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"content": "\u003cp>In the art room at Westlake Middle School in Oakland, 14-year-old Cheyenne Lewis is working on a colorful mosaic for an outside wall. Cheyenne loves her school and she’s worried about what will happen if a charter moves in to share the campus, as proposed by the school district.\u003c/p>\n\u003cp>“I feel like they don’t really care about how inconvenient it is for us,” said Cheyenne. “The board keeps saying ‘We’re taking empty rooms, we’re taking empty rooms.’ But that’s not true.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/252193139″ 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>Under California law, school districts have to give charters access to the same kinds of spaces occupied by traditional public schools, when that space is available. The rooms at Westlake being offered to Downtown Charter Academy are not being used as classrooms, in part because enrollment has dropped in recent years from 747 in 2013 to 455 in 2015. But students and teachers say they are just as important: They include a restorative justice room, a computer lab, and a student game room, among other spaces.\u003c/p>\n\u003cp>“They keep presenting that Westlake enrollment has gone down and test scores are low. The fact is that our enrollment has gone down as the district has closed the schools that feed into our school,” said art teacher Juliana Houston.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Houston says district-run schools like Westlake have to compete with charter schools for students, but they often don’t have the same kind of marketing tools. If enrollment drops, they often have to share space, too. She says teachers were working hard to turn the school into an arts magnet to attract more students, but now the room they planned to convert into a performance space is slated to be handed over to the charter, too.\u003c/p>\n\u003cp>“I understand that the charter needs space, too, and I’m not anti-charter. But it just feels really frustrating,” Houston said.\u003c/p>\n\u003cp>Parents like Joel Velasquez say the district is making matters even worse at Westlake Middle School, by announcing it’s going to remove its longtime principal.\u003c/p>\n\u003cp>“I think you are either intentionally, maliciously or incompetent to realize that if you remove leadership at the same time as you move another school to the site, you’re going to destabilize that entire campus,” said Velasquez.\u003c/p>\n\u003cp>Oakland Unified School District has been struggling with where to put charter schools, as existing charters expand and new ones are created. According to the school district, Downtown Charter Academy requested space at Westlake because the rent in their current building is going up. The director of Downtown Charter was not available for comment.\u003c/p>\n\u003cp>Fourteen charter schools requested space from the district this year, and the district is offering them classrooms at schools all over the city. The California Charter School Association just filed a lawsuit against the school district last week, alleging it’s not being fair to charters, offering them spaces split up across several campuses.\u003c/p>\n\u003cp>“It’s both discriminatory against charter school students and the choices their parents have made for them, and it’s unlawful,” said Ricardo Soto, an attorney for the charter association. “The end goal is … for them to make reasonable and equitable offers to charter schools. … It might require the district to reconfigure how they are accommodating their traditional public school students.”\u003c/p>\n\u003cp>Oakland Unified spokesman Isaac Kos-Read says the district has a very good relationship with local charters.\u003c/p>\n\u003cp>“There is, of course, this irony in this,” said Kos-Read, “in that we are known as being collaborative with charter schools, and yet not collaborative enough in the association’s opinion.”\u003c/p>\n\u003cp>Kos-Read says the district is trying to accommodate students at both charters and traditional public schools.\u003c/p>\n\u003cp>“And are there going to be people unhappy on both sides of that equation all the time?” he asked. “Probably. You could argue that that’s a sign that we’re doing our job and that no one’s entirely happy with the final output.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Administrators meet Wednesday with parents, students and teachers at Westlake. The school board is set to decide on final offers to charter schools next week.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the art room at Westlake Middle School in Oakland, 14-year-old Cheyenne Lewis is working on a colorful mosaic for an outside wall. Cheyenne loves her school and she’s worried about what will happen if a charter moves in to share the campus, as proposed by the school district.