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"content": "\u003cp>Yoshihiro Uchida, a \u003ca href=\"https://www.kqed.org/news/11660424/san-joses-own-grandfather-of-judo-still-kicking-at-98\">renowned San José State University and Olympic coach\u003c/a> who helped establish judo as a competitive sport in the U.S., died early Thursday. He was 104.\u003c/p>\n\u003cp>The United States Judo Federation and the judo program at San José State announced Uchida’s death in social media posts Thursday evening.\u003c/p>\n\u003cp>“He’s a pillar of the judo community,” Robert Fukuda, the executive director of the U.S. Judo Federation, told KQED.\u003c/p>\n\u003cp>Fukuda said that until very recently in Uchida’s life, even after passing the century mark, he would regularly attend practices at the San José State athletic hall named after him and watch students closely.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If they weren’t doing something correct, he was out there helping correct them. It was pretty amazing; he was a very remarkable guy,” Fukuda said. “There’ll be a long time before there’s another person like him, I’ll say that.”\u003c/p>\n\u003cp>Under the direction of the man known as Sensei Uchida, Coach Uchida, or more affectionately, “Yosh,” San José State has dominated judo since the early 1950s.\u003c/p>\n\u003cp>When judo made its Olympic debut at the 1964 Tokyo Summer Games, Uchida coached the inaugural U.S. team. Since then, 22 San José State Spartans from several different countries and territories have emerged as Olympians from the school’s judo program, with four collecting medals.\u003c/p>\n\u003cp>“I was so proud to be the first judo coach for the United States, and especially for the Japanese Americans who endured so much. I was glad they were able to see a Japanese American representing the U.S. at such a global event,” Uchida said in a 2018 interview with the California State University system.\u003c/p>\n\u003cp>San José State President Cynthia Teniente-Matson, in a \u003ca href=\"https://pages.sjsu.edu/index.php/email/emailWebview?email=NjYzLVVLUS05OTgAAAGT_voDpLDFY7xsHKQYo03h5k3PzgxZHuNQHVnzx4TVn7YhFHU9_Iuxa1fk87ONFs-91mo9pRbSXLaxZs_vkyrCfd098v5jXKFySQ\">campus-wide message\u003c/a> that included a \u003ca href=\"https://www.google.com/url?q=https://vimeo.com/970267756?share%3Dcopy&sa=D&source=docs&ust=1719617862010387&usg=AOvVaw1LO3ci9uoWXrfKPfOfryMk\">tribute video\u003c/a>, called Uchida “one of the most renowned and accomplished Spartans in the history of the university.”\u003c/p>\n\u003cp>Uchida was born in 1920 in Calexico. He grew up in Garden Grove, and in \u003ca href=\"https://www.kqed.org/news/11660424/san-joses-own-grandfather-of-judo-still-kicking-at-98\">a 2018 interview with KQED\u003c/a>, he said his parents noticed his zeal for American culture. They introduced him to judo as a way to connect him with his heritage.\u003c/p>\n\u003cp>“I was not learning any Japanese culture. They said, ‘We gotta change that!’” Uchida said.\u003c/p>\n\u003cp>As a freshman at San José State in 1940, Uchida obliged a request to teach judo as a student coach, which he did for two years before being drafted into the Army during World War II. While he was on duty, his own family was being separated and put into incarceration camps across the American West.\u003c/p>\n\u003cp>After returning in 1947, he helped San José State organize and sponsor the first nationwide Amateur Athletic Union championship in 1953. Since then, San José State has won more competitions than university clubs in the rest of the country combined.\u003c/p>\n\u003cp>While supporting the growth of judo, Uchida also studied biology at the university, graduating in 1947. He worked as a laboratory technician at O’Connor Hospital and then at San José Hospital and eventually bought a medical lab, growing the business before selling it more than 30 years later, according to the federation.\u003c/p>\n\u003cp>Uchida gave back to his community, helping students when needed and he “became a driving force in investing more than $80 million into housing and commercial businesses to revitalize San José’s Japantown,” Tenitente-Matson said. He also founded the Japanese American Chamber of Silicon Valley in 1996.\u003c/p>\n\u003cp>He founded the \u003ca href=\"https://www.sjbjudo.org/\">San José Buddhist Judo Club\u003c/a> because Japanese Americans were discriminated against and frequently barred from patronizing local gyms and health clubs, Dan Kikuchi, an instructor at the club, told KQED.\u003c/p>\n\u003cp>Kikuchi grew up with Uchida as a neighbor, later becoming his student, family friend and mentee. He worked with him as a judo teacher at the school.\u003c/p>\n\u003cp>“He was all about bringing rights and recognition to a generation that were interned in camps, their own sons had to serve in the U.S. military. And coming out of that, there was so much prejudice against them,” Kikuchi said.\u003c/p>\n\u003cp>Kikuchi recalled when he fought in the 1974 national collegiate championship judo competition. Under Uchida, the San José State team had a 12-year consecutive winning streak on the line, and they were struggling in the final rounds.\u003c/p>\n\u003cp>“All these coaches were yelling and jeering at him saying, ‘You’re finished, you’re done.” Kikuchi began to cry as he remembered feeling like he and his teammates had let Uchida down.\u003c/p>\n\u003cp>But Kikuchi said Uchida proudly ignored the other coaches while walking through the gym, and it inspired Kikuchi and two others to win their matches, catapulting the team into another title.\u003c/p>\n\u003cp>“He’s always kept his head up, always forged ahead and said, ‘You know, we could do this, we could do this.’”\u003c/p>\n\u003cp>Uchida in 2018 said he believes sports can help people grow outside the dojo as well. “As students work out and get better and better, it gives confidence to push forward,” the coach said.\u003c/p>\n\u003cp>Outpourings of love, admiration and respect were spreading across social media on Friday from people who knew Uchida, and who were coached by him.\u003c/p>\n\u003cp>“He has impacted so many aspects of not only USA Judo, but the world wide Judo,” David Williams, a former student of Uchida’s, judo coach, and San José State professor, wrote in an Instagram tribute.\u003c/p>\n\u003cp>“It is okay to be sad to a degree, but I would hope that we would decide it is better to applaud all the wonderful things he has done and the lives that he has influenced and mentored,” Williams wrote.\u003c/p>\n\u003cp>Arash Soofiani, a former student of Uchida and the owner of Westside Judo in Southern California, thanked Uchida in an Instagram post.\u003c/p>\n\u003cp>“What a legendary life. The Father of SJSU Judo and many legacies in the judo community and beyond. He made sure we all put our hearts into our education as well as our judo careers,” Soofiani wrote.\u003c/p>\n\u003cp>Though there is much sadness across the judo community because of Uchida’s death, Fukuda said he and others have great memories with the coach.\u003c/p>\n\u003cp>“He will be terribly missed,” Fukuda said. “He will always be remembered in a wonderful light as a pillar of strength and as a really good person who gave his all for judo because he believed in what judo could and did do for people.”\u003c/p>\n\u003cp>Uchida is survived by his daughters Lydia Uchida-Sakai and Aileen Uchida, grandchildren Michael and Kyle Sakai, and step-grandchildren Abigail and Jared Shapiro, the federation said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If they weren’t doing something correct, he was out there helping correct them. It was pretty amazing; he was a very remarkable guy,” Fukuda said. “There’ll be a long time before there’s another person like him, I’ll say that.”\u003c/p>\n\u003cp>Under the direction of the man known as Sensei Uchida, Coach Uchida, or more affectionately, “Yosh,” San José State has dominated judo since the early 1950s.