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One in five, or 20%, of California children \u003ca href=\"https://immigrantdataca.org/indicators/mixed-status-families\">live in mixed-status families\u003c/a> where at least one one of their relatives is an undocumented immigrant.\u003c/p>\n\u003cp>Gonzalez’s \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202520260SB48\">bill \u003c/a>would prohibit local police from assisting U.S. Immigration and Customs Enforcement agents in the one-mile radius around a school. It also would not allow immigration authorities to enter schools or obtain information about students, their families and school employees without a judicial warrant.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“All California children deserve safe school environments that prioritize student learning, regardless of immigration status,” Gonzalez said in a statement.\u003c/p>\n\u003cp>Her bill comes two weeks after \u003ca href=\"https://www.kqed.org/news/12016440/california-bill-would-protect-schools-child-care-centers-from-immigration-raids\">another state lawmaker proposed\u003c/a> barring ICE agents from entering a school or child care center without a statement of purpose, court order and approval from the district superintendent or other supervisors.\u003c/p>\n\u003cp>The proposals come amid escalating fears of mass deportation as Trump’s inauguration approaches on Jan. 20, 2025. \u003ca href=\"https://time.com/7200212/person-of-the-year-2024-donald-trump/\">In an interview published by Time magazine\u003c/a> last week, Trump said he was willing to enlist the military to round up and deport undocumented immigrants.\u003c/p>\n\u003cfigure id=\"attachment_11989678\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11989678\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack.jpg\" alt=\"\" width=\"1920\" height=\"1218\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack-800x508.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack-1020x647.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack-1536x974.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students’ backpacks hang outside the transitional kindergarten classroom at Will Rogers Elementary School in Santa Monica. \u003ccite>(Courtesy of Ashley Balderrama)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Education leaders say his rhetoric is already creating a chilling effect on immigrant children and parents who live in fear of deportation.\u003c/p>\n\u003cp>“I’ve heard from elementary school teachers experiencing a kid coming to school, just crying and wanting to be held because they’re so worried [about whether] their parent is going to pick them up after school,’” said Xilonin Cruz-Gonzalez, co-founder of National Newcomer Network, a coalition of educators, researchers and advocates dedicated to newcomer education.\u003c/p>\n\u003cp>She said teachers are concerned the stress will impede student’s ability to learn.\u003c/p>\n\u003cp>At Oakland International High School, some newcomer students with after-school jobs are facing additional pressure to work more to pay immigration lawyers to fight their cases, said Lauren Markham, director of the school’s learning lab.\u003c/p>\n\u003cp>Markham expressed concern that the urgency to work more may lead the students to miss classes.\u003c/p>\n\u003cp>[aside postID=news_12017430 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2018/04/HarmeetDhillon-1180x793.jpg']\u003c/p>\n\u003cp>“Our students are incredibly afraid that they or their parents are going to be swept up in immigration raids,” Markham said. “There is a pervasive sense of uncertainty, and this kind of looming, amorphous threat that ‘at any moment I may be sent home’ to, in many cases, a place of danger.”\u003c/p>\n\u003cp>Oakland Unified School District already has trained staff on how to respond to potential immigration enforcement at schools, and it urges immigrant parents to make a \u003ca href=\"https://www.ousd.org/know-your-rights/for-immigrant-families\">“family safety plan,”\u003c/a> including naming a trusted adult to take care of their child in case they get detained or deported.\u003c/p>\n\u003cp>During Trump’s first term, \u003ca href=\"https://www.civilrightsproject.ucla.edu/research/k-12-education/immigration-immigrant-students/u.s.-immigration-enforcement-policy-and-its-impact-on-teaching-and-learning-in-the-nations-schools\">researchers at the Civil Rights Project at UCLA \u003c/a>found that his immigration policies contributed to increased absenteeism, decreased student achievement and parent disengagement.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers surveyed 3600 educators in more than 700 schools in 12 states and discovered that increased absenteeism led to lower funding for schools, which affected support services for all students, said Patricia Gandara, a co-director of the project. \u003c/span>\u003c/p>\n\u003cp>“Because most of the schools where immigrant students are found are poor schools, they [had] a hard time meeting the very deep needs of the students,” Gandara said. “Even the students who were not from immigrant families were being affected by this because of the climate in the school, the climate in the classroom, and the concern for the other students who were more targeted. So it was having a devastating effect on the schools that most need help,” she said.\u003c/p>\n\u003cp>She said legislation to beef up protections for immigrant students sends a message to those students that schools have their back.\u003c/p>\n\u003cp>“One of the really sad things that we heard from teachers was that oftentimes, their best students were giving up. Because the kids would say, ‘I don’t see that I have a future in this country. Why am I knocking myself out to try and go to college if I have no future?” Gandara said. “So if these young people hear that legislators and other people in the schools are really working on their behalf and are trying to protect them, I think that’s helpful.”\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story incorrectly stated the number of schools surveyed by researchers at the Civil Rights Project at UCLA. The story has been updated to reflect that they surveyed 3600 educators in more than 700 schools in 12 states.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“All California children deserve safe school environments that prioritize student learning, regardless of immigration status,” Gonzalez said in a statement.\u003c/p>\n\u003cp>Her bill comes two weeks after \u003ca href=\"https://www.kqed.org/news/12016440/california-bill-would-protect-schools-child-care-centers-from-immigration-raids\">another state lawmaker proposed\u003c/a> barring ICE agents from entering a school or child care center without a statement of purpose, court order and approval from the district superintendent or other supervisors.\u003c/p>\n\u003cp>The proposals come amid escalating fears of mass deportation as Trump’s inauguration approaches on Jan. 20, 2025. \u003ca href=\"https://time.com/7200212/person-of-the-year-2024-donald-trump/\">In an interview published by Time magazine\u003c/a> last week, Trump said he was willing to enlist the military to round up and deport undocumented immigrants.\u003c/p>\n\u003cfigure id=\"attachment_11989678\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11989678\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack.jpg\" alt=\"\" width=\"1920\" height=\"1218\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack-800x508.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack-1020x647.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/TKBackPack-1536x974.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students’ backpacks hang outside the transitional kindergarten classroom at Will Rogers Elementary School in Santa Monica. \u003ccite>(Courtesy of Ashley Balderrama)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Education leaders say his rhetoric is already creating a chilling effect on immigrant children and parents who live in fear of deportation.\u003c/p>\n\u003cp>“I’ve heard from elementary school teachers experiencing a kid coming to school, just crying and wanting to be held because they’re so worried [about whether] their parent is going to pick them up after school,’” said Xilonin Cruz-Gonzalez, co-founder of National Newcomer Network, a coalition of educators, researchers and advocates dedicated to newcomer education.\u003c/p>\n\u003cp>She said teachers are concerned the stress will impede student’s ability to learn.\u003c/p>\n\u003cp>At Oakland International High School, some newcomer students with after-school jobs are facing additional pressure to work more to pay immigration lawyers to fight their cases, said Lauren Markham, director of the school’s learning lab.\u003c/p>\n\u003cp>Markham expressed concern that the urgency to work more may lead the students to miss classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our students are incredibly afraid that they or their parents are going to be swept up in immigration raids,” Markham said. “There is a pervasive sense of uncertainty, and this kind of looming, amorphous threat that ‘at any moment I may be sent home’ to, in many cases, a place of danger.”\u003c/p>\n\u003cp>Oakland Unified School District already has trained staff on how to respond to potential immigration enforcement at schools, and it urges immigrant parents to make a \u003ca href=\"https://www.ousd.org/know-your-rights/for-immigrant-families\">“family safety plan,”\u003c/a> including naming a trusted adult to take care of their child in case they get detained or deported.\u003c/p>\n\u003cp>During Trump’s first term, \u003ca href=\"https://www.civilrightsproject.ucla.edu/research/k-12-education/immigration-immigrant-students/u.s.-immigration-enforcement-policy-and-its-impact-on-teaching-and-learning-in-the-nations-schools\">researchers at the Civil Rights Project at UCLA \u003c/a>found that his immigration policies contributed to increased absenteeism, decreased student achievement and parent disengagement.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers surveyed 3600 educators in more than 700 schools in 12 states and discovered that increased absenteeism led to lower funding for schools, which affected support services for all students, said Patricia Gandara, a co-director of the project. \u003c/span>\u003c/p>\n\u003cp>“Because most of the schools where immigrant students are found are poor schools, they [had] a hard time meeting the very deep needs of the students,” Gandara said. “Even the students who were not from immigrant families were being affected by this because of the climate in the school, the climate in the classroom, and the concern for the other students who were more targeted. So it was having a devastating effect on the schools that most need help,” she said.\u003c/p>\n\u003cp>She said legislation to beef up protections for immigrant students sends a message to those students that schools have their back.\u003c/p>\n\u003cp>“One of the really sad things that we heard from teachers was that oftentimes, their best students were giving up. Because the kids would say, ‘I don’t see that I have a future in this country. Why am I knocking myself out to try and go to college if I have no future?” Gandara said. “So if these young people hear that legislators and other people in the schools are really working on their behalf and are trying to protect them, I think that’s helpful.”\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story incorrectly stated the number of schools surveyed by researchers at the Civil Rights Project at UCLA. The story has been updated to reflect that they surveyed 3600 educators in more than 700 schools in 12 states.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "FAFSA 2025: What California Students Need to Know",
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"content": "\u003cp>\u003cem>Updated March 12, 2025\u003c/em>\u003c/p>\n\u003cp>It’s FAFSA — the \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">Free Application for Federal Student Aid\u003c/a> — season again. And for some applicants, the memories of last year’s troubled rollout may still be fresh.\u003c/p>\n\u003cp>During the 2023–24 FAFSA cycle, the federal government \u003ca href=\"https://www.kqed.org/news/11957693/applying-for-fafsa-in-2023-will-be-different-what-to-know-including-deadlines\">launched a new version\u003c/a> of the financial aid application in hopes of making the traditionally lengthy process more streamlined. However, students trying to use the new form faced \u003ca href=\"https://www.kqed.org/news/11988925/applying-for-student-aid-was-supposed-to-be-easier-this-year-it-wasnt\">delays, glitches and other technical problems\u003c/a> that stopped many from being able to complete their application.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Jump straight to: \u003ca href=\"#fafsa-deadlines-2025\">FAFSA deadlines to keep track of in 2025\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003ch2>After serious snags, new hopes for a new FAFSA\u003c/h2>\n\u003cp>The problems with last year’s FAFSA especially impacted \u003ca href=\"https://www.kqed.org/news/11979367/fafsa-2024-the-big-error-affecting-mixed-status-families-and-what-to-do-if-youre-an-affected-student\">mixed-status individuals\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11987754/californias-class-of-2024-lags-in-student-aid-applications-data-shows\">created a major workload for school counselors\u003c/a> across the state. And with those \u003ca href=\"https://www.kqed.org/news/11987754/californias-class-of-2024-lags-in-student-aid-applications-data-shows\">technical issues\u003c/a> persisting — and a \u003ca href=\"https://www.npr.org/2023/06/30/1185226895/heres-what-happened-when-affirmative-action-ended-at-california-public-colleges#:~:text=And%20as%20the%20nation's%20highest,and%20private%20universities%20and%20colleges.\">national ban of affirmative action\u003c/a> unfolding in the background — \u003ca href=\"https://www.ncan.org/news/685038/Freshman-Enrollment-Down-5-Following-FAFSA-Completion-Declines.htm\">fall semester enrollment declined by 5%\u003c/a> after a similar decline in FAFSA completion rates, according to data from the National College Attainment Network (NCAN), a nonprofit that aims to increase postsecondary degree access.\u003c/p>\n\u003cp>However, the 2024-2025 cycle could be the year that the simplified FAFSA form proves to be a more efficient process for students — something that Daisy Gonzales, executive director of \u003ca href=\"https://www.csac.ca.gov/\" target=\"_blank\" rel=\"noopener\">the California Student Aid Commission\u003c/a>, is optimistic about.\u003c/p>\n\u003cp>Many of the FAFSA challenges from last year “have been fixed,” Gonzales said. “As students and families are completing that application, they should have a more seamless experience. There was a lot of testing nationally — and here in California — to make sure that in the beta phases, students could complete the application.”\u003c/p>\n\u003cp>These \u003ca href=\"https://www.ncan.org/news/686253/Restoring-Trust-in-the-FAFSA-Helping-the-Class-of-2025-Rebound.htm\">fixes include\u003c/a>: FAFSA no longer requiring an identity verification process for those without a Social Security number; keeping a dossier of students who started an application for easier tracking by counselors; and increased call center staffing.\u003c/p>\n\u003cp>Another big improvement, Gonzales said, is that the \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">FAFSA this year opened on Dec. 1\u003c/a>, as opposed to Dec. 30 last year (although still later than the pre-2024 \u003ca href=\"https://www.nerdwallet.com/article/loans/student-loans/fafsa-deadline\">October opening date\u003c/a>.)\u003c/p>\n\u003cp>Read on to learn more about what students and families should expect from this year’s FAFSA form — and the key FAFSA deadlines to know.\u003c/p>\n\u003ch2>What if I am unsure about going to college this year?\u003c/h2>\n\u003cp>Gonzales said that the biggest misconception people can make about the FAFSA is believing that they don’t qualify — whether that’s because their family is \u003ca href=\"https://www.csac.ca.gov/middle-class-scholarship\">middle class\u003c/a>, they’re thinking about joining the military or they’re going on a gap year.\u003c/p>\n\u003cp>Even if you’re uncertain about going to college at all, Gonzales said you should apply for FAFSA anyway. That way, you’ll have it completed in case they change your mind about your plans, and you’ll be sure you haven’t missed any deadlines.\u003c/p>\n\u003cp>“It’s never a bad idea to apply,” she said. And because “the aid here in California is very generous, very diverse,” many students — especially first-year college students — will qualify for some form of aid like grants, scholarships, subsidized loans or work-study. Among \u003ca href=\"https://www.csac.ca.gov/financial-aid-programs\">those programs\u003c/a> is the Cal Grant — the \u003ca href=\"https://www.csac.ca.gov/cal-grants\">state-specific aid program\u003c/a> that California students can apply for through the FAFSA.\u003c/p>\n\u003cp>Other programs include:\u003c/p>\n\u003cul>\n\u003cli>The Cal-HBCU program, which provides aid for California students transferring from California Community Colleges to a partnering Historically Black College.\u003c/li>\n\u003cli>A grant for foster youth under 26 that funds five years of schooling\u003c/li>\n\u003cli>Aid for undocumented students who also participate in community service\u003c/li>\n\u003cli>Grants for students who are also parents\u003c/li>\n\u003cli>Students planning to enter the teaching profession.\u003c/li>\n\u003c/ul>\n\u003ch3>What tax documents do I need to complete the FAFSA??\u003c/h3>\n\u003cp>First, a quick breakdown of tax vocabulary:\u003c/p>\n\u003cul>\n\u003cli>A \u003cstrong>W-2 form\u003c/strong> is a tax document that an employer gives workers once a year, which shows how much the employer paid the worker that year.\u003c/li>\n\u003cli>A \u003cstrong>1040 form\u003c/strong> is a tax document, also known as a tax return, that a worker completes themselves, usually with the help of a tax expert. This document is sent to the IRS each year to confirm how much that worker got paid and how much they owe the government in taxes.\u003c/li>\n\u003c/ul>\n\u003cp>Most people in the U.S. receive a W-2 form and then complete a 1040 form themselves. FAFSA will ask parents to share information from last year’s documents. If the parents do not have this information, it could be for one of these reasons:\u003c/p>\n\u003cul>\n\u003cli>The parent is a gig worker, such as driving for Uber or doing deliveries for GrubHub, they most likely did not get a W-2 form. Instead, the company they work for gave them a 1099 form. Ask for “their 1099” instead.\u003c/li>\n\u003cli>The parents did not work last year and received unemployment benefits instead; they most likely did not get a W-2 form. In this case, the state government will have sent them a 1099-G form, which lists how much they received from unemployment benefits.\u003c/li>\n\u003c/ul>\n\u003cp>If a student’s parent has a W-2 form but does not have last year’s 1040 form, this probably means they haven’t filed their taxes yet. Colleges will still want to see their taxes, and applicants should ask their parents about scheduling an appointment with a tax preparer to catch up on this.\u003c/p>\n\u003cp>Many community organizations offer free tax filing services year-round. In the Bay Area, \u003ca href=\"https://uwba.org/freetaxhelp/\">United Way can connect people to online and in-person tax help\u003c/a> — and parents could potentially qualify to get cash back from the government when they file, based on their income and the size of the family.\u003c/p>\n\u003cp>If your family still needs to file their taxes, keep the schools you’re applying to updated about this.\u003c/p>\n\u003ch3>What if I don’t have the documents I need to complete FAFSA?\u003c/h3>\n\u003cp>In some cases, parents may be working at a job where they just won’t receive a W-2 or 1099 at all. Perhaps they work as a housecleaner, a nanny, a landscaper, a farmworker or another job where they haven’t signed a formal paper contract and are getting paid in cash. In these cases, Rosanna Ferro, chief of education at Oakland-based nonprofit College Track, told KQED earlier in 2024 that students can ask their parents, “How have you gotten paid in the past year or two?”\u003c/p>\n\u003cp>Ferro, whose organization works to help first-generation and low-income high school students from across the country graduate college, said that the point of this question is twofold: How often do their parents get paid, and how much do they get paid? The piece of information you need is what’s called “proof of income,” which can help you calculate how much your parents got paid per year.\u003c/p>\n\u003cp>For example, your father cleans houses and charges $100 per house. Based on the information he shares, you estimate that he can usually clean 10 houses a week. That approximates that he’s earning roughly $4,000 a month. Multiply that by 12 months, and you get an estimated $48,000 per year.\u003c/p>\n\u003cp>FAFSA applicants may have to get crafty to help their parents organize this information, Ferro said. “Whether it’s creating an Excel sheet, a Google folder or scanning something — taking a picture, a receipt or anything that shows income in any kind of way and storing it in a way that’s going to be accessible to you,” she said. This digital record can be especially helpful if the student applies for the FAFSA again next year.\u003c/p>\n\u003cp>While you’re doing this, you should remember to contact a financial aid officer from any of the schools you’re applying to, who can advise your family on how to best input this information into FAFSA. Schools may ask applicants to share additional documents, like a letter from an employer or potentially file a 1040 form with the data you’ve gathered.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>I’m from a mixed-status family. What should I know?\u003c/h3>\n\u003cp>Glitches \u003ca href=\"https://www.kqed.org/news/11957693/applying-for-fafsa-in-2023-will-be-different-what-to-know-including-deadlines#undocumented\">prevented students of mixed-status backgrounds\u003c/a> — that is, when a student has a Social Security Number but one of their parents does not — from finishing the FAFSA last year. But those errors \u003ca href=\"https://www.ncan.org/news/686253/Restoring-Trust-in-the-FAFSA-Helping-the-Class-of-2025-Rebound.htm\">have now been resolved\u003c/a>, according to the National College Attainment Network. Meaning undocumented parents can make an FSA ID and fill out the parent’s portion of the form without needing to input a Social Security number.\u003c/p>\n\u003cp>Undocumented parents should also prepare to manually enter \u003ca href=\"https://www.csac.ca.gov/cadaa-msf\">last year’s tax information\u003c/a>.\u003c/p>\n\u003cp>However, the National College Attainment Network \u003ca href=\"https://www.ncan.org/news/686253/Restoring-Trust-in-the-FAFSA-Helping-the-Class-of-2025-Rebound.htm\">emphasized in a PSA\u003c/a> that counselors and financial aid officers will need to restore trust with these communities since “mixed-status families were one of, if not the most, negatively impacted populations by the FAFSA rollout last year.”\u003c/p>\n\u003ch3>Do immigration officials have access to the personal information I share on FAFSA?\u003c/h3>\n\u003cp>The National College Attainment Network \u003ca href=\"https://www.ncan.org/news/687899/NCAN-Shares-FAFSA-Guidance-for-Mixed-Status-Families.htm\">acknowledged\u003c/a> the incoming Trump administration’s \u003ca href=\"https://www.kqed.org/news/12017970/trump-has-promised-mass-deportations-can-california-fight-back\">hostile attitude towards undocumented immigrants\u003c/a>, recognizing that this could make students from mixed-status families hesitant to complete FAFSA — despite the 1965 Higher Education Act explicitly prohibiting the \u003ca href=\"https://studentaid.gov/notices/privacy\">use of this type of student data\u003c/a> for any purpose other than determining federal financial assistance.\u003c/p>\n\u003cp>“At this time NCAN cannot assure mixed-status students and families that data submitted to the US Department of Education, as part of the FAFSA process, will continue to be protected,” NCAN’s guidance reads. “We believe mixed-status families should make a considered decision about whether to submit identifying information to the federal government in an FSA ID or FAFSA.”\u003c/p>\n\u003cp>The organization said that it “understands the grave ramifications of this guidance and deeply regrets that we feel it is necessary to issue it,” calling it “dreadful” that students and their families “have been put in a position of potentially choosing between their safety and the pursuit of postsecondary education.”\u003c/p>\n\u003cp>This issue is especially pertinent in California, where 20% of residents under 18 are either undocumented or living with undocumented family members. KQED has a guide on \u003ca href=\"https://www.kqed.org/news/11968584/fafsa-application-money-family-discussions\">how to navigate difficult conversations\u003c/a> around the financial aid application with family members.\u003c/p>\n\u003cp>The \u003ca href=\"https://dream.csac.ca.gov/landing\">California Dream Act Application\u003c/a> — the state-specific financial aid application for students without a permanent immigration status — is also open to students from mixed-status families, if they need access to aid, \u003ca href=\"https://laist.com/news/education/mixed-status-fafsa-cadaa-financial-aid-undocumented-trump-administration\">without applying to FAFSA\u003c/a>. These funds would be limited to schools only in California.\u003c/p>\n\u003cp>In addition to undocumented students, who are barred entirely from completing the federal aid application, Gonzales said that these students are “still in \u003ca href=\"https://www.kqed.org/news/12016037/california-is-a-sanctuary-state-how-much-protection-will-that-give-immigrants-from-trumps-deportation-plans\">the state that believes that higher education is for everyone\u003c/a>.”\u003c/p>\n\u003cp>She said it’s “very important” for students to complete their application for California Dream Act financial aid “and that they know that the California Student Aid Commission never \u003ca href=\"https://www.csac.ca.gov/cadaa-information-safety\">shares their data with the federal government\u003c/a>.”\u003c/p>\n\u003cp>If you complete the California Dream Act application, you can receive state aid to pay for your college education — regardless of your immigration status.\u003c/p>\n\u003ch3>\u003ca id=\"fafsa-deadlines-2025\">\u003c/a>What are the FAFSA deadlines to know for 2025?\u003c/h3>\n\u003cp>What deadlines you should keep track of largely depends on what type of college or university you are hoping to enroll in.\u003c/p>\n\u003cp>For students hoping to go to a four-year institution, the priority deadline for the FAFSA is March 3, and \u003ca href=\"https://edsource.org/2025/california-extends-state-financial-aid-deadline-until-april-2/727398\">the state priority deadline has now been extended to April 2, 2025\u003c/a>. But it’s “never a bad idea to just submit that application sooner rather than later — or to at least get it started,” Gonzales said.\u003c/p>\n\u003cp>The financial aid deadline for students going to community college is on Sept. 2, 2025.\u003c/p>\n\u003cp>For students hoping to go to a private institution, they should consider filling out the CSS Profile in addition to the FAFSA, which is \u003ca href=\"https://cssprofile.collegeboard.org/frequently-asked-questions\">a separate aid application\u003c/a>. The CSS Profile’s deadline is dependent on \u003ca href=\"https://cssprofile.collegeboard.org/getting-started\">the student’s private school priority deadline\u003c/a>.\u003c/p>\n\u003ch3>Where can I find help to complete FAFSA?\u003c/h3>\n\u003cp>Along with the 2024 FAFSA form glitches, Gonzales said that many schools are still catching up after the disruption of the COVID-19 pandemic, which also led to \u003ca href=\"https://www.kqed.org/mindshift/58693/college-enrollment-plummeted-during-the-pandemic-this-fall-its-even-worse\">a drop in higher education enrollment\u003c/a>.\u003c/p>\n\u003cp>“We are coming out of a global pandemic. It’s something that we have never gone through as a community, as a state and as a country and in the world,” she said. “A lot of students and families have had to make very difficult decisions as they think about their future.”\u003c/p>\n\u003cp>“But 2025–26 is that year where we want all students to consider coming back to higher education.”\u003c/p>\n\u003cp>For students and family members who still have questions, FAFSA resources state-wide and nationally include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.ncan.org/news/687244/NCANs-2025-26-FAFSA-Page-A-How-To-Guide.htm\">The National College Attainment Network’s 2025–26 FAFSA Page: A How-To Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/filling-out/help\">FAFSA’s official FAQ\u003c/a> (with \u003ca href=\"https://studentaid.gov/help-center/contact\">the help center’s contact information\u003c/a>)\u003c/li>\n\u003cli>\u003ca href=\"https://www.csac.ca.gov/sites/default/files/file-attachments/spanish_paper_better_cadaa_2024-2025.pdf\">Solicitud Dream Act de California\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.csac.ca.gov/students\">California Student Aid Commission\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.csac.ca.gov/cash-college\">CSAC’s Cash for College\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.casfaa.org/\">California Association of Student Financial Aid Administrators\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated March 12, 2025\u003c/em>\u003c/p>\n\u003cp>It’s FAFSA — the \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">Free Application for Federal Student Aid\u003c/a> — season again. And for some applicants, the memories of last year’s troubled rollout may still be fresh.