\u003c/p>\n\u003cp>“I feel like they don’t really care about how inconvenient it is for us,” said Cheyenne. “The board keeps saying ‘We’re taking empty rooms, we’re taking empty rooms.’ But that’s not true.”\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/252193139″&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/252193139″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Under California law, school districts have to give charters access to the same kinds of spaces occupied by traditional public schools, when that space is available. The rooms at Westlake being offered to Downtown Charter Academy are not being used as classrooms, in part because enrollment has dropped in recent years from 747 in 2013 to 455 in 2015. But students and teachers say they are just as important: They include a restorative justice room, a computer lab, and a student game room, among other spaces.\u003c/p>\n\u003cp>“They keep presenting that Westlake enrollment has gone down and test scores are low. The fact is that our enrollment has gone down as the district has closed the schools that feed into our school,” said art teacher Juliana Houston.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Houston says district-run schools like Westlake have to compete with charter schools for students, but they often don’t have the same kind of marketing tools. If enrollment drops, they often have to share space, too. She says teachers were working hard to turn the school into an arts magnet to attract more students, but now the room they planned to convert into a performance space is slated to be handed over to the charter, too.\u003c/p>\n\u003cp>“I understand that the charter needs space, too, and I’m not anti-charter. But it just feels really frustrating,” Houston said.\u003c/p>\n\u003cp>Parents like Joel Velasquez say the district is making matters even worse at Westlake Middle School, by announcing it’s going to remove its longtime principal.\u003c/p>\n\u003cp>“I think you are either intentionally, maliciously or incompetent to realize that if you remove leadership at the same time as you move another school to the site, you’re going to destabilize that entire campus,” said Velasquez.\u003c/p>\n\u003cp>Oakland Unified School District has been struggling with where to put charter schools, as existing charters expand and new ones are created. According to the school district, Downtown Charter Academy requested space at Westlake because the rent in their current building is going up. The director of Downtown Charter was not available for comment.\u003c/p>\n\u003cp>Fourteen charter schools requested space from the district this year, and the district is offering them classrooms at schools all over the city. The California Charter School Association just filed a lawsuit against the school district last week, alleging it’s not being fair to charters, offering them spaces split up across several campuses.\u003c/p>\n\u003cp>“It’s both discriminatory against charter school students and the choices their parents have made for them, and it’s unlawful,” said Ricardo Soto, an attorney for the charter association. “The end goal is … for them to make reasonable and equitable offers to charter schools. … It might require the district to reconfigure how they are accommodating their traditional public school students.”\u003c/p>\n\u003cp>Oakland Unified spokesman Isaac Kos-Read says the district has a very good relationship with local charters.\u003c/p>\n\u003cp>“There is, of course, this irony in this,” said Kos-Read, “in that we are known as being collaborative with charter schools, and yet not collaborative enough in the association’s opinion.”\u003c/p>\n\u003cp>Kos-Read says the district is trying to accommodate students at both charters and traditional public schools.\u003c/p>\n\u003cp>“And are there going to be people unhappy on both sides of that equation all the time?” he asked. “Probably. You could argue that that’s a sign that we’re doing our job and that no one’s entirely happy with the final output.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Administrators meet Wednesday with parents, students and teachers at Westlake. The school board is set to decide on final offers to charter schools next week.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Berkeley High parent Robin Claire Barnes says when it comes to talking about race in Berkeley, there’s one thing that is problematic: the myth of colorblindness.\u003c/p>\n\u003cp>“There’s this desire for everyone to say that they are colorblind. You can’t look at a black child and white child and say, ‘I’m colorblind, so to me they’re equal,’ and then walk away.