\u003c/p>\n\u003cp>When judo made its Olympic debut at the 1964 Tokyo Summer Games, Uchida coached the inaugural U.S. team. Since then, 22 San José State Spartans from several different countries and territories have emerged as Olympians from the school’s judo program, with four collecting medals.\u003c/p>\n\u003cp>“I was so proud to be the first judo coach for the United States, and especially for the Japanese Americans who endured so much. I was glad they were able to see a Japanese American representing the U.S. at such a global event,” Uchida said in a 2018 interview with the California State University system.\u003c/p>\n\u003cp>San José State President Cynthia Teniente-Matson, in a \u003ca href=\"https://pages.sjsu.edu/index.php/email/emailWebview?email=NjYzLVVLUS05OTgAAAGT_voDpLDFY7xsHKQYo03h5k3PzgxZHuNQHVnzx4TVn7YhFHU9_Iuxa1fk87ONFs-91mo9pRbSXLaxZs_vkyrCfd098v5jXKFySQ\">campus-wide message\u003c/a> that included a \u003ca href=\"https://www.google.com/url?q=https://vimeo.com/970267756?share%3Dcopy&sa=D&source=docs&ust=1719617862010387&usg=AOvVaw1LO3ci9uoWXrfKPfOfryMk\">tribute video\u003c/a>, called Uchida “one of the most renowned and accomplished Spartans in the history of the university.”\u003c/p>\n\u003cp>Uchida was born in 1920 in Calexico. He grew up in Garden Grove, and in \u003ca href=\"https://www.kqed.org/news/11660424/san-joses-own-grandfather-of-judo-still-kicking-at-98\">a 2018 interview with KQED\u003c/a>, he said his parents noticed his zeal for American culture. They introduced him to judo as a way to connect him with his heritage.\u003c/p>\n\u003cp>“I was not learning any Japanese culture. They said, ‘We gotta change that!’” Uchida said.\u003c/p>\n\u003cp>As a freshman at San José State in 1940, Uchida obliged a request to teach judo as a student coach, which he did for two years before being drafted into the Army during World War II. While he was on duty, his own family was being separated and put into incarceration camps across the American West.\u003c/p>\n\u003cp>After returning in 1947, he helped San José State organize and sponsor the first nationwide Amateur Athletic Union championship in 1953. Since then, San José State has won more competitions than university clubs in the rest of the country combined.\u003c/p>\n\u003cp>While supporting the growth of judo, Uchida also studied biology at the university, graduating in 1947. He worked as a laboratory technician at O’Connor Hospital and then at San José Hospital and eventually bought a medical lab, growing the business before selling it more than 30 years later, according to the federation.\u003c/p>\n\u003cp>Uchida gave back to his community, helping students when needed and he “became a driving force in investing more than $80 million into housing and commercial businesses to revitalize San José’s Japantown,” Tenitente-Matson said. He also founded the Japanese American Chamber of Silicon Valley in 1996.\u003c/p>\n\u003cp>He founded the \u003ca href=\"https://www.sjbjudo.org/\">San José Buddhist Judo Club\u003c/a> because Japanese Americans were discriminated against and frequently barred from patronizing local gyms and health clubs, Dan Kikuchi, an instructor at the club, told KQED.\u003c/p>\n\u003cp>Kikuchi grew up with Uchida as a neighbor, later becoming his student, family friend and mentee. He worked with him as a judo teacher at the school.\u003c/p>\n\u003cp>“He was all about bringing rights and recognition to a generation that were interned in camps, their own sons had to serve in the U.S. military. And coming out of that, there was so much prejudice against them,” Kikuchi said.\u003c/p>\n\u003cp>Kikuchi recalled when he fought in the 1974 national collegiate championship judo competition. Under Uchida, the San José State team had a 12-year consecutive winning streak on the line, and they were struggling in the final rounds.\u003c/p>\n\u003cp>“All these coaches were yelling and jeering at him saying, ‘You’re finished, you’re done.” Kikuchi began to cry as he remembered feeling like he and his teammates had let Uchida down.\u003c/p>\n\u003cp>But Kikuchi said Uchida proudly ignored the other coaches while walking through the gym, and it inspired Kikuchi and two others to win their matches, catapulting the team into another title.\u003c/p>\n\u003cp>“He’s always kept his head up, always forged ahead and said, ‘You know, we could do this, we could do this.’”\u003c/p>\n\u003cp>Uchida in 2018 said he believes sports can help people grow outside the dojo as well. “As students work out and get better and better, it gives confidence to push forward,” the coach said.\u003c/p>\n\u003cp>Outpourings of love, admiration and respect were spreading across social media on Friday from people who knew Uchida, and who were coached by him.\u003c/p>\n\u003cp>“He has impacted so many aspects of not only USA Judo, but the world wide Judo,” David Williams, a former student of Uchida’s, judo coach, and San José State professor, wrote in an Instagram tribute.\u003c/p>\n\u003cp>“It is okay to be sad to a degree, but I would hope that we would decide it is better to applaud all the wonderful things he has done and the lives that he has influenced and mentored,” Williams wrote.\u003c/p>\n\u003cp>Arash Soofiani, a former student of Uchida and the owner of Westside Judo in Southern California, thanked Uchida in an Instagram post.\u003c/p>\n\u003cp>“What a legendary life. The Father of SJSU Judo and many legacies in the judo community and beyond. He made sure we all put our hearts into our education as well as our judo careers,” Soofiani wrote.\u003c/p>\n\u003cp>Though there is much sadness across the judo community because of Uchida’s death, Fukuda said he and others have great memories with the coach.\u003c/p>\n\u003cp>“He will be terribly missed,” Fukuda said. “He will always be remembered in a wonderful light as a pillar of strength and as a really good person who gave his all for judo because he believed in what judo could and did do for people.”\u003c/p>\n\u003cp>Uchida is survived by his daughters Lydia Uchida-Sakai and Aileen Uchida, grandchildren Michael and Kyle Sakai, and step-grandchildren Abigail and Jared Shapiro, the federation said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>From a distance, the lime-green vehicle with wide awnings looks like a fancy food truck.\u003c/p>\n\u003cp>But the tricked-out RV has all the necessities of a preschool classroom, including a short toilet and sink, carpeted play area and cabinets full of building blocks, musical instruments and art supplies.\u003c/p>\n\u003cp>One recent morning, the mobile classroom was parked near a recreation center in Oakland’s Chinatown.\u003c/p>\n\u003cp>Outside, staffers rolled out rugs and laid out books, toys and snacks before gathering a group of children for a singalong. A flat-screen TV hanging on one side of the RV showed “Sesame Street,” but the roughly two dozen toddlers were more interested in chasing bubbles and playing at the sand table.\u003c/p>\n\u003cp>Since its launch in November, this preschool on wheels has been going to homeless shelters and city parks in Oakland in an effort to keep more children enrolled in Head Start and Early Head Start programs, which serve children from lower-income families. The stop in Chinatown gives parents who signed up for Head Start’s home visiting program a chance to socialize and get information about their children’s development.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Previously, many children weren’t showing up consistently or on time, and a significant number inevitably dropped out, particularly those who didn’t have a stable place to live.\u003c/p>\n\u003cp>This most recent school year, 78 out 423 Oakland families — or more than 18% — who qualified for Head Start, experienced homelessness, according to Everardo Mendoza, the program’s recruitment and enrollment coordinator. These families can’t afford rent on their own, he said, so they tend to “double up or triple up” in small apartments with other families or sleep in shelters or their cars.\u003c/p>\n\u003cp>It’s a way to meet kids and families where they are, Mendoza said.