p>\n\u003cp>“Why a student does or does not progress is very individual to the local education agency,” says Elena Fajardo, administrator of the California Department of Education’s Language, Policy and Leadership Office. Local education agency, or LEA, is a term used for school district.\u003c/p>\n\u003cp>“How many of their teachers are authorized to teach? How many have the expertise? How many ELs do they have? The expectation has always been, you will provide language development to your students. What that is differs from LEA to LEA.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose’s K-8 school, Luther Burbank, is the only one in its district. The school has set the bar higher than in most other districts and higher than the state standard — kids at Luther Burbank have to receive an advanced score on the English proficiency test to move up and out. They also have to get proficient scores on other standardized tests. Students often spend nine years learning English before getting reclassified. It’s supposed to take five to seven years.\u003c/p>\n\u003cp>“We are a K-8 school and we really want to make sure that before students are reclassified that they really are proficient, especially before they move on to high school,” says Principal Marvelyn Maldonado.\u003c/p>\n\u003cp>Luther Burbank may be right to be this strict: There is some evidence to show students who prove they are advanced at all levels of comprehension go on to do really well in high school — better than many regular students, in fact.\u003c/p>\n\u003cp>But the\u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\"> flip side of this argument is that schools are hanging onto kids too long.\u003c/a> The cynical view is that schools do this because they receive more money from the state for each English learner they have. But some say it’s because the schools aren’t doing a good enough job of teaching English from the very beginning.\u003c/p>\n\u003cp>“It’s not about when you get reclassified,” says researcher Laurie Olsen. “It’s about when we get kids to the level they need.”\u003c/p>\n\u003cp>Olsen says that now that schools know how many of these students are in their classrooms, schools can do something simple to make a difference.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Sitting down with them and saying, ‘Look, you want to go to college, this is what you need. Because your English is here and here’s where your gap is, it’s going to keep you from doing this. This is what you need to do now. That goal-setting unlocks tremendous energy in Long-Term English Learners. Someone has shown them a pathway.”\u003c/p>\n\u003cfigure id=\"attachment_10555500\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555500\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg\" alt=\"Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">Jose is now about to enter high school. This is where kids can falter, even those who speak English. When schools take this long to teach kids the language, students are losing out on core content material — the math, science, and language arts — that they need to make it in high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Right now, Jose can’t wait to follow his older sister to high school. He thinks he’ll do just fine.\u003c/p>\n\u003cp class=\"x_MsoNormal\">At the Luques’ dinner table, the kids speak English to each other, even as their dad talks to them in Spanish. There’s a terribly irony here: Jose’s parents have asked him and his older sister to speak to the younger kids in English. They were convinced this would help them do better in school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Now, the parents are realizing, the little boys have lost their Spanish. Their dad, Daniel, knows it distances him from his children.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I even feel mad, because I can’t understand them,” says Mr. Luque, in Spanish. “Since they learned more English in school and with cartoons, they sometimes want to speak in English all day with each other. But I say to them that they should try to speak a little more Spanish at home with us so we can understand them when we all sit down to eat dinner.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">There are entire generations of California students now like the Luque kids, who are not fluent in their native language and are still not proficient enough in English to make it through high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">And this is the real loss, says researcher Laurie Olsen: Our schools are depriving kids of a chance to be truly bilingual, which is a skill that’s in demand.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>This is the second in a series \u003cem>about what it will take for California to succeed with the nearly one and a half million students in public schools who are learning English as a second language.\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>To read about the Luque family and Jose’s older sister Lidia who came to California as a baby and is now considered proficient, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Tomorrow, we’ll meet Jose’s fifth grade brother Angel to find out more about what teachers can do to help kids get ahead.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Zaidee Stavely contributed to this story.\u003c/em>\u003c/p>\n\n",
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"title": "Avoiding the Dead End of Never Learning English | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"x_MsoNormal\">Jose Daniel Luque likes to play the wise guy in his family.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I’m the cool one in this house,” says the eighth-grader. “I’m like my sister, we follow the trends. But I’m not a hippie. And my little brothers are very annoying.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose Daniel was born in San Jose. He learned Spanish from his parents, who are Mexican immigrants. He says he speaks the best English in the house.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Because English is where my homeland is!” he says. “If I speak Spanish right now, I speak in a totally different tone. Watch, I’ll demonstrate. Hola, hello. See?”\u003c/p>\n\u003cp class=\"x_MsoNormal\">So how did his English get so good?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Like any kid learns how to speak English — TV! … I would sit like some monk and like watch for an hour-and-a-half while my parents did all their stuff.”\u003c/p>\n\u003cfigure id=\"attachment_10555498\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555498\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg\" alt=\"Jose Daniel Luque plays video games after school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Jose-Daniel.