\u003c/p>\n\u003cp>During the 2023–24 FAFSA cycle, the federal government \u003ca href=\"https://www.kqed.org/news/11957693/applying-for-fafsa-in-2023-will-be-different-what-to-know-including-deadlines\">launched a new version\u003c/a> of the financial aid application in hopes of making the traditionally lengthy process more streamlined. However, students trying to use the new form faced \u003ca href=\"https://www.kqed.org/news/11988925/applying-for-student-aid-was-supposed-to-be-easier-this-year-it-wasnt\">delays, glitches and other technical problems\u003c/a> that stopped many from being able to complete their application.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Jump straight to: \u003ca href=\"#fafsa-deadlines-2025\">FAFSA deadlines to keep track of in 2025\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003ch2>After serious snags, new hopes for a new FAFSA\u003c/h2>\n\u003cp>The problems with last year’s FAFSA especially impacted \u003ca href=\"https://www.kqed.org/news/11979367/fafsa-2024-the-big-error-affecting-mixed-status-families-and-what-to-do-if-youre-an-affected-student\">mixed-status individuals\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11987754/californias-class-of-2024-lags-in-student-aid-applications-data-shows\">created a major workload for school counselors\u003c/a> across the state. And with those \u003ca href=\"https://www.kqed.org/news/11987754/californias-class-of-2024-lags-in-student-aid-applications-data-shows\">technical issues\u003c/a> persisting — and a \u003ca href=\"https://www.npr.org/2023/06/30/1185226895/heres-what-happened-when-affirmative-action-ended-at-california-public-colleges#:~:text=And%20as%20the%20nation's%20highest,and%20private%20universities%20and%20colleges.\">national ban of affirmative action\u003c/a> unfolding in the background — \u003ca href=\"https://www.ncan.org/news/685038/Freshman-Enrollment-Down-5-Following-FAFSA-Completion-Declines.htm\">fall semester enrollment declined by 5%\u003c/a> after a similar decline in FAFSA completion rates, according to data from the National College Attainment Network (NCAN), a nonprofit that aims to increase postsecondary degree access.\u003c/p>\n\u003cp>However, the 2024-2025 cycle could be the year that the simplified FAFSA form proves to be a more efficient process for students — something that Daisy Gonzales, executive director of \u003ca href=\"https://www.csac.ca.gov/\" target=\"_blank\" rel=\"noopener\">the California Student Aid Commission\u003c/a>, is optimistic about.\u003c/p>\n\u003cp>Many of the FAFSA challenges from last year “have been fixed,” Gonzales said. “As students and families are completing that application, they should have a more seamless experience. There was a lot of testing nationally — and here in California — to make sure that in the beta phases, students could complete the application.”\u003c/p>\n\u003cp>These \u003ca href=\"https://www.ncan.org/news/686253/Restoring-Trust-in-the-FAFSA-Helping-the-Class-of-2025-Rebound.htm\">fixes include\u003c/a>: FAFSA no longer requiring an identity verification process for those without a Social Security number; keeping a dossier of students who started an application for easier tracking by counselors; and increased call center staffing.\u003c/p>\n\u003cp>Another big improvement, Gonzales said, is that the \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">FAFSA this year opened on Dec. 1\u003c/a>, as opposed to Dec. 30 last year (although still later than the pre-2024 \u003ca href=\"https://www.nerdwallet.com/article/loans/student-loans/fafsa-deadline\">October opening date\u003c/a>.)\u003c/p>\n\u003cp>Read on to learn more about what students and families should expect from this year’s FAFSA form — and the key FAFSA deadlines to know.\u003c/p>\n\u003ch2>What if I am unsure about going to college this year?\u003c/h2>\n\u003cp>Gonzales said that the biggest misconception people can make about the FAFSA is believing that they don’t qualify — whether that’s because their family is \u003ca href=\"https://www.csac.ca.gov/middle-class-scholarship\">middle class\u003c/a>, they’re thinking about joining the military or they’re going on a gap year.\u003c/p>\n\u003cp>Even if you’re uncertain about going to college at all, Gonzales said you should apply for FAFSA anyway. That way, you’ll have it completed in case they change your mind about your plans, and you’ll be sure you haven’t missed any deadlines.\u003c/p>\n\u003cp>“It’s never a bad idea to apply,” she said. And because “the aid here in California is very generous, very diverse,” many students — especially first-year college students — will qualify for some form of aid like grants, scholarships, subsidized loans or work-study. Among \u003ca href=\"https://www.csac.ca.gov/financial-aid-programs\">those programs\u003c/a> is the Cal Grant — the \u003ca href=\"https://www.csac.ca.gov/cal-grants\">state-specific aid program\u003c/a> that California students can apply for through the FAFSA.\u003c/p>\n\u003cp>Other programs include:\u003c/p>\n\u003cul>\n\u003cli>The Cal-HBCU program, which provides aid for California students transferring from California Community Colleges to a partnering Historically Black College.\u003c/li>\n\u003cli>A grant for foster youth under 26 that funds five years of schooling\u003c/li>\n\u003cli>Aid for undocumented students who also participate in community service\u003c/li>\n\u003cli>Grants for students who are also parents\u003c/li>\n\u003cli>Students planning to enter the teaching profession.\u003c/li>\n\u003c/ul>\n\u003ch3>What tax documents do I need to complete the FAFSA??\u003c/h3>\n\u003cp>First, a quick breakdown of tax vocabulary:\u003c/p>\n\u003cul>\n\u003cli>A \u003cstrong>W-2 form\u003c/strong> is a tax document that an employer gives workers once a year, which shows how much the employer paid the worker that year.\u003c/li>\n\u003cli>A \u003cstrong>1040 form\u003c/strong> is a tax document, also known as a tax return, that a worker completes themselves, usually with the help of a tax expert. This document is sent to the IRS each year to confirm how much that worker got paid and how much they owe the government in taxes.\u003c/li>\n\u003c/ul>\n\u003cp>Most people in the U.S. receive a W-2 form and then complete a 1040 form themselves. FAFSA will ask parents to share information from last year’s documents. If the parents do not have this information, it could be for one of these reasons:\u003c/p>\n\u003cul>\n\u003cli>The parent is a gig worker, such as driving for Uber or doing deliveries for GrubHub, they most likely did not get a W-2 form. Instead, the company they work for gave them a 1099 form. Ask for “their 1099” instead.\u003c/li>\n\u003cli>The parents did not work last year and received unemployment benefits instead; they most likely did not get a W-2 form. In this case, the state government will have sent them a 1099-G form, which lists how much they received from unemployment benefits.\u003c/li>\n\u003c/ul>\n\u003cp>If a student’s parent has a W-2 form but does not have last year’s 1040 form, this probably means they haven’t filed their taxes yet. Colleges will still want to see their taxes, and applicants should ask their parents about scheduling an appointment with a tax preparer to catch up on this.\u003c/p>\n\u003cp>Many community organizations offer free tax filing services year-round. In the Bay Area, \u003ca href=\"https://uwba.org/freetaxhelp/\">United Way can connect people to online and in-person tax help\u003c/a> — and parents could potentially qualify to get cash back from the government when they file, based on their income and the size of the family.\u003c/p>\n\u003cp>If your family still needs to file their taxes, keep the schools you’re applying to updated about this.\u003c/p>\n\u003ch3>What if I don’t have the documents I need to complete FAFSA?\u003c/h3>\n\u003cp>In some cases, parents may be working at a job where they just won’t receive a W-2 or 1099 at all. Perhaps they work as a housecleaner, a nanny, a landscaper, a farmworker or another job where they haven’t signed a formal paper contract and are getting paid in cash. In these cases, Rosanna Ferro, chief of education at Oakland-based nonprofit College Track, told KQED earlier in 2024 that students can ask their parents, “How have you gotten paid in the past year or two?”\u003c/p>\n\u003cp>Ferro, whose organization works to help first-generation and low-income high school students from across the country graduate college, said that the point of this question is twofold: How often do their parents get paid, and how much do they get paid? The piece of information you need is what’s called “proof of income,” which can help you calculate how much your parents got paid per year.\u003c/p>\n\u003cp>For example, your father cleans houses and charges $100 per house. Based on the information he shares, you estimate that he can usually clean 10 houses a week. That approximates that he’s earning roughly $4,000 a month. Multiply that by 12 months, and you get an estimated $48,000 per year.\u003c/p>\n\u003cp>FAFSA applicants may have to get crafty to help their parents organize this information, Ferro said. “Whether it’s creating an Excel sheet, a Google folder or scanning something — taking a picture, a receipt or anything that shows income in any kind of way and storing it in a way that’s going to be accessible to you,” she said. This digital record can be especially helpful if the student applies for the FAFSA again next year.\u003c/p>\n\u003cp>While you’re doing this, you should remember to contact a financial aid officer from any of the schools you’re applying to, who can advise your family on how to best input this information into FAFSA. Schools may ask applicants to share additional documents, like a letter from an employer or potentially file a 1040 form with the data you’ve gathered.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>I’m from a mixed-status family. What should I know?\u003c/h3>\n\u003cp>Glitches \u003ca href=\"https://www.kqed.org/news/11957693/applying-for-fafsa-in-2023-will-be-different-what-to-know-including-deadlines#undocumented\">prevented students of mixed-status backgrounds\u003c/a> — that is, when a student has a Social Security Number but one of their parents does not — from finishing the FAFSA last year. But those errors \u003ca href=\"https://www.ncan.org/news/686253/Restoring-Trust-in-the-FAFSA-Helping-the-Class-of-2025-Rebound.htm\">have now been resolved\u003c/a>, according to the National College Attainment Network. Meaning undocumented parents can make an FSA ID and fill out the parent’s portion of the form without needing to input a Social Security number.\u003c/p>\n\u003cp>Undocumented parents should also prepare to manually enter \u003ca href=\"https://www.csac.ca.gov/cadaa-msf\">last year’s tax information\u003c/a>.\u003c/p>\n\u003cp>However, the National College Attainment Network \u003ca href=\"https://www.ncan.org/news/686253/Restoring-Trust-in-the-FAFSA-Helping-the-Class-of-2025-Rebound.htm\">emphasized in a PSA\u003c/a> that counselors and financial aid officers will need to restore trust with these communities since “mixed-status families were one of, if not the most, negatively impacted populations by the FAFSA rollout last year.”\u003c/p>\n\u003ch3>Do immigration officials have access to the personal information I share on FAFSA?\u003c/h3>\n\u003cp>The National College Attainment Network \u003ca href=\"https://www.ncan.org/news/687899/NCAN-Shares-FAFSA-Guidance-for-Mixed-Status-Families.htm\">acknowledged\u003c/a> the incoming Trump administration’s \u003ca href=\"https://www.kqed.org/news/12017970/trump-has-promised-mass-deportations-can-california-fight-back\">hostile attitude towards undocumented immigrants\u003c/a>, recognizing that this could make students from mixed-status families hesitant to complete FAFSA — despite the 1965 Higher Education Act explicitly prohibiting the \u003ca href=\"https://studentaid.gov/notices/privacy\">use of this type of student data\u003c/a> for any purpose other than determining federal financial assistance.\u003c/p>\n\u003cp>“At this time NCAN cannot assure mixed-status students and families that data submitted to the US Department of Education, as part of the FAFSA process, will continue to be protected,” NCAN’s guidance reads. “We believe mixed-status families should make a considered decision about whether to submit identifying information to the federal government in an FSA ID or FAFSA.”\u003c/p>\n\u003cp>The organization said that it “understands the grave ramifications of this guidance and deeply regrets that we feel it is necessary to issue it,” calling it “dreadful” that students and their families “have been put in a position of potentially choosing between their safety and the pursuit of postsecondary education.”\u003c/p>\n\u003cp>This issue is especially pertinent in California, where 20% of residents under 18 are either undocumented or living with undocumented family members. KQED has a guide on \u003ca href=\"https://www.kqed.org/news/11968584/fafsa-application-money-family-discussions\">how to navigate difficult conversations\u003c/a> around the financial aid application with family members.\u003c/p>\n\u003cp>The \u003ca href=\"https://dream.csac.ca.gov/landing\">California Dream Act Application\u003c/a> — the state-specific financial aid application for students without a permanent immigration status — is also open to students from mixed-status families, if they need access to aid, \u003ca href=\"https://laist.com/news/education/mixed-status-fafsa-cadaa-financial-aid-undocumented-trump-administration\">without applying to FAFSA\u003c/a>. These funds would be limited to schools only in California.\u003c/p>\n\u003cp>In addition to undocumented students, who are barred entirely from completing the federal aid application, Gonzales said that these students are “still in \u003ca href=\"https://www.kqed.org/news/12016037/california-is-a-sanctuary-state-how-much-protection-will-that-give-immigrants-from-trumps-deportation-plans\">the state that believes that higher education is for everyone\u003c/a>.”\u003c/p>\n\u003cp>She said it’s “very important” for students to complete their application for California Dream Act financial aid “and that they know that the California Student Aid Commission never \u003ca href=\"https://www.csac.ca.gov/cadaa-information-safety\">shares their data with the federal government\u003c/a>.”\u003c/p>\n\u003cp>If you complete the California Dream Act application, you can receive state aid to pay for your college education — regardless of your immigration status.\u003c/p>\n\u003ch3>\u003ca id=\"fafsa-deadlines-2025\">\u003c/a>What are the FAFSA deadlines to know for 2025?\u003c/h3>\n\u003cp>What deadlines you should keep track of largely depends on what type of college or university you are hoping to enroll in.\u003c/p>\n\u003cp>For students hoping to go to a four-year institution, the priority deadline for the FAFSA is March 3, and \u003ca href=\"https://edsource.org/2025/california-extends-state-financial-aid-deadline-until-april-2/727398\">the state priority deadline has now been extended to April 2, 2025\u003c/a>. But it’s “never a bad idea to just submit that application sooner rather than later — or to at least get it started,” Gonzales said.\u003c/p>\n\u003cp>The financial aid deadline for students going to community college is on Sept. 2, 2025.\u003c/p>\n\u003cp>For students hoping to go to a private institution, they should consider filling out the CSS Profile in addition to the FAFSA, which is \u003ca href=\"https://cssprofile.collegeboard.org/frequently-asked-questions\">a separate aid application\u003c/a>. The CSS Profile’s deadline is dependent on \u003ca href=\"https://cssprofile.collegeboard.org/getting-started\">the student’s private school priority deadline\u003c/a>.\u003c/p>\n\u003ch3>Where can I find help to complete FAFSA?\u003c/h3>\n\u003cp>Along with the 2024 FAFSA form glitches, Gonzales said that many schools are still catching up after the disruption of the COVID-19 pandemic, which also led to \u003ca href=\"https://www.kqed.org/mindshift/58693/college-enrollment-plummeted-during-the-pandemic-this-fall-its-even-worse\">a drop in higher education enrollment\u003c/a>.\u003c/p>\n\u003cp>“We are coming out of a global pandemic. It’s something that we have never gone through as a community, as a state and as a country and in the world,” she said. “A lot of students and families have had to make very difficult decisions as they think about their future.”\u003c/p>\n\u003cp>“But 2025–26 is that year where we want all students to consider coming back to higher education.”\u003c/p>\n\u003cp>For students and family members who still have questions, FAFSA resources state-wide and nationally include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.ncan.org/news/687244/NCANs-2025-26-FAFSA-Page-A-How-To-Guide.htm\">The National College Attainment Network’s 2025–26 FAFSA Page: A How-To Guide\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/filling-out/help\">FAFSA’s official FAQ\u003c/a> (with \u003ca href=\"https://studentaid.gov/help-center/contact\">the help center’s contact information\u003c/a>)\u003c/li>\n\u003cli>\u003ca href=\"https://www.csac.ca.gov/sites/default/files/file-attachments/spanish_paper_better_cadaa_2024-2025.pdf\">Solicitud Dream Act de California\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.csac.ca.gov/students\">California Student Aid Commission\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.csac.ca.gov/cash-college\">CSAC’s Cash for College\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.casfaa.org/\">California Association of Student Financial Aid Administrators\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Newsom Pitches Plan to Help Californians Without Degrees Land High-Paying Jobs",
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"content": "\u003cp>Gov. \u003ca href=\"https://www.kqed.org/news/tag/gavin-newsom\">Gavin Newsom\u003c/a> on Monday announced the details of a plan aimed at making it easier for Californians to land high-paying jobs, regardless of whether they went to college — and said he wants to invest $100 million to help implement the proposals.\u003c/p>\n\u003cp>Dubbed the Master Plan for Career Education, Newsom’s blueprint calls for a number of new tools and policies, including making it easier for people without college degrees to get state jobs and earn college credits for things like military service and volunteer work.\u003c/p>\n\u003cp>Newsom said the plan, introduced at a news conference at Redding’s Shasta College, recognizes that the path to a stable career can run through a four-year degree program but can also come through non-college experience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is around the recognition that we need to create a framework where you can get the benefit of a life well lived that does not include some fancy degree,” Newsom said. “Everybody is included in this agenda.”\u003c/p>\n\u003cp>Newsom said the state has already implemented portions of the plan, including removing the college degree requirement for nearly 30,000 state jobs; he plans to double that number by next year.\u003c/p>\n\u003cp>The plan unveiled Monday also calls for the creation of career passports — essentially a digital tool that lays out someone’s academic records, skills and credentials.\u003c/p>\n\u003cp>[aside postID=news_12015489 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/112124-Gavin-Fresno-City-Presser-LV_CM_03-copy-1020x680.jpg']\u003c/p>\n\u003cp>It will offer employers an easy place to see a verified record of someone’s abilities. Newsom said the goal of the career passport is to shift hiring practices toward valuing skills over degrees.\u003c/p>\n\u003cp>“There was a state of mind that was missing as it relates to those who don’t have the desire, need or capacity \u003ca href=\"https://www.kqed.org/perspectives/201601138272/opting-out-of-a-four%e2%80%90year-college\">to imagine a four-year college degree\u003c/a> or even a two-year associate’s degree,” Newsom said. “Those that just want to have a vibrant and outstanding career.\u003c/p>\n\u003cp>The new master plan also calls for expanding an existing program that makes it easier for veterans, members of the military and some others to get college credits for their experience, such as skills learned during military training or volunteer work. Newsom said the economic impacts would be “immediate and substantial,” saving beneficiaries more than $26,000 in immediate college costs and offering more than $160,000 in benefits over a person’s lifetime.\u003c/p>\n\u003cp>He said that while some colleges already offer credit for prior experience, his plan would create a statewide system that could benefit 250,000 Californians, including 30,000 veterans.\u003c/p>\n\u003cp>Newsom also wants to create a statewide “planning and coordinating collaborative” that would connect schools, workforce training providers and employers.\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Gov. Gavin Newsom’s blueprint includes lifting the college degree requirement for tens of thousands of state jobs and other ideas to value skills gained from things like military service.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gov. \u003ca href=\"https://www.kqed.org/news/tag/gavin-newsom\">Gavin Newsom\u003c/a> on Monday announced the details of a plan aimed at making it easier for Californians to land high-paying jobs, regardless of whether they went to college — and said he wants to invest $100 million to help implement the proposals.\u003c/p>\n\u003cp>Dubbed the Master Plan for Career Education, Newsom’s blueprint calls for a number of new tools and policies, including making it easier for people without college degrees to get state jobs and earn college credits for things like military service and volunteer work.\u003c/p>\n\u003cp>Newsom said the plan, introduced at a news conference at Redding’s Shasta College, recognizes that the path to a stable career can run through a four-year degree program but can also come through non-college experience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is around the recognition that we need to create a framework where you can get the benefit of a life well lived that does not include some fancy degree,” Newsom said. “Everybody is included in this agenda.”\u003c/p>\n\u003cp>Newsom said the state has already implemented portions of the plan, including removing the college degree requirement for nearly 30,000 state jobs; he plans to double that number by next year.\u003c/p>\n\u003cp>The plan unveiled Monday also calls for the creation of career passports — essentially a digital tool that lays out someone’s academic records, skills and credentials.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It will offer employers an easy place to see a verified record of someone’s abilities. Newsom said the goal of the career passport is to shift hiring practices toward valuing skills over degrees.\u003c/p>\n\u003cp>“There was a state of mind that was missing as it relates to those who don’t have the desire, need or capacity \u003ca href=\"https://www.kqed.org/perspectives/201601138272/opting-out-of-a-four%e2%80%90year-college\">to imagine a four-year college degree\u003c/a> or even a two-year associate’s degree,” Newsom said. “Those that just want to have a vibrant and outstanding career.\u003c/p>\n\u003cp>The new master plan also calls for expanding an existing program that makes it easier for veterans, members of the military and some others to get college credits for their experience, such as skills learned during military training or volunteer work. Newsom said the economic impacts would be “immediate and substantial,” saving beneficiaries more than $26,000 in immediate college costs and offering more than $160,000 in benefits over a person’s lifetime.\u003c/p>\n\u003cp>He said that while some colleges already offer credit for prior experience, his plan would create a statewide system that could benefit 250,000 Californians, including 30,000 veterans.\u003c/p>\n\u003cp>Newsom also wants to create a statewide “planning and coordinating collaborative” that would connect schools, workforce training providers and employers.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Ryan Moore, a \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> lecturer, hoisted an empty wooden coffin to his shoulders with the help of five other people. They carried the heavy prop, loaned from the school’s drama department, in a jazz funeral. Hundreds joined the procession through campus, with a brass band in tow.\u003c/p>\n\u003cp>The protest on the last day of the university’s fall semester mourned the loss of nontenured faculty — known as lecturers — who were let go to reduce costs.\u003c/p>\n\u003cp>“Our friends have taught here at SF State for five, 10, 15 or 20 years,” Moore, who teaches sociology, told the crowd. “And yet, we are gathering here in ceremony because they have been so unceremoniously dismissed and tossed away without so much as a pink slip\u003cem>.\u003c/em>”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students and faculty marked the \u003ca href=\"https://www.kqed.org/news/12016316/sf-state-lecturers-rattled-by-looming-job-cuts-enrollment-slides\">latest round of academic job cuts\u003c/a> at San Francisco State, which administrators attributed to shrinking enrollment. The campus, which is part of the California State University system, faces ongoing financial woes that are expected to deepen next year due to state budget cuts.\u003c/p>\n\u003cp>Other CSU campuses, such as Sonoma State University, Cal State East Bay and Cal Poly Humboldt, are also experiencing enrollment declines. Administrators at San Francisco State said the city’s high cost of housing contributed to the \u003ca href=\"https://adminfin.sfsu.edu/sites/default/files/documents/UBC%20Presentation%20Oct.%202024%20FINAL3.pdf\">school’s challenges\u003c/a> in competing with CSUs in Southern California that meet or exceed their enrollment targets, as well as other colleges with more elite reputations.\u003c/p>\n\u003cfigure id=\"attachment_12017838\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017838\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Faculty, staff and students protest against potential staff layoffs and cuts to classes at San Francisco State University in San Francisco on Dec. 11, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moore said that as \u003ca href=\"https://www.kqed.org/news/12017889/sf-state-limits-investments-weapons-manufacturers-after-student-activists-push\">SF State\u003c/a> becomes smaller, the course and job cuts are disproportionately hitting certain academic departments, such as the humanities and liberal arts. He believes those reductions threaten the state’s vision of higher public education for all, regardless of ability to pay.\u003c/p>\n\u003cp>“We are losing this vision, the idea that everybody deserves access to not just some kind of vocational training, but like a full, well-rounded education in the humanities and in the social sciences,” Moore, 54, said.\u003c/p>\n\u003cp>SF State enrollment hovered \u003ca href=\"https://sfstandard.com/2022/09/16/college-student-population-in-sf-drops-by-10000/\">around 30,000\u003c/a> throughout much of the 2010s, but since the fall of 2019, it has been declining quickly. In the fall 2024 semester, the college had just over 22,300 registered students. That enrollment drop has led to less money from tuition and state allocations, the two \u003ca href=\"https://budget.sfsu.edu/node/10\">main sources of revenue\u003c/a> for SF State.\u003c/p>\n\u003cp>Campus administrators eliminated 1,080 course sections between the fall of 2019 and 2024, letting go of 155 lecturers whose positions were dependent on the availability of classes to teach.\u003c/p>\n\u003cp>That figure does not include current job cuts. SF State won’t know how many lecturers are losing their positions until it finalizes its course schedule in January, according to a spokesperson.\u003c/p>\n\u003cp>“This is a political decision that politicians and administrators are making. They’ve chosen this response, and it’s the wrong response,” said Sean Connelly, a lecturer who was told he would not be rehired next semester.\u003c/p>\n\u003cfigure id=\"attachment_12017839\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017839\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Faculty, staff and students rally against potential staff layoffs and cuts to classes at San Francisco State University in San Francisco on Dec. 11, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After 17 years teaching in the school’s humanities and comparative literature department, Connelly’s last day is Dec. 30. He likened the loss of his job to the “death of a friend.”\u003c/p>\n\u003cp>“This is my vocation. This is the thing that I studied for years and went into debt to do,” said Connelly, 57, who is applying to positions at high schools and other universities. He even put in an application with the U.S. Postal Service.\u003c/p>\n\u003cp>“I was very depressed, anxious about the future,” he said. “Angry, though, too, because public education is a fundamental right, in my view, and the state of California needs to fund it.”