\u003c/p>\n\u003cfigure id=\"attachment_11988306\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988306\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg\" alt=\"Two mothers play with their young children on a green rug inside a classroom.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families play with their children inside Oakland’s Head Start mobile classroom on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We didn’t want families to be dropping because they don’t have control of their housing situation,” he said. “We wanted to follow them to wherever they go and continue to provide the services that they need.”\u003c/p>\n\u003cp>Mobile classrooms are increasingly being deployed in places short on accessible and affordable preschools.\u003c/p>\n\u003cp>In Colorado, a preschool on wheels rolls up to \u003ca href=\"https://unitedwaydenver.org/news_post/first-mobile-preschool-in-denver-launched/\">Denver neighborhoods with few child care options\u003c/a> and a bilingual preschool on wheels called \u003ca href=\"https://www.aspenpublicradio.org/education/2019-09-09/the-wheels-on-the-bus-el-busesito-preschool-takes-school-on-wheels\">El Busesito\u003c/a> serves Spanish-speaking families in the Roaring Fork Valley. The \u003ca href=\"https://www.lasvegasnevada.gov/Residents/Education/Strong-Start-Academies\">city of Las Vegas\u003c/a> and \u003ca href=\"https://www.xiente.org/programs/preschool-youth-services/mobile-preschool/\">a nonprofit in Philadelphia\u003c/a> also provide half-day early learning programs in their mobile classrooms.\u003c/p>\n\u003cp>Oakland’s $530,000 investment in its mobile classroom is helping the city meet the growing demand for Head Start. There are more than 400 families on the waitlist for the program, according to the city’s Head Start program director, Diveena Cooppan, who said the program has wrestled with finding enough workers and facilities.\u003c/p>\n\u003cp>[aside label=\"more on early childhood education\" tag=\"early-childhood-education\"]“A facility where we could have that space for all those classrooms, from infants to preschool, is ideal but rare and hard to find,” she said. “So this model is actually more cost-effective than [operating a center].”\u003c/p>\n\u003cp>Throughout Alameda County, almost 700 families are experiencing homelessness, according to \u003ca href=\"https://everyonehome.org/main/continuum-of-care/point-in-time-count-2024/\">a January point-in-time count survey\u003c/a> — down 17% from two years ago. But experts say that’s likely an undercount because families with young kids often get overlooked, as they are more likely to sleep in motels, their cars or on someone’s couch, as opposed to on the street or in a shelter.\u003c/p>\n\u003cp>“That’s why we call it hidden homelessness,” said Erin Patterson, director of education initiatives at SchoolHouse Connection, a nonprofit in Washington, D.C., focused on youth homelessness. “And so it really feels like we are ignoring this whole portion of the homeless population.”\u003c/p>\n\u003cp>SchoolHouse Connection \u003ca href=\"https://schoolhouseconnection.org/wp-content/uploads/2024/04/Infant-and-Toddler-Homelessness-Across-50-States-2021-2022.pdf\">estimates that in California\u003c/a>, only one in six infants and toddlers experiencing homelessness are enrolled in early childhood development programs like Head Start.\u003c/p>\n\u003cp>It’s a heartbreaking statistic, Patterson said, because these are the kids who need it most.\u003c/p>\n\u003cp>“For an infant or toddler to be experiencing homelessness and not knowing where they’re going to sleep during a time when they’re supposed to be potty trained and have routine and consistency, that’s difficult enough,” she said.\u003c/p>\n\u003cp>Programs like Head Start offer a range of support for unhoused families, from free diapers to access to educators who are trained in caring for children affected by trauma.\u003c/p>\n\u003cfigure id=\"attachment_11988312\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988312\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg\" alt=\"Two parents play with a small child outside as a large green truck with the letters 'ready set go' printed on it appears in the background\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents Jay and Jasmine play with their 18-month-old son, Jayden, outside Oakland’s Head Start mobile classroom at Lincoln Square Park in Oakland on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything the parent or the adult in the situation is experiencing in terms of trauma, the child is also experiencing,” Patterson said. “Babies experiencing homelessness carry trauma. They feel stress, but they can’t articulate it with words yet. And so that’s why it’s even more critical to get interventions and supports to them as early as possible.”\u003c/p>\n\u003cp>Oakland Mayor Sheng Thao, who leaned on Head Start services for her son when she was a single mother experiencing homelessness, called the city’s new mobile classroom a “huge game changer.”\u003c/p>\n\u003cp>“Just because your family is going through some housing issues or housing insecurity doesn’t mean that the resources for your children should stop,” she said \u003ca href=\"https://www.instagram.com/reel/CzpQnYLNe2V/?igsh=MTc4MmM1YmI2Ng%3D%3D\">at a news conference\u003c/a> announcing the program last November. “It actually means that you need it more.”\u003c/p>\n\u003cp>The mobile Head Start classroom currently serves families who signed up for home visits but may not have a steady place to live.\u003c/p>\n\u003cp>The rest of the mobile classroom’s spacious interior includes a kitchenette, a health-check station and a computer area — equipped with its own server— where parents can access the Internet to work on job or housing applications.\u003c/p>\n\u003cfigure id=\"attachment_11988309\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988309\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg\" alt=\"A small Asian boy sits on an outside map on the ground, playing with toys.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shi Li Zhong (right) with her two young sons outside the Head Start mobile classroom at Lincoln Square Park in Oakland on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We know that in a lot of different areas that we are in, there may not be access to technology, so we want to ensure that’s not a barrier to families,” said Shelley Taylor, who oversees Head Start facilities for the city.\u003c/p>\n\u003cp>Staffers also use the space to conduct developmental screenings.\u003c/p>\n\u003cp>Shi Li Zhong, who came to the mobile classroom event in Chinatown, said she didn’t know her older son had a speech delay until he was enrolled in Head Start when he was almost 2 years old. A caseworker referred her to a speech therapist, and she said her son is now starting to talk more.\u003c/p>\n\u003cp>“There were a lot of things I didn’t know,” Zhong said about being a first-time parent.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She came to this event with her second son, who is almost 1, to give him a chance to interact with other children and for her a chance to build community.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From a distance, the lime-green vehicle with wide awnings looks like a fancy food truck.\u003c/p>\n\u003cp>But the tricked-out RV has all the necessities of a preschool classroom, including a short toilet and sink, carpeted play area and cabinets full of building blocks, musical instruments and art supplies.\u003c/p>\n\u003cp>One recent morning, the mobile classroom was parked near a recreation center in Oakland’s Chinatown.\u003c/p>\n\u003cp>Outside, staffers rolled out rugs and laid out books, toys and snacks before gathering a group of children for a singalong. A flat-screen TV hanging on one side of the RV showed “Sesame Street,” but the roughly two dozen toddlers were more interested in chasing bubbles and playing at the sand table.