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel Luque plays video games after school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">As anyone can tell, Jose Daniel speaks a lot of English. But at the end of seventh grade, his K-8 school, Luther Burbank in San Jose, still considered him an English learner.\u003c/p>\n\u003cp class=\"x_MsoNormal\">It’s been more than four decades since the U.S. Supreme Court, in a \u003ca href=\"http://www.languagepolicy.net/archives/lau.htm\" target=\"_blank\" rel=\"noopener\">landmark case\u003c/a> involving San Francisco Unified School District, ruled that students whose first language is not English must receive extra help to learn it, otherwise their education would be meaningless. Yet today, California schools are still under scrutiny by the federal government for failing to \u003ca href=\"http://www2.ed.gov/about/offices/list/ocr/ellresources.html\" target=\"_blank\" rel=\"noopener\">educate English learners.\u003c/a>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/209710996″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/209710996″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp class=\"x_MsoNormal\">Experts say Jose Daniel should have been able to ditch that learner label by now, after spending his whole life in U.S. schools. But more than 339,000 kids in the state’s middle and high schools still haven’t acquired the English skills to fully participate in class, even after years of being taught only in English.\u003c/p>\n\u003cp class=\"x_MsoNormal\">The consequences are dire. More than 20 percent of those who are still English learners in high school drop out. That’s a higher rate than African-Americans, Latinos and special education students.\u003c/p>\n\u003cp class=\"x_MsoNormal\">That’s not what Jose sees happening to him.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I want to go to college, Santa Clara University. Marine biology. That’s my favorite thing in the whole world,” he says.\u003c/p>\n\u003cfigure id=\"attachment_10555499\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555499\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg\" alt=\"Jose Daniel hugs his little brother Valentin as sister Lidia looks on.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/RS15401_JV0A5201-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel hugs his little brother Valentin as sister Lidia looks on. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">But Jose has struggled to pass the English proficiency exam and English-Language Arts test each year since kindergarten. He must pass both to show he can read, write and speak English with enough sophistication to prove he knows the language thoroughly.\u003c/p>\n\u003cp class=\"x_MsoNormal\">There is \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/documents/celdtrtqs9-2012.pdf\" target=\"_blank\" rel=\"noopener\">one proficiency test for kids in each group of grades\u003c/a>. In other words, kids take the same test from third to fifth, sixth to eighth, and ninth to 12th grades. One of Jose’s eighth-grade teachers, Mike Sbarbaro, says he understands why the proficiency test is necessary but thinks it determines who has English skills “in a very undermining and insulting way.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">“And these eighth-graders, they realize this,” he says. “I can tell in their faces. When I ask them, ‘What is this?’ and I point to a picture of a carrot, they look at me as if I’m an idiot. ‘Are you serious?’ And I think, wait, is this the best approach? Don’t we want these kids to feel confident? If they’re already struggling, why would we treat them as if they’re incompetent?”\u003c/p>\n\u003cp>Though the test’s listening and speaking sections are often easy for many students, the writing and reading sections can frequently pose challenges, especially in the higher grades.\u003c/p>\n\u003cp>Jose Daniel doesn’t really know why he has to take the test. After all, he thinks he’s a wiz at English. Many kids think they are fluent because they get along socially. But academically, they struggle.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“The fact that there are so many students who’ve been in our schools for six, seven, eight, nine, 10 years and are stuck at this level without getting to the English proficiency they need is an indication that something’s really wrong with the way we’re going about educating English learners,” says \u003ca href=\"http://laurieolsen.com/\" target=\"_blank\" rel=\"noopener\">Laurie Olsen\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cb>\u003c/b>Olsen is a researcher who’s spent most of her career trying to help English learners. She’s pushed the state to start tracking kids who have gotten stuck; California began doing that last year. Now, one question that’s started to attract attention is \u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\">exactly how long it should take to make students English proficient\u003c/a>.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cstrong>Getting Reclassified\u003c/strong>\u003c/p>\n\u003cp>The moment Jose can prove he is academically proficient in English, he will be reclassified and move out of the English learners category into that of a mainstream student.\u003c/p>\n\u003cp>Exactly when kids should be reclassified is something of a controversial topic. The state has a minimum standard, but each school district has its own criteria for deciding when a student is fluent.\u003c/p>\n\u003cp>“Why a student does or does not progress is very individual to the local education agency,” says Elena Fajardo, administrator of the California Department of Education’s Language, Policy and Leadership Office. Local education agency, or LEA, is a term used for school district.\u003c/p>\n\u003cp>“How many of their teachers are authorized to teach? How many have the expertise? How many ELs do they have? The expectation has always been, you will provide language development to your students. What that is differs from LEA to LEA.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">Jose’s K-8 school, Luther Burbank, is the only one in its district. The school has set the bar higher than in most other districts and higher than the state standard — kids at Luther Burbank have to receive an advanced score on the English proficiency test to move up and out. They also have to get proficient scores on other standardized tests. Students often spend nine years learning English before getting reclassified. It’s supposed to take five to seven years.\u003c/p>\n\u003cp>“We are a K-8 school and we really want to make sure that before students are reclassified that they really are proficient, especially before they move on to high school,” says Principal Marvelyn Maldonado.\u003c/p>\n\u003cp>Luther Burbank may be right to be this strict: There is some evidence to show students who prove they are advanced at all levels of comprehension go on to do really well in high school — better than many regular students, in fact.