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/246244679″ 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>A white child might have a good friend who is black, or of other races and ethnicities, “but they don’t really understand how the world treats their friend because they grew up in Berkeley,” she says.\u003c/p>\n\u003cp>\u003cstrong>Tackling Segregation\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In 1968, the Berkeley Unified School District was one of the first school districts in the country to voluntarily desegregate. It was 14 years after \u003cem>Brown v. Board of Education\u003c/em>, the Supreme Court ruling that decreed segregation illegal in public schools.\u003c/p>\n\u003cp>Today, the \u003ca href=\"http://www.berkeleyschools.net/about-the-district/about/\">Berkeley Unified School District \u003c/a>takes pride in the diversity of Berkeley schools. However, school administrators, teachers, students and parents all acknowledge that the Berkeley High campus is segregated.\u003c/p>\n\u003cp>One Berkeley parent, who wanted to remain anonymous, says that when she attended the high school in the mid-’70s, the school was divided along racial lines.\u003c/p>\n\u003cp>“As a white teenager at Berkeley High, I really wanted to be friends with the black kids. I wanted to.”\u003c/p>\n\u003cp>Claire Barnes, who is also a Berkeley High alum, remembers a racial climate that was a little bit different when she attended Berkeley High in the late ’70s.\u003c/p>\n\u003cp>“Some kids hung out in one area, some kids hung out in another area. There were certain spots that were turfs, but people intermingled.”\u003c/p>\n\u003cp>Claire Barnes, who sometimes volunteers at the school, says she doesn’t see that as much in the halls these days.\u003c/p>\n\u003cp>“I’m not seeing different races intermingling at the junior or senior level. That’s usually when it happens.”\u003c/p>\n\u003cp>In November, the race issue \u003ca href=\"//ww2.kqed.org/news/2015/12/15/berkeley-high-students-get-real-about-race-on-campus%E2%80%9D\">came to a head\u003c/a> after racist threats were found on a library computer.\u003c/p>\n\u003cp>\u003cstrong>A Wake-Up Call\u003c/strong>\u003c/p>\n\u003cp>“What we learned was that, in some ways, we’re not any better than anyone else,” says Mark Coplan, spokesman for the Berkeley Unified School District.\u003c/p>\n\u003cp>“We’ve always thought and would like to believe that our community is different, but the fact is institutional racism and individual racism surfaces and has to be addressed,” Coplan says.\u003c/p>\n\u003cp>On Dec. 9, 2015, the school dedicated an entire day to talking about racism and racial bias in all classes. But even by the next day, students like Sean Hoffman wanted more.\u003c/p>\n\u003cp>Hoffman, who spoke to KQED after an orchestra concert, says his teachers didn’t keep the conversation about racism and racial bias going on the day after Dec. 9.\u003c/p>\n\u003cp>“I was disappointed, I feel like it was something we should continue talking about and continue pressing as an issue,” says Hoffman, who is a sophomore.\u003c/p>\n\u003cp>Over two months later, students say these issues still aren’t being fully addressed.\u003c/p>\n\u003cfigure id=\"attachment_10862349\" class=\"wp-caption alignleft\" style=\"max-width: 263px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10862349\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/02/RS18395_IMG_4766-sfi-400x300.jpg\" alt='L to R: Paige Jones, Jordan Corbino and Zamaria Odom are seniors at Berkeley High. \"Its our job to come back and make a difference in the community,\" says Odom.' width=\"263\" height=\"197\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/02/RS18395_IMG_4766-sfi-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/02/RS18395_IMG_4766-sfi.jpg 480w\" sizes=\"(max-width: 263px) 100vw, 263px\">\u003cfigcaption class=\"wp-caption-text\">L to R: Paige Jones, Jordan Corbino and Zamaria Odom are seniors at Berkeley High. ‘It’s our job to come back and make a difference in the community,’ says Odom. \u003ccite>(Adizah Eghan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We kind of stayed on it for a couple of days. We talked about it and then we watched movies about it. But it was blown out of proportion because a couple weeks later we [went] on to the next thing,” says Jordan Corbino one day recently after school. Corbino, who is a senior, sits next to his friend Zamaria Odom.\u003c/p>\n\u003cp>“I think the teachers did a pretty good job of focusing on the issue but after a week or so, the issue was dead, and it didn’t really get handled again. It didn’t really get talked about. It just went back to normal,” Odom says.