\u003c/p>\n\u003cp>As a public institution, CSU has served as an avenue for upward mobility, especially for young people from lower-income backgrounds. Nearly one-third of students at SF State are the first in their families to attend college, and \u003ca href=\"https://marcomm.sfsu.edu/sf-state-facts\">70% receive financial aid\u003c/a>.\u003c/p>\n\u003cp>[aside postID=news_12017253 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241022-HOTEL-STRIKE-ONE-MONTH-MD-02_qed-1020x680.jpg']\u003c/p>\n\u003cp>Moore, a close friend of Connelly, is teaching at San Francisco State next semester, but is applying to other jobs.\u003c/p>\n\u003cp>“I’m proud to teach here, and if I had it my way, I would be here for the rest of my teaching career,” he said. “That’s what I really would like, but that seems increasingly unrealistic.”\u003c/p>\n\u003cp>In an October letter sent to university staff, Lynn Mahoney, SF State’s president, asked employees to reaffirm to students that the university is committed to preserving the quality of their education and the support they receive.\u003c/p>\n\u003cp>But at the funeral march, many students said they had already been impacted by fewer course options and the departure of beloved lecturers at a time when student \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/CSU-Board-of-Trustees-Approves-Multi-Year-Tuition-Proposal.aspx\">tuition is increasing\u003c/a> by about 26% over the next four years. Brie Flowers, a sociology major who had just taken her last class with Connelly, had a message for the university’s administration.\u003c/p>\n\u003cp>“Do better. Figure it out. We need more teachers. If you are going to cut courses, your enrollment is going to continue to decline,” said Flowers, a junior who transferred from community college in Los Altos Hills, California, and is minoring in counseling. “No one wants to come to a college where they won’t be able to graduate on time and get the courses that they need to graduate.”\u003c/p>\n\u003cp>San Francisco State must reduce its budget by about $25 million, according to Mahoney. In addition, the school is expecting state budget cuts next year. Mahoney declared a financial emergency in an email to faculty on Dec. 5, adding that every university unit will need to make “hard reductions.” She urged staff to advocate for SF State to lawmakers.\u003c/p>\n\u003cp>“We need to make it clear how important it is to fund the CSU and SF State. Cuts will inevitably have negative impacts on our students and the state’s workforce,” she wrote.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ryan Moore, a \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> lecturer, hoisted an empty wooden coffin to his shoulders with the help of five other people. They carried the heavy prop, loaned from the school’s drama department, in a jazz funeral. Hundreds joined the procession through campus, with a brass band in tow.\u003c/p>\n\u003cp>The protest on the last day of the university’s fall semester mourned the loss of nontenured faculty — known as lecturers — who were let go to reduce costs.\u003c/p>\n\u003cp>“Our friends have taught here at SF State for five, 10, 15 or 20 years,” Moore, who teaches sociology, told the crowd. “And yet, we are gathering here in ceremony because they have been so unceremoniously dismissed and tossed away without so much as a pink slip\u003cem>.\u003c/em>”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students and faculty marked the \u003ca href=\"https://www.kqed.org/news/12016316/sf-state-lecturers-rattled-by-looming-job-cuts-enrollment-slides\">latest round of academic job cuts\u003c/a> at San Francisco State, which administrators attributed to shrinking enrollment. The campus, which is part of the California State University system, faces ongoing financial woes that are expected to deepen next year due to state budget cuts.\u003c/p>\n\u003cp>Other CSU campuses, such as Sonoma State University, Cal State East Bay and Cal Poly Humboldt, are also experiencing enrollment declines. Administrators at San Francisco State said the city’s high cost of housing contributed to the \u003ca href=\"https://adminfin.sfsu.edu/sites/default/files/documents/UBC%20Presentation%20Oct.%202024%20FINAL3.pdf\">school’s challenges\u003c/a> in competing with CSUs in Southern California that meet or exceed their enrollment targets, as well as other colleges with more elite reputations.\u003c/p>\n\u003cfigure id=\"attachment_12017838\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017838\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-16-BL-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Faculty, staff and students protest against potential staff layoffs and cuts to classes at San Francisco State University in San Francisco on Dec. 11, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Moore said that as \u003ca href=\"https://www.kqed.org/news/12017889/sf-state-limits-investments-weapons-manufacturers-after-student-activists-push\">SF State\u003c/a> becomes smaller, the course and job cuts are disproportionately hitting certain academic departments, such as the humanities and liberal arts. He believes those reductions threaten the state’s vision of higher public education for all, regardless of ability to pay.\u003c/p>\n\u003cp>“We are losing this vision, the idea that everybody deserves access to not just some kind of vocational training, but like a full, well-rounded education in the humanities and in the social sciences,” Moore, 54, said.\u003c/p>\n\u003cp>SF State enrollment hovered \u003ca href=\"https://sfstandard.com/2022/09/16/college-student-population-in-sf-drops-by-10000/\">around 30,000\u003c/a> throughout much of the 2010s, but since the fall of 2019, it has been declining quickly. In the fall 2024 semester, the college had just over 22,300 registered students. That enrollment drop has led to less money from tuition and state allocations, the two \u003ca href=\"https://budget.sfsu.edu/node/10\">main sources of revenue\u003c/a> for SF State.\u003c/p>\n\u003cp>Campus administrators eliminated 1,080 course sections between the fall of 2019 and 2024, letting go of 155 lecturers whose positions were dependent on the availability of classes to teach.\u003c/p>\n\u003cp>That figure does not include current job cuts. SF State won’t know how many lecturers are losing their positions until it finalizes its course schedule in January, according to a spokesperson.\u003c/p>\n\u003cp>“This is a political decision that politicians and administrators are making. They’ve chosen this response, and it’s the wrong response,” said Sean Connelly, a lecturer who was told he would not be rehired next semester.\u003c/p>\n\u003cfigure id=\"attachment_12017839\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017839\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/241211-SFStateFacultyLosingJobs-35-BL-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Faculty, staff and students rally against potential staff layoffs and cuts to classes at San Francisco State University in San Francisco on Dec. 11, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After 17 years teaching in the school’s humanities and comparative literature department, Connelly’s last day is Dec. 30. He likened the loss of his job to the “death of a friend.”\u003c/p>\n\u003cp>“This is my vocation. This is the thing that I studied for years and went into debt to do,” said Connelly, 57, who is applying to positions at high schools and other universities. He even put in an application with the U.S. Postal Service.\u003c/p>\n\u003cp>“I was very depressed, anxious about the future,” he said. “Angry, though, too, because public education is a fundamental right, in my view, and the state of California needs to fund it.”\u003c/p>\n\u003cp>As a public institution, CSU has served as an avenue for upward mobility, especially for young people from lower-income backgrounds. Nearly one-third of students at SF State are the first in their families to attend college, and \u003ca href=\"https://marcomm.sfsu.edu/sf-state-facts\">70% receive financial aid\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Moore, a close friend of Connelly, is teaching at San Francisco State next semester, but is applying to other jobs.\u003c/p>\n\u003cp>“I’m proud to teach here, and if I had it my way, I would be here for the rest of my teaching career,” he said. “That’s what I really would like, but that seems increasingly unrealistic.”\u003c/p>\n\u003cp>In an October letter sent to university staff, Lynn Mahoney, SF State’s president, asked employees to reaffirm to students that the university is committed to preserving the quality of their education and the support they receive.\u003c/p>\n\u003cp>But at the funeral march, many students said they had already been impacted by fewer course options and the departure of beloved lecturers at a time when student \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/CSU-Board-of-Trustees-Approves-Multi-Year-Tuition-Proposal.aspx\">tuition is increasing\u003c/a> by about 26% over the next four years. Brie Flowers, a sociology major who had just taken her last class with Connelly, had a message for the university’s administration.\u003c/p>\n\u003cp>“Do better. Figure it out. We need more teachers. If you are going to cut courses, your enrollment is going to continue to decline,” said Flowers, a junior who transferred from community college in Los Altos Hills, California, and is minoring in counseling. “No one wants to come to a college where they won’t be able to graduate on time and get the courses that they need to graduate.”\u003c/p>\n\u003cp>San Francisco State must reduce its budget by about $25 million, according to Mahoney. In addition, the school is expecting state budget cuts next year. Mahoney declared a financial emergency in an email to faculty on Dec. 5, adding that every university unit will need to make “hard reductions.” She urged staff to advocate for SF State to lawmakers.\u003c/p>\n\u003cp>“We need to make it clear how important it is to fund the CSU and SF State. Cuts will inevitably have negative impacts on our students and the state’s workforce,” she wrote.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Months after a \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford\u003c/a> student journalist was arrested while covering pro-Palestinian protesters occupying the president’s office, a scathing \u003ca href=\"https://alumni.stanforddaily.com/the-universitys-conduct-and-public-communications-regarding-the-stanford-daily-and-dilan-gohill/?_gl=1*1d89y6b*_ga*MTkxNTI0Nzg2OS4xNzM0MDI2Njc0*_ga_670VKRM1J5*MTczNDAyNjY3My4xLjAuMTczNDAyNjY3My4wLjAuMA..*_ga_098QKBX2FB*MTczNDAyNjY3NC4xLjAuMTczNDAyNjY3NC4wLjAuMA..*_ga_J2D2RWCL0Q*MTczNDAyNjY3NC4xLjAuMTczNDAyNjY3NC4wLjAuMA..\">letter\u003c/a> from a group of alumni criticizes the university for leaving his fate in limbo.\u003c/p>\n\u003cp>Dilan Gohill, 19, was a first-year student when he was arrested on suspicion of felony vandalism, burglary and conspiracy in June. As a student journalist with the \u003ca href=\"https://www.kqed.org/news/11989520/stanford-student-newspaper-editors-call-for-charges-against-reporter-to-be-dropped\">\u003cem>Stanford Daily\u003c/em>\u003c/a>, Gohill was covering the demonstration and building occupation at the time of his arrest, his editors and attorneys have said.\u003c/p>\n\u003cp>No formal charges have been filed against Gohill by the Santa Clara County district attorney’s office, but the case remains under investigation, according to Assistant District Attorney Brian Welch.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The university has left the reporter in question sort of twisting in the wind for months now,” said Rich Jaroslovsky, founder of the nonprofit Online News Association and one of the letter’s signatories. “It is very unclear whether the university, in fact, is pressing for criminal charges to be brought against this young man when he was, in fact, on the scene in his capacity as a journalist for the \u003cem>Stanford Daily\u003c/em>.”\u003c/p>\n\u003cp>Gohill “did not engage in illegal activities,” Jaroslovsky said.\u003c/p>\n\u003cp>Alumni who signed the letter published Tuesday, many of whom are prominent figures in law and journalism, demanded that the university withdraw its support for any criminal prosecution against Gohill and issue a formal apology to both Gohill and the \u003cem>Daily\u003c/em>.\u003c/p>\n\u003cp>[aside postID=news_12017333 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/LuigiMangioneAP1-1020x680.jpg']\u003c/p>\n\u003cp>“The bottom line is that he was not one of the protesters,” said Andrew Bridges, a retired partner at law firm Fenwick & West and president of the Friends of the Stanford Daily Foundation. “He was not there to facilitate or assist the protesters. He was there to report on the protest and on the occupation.”\u003c/p>\n\u003cp>Stanford University did not respond to a request for comment.\u003c/p>\n\u003cp>Gohill was arrested along with a dozen others on June 5 after a group of students and activists \u003ca href=\"https://www.kqed.org/news/11989050/pro-palestinian-stanford-protesters-detained-after-occupying-presidents-office\">occupied the president’s office\u003c/a> with the intention of barricading themselves inside the building. Gohill, who was donning both a red \u003cem>Stanford Daily\u003c/em> hoodie and his student press credentials, had followed the demonstrators into the building shortly before police officers arrived.\u003c/p>\n\u003cp>Despite telling law enforcement multiple times that he had not participated in the break-in or in the protest and that he was there in his capacity as a reporter, Gohill was arrested and taken into custody before being released on $20,000 bail.\u003c/p>\n\u003cp>In a \u003ca href=\"https://news.stanford.edu/stories/2024/06/university-statement-on-stanford-daily-students-arrested-on-june-5\">statement issued by the university\u003c/a> on June 10, it said it had lifted an interim suspension and indefinite campus ban against Gohill after finding that he did not present “an immediate threat to the health and safety of campus.” The statement did, however, accuse Gohill of “knowingly [coming] along for planned criminal activity” and said university officials “fully support having him be criminally prosecuted.”\u003c/p>\n\u003cp>Bridges, who led the drafting of the letter, said he was disturbed by the statement and found that it purposefully maligned Gohill and the \u003cem>Stanford Daily\u003c/em>.\u003c/p>\n\u003cp>According to Bridges, Gohill did nothing to warrant the three suspected charges that were first presented to him on the day of his arrest. He said Gohill had not entered the building with the intent to commit any crime and had not engaged in destruction of property.\u003c/p>\n\u003cp>As it stands, he said there’s no reason to believe that Gohill’s case should still be open.\u003c/p>\n\u003cp>But according to the letter, Stanford Provost Jenny Martinez told the Faculty Senate during a Nov. 21 meeting that “criminal prosecution is still possible,” a threat that continues to cause Gohill undue anxiety.\u003c/p>\n\u003cp>“For a university renowned for turning out some of the brightest minds, Stanford leadership’s calls for the criminal prosecution of a young journalist covering a protest is decidedly dimwitted,” said Maxwell Szabo, an attorney and spokesperson for Gohill.\u003c/p>\n\u003cp>Peter Bhatia, CEO of the journalism startup Houston Landing and another of the letter’s signatories, said the university’s treatment of Gohill as a criminal and its refusal to recognize his role as a \u003ca href=\"https://www.kqed.org/news/11991389/press-freedom-groups-want-charges-dropped-against-stanford-student-journalist\">journalist with First Amendment rights\u003c/a> has the potential to set a bad precedent for both student reporters and other journalists seeking to keep the community informed.\u003c/p>\n\u003cp>“Some of the best journalism in the United States right now is student journalism,” Bridges said. “They have a critically important role within the sort of communities and ecosystems that exist at universities and colleges.”\u003c/p>\n\u003cp>Gohill “was there as a reporter,” Bridges added. “Why this has never been accorded respect by the university is incredibly puzzling, and I think reflects some dereliction of duty by the university.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Months after a \u003ca href=\"https://www.kqed.org/news/tag/stanford-university\">Stanford\u003c/a> student journalist was arrested while covering pro-Palestinian protesters occupying the president’s office, a scathing \u003ca href=\"https://alumni.stanforddaily.com/the-universitys-conduct-and-public-communications-regarding-the-stanford-daily-and-dilan-gohill/?_gl=1*1d89y6b*_ga*MTkxNTI0Nzg2OS4xNzM0MDI2Njc0*_ga_670VKRM1J5*MTczNDAyNjY3My4xLjAuMTczNDAyNjY3My4wLjAuMA..*_ga_098QKBX2FB*MTczNDAyNjY3NC4xLjAuMTczNDAyNjY3NC4wLjAuMA..*_ga_J2D2RWCL0Q*MTczNDAyNjY3NC4xLjAuMTczNDAyNjY3NC4wLjAuMA..\">letter\u003c/a> from a group of alumni criticizes the university for leaving his fate in limbo.\u003c/p>\n\u003cp>Dilan Gohill, 19, was a first-year student when he was arrested on suspicion of felony vandalism, burglary and conspiracy in June. As a student journalist with the \u003ca href=\"https://www.kqed.org/news/11989520/stanford-student-newspaper-editors-call-for-charges-against-reporter-to-be-dropped\">\u003cem>Stanford Daily\u003c/em>\u003c/a>, Gohill was covering the demonstration and building occupation at the time of his arrest, his editors and attorneys have said.\u003c/p>\n\u003cp>No formal charges have been filed against Gohill by the Santa Clara County district attorney’s office, but the case remains under investigation, according to Assistant District Attorney Brian Welch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The bottom line is that he was not one of the protesters,” said Andrew Bridges, a retired partner at law firm Fenwick & West and president of the Friends of the Stanford Daily Foundation. “He was not there to facilitate or assist the protesters. He was there to report on the protest and on the occupation.”\u003c/p>\n\u003cp>Stanford University did not respond to a request for comment.\u003c/p>\n\u003cp>Gohill was arrested along with a dozen others on June 5 after a group of students and activists \u003ca href=\"https://www.kqed.org/news/11989050/pro-palestinian-stanford-protesters-detained-after-occupying-presidents-office\">occupied the president’s office\u003c/a> with the intention of barricading themselves inside the building. Gohill, who was donning both a red \u003cem>Stanford Daily\u003c/em> hoodie and his student press credentials, had followed the demonstrators into the building shortly before police officers arrived.\u003c/p>\n\u003cp>Despite telling law enforcement multiple times that he had not participated in the break-in or in the protest and that he was there in his capacity as a reporter, Gohill was arrested and taken into custody before being released on $20,000 bail.\u003c/p>\n\u003cp>In a \u003ca href=\"https://news.stanford.edu/stories/2024/06/university-statement-on-stanford-daily-students-arrested-on-june-5\">statement issued by the university\u003c/a> on June 10, it said it had lifted an interim suspension and indefinite campus ban against Gohill after finding that he did not present “an immediate threat to the health and safety of campus.” The statement did, however, accuse Gohill of “knowingly [coming] along for planned criminal activity” and said university officials “fully support having him be criminally prosecuted.”\u003c/p>\n\u003cp>Bridges, who led the drafting of the letter, said he was disturbed by the statement and found that it purposefully maligned Gohill and the \u003cem>Stanford Daily\u003c/em>.\u003c/p>\n\u003cp>According to Bridges, Gohill did nothing to warrant the three suspected charges that were first presented to him on the day of his arrest. He said Gohill had not entered the building with the intent to commit any crime and had not engaged in destruction of property.\u003c/p>\n\u003cp>As it stands, he said there’s no reason to believe that Gohill’s case should still be open.\u003c/p>\n\u003cp>But according to the letter, Stanford Provost Jenny Martinez told the Faculty Senate during a Nov. 21 meeting that “criminal prosecution is still possible,” a threat that continues to cause Gohill undue anxiety.\u003c/p>\n\u003cp>“For a university renowned for turning out some of the brightest minds, Stanford leadership’s calls for the criminal prosecution of a young journalist covering a protest is decidedly dimwitted,” said Maxwell Szabo, an attorney and spokesperson for Gohill.\u003c/p>\n\u003cp>Peter Bhatia, CEO of the journalism startup Houston Landing and another of the letter’s signatories, said the university’s treatment of Gohill as a criminal and its refusal to recognize his role as a \u003ca href=\"https://www.kqed.org/news/11991389/press-freedom-groups-want-charges-dropped-against-stanford-student-journalist\">journalist with First Amendment rights\u003c/a> has the potential to set a bad precedent for both student reporters and other journalists seeking to keep the community informed.\u003c/p>\n\u003cp>“Some of the best journalism in the United States right now is student journalism,” Bridges said. “They have a critically important role within the sort of communities and ecosystems that exist at universities and colleges.”\u003c/p>\n\u003cp>Gohill “was there as a reporter,” Bridges added. “Why this has never been accorded respect by the university is incredibly puzzling, and I think reflects some dereliction of duty by the university.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "sf-state-limits-investments-weapons-manufacturers-after-student-activists-push",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> officials gave final approval Thursday night to a new investment policy that includes a commitment to human rights and limits around companies that profit from weapons manufacturing, capping months of organizing by pro-Palestinian students and faculty.\u003c/p>\n\u003cp>The revision is effective immediately and covers how the university’s foundation invests its endowment, currently valued at $175 million, which comes exclusively from philanthropic donations and supports scholarships, faculty and campus programming. Going forward, the university will not invest in companies that generate more than 5% of their revenue from weapons manufacturing.\u003c/p>\n\u003cp>The changes passed on a nearly unanimous vote by the foundation board, with all members voting in favor of the changes except for Dana Corvin, who abstained.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though the revised policy came about after a wide student protest movement against Israel’s war in Gaza, it does not specifically mention Israel or the conflict.\u003c/p>\n\u003cp>“ We adopted non-geographically specific and non-conflict-specific language around including human rights in our investment policy statement,” Board President Jeff Jackanicz said after the vote. “There may well be, as some of us have already experienced, a range of opinions of what this means. I would just encourage people to focus on what it is that we actually did, and I thank you for it very much.”\u003c/p>\n\u003cfigure id=\"attachment_12018067\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12018067\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">SF State President Lynn Mahoney listens as students make public comments regarding the university’s investment in weapons manufacturing companies at the Seven Hills Conference Center on campus in San Francisco on Thursday, Dec. 12, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students for Gaza SFSU, one of the groups supporting the changes, said the new policy was developed by a working group comprising students, faculty and administrators that came together as a result of last spring’s student protest encampment.\u003c/p>\n\u003cp>“I hope this will move forward the conversations on other CSU campuses and lay the groundwork for students on those campuses to achieve their own divestment goals,” said Travis Montgomery, a student who spoke during public comment.\u003c/p>\n\u003cp>Omar Zahzah, a professor in the Department of Race and Resistance Studies, said he supported the student-led effort.\u003c/p>\n\u003cp>“ The bare minimum that universities can be doing is making sure that they have ethical investments policies that prioritize and respect basic principles such as human rights,” Zahzah said.\u003c/p>\n\u003cfigure id=\"attachment_12018068\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12018068\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at SF State applaud as the Foundation Board voted to divest from weapons manufacturing companies at the Seven Hills Conference Center on campus in San Francisco on Thursday, Dec. 12, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The changes were \u003ca href=\"https://www.kqed.org/news/12002307/san-francisco-state-divests-from-weapons-makers-after-working-with-student-activists\">first announced in August\u003c/a> when SFSU said it had divested from four companies as a result of the working group’s summer meetings.\u003c/p>\n\u003cp>The foundation sold its stocks and bonds in weapons manufacturers Lockheed Martin and Leonardo, as well as data analysis company and military contractor Palantir.\u003c/p>\n\u003cp>It also said it had screened out construction equipment maker Caterpillar — whose bulldozers have been armored and, in some cases, weaponized by the Israel Defense Forces — due to a pre-existing policy against fossil fuel investments.\u003c/p>\n\u003cp>[aside postID=news_12018086 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/GettyImages-2010716215-1020x673.jpg']\u003c/p>\n\u003cp>Max Flynt, a fourth-year student at SFSU and a member of the General Union of Palestine Students there, said Thursday’s vote made sure those kinds of investments would never happen again.\u003c/p>\n\u003cp>“We wanted to make sure that we cemented the wins and that they weren’t just a one-off temporary thing, and that required us to create human rights language as an investment policy because that policy did not exist before,” Flynt said.\u003c/p>\n\u003cp>A draft of the revised investment policy provided to KQED by a university spokesperson includes the following language:\u003c/p>\n\u003cp>“As part of including human rights in its investment policy, the Foundation shall not hold any direct investments in companies that primarily engage in or profit from weapons manufacturing and will make best efforts to minimize exposure to such holdings in indirect investments. We additionally strive not to invest in companies that consistently, knowingly, and directly facilitate or enable severe violations of international law and human rights. This commitment includes an annual review and ongoing monitoring of holdings.”\u003c/p>\n\u003cp>Flynt said the General Union of Palestine Students at SFSU is planning to pressure other universities across California and the country to make similar commitments to human rights and divestment from weapons manufacturers in their investment policies. He said he wished the vote had come sooner.\u003c/p>\n\u003cp>“ We’re grateful for the win, but there is no victory during an ongoing genocide, and we’d like to emphasize that,” Flynt said.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/jlara\">Juan Carlos Lara\u003c/a> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "A monthslong campaign by pro-Palestinian students at San Francisco State University has resulted in a major policy change for the school’s investments.",