\u003c/p>\n\u003cp>But the\u003ca href=\"http://www.ppic.org/content/pubs/report/R_114LHR.pdf\" target=\"_blank\" rel=\"noopener\"> flip side of this argument is that schools are hanging onto kids too long.\u003c/a> The cynical view is that schools do this because they receive more money from the state for each English learner they have. But some say it’s because the schools aren’t doing a good enough job of teaching English from the very beginning.\u003c/p>\n\u003cp>“It’s not about when you get reclassified,” says researcher Laurie Olsen. “It’s about when we get kids to the level they need.”\u003c/p>\n\u003cp>Olsen says that now that schools know how many of these students are in their classrooms, schools can do something simple to make a difference.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“Sitting down with them and saying, ‘Look, you want to go to college, this is what you need. Because your English is here and here’s where your gap is, it’s going to keep you from doing this. This is what you need to do now. That goal-setting unlocks tremendous energy in Long-Term English Learners. Someone has shown them a pathway.”\u003c/p>\n\u003cfigure id=\"attachment_10555500\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10555500\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg\" alt=\"Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Walking-home.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jose Daniel walks home from school with brothers Valentin and Bryan and sister Lidia. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"x_MsoNormal\">Jose is now about to enter high school. This is where kids can falter, even those who speak English. When schools take this long to teach kids the language, students are losing out on core content material — the math, science, and language arts — that they need to make it in high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Right now, Jose can’t wait to follow his older sister to high school. He thinks he’ll do just fine.\u003c/p>\n\u003cp class=\"x_MsoNormal\">At the Luques’ dinner table, the kids speak English to each other, even as their dad talks to them in Spanish. There’s a terribly irony here: Jose’s parents have asked him and his older sister to speak to the younger kids in English. They were convinced this would help them do better in school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">Now, the parents are realizing, the little boys have lost their Spanish. Their dad, Daniel, knows it distances him from his children.\u003c/p>\n\u003cp class=\"x_MsoNormal\">“I even feel mad, because I can’t understand them,” says Mr. Luque, in Spanish. “Since they learned more English in school and with cartoons, they sometimes want to speak in English all day with each other. But I say to them that they should try to speak a little more Spanish at home with us so we can understand them when we all sit down to eat dinner.”\u003c/p>\n\u003cp class=\"x_MsoNormal\">There are entire generations of California students now like the Luque kids, who are not fluent in their native language and are still not proficient enough in English to make it through high school.\u003c/p>\n\u003cp class=\"x_MsoNormal\">And this is the real loss, says researcher Laurie Olsen: Our schools are depriving kids of a chance to be truly bilingual, which is a skill that’s in demand.\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>This is the second in a series \u003cem>about what it will take for California to succeed with the nearly one and a half million students in public schools who are learning English as a second language.\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>To read about the Luque family and Jose’s older sister Lidia who came to California as a baby and is now considered proficient, \u003ca href=\"http://ww2.kqed.org/news/2015/06/09/in-california-schools-thousands-of-english-language-learners-getting-stuck\" target=\"_blank\" rel=\"noopener\">go here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"x_MsoNormal\">\u003cem>Tomorrow, we’ll meet Jose’s fifth grade brother Angel to find out more about what teachers can do to help kids get ahead.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Veronica and Daniel Luque began their romance in the fields of Sinaloa, Mexico. Veronica spotted this good-looking guy who was working with her at a produce processing center.\u003c/p>\n\u003cp>“He seemed like he had big dreams and a lot of goals for himself. I really liked that,” says Mrs. Luque in Spanish.\u003c/p>\n\u003cp>After marrying, the couple had a baby girl named Lidia, whose arrival got them thinking about the future. They knew their home state in Mexico was known for two things: agriculture and drugs. Neither parent had made it through high school. So it really didn’t take long to decide to try and bring Lidia to the United States.\u003c/p>\n\u003cp>“I think my kids will have a better future here, because education here is at the forefront,” says Mrs. Luque. “The government wants all our kids to be educated. No matter the color of your skin, everybody gets the same education.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/209697969″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>Fast forward 15 years and the Luques now have five children and live in San Jose. The house is boisterous, full of the sounds of little boys playing and laughing, and older boys playing video games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lidia is the only girl. She’s now 16 and a junior in high school. She’s a model student and an avid singer, with plans to go to college.\u003c/p>\n\u003cfigure id=\"attachment_10552343\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552343\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg\" alt=\"Lidia Luque playing with seven-year-old brother Bryan.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lidia Luque playing with seven-year-old brother Bryan. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m thinking of going into therapy, musical therapy, or keep going with my music studies to have a music major,” she says.\u003c/p>\n\u003cp>It’s taken years, but Lidia’s finally confident in her English. Her parents still don’t speak it well, but they’ve made it a priority for their kids, who all attend San Jose public schools. But only Lidia knows English well enough to be considered academically fluent.\u003c/p>\n\u003cp>It wasn’t always that way. Lidia started kindergarten terrified to speak English.\u003c/p>\n\u003cp>“I always had my doubts,” says Lidia. “Like what if they hear my accent? When I was younger I wouldn’t say yellow, I would say jello. And it would always scare me that they would make fun of me for the way I was talking.”