\u003c/p>\n\u003cp>Friends Sebastien Briddoneau and Elijah Liedeker also really want these conversations to continue in class.\u003c/p>\n\u003cp>“People seemed to have already forgotten about it. Not everyone, but a lot of people, the majority of the Berkeley High population,” Liedeker says.\u003c/p>\n\u003cp>\u003cstrong>Why Aren’t These Conversations About Race Happening?\u003c/strong>\u003c/p>\n\u003cp>Berkeley High parent and PTA member Christine Staples says teachers are under a huge amount of pressure.\u003c/p>\n\u003cp>“Teachers don’t feel equipped to facilitate those kind of conversations. Those are big, far-reaching, long conversations,” she says. “They need help. They need training. I mean, should some random English teacher just start trying to facilitate this conversation?”\u003c/p>\n\u003cp>Some of the teachers who spoke to KQED agreed, but they didn’t want to go on the record for fear of being critical of the administration.\u003c/p>\n\u003cp>“There is support for teachers who might not feel like they have the background, or they have the information themselves. It’s a touchy situation,” says a Berkeley High teacher who would like to remain anonymous. “I’m not sure it’s a class that’s taught. It’s a life experience, so it’s a little fake sometimes to try and teach something without experiencing it.”\u003c/p>\n\u003cp>There are teachers at Berkeley High who are incredibly equipped to talk about race. But that number is small, Coplan says. The district’s goal is to get all teachers on a similar level.\u003c/p>\n\u003cp>“There are individuals who have their own beliefs, their own feelings, and in some cases it’s as simple as they are uncomfortable with the subject because they don’t understand it,” Coplan says.\u003c/p>\n\u003cp>Teacher and professional development coordinator Tamara Friedman says the high school wants to expand on a training session it did last fall on “culturally responsive teaching,” which embeds instruction around racism and anti-racism throughout a teacher’s content and curriculum.\u003c/p>\n\u003cp>\u003cstrong>Black Student Union Still Working on Its List of Demands\u003c/strong>\u003c/p>\n\u003cp>The Black Student Union (BSU) is continuing to push its \u003ca href=\"//afrikanblackcoalition.org/2015/12/21/after-threats-of-a-lynching-berkeley-highs-black-student-union-releases-demands/%E2%80%9D\">list of demands \u003c/a> before the Berkeley school board and Berkeley High administration.\u003c/p>\n\u003cp>At a school board meeting on Jan. 13, BSU co-president Alecia Harger told the board that things have to move more quickly.\u003c/p>\n\u003cp>The BSU wants to get these demands done soon, “so that the people who are freshman now don’t have to go through their entire four years as black students unsupported and feeling unloved and unwanted at Berkeley High,” Harger says.\u003c/p>\n\u003cp>Superintendent Donald Evans says this is a serious priority.\u003c/p>\n\u003cp>“I faced what those kids were talking about when I was in high school and when I was in college. This is personal for me,” he says.\u003c/p>\n\u003cp>Evans and Pasarow are working together to implement \u003ca href=\"//www.berkeleyschools.net/wp-content/uploads/2016/01/V6FinalBUSDSupsResponse.pdf?5759fb&5759fb%E2%80%9D\">immediate to long-term \u003c/a>steps to address the demands.\u003c/p>\n\u003cp>“I feel a lot of healthy pressure as a leader of this school to have this not be a one-off response. We need to have a sustained response,” Pasarow says.\u003c/p>\n\u003cp>But Zamaria Odom says he’s not expecting much before he graduates this year.\u003c/p>\n\u003cp>“Honestly, I don’t think anything is going to change, even when we leave and the next class leaves, because people don’t like to be put out there to make a difference,” Odom says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Instead, Odom believes change will also take former students like him coming back to school to hold the administration accountable.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Berkeley High parent Robin Claire Barnes says when it comes to talking about race in Berkeley, there’s one thing that is problematic: the myth of colorblindness.\u003c/p>\n\u003cp>“There’s this desire for everyone to say that they are colorblind. You can’t look at a black child and white child and say, ‘I’m colorblind, so to me they’re equal,’ and then walk away.”\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/246244679″&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/246244679″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>A white child might have a good friend who is black, or of other races and ethnicities, “but they don’t really understand how the world treats their friend because they grew up in Berkeley,” she says.