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"title": "SF State Limits Investments in Weapons Manufacturers After Student Activists’ Push | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/san-francisco-state-university\">San Francisco State University\u003c/a> officials gave final approval Thursday night to a new investment policy that includes a commitment to human rights and limits around companies that profit from weapons manufacturing, capping months of organizing by pro-Palestinian students and faculty.\u003c/p>\n\u003cp>The revision is effective immediately and covers how the university’s foundation invests its endowment, currently valued at $175 million, which comes exclusively from philanthropic donations and supports scholarships, faculty and campus programming. Going forward, the university will not invest in companies that generate more than 5% of their revenue from weapons manufacturing.\u003c/p>\n\u003cp>The changes passed on a nearly unanimous vote by the foundation board, with all members voting in favor of the changes except for Dana Corvin, who abstained.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though the revised policy came about after a wide student protest movement against Israel’s war in Gaza, it does not specifically mention Israel or the conflict.\u003c/p>\n\u003cp>“ We adopted non-geographically specific and non-conflict-specific language around including human rights in our investment policy statement,” Board President Jeff Jackanicz said after the vote. “There may well be, as some of us have already experienced, a range of opinions of what this means. I would just encourage people to focus on what it is that we actually did, and I thank you for it very much.”\u003c/p>\n\u003cfigure id=\"attachment_12018067\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12018067\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-007-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">SF State President Lynn Mahoney listens as students make public comments regarding the university’s investment in weapons manufacturing companies at the Seven Hills Conference Center on campus in San Francisco on Thursday, Dec. 12, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students for Gaza SFSU, one of the groups supporting the changes, said the new policy was developed by a working group comprising students, faculty and administrators that came together as a result of last spring’s student protest encampment.\u003c/p>\n\u003cp>“I hope this will move forward the conversations on other CSU campuses and lay the groundwork for students on those campuses to achieve their own divestment goals,” said Travis Montgomery, a student who spoke during public comment.\u003c/p>\n\u003cp>Omar Zahzah, a professor in the Department of Race and Resistance Studies, said he supported the student-led effort.\u003c/p>\n\u003cp>“ The bare minimum that universities can be doing is making sure that they have ethical investments policies that prioritize and respect basic principles such as human rights,” Zahzah said.\u003c/p>\n\u003cfigure id=\"attachment_12018068\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12018068\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241212-SFSUInvestmentVote-JY-020-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Students at SF State applaud as the Foundation Board voted to divest from weapons manufacturing companies at the Seven Hills Conference Center on campus in San Francisco on Thursday, Dec. 12, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The changes were \u003ca href=\"https://www.kqed.org/news/12002307/san-francisco-state-divests-from-weapons-makers-after-working-with-student-activists\">first announced in August\u003c/a> when SFSU said it had divested from four companies as a result of the working group’s summer meetings.\u003c/p>\n\u003cp>The foundation sold its stocks and bonds in weapons manufacturers Lockheed Martin and Leonardo, as well as data analysis company and military contractor Palantir.\u003c/p>\n\u003cp>It also said it had screened out construction equipment maker Caterpillar — whose bulldozers have been armored and, in some cases, weaponized by the Israel Defense Forces — due to a pre-existing policy against fossil fuel investments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Max Flynt, a fourth-year student at SFSU and a member of the General Union of Palestine Students there, said Thursday’s vote made sure those kinds of investments would never happen again.\u003c/p>\n\u003cp>“We wanted to make sure that we cemented the wins and that they weren’t just a one-off temporary thing, and that required us to create human rights language as an investment policy because that policy did not exist before,” Flynt said.\u003c/p>\n\u003cp>A draft of the revised investment policy provided to KQED by a university spokesperson includes the following language:\u003c/p>\n\u003cp>“As part of including human rights in its investment policy, the Foundation shall not hold any direct investments in companies that primarily engage in or profit from weapons manufacturing and will make best efforts to minimize exposure to such holdings in indirect investments. We additionally strive not to invest in companies that consistently, knowingly, and directly facilitate or enable severe violations of international law and human rights. This commitment includes an annual review and ongoing monitoring of holdings.”\u003c/p>\n\u003cp>Flynt said the General Union of Palestine Students at SFSU is planning to pressure other universities across California and the country to make similar commitments to human rights and divestment from weapons manufacturers in their investment policies. He said he wished the vote had come sooner.\u003c/p>\n\u003cp>“ We’re grateful for the win, but there is no victory during an ongoing genocide, and we’d like to emphasize that,” Flynt said.\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/jlara\">Juan Carlos Lara\u003c/a> contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "the-deadline-is-looming-to-fund-mandatory-ethnic-studies-in-california-schools",
"title": "The Deadline Is Looming to Fund Mandatory Ethnic Studies in California Schools",
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"headTitle": "The Deadline Is Looming to Fund Mandatory Ethnic Studies in California Schools | KQED",
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"content": "\u003cp>Three years ago, Gov. Gavin Newsom \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB101\">signed legislation mandating that high schools offer ethnic studies\u003c/a> “upon appropriation,” starting in 2025–26.\u003c/p>\n\u003cp>Now, those two words — upon appropriation — loom large. The deadline to offer a semester of ethnic studies in 2025–26 is only seven months away, and requiring the course for graduation is due to begin with the graduating class of 2029–30.\u003c/p>\n\u003cp>Since 2022, the California Department of Finance has taken the position that there has been no appropriation to implement the course, and some other legislators agree — no money, no requirement to develop or offer classes. As a result, school districts might conclude that the law’s “guardrails,” intended to prevent bias, bigotry, and discrimination from seeping into instruction, could be ignored. However, the guardrails language was copied from existing state education statutes (\u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=220.&lawCode=EDC\">Education Code 220\u003c/a>), which would still prevail.\u003c/p>\n\u003cp>That lack of funding is creating uncertainty about the future of ethnic studies and suspense about whether Newsom will deliver the money next month when he proposes his 2025–26 budget — and, as importantly, whether he will condition funding on amendments to the law (Assembly Bill 101), including those championed by the Jewish Legislative Caucus.\u003c/p>\n\u003cp>“I come at this with a fresh set of eyes. It’s pretty clear that the law only really takes effect if there is funding for this during the budgetary process. There has been no budget allocated for that,” said Assemblymember David Alvarez (D-San Diego), who was elected to the Legislature in 2022 and chairs the Assembly Budget Subcommittee on Education Finance while serving on the Assembly Budget and Education committees.\u003c/p>\n\u003cp>“But that doesn’t mean that that won’t happen in the budget that’s to be released in January, which then funds the 2025–26 school year, which is when this would take effect,” he said. “I would expect it would” be funded.\u003c/p>\n\u003ch2>Options ‘upon appropriation’\u003c/h2>\n\u003cp>There is no statutory definition of “upon appropriation,” which is sometimes inserted in bills requiring significant funding. That leaves the governor and Legislature several options, according to legislative staff. One would be a significant one-time investment with dedicated funding in subsequent years. Another would be to eliminate “upon appropriation” by amending the bill — although that wouldn’t eliminate the state’s obligation to fund the mandate. The Legislature could then leave it to the Commission on State Mandates to decide how much should be reimbursed annually. Districts have complained that the commission tends to lowball reimbursements.\u003c/p>\n\u003cp>Advisers to and spokespeople for Newsom refused to discuss the unfunded mandate or what to expect in January, and leaders of one of the strongest advocates of ethnic studies, the controversial \u003ca href=\"https://www.liberatedethnicstudies.org/\">Liberated Ethnic Studies Model Curriculum Consortium\u003c/a>, aren’t answering requests for comment. An administrator of the \u003ca href=\"https://www.sdcoe.net/educators/curriculum-instruction/ethnic-studies\">San Diego County Office of Education\u003c/a>, which is coordinating state grants to develop ethnic studies course curriculums, also declined to comment.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth]\u003c/span>\u003c/p>\n\u003ch2>Finance Dept. states its position\u003c/h2>\n\u003cp>A spokesperson for Newsom referred EdSource to the Department of Finance, which, in turn, pointed to a link to a Feb. 22, 2022, webcast of the Budget Subcommittee on Education Finance hearing (\u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20220222\">\u003cem>watch between 2:57 to 3:07\u003c/em>\u003c/a>).\u003c/p>\n\u003cp>At the hearing, then-Assemblymember Kevin McCarthy (D-Sacramento), a strong proponent of ethnic studies, noted that the 2021–22 state budget included $50 million that would be disbursed to school districts to “launch this work.”\u003c/p>\n\u003cp>“Do we think that’s the adequate amount we need to make sure we have a successful ethnic studies requirement for high schools throughout California?” he asked state officials.\u003c/p>\n\u003cp>Amber Alexander, representing the Department of Finance, clarified that the $50 million was one-time funding for districts to create, not implement, the graduation mandate. “Nor,” she added, “does the Finance Department believe the $50 million would be sufficient, should the mandate progress.”\u003c/p>\n\u003cp>“I know that we have some debate about that, and I’m not sure why you need an appropriation because you’re going to have that class taught in a high school anyway, and you’ll have a teacher teaching that class as opposed to another class,” McCarthy responded. “Just simple mathematics; I don’t get it yet.”\u003c/p>\n\u003cp>Turning to Mike Torres, director of the curriculum frameworks division of the California Department of Education, McCarthy asked, “Do we think that we need any other resources? On the lead-up to ethnic studies throughout California?”\u003c/p>\n\u003cp>Torres answered, “Gearing up for this requirement is likely to be a multi-year process with costs exceeding $50 million statewide (for districts) to make that happen.”\u003c/p>\n\u003cp>In an analysis of the financial impact of AB 101, the Finance Department estimated the implementation cost of ethnic studies at $272 million. Alvares said that the 2021 ballpark estimate would need to be recalculated, and he wouldn’t hazard a guess of the cost other than to say it would be well over $100 million annually to reimburse districts.\u003c/p>\n\u003ch2>Jewish caucus finds an ally in Newsom\u003c/h2>\n\u003cp>Despite uncertainty over funding, intense work continues on developing ethnic studies curricula and piloting courses throughout the state. This week, the California Department of Education \u003ca href=\"https://camodelcurricula.ucdavis.edu/about\">launched a website\u003c/a> dedicated to Southeast Asian ethnic studies, including separate K–12 lesson plans exploring Vietnamese, Cambodian and Hmong histories and experiences. Chapters on Native American studies are planned for next fall.\u003c/p>\n\u003cp>The site was developed by the county education offices in Orange, Humboldt and San Diego counties, with $14 million in state funding from the 2021–22 budget. San Diego County has also hosted multiple series of ethnic studies webinars for teachers.\u003c/p>\n\u003cp>Meanwhile, the spread of the liberated ethnic studies curriculum developed as an alternative to the state’s Ethnic Studies Model Curriculum Framework has escalated tensions between its creator and promoter, the Liberated Ethnic Studies Model Curriculum Consortium and the Jewish Legislative Caucus. The “liberated” version has been a focus of several lawsuits (see \u003ca href=\"https://edsource.org/2024/lawsuits-charge-antisemitism-civil-rights-violations-at-charter-school-and-high-school-district/722503\">here\u003c/a>, \u003ca href=\"https://edsource.org/2024/judge-rejects-lawsuit-over-liberated-ethnic-studies-classes-in-lausd/723380\">here\u003c/a> and \u003ca href=\"https://www.berkeleyside.org/2024/04/12/berkeley-unified-israel-palestine-curriculum-lawsuit-deborah-project\">here\u003c/a>) brought by Jewish families and supportive law firms charging that its one-sided, ideological opposition to the state of Israel and its ongoing war with Hamas in Gaza has fostered antisemitism in schools.\u003c/p>\n\u003cp>Critics say that “liberated” ethnic studies view race relations in America as a continuing struggle against white supremacy and its oppression of people of color. It stresses the importance for students to challenge capitalism and the forces of imperialism, including Israel, which the curriculum calls a modern outpost of “settler colonialism.”\u003c/p>\n\u003cp>At the urging of the Legislative Jewish Caucus, the Legislature wrote into AB 101 that school districts should not use unadopted portions of earlier drafts of the model curriculum — an oblique reference to the elements of the liberated curriculum that were excised from the first draft. Advocates of liberated ethnic studies charged that the clause and other “guardrails” seek to squelch their free speech.\u003c/p>\n\u003cp>But the Jewish caucus has found an ally in Newsom. In August 2023, Brooks Allen, executive director of the State Board of Education and a Newsom adviser, wrote in \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.23.23-Ethnic-Studies-Letter.pdf\">a memo to school districts (PDF)\u003c/a>, “We have been advised, however, that some vendors are offering materials that may not meet the requirements of AB 101, particularly the second requirement (not reflecting or promoting any bias, bigotry, or discrimination), an important guardrail highlighted when the bill was signed. Accordingly, before any curriculum or instructional materials for ethnic studies courses are selected, we strongly encourage you to closely scrutinize them to ensure that they meet the above requirements.”\u003c/p>\n\u003cp>Newsom cites the need to include lessons about Jewish Americans in the ethnic studies curriculum in his 17-page \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2024/04/Golden-State-Plan-to-Counter-Antisemitism.pdf\">Golden State Plan to Combat Antisemitism (PDF)\u003c/a>, issued in April 2024. It also includes, “The Governor will work with the Jewish Caucus and Legislature to pursue legislation strengthening the guardrails established by AB 101 to ensure all ethnic studies courses are free from bias, bigotry, and discriminatory content.”\u003c/p>\n\u003ch2>Second attempt at tighter guardrails\u003c/h2>\n\u003cp>That is the intent of \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2918\">Assembly Bill 2918\u003c/a>, authored by Assemblymembers Rick Zbur (D-Los Angeles) and Dawn Addis (D-Morro Bay). Introduced late in the last legislative session, \u003ca href=\"https://edsource.org/2024/jewish-legislators-not-giving-up-on-more-guardrails-on-ethnic-studies/717999\">it ran aground amid opposition\u003c/a> from the liberated consortium and the California Teachers Association, as well as criticism that it short-circuited the full legislative process. Addis and Zbur promised to start from scratch and confer with opponents and Latino, Black, and Asian legislative caucuses.[aside label=\"Related Stories\" postID=\"news_11993071,news_12009426,news_12003861\"]The bill called for strengthening vague wording of the guardrails as well as requirements that more opportunities for the public to weigh in on the development of local ethnic studies courses be created before a final vote for adoption by school boards. This has not been the case in some districts and is central to a \u003ca href=\"https://edsource.org/2024/liberated-ethnic-studies-course-challenged-amid-allegations-of-antisemitism/718347\">lawsuit against Santa Ana Unified\u003c/a>.\u003c/p>\n\u003cp>Newsom has not given any sign of whether he would treat funding and amending AB 101 separately or use funding as leverage for added protections. Zbur, a member of the Jewish caucus, said he’s not calling for that approach.\u003c/p>\n\u003cp>“I want ethnic studies to move forward. The entire Jewish caucus supported ethnic studies when it came up (for a vote). We (he and Addis) don’t view this in a context of leverage,” he said. “We actually have faith that the education unions and our colleagues want to ensure that we meet the goals of ethnic studies in a manner that’s appropriate for all students, including Jewish students.”\u003c/p>\n\u003cp>However, Alvarez, who said he is “fully supportive of ensuring that the guardrails exist from the Jewish caucus perspective,” added that it’s appropriate to revise AB 101 while discussing how to fund it.\u003c/p>\n\u003cp>“We have an opportunity to ensure we get this right,” he said. “And so as we go forward and implement, we need to make sure that we do so in the best way possible. It’s germane to the requirement that it needs to be funded.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/the-clock-is-ticking-ethnic-studies-remains-an-unfunded-mandate-what-will-newsom-do/723665\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Governor could tie funding required for ethnic studies to strengthening the law’s guardrails aimed at Liberated Ethnic Studies.",
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"title": "The Deadline Is Looming to Fund Mandatory Ethnic Studies in California Schools | KQED",
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"headline": "The Deadline Is Looming to Fund Mandatory Ethnic Studies in California Schools",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Three years ago, Gov. Gavin Newsom \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB101\">signed legislation mandating that high schools offer ethnic studies\u003c/a> “upon appropriation,” starting in 2025–26.\u003c/p>\n\u003cp>Now, those two words — upon appropriation — loom large. The deadline to offer a semester of ethnic studies in 2025–26 is only seven months away, and requiring the course for graduation is due to begin with the graduating class of 2029–30.\u003c/p>\n\u003cp>Since 2022, the California Department of Finance has taken the position that there has been no appropriation to implement the course, and some other legislators agree — no money, no requirement to develop or offer classes. As a result, school districts might conclude that the law’s “guardrails,” intended to prevent bias, bigotry, and discrimination from seeping into instruction, could be ignored. However, the guardrails language was copied from existing state education statutes (\u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=220.&lawCode=EDC\">Education Code 220\u003c/a>), which would still prevail.\u003c/p>\n\u003cp>That lack of funding is creating uncertainty about the future of ethnic studies and suspense about whether Newsom will deliver the money next month when he proposes his 2025–26 budget — and, as importantly, whether he will condition funding on amendments to the law (Assembly Bill 101), including those championed by the Jewish Legislative Caucus.\u003c/p>\n\u003cp>“I come at this with a fresh set of eyes. It’s pretty clear that the law only really takes effect if there is funding for this during the budgetary process. There has been no budget allocated for that,” said Assemblymember David Alvarez (D-San Diego), who was elected to the Legislature in 2022 and chairs the Assembly Budget Subcommittee on Education Finance while serving on the Assembly Budget and Education committees.\u003c/p>\n\u003cp>“But that doesn’t mean that that won’t happen in the budget that’s to be released in January, which then funds the 2025–26 school year, which is when this would take effect,” he said. “I would expect it would” be funded.\u003c/p>\n\u003ch2>Options ‘upon appropriation’\u003c/h2>\n\u003cp>There is no statutory definition of “upon appropriation,” which is sometimes inserted in bills requiring significant funding. That leaves the governor and Legislature several options, according to legislative staff. One would be a significant one-time investment with dedicated funding in subsequent years. Another would be to eliminate “upon appropriation” by amending the bill — although that wouldn’t eliminate the state’s obligation to fund the mandate. The Legislature could then leave it to the Commission on State Mandates to decide how much should be reimbursed annually. Districts have complained that the commission tends to lowball reimbursements.\u003c/p>\n\u003cp>Advisers to and spokespeople for Newsom refused to discuss the unfunded mandate or what to expect in January, and leaders of one of the strongest advocates of ethnic studies, the controversial \u003ca href=\"https://www.liberatedethnicstudies.org/\">Liberated Ethnic Studies Model Curriculum Consortium\u003c/a>, aren’t answering requests for comment. An administrator of the \u003ca href=\"https://www.sdcoe.net/educators/curriculum-instruction/ethnic-studies\">San Diego County Office of Education\u003c/a>, which is coordinating state grants to develop ethnic studies course curriculums, also declined to comment.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003ch2>Finance Dept. states its position\u003c/h2>\n\u003cp>A spokesperson for Newsom referred EdSource to the Department of Finance, which, in turn, pointed to a link to a Feb. 22, 2022, webcast of the Budget Subcommittee on Education Finance hearing (\u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20220222\">\u003cem>watch between 2:57 to 3:07\u003c/em>\u003c/a>).\u003c/p>\n\u003cp>At the hearing, then-Assemblymember Kevin McCarthy (D-Sacramento), a strong proponent of ethnic studies, noted that the 2021–22 state budget included $50 million that would be disbursed to school districts to “launch this work.”\u003c/p>\n\u003cp>“Do we think that’s the adequate amount we need to make sure we have a successful ethnic studies requirement for high schools throughout California?” he asked state officials.\u003c/p>\n\u003cp>Amber Alexander, representing the Department of Finance, clarified that the $50 million was one-time funding for districts to create, not implement, the graduation mandate. “Nor,” she added, “does the Finance Department believe the $50 million would be sufficient, should the mandate progress.”\u003c/p>\n\u003cp>“I know that we have some debate about that, and I’m not sure why you need an appropriation because you’re going to have that class taught in a high school anyway, and you’ll have a teacher teaching that class as opposed to another class,” McCarthy responded. “Just simple mathematics; I don’t get it yet.”\u003c/p>\n\u003cp>Turning to Mike Torres, director of the curriculum frameworks division of the California Department of Education, McCarthy asked, “Do we think that we need any other resources? On the lead-up to ethnic studies throughout California?”\u003c/p>\n\u003cp>Torres answered, “Gearing up for this requirement is likely to be a multi-year process with costs exceeding $50 million statewide (for districts) to make that happen.”\u003c/p>\n\u003cp>In an analysis of the financial impact of AB 101, the Finance Department estimated the implementation cost of ethnic studies at $272 million. Alvares said that the 2021 ballpark estimate would need to be recalculated, and he wouldn’t hazard a guess of the cost other than to say it would be well over $100 million annually to reimburse districts.\u003c/p>\n\u003ch2>Jewish caucus finds an ally in Newsom\u003c/h2>\n\u003cp>Despite uncertainty over funding, intense work continues on developing ethnic studies curricula and piloting courses throughout the state. This week, the California Department of Education \u003ca href=\"https://camodelcurricula.ucdavis.edu/about\">launched a website\u003c/a> dedicated to Southeast Asian ethnic studies, including separate K–12 lesson plans exploring Vietnamese, Cambodian and Hmong histories and experiences. Chapters on Native American studies are planned for next fall.\u003c/p>\n\u003cp>The site was developed by the county education offices in Orange, Humboldt and San Diego counties, with $14 million in state funding from the 2021–22 budget. San Diego County has also hosted multiple series of ethnic studies webinars for teachers.\u003c/p>\n\u003cp>Meanwhile, the spread of the liberated ethnic studies curriculum developed as an alternative to the state’s Ethnic Studies Model Curriculum Framework has escalated tensions between its creator and promoter, the Liberated Ethnic Studies Model Curriculum Consortium and the Jewish Legislative Caucus. The “liberated” version has been a focus of several lawsuits (see \u003ca href=\"https://edsource.org/2024/lawsuits-charge-antisemitism-civil-rights-violations-at-charter-school-and-high-school-district/722503\">here\u003c/a>, \u003ca href=\"https://edsource.org/2024/judge-rejects-lawsuit-over-liberated-ethnic-studies-classes-in-lausd/723380\">here\u003c/a> and \u003ca href=\"https://www.berkeleyside.org/2024/04/12/berkeley-unified-israel-palestine-curriculum-lawsuit-deborah-project\">here\u003c/a>) brought by Jewish families and supportive law firms charging that its one-sided, ideological opposition to the state of Israel and its ongoing war with Hamas in Gaza has fostered antisemitism in schools.\u003c/p>\n\u003cp>Critics say that “liberated” ethnic studies view race relations in America as a continuing struggle against white supremacy and its oppression of people of color. It stresses the importance for students to challenge capitalism and the forces of imperialism, including Israel, which the curriculum calls a modern outpost of “settler colonialism.”\u003c/p>\n\u003cp>At the urging of the Legislative Jewish Caucus, the Legislature wrote into AB 101 that school districts should not use unadopted portions of earlier drafts of the model curriculum — an oblique reference to the elements of the liberated curriculum that were excised from the first draft. Advocates of liberated ethnic studies charged that the clause and other “guardrails” seek to squelch their free speech.\u003c/p>\n\u003cp>But the Jewish caucus has found an ally in Newsom. In August 2023, Brooks Allen, executive director of the State Board of Education and a Newsom adviser, wrote in \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2023/08/8.23.23-Ethnic-Studies-Letter.pdf\">a memo to school districts (PDF)\u003c/a>, “We have been advised, however, that some vendors are offering materials that may not meet the requirements of AB 101, particularly the second requirement (not reflecting or promoting any bias, bigotry, or discrimination), an important guardrail highlighted when the bill was signed. Accordingly, before any curriculum or instructional materials for ethnic studies courses are selected, we strongly encourage you to closely scrutinize them to ensure that they meet the above requirements.”\u003c/p>\n\u003cp>Newsom cites the need to include lessons about Jewish Americans in the ethnic studies curriculum in his 17-page \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2024/04/Golden-State-Plan-to-Counter-Antisemitism.pdf\">Golden State Plan to Combat Antisemitism (PDF)\u003c/a>, issued in April 2024. It also includes, “The Governor will work with the Jewish Caucus and Legislature to pursue legislation strengthening the guardrails established by AB 101 to ensure all ethnic studies courses are free from bias, bigotry, and discriminatory content.”\u003c/p>\n\u003ch2>Second attempt at tighter guardrails\u003c/h2>\n\u003cp>That is the intent of \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2918\">Assembly Bill 2918\u003c/a>, authored by Assemblymembers Rick Zbur (D-Los Angeles) and Dawn Addis (D-Morro Bay). Introduced late in the last legislative session, \u003ca href=\"https://edsource.org/2024/jewish-legislators-not-giving-up-on-more-guardrails-on-ethnic-studies/717999\">it ran aground amid opposition\u003c/a> from the liberated consortium and the California Teachers Association, as well as criticism that it short-circuited the full legislative process. Addis and Zbur promised to start from scratch and confer with opponents and Latino, Black, and Asian legislative caucuses.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The bill called for strengthening vague wording of the guardrails as well as requirements that more opportunities for the public to weigh in on the development of local ethnic studies courses be created before a final vote for adoption by school boards. This has not been the case in some districts and is central to a \u003ca href=\"https://edsource.org/2024/liberated-ethnic-studies-course-challenged-amid-allegations-of-antisemitism/718347\">lawsuit against Santa Ana Unified\u003c/a>.\u003c/p>\n\u003cp>Newsom has not given any sign of whether he would treat funding and amending AB 101 separately or use funding as leverage for added protections. Zbur, a member of the Jewish caucus, said he’s not calling for that approach.\u003c/p>\n\u003cp>“I want ethnic studies to move forward. The entire Jewish caucus supported ethnic studies when it came up (for a vote). We (he and Addis) don’t view this in a context of leverage,” he said. “We actually have faith that the education unions and our colleagues want to ensure that we meet the goals of ethnic studies in a manner that’s appropriate for all students, including Jewish students.”\u003c/p>\n\u003cp>However, Alvarez, who said he is “fully supportive of ensuring that the guardrails exist from the Jewish caucus perspective,” added that it’s appropriate to revise AB 101 while discussing how to fund it.\u003c/p>\n\u003cp>“We have an opportunity to ensure we get this right,” he said. “And so as we go forward and implement, we need to make sure that we do so in the best way possible. It’s germane to the requirement that it needs to be funded.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/the-clock-is-ticking-ethnic-studies-remains-an-unfunded-mandate-what-will-newsom-do/723665\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "oaklands-school-merger-plan-stalled-districts-huge-deficit-remains",
"title": "Oakland’s School Merger Plan Has Stalled, and the District’s Huge Deficit Remains",