\u003c/p>\n\u003cp>Lidia’s also truly bilingual; her Spanish is fluent, too.\u003c/p>\n\u003cp>“There’s moments where I feel like I know more Spanish than English, or more English than Spanish. It’s like back and forth. A ping pong match,” she says.\u003c/p>\n\u003cp>Ever since Lidia started school in California, she’s had to take the \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/\">state’s English proficiency tests\u003c/a>, even in kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_10552358\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552358\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg\" alt=\"Now that she's mastered English, Lidia Luque is doing well in school.\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-400x600.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1440x2160.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Now that she’s mastered English, Lidia Luque is doing well in school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now that she’s fluent, she is more likely to graduate and go to college. Lidia herself actually thinks it’s partly luck. When she was in third and fourth grade, she finally got a teacher who really focused on her language acquisition.\u003c/p>\n\u003cp>“And it was the most sentimental day of my life, the day I was leaving, because she was the best teacher I could ask for,” remembers Lidia. “She helped me understand everything more. She would always ask me if I could stay after class so she could help me more with my English.”\u003c/p>\n\u003cp>\u003cstrong>Struggling With English\u003c/strong>\u003c/p>\n\u003cp>The help she got is one reason why Lidia’s really motivated to try and help her little brothers do their English homework. They were all born here — Jose Daniel in eighth grade, Angel in fifth, Bryan in first, and Valentin in kindergarten.\u003c/p>\n\u003cp>Jose Daniel and Angel have been in public schools in San Jose since kindergarten, but like hundreds of thousands of students in California, they still struggle with academic English.\u003c/p>\n\u003cp>What’s going wrong?\u003c/p>\n\u003cp>“It’s been very hard to get the state to take this on as a priority, says researcher Laurie Olsen, who holds a Ph.D. in Social and Cultural Studies in Education from U.C. Berkeley. “There’s no plan in the state and there needs to be.”\u003c/p>\n\u003cp>If anyone has the answer, it might be Olsen. For more than a decade, she’s\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=91x2VeyKIdDdoATj8YGABg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=IFMbzdsAbnwjPy3W2B4N9A&bvm=bv.95277229,d.cGU\"> really zeroed in on this population of kids\u003c/a>. She’s on the board of \u003ca href=\"http://www.californianstogether.org/\">Californians Together\u003c/a>, a coalition focused on protecting the rights of English Learners.\u003c/p>\n\u003cp>“Teachers would start telling me about this group of kids they didn’t know what to do with, that weren’t the immigrant kids, the newcomer kids. Many of the kids had been in the states their whole lives, but clearly they didn’t have the language they really needed to participate meaningfully in school,” says Olsen.\u003c/p>\n\u003cp>Remember the English-Only movement of the late 1990s, when voters passed \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm\">Proposition 227, banning bilingual education\u003c/a>? By the time Lidia started kindergarten in San Jose, all teaching had to be in English, with little to no help in Spanish. That affected her performance in other subjects.\u003c/p>\n\u003cp>“I struggled with math because of how the teachers would explain it in English and they’d use all these words I didn’t understand. And I would be like ‘I don’t know what you’re saying. And this is hard,'” she says.\u003c/p>\n\u003cp>It wasn’t until eighth grade that Lidia tested out of English Language Learner status. That’s so late, she was in danger of getting stuck. Thousands of kids like her never become proficient in English, and many eventually drop out. One reason they stall is they often go unnoticed: They are typically quiet and sit in the back of the classroom. They often don’t cause trouble. There’s even a label for them now: Long-Term English Learners, or LTELs.\u003c/p>\n\u003cfigure id=\"attachment_10552345\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552345\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg\" alt=\"Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“By the time the students get to me, they don’t know what a noun and a verb is, so what’s going on?” asks eighth-grade teacher Mike Sbarbaro.\u003c/p>\n\u003cp>He teaches at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School\u003c/a>, where the Luque boys attend. Three-quarters of the students are English learners. And that lack of exposure to native English speakers makes it more difficult for kids to learn the language from one another. That’s unfortunate, because experts say peer language learning can be powerful.\u003c/p>\n\u003cp>Sbarbaro, for his part, thinks the reason kids get stuck is hard to pinpoint.\u003c/p>\n\u003cp>“This is not on the teachers,” says Sbarbaro. “This is on the system. This is something intangible that we don’t know yet.”\u003c/p>\n\u003cp>Luther Burbank Principal Marvelyn Maldonado has been trying to figure it out. She knows what kids are going through: She was an English-language learner herself. She’s started after-school programs and English classes for parents. She’s installed high-tech white boards that link images and text — visuals that reinforce language.\u003c/p>\n\u003cp>The result is that far more Luther Burbank English learners in eighth grade ace the English test than kids in the state overall. Still, a third of students in eighth grade at Luther Burbank are stuck.\u003c/p>\n\u003cp>“We’re certainly not satisfied with where we’re at,” says Maldonado. “We recognize that we have a long way to go. A long, long way to go.”\u003c/p>\n\u003cp>It’s not just Luther Burbank. Schools across California have a long way to go, says researcher Laurie Olsen.\u003c/p>\n\u003cp>“What’s been applied to this group of struggling students are all the wrong kinds of interventions, all the wrong things, as if they’re just like struggling native-speaking students.”\u003c/p>\n\u003cp>The state is now legally obligated to track the progress of these students. And California is focusing on English learners with new intensity: For two years now, Governor Brown has been sending more money to schools specifically to help English learners.\u003c/p>\n\u003cp>If the money is used effectively, it just might help Lidia’s little brothers learn English faster.\u003c/p>\n\u003cp>\u003cem>This is the first in a three-part series about what it will take for California to succeed with the nearly 1.5 million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tomorrow, we’ll meet Lidia’s younger brother Jose Daniel and learn about his struggle to avoid the dead end of never learning English.