\u003c/p>\n\u003cp>\u003cstrong>Tackling Segregation\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In 1968, the Berkeley Unified School District was one of the first school districts in the country to voluntarily desegregate. It was 14 years after \u003cem>Brown v. Board of Education\u003c/em>, the Supreme Court ruling that decreed segregation illegal in public schools.\u003c/p>\n\u003cp>Today, the \u003ca href=\"http://www.berkeleyschools.net/about-the-district/about/\">Berkeley Unified School District \u003c/a>takes pride in the diversity of Berkeley schools. However, school administrators, teachers, students and parents all acknowledge that the Berkeley High campus is segregated.\u003c/p>\n\u003cp>One Berkeley parent, who wanted to remain anonymous, says that when she attended the high school in the mid-’70s, the school was divided along racial lines.\u003c/p>\n\u003cp>“As a white teenager at Berkeley High, I really wanted to be friends with the black kids. I wanted to.”\u003c/p>\n\u003cp>Claire Barnes, who is also a Berkeley High alum, remembers a racial climate that was a little bit different when she attended Berkeley High in the late ’70s.\u003c/p>\n\u003cp>“Some kids hung out in one area, some kids hung out in another area. There were certain spots that were turfs, but people intermingled.”\u003c/p>\n\u003cp>Claire Barnes, who sometimes volunteers at the school, says she doesn’t see that as much in the halls these days.\u003c/p>\n\u003cp>“I’m not seeing different races intermingling at the junior or senior level. That’s usually when it happens.”\u003c/p>\n\u003cp>In November, the race issue \u003ca href=\"//ww2.kqed.org/news/2015/12/15/berkeley-high-students-get-real-about-race-on-campus%E2%80%9D\">came to a head\u003c/a> after racist threats were found on a library computer.\u003c/p>\n\u003cp>\u003cstrong>A Wake-Up Call\u003c/strong>\u003c/p>\n\u003cp>“What we learned was that, in some ways, we’re not any better than anyone else,” says Mark Coplan, spokesman for the Berkeley Unified School District.\u003c/p>\n\u003cp>“We’ve always thought and would like to believe that our community is different, but the fact is institutional racism and individual racism surfaces and has to be addressed,” Coplan says.\u003c/p>\n\u003cp>On Dec. 9, 2015, the school dedicated an entire day to talking about racism and racial bias in all classes. But even by the next day, students like Sean Hoffman wanted more.\u003c/p>\n\u003cp>Hoffman, who spoke to KQED after an orchestra concert, says his teachers didn’t keep the conversation about racism and racial bias going on the day after Dec. 9.\u003c/p>\n\u003cp>“I was disappointed, I feel like it was something we should continue talking about and continue pressing as an issue,” says Hoffman, who is a sophomore.\u003c/p>\n\u003cp>Over two months later, students say these issues still aren’t being fully addressed.\u003c/p>\n\u003cfigure id=\"attachment_10862349\" class=\"wp-caption alignleft\" style=\"max-width: 263px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-10862349\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/02/RS18395_IMG_4766-sfi-400x300.jpg\" alt='L to R: Paige Jones, Jordan Corbino and Zamaria Odom are seniors at Berkeley High. \"Its our job to come back and make a difference in the community,\" says Odom.' width=\"263\" height=\"197\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/02/RS18395_IMG_4766-sfi-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/02/RS18395_IMG_4766-sfi.jpg 480w\" sizes=\"(max-width: 263px) 100vw, 263px\">\u003cfigcaption class=\"wp-caption-text\">L to R: Paige Jones, Jordan Corbino and Zamaria Odom are seniors at Berkeley High. ‘It’s our job to come back and make a difference in the community,’ says Odom. \u003ccite>(Adizah Eghan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We kind of stayed on it for a couple of days. We talked about it and then we watched movies about it. But it was blown out of proportion because a couple weeks later we [went] on to the next thing,” says Jordan Corbino one day recently after school. Corbino, who is a senior, sits next to his friend Zamaria Odom.\u003c/p>\n\u003cp>“I think the teachers did a pretty good job of focusing on the issue but after a week or so, the issue was dead, and it didn’t really get handled again. It didn’t really get talked about. It just went back to normal,” Odom says.\u003c/p>\n\u003cp>Friends Sebastien Briddoneau and Elijah Liedeker also really want these conversations to continue in class.\u003c/p>\n\u003cp>“People seemed to have already forgotten about it. Not everyone, but a lot of people, the majority of the Berkeley High population,” Liedeker says.