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"headTitle": "Oakland’s School Merger Plan Has Stalled, and the District’s Huge Deficit Remains | KQED",
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"content": "\u003cp>A controversial proposal to merge 10 schools appears to have stalled at the Oakland school board, which opted not to vote on the consolidations on Wednesday night as planned.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/oakland-unified-school-district\">Oakland Unified School District\u003c/a> is at risk of running out of money if it does not take steps to quickly close a $95 million shortfall projected in next year’s budget and a larger structural deficit long-term, according to its most recent financial report. The mergers, which would \u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\">combine 10 small schools that share five campuses\u003c/a>, could save $3 million, according to the district — leaving significant cuts to be made as OUSD faces a possible backslide into total state control.\u003c/p>\n\u003cp>The board did pass a resolution on Wednesday, giving the district permission to implement more than two dozen other cost-cutting measures into the 2025–26 budget to try to bridge that nearly hundred-million-dollar gap, though it represents only an initial step and no confirmed cuts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among the long list of budget-balancing proposals from district staff, the school merger plan was \u003ca href=\"https://www.kqed.org/news/12014397/parents-teachers-say-oakland-school-mergers-could-hurt-students-in-the-flatlands\">especially unpopular with families and school employees\u003c/a>, who worried it would disproportionately hurt low-income schools and remove specialized programs.\u003c/p>\n\u003cp>“The proposals, past and present … are not OK. They are not inclusive of our families and our students,” said parent Elizabeth Knight, whose child is in transitional kindergarten at International Community School, one of the schools that would have merged. “If the district’s vision to reduce the footprint is to get every elementary school to 500-plus students, say this transparently without jargon. And include the schools that are not under-resourced, that are not serving majority socio-economically disadvantaged students.”\u003c/p>\n\u003cfigure id=\"attachment_12017852\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017852\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Unified School District Board listens to public comment during a meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. Students, families, educators, and community members raised their concerns about a proposed merger of their schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After hearing from emotional students, parents and staff members, no board member made a motion to vote on the item.\u003c/p>\n\u003cp>“There has been no motion, so there is no vote, and this will not happen,” Board President Sam Davis told the packed board room. “This will not move forward. There’s nothing happening on the mergers tonight.”\u003c/p>\n\u003cp>The newly elected school board could return to some version of the merger proposal in January after it is sworn in, though the plan likely won’t gain any more support. Davis, one of the strongest advocates for the mergers, will depart the board after this term. Rachel Latta, who will fill his seat, and Patrice Berry, who will represent District 5, have both been skeptical of the effort.\u003c/p>\n\u003cp>Wednesday wasn’t the first time that school closures, posited as a cost-saving measure for the district as it battles low enrollment and rising costs, have been kicked down the road in OUSD. In 2021, a plan to shutter 11 campuses — which spurred widespread outrage and even a \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">hunger strike by two staff members\u003c/a> — was reversed.\u003c/p>\n\u003cfigure id=\"attachment_12017855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Navie Davis, 14, becomes emotional as she makes a public comment to the Oakland Unified School District Board about a proposed merger during a meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Board member Mike Hutchinson, who led the effort to reverse the earlier school closures, did not appear at the dais until after discussion of the mergers ended on Wednesday. He has also been vocally opposed to this year’s proposal for school closures, which was initially a more robust plan to shutter campuses in addition to the mergers.\u003c/p>\n\u003cp>Davis, who supported the wider closure plan, said a larger list of campus consolidations presented to board members by Superintendent Kyla Johnson-Trammell was dropped due to a lack of support.\u003c/p>\n\u003cp>Because of \u003ca href=\"https://www.kqed.org/news/11726682/why-does-oakland-have-so-many-small-schools.\">Oakland’s movement toward small schools\u003c/a> and declining enrollment, it is operating more schools than it needs to, according to the district. OUSD currently has 77 school sites, despite an efficiency analysis that suggested it should only have 46. Davis believes the true number that OUSD should maintain, considering equity and other factors, likely falls somewhere in the middle.\u003c/p>\n\u003cp>While the consolidation plan won’t go forward as of now, district staff warned the board that there isn’t time to push off deep and likely painful cuts.\u003c/p>\n\u003cfigure id=\"attachment_12017853\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017853\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Naija Garg, 8, attends the Oakland Unified School District Board Meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. The School Board took public comment on a proposed merger of ten different schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are a billion-dollar organization, which is why you have got to make billion-dollar organization decisions,” chief business officer Lisa Grant-Dawson said. “I don’t see it, and I’m very concerned about the darkness. I don’t see how we’re going to get there.”\u003c/p>\n\u003cp>The district certified a negative budget on Wednesday, which indicates that if its spending remains as is, it will likely be unable to pay its expenses over the next two years.\u003c/p>\n\u003cp>Meanwhile, it is 18 months away from completing its final loan payment to the state and exiting state receivership. OUSD has been under state control since 2002, when it ran out of funds.\u003c/p>\n\u003cp>[aside postID=news_12017631 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/SFUSDStudentsFamiliesGetty-1020x680.jpg']\u003c/p>\n\u003cp>In recent years, OUSD has worked toward good financial standing and built up a strong reserve fund, but its growth has quickly turned into overspending, as wages and the community school model have driven up spending and pandemic relief funds dried up.\u003c/p>\n\u003cp>In June 2023, the board voted to give teachers a 10% raise after they \u003ca href=\"https://www.kqed.org/news/11949458/oakland-teachers-strike-ends-as-union-reaches-agreement-with-school-district\">went on a seven-day strike\u003c/a>. But without making necessary budget adjustments elsewhere, the district has been spending beyond its means to cover these new wages.\u003c/p>\n\u003cp>“This is a crisis that we very intentionally created because we decided as a board that we absolutely needed to prioritize giving increased compensation to all of our employees because people are leaving education, costs are rising around the Bay Area,” Davis said. “We needed to give raises to all of our employees, even though we didn’t have the resources to do it.”\u003c/p>\n\u003cp>The budget-balancing proposal passed by the board on Wednesday gives the district permission to implement 30 outlined cost-cutting solutions into the 2025–26 budget. Those include centralizing contracts, both with service manufacturers — like those that provide copiers — and community agencies. Both have historically been managed by school sites.\u003c/p>\n\u003cp>Other options are to reduce schools’ discretionary funding, potentially eliminating some positions and reducing the majority of overtime pay.\u003c/p>\n\u003cp>The motion passed with four votes. Board Directors VanCedric Williams, Valarie Bachelor and Davis dissented for differing reasons.\u003c/p>\n\u003cp>Even with the other cost-cutting measures, though, Johnson-Trammell said she believes school consolidations are only a matter of time.\u003c/p>\n\u003cp>“We can’t get to closing the deficit for good without addressing the number of schools we have,” she said. “This is math. This isn’t conjecture. There is not $95 million worth of investments, staff — support and central office — to get you out of that.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The Oakland school board opted not to vote on a controversial plan to merge 10 schools. Meanwhile, it must quickly close a $95 million projected shortfall.",
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"title": "Oakland’s School Merger Plan Has Stalled, and the District’s Huge Deficit Remains | KQED",
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"headline": "Oakland’s School Merger Plan Has Stalled, and the District’s Huge Deficit Remains",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A controversial proposal to merge 10 schools appears to have stalled at the Oakland school board, which opted not to vote on the consolidations on Wednesday night as planned.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/tag/oakland-unified-school-district\">Oakland Unified School District\u003c/a> is at risk of running out of money if it does not take steps to quickly close a $95 million shortfall projected in next year’s budget and a larger structural deficit long-term, according to its most recent financial report. The mergers, which would \u003ca href=\"https://www.kqed.org/news/12013739/oakland-school-board-spurns-campus-closures-plans-merge-some-schools-instead\">combine 10 small schools that share five campuses\u003c/a>, could save $3 million, according to the district — leaving significant cuts to be made as OUSD faces a possible backslide into total state control.\u003c/p>\n\u003cp>The board did pass a resolution on Wednesday, giving the district permission to implement more than two dozen other cost-cutting measures into the 2025–26 budget to try to bridge that nearly hundred-million-dollar gap, though it represents only an initial step and no confirmed cuts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among the long list of budget-balancing proposals from district staff, the school merger plan was \u003ca href=\"https://www.kqed.org/news/12014397/parents-teachers-say-oakland-school-mergers-could-hurt-students-in-the-flatlands\">especially unpopular with families and school employees\u003c/a>, who worried it would disproportionately hurt low-income schools and remove specialized programs.\u003c/p>\n\u003cp>“The proposals, past and present … are not OK. They are not inclusive of our families and our students,” said parent Elizabeth Knight, whose child is in transitional kindergarten at International Community School, one of the schools that would have merged. “If the district’s vision to reduce the footprint is to get every elementary school to 500-plus students, say this transparently without jargon. And include the schools that are not under-resourced, that are not serving majority socio-economically disadvantaged students.”\u003c/p>\n\u003cfigure id=\"attachment_12017852\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017852\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-033-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland Unified School District Board listens to public comment during a meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. Students, families, educators, and community members raised their concerns about a proposed merger of their schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After hearing from emotional students, parents and staff members, no board member made a motion to vote on the item.\u003c/p>\n\u003cp>“There has been no motion, so there is no vote, and this will not happen,” Board President Sam Davis told the packed board room. “This will not move forward. There’s nothing happening on the mergers tonight.”\u003c/p>\n\u003cp>The newly elected school board could return to some version of the merger proposal in January after it is sworn in, though the plan likely won’t gain any more support. Davis, one of the strongest advocates for the mergers, will depart the board after this term. Rachel Latta, who will fill his seat, and Patrice Berry, who will represent District 5, have both been skeptical of the effort.\u003c/p>\n\u003cp>Wednesday wasn’t the first time that school closures, posited as a cost-saving measure for the district as it battles low enrollment and rising costs, have been kicked down the road in OUSD. In 2021, a plan to shutter 11 campuses — which spurred widespread outrage and even a \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">hunger strike by two staff members\u003c/a> — was reversed.\u003c/p>\n\u003cfigure id=\"attachment_12017855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-012-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Navie Davis, 14, becomes emotional as she makes a public comment to the Oakland Unified School District Board about a proposed merger during a meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Board member Mike Hutchinson, who led the effort to reverse the earlier school closures, did not appear at the dais until after discussion of the mergers ended on Wednesday. He has also been vocally opposed to this year’s proposal for school closures, which was initially a more robust plan to shutter campuses in addition to the mergers.\u003c/p>\n\u003cp>Davis, who supported the wider closure plan, said a larger list of campus consolidations presented to board members by Superintendent Kyla Johnson-Trammell was dropped due to a lack of support.\u003c/p>\n\u003cp>Because of \u003ca href=\"https://www.kqed.org/news/11726682/why-does-oakland-have-so-many-small-schools.\">Oakland’s movement toward small schools\u003c/a> and declining enrollment, it is operating more schools than it needs to, according to the district. OUSD currently has 77 school sites, despite an efficiency analysis that suggested it should only have 46. Davis believes the true number that OUSD should maintain, considering equity and other factors, likely falls somewhere in the middle.\u003c/p>\n\u003cp>While the consolidation plan won’t go forward as of now, district staff warned the board that there isn’t time to push off deep and likely painful cuts.\u003c/p>\n\u003cfigure id=\"attachment_12017853\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017853\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-OUSDMergerVote-JY-029-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Naija Garg, 8, attends the Oakland Unified School District Board Meeting at La Escuelita Elementary School in Oakland on Wednesday, Dec. 11, 2024. The School Board took public comment on a proposed merger of ten different schools. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are a billion-dollar organization, which is why you have got to make billion-dollar organization decisions,” chief business officer Lisa Grant-Dawson said. “I don’t see it, and I’m very concerned about the darkness. I don’t see how we’re going to get there.”\u003c/p>\n\u003cp>The district certified a negative budget on Wednesday, which indicates that if its spending remains as is, it will likely be unable to pay its expenses over the next two years.\u003c/p>\n\u003cp>Meanwhile, it is 18 months away from completing its final loan payment to the state and exiting state receivership. OUSD has been under state control since 2002, when it ran out of funds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In recent years, OUSD has worked toward good financial standing and built up a strong reserve fund, but its growth has quickly turned into overspending, as wages and the community school model have driven up spending and pandemic relief funds dried up.\u003c/p>\n\u003cp>In June 2023, the board voted to give teachers a 10% raise after they \u003ca href=\"https://www.kqed.org/news/11949458/oakland-teachers-strike-ends-as-union-reaches-agreement-with-school-district\">went on a seven-day strike\u003c/a>. But without making necessary budget adjustments elsewhere, the district has been spending beyond its means to cover these new wages.\u003c/p>\n\u003cp>“This is a crisis that we very intentionally created because we decided as a board that we absolutely needed to prioritize giving increased compensation to all of our employees because people are leaving education, costs are rising around the Bay Area,” Davis said. “We needed to give raises to all of our employees, even though we didn’t have the resources to do it.”\u003c/p>\n\u003cp>The budget-balancing proposal passed by the board on Wednesday gives the district permission to implement 30 outlined cost-cutting solutions into the 2025–26 budget. Those include centralizing contracts, both with service manufacturers — like those that provide copiers — and community agencies. Both have historically been managed by school sites.\u003c/p>\n\u003cp>Other options are to reduce schools’ discretionary funding, potentially eliminating some positions and reducing the majority of overtime pay.\u003c/p>\n\u003cp>The motion passed with four votes. Board Directors VanCedric Williams, Valarie Bachelor and Davis dissented for differing reasons.\u003c/p>\n\u003cp>Even with the other cost-cutting measures, though, Johnson-Trammell said she believes school consolidations are only a matter of time.\u003c/p>\n\u003cp>“We can’t get to closing the deficit for good without addressing the number of schools we have,” she said. “This is math. This isn’t conjecture. There is not $95 million worth of investments, staff — support and central office — to get you out of that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "'Huge Lack of Communication': How a Building Code Update Disrupted Child Care Centers in California",
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"content": "\u003cp>The renovations are done. Diaper changing tables and cribs are in place. Teachers are hired.\u003c/p>\n\u003cp>Dozens of preschools and child care centers across California are just waiting for the licenses they need to care for infants and toddlers, but a change in state fire regulations has disrupted their operations and forced them to turn away or delay enrolling thousands of children.\u003c/p>\n\u003cp>“We already have a shortage of infant and toddler care. This just exasperates it,” said Stacey Scarborough, director of an Early Head Start program for Venice Family Clinic, a health care and social service organization in Los Angeles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She said her agency had almost finished converting the ground floor of a homeless family shelter into an Early Head Start center when she heard about \u003ca href=\"https://codes.iccsafe.org/s/CABC2022P1/chapter-3-occupancy-classification-and-use/CABC2022P1-Ch03-Sec305.2\">an updated state building code\u003c/a>, limiting five babies and toddlers per classroom unless the child care facility has a sprinkler system, fire walls and other fire safety equipment.\u003c/p>\n\u003cp>Architects and contractors didn’t know they had to install sprinklers, which meant Scarborough would need to spend more time and money to make the upgrade — or lower enrollment and staff and risk losing her federal grant.\u003c/p>\n\u003cp>“It hits everything,” she said.\u003c/p>\n\u003cp>The regulation went into effect in 2023, but a lack of communication by state regulators left child care centers in the dark. They found out about it earlier this year when they applied for licenses to care for children under 3 and failed to obtain fire clearance. The rule change comes at a time when many child care centers are seeking to serve more younger kids as they lose 3- and 4-year-olds to California’s expansion of transitional kindergarten and other public preschool programs.\u003c/p>\n\u003cp>To reconfigure their operations, centers have to meet a different set of health and safety regulations for infant and toddler care, including adhering to a strict ratio of one adult for up to four children. Scarborough planned on grouping eight infants and toddlers in a classroom with two teachers. She said the new building code limiting a classroom to five didn’t align with licensing rules.\u003c/p>\n\u003cp>“It was kind of a random number that didn’t make sense because we’re already set up for eight,” Scarborough said.\u003c/p>\n\u003cp>State fire officials said the updated building code conforms to international standards and that it makes sense to place strict limits on the number of infants and toddlers allowed in a room because they can’t evacuate on their own during an emergency.\u003c/p>\n\u003cp>“They’re non-ambulatory, as we call them, and so we add extra levels of safety precautions to add more time,” Fire Marshal Daniel Berlant told KQED.\u003c/p>\n\u003cp>Berlant acknowledged a “huge lack of communication of the rollout of the code.” The rule applies to new facilities, he said, but many local fire inspectors assumed that child care centers applying for a new license also had to comply with it.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>While the fire code explicitly states that these requirements are not retroactive — they’re only for new facilities — many [child care centers] were going and getting this new license type and they were selecting the boxes, saying they’re a new license,” he said. “They \u003cem>were\u003c/em> a new license, but they weren’t a new facility. And so that created a lot of confusion with local fire marshals.”\u003c/p>\n\u003cfigure id=\"attachment_12017806\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017806\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The toddler room at Kidango Eary Care & Education in San José on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Advocates pushed back against the updated code and criticized regulators for failing to consult with them.\u003c/p>\n\u003cp>“We operate in terms of ratios. So as long as we have enough adults per kiddo, we can get those kiddos out of the building,” said Melanee Cottril, executive director of Head Start California.\u003c/p>\n\u003cp>Centers are required to have cribs on wheels so they can evacuate babies during emergencies, she added.\u003c/p>\n\u003cp>Her association, along with several other child care organizations, surveyed 320 providers across the state in August and 34% said they responded to the code change by closing newly renovated classrooms, reducing slots for infants and toddlers or seeking estimates for fire sprinklers so they could salvage their plans. The survey estimated that more than 2,250 infants and toddlers lost or could lose access to center-based care.\u003c/p>\n\u003cp>Under pressure from child care advocates, lawmakers passed a bill in September that gives providers a break until the Office of the State Fire Marshal and the California Department of Social Services, which oversees child care licensing, come up with new occupancy standards for child care centers.\u003c/p>\n\u003cp>Both departments \u003ca href=\"https://www.cdss.ca.gov/Portals/9/CCLD/PINs/2024/CCP/PIN%2024-13.1%20AB%20176.pdf\">issued notices about the change (PDF)\u003c/a>, but \u003ca href=\"https://34c031f8-c9fd-4018-8c5a-4159cdff6b0d-cdn-endpoint.azureedge.net/-/media/osfm-website/resources/information-bulletins/2024-bulletins/november-2024/24012-child-care-centers--occupancy-classification-and-use-updated.pdf?rev=01a30f5a765847adad2f7ba670f3ddd6&hash=7F053EC54844BBD6D5909F850D11C21B\">the news\u003c/a> is still trickling to local fire inspectors.\u003c/p>\n\u003cp>Last week, a child care provider reached out to a Sacramento Metropolitan Fire District inspector to clarify the rules and was told by email that if she wanted to open an infant care room in her preschool, the whole building would need fire sprinklers.\u003c/p>\n\u003cp>Another provider in Sacramento said she had enough indoor and outdoor space to enroll more infants and toddlers but canceled her plans when she got a $1 million estimate to add sprinklers and other plumbing to increase water pressure.\u003c/p>\n\u003cp>“Child care is a low-margin business. None of us are in this to make money, and trying to dig your way out of a million-dollar upfront debt was a deal-breaker for us,” said Francesca Winn, co-owner of Acorn to Oak nursery and preschool.\u003c/p>\n\u003cp>She said roughly 1,000 families are on her waitlist for child care, and she’s disappointed she couldn’t help more of them.[aside label=\"Related Stories\" postID=\"news_12016440,news_12009791,news_12014476\"]Margarita Saucedo, the director of program development for Kidango, a subsidized child care provider in the South Bay and East Bay, said a fire inspector refused to come to a center she tried to re-license for infant care in San José until fire sprinklers were installed.\u003c/p>\n\u003cp>She said the work would have cost about $150,000 and would have forced the closure of other classrooms at the center for several months.\u003c/p>\n\u003cp>“We would have a period of time where families would not have child care. What do we do for all these families?” Saucedo said.\u003c/p>\n\u003cp>Saucedo said that after lawmakers granted providers a reprieve, she received fire clearance but is still awaiting approval from state licensing regulators before she can open classrooms to infants and toddlers.\u003c/p>\n\u003cp>Scarborough was also awaiting final approvals from licensing to open the Early Head Start classroom at the family shelter.\u003c/p>\n\u003cp>Berlant said starting next year, his office, along with the California Department of Social Services, will consult with child care facility operators, local fire officials and other stakeholders as they develop a new building code. He said it will also be important to set standards for existing facilities that can’t “do all those costly retrofits” and figure out how to “provide additional support or programs to help new facilities meet these codes.”\u003c/p>\n\u003cp>“We recognize that access to child care is critical, as is the safety of our children and our workers … but in particular in child care facilities where children are not able to evacuate on their own,” Berlant said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The renovations are done. Diaper changing tables and cribs are in place. Teachers are hired.\u003c/p>\n\u003cp>Dozens of preschools and child care centers across California are just waiting for the licenses they need to care for infants and toddlers, but a change in state fire regulations has disrupted their operations and forced them to turn away or delay enrolling thousands of children.\u003c/p>\n\u003cp>“We already have a shortage of infant and toddler care. This just exasperates it,” said Stacey Scarborough, director of an Early Head Start program for Venice Family Clinic, a health care and social service organization in Los Angeles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She said her agency had almost finished converting the ground floor of a homeless family shelter into an Early Head Start center when she heard about \u003ca href=\"https://codes.iccsafe.org/s/CABC2022P1/chapter-3-occupancy-classification-and-use/CABC2022P1-Ch03-Sec305.2\">an updated state building code\u003c/a>, limiting five babies and toddlers per classroom unless the child care facility has a sprinkler system, fire walls and other fire safety equipment.\u003c/p>\n\u003cp>Architects and contractors didn’t know they had to install sprinklers, which meant Scarborough would need to spend more time and money to make the upgrade — or lower enrollment and staff and risk losing her federal grant.\u003c/p>\n\u003cp>“It hits everything,” she said.\u003c/p>\n\u003cp>The regulation went into effect in 2023, but a lack of communication by state regulators left child care centers in the dark. They found out about it earlier this year when they applied for licenses to care for children under 3 and failed to obtain fire clearance. The rule change comes at a time when many child care centers are seeking to serve more younger kids as they lose 3- and 4-year-olds to California’s expansion of transitional kindergarten and other public preschool programs.\u003c/p>\n\u003cp>To reconfigure their operations, centers have to meet a different set of health and safety regulations for infant and toddler care, including adhering to a strict ratio of one adult for up to four children. Scarborough planned on grouping eight infants and toddlers in a classroom with two teachers. She said the new building code limiting a classroom to five didn’t align with licensing rules.\u003c/p>\n\u003cp>“It was kind of a random number that didn’t make sense because we’re already set up for eight,” Scarborough said.\u003c/p>\n\u003cp>State fire officials said the updated building code conforms to international standards and that it makes sense to place strict limits on the number of infants and toddlers allowed in a room because they can’t evacuate on their own during an emergency.\u003c/p>\n\u003cp>“They’re non-ambulatory, as we call them, and so we add extra levels of safety precautions to add more time,” Fire Marshal Daniel Berlant told KQED.\u003c/p>\n\u003cp>Berlant acknowledged a “huge lack of communication of the rollout of the code.” The rule applies to new facilities, he said, but many local fire inspectors assumed that child care centers applying for a new license also had to comply with it.