\u003c/em>\u003c/p>\n\u003cp>\u003cem>On Thursday, we’ll meet their fifth-grade brother Angel, who’s at an age where the right teaching could make a big difference.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Zaidee Stavely contributed to this piece.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Veronica and Daniel Luque began their romance in the fields of Sinaloa, Mexico. Veronica spotted this good-looking guy who was working with her at a produce processing center.\u003c/p>\n\u003cp>“He seemed like he had big dreams and a lot of goals for himself. I really liked that,” says Mrs. Luque in Spanish.\u003c/p>\n\u003cp>After marrying, the couple had a baby girl named Lidia, whose arrival got them thinking about the future. They knew their home state in Mexico was known for two things: agriculture and drugs. Neither parent had made it through high school. So it really didn’t take long to decide to try and bring Lidia to the United States.\u003c/p>\n\u003cp>“I think my kids will have a better future here, because education here is at the forefront,” says Mrs. Luque. “The government wants all our kids to be educated. No matter the color of your skin, everybody gets the same education.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/209697969″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/209697969″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Fast forward 15 years and the Luques now have five children and live in San Jose. The house is boisterous, full of the sounds of little boys playing and laughing, and older boys playing video games.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lidia is the only girl. She’s now 16 and a junior in high school. She’s a model student and an avid singer, with plans to go to college.\u003c/p>\n\u003cfigure id=\"attachment_10552343\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552343\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg\" alt=\"Lidia Luque playing with seven-year-old brother Bryan.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Lidia-and-Bryan.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lidia Luque playing with seven-year-old brother Bryan. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m thinking of going into therapy, musical therapy, or keep going with my music studies to have a music major,” she says.\u003c/p>\n\u003cp>It’s taken years, but Lidia’s finally confident in her English. Her parents still don’t speak it well, but they’ve made it a priority for their kids, who all attend San Jose public schools. But only Lidia knows English well enough to be considered academically fluent.\u003c/p>\n\u003cp>It wasn’t always that way. Lidia started kindergarten terrified to speak English.\u003c/p>\n\u003cp>“I always had my doubts,” says Lidia. “Like what if they hear my accent? When I was younger I wouldn’t say yellow, I would say jello. And it would always scare me that they would make fun of me for the way I was talking.”\u003c/p>\n\u003cp>Lidia’s also truly bilingual; her Spanish is fluent, too.\u003c/p>\n\u003cp>“There’s moments where I feel like I know more Spanish than English, or more English than Spanish. It’s like back and forth. A ping pong match,” she says.\u003c/p>\n\u003cp>Ever since Lidia started school in California, she’s had to take the \u003ca href=\"http://www.cde.ca.gov/ta/tg/el/\">state’s English proficiency tests\u003c/a>, even in kindergarten.\u003c/p>\n\u003cfigure id=\"attachment_10552358\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552358\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg\" alt=\"Now that she's mastered English, Lidia Luque is doing well in school.\" width=\"800\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-400x600.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1440x2160.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-1180x1770.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas-960x1440.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Diplomas.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Now that she’s mastered English, Lidia Luque is doing well in school. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now that she’s fluent, she is more likely to graduate and go to college. Lidia herself actually thinks it’s partly luck. When she was in third and fourth grade, she finally got a teacher who really focused on her language acquisition.\u003c/p>\n\u003cp>“And it was the most sentimental day of my life, the day I was leaving, because she was the best teacher I could ask for,” remembers Lidia. “She helped me understand everything more. She would always ask me if I could stay after class so she could help me more with my English.”\u003c/p>\n\u003cp>\u003cstrong>Struggling With English\u003c/strong>\u003c/p>\n\u003cp>The help she got is one reason why Lidia’s really motivated to try and help her little brothers do their English homework. They were all born here — Jose Daniel in eighth grade, Angel in fifth, Bryan in first, and Valentin in kindergarten.\u003c/p>\n\u003cp>Jose Daniel and Angel have been in public schools in San Jose since kindergarten, but like hundreds of thousands of students in California, they still struggle with academic English.\u003c/p>\n\u003cp>What’s going wrong?\u003c/p>\n\u003cp>“It’s been very hard to get the state to take this on as a priority, says researcher Laurie Olsen, who holds a Ph.D. in Social and Cultural Studies in Education from U.C. Berkeley. “There’s no plan in the state and there needs to be.”\u003c/p>\n\u003cp>If anyone has the answer, it might be Olsen. For more than a decade, she’s\u003ca href=\"https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fwww.californianstogether.org%2Fdocs%2Fdownload.aspx%3FfileId%3D227&ei=91x2VeyKIdDdoATj8YGABg&usg=AFQjCNFU0tZuzZZMCTTjPiFRnKUwBqGlYg&sig2=IFMbzdsAbnwjPy3W2B4N9A&bvm=bv.95277229,d.cGU\"> really zeroed in on this population of kids\u003c/a>. She’s on the board of \u003ca href=\"http://www.californianstogether.org/\">Californians Together\u003c/a>, a coalition focused on protecting the rights of English Learners.\u003c/p>\n\u003cp>“Teachers would start telling me about this group of kids they didn’t know what to do with, that weren’t the immigrant kids, the newcomer kids. Many of the kids had been in the states their whole lives, but clearly they didn’t have the language they really needed to participate meaningfully in school,” says Olsen.\u003c/p>\n\u003cp>Remember the English-Only movement of the late 1990s, when voters passed \u003ca href=\"http://primary98.sos.ca.gov/VoterGuide/Propositions/227text.htm\">Proposition 227, banning bilingual education\u003c/a>? By the time Lidia started kindergarten in San Jose, all teaching had to be in English, with little to no help in Spanish. That affected her performance in other subjects.