\u003c/p>\n\u003cp>\u003cstrong>Why Aren’t These Conversations About Race Happening?\u003c/strong>\u003c/p>\n\u003cp>Berkeley High parent and PTA member Christine Staples says teachers are under a huge amount of pressure.\u003c/p>\n\u003cp>“Teachers don’t feel equipped to facilitate those kind of conversations. Those are big, far-reaching, long conversations,” she says. “They need help. They need training. I mean, should some random English teacher just start trying to facilitate this conversation?”\u003c/p>\n\u003cp>Some of the teachers who spoke to KQED agreed, but they didn’t want to go on the record for fear of being critical of the administration.\u003c/p>\n\u003cp>“There is support for teachers who might not feel like they have the background, or they have the information themselves. It’s a touchy situation,” says a Berkeley High teacher who would like to remain anonymous. “I’m not sure it’s a class that’s taught. It’s a life experience, so it’s a little fake sometimes to try and teach something without experiencing it.”\u003c/p>\n\u003cp>There are teachers at Berkeley High who are incredibly equipped to talk about race. But that number is small, Coplan says. The district’s goal is to get all teachers on a similar level.\u003c/p>\n\u003cp>“There are individuals who have their own beliefs, their own feelings, and in some cases it’s as simple as they are uncomfortable with the subject because they don’t understand it,” Coplan says.\u003c/p>\n\u003cp>Teacher and professional development coordinator Tamara Friedman says the high school wants to expand on a training session it did last fall on “culturally responsive teaching,” which embeds instruction around racism and anti-racism throughout a teacher’s content and curriculum.\u003c/p>\n\u003cp>\u003cstrong>Black Student Union Still Working on Its List of Demands\u003c/strong>\u003c/p>\n\u003cp>The Black Student Union (BSU) is continuing to push its \u003ca href=\"//afrikanblackcoalition.org/2015/12/21/after-threats-of-a-lynching-berkeley-highs-black-student-union-releases-demands/%E2%80%9D\">list of demands \u003c/a> before the Berkeley school board and Berkeley High administration.\u003c/p>\n\u003cp>At a school board meeting on Jan. 13, BSU co-president Alecia Harger told the board that things have to move more quickly.\u003c/p>\n\u003cp>The BSU wants to get these demands done soon, “so that the people who are freshman now don’t have to go through their entire four years as black students unsupported and feeling unloved and unwanted at Berkeley High,” Harger says.\u003c/p>\n\u003cp>Superintendent Donald Evans says this is a serious priority.\u003c/p>\n\u003cp>“I faced what those kids were talking about when I was in high school and when I was in college. This is personal for me,” he says.\u003c/p>\n\u003cp>Evans and Pasarow are working together to implement \u003ca href=\"//www.berkeleyschools.net/wp-content/uploads/2016/01/V6FinalBUSDSupsResponse.pdf?5759fb&5759fb%E2%80%9D\">immediate to long-term \u003c/a>steps to address the demands.\u003c/p>\n\u003cp>“I feel a lot of healthy pressure as a leader of this school to have this not be a one-off response. We need to have a sustained response,” Pasarow says.\u003c/p>\n\u003cp>But Zamaria Odom says he’s not expecting much before he graduates this year.\u003c/p>\n\u003cp>“Honestly, I don’t think anything is going to change, even when we leave and the next class leaves, because people don’t like to be put out there to make a difference,” Odom says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Instead, Odom believes change will also take former students like him coming back to school to hold the administration accountable.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A \u003ca href=\"http://www.cde.ca.gov/ta/tg/hs/cahseesuspendfaq.asp#q3\" target=\"_blank\" rel=\"noopener\">law signed by Gov. Jerry Brown in October\u003c/a> compels California school districts to issue diplomas to former students who met every graduation requirement except passing the California High School Exit Exam.\u003c/p>\n\u003cp>But a check of several districts shows that efforts to inform ex-students that they may now qualify for a diploma — a life-changer for many — have been uneven. Some districts are actively seeking those impacted, while others say they don’t have the resources to look for and contact them.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/243233592″ 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>About 35,000 students statewide met every graduation requirement except passing the exit exam since 2006, when the test was implemented. Many of those students may have since passed the exit exam after going to adult school, so it’s unclear exactly how many might be eligible now to get their diplomas.