\u003c/p>\n\u003cp>Since its launch in November, this preschool on wheels has been going to homeless shelters and city parks in Oakland in an effort to keep more children enrolled in Head Start and Early Head Start programs, which serve children from lower-income families. The stop in Chinatown gives parents who signed up for Head Start’s home visiting program a chance to socialize and get information about their children’s development.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Previously, many children weren’t showing up consistently or on time, and a significant number inevitably dropped out, particularly those who didn’t have a stable place to live.\u003c/p>\n\u003cp>This most recent school year, 78 out 423 Oakland families — or more than 18% — who qualified for Head Start, experienced homelessness, according to Everardo Mendoza, the program’s recruitment and enrollment coordinator. These families can’t afford rent on their own, he said, so they tend to “double up or triple up” in small apartments with other families or sleep in shelters or their cars.\u003c/p>\n\u003cp>It’s a way to meet kids and families where they are, Mendoza said.\u003c/p>\n\u003cfigure id=\"attachment_11988306\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988306\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg\" alt=\"Two mothers play with their young children on a green rug inside a classroom.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-34_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families play with their children inside Oakland’s Head Start mobile classroom on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We didn’t want families to be dropping because they don’t have control of their housing situation,” he said. “We wanted to follow them to wherever they go and continue to provide the services that they need.”\u003c/p>\n\u003cp>Mobile classrooms are increasingly being deployed in places short on accessible and affordable preschools.\u003c/p>\n\u003cp>In Colorado, a preschool on wheels rolls up to \u003ca href=\"https://unitedwaydenver.org/news_post/first-mobile-preschool-in-denver-launched/\">Denver neighborhoods with few child care options\u003c/a> and a bilingual preschool on wheels called \u003ca href=\"https://www.aspenpublicradio.org/education/2019-09-09/the-wheels-on-the-bus-el-busesito-preschool-takes-school-on-wheels\">El Busesito\u003c/a> serves Spanish-speaking families in the Roaring Fork Valley. The \u003ca href=\"https://www.lasvegasnevada.gov/Residents/Education/Strong-Start-Academies\">city of Las Vegas\u003c/a> and \u003ca href=\"https://www.xiente.org/programs/preschool-youth-services/mobile-preschool/\">a nonprofit in Philadelphia\u003c/a> also provide half-day early learning programs in their mobile classrooms.\u003c/p>\n\u003cp>Oakland’s $530,000 investment in its mobile classroom is helping the city meet the growing demand for Head Start. There are more than 400 families on the waitlist for the program, according to the city’s Head Start program director, Diveena Cooppan, who said the program has wrestled with finding enough workers and facilities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“A facility where we could have that space for all those classrooms, from infants to preschool, is ideal but rare and hard to find,” she said. “So this model is actually more cost-effective than [operating a center].”\u003c/p>\n\u003cp>Throughout Alameda County, almost 700 families are experiencing homelessness, according to \u003ca href=\"https://everyonehome.org/main/continuum-of-care/point-in-time-count-2024/\">a January point-in-time count survey\u003c/a> — down 17% from two years ago. But experts say that’s likely an undercount because families with young kids often get overlooked, as they are more likely to sleep in motels, their cars or on someone’s couch, as opposed to on the street or in a shelter.\u003c/p>\n\u003cp>“That’s why we call it hidden homelessness,” said Erin Patterson, director of education initiatives at SchoolHouse Connection, a nonprofit in Washington, D.C., focused on youth homelessness. “And so it really feels like we are ignoring this whole portion of the homeless population.”\u003c/p>\n\u003cp>SchoolHouse Connection \u003ca href=\"https://schoolhouseconnection.org/wp-content/uploads/2024/04/Infant-and-Toddler-Homelessness-Across-50-States-2021-2022.pdf\">estimates that in California\u003c/a>, only one in six infants and toddlers experiencing homelessness are enrolled in early childhood development programs like Head Start.\u003c/p>\n\u003cp>It’s a heartbreaking statistic, Patterson said, because these are the kids who need it most.\u003c/p>\n\u003cp>“For an infant or toddler to be experiencing homelessness and not knowing where they’re going to sleep during a time when they’re supposed to be potty trained and have routine and consistency, that’s difficult enough,” she said.\u003c/p>\n\u003cp>Programs like Head Start offer a range of support for unhoused families, from free diapers to access to educators who are trained in caring for children affected by trauma.\u003c/p>\n\u003cfigure id=\"attachment_11988312\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988312\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg\" alt=\"Two parents play with a small child outside as a large green truck with the letters 'ready set go' printed on it appears in the background\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-38_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents Jay and Jasmine play with their 18-month-old son, Jayden, outside Oakland’s Head Start mobile classroom at Lincoln Square Park in Oakland on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything the parent or the adult in the situation is experiencing in terms of trauma, the child is also experiencing,” Patterson said. “Babies experiencing homelessness carry trauma. They feel stress, but they can’t articulate it with words yet. And so that’s why it’s even more critical to get interventions and supports to them as early as possible.”\u003c/p>\n\u003cp>Oakland Mayor Sheng Thao, who leaned on Head Start services for her son when she was a single mother experiencing homelessness, called the city’s new mobile classroom a “huge game changer.”\u003c/p>\n\u003cp>“Just because your family is going through some housing issues or housing insecurity doesn’t mean that the resources for your children should stop,” she said \u003ca href=\"https://www.instagram.com/reel/CzpQnYLNe2V/?igsh=MTc4MmM1YmI2Ng%3D%3D\">at a news conference\u003c/a> announcing the program last November. “It actually means that you need it more.”\u003c/p>\n\u003cp>The mobile Head Start classroom currently serves families who signed up for home visits but may not have a steady place to live.\u003c/p>\n\u003cp>The rest of the mobile classroom’s spacious interior includes a kitchenette, a health-check station and a computer area — equipped with its own server— where parents can access the Internet to work on job or housing applications.\u003c/p>\n\u003cfigure id=\"attachment_11988309\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988309\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg\" alt=\"A small Asian boy sits on an outside map on the ground, playing with toys.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/05/20240524_MobileHeadStart-40_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shi Li Zhong (right) with her two young sons outside the Head Start mobile classroom at Lincoln Square Park in Oakland on May 24, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We know that in a lot of different areas that we are in, there may not be access to technology, so we want to ensure that’s not a barrier to families,” said Shelley Taylor, who oversees Head Start facilities for the city.\u003c/p>\n\u003cp>Staffers also use the space to conduct developmental screenings.\u003c/p>\n\u003cp>Shi Li Zhong, who came to the mobile classroom event in Chinatown, said she didn’t know her older son had a speech delay until he was enrolled in Head Start when he was almost 2 years old. A caseworker referred her to a speech therapist, and she said her son is now starting to talk more.