\u003c/p>\n\u003cp>“I struggled with math because of how the teachers would explain it in English and they’d use all these words I didn’t understand. And I would be like ‘I don’t know what you’re saying. And this is hard,'” she says.\u003c/p>\n\u003cp>It wasn’t until eighth grade that Lidia tested out of English Language Learner status. That’s so late, she was in danger of getting stuck. Thousands of kids like her never become proficient in English, and many eventually drop out. One reason they stall is they often go unnoticed: They are typically quiet and sit in the back of the classroom. They often don’t cause trouble. There’s even a label for them now: Long-Term English Learners, or LTELs.\u003c/p>\n\u003cfigure id=\"attachment_10552345\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10552345\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg\" alt=\"Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-400x267.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1440x960.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2015/06/Luque-kids.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Bryan Luque, seven, works on his English homework, with siblings Angel, Valentin and Lidia behind. \u003ccite>(Jeremy Raff/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“By the time the students get to me, they don’t know what a noun and a verb is, so what’s going on?” asks eighth-grade teacher Mike Sbarbaro.\u003c/p>\n\u003cp>He teaches at \u003ca href=\"http://www.lbsd.k12.ca.us/\">Luther Burbank School\u003c/a>, where the Luque boys attend. Three-quarters of the students are English learners. And that lack of exposure to native English speakers makes it more difficult for kids to learn the language from one another. That’s unfortunate, because experts say peer language learning can be powerful.\u003c/p>\n\u003cp>Sbarbaro, for his part, thinks the reason kids get stuck is hard to pinpoint.\u003c/p>\n\u003cp>“This is not on the teachers,” says Sbarbaro. “This is on the system. This is something intangible that we don’t know yet.”\u003c/p>\n\u003cp>Luther Burbank Principal Marvelyn Maldonado has been trying to figure it out. She knows what kids are going through: She was an English-language learner herself. She’s started after-school programs and English classes for parents. She’s installed high-tech white boards that link images and text — visuals that reinforce language.\u003c/p>\n\u003cp>The result is that far more Luther Burbank English learners in eighth grade ace the English test than kids in the state overall. Still, a third of students in eighth grade at Luther Burbank are stuck.\u003c/p>\n\u003cp>“We’re certainly not satisfied with where we’re at,” says Maldonado. “We recognize that we have a long way to go. A long, long way to go.”\u003c/p>\n\u003cp>It’s not just Luther Burbank. Schools across California have a long way to go, says researcher Laurie Olsen.\u003c/p>\n\u003cp>“What’s been applied to this group of struggling students are all the wrong kinds of interventions, all the wrong things, as if they’re just like struggling native-speaking students.”\u003c/p>\n\u003cp>The state is now legally obligated to track the progress of these students. And California is focusing on English learners with new intensity: For two years now, Governor Brown has been sending more money to schools specifically to help English learners.\u003c/p>\n\u003cp>If the money is used effectively, it just might help Lidia’s little brothers learn English faster.\u003c/p>\n\u003cp>\u003cem>This is the first in a three-part series about what it will take for California to succeed with the nearly 1.5 million students in public schools who are learning English as a second language.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Tomorrow, we’ll meet Lidia’s younger brother Jose Daniel and learn about his struggle to avoid the dead end of never learning English.\u003c/em>\u003c/p>\n\u003cp>\u003cem>On Thursday, we’ll meet their fifth-grade brother Angel, who’s at an age where the right teaching could make a big difference.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This story was reported in collaboration with \u003ca href=\"http://renjournalism.org/equity-reporting-project-restoring-promise-education/\">Renaissance Journalism’s Equity Reporting Project\u003c/a>: Restoring the Promise of Education, with funding from the Ford Foundation\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zaidee Stavely contributed to this piece.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Berkeley school board officials are considering tougher enrollment requirements to curb illegal enrollment in the district, following the initial success of new registration requirements.\u003c/p>\n\u003cp>Stricter enforcement implemented this year led the BUSD admissions office to reject 11% of applicants from private middle schools to Berkeley High School for 2015-2016 after it was determined they did not actually reside in Berkeley, according to Francisco Martinez, the BUSD admissions manager. About 150 students applied. Thirty-seven students were flagged for follow-up and officials found that 17 of them did not reside in Berkeley, he said.\u003c/p>\n\u003cp>BUSD, for the first time, also required all currently enrolled fifth graders to prove their Berkeley residency before being accepted into sixth grade. About 8% of the 684 students did not reapply for admission, despite an aggressive campaign to inform families of new requirements, said Martinez.\u003c/p>\n\u003cp>[contextly_sidebar id=”DzXhFW5QTAm6wRjWuQSZBwrL6o6V7W9Y”]The new board policy, titled BP 5111, asks students seeking admission to BUSD to provide three sets of proof of residency and a declaration form — two more forms than are currently required. Its accompanying administrative regulations drew myriad of questions from the board at its May 20 meeting, ranging from the legality of the policy, to its impact on homeless students.\u003c/p>\n\u003cp>Currently, families enrolling their children in Berkeley schools have to prove residency by submitting \u003ca href=\"http://www.berkeleyschools.net/departments/berkeley-school-admissions/required-enrollment-documentation/\">three documents from two categories \u003c/a>— a utility bill (PG&E, water, garbage, phone, cable, internet) and a driver’s license, bank statement, or paycheck stub.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If the school board adopts the new policy, families in the 2016-17 school year will also have to provide a rental contract or a lease, home insurance statement, property tax statement, or property deeds.\u003c/p>\n\u003cp>In addition, parents will have to sign an affidavit declaring they live in Berkeley.\u003c/p>\n\u003cp>“We are asking parents to affirm and declare they are Berkeley residents,” said Martinez. “They need to understand there would be consequences if we determined they were not living in Berkeley We wanted them to be aware of what the consequences would be.”