\u003c/p>\n\u003cp>Los Angeles Unified officials said they estimate about 8,000 former district students met all graduation requirements except passing the exit exam going back the past nine years. The district is planning to inform those that they can reach.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s not a requirement of the law that we reach out to every student. But we, as a district, we’re going to send a notification to each student that we know, based on their last known address,” said Cynthia Lim, LAUSD executive director of the Office of Data and Accountability.\u003c/p>\n\u003cp>The district will also \u003ca href=\"http://achieve.lausd.net/cahsee\" target=\"_blank\" rel=\"noopener\">launch a website\u003c/a> so former students can check if they qualify, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://www.scpr.org/news/2015/11/09/55511/thousands-stopped-by-exit-exam-may-qualify-for-dip/\" target=\"_blank\" rel=\"noopener\">Read the full story via KPCC\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"http://www.cde.ca.gov/ta/tg/hs/cahseesuspendfaq.asp#q3\" target=\"_blank\" rel=\"noopener\">law signed by Gov. Jerry Brown in October\u003c/a> compels California school districts to issue diplomas to former students who met every graduation requirement except passing the California High School Exit Exam.\u003c/p>\n\u003cp>But a check of several districts shows that efforts to inform ex-students that they may now qualify for a diploma — a life-changer for many — have been uneven. Some districts are actively seeking those impacted, while others say they don’t have the resources to look for and contact them.\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/243233592″&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/243233592″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>About 35,000 students statewide met every graduation requirement except passing the exit exam since 2006, when the test was implemented. Many of those students may have since passed the exit exam after going to adult school, so it’s unclear exactly how many might be eligible now to get their diplomas.\u003c/p>\n\u003cp>Los Angeles Unified officials said they estimate about 8,000 former district students met all graduation requirements except passing the exit exam going back the past nine years. The district is planning to inform those that they can reach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s back! After a hiatus, here’s the latest California Politics Podcast, featuring KQED California Politics and Government Reporter \u003ca href=\"http://ww2.kqed.org/news/author/mlagos\" target=\"_blank\" rel=\"noopener\">Marisa Lagos\u003c/a>, Los Angeles Times Sacramento Bureau Chief \u003ca href=\"http://www.latimes.com/la-bio-john-myers-staff.html\" target=\"_blank\" rel=\"noopener\">John Myers\u003c/a> and Grizzly Bear Project Founder \u003ca href=\"https://twitter.com/anthonyyork49\" target=\"_blank\" rel=\"noopener\">Anthony York\u003c/a>.\u003c/p>\n\u003cp>This week, we discuss \u003ca href=\"http://ww2.kqed.org/news/2016/01/08/california-teachers-supreme-court-case-challenges-union-power\" target=\"_blank\" rel=\"noopener\">the case before the U.S. Supreme Court\u003c/a> that could severely undercut public employee union power in California, which two-year bills already died in the state Legislature, and what’s ahead for \u003ca href=\"http://ww2.kqed.org/news/2016/01/11/assembly-elects-l-a-democrat-as-new-speaker\" target=\"_blank\" rel=\"noopener\">newly elected Assembly Speaker Anthony Rendon\u003c/a>.\u003c/p>\n\u003cp>You can find past episodes of the podcast on \u003ca href=\"https://soundcloud.com/politics-california\" target=\"_blank\" rel=\"noopener\">Soundcloud\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/podcast/california-politics-podcast/id1067429614?mt=2\" target=\"_blank\" rel=\"noopener\">iTunes\u003c/a>.\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/242130578″ params=”auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true” width=”100%” height=”450″ iframe=”true” /]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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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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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
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},
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
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"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
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