\u003c/p>\n\u003cp>“There were a lot of things I didn’t know,” Zhong said about being a first-time parent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She came to this event with her second son, who is almost 1, to give him a chance to interact with other children and for her a chance to build community.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California will make widespread cuts to state government operations, prisons, housing programs and health care workforce development in order to maintain its social safety net as it moves to close a multibillion-dollar budget deficit.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2024/06/2024-Budget-Agreement-.pdf\">$297.9 billion spending plan\u003c/a>, announced on Saturday by Gov. Gavin Newsom, Senate President Pro Tem \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/mike-mcguire-93\">Mike McGuire\u003c/a> and Assembly Speaker \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/robert-rivas-165041\">Robert Rivas\u003c/a>, also relies on reserves and pauses some business tax credits to address a remaining revenue gap estimated at $56 billion over the next two years.\u003c/p>\n\u003cp>“This agreement sets the state on a path for long-term fiscal stability — addressing the current shortfall and strengthening budget resilience down the road,” Newsom \u003ca href=\"https://www.gov.ca.gov/2024/06/22/california-leaders-announce-2024-state-budget-agreement/\">said in a statement\u003c/a>. “We’re making sure to preserve programs that serve millions of Californians, including key funding for education, health care, expanded behavioral health services, and combatting homelessness.”\u003c/p>\n\u003cp>The Legislature \u003ca href=\"https://calmatters.org/politics/capitol/2024/06/california-budget-deficit-legislature-newsom/\">passed a budget more than a week ago\u003c/a> to meet a statutory deadline, but it did not represent a final deal with Newsom as they continued to negotiate over whether to repurpose billions of dollars \u003ca href=\"https://calmatters.org/health/2024/05/medi-cal-health-care-budget/\">earmarked to increase payments\u003c/a> for health care providers who treat low-income patients and whether to further delay \u003ca href=\"https://calmatters.org/health/2024/05/minimum-wage-health-care-deadline/\">minimum wage increases for health care workers\u003c/a>, among other issues.\u003c/p>\n\u003cp>\u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2024/06/2024-Budget-Agreement-.pdf\">Their agreement\u003c/a> — which the Democratic-controlled Legislature is expected to vote on \u003ca href=\"https://jasonsisney.substack.com/p/governor-and-legislative-leaders-588\">through a series of bills this week\u003c/a> ahead of the July 1 start of the new fiscal year — does claw back the funding intended for Medi-Cal provider rates. It pushes back the \u003ca href=\"https://calmatters.org/health/2024/06/health-care-minimum-wage/\">health care wage hikes\u003c/a> until at least October and potentially until next year, depending on the strength of revenue collections in the coming months. Despite heavy opposition from labor unions, the move could save California hundreds of millions of dollars.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The plan makes $16 billion in cuts, including a blanket 7.95% reduction in funding for nearly all state departments and the elimination of thousands of vacant positions, which are collectively expected to save nearly $3.7 billion. The Department of Corrections and Rehabilitation will take an additional $385 million cut at the urging of progressive lawmakers, far higher than what Newsom had originally sought \u003ca href=\"https://calmatters.org/justice/2024/05/californa-prison-closures-deficit/\">for the shrinking prison system\u003c/a>.\u003c/p>\n\u003cp>Other major reductions include $1.1 billion from various affordable housing programs, $746 million for health care workforce development and $500 million to build student housing. A scholarship program for middle-class college students will lose $110 million annually, about a fifth of \u003ca href=\"https://calmatters.org/education/higher-education/2024/06/financial-aid-california-budget/\">what the governor had originally sought to cut\u003c/a>.\u003c/p>\n\u003cp>More than $3 billion in previously promised funding to expand food benefits to undocumented immigrants, increase pay for providers who care for people with developmental disabilities, add new subsidized child care slots and \u003ca href=\"https://calmatters.org/economy/technology/2024/05/california-broadband-funding/\">build out broadband internet\u003c/a> will be delayed.\u003c/p>\n\u003cp>[aside postID=\"news_11986893,news_11990465,news_11985798\" label=\"Related Stories\"]This will allow the state to protect what Newsom and legislative leaders touted in their announcement as “core programs,” including an expansion of Medi-Cal, California’s health care program for the poor, to all adults regardless of their immigration status, as well as increased funding for behavioral health, welfare grants and supplemental income for seniors. Local governments will receive another \u003ca href=\"https://calmatters.org/housing/homelessness/2022/11/california-homeless-newsom-funding-reversal/\">$1 billion to address homelessness\u003c/a>.\u003c/p>\n\u003cp>The budget deal shrinks a proposed cut to school funding following a \u003ca href=\"https://calmatters.org/newsletter/california-budget-schools-funding/\">tense negotiation with education groups\u003c/a> during which teachers unions ran a television advertising campaign criticizing Newsom. About $5.5 billion will be delayed until future years.\u003c/p>\n\u003cp>“\u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-06/floor-report-of-the-2024-25-budget-june-22-2024.pdf\">The Assembly\u003c/a> fought hard to protect the public services that matter most to Californians, and we are delivering a budget that prioritizes affordability and long-term stability,” Rivas, a Salinas Democrat, said in a statement.\u003c/p>\n\u003cp>As part of their agreement, Newsom and the Legislature will pursue several additional measures to address the circumstances that led to California’s steep deficit. While the state experienced a \u003ca href=\"https://calmatters.org/explainers/california-budget-whiplash/\">historic surplus just two years ago\u003c/a>, a delay in tax collections last year caused by winter storms shielded the extent of California’s weakening fiscal condition until after the governor and lawmakers had already committed to too much new spending.\u003c/p>\n\u003cp>The budget deal proposes legislation, to be taken up in August, that will require the state to set aside a portion of future projected surpluses so that it cannot be spent until the money is collected. It also suggests putting a constitutional amendment before voters in 2026 to grow California’s main reserve account.\u003c/p>\n\u003cp>In the meantime, the state plans to dip into that rainy day fund, pulling out more than $12 billion over the next two years to address the fiscal shortfall. It will also suspend the net operating loss for companies with more than $1 million in taxable income and limit business tax credits to $5 million annually — strategies that it previously employed at the height of the coronavirus pandemic — to raise an estimated nearly $15 billion in new revenue over the next three years.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Make no mistake: This is a tough budget year, but it also isn’t the budget situation we were originally fearing,” McGuire, a Healdsburg Democrat, said in a statement. “\u003ca href=\"https://sbud.senate.ca.gov/system/files/2024-06/budget-act-of-2024-key-highlights.pdf\">This balanced budget\u003c/a> helps tackle some of our toughest challenges with resources to combat the homelessness crisis, investments in housing, and funding to fight wildfires and retail theft.