\u003c/p>\n\u003cp>Families will have to resubmit proof of residency three times: when they enroll their children in kindergarten, when they transition to middle school, and when they enter high school. Until this year, families only had to do that once.\u003c/p>\n\u003cp>If families move to a different home in Berkeley, the policy asks for parents to alert the district of the move within five days and verify the new address within 30 days.\u003c/p>\n\u003cp>The question of illegal enrollment of students in Berkeley schools has long plagued BUSD and other strong school districts in close proximity to under-performing districts. A \u003ca href=\"http://www.berkeleyside.com/wp-content/uploads/2014/04/Attending-to-the-Bottomline-Final.pdf\">study done ten years ago\u003c/a> by a UC Berkeley graduate student interning at BUSD estimated that from\u003ca href=\"http://www.berkeleyside.com/wp-content/uploads/2014/04/Attending-to-the-Bottomline-Final.pdf\"> 10 to 12% of the students enrolled did not live in Berkeley.\u003c/a> The study, which was never formally embraced by the school administration or school board, also concluded that the illegally enrolled students were a net financial boon for the district. The students brought in more money from the state in Average Daily Attendance funds then cost the district in BSEP funds, according to the report.\u003c/p>\n\u003cp>Berkeleyside \u003ca href=\"http://www.berkeleyside.com/2014/04/08/illegal-enrollment-is-boon-and-burden-to-berkeley-schools/\">reported in depth on the issue of illegal enrollment in 2014\u003c/a>, and the article drew 375 comments — one indication of how strongly families feel about the question. The district was checking records and doing home visits at the time, but has since stepped up its enforcement efforts, said Martinez.\u003c/p>\n\u003cp>In 2014-15, the district allotted more resources to home visits. There are now three people doing them part-time, including Martinez himself, who said he takes on the more troublesome cases.\u003c/p>\n\u003cp>BUSD did 477 home visits this school year, both in the summer and spring of 2015. As a result, 80 students were asked to leave the district as they were not living in Berkeley. Some left immediately and some will leave at the end of the school year, Martinez said.\u003c/p>\n\u003cp>The home visits also resulted in denying admission to 17 of the 150 private-school applicants for Berkeley High School, he said.\u003c/p>\n\u003cp>“We’re being a little bit more proactive,” said Martinez. “The superintendent (\u003ca href=\"http://www.berkeleyside.com/tag/donald-evans/\">Donald Evans\u003c/a>, who came on board in 2013) has been very supportive of being proactive.”\u003c/p>\n\u003cp>\u003cstrong>Berkeley School Board has questions about equity\u003c/strong>\u003c/p>\n\u003cp>During the first reading of BP 5111 on May 20, school board members asked Martinez about various special circumstances that may make families unable to verify their home address. Board Vice President Beatriz Leyva-Cutler asked, for instance, about how families who share a house with other families, or who are undocumented, can provide rental contracts.\u003c/p>\n\u003cp>Board member Karen Hemphill expressed the greatest concern in the meeting, saying she feared the new policy would target lower-income and homeless families more than others. Hemphill also mentioned concerns voiced by the Berkeley NAACP about the district’s authority to conduct home visits, and recommended random house checks for equity’s sake.\u003c/p>\n\u003cp>“I really struggled with this [policy],” Hemphill said. “While I understand why some of the verification was chosen, it does seem the burden of having to prove your residency through a home visit is disproportionately being placed on lower-income families.”\u003c/p>\n\u003cp>Martinez said after the meeting that his office paid home visits to families of all income levels.\u003c/p>\n\u003cp>“We have families who live in Kensington, we have families who live in the Oakland Hills,” said Martinez. “We also found families who live in Richmond, the poor areas of Richmond and Oakland. It’s a cross-section.”\u003c/p>\n\u003cp>In the interests of greater transparency, and to demonstrate that home visits are not targeting any specific group, Martinez proposed publishing a map on where the home visits happens in the future.\u003c/p>\n\u003cp>Hemphill also questioned the necessity of language involving custody provisions in the criteria for residency. She said the district should not need to get involved in family matters and that low-income families regularly go through divorces without proper custody provisions, as the necessary documentation costs money.\u003c/p>\n\u003cp>While picking at the trickier legal consequences of the policy — such as what would happen if a family owned a rental property in Berkeley but chose not to live in it — the board expressed enough confidence in the policy and in Martinez to send it back to the Policy Subcommittee.\u003c/p>\n\u003cp>After the board meeting, Martinez said he believed there would not be major revisions coming to the policy.\u003c/p>\n\u003cp>“Changes will be very minor,” he said. “There is nothing new in any way, but we are always trying to address concerns for families.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Support independent local journalism by \u003c/b>\u003ca href=\"http://www.berkeleyside.com/support-berkeleyside/\">\u003cb>becoming a Berkeleyside member\u003c/b>\u003c/a>\u003cb>. Members enjoy lots of perks, like invitations to member-only events, and an annual party.\u003c/b>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Berkeley school board officials are considering tougher enrollment requirements to curb illegal enrollment in the district, following the initial success of new registration requirements.\u003c/p>\n\u003cp>Stricter enforcement implemented this year led the BUSD admissions office to reject 11% of applicants from private middle schools to Berkeley High School for 2015-2016 after it was determined they did not actually reside in Berkeley, according to Francisco Martinez, the BUSD admissions manager. About 150 students applied. Thirty-seven students were flagged for follow-up and officials found that 17 of them did not reside in Berkeley, he said.\u003c/p>\n\u003cp>BUSD, for the first time, also required all currently enrolled fifth graders to prove their Berkeley residency before being accepted into sixth grade. About 8% of the 684 students did not reapply for admission, despite an aggressive campaign to inform families of new requirements, said Martinez.