\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>While the fire code explicitly states that these requirements are not retroactive — they’re only for new facilities — many [child care centers] were going and getting this new license type and they were selecting the boxes, saying they’re a new license,” he said. “They \u003cem>were\u003c/em> a new license, but they weren’t a new facility. And so that created a lot of confusion with local fire marshals.”\u003c/p>\n\u003cfigure id=\"attachment_12017806\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017806\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006.jpg\" alt=\"\" width=\"2000\" height=\"1332\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/20241211-ChildcareFireSafety-JY-006-1920x1279.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The toddler room at Kidango Eary Care & Education in San José on Wednesday, Dec. 11, 2024. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Advocates pushed back against the updated code and criticized regulators for failing to consult with them.\u003c/p>\n\u003cp>“We operate in terms of ratios. So as long as we have enough adults per kiddo, we can get those kiddos out of the building,” said Melanee Cottril, executive director of Head Start California.\u003c/p>\n\u003cp>Centers are required to have cribs on wheels so they can evacuate babies during emergencies, she added.\u003c/p>\n\u003cp>Her association, along with several other child care organizations, surveyed 320 providers across the state in August and 34% said they responded to the code change by closing newly renovated classrooms, reducing slots for infants and toddlers or seeking estimates for fire sprinklers so they could salvage their plans. The survey estimated that more than 2,250 infants and toddlers lost or could lose access to center-based care.\u003c/p>\n\u003cp>Under pressure from child care advocates, lawmakers passed a bill in September that gives providers a break until the Office of the State Fire Marshal and the California Department of Social Services, which oversees child care licensing, come up with new occupancy standards for child care centers.\u003c/p>\n\u003cp>Both departments \u003ca href=\"https://www.cdss.ca.gov/Portals/9/CCLD/PINs/2024/CCP/PIN%2024-13.1%20AB%20176.pdf\">issued notices about the change (PDF)\u003c/a>, but \u003ca href=\"https://34c031f8-c9fd-4018-8c5a-4159cdff6b0d-cdn-endpoint.azureedge.net/-/media/osfm-website/resources/information-bulletins/2024-bulletins/november-2024/24012-child-care-centers--occupancy-classification-and-use-updated.pdf?rev=01a30f5a765847adad2f7ba670f3ddd6&hash=7F053EC54844BBD6D5909F850D11C21B\">the news\u003c/a> is still trickling to local fire inspectors.\u003c/p>\n\u003cp>Last week, a child care provider reached out to a Sacramento Metropolitan Fire District inspector to clarify the rules and was told by email that if she wanted to open an infant care room in her preschool, the whole building would need fire sprinklers.\u003c/p>\n\u003cp>Another provider in Sacramento said she had enough indoor and outdoor space to enroll more infants and toddlers but canceled her plans when she got a $1 million estimate to add sprinklers and other plumbing to increase water pressure.\u003c/p>\n\u003cp>“Child care is a low-margin business. None of us are in this to make money, and trying to dig your way out of a million-dollar upfront debt was a deal-breaker for us,” said Francesca Winn, co-owner of Acorn to Oak nursery and preschool.\u003c/p>\n\u003cp>She said roughly 1,000 families are on her waitlist for child care, and she’s disappointed she couldn’t help more of them.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Margarita Saucedo, the director of program development for Kidango, a subsidized child care provider in the South Bay and East Bay, said a fire inspector refused to come to a center she tried to re-license for infant care in San José until fire sprinklers were installed.\u003c/p>\n\u003cp>She said the work would have cost about $150,000 and would have forced the closure of other classrooms at the center for several months.\u003c/p>\n\u003cp>“We would have a period of time where families would not have child care. What do we do for all these families?” Saucedo said.\u003c/p>\n\u003cp>Saucedo said that after lawmakers granted providers a reprieve, she received fire clearance but is still awaiting approval from state licensing regulators before she can open classrooms to infants and toddlers.\u003c/p>\n\u003cp>Scarborough was also awaiting final approvals from licensing to open the Early Head Start classroom at the family shelter.\u003c/p>\n\u003cp>Berlant said starting next year, his office, along with the California Department of Social Services, will consult with child care facility operators, local fire officials and other stakeholders as they develop a new building code. He said it will also be important to set standards for existing facilities that can’t “do all those costly retrofits” and figure out how to “provide additional support or programs to help new facilities meet these codes.”\u003c/p>\n\u003cp>“We recognize that access to child care is critical, as is the safety of our children and our workers … but in particular in child care facilities where children are not able to evacuate on their own,” Berlant said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs",
"title": "Embattled SF School District Will Offer Hundreds of Buyouts — Then Potential Layoffs",
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"headTitle": "Embattled SF School District Will Offer Hundreds of Buyouts — Then Potential Layoffs | KQED",
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"content": "\u003cp>The \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> will offer buyouts for hundreds of eligible employees to retire early as part of its latest effort to patch a massive multi-year budget deficit.\u003c/p>\n\u003cp>Depending on state funding and how many employees take the buyout, the district could also pursue layoffs after the end of the academic year.\u003c/p>\n\u003cp>The district said the plan, which \u003ca href=\"https://www.kqed.org/news/12013574/sf-school-board-is-headed-for-a-shakeup-its-newcomers-will-inherit-a-crisis\">the Board of Education\u003c/a> approved unanimously on Tuesday evening, will save tens of millions of dollars by 2030. Parents and the teachers’ union, however, worry about the impact of losing so many veteran teachers in one fell swoop.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“More older, experienced teachers leaving our schools replaced by new, younger, less experienced teachers will result in poorer learning outcomes for our students,” Cindy Chung, whose first-grader attends Starr King Elementary School, said at Tuesday’s meeting. “We’ve already seen high turnover of [paraeducators] and lower-paid staff who have less financial stability, can’t afford to live in SF and have incredibly long commutes.”\u003c/p>\n\u003cp>Staff ranging from paraeducators to upper management will be eligible for the Supplemental Employee Retirement Plan so long as they have permanent full-time positions, are over 55, and will have worked within SFUSD for a consecutive five years as of June 2025. The district plans to send notification letters with information for employees who qualify beginning Wednesday.\u003c/p>\n\u003cp>Many positions will be filled with “lower-paid new hires,” whose starting salaries are $18,000 to $30,000 lower, while an estimated 69 positions could be eliminated. Together, SFUSD said, this could save over $30 million.\u003c/p>\n\u003cp>[aside postID=news_12013574 hero='https://ww2.kqed.org/app/uploads/sites/10/2020/06/RS41635_002_KQED_Election_Prop13_02262020_4349-qut-1020x680.jpg']\u003c/p>\n\u003cp>Those who agree to the buyout by mid-February will receive a one-time payment equal to 60% of their salary upon their resignation while retaining their retirement benefits. If fewer than 314 employees sign up to participate, though, the offer could be retracted entirely.\u003c/p>\n\u003cp>Cassondra Curiel, the president of United Educators San Francisco, said that although early retirement could be beneficial to some of the union’s members, it will destabilize overall school staffing.\u003c/p>\n\u003cp>“We have classrooms right now with students in them who don’t have permanent teachers. They’ve had substitutes since August,” she told KQED. “We feel like that is management and the district’s negligence, and now they’re going to compound that vacancy.”\u003c/p>\n\u003cp>The early retirement program is one part of the district’s three-pronged fiscal stabilization plan, which it said will help balance its budget and avoid state takeover. That plan was also passed by the board on Tuesday, giving Superintendent Maria Su direction to take any and all steps necessary to present balanced budgets for the next three cycles.\u003c/p>\n\u003cp>SFUSD is expected to have \u003ca href=\"https://www.kqed.org/news/12011347/sf-schools-wont-close-yet-but-the-city-still-has-questions-about-huge-budget-cuts\">a $113 million budget shortfall\u003c/a> this year and an even larger structural deficit by 2027.\u003c/p>\n\u003cp>Elliott Duchon, a state-appointed adviser who has veto power over SFUSD’s spending, told school board members on Tuesday that the reductions are crucial.\u003c/p>\n\u003cp>“I have not attended a board meeting where people are not worried about losing their jobs, where the spend budget hasn’t been an issue, where staffing hasn’t been an issue,” he said.\u003c/p>\n\u003cp>Since May, Duchon has had the ability to veto SFUSD’s spending decisions because its budget report was negative, indicating it will fail to cover its expenses in coming years. This year’s first budget report, presented Tuesday, was negative as well.\u003c/p>\n\u003cp>“It’s unhealthy for the district,” Duchon said. “It’s unhealthy for your staff. It’s unhealthy for your children, the community, and for you as board members. It detracts from your goals and your ability to focus.”\u003c/p>\n\u003cp>In addition to the buyouts, the fiscal stabilization plan includes a review of all budget expenditures and potential layoffs at the end of the academic year. SFUSD needs to cut more than $113.8 million in expenses next fiscal year and $13 million more in 2026-2027 to get back on track.\u003c/p>\n\u003cp>Teachers and certificated staff will be notified of layoffs by March, and civil staff will find out in mid-May. The district will look at how many people choose to participate in the early retirement program and how much funding SFUSD receives in January’s state budget to determine how many layoffs are necessary, Su said. District staffers have already created a seniority list of employees to share with labor partners ahead of the potential reductions.\u003c/p>\n\u003cp>At the same time, Michele Huntoon, SFUSD’s associate superintendent of business services, said staff members will review all expenditures based on a few questions: “Are we using them? Are they meeting our purpose? Is it meeting our needs?”\u003c/p>\n\u003cp>Duchon said that while the changes will be challenging, SFUSD needs to face the reality of its financial situation.\u003c/p>\n\u003cp>“You are living in a time of declining enrollment, declining revenue,” he said. “You have used one-time revenues to pay for ongoing staffing, and that has put you in a position of staffing in a way that is richer than what your resources allow you to do. We want to be hopeful, but there may be pain to go through before you get there. And if you don’t go through the pain, the pain will continue on and on.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "The San Francisco Unified School District will offer buyouts for late-career employees to retire early as it looks to cut tens of millions of dollars from its budget.",
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"title": "Embattled SF School District Will Offer Hundreds of Buyouts — Then Potential Layoffs | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://www.kqed.org/news/tag/san-francisco-unified-school-district\">San Francisco Unified School District\u003c/a> will offer buyouts for hundreds of eligible employees to retire early as part of its latest effort to patch a massive multi-year budget deficit.\u003c/p>\n\u003cp>Depending on state funding and how many employees take the buyout, the district could also pursue layoffs after the end of the academic year.\u003c/p>\n\u003cp>The district said the plan, which \u003ca href=\"https://www.kqed.org/news/12013574/sf-school-board-is-headed-for-a-shakeup-its-newcomers-will-inherit-a-crisis\">the Board of Education\u003c/a> approved unanimously on Tuesday evening, will save tens of millions of dollars by 2030. Parents and the teachers’ union, however, worry about the impact of losing so many veteran teachers in one fell swoop.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“More older, experienced teachers leaving our schools replaced by new, younger, less experienced teachers will result in poorer learning outcomes for our students,” Cindy Chung, whose first-grader attends Starr King Elementary School, said at Tuesday’s meeting. “We’ve already seen high turnover of [paraeducators] and lower-paid staff who have less financial stability, can’t afford to live in SF and have incredibly long commutes.”\u003c/p>\n\u003cp>Staff ranging from paraeducators to upper management will be eligible for the Supplemental Employee Retirement Plan so long as they have permanent full-time positions, are over 55, and will have worked within SFUSD for a consecutive five years as of June 2025. The district plans to send notification letters with information for employees who qualify beginning Wednesday.\u003c/p>\n\u003cp>Many positions will be filled with “lower-paid new hires,” whose starting salaries are $18,000 to $30,000 lower, while an estimated 69 positions could be eliminated. Together, SFUSD said, this could save over $30 million.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Those who agree to the buyout by mid-February will receive a one-time payment equal to 60% of their salary upon their resignation while retaining their retirement benefits. If fewer than 314 employees sign up to participate, though, the offer could be retracted entirely.\u003c/p>\n\u003cp>Cassondra Curiel, the president of United Educators San Francisco, said that although early retirement could be beneficial to some of the union’s members, it will destabilize overall school staffing.\u003c/p>\n\u003cp>“We have classrooms right now with students in them who don’t have permanent teachers. They’ve had substitutes since August,” she told KQED. “We feel like that is management and the district’s negligence, and now they’re going to compound that vacancy.”\u003c/p>\n\u003cp>The early retirement program is one part of the district’s three-pronged fiscal stabilization plan, which it said will help balance its budget and avoid state takeover. That plan was also passed by the board on Tuesday, giving Superintendent Maria Su direction to take any and all steps necessary to present balanced budgets for the next three cycles.\u003c/p>\n\u003cp>SFUSD is expected to have \u003ca href=\"https://www.kqed.org/news/12011347/sf-schools-wont-close-yet-but-the-city-still-has-questions-about-huge-budget-cuts\">a $113 million budget shortfall\u003c/a> this year and an even larger structural deficit by 2027.\u003c/p>\n\u003cp>Elliott Duchon, a state-appointed adviser who has veto power over SFUSD’s spending, told school board members on Tuesday that the reductions are crucial.\u003c/p>\n\u003cp>“I have not attended a board meeting where people are not worried about losing their jobs, where the spend budget hasn’t been an issue, where staffing hasn’t been an issue,” he said.\u003c/p>\n\u003cp>Since May, Duchon has had the ability to veto SFUSD’s spending decisions because its budget report was negative, indicating it will fail to cover its expenses in coming years. This year’s first budget report, presented Tuesday, was negative as well.\u003c/p>\n\u003cp>“It’s unhealthy for the district,” Duchon said. “It’s unhealthy for your staff. It’s unhealthy for your children, the community, and for you as board members. It detracts from your goals and your ability to focus.”\u003c/p>\n\u003cp>In addition to the buyouts, the fiscal stabilization plan includes a review of all budget expenditures and potential layoffs at the end of the academic year. SFUSD needs to cut more than $113.8 million in expenses next fiscal year and $13 million more in 2026-2027 to get back on track.\u003c/p>\n\u003cp>Teachers and certificated staff will be notified of layoffs by March, and civil staff will find out in mid-May. The district will look at how many people choose to participate in the early retirement program and how much funding SFUSD receives in January’s state budget to determine how many layoffs are necessary, Su said. District staffers have already created a seniority list of employees to share with labor partners ahead of the potential reductions.\u003c/p>\n\u003cp>At the same time, Michele Huntoon, SFUSD’s associate superintendent of business services, said staff members will review all expenditures based on a few questions: “Are we using them? Are they meeting our purpose? Is it meeting our needs?”\u003c/p>\n\u003cp>Duchon said that while the changes will be challenging, SFUSD needs to face the reality of its financial situation.\u003c/p>\n\u003cp>“You are living in a time of declining enrollment, declining revenue,” he said. “You have used one-time revenues to pay for ongoing staffing, and that has put you in a position of staffing in a way that is richer than what your resources allow you to do. We want to be hopeful, but there may be pain to go through before you get there. And if you don’t go through the pain, the pain will continue on and on.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "california-banned-bilingual-education-for-almost-20-years-it-still-hasnt-recovered",
"title": "California Banned Bilingual Education for Almost 20 Years. It Still Hasn’t Recovered",
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"content": "\u003cp>[dropcap]I[/dropcap]n 1953, Bárbara Flores entered kindergarten at Washington Elementary School in Madera, California, a small city in the Central Valley surrounded by farm fields. Her mother and grandmother had talked it up: You’re going to learn a lot. You’re going to like it. She believed them. A little girl who would one day become a teacher, Flores was excited.\u003c/p>\n\u003cp>But only until she got there.\u003c/p>\n\u003cp>“I walked out,” Flores recalled recently. She got to her grandmother’s house a few blocks away, furious. “Son mentirosas,” she said. “No entiendo nada. Y jamas voy a regresar.” \u003cem>You’re liars. I don’t understand anything. And I’m never going back\u003c/em>.\u003c/p>\n\u003cp>Flores only spoke Spanish. As the grandchild of Mexican immigrants, she didn’t find her language or culture welcome in the school. But little Bárbara didn’t get her way. And after depositing her daughter back in the classroom, Flores’ mother asked the teacher a question: \u003cem>Aren’t you paying attention? My daughter walked out\u003c/em>. The answer felt like a slap and became a part of family lore. \u003cem>All these little Mexican girls look alike. I didn’t notice\u003c/em>.\u003c/p>\n\u003cp>Flores returned to her old school this fall; the building she walked out of still stands, but almost everything else has changed. Now, students speak Spanish because their teachers require them to. Little Mexican girls see their culture celebrated on the walls of every classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Washington students will graduate knowing how to speak, read and write in both Spanish and English, joining a growing number of “dual-language immersion” schools in California. Flores’ eyes open wide as she describes the about-face her alma mater has taken.\u003c/p>\n\u003cp>“We were punished for speaking Spanish,” she said. “We were hit with rulers, pinched, our braids were pulled. Now the whole school is dual-language.”\u003c/p>\n\u003cp>A family photograph of Bárbara Flores and her sister in their backyard in 1953. The path has not been linear. When Flores was a child, California still had an English-only law on the books from the 1800s. As governor, Ronald Reagan signed a bill eliminating it. Then, the Civil Rights Movement ushered in a new era of bilingual education, and the California Legislature went further, requiring the model for students still learning English from 1976 until the anti-immigrant backlash of the 1990s. Voters banned it again in 1998, only reversing the latest prohibition in 2016.\u003c/p>\n\u003cp>Researchers have found bilingual education helps students learn English faster and can boost their standardized test scores, increase graduation rates, better prepare them for college and much more. California has removed the official barriers to offering this type of instruction since 2016, and the state now champions bilingualism and biliteracy, encouraging all students to strive for both. But eight years after repeal, California schools have yet to recover. A decades-long enrollment slump in bilingual-teacher prep programs has led to a decimated teacher pipeline. And underinvestment by the Legislature, paired with a hamstrung state Education Department, has limited the pace of bilingual education’s comeback.\u003c/p>\n\u003cp>The result? A rare case in which Californians can say Texas is inspiring. Both states enroll more than 1 million students still learning English — but last year, the Lone Star State put 40% of them in bilingual classrooms. California managed that for just 10%.\u003c/p>\n\u003cp>In 1987, Flores didn’t think state policy would go this way. At the time, both states required bilingual education. She was a professor, helping build a bilingual-education teacher prep program at Cal State San Bernardino. Her home state could have kept pace with Texas.\u003c/p>\n\u003cp>But it didn’t.\u003c/p>\n\u003ch2>The English-only years: 1998 to 2016\u003c/h2>\n\u003cp>By 1998, the bilingual-teacher prep program was flourishing. Flores helped aspiring teachers understand how students learn to read and write in two languages, sending them off into classrooms with binders full of instructional tips. Her daughter, then 10, was learning both English and Spanish through bilingual classes in the San Bernardino City Unified School District. Flores was on a parent committee organizing broader support for such programs in the face of a statewide campaign to get rid of them, bankrolled by Silicon Valley entrepreneur Ron Unz.\u003c/p>\n\u003cfigure id=\"attachment_12017259\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017259\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Children’s books in Spanish and English line the wall of a classroom at Washington Elementary School in Madera on Oct. 29, 2024. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Proposition 227, which passed with 61% of the vote, required schools to teach only in English with students who were still learning the language, something that may sound like a good idea but often ends up unnecessarily putting students’ grade-level learning of other subjects on pause while they master English. Flores saw the impact immediately. Faculty on campus called for the elimination of her program, an effort that ultimately failed but showed, she said, “the intensity of the discrimination and language racism that was prevalent.” Enrollment in bilingual-teacher prep programs across the state plummeted.\u003c/p>\n\u003cp>Flores also watched local school districts respond. “I was shocked at superintendents in the area,” she said. “They just made everybody throw away their Spanish books. It was horrendous.” As she recalls, every single school district in the Inland Empire got rid of its bilingual programs except San Bernardino City Unified, where parent activism helped ensure the district took advantage of an exception to the new law.\u003c/p>\n\u003ch2>Dual-language students outperform their peers in San Bernardino City Unified\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/AiGqM/5/\" width=\"800\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>At the time, student achievement data from San Bernardino City Unified had shown that bilingual programs were helping kids succeed. And over the next two decades, researchers studying programs across the United States released a steady stream of evidence about the benefits of bilingual education, especially a version called “dual language.” Traditional bilingual education essentially lets students use their first language while they learn English. Once students become fluent, their schools shift entirely to English instruction, which was the goal all along. Dual-language programs, by contrast, set bilingualism as the goal. Students continue to take courses in Spanish or another language for about half of the school day until they leave the program.\u003c/p>\n\u003cp>While dual-language programs often stop after elementary school, the “\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/bilingual-education-and-americas-future-evidence-and-pathways/bilingual-biliteracy-ed_06132023-082923-copyright.pdf\">bilingual advantage\u003c/a>” stretches through students’ K-12 years and into their working lives. Dual-language students have been found to score higher than their peers on both \u003ca href=\"https://files.eric.ed.gov/fulltext/ED566267.pdf\">math\u003c/a> and \u003ca href=\"https://files.eric.ed.gov/fulltext/ED577026.pdf\">English language arts\u003c/a> exams by middle school. They also get higher scores \u003ca href=\"https://eric.ed.gov/?id=EJ1229260\">on the ACT\u003c/a> in high school, setting them up to be more competitive in college admissions. And importantly, a team at Stanford found that native Spanish speakers were more likely to test out of English-learner services \u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">if they took bilingual classes\u003c/a>, a coveted goal because of how well “former English learners” do. University of Chicago researchers just released data showing that Chicago high schoolers in this group had \u003ca href=\"https://consortium.uchicago.edu/publications/english-learners-in-chicago-public-schools-a-spotlight-on-high-school-students?utm_source=newsletter&utm_medium=email&utm_content=A%20new%20study%20out%20today&utm_campaign=EL%202024%20Report%20Release\">higher-than-average\u003c/a> GPAs and SAT scores, high school graduation rates, and community college enrollment and persistence rates.\u003c/p>\n\u003cp>Patricia Gándara co-directs the UCLA Civil Rights Project, which has published similar findings and has spent decades of her career cataloging the bilingual advantage. She laments the narrow value placed on bilingual education in the U.S., where it has historically been pursued as a way to help kids who don’t speak English learn the language more quickly and then succeed in English-only classes.\u003c/p>\n\u003cp>“That’s a very shortsighted view,” Gándara said, “particularly from the research that we’ve done that shows kids who get a strong bilingual education are more likely to go to college, they’re more likely to complete college, they’re more likely to have better jobs and better opportunities.”\u003c/p>\n\u003cfigure id=\"attachment_12017260\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017260\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Students walk through campus at Madison Elementary School in Madera on Oct. 30, 2024. The school opened a dual language program in 2017. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yet while policymakers didn’t catch on right away, well-off and well-educated white parents did, seeing the economic benefits of bilingualism for their children very clearly.\u003c/p>\n\u003cp>Glendale Unified School District launched its first Spanish-English dual-language program in 2003, going on to add programs in six other languages while official state policy was to ban them. Last year, 85% of the students enrolled were fluent English speakers, according to program director Nancy Hong.\u003c/p>\n\u003cp>Immigrant families, weighed down by the pressure to speak English and make sure their children do too, have been hard to recruit. Hong said immigrant parents have long been concerned that letting their children spend half the school day or more hearing their home language will get in the way of learning English, even though research has shown it can make the whole process go faster. “The goal is to dismantle those myths and misperceptions,” she said. However, even though about 20% of students districtwide are English learners, only about 10% of them are in dual-language programs.\u003c/p>\n\u003cp>Many immigrant families, however, have become strong advocates for the programs. José Sanjas, a Mexican-born father in Madera Unified School District, takes his 6-year-old daughter past her neighborhood school every day en route to one of the district’s dual-language programs. He and his wife want to preserve their native language as their daughter grows up here, but the draw isn’t only personal; Sanjas also sees how bilingualism will benefit his daughter in the workplace.\u003c/p>\n\u003cp>“She can help more people in the future,” Sanjas said. “Professionally, she’ll be able to serve everyone.”\u003c/p>\n\u003cfigure id=\"attachment_12017258\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017258\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Bárbara Flores stands inside her old kindergarten classroom at Washington Elementary. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Spurred on by support like his, a diverse coalition of school leaders in Madera Unified had, by 2016, come to see dual-language education as key to turning around the district’s chronically low performance, especially among the children of immigrants. Flores had helped make the case, inviting school board members to the annual conference of the California Association for Bilingual Education. And in Flores’ hometown, U.S.-born, white families were among those speaking up in support of the programs, knowing even if the immigrant students’ test scores had the most room to grow, their children could benefit too.\u003c/p>\n\u003cp>Statewide, public opinion had swung in the other direction; that November, about 74% of California voters said yes to Proposition 58, officially allowing bilingual education back in California classrooms.\u003c/p>\n\u003cp>“It was a relief we [could] finally move forward for our children,” Flores said. “We lost a whole generation of kids — quite a few generations, really — because of English-only.”\u003c/p>\n\u003cp>The next generation, however, is still waiting.\u003c/p>\n\u003ch2>A limping recovery: 2016 to 2024\u003c/h2>\n\u003cp>Flores spent 40 years training future teachers before retiring in 2019. Across three institutions and 32 years at Cal State San Bernardino, she likely taught 10,000 students, many of whom remain sprinkled throughout the state’s bilingual-education system. But if anything defines the legacy of Prop. 227, it is the shattered teacher pipeline it left in its wake.\u003c/p>\n\u003cp>Gándara, of the UCLA Civil Rights Project, said the current state of affairs is “one of those stories of ‘I told you so.’ … I could see what the problem was going to be: that when people came back to their senses and realized what a mistake this was, the big fallout was going to be that we didn’t have the teachers.”\u003c/p>\n\u003cp>California colleges are not producing nearly enough teachers to meet the state’s bilingual-education goals. During the 2022-23 school year, the state commission on teacher credentialing only authorized 1,011 new bilingual teachers — \u003ca href=\"https://www.ctc.ca.gov/commission/reports/data/other-teacher-supply-bilingual-authorizations\">across all languages\u003c/a>. Only seven went to teachers who speak Vietnamese, the \u003ca href=\"https://www.cde.ca.gov/ds/ad/cefelfacts.asp\">second-most-common language\u003c/a> in California schools that year. And it actually gave out fewer credentials to Spanish-speaking teachers that year than in the three years prior.\u003c/p>\n\u003cp>The Legislature has not ignored this problem entirely. In 2017, it funded six grants, totaling $20 million, to help districts coach up bilingual staffers and prepare them to lead bilingual classrooms. But Edgar Lampkin, CEO of the California Association for Bilingual Education, said seeding such “grow your own” programs falls far short of addressing the statewide need. “That’s not systemic,” he said.\u003c/p>\n\u003cp>In 2022, the National Resource Center for Asian Languages, based at Cal State Fullerton, got state money to train 200 teachers over five years. They’re on track, and the center’s director, Natalie Tran, is proud that their programs are not only increasing the number of teachers certified to teach in Asian languages but also diversifying the languages they speak. She expects to certify teachers who speak Tagalog, Hmong and Khmer this school year. Still, she said, the state needs to do more to train additional teachers of Asian languages, including the less common ones. “We’re going to need help from policymakers to make this happen,” Tran said.\u003c/p>\n\u003cp>She isn’t the only one calling on lawmakers to be part of the solution. Anya Hurwitz is executive director of SEAL, a nonprofit that got its start as an initiative of the Sobrato Family Foundation to address achievement gaps between immigrant and native-born children in Silicon Valley. She says the state underfunds education, which gets in the way of doing what’s best for kids who don’t speak English.\u003c/p>\n\u003cp>In 2022, the last year for which \u003ca href=\"https://www.census.gov/data/tables/2022/econ/school-finances/secondary-education-finance.html\">federal census data\u003c/a> is available, New York spent almost $30,000 per student. California spent about $17,000. And besides its support for teacher training, the Legislature has only given districts \u003ca href=\"https://www.cde.ca.gov/fg/fo/r28/dlig21result.asp\">$10 million\u003c/a> extra to start or expand dual-language programs. In Massachusetts, home to about one-tenth the number of kids still learning English, the Legislature disbursed $11.8 million for the same work, kicking off its own recovery from an English-only law.\u003c/p>\n\u003cp>“Funding is not the solution to everything in and of itself,” Hurwitz said, “but at the same time, we can’t build capacity without funding and resources.”\u003c/p>\n\u003cfigure id=\"attachment_12017263\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Students pay attention during a class in Spanish at Madison Elementary School in Madera on Oct. 30, 2024. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back in Flores’ hometown, Madera administrators have been able to use state and federal money earmarked for their sizable number of immigrant families and those living in poverty to achieve their dual-language goals. However, startup costs for dual-language programs are expensive. Teacher preparation programs, Superintendent Todd Lile said, are not producing graduates who are ready to do this work, leaving districts like his with steep professional development costs.\u003c/p>\n\u003cp>A residency program with Cal State Fresno has given Madera a solid pipeline of teachers, but the recent grads have to clear all the usual hurdles of being new to the profession while also adapting to using Spanish in the classroom. While these new hires at Washington Elementary School grew up bilingual, they went to school through the Prop. 227 years, meaning most of them didn’t develop an academic vocabulary in Spanish.\u003c/p>\n\u003cp>Viviana Valerio, a kindergarten teacher, said that history made bilingual education an intimidating proposition. “I commonly speak Spanish at home, but then when I was thinking about teaching, I was thinking, ‘OK, academic terms, I don’t know how to translate that,’ or ‘Parents ask me a question and I can’t think of it, I’m going to want to transition into English,’” she said. “For me, that was the scary part.”\u003c/p>\n\u003cp>Texas, too, lacks bilingual-education teachers, echoing a shortage present in much of the country, but the state is far ahead of California; many districts are able to recruit their own alumni because their programs have been around so long. Texas also continues to invest in bilingual education, helping districts comply with state mandates to offer it. Like California, Texas gives districts more per-pupil funding for every student still learning English; unlike California, Texas offers an additional premium for each of them enrolled in a dual-language program.\u003c/p>\n\u003cp>As an extra incentive to start and maintain these programs, Texas has started bumping up funding for the native English speakers enrolled too. Research shows the programs work better when classes are evenly split between native English speakers and speakers of the program’s second language. Then, not only are students learning their second language from the teacher but from their peers as well. Conveniently, this also makes for more integrated classrooms, something Gándara said California needs.\u003c/p>\n\u003cp>“We haven’t been able to take advantage of that, in large part because people don’t pay attention to that as a major issue and also because we don’t have the teachers to pull it off,” Gándara said.\u003c/p>\n\u003cfigure id=\"attachment_12017256\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12017256 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Students work on multiplication problems during a Spanish language math class at Madison Elementary School in Madera on Oct. 30, 2024. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"background-color: transparent\">Indeed, districts across the state cite staffing as a major barrier to starting or expanding their programs. Some have gone abroad to recruit. Others have been forced to scrap their plans entirely. Newark Unified School District, in the Bay Area, got rid of its dual-language program this year because it couldn’t find teachers to staff it. “We tried everything,” said Karen Allard, assistant superintendent of education services.\u003c/span>\u003c/p>\n\u003cp>For more than a decade now, the state’s Education Department has tried to champion bilingual programs. Students who can prove their fluency in two languages before graduation get a special seal on their diplomas. The department also implores schools to help the children of immigrants maintain their home language while learning English, building that recommendation into its 2017 \u003ca href=\"https://www.cde.ca.gov/sp/ml/roadmap.asp\">English Learner Roadmap\u003c/a>. By 2030, it wants half of California students on a path to \u003ca href=\"https://www.cde.ca.gov/sp/ml/documents/globalca2030.pdf\">becoming bilingual\u003c/a>.\u003c/p>\n\u003cp>Yet all of this largely amounts to cheerleading. The department is \u003ca href=\"https://edsource.org/2018/california-department-of-education-limited-in-ability-to-help-districts-improve-report-says/603168\">minimally funded and staffed\u003c/a>, a result of the state’s commitment to sending almost all K-12 funding directly to school districts, and its support for bilingual education has not come with any firm demands.\u003c/p>\n\u003cp>Conor Williams, a senior fellow at The Century Foundation, a progressive think tank based in Washington, D.C., recently found himself — a self-described “professional lefty” — in the surprising position of \u003ca href=\"https://tcf.org/content/report/moving-from-vision-to-reality-establishing-california-as-a-national-bilingual-education-and-dual-language-immersion-leader/\">celebrating Texas’ policy over California’s\u003c/a>. Besides following Texas’ lead on funding, he said, California should rethink teacher licensing. The state requires college graduates to pass a suite of tests to become teachers, but Williams points out the tests don’t lead to better instruction and can keep good teachers from classrooms. Getting rid of the requirement could bring more bilingual adults into the profession and expand the teacher pipeline.\u003c/p>\n\u003cp>Hard to overcome, however, is California’s shift toward more local control over schooling. Williams doesn’t always agree with what the Texas education department does with its power, but the state’s centralized approach means it has “enough power and muscle and will to set rules and hold districts to them,” he said. California’s \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/school-finance/\">Local Control Funding Formula\u003c/a> is widely popular and has ensured districts get more state money to serve students still learning English as well as those in foster care and low-income households. However, Williams points out that local control has its limits.\u003c/p>\n\u003cp>“You don’t win civil rights battles by leaving it up to local school boards,” he said.\u003c/p>\n\u003cfigure id=\"attachment_12017264\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12017264 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">A native Farsi speaker works on a Spanish language assignment at Washington Elementary School in Madera. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, districts like Madera are moving ahead on their own. In 2020, Flores’ alma mater, Washington Elementary, became Madera Unified’s second dual-language school, welcoming its first class of kindergartners who are expected to leave proficient in both English and Spanish.\u003c/p>\n\u003cp>Mateo Diaz Zanjas was one of them. He’s now a fourth-grader and speaks in easy Spanish about the school and his long-term dream of going to Harvard. Upon hearing that he and his peers speak very good Spanish, he eagerly replies: “We also speak good English.” And he proves it, going on to answer questions in English about his favorite subjects and the languages he speaks with certain friends.\u003c/p>\n\u003cp>Administrators, however, are still waiting for the data to show that their bet on bilingual education will pay off in student achievement gains. The pandemic interrupted their early years and set them back, and the oldest students aren’t doing as well as district leaders would have hoped. Commitment to the programs, however, has not wavered. Students’ overall test scores remain low, but their growth scores — or how much they learn over the course of the year — are high.\u003c/p>\n\u003cp>The district is helping students learn English more quickly, too, meaning they are becoming “former English learners” faster with the newer supports and joining the district’s highest-performing student group.\u003c/p>\n\u003cp>In the meantime, Madera teachers are using bilingual education to give Spanish speakers grade-level material, knowing that once they sharpen their English skills, all that information will transfer.\u003c/p>\n\u003cp>“Kids can learn math in Spanish; it’s still math,” Lile said. “They can learn social studies in Spanish; it’s still history and geography. These subject matters don’t exist only in English.”\u003c/p>\n\u003cp>During Flores’ recent visit to Madera Unified, she heard Lile describe his long-term goals for the district, including higher graduation rates and better college readiness for the children of immigrants. She looked on proudly, sure her hometown district was finally getting it right.\u003c/p>\n\u003ch2>An uncertain future: 2024 and beyond\u003c/h2>\n\u003cp>A few years ago, Flores introduced Lile to Margarita Machado-Casas, a professor at San Diego State’s Department of Dual Language and English Learner Education, which has long been a top producer of the state’s bilingual teachers. Machado-Casas is helping the district figure out what concrete steps teachers and administrators should take to follow the high-level recommendations of the state’s English Learner Roadmap. They started out with “Principle 1,” which asks school and district staffers to see immigrant students’ language and culture as assets rather than seeing their lack of English proficiency as a deficit. Pointing to Madera’s long and painful history of discriminating against immigrant students, including Flores, Machado-Casas said this principle unexpectedly took the entire first year, requiring “courageous conversations” — including asking staffers to think deeply about whether they believed in the work enough to stay in the district.\u003c/p>\n\u003cfigure id=\"attachment_12017267\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12017267 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Bárbara Flores sits by a tree at Washington Elementary School in Madera on Oct. 29, 2024. As a child in the 1950s, Flores played Ring Around the Rosie here. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Machado-Casas is helping educators in Madera understand both how to help immigrant students tackle grade-level material and convince them that the students can handle it.\u003c/p>\n\u003cp>Flores hopes the work ends up being a playbook for the entire state — which could soon need one. Gov. Gavin Newsom \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2074?slug=CA_202320240AB2074&_gl=1*1vfy6nl*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczMzc2NzIyMC4xNS4xLjE3MzM3Njg3MDcuNTYuMC4w*_ga_DX0K9PCWYH*MTczMzc2NzIyMC4xNS4xLjE3MzM3Njc5NDAuMC4wLjA.*_ga_GNY4L81DZE*MTczMzc2NzIyMC4xNS4xLjE3MzM3Njc5NDAuMC4wLjA.\">signed a bill\u003c/a> this year requiring the Education Department to come up with a statewide plan for helping districts adopt the road map’s guidelines and report on their progress.\u003c/p>\n\u003cp>This planning process guarantees California will be over a decade into its recovery from the English-only years before the state even considers holding schools accountable for changing their practices. When New York passed a blueprint for how to serve English learners in 2014, it followed it up with new state regulations that same year, creating stricter policies for serving students who were still learning English, including a broader mandate for bilingual education, which had already been required for decades.\u003c/p>\n\u003cp>[aside tag='education' label='More Education Coverage']\u003c/p>\n\u003cp>Alesha Moreno-Ramirez leads the California Education Department’s multilingual support division. She said state budget limitations have gotten in the way of implementing the English Learner Roadmap and said any call to require bilingual education, like Texas or New York, would have to come from the Legislature, not the department. “That said, we would enthusiastically support the movement toward requiring bilingual education,” she added.\u003c/p>\n\u003cp>Advocates caution such a mandate would have to come with enough funding to help districts create high-quality programs, but many agree it would be a win for California students. Children from immigrant families speak \u003ca href=\"https://www.cde.ca.gov/ds/ad/cefelfacts.asp\">108 different languages\u003c/a>, according to the Education Department, but 93% of them speak one of 10. To require bilingual programs, the Legislature would likely tweak the current law, which says if the parents of 30 or more students in a single school request a language acquisition program, the school has to offer it “to the extent possible.” Texas, Illinois and New York have similar laws, but instead of requiring bilingual programs in response to parent advocacy, they do so based solely on enrollment.\u003c/p>\n\u003cp>Flores thinks the state is at least moving in the right direction. And Madera Unified gives her hope. During her recent visit, she was flooded with memories: She saw the tree she and her friends used to circle while playing “Ring Around the Rosie.” She visited the classroom she walked out of as a 5-year-old, where the walls are now decorated with vocabulary in Spanish as well as English. She suffered in that room 70 years ago. Now, little Mexican girls do not.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We don’t stop,” she said. “We keep plugging away. That’s our tenacity. That’s our grit. And our motivation, of course, is for our children.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">I\u003c/span>\u003c/p>\u003cp>n 1953, Bárbara Flores entered kindergarten at Washington Elementary School in Madera, California, a small city in the Central Valley surrounded by farm fields. Her mother and grandmother had talked it up: You’re going to learn a lot. You’re going to like it. She believed them. A little girl who would one day become a teacher, Flores was excited.\u003c/p>\n\u003cp>But only until she got there.\u003c/p>\n\u003cp>“I walked out,” Flores recalled recently. She got to her grandmother’s house a few blocks away, furious. “Son mentirosas,” she said. “No entiendo nada. Y jamas voy a regresar.” \u003cem>You’re liars. I don’t understand anything. And I’m never going back\u003c/em>.\u003c/p>\n\u003cp>Flores only spoke Spanish. As the grandchild of Mexican immigrants, she didn’t find her language or culture welcome in the school. But little Bárbara didn’t get her way. And after depositing her daughter back in the classroom, Flores’ mother asked the teacher a question: \u003cem>Aren’t you paying attention? My daughter walked out\u003c/em>. The answer felt like a slap and became a part of family lore. \u003cem>All these little Mexican girls look alike. I didn’t notice\u003c/em>.\u003c/p>\n\u003cp>Flores returned to her old school this fall; the building she walked out of still stands, but almost everything else has changed. Now, students speak Spanish because their teachers require them to. Little Mexican girls see their culture celebrated on the walls of every classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Washington students will graduate knowing how to speak, read and write in both Spanish and English, joining a growing number of “dual-language immersion” schools in California. Flores’ eyes open wide as she describes the about-face her alma mater has taken.\u003c/p>\n\u003cp>“We were punished for speaking Spanish,” she said. “We were hit with rulers, pinched, our braids were pulled. Now the whole school is dual-language.”\u003c/p>\n\u003cp>A family photograph of Bárbara Flores and her sister in their backyard in 1953. The path has not been linear. When Flores was a child, California still had an English-only law on the books from the 1800s. As governor, Ronald Reagan signed a bill eliminating it. Then, the Civil Rights Movement ushered in a new era of bilingual education, and the California Legislature went further, requiring the model for students still learning English from 1976 until the anti-immigrant backlash of the 1990s. Voters banned it again in 1998, only reversing the latest prohibition in 2016.\u003c/p>\n\u003cp>Researchers have found bilingual education helps students learn English faster and can boost their standardized test scores, increase graduation rates, better prepare them for college and much more. California has removed the official barriers to offering this type of instruction since 2016, and the state now champions bilingualism and biliteracy, encouraging all students to strive for both. But eight years after repeal, California schools have yet to recover. A decades-long enrollment slump in bilingual-teacher prep programs has led to a decimated teacher pipeline. And underinvestment by the Legislature, paired with a hamstrung state Education Department, has limited the pace of bilingual education’s comeback.\u003c/p>\n\u003cp>The result? A rare case in which Californians can say Texas is inspiring. Both states enroll more than 1 million students still learning English — but last year, the Lone Star State put 40% of them in bilingual classrooms. California managed that for just 10%.\u003c/p>\n\u003cp>In 1987, Flores didn’t think state policy would go this way. At the time, both states required bilingual education. She was a professor, helping build a bilingual-education teacher prep program at Cal State San Bernardino. Her home state could have kept pace with Texas.\u003c/p>\n\u003cp>But it didn’t.\u003c/p>\n\u003ch2>The English-only years: 1998 to 2016\u003c/h2>\n\u003cp>By 1998, the bilingual-teacher prep program was flourishing. Flores helped aspiring teachers understand how students learn to read and write in two languages, sending them off into classrooms with binders full of instructional tips. Her daughter, then 10, was learning both English and Spanish through bilingual classes in the San Bernardino City Unified School District. Flores was on a parent committee organizing broader support for such programs in the face of a statewide campaign to get rid of them, bankrolled by Silicon Valley entrepreneur Ron Unz.\u003c/p>\n\u003cfigure id=\"attachment_12017259\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017259\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_4-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Children’s books in Spanish and English line the wall of a classroom at Washington Elementary School in Madera on Oct. 29, 2024. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Proposition 227, which passed with 61% of the vote, required schools to teach only in English with students who were still learning the language, something that may sound like a good idea but often ends up unnecessarily putting students’ grade-level learning of other subjects on pause while they master English. Flores saw the impact immediately. Faculty on campus called for the elimination of her program, an effort that ultimately failed but showed, she said, “the intensity of the discrimination and language racism that was prevalent.” Enrollment in bilingual-teacher prep programs across the state plummeted.\u003c/p>\n\u003cp>Flores also watched local school districts respond. “I was shocked at superintendents in the area,” she said. “They just made everybody throw away their Spanish books. It was horrendous.” As she recalls, every single school district in the Inland Empire got rid of its bilingual programs except San Bernardino City Unified, where parent activism helped ensure the district took advantage of an exception to the new law.\u003c/p>\n\u003ch2>Dual-language students outperform their peers in San Bernardino City Unified\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/AiGqM/5/\" width=\"800\" height=\"400\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>At the time, student achievement data from San Bernardino City Unified had shown that bilingual programs were helping kids succeed. And over the next two decades, researchers studying programs across the United States released a steady stream of evidence about the benefits of bilingual education, especially a version called “dual language.” Traditional bilingual education essentially lets students use their first language while they learn English. Once students become fluent, their schools shift entirely to English instruction, which was the goal all along. Dual-language programs, by contrast, set bilingualism as the goal. Students continue to take courses in Spanish or another language for about half of the school day until they leave the program.\u003c/p>\n\u003cp>While dual-language programs often stop after elementary school, the “\u003ca href=\"https://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/bilingual-education-and-americas-future-evidence-and-pathways/bilingual-biliteracy-ed_06132023-082923-copyright.pdf\">bilingual advantage\u003c/a>” stretches through students’ K-12 years and into their working lives. Dual-language students have been found to score higher than their peers on both \u003ca href=\"https://files.eric.ed.gov/fulltext/ED566267.pdf\">math\u003c/a> and \u003ca href=\"https://files.eric.ed.gov/fulltext/ED577026.pdf\">English language arts\u003c/a> exams by middle school. They also get higher scores \u003ca href=\"https://eric.ed.gov/?id=EJ1229260\">on the ACT\u003c/a> in high school, setting them up to be more competitive in college admissions. And importantly, a team at Stanford found that native Spanish speakers were more likely to test out of English-learner services \u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">if they took bilingual classes\u003c/a>, a coveted goal because of how well “former English learners” do. University of Chicago researchers just released data showing that Chicago high schoolers in this group had \u003ca href=\"https://consortium.uchicago.edu/publications/english-learners-in-chicago-public-schools-a-spotlight-on-high-school-students?utm_source=newsletter&utm_medium=email&utm_content=A%20new%20study%20out%20today&utm_campaign=EL%202024%20Report%20Release\">higher-than-average\u003c/a> GPAs and SAT scores, high school graduation rates, and community college enrollment and persistence rates.\u003c/p>\n\u003cp>Patricia Gándara co-directs the UCLA Civil Rights Project, which has published similar findings and has spent decades of her career cataloging the bilingual advantage. She laments the narrow value placed on bilingual education in the U.S., where it has historically been pursued as a way to help kids who don’t speak English learn the language more quickly and then succeed in English-only classes.\u003c/p>\n\u003cp>“That’s a very shortsighted view,” Gándara said, “particularly from the research that we’ve done that shows kids who get a strong bilingual education are more likely to go to college, they’re more likely to complete college, they’re more likely to have better jobs and better opportunities.”\u003c/p>\n\u003cfigure id=\"attachment_12017260\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017260\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_5-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Students walk through campus at Madison Elementary School in Madera on Oct. 30, 2024. The school opened a dual language program in 2017. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yet while policymakers didn’t catch on right away, well-off and well-educated white parents did, seeing the economic benefits of bilingualism for their children very clearly.\u003c/p>\n\u003cp>Glendale Unified School District launched its first Spanish-English dual-language program in 2003, going on to add programs in six other languages while official state policy was to ban them. Last year, 85% of the students enrolled were fluent English speakers, according to program director Nancy Hong.\u003c/p>\n\u003cp>Immigrant families, weighed down by the pressure to speak English and make sure their children do too, have been hard to recruit. Hong said immigrant parents have long been concerned that letting their children spend half the school day or more hearing their home language will get in the way of learning English, even though research has shown it can make the whole process go faster. “The goal is to dismantle those myths and misperceptions,” she said. However, even though about 20% of students districtwide are English learners, only about 10% of them are in dual-language programs.\u003c/p>\n\u003cp>Many immigrant families, however, have become strong advocates for the programs. José Sanjas, a Mexican-born father in Madera Unified School District, takes his 6-year-old daughter past her neighborhood school every day en route to one of the district’s dual-language programs. He and his wife want to preserve their native language as their daughter grows up here, but the draw isn’t only personal; Sanjas also sees how bilingualism will benefit his daughter in the workplace.