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California will make widespread cuts to state government operations, prisons, housing programs and health care workforce development in order to maintain its social safety net as it moves to close a multibillion-dollar budget deficit.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2024/06/2024-Budget-Agreement-.pdf\">$297.9 billion spending plan\u003c/a>, announced on Saturday by Gov. Gavin Newsom, Senate President Pro Tem \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/mike-mcguire-93\">Mike McGuire\u003c/a> and Assembly Speaker \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/robert-rivas-165041\">Robert Rivas\u003c/a>, also relies on reserves and pauses some business tax credits to address a remaining revenue gap estimated at $56 billion over the next two years.\u003c/p>\n\u003cp>“This agreement sets the state on a path for long-term fiscal stability — addressing the current shortfall and strengthening budget resilience down the road,” Newsom \u003ca href=\"https://www.gov.ca.gov/2024/06/22/california-leaders-announce-2024-state-budget-agreement/\">said in a statement\u003c/a>. “We’re making sure to preserve programs that serve millions of Californians, including key funding for education, health care, expanded behavioral health services, and combatting homelessness.”\u003c/p>\n\u003cp>The Legislature \u003ca href=\"https://calmatters.org/politics/capitol/2024/06/california-budget-deficit-legislature-newsom/\">passed a budget more than a week ago\u003c/a> to meet a statutory deadline, but it did not represent a final deal with Newsom as they continued to negotiate over whether to repurpose billions of dollars \u003ca href=\"https://calmatters.org/health/2024/05/medi-cal-health-care-budget/\">earmarked to increase payments\u003c/a> for health care providers who treat low-income patients and whether to further delay \u003ca href=\"https://calmatters.org/health/2024/05/minimum-wage-health-care-deadline/\">minimum wage increases for health care workers\u003c/a>, among other issues.\u003c/p>\n\u003cp>\u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2024/06/2024-Budget-Agreement-.pdf\">Their agreement\u003c/a> — which the Democratic-controlled Legislature is expected to vote on \u003ca href=\"https://jasonsisney.substack.com/p/governor-and-legislative-leaders-588\">through a series of bills this week\u003c/a> ahead of the July 1 start of the new fiscal year — does claw back the funding intended for Medi-Cal provider rates. It pushes back the \u003ca href=\"https://calmatters.org/health/2024/06/health-care-minimum-wage/\">health care wage hikes\u003c/a> until at least October and potentially until next year, depending on the strength of revenue collections in the coming months. Despite heavy opposition from labor unions, the move could save California hundreds of millions of dollars.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The plan makes $16 billion in cuts, including a blanket 7.95% reduction in funding for nearly all state departments and the elimination of thousands of vacant positions, which are collectively expected to save nearly $3.7 billion. The Department of Corrections and Rehabilitation will take an additional $385 million cut at the urging of progressive lawmakers, far higher than what Newsom had originally sought \u003ca href=\"https://calmatters.org/justice/2024/05/californa-prison-closures-deficit/\">for the shrinking prison system\u003c/a>.\u003c/p>\n\u003cp>Other major reductions include $1.1 billion from various affordable housing programs, $746 million for health care workforce development and $500 million to build student housing. A scholarship program for middle-class college students will lose $110 million annually, about a fifth of \u003ca href=\"https://calmatters.org/education/higher-education/2024/06/financial-aid-california-budget/\">what the governor had originally sought to cut\u003c/a>.\u003c/p>\n\u003cp>More than $3 billion in previously promised funding to expand food benefits to undocumented immigrants, increase pay for providers who care for people with developmental disabilities, add new subsidized child care slots and \u003ca href=\"https://calmatters.org/economy/technology/2024/05/california-broadband-funding/\">build out broadband internet\u003c/a> will be delayed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>This will allow the state to protect what Newsom and legislative leaders touted in their announcement as “core programs,” including an expansion of Medi-Cal, California’s health care program for the poor, to all adults regardless of their immigration status, as well as increased funding for behavioral health, welfare grants and supplemental income for seniors. Local governments will receive another \u003ca href=\"https://calmatters.org/housing/homelessness/2022/11/california-homeless-newsom-funding-reversal/\">$1 billion to address homelessness\u003c/a>.\u003c/p>\n\u003cp>The budget deal shrinks a proposed cut to school funding following a \u003ca href=\"https://calmatters.org/newsletter/california-budget-schools-funding/\">tense negotiation with education groups\u003c/a> during which teachers unions ran a television advertising campaign criticizing Newsom. About $5.5 billion will be delayed until future years.\u003c/p>\n\u003cp>“\u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-06/floor-report-of-the-2024-25-budget-june-22-2024.pdf\">The Assembly\u003c/a> fought hard to protect the public services that matter most to Californians, and we are delivering a budget that prioritizes affordability and long-term stability,” Rivas, a Salinas Democrat, said in a statement.\u003c/p>\n\u003cp>As part of their agreement, Newsom and the Legislature will pursue several additional measures to address the circumstances that led to California’s steep deficit. While the state experienced a \u003ca href=\"https://calmatters.org/explainers/california-budget-whiplash/\">historic surplus just two years ago\u003c/a>, a delay in tax collections last year caused by winter storms shielded the extent of California’s weakening fiscal condition until after the governor and lawmakers had already committed to too much new spending.\u003c/p>\n\u003cp>The budget deal proposes legislation, to be taken up in August, that will require the state to set aside a portion of future projected surpluses so that it cannot be spent until the money is collected. It also suggests putting a constitutional amendment before voters in 2026 to grow California’s main reserve account.\u003c/p>\n\u003cp>In the meantime, the state plans to dip into that rainy day fund, pulling out more than $12 billion over the next two years to address the fiscal shortfall. It will also suspend the net operating loss for companies with more than $1 million in taxable income and limit business tax credits to $5 million annually — strategies that it previously employed at the height of the coronavirus pandemic — to raise an estimated nearly $15 billion in new revenue over the next three years.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Make no mistake: This is a tough budget year, but it also isn’t the budget situation we were originally fearing,” McGuire, a Healdsburg Democrat, said in a statement. “\u003ca href=\"https://sbud.senate.ca.gov/system/files/2024-06/budget-act-of-2024-key-highlights.pdf\">This balanced budget\u003c/a> helps tackle some of our toughest challenges with resources to combat the homelessness crisis, investments in housing, and funding to fight wildfires and retail theft.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Amy Richter was a little girl, her father often traveled for work. He often came home bearing gifts of music and record albums. They bonded while poring over all that vinyl, she recalls, exploring the world of music from classical and rock to bluegrass.\u003c/p>\n\u003cp>Richter’s love of music only grew as she got older and studied voice and piano. Diagnosed with dyslexia, she also found that music helped her cope with her learning disability. It helped her gain focus and confidence. That’s why she studied music therapy in college. She knows the power of music to supercharge our brains.