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>The new board policy, titled BP 5111, asks students seeking admission to BUSD to provide three sets of proof of residency and a declaration form — two more forms than are currently required. Its accompanying administrative regulations drew myriad of questions from the board at its May 20 meeting, ranging from the legality of the policy, to its impact on homeless students.\u003c/p>\n\u003cp>Currently, families enrolling their children in Berkeley schools have to prove residency by submitting \u003ca href=\"http://www.berkeleyschools.net/departments/berkeley-school-admissions/required-enrollment-documentation/\">three documents from two categories \u003c/a>— a utility bill (PG&E, water, garbage, phone, cable, internet) and a driver’s license, bank statement, or paycheck stub.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If the school board adopts the new policy, families in the 2016-17 school year will also have to provide a rental contract or a lease, home insurance statement, property tax statement, or property deeds.\u003c/p>\n\u003cp>In addition, parents will have to sign an affidavit declaring they live in Berkeley.\u003c/p>\n\u003cp>“We are asking parents to affirm and declare they are Berkeley residents,” said Martinez. “They need to understand there would be consequences if we determined they were not living in Berkeley We wanted them to be aware of what the consequences would be.”\u003c/p>\n\u003cp>Families will have to resubmit proof of residency three times: when they enroll their children in kindergarten, when they transition to middle school, and when they enter high school. Until this year, families only had to do that once.\u003c/p>\n\u003cp>If families move to a different home in Berkeley, the policy asks for parents to alert the district of the move within five days and verify the new address within 30 days.\u003c/p>\n\u003cp>The question of illegal enrollment of students in Berkeley schools has long plagued BUSD and other strong school districts in close proximity to under-performing districts. A \u003ca href=\"http://www.berkeleyside.com/wp-content/uploads/2014/04/Attending-to-the-Bottomline-Final.pdf\">study done ten years ago\u003c/a> by a UC Berkeley graduate student interning at BUSD estimated that from\u003ca href=\"http://www.berkeleyside.com/wp-content/uploads/2014/04/Attending-to-the-Bottomline-Final.pdf\"> 10 to 12% of the students enrolled did not live in Berkeley.\u003c/a> The study, which was never formally embraced by the school administration or school board, also concluded that the illegally enrolled students were a net financial boon for the district. The students brought in more money from the state in Average Daily Attendance funds then cost the district in BSEP funds, according to the report.\u003c/p>\n\u003cp>Berkeleyside \u003ca href=\"http://www.berkeleyside.com/2014/04/08/illegal-enrollment-is-boon-and-burden-to-berkeley-schools/\">reported in depth on the issue of illegal enrollment in 2014\u003c/a>, and the article drew 375 comments — one indication of how strongly families feel about the question. The district was checking records and doing home visits at the time, but has since stepped up its enforcement efforts, said Martinez.\u003c/p>\n\u003cp>In 2014-15, the district allotted more resources to home visits. There are now three people doing them part-time, including Martinez himself, who said he takes on the more troublesome cases.\u003c/p>\n\u003cp>BUSD did 477 home visits this school year, both in the summer and spring of 2015. As a result, 80 students were asked to leave the district as they were not living in Berkeley. Some left immediately and some will leave at the end of the school year, Martinez said.\u003c/p>\n\u003cp>The home visits also resulted in denying admission to 17 of the 150 private-school applicants for Berkeley High School, he said.\u003c/p>\n\u003cp>“We’re being a little bit more proactive,” said Martinez. “The superintendent (\u003ca href=\"http://www.berkeleyside.com/tag/donald-evans/\">Donald Evans\u003c/a>, who came on board in 2013) has been very supportive of being proactive.”\u003c/p>\n\u003cp>\u003cstrong>Berkeley School Board has questions about equity\u003c/strong>\u003c/p>\n\u003cp>During the first reading of BP 5111 on May 20, school board members asked Martinez about various special circumstances that may make families unable to verify their home address. Board Vice President Beatriz Leyva-Cutler asked, for instance, about how families who share a house with other families, or who are undocumented, can provide rental contracts.\u003c/p>\n\u003cp>Board member Karen Hemphill expressed the greatest concern in the meeting, saying she feared the new policy would target lower-income and homeless families more than others. Hemphill also mentioned concerns voiced by the Berkeley NAACP about the district’s authority to conduct home visits, and recommended random house checks for equity’s sake.\u003c/p>\n\u003cp>“I really struggled with this [policy],” Hemphill said. “While I understand why some of the verification was chosen, it does seem the burden of having to prove your residency through a home visit is disproportionately being placed on lower-income families.”\u003c/p>\n\u003cp>Martinez said after the meeting that his office paid home visits to families of all income levels.\u003c/p>\n\u003cp>“We have families who live in Kensington, we have families who live in the Oakland Hills,” said Martinez. “We also found families who live in Richmond, the poor areas of Richmond and Oakland. It’s a cross-section.”\u003c/p>\n\u003cp>In the interests of greater transparency, and to demonstrate that home visits are not targeting any specific group, Martinez proposed publishing a map on where the home visits happens in the future.\u003c/p>\n\u003cp>Hemphill also questioned the necessity of language involving custody provisions in the criteria for residency. She said the district should not need to get involved in family matters and that low-income families regularly go through divorces without proper custody provisions, as the necessary documentation costs money.\u003c/p>\n\u003cp>While picking at the trickier legal consequences of the policy — such as what would happen if a family owned a rental property in Berkeley but chose not to live in it — the board expressed enough confidence in the policy and in Martinez to send it back to the Policy Subcommittee.\u003c/p>\n\u003cp>After the board meeting, Martinez said he believed there would not be major revisions coming to the policy.\u003c/p>\n\u003cp>“Changes will be very minor,” he said. “There is nothing new in any way, but we are always trying to address concerns for families.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
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"title": "Rightnowish",
"tagline": "Art is where you find it",
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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