\u003c/p>\n\u003cp>“She can help more people in the future,” Sanjas said. “Professionally, she’ll be able to serve everyone.”\u003c/p>\n\u003cfigure id=\"attachment_12017258\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017258\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_3-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Bárbara Flores stands inside her old kindergarten classroom at Washington Elementary. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Spurred on by support like his, a diverse coalition of school leaders in Madera Unified had, by 2016, come to see dual-language education as key to turning around the district’s chronically low performance, especially among the children of immigrants. Flores had helped make the case, inviting school board members to the annual conference of the California Association for Bilingual Education. And in Flores’ hometown, U.S.-born, white families were among those speaking up in support of the programs, knowing even if the immigrant students’ test scores had the most room to grow, their children could benefit too.\u003c/p>\n\u003cp>Statewide, public opinion had swung in the other direction; that November, about 74% of California voters said yes to Proposition 58, officially allowing bilingual education back in California classrooms.\u003c/p>\n\u003cp>“It was a relief we [could] finally move forward for our children,” Flores said. “We lost a whole generation of kids — quite a few generations, really — because of English-only.”\u003c/p>\n\u003cp>The next generation, however, is still waiting.\u003c/p>\n\u003ch2>A limping recovery: 2016 to 2024\u003c/h2>\n\u003cp>Flores spent 40 years training future teachers before retiring in 2019. Across three institutions and 32 years at Cal State San Bernardino, she likely taught 10,000 students, many of whom remain sprinkled throughout the state’s bilingual-education system. But if anything defines the legacy of Prop. 227, it is the shattered teacher pipeline it left in its wake.\u003c/p>\n\u003cp>Gándara, of the UCLA Civil Rights Project, said the current state of affairs is “one of those stories of ‘I told you so.’ … I could see what the problem was going to be: that when people came back to their senses and realized what a mistake this was, the big fallout was going to be that we didn’t have the teachers.”\u003c/p>\n\u003cp>California colleges are not producing nearly enough teachers to meet the state’s bilingual-education goals. During the 2022-23 school year, the state commission on teacher credentialing only authorized 1,011 new bilingual teachers — \u003ca href=\"https://www.ctc.ca.gov/commission/reports/data/other-teacher-supply-bilingual-authorizations\">across all languages\u003c/a>. Only seven went to teachers who speak Vietnamese, the \u003ca href=\"https://www.cde.ca.gov/ds/ad/cefelfacts.asp\">second-most-common language\u003c/a> in California schools that year. And it actually gave out fewer credentials to Spanish-speaking teachers that year than in the three years prior.\u003c/p>\n\u003cp>The Legislature has not ignored this problem entirely. In 2017, it funded six grants, totaling $20 million, to help districts coach up bilingual staffers and prepare them to lead bilingual classrooms. But Edgar Lampkin, CEO of the California Association for Bilingual Education, said seeding such “grow your own” programs falls far short of addressing the statewide need. “That’s not systemic,” he said.\u003c/p>\n\u003cp>In 2022, the National Resource Center for Asian Languages, based at Cal State Fullerton, got state money to train 200 teachers over five years. They’re on track, and the center’s director, Natalie Tran, is proud that their programs are not only increasing the number of teachers certified to teach in Asian languages but also diversifying the languages they speak. She expects to certify teachers who speak Tagalog, Hmong and Khmer this school year. Still, she said, the state needs to do more to train additional teachers of Asian languages, including the less common ones. “We’re going to need help from policymakers to make this happen,” Tran said.\u003c/p>\n\u003cp>She isn’t the only one calling on lawmakers to be part of the solution. Anya Hurwitz is executive director of SEAL, a nonprofit that got its start as an initiative of the Sobrato Family Foundation to address achievement gaps between immigrant and native-born children in Silicon Valley. She says the state underfunds education, which gets in the way of doing what’s best for kids who don’t speak English.\u003c/p>\n\u003cp>In 2022, the last year for which \u003ca href=\"https://www.census.gov/data/tables/2022/econ/school-finances/secondary-education-finance.html\">federal census data\u003c/a> is available, New York spent almost $30,000 per student. California spent about $17,000. And besides its support for teacher training, the Legislature has only given districts \u003ca href=\"https://www.cde.ca.gov/fg/fo/r28/dlig21result.asp\">$10 million\u003c/a> extra to start or expand dual-language programs. In Massachusetts, home to about one-tenth the number of kids still learning English, the Legislature disbursed $11.8 million for the same work, kicking off its own recovery from an English-only law.\u003c/p>\n\u003cp>“Funding is not the solution to everything in and of itself,” Hurwitz said, “but at the same time, we can’t build capacity without funding and resources.”\u003c/p>\n\u003cfigure id=\"attachment_12017263\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12017263\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_8-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Students pay attention during a class in Spanish at Madison Elementary School in Madera on Oct. 30, 2024. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back in Flores’ hometown, Madera administrators have been able to use state and federal money earmarked for their sizable number of immigrant families and those living in poverty to achieve their dual-language goals. However, startup costs for dual-language programs are expensive. Teacher preparation programs, Superintendent Todd Lile said, are not producing graduates who are ready to do this work, leaving districts like his with steep professional development costs.\u003c/p>\n\u003cp>A residency program with Cal State Fresno has given Madera a solid pipeline of teachers, but the recent grads have to clear all the usual hurdles of being new to the profession while also adapting to using Spanish in the classroom. While these new hires at Washington Elementary School grew up bilingual, they went to school through the Prop. 227 years, meaning most of them didn’t develop an academic vocabulary in Spanish.\u003c/p>\n\u003cp>Viviana Valerio, a kindergarten teacher, said that history made bilingual education an intimidating proposition. “I commonly speak Spanish at home, but then when I was thinking about teaching, I was thinking, ‘OK, academic terms, I don’t know how to translate that,’ or ‘Parents ask me a question and I can’t think of it, I’m going to want to transition into English,’” she said. “For me, that was the scary part.”\u003c/p>\n\u003cp>Texas, too, lacks bilingual-education teachers, echoing a shortage present in much of the country, but the state is far ahead of California; many districts are able to recruit their own alumni because their programs have been around so long. Texas also continues to invest in bilingual education, helping districts comply with state mandates to offer it. Like California, Texas gives districts more per-pupil funding for every student still learning English; unlike California, Texas offers an additional premium for each of them enrolled in a dual-language program.\u003c/p>\n\u003cp>As an extra incentive to start and maintain these programs, Texas has started bumping up funding for the native English speakers enrolled too. Research shows the programs work better when classes are evenly split between native English speakers and speakers of the program’s second language. Then, not only are students learning their second language from the teacher but from their peers as well. Conveniently, this also makes for more integrated classrooms, something Gándara said California needs.\u003c/p>\n\u003cp>“We haven’t been able to take advantage of that, in large part because people don’t pay attention to that as a major issue and also because we don’t have the teachers to pull it off,” Gándara said.\u003c/p>\n\u003cfigure id=\"attachment_12017256\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12017256 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924_BILINGUAL-RECOVERY-LV_CM_9-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Students work on multiplication problems during a Spanish language math class at Madison Elementary School in Madera on Oct. 30, 2024. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"background-color: transparent\">Indeed, districts across the state cite staffing as a major barrier to starting or expanding their programs. Some have gone abroad to recruit. Others have been forced to scrap their plans entirely. Newark Unified School District, in the Bay Area, got rid of its dual-language program this year because it couldn’t find teachers to staff it. “We tried everything,” said Karen Allard, assistant superintendent of education services.\u003c/span>\u003c/p>\n\u003cp>For more than a decade now, the state’s Education Department has tried to champion bilingual programs. Students who can prove their fluency in two languages before graduation get a special seal on their diplomas. The department also implores schools to help the children of immigrants maintain their home language while learning English, building that recommendation into its 2017 \u003ca href=\"https://www.cde.ca.gov/sp/ml/roadmap.asp\">English Learner Roadmap\u003c/a>. By 2030, it wants half of California students on a path to \u003ca href=\"https://www.cde.ca.gov/sp/ml/documents/globalca2030.pdf\">becoming bilingual\u003c/a>.\u003c/p>\n\u003cp>Yet all of this largely amounts to cheerleading. The department is \u003ca href=\"https://edsource.org/2018/california-department-of-education-limited-in-ability-to-help-districts-improve-report-says/603168\">minimally funded and staffed\u003c/a>, a result of the state’s commitment to sending almost all K-12 funding directly to school districts, and its support for bilingual education has not come with any firm demands.\u003c/p>\n\u003cp>Conor Williams, a senior fellow at The Century Foundation, a progressive think tank based in Washington, D.C., recently found himself — a self-described “professional lefty” — in the surprising position of \u003ca href=\"https://tcf.org/content/report/moving-from-vision-to-reality-establishing-california-as-a-national-bilingual-education-and-dual-language-immersion-leader/\">celebrating Texas’ policy over California’s\u003c/a>. Besides following Texas’ lead on funding, he said, California should rethink teacher licensing. The state requires college graduates to pass a suite of tests to become teachers, but Williams points out the tests don’t lead to better instruction and can keep good teachers from classrooms. Getting rid of the requirement could bring more bilingual adults into the profession and expand the teacher pipeline.\u003c/p>\n\u003cp>Hard to overcome, however, is California’s shift toward more local control over schooling. Williams doesn’t always agree with what the Texas education department does with its power, but the state’s centralized approach means it has “enough power and muscle and will to set rules and hold districts to them,” he said. California’s \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/school-finance/\">Local Control Funding Formula\u003c/a> is widely popular and has ensured districts get more state money to serve students still learning English as well as those in foster care and low-income households. However, Williams points out that local control has its limits.\u003c/p>\n\u003cp>“You don’t win civil rights battles by leaving it up to local school boards,” he said.\u003c/p>\n\u003cfigure id=\"attachment_12017264\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12017264 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_10-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">A native Farsi speaker works on a Spanish language assignment at Washington Elementary School in Madera. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, districts like Madera are moving ahead on their own. In 2020, Flores’ alma mater, Washington Elementary, became Madera Unified’s second dual-language school, welcoming its first class of kindergartners who are expected to leave proficient in both English and Spanish.\u003c/p>\n\u003cp>Mateo Diaz Zanjas was one of them. He’s now a fourth-grader and speaks in easy Spanish about the school and his long-term dream of going to Harvard. Upon hearing that he and his peers speak very good Spanish, he eagerly replies: “We also speak good English.” And he proves it, going on to answer questions in English about his favorite subjects and the languages he speaks with certain friends.\u003c/p>\n\u003cp>Administrators, however, are still waiting for the data to show that their bet on bilingual education will pay off in student achievement gains. The pandemic interrupted their early years and set them back, and the oldest students aren’t doing as well as district leaders would have hoped. Commitment to the programs, however, has not wavered. Students’ overall test scores remain low, but their growth scores — or how much they learn over the course of the year — are high.\u003c/p>\n\u003cp>The district is helping students learn English more quickly, too, meaning they are becoming “former English learners” faster with the newer supports and joining the district’s highest-performing student group.\u003c/p>\n\u003cp>In the meantime, Madera teachers are using bilingual education to give Spanish speakers grade-level material, knowing that once they sharpen their English skills, all that information will transfer.\u003c/p>\n\u003cp>“Kids can learn math in Spanish; it’s still math,” Lile said. “They can learn social studies in Spanish; it’s still history and geography. These subject matters don’t exist only in English.”\u003c/p>\n\u003cp>During Flores’ recent visit to Madera Unified, she heard Lile describe his long-term goals for the district, including higher graduation rates and better college readiness for the children of immigrants. She looked on proudly, sure her hometown district was finally getting it right.\u003c/p>\n\u003ch2>An uncertain future: 2024 and beyond\u003c/h2>\n\u003cp>A few years ago, Flores introduced Lile to Margarita Machado-Casas, a professor at San Diego State’s Department of Dual Language and English Learner Education, which has long been a top producer of the state’s bilingual teachers. Machado-Casas is helping the district figure out what concrete steps teachers and administrators should take to follow the high-level recommendations of the state’s English Learner Roadmap. They started out with “Principle 1,” which asks school and district staffers to see immigrant students’ language and culture as assets rather than seeing their lack of English proficiency as a deficit. Pointing to Madera’s long and painful history of discriminating against immigrant students, including Flores, Machado-Casas said this principle unexpectedly took the entire first year, requiring “courageous conversations” — including asking staffers to think deeply about whether they believed in the work enough to stay in the district.\u003c/p>\n\u003cfigure id=\"attachment_12017267\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12017267 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12.jpg\" alt=\"\" width=\"1200\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/102924-BILINGUAL-RECOVERY-LV_12-160x107.jpg 160w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Bárbara Flores sits by a tree at Washington Elementary School in Madera on Oct. 29, 2024. As a child in the 1950s, Flores played Ring Around the Rosie here. \u003ccite>(Larry Valenzuela, CalMatters/CatchLight Local)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Machado-Casas is helping educators in Madera understand both how to help immigrant students tackle grade-level material and convince them that the students can handle it.\u003c/p>\n\u003cp>Flores hopes the work ends up being a playbook for the entire state — which could soon need one. Gov. Gavin Newsom \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2074?slug=CA_202320240AB2074&_gl=1*1vfy6nl*_gcl_au*Nzk3MzE2MDMuMTczMTAyMjU2Mg..*_ga*Mjk2NjI4MjAxLjE3MzEwMjI1NjI.*_ga_5TKXNLE5NK*MTczMzc2NzIyMC4xNS4xLjE3MzM3Njg3MDcuNTYuMC4w*_ga_DX0K9PCWYH*MTczMzc2NzIyMC4xNS4xLjE3MzM3Njc5NDAuMC4wLjA.*_ga_GNY4L81DZE*MTczMzc2NzIyMC4xNS4xLjE3MzM3Njc5NDAuMC4wLjA.\">signed a bill\u003c/a> this year requiring the Education Department to come up with a statewide plan for helping districts adopt the road map’s guidelines and report on their progress.\u003c/p>\n\u003cp>This planning process guarantees California will be over a decade into its recovery from the English-only years before the state even considers holding schools accountable for changing their practices. When New York passed a blueprint for how to serve English learners in 2014, it followed it up with new state regulations that same year, creating stricter policies for serving students who were still learning English, including a broader mandate for bilingual education, which had already been required for decades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Alesha Moreno-Ramirez leads the California Education Department’s multilingual support division. She said state budget limitations have gotten in the way of implementing the English Learner Roadmap and said any call to require bilingual education, like Texas or New York, would have to come from the Legislature, not the department. “That said, we would enthusiastically support the movement toward requiring bilingual education,” she added.\u003c/p>\n\u003cp>Advocates caution such a mandate would have to come with enough funding to help districts create high-quality programs, but many agree it would be a win for California students. Children from immigrant families speak \u003ca href=\"https://www.cde.ca.gov/ds/ad/cefelfacts.asp\">108 different languages\u003c/a>, according to the Education Department, but 93% of them speak one of 10. To require bilingual programs, the Legislature would likely tweak the current law, which says if the parents of 30 or more students in a single school request a language acquisition program, the school has to offer it “to the extent possible.” Texas, Illinois and New York have similar laws, but instead of requiring bilingual programs in response to parent advocacy, they do so based solely on enrollment.\u003c/p>\n\u003cp>Flores thinks the state is at least moving in the right direction. And Madera Unified gives her hope. During her recent visit, she was flooded with memories: She saw the tree she and her friends used to circle while playing “Ring Around the Rosie.” She visited the classroom she walked out of as a 5-year-old, where the walls are now decorated with vocabulary in Spanish as well as English. She suffered in that room 70 years ago. Now, little Mexican girls do not.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We don’t stop,” she said. “We keep plugging away. That’s our tenacity. That’s our grit. And our motivation, of course, is for our children.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Amid fear of mass deportations under the incoming Trump administration, a state lawmaker wants to make all California schools and child care centers safe havens for immigrant children by passing legislation that would limit immigration officers’ access to school grounds.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202520260AB49\">The bill, introduced Monday by Assemblymember Al Muratsuchi,\u003c/a> would prohibit school or child care center employees from letting U.S. Immigration and Customs Enforcement (ICE) officers enter their sites without a valid ID, statement of purpose, court order and approval from the school district’s superintendent or director of the child care center.\u003c/p>\n\u003cp>If an ICE officer meets all those requirements, they can only enter facilities where children aren’t present.\u003c/p>\n\u003cp>\u003ca href=\"https://immigrantdataca.org/indicators/mixed-status-families\">One in 5, or 20%, of California children live in mixed-status families\u003c/a> where at least one of their relatives is an undocumented immigrant, according to researchers at the University of Southern California. Muratsuchi, who chairs the Assembly’s education committee, said the threat of being deported or becoming separated from their parents is casting fear over many of those students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>“\u003c/strong>Our children should not be afraid to come to school and parents should not be afraid to send their children to school,” he said.\u003c/p>\n\u003cp>State leaders worry that fear may affect students’ attendance and ability to learn.\u003c/p>\n\u003cp>Under Trump’s first term as president, Latino student attendance and academic performance dropped significantly in areas affected by deportation arrests,\u003ca href=\"https://siepr.stanford.edu/publications/policy-brief/how-strict-immigration-enforcement-harms-schoolchildren\"> according to a 2018 Stanford study\u003c/a>.\u003c/p>\n\u003cp>In late November, Gov. Gavin Newsom sent\u003ca href=\"https://content.acsa.org/governors-letter-to-schools-re-immigration-enforcement/\"> a letter to school leaders\u003c/a> to remind them that all students have the constitutional right to attend public school, regardless of their immigration status.\u003c/p>\n\u003cp>[aside postID=news_12009791 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-39_qut-1020x680.jpg']\u003c/p>\n\u003cp>“As we continue our shared work to provide students with a safe and supportive environment, I am compelled to reaffirm the state’s unwavering commitment to the rights and dignity of all students within our education system, including immigrant students and students from immigrant families,” Newsom wrote.\u003c/p>\n\u003cp>Muratsuchi’s bill builds upon a state law that prohibits schools from gathering information about students’ immigration status and another that allows schools to deny anyone access to a campus during school hours to limit disruption to the learning environment and to ensure the safety of their staff and students.\u003c/p>\n\u003cp>Experts praised the bill for designating schools and child care centers as safe spaces for immigrant families but say it stops short of addressing the possibility of immigration crackdowns that occur near or just outside of schools when parents pick up or drop off young children.\u003c/p>\n\u003cp>“Those are vulnerable moments for parents if they are undocumented. I think that’s a real concern,” said John Rogers, an education professor at UCLA who has studied the intersection of politics and K–12 education.\u003c/p>\n\u003cp>Muratsuchi said he plans to look into the legality of establishing a buffer zone surrounding schools and child care centers that’s off-limits to immigration officers.\u003c/p>\n\u003cp>ICE has a longstanding policy that \u003ca href=\"https://www.ice.gov/doclib/ero-outreach/pdf/10029.2-policy.pdf\">discourages immigration enforcement actions in “sensitive locations,”\u003c/a> including schools, hospitals and places of worship.\u003c/p>\n\u003cp>It remains to be seen whether the Trump administration will adhere to that guidance.\u003c/p>\n\u003cp>Project 2025, a set of policy recommendations written by several former Trump administration officials, calls for rescinding all ICE memos that identify sensitive zones where immigration action should be limited.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid fear of mass deportations under the incoming Trump administration, a state lawmaker wants to make all California schools and child care centers safe havens for immigrant children by passing legislation that would limit immigration officers’ access to school grounds.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202520260AB49\">The bill, introduced Monday by Assemblymember Al Muratsuchi,\u003c/a> would prohibit school or child care center employees from letting U.S. Immigration and Customs Enforcement (ICE) officers enter their sites without a valid ID, statement of purpose, court order and approval from the school district’s superintendent or director of the child care center.\u003c/p>\n\u003cp>If an ICE officer meets all those requirements, they can only enter facilities where children aren’t present.\u003c/p>\n\u003cp>\u003ca href=\"https://immigrantdataca.org/indicators/mixed-status-families\">One in 5, or 20%, of California children live in mixed-status families\u003c/a> where at least one of their relatives is an undocumented immigrant, according to researchers at the University of Southern California. Muratsuchi, who chairs the Assembly’s education committee, said the threat of being deported or becoming separated from their parents is casting fear over many of those students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“As we continue our shared work to provide students with a safe and supportive environment, I am compelled to reaffirm the state’s unwavering commitment to the rights and dignity of all students within our education system, including immigrant students and students from immigrant families,” Newsom wrote.\u003c/p>\n\u003cp>Muratsuchi’s bill builds upon a state law that prohibits schools from gathering information about students’ immigration status and another that allows schools to deny anyone access to a campus during school hours to limit disruption to the learning environment and to ensure the safety of their staff and students.\u003c/p>\n\u003cp>Experts praised the bill for designating schools and child care centers as safe spaces for immigrant families but say it stops short of addressing the possibility of immigration crackdowns that occur near or just outside of schools when parents pick up or drop off young children.\u003c/p>\n\u003cp>“Those are vulnerable moments for parents if they are undocumented. I think that’s a real concern,” said John Rogers, an education professor at UCLA who has studied the intersection of politics and K–12 education.\u003c/p>\n\u003cp>Muratsuchi said he plans to look into the legality of establishing a buffer zone surrounding schools and child care centers that’s off-limits to immigration officers.\u003c/p>\n\u003cp>ICE has a longstanding policy that \u003ca href=\"https://www.ice.gov/doclib/ero-outreach/pdf/10029.2-policy.pdf\">discourages immigration enforcement actions in “sensitive locations,”\u003c/a> including schools, hospitals and places of worship.\u003c/p>\n\u003cp>It remains to be seen whether the Trump administration will adhere to that guidance.\u003c/p>\n\u003cp>Project 2025, a set of policy recommendations written by several former Trump administration officials, calls for rescinding all ICE memos that identify sensitive zones where immigration action should be limited.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
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"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
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"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
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"id": "californiareportmagazine",
"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.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
"meta": {
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"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",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"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.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"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",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
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"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "npr"
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"link": "/radio/program/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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"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
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"here-and-now": {
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"title": "Here & Now",
"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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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"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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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
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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.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"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",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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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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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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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/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"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/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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