\u003c/p>\n\u003cp>“Music really became the guiding force in my education and helped me to connect with other people, helping build confidence through performance, also helping with my mental health,” said Richter, who founded \u003ca class=\"external\" href=\"https://musicworkshopedu.org/\" target=\"_blank\" rel=\"noopener\">Music Workshop\u003c/a>, a free music curriculum designed to cultivate a love of music from a young age, that can help schools beef up their arts offerings on the cheap. Schools across the country, including hundreds in California, from Yuba City to San Diego, now use her program. “It really became a tool in my life to better myself.”\u003c/p>\n\u003cp>To be sure, aficionados of the arts have long argued that art transforms us, but in recent years, neuroscience has shown just how music can shape the architecture of the brain. This cognitive research illuminates the connection between music and learning and gives heft to longstanding arguments for the power of music education that are newly relevant in the wake of California’s Proposition 28, which sets aside money for arts education in schools.\u003c/p>\n\u003cp>“The K-12 grades are the years in which brain function is most rapidly evolving and information from all different types of learning and subjects is being processed and absorbed, including connections across what we might think of as different school subjects, but they are all connected in our developing brains,” said Giuliana Conti, director of education and equity for \u003ca class=\"external\" href=\"https://musicworkshopedu.org/\" target=\"_blank\" rel=\"noopener\">Music Workshop\u003c/a>, which is particularly popular at schools that often tap substitute teachers in an era of high teacher absences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Music education provides physical and auditory experiences that work like bridges for brain structures. As the brain processes musical sounds and body movements, neural pathways across different regions of the brain grow and strengthen. The more those pathways are activated, the more usable they become across time and other skill sets or learning experiences.”\u003c/p>\n\u003cp>Amid the ongoing crises in literacy and numeracy plaguing our schools and the enduring sting of pandemic learning loss, many arts advocates are pointing to music education as a way to boost executive functioning in the brain. This enhanced cognitive function, often coupled with a surge in well-being, may be the secret sauce that makes music education such an academic powerhouse, \u003ca class=\"external\" href=\"https://news.usc.edu/102681/childrens-brains-develop-faster-with-music-training/\" target=\"_blank\" rel=\"noopener\">research suggests.\u003c/a> Music may prime the brain to learn.\u003c/p>\n\u003cp>“Music is this wonderful, holistic way of engaging almost everything that is important for education,” said Nina Kraus, a noted neuroscientist at Northwestern University who studies the biology of auditory learning, in a \u003ca class=\"external\" href=\"https://ewa.org/watch-and-listen/webinar/video-can-arts-education-help-students-recover-academically\" target=\"_blank\" rel=\"noopener\">webinar.\u003c/a> “First of all, we know that the ingredients that are important in making music and the ones that are important for reading and literacy are the same ingredients. So when you’re strengthening your brain by making music, you’re strengthening your brain for language.”[aside label=\"Related Stories\" tag=\"proposition-28\"]Kraus, who grew up listening to her mother play the piano, is passionate about the impact of sound, ranging from the distracting to the sublime, from noise pollution to Puccini, on the brain. The gist of much of her research is how thoroughly sound shapes cognition. Music training, for example, sets up children’s brains to become better learners by enhancing the sound processing that underpins language, she said.\u003c/p>\n\u003cp>While we live in a visually oriented world, our brains are fundamentally wired for sound, she argues. Reading, for example, is a relatively new phenomenon in human history, while listening keenly for a sound, say a predator, is a primal impulse deeply embedded in the brain. Put simply, what we hear shapes who we are.\u003c/p>\n\u003cp>“Music really is the jackpot,” as Kraus, author of “\u003ca class=\"external\" href=\"https://mitpress.mit.edu/books/sound-mind\" target=\"_blank\" rel=\"noopener\">Of Sound Mind\u003c/a>,” puts it. She has conducted extensive research showing that music education helps boost test scores for low-income children.\u003c/p>\n\u003cp>Music also helps us manage \u003ca class=\"external\" href=\"https://pubmed.ncbi.nlm.nih.gov/24374731/\" target=\"_blank\" rel=\"noopener\">stress.\u003c/a>\u003cstrong> \u003c/strong>Perhaps that’s one reason that offering more music and arts classes is also associated with lower chronic absenteeism rates and higher attendance, research \u003ca class=\"external\" href=\"https://www.edvestors.org/media/pages/initiatives/bps-arts-expansion/bps-arts-expansion-impact/62f2206bb4-1646466315/the-arts-advantage-impacts-of-arts-education-on-boston-students_brief-final.pdf\" target=\"_blank\" rel=\"noopener\">suggests\u003c/a>. Think of music education as lifting weights with your brain. It makes the whole apparatus stronger and healthier.\u003c/p>\n\u003cp>“Music is therapeutic because it helps us to regulate our emotions,” said Richter, who adds that a culturally relevant music curriculum can help engage a diverse student body. “It helps us to lower our cortisol levels. It helps promote relaxation. It helps us with focus and concentration. It also helps us with connection. Now more than ever, we know how important connection is, especially among our youth.”\u003c/p>\n\u003cp>In the post-pandemic era, these insights may well fuel the uptake of music classes in a state struggling with low test scores, but the implications for brain health actually go far beyond academic prowess and social-emotional well-being in childhood.\u003c/p>\n\u003cp>Indeed, early musical experiences may impart a lifelong neuroplasticity, Kraus has documented. Studies suggest that a 65-year-old musician has the neural activity of a 25-year-old non-musician. A 65-year-old who played music as a child but hasn’t touched an instrument in ages still has neural responses faster than a peer who never played music, although slower than those of a die-hard musician.\u003c/p>\n\u003cp>“What I would say to everyone who thinks about picking up an instrument: It’s never too late,” Richter said. “Even just practicing scales can help with cell regeneration. So I encourage adults to continue to learn music along the way, whether that’s picking up an instrument or listening to music, it’s always really important for brain development.”\u003c/p>\n\u003cp>Music pricks up our hearts and minds, as well as our ears. Children must persevere to master a piece of music and collaborate to perform it in the spotlight. They must learn focus, patience and grace under pressure. That kind of electrifying shared experience, working as a community, is something new to many of them, experts say.\u003c/p>\n\u003cp>“When music is more regularly incorporated as part of children’s everyday lives,” Conti said, “it can move the needle in their learning and development more effectively across many different parts of their lives: socially, emotionally, musically and academically.”\u003c/p>\n\u003cp>It’s the intangible effects of music education, the elements that can’t be reduced to data points and parameters, that strike Kraus as the most profound. Music builds a feeling of joy and a sense of belonging between musicians and their listeners, which is something that little else in our age of digital background noise can do.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Music connects us, and it connects us in a way that hardly anything I know does, so it’s very, very important,” Kraus said. “We live in a very disconnected world. Depression, anxiety, alienation, the inability to focus, all of that is on the rise. Intolerance is on the rise. Music is a way to bring us together.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Amy Richter was a little girl, her father often traveled for work. He often came home bearing gifts of music and record albums. They bonded while poring over all that vinyl, she recalls, exploring the world of music from classical and rock to bluegrass.\u003c/p>\n\u003cp>Richter’s love of music only grew as she got older and studied voice and piano. Diagnosed with dyslexia, she also found that music helped her cope with her learning disability. It helped her gain focus and confidence. That’s why she studied music therapy in college. She knows the power of music to supercharge our brains.\u003c/p>\n\u003cp>“Music really became the guiding force in my education and helped me to connect with other people, helping build confidence through performance, also helping with my mental health,” said Richter, who founded \u003ca class=\"external\" href=\"https://musicworkshopedu.org/\" target=\"_blank\" rel=\"noopener\">Music Workshop\u003c/a>, a free music curriculum designed to cultivate a love of music from a young age, that can help schools beef up their arts offerings on the cheap. Schools across the country, including hundreds in California, from Yuba City to San Diego, now use her program. “It really became a tool in my life to better myself.”\u003c/p>\n\u003cp>To be sure, aficionados of the arts have long argued that art transforms us, but in recent years, neuroscience has shown just how music can shape the architecture of the brain. This cognitive research illuminates the connection between music and learning and gives heft to longstanding arguments for the power of music education that are newly relevant in the wake of California’s Proposition 28, which sets aside money for arts education in schools.\u003c/p>\n\u003cp>“The K-12 grades are the years in which brain function is most rapidly evolving and information from all different types of learning and subjects is being processed and absorbed, including connections across what we might think of as different school subjects, but they are all connected in our developing brains,” said Giuliana Conti, director of education and equity for \u003ca class=\"external\" href=\"https://musicworkshopedu.org/\" target=\"_blank\" rel=\"noopener\">Music Workshop\u003c/a>, which is particularly popular at schools that often tap substitute teachers in an era of high teacher absences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Music education provides physical and auditory experiences that work like bridges for brain structures. As the brain processes musical sounds and body movements, neural pathways across different regions of the brain grow and strengthen. The more those pathways are activated, the more usable they become across time and other skill sets or learning experiences.”\u003c/p>\n\u003cp>Amid the ongoing crises in literacy and numeracy plaguing our schools and the enduring sting of pandemic learning loss, many arts advocates are pointing to music education as a way to boost executive functioning in the brain. This enhanced cognitive function, often coupled with a surge in well-being, may be the secret sauce that makes music education such an academic powerhouse, \u003ca class=\"external\" href=\"https://news.usc.edu/102681/childrens-brains-develop-faster-with-music-training/\" target=\"_blank\" rel=\"noopener\">research suggests.\u003c/a> Music may prime the brain to learn.\u003c/p>\n\u003cp>“Music is this wonderful, holistic way of engaging almost everything that is important for education,” said Nina Kraus, a noted neuroscientist at Northwestern University who studies the biology of auditory learning, in a \u003ca class=\"external\" href=\"https://ewa.org/watch-and-listen/webinar/video-can-arts-education-help-students-recover-academically\" target=\"_blank\" rel=\"noopener\">webinar.\u003c/a> “First of all, we know that the ingredients that are important in making music and the ones that are important for reading and literacy are the same ingredients. So when you’re strengthening your brain by making music, you’re strengthening your brain for language.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Kraus, who grew up listening to her mother play the piano, is passionate about the impact of sound, ranging from the distracting to the sublime, from noise pollution to Puccini, on the brain. The gist of much of her research is how thoroughly sound shapes cognition. Music training, for example, sets up children’s brains to become better learners by enhancing the sound processing that underpins language, she said.\u003c/p>\n\u003cp>While we live in a visually oriented world, our brains are fundamentally wired for sound, she argues. Reading, for example, is a relatively new phenomenon in human history, while listening keenly for a sound, say a predator, is a primal impulse deeply embedded in the brain. Put simply, what we hear shapes who we are.\u003c/p>\n\u003cp>“Music really is the jackpot,” as Kraus, author of “\u003ca class=\"external\" href=\"https://mitpress.mit.edu/books/sound-mind\" target=\"_blank\" rel=\"noopener\">Of Sound Mind\u003c/a>,” puts it. She has conducted extensive research showing that music education helps boost test scores for low-income children.\u003c/p>\n\u003cp>Music also helps us manage \u003ca class=\"external\" href=\"https://pubmed.ncbi.nlm.nih.gov/24374731/\" target=\"_blank\" rel=\"noopener\">stress.\u003c/a>\u003cstrong> \u003c/strong>Perhaps that’s one reason that offering more music and arts classes is also associated with lower chronic absenteeism rates and higher attendance, research \u003ca class=\"external\" href=\"https://www.edvestors.org/media/pages/initiatives/bps-arts-expansion/bps-arts-expansion-impact/62f2206bb4-1646466315/the-arts-advantage-impacts-of-arts-education-on-boston-students_brief-final.pdf\" target=\"_blank\" rel=\"noopener\">suggests\u003c/a>. Think of music education as lifting weights with your brain. It makes the whole apparatus stronger and healthier.\u003c/p>\n\u003cp>“Music is therapeutic because it helps us to regulate our emotions,” said Richter, who adds that a culturally relevant music curriculum can help engage a diverse student body. “It helps us to lower our cortisol levels. It helps promote relaxation. It helps us with focus and concentration. It also helps us with connection. Now more than ever, we know how important connection is, especially among our youth.”\u003c/p>\n\u003cp>In the post-pandemic era, these insights may well fuel the uptake of music classes in a state struggling with low test scores, but the implications for brain health actually go far beyond academic prowess and social-emotional well-being in childhood.\u003c/p>\n\u003cp>Indeed, early musical experiences may impart a lifelong neuroplasticity, Kraus has documented. Studies suggest that a 65-year-old musician has the neural activity of a 25-year-old non-musician. A 65-year-old who played music as a child but hasn’t touched an instrument in ages still has neural responses faster than a peer who never played music, although slower than those of a die-hard musician.\u003c/p>\n\u003cp>“What I would say to everyone who thinks about picking up an instrument: It’s never too late,” Richter said. “Even just practicing scales can help with cell regeneration. So I encourage adults to continue to learn music along the way, whether that’s picking up an instrument or listening to music, it’s always really important for brain development.”\u003c/p>\n\u003cp>Music pricks up our hearts and minds, as well as our ears. Children must persevere to master a piece of music and collaborate to perform it in the spotlight. They must learn focus, patience and grace under pressure. That kind of electrifying shared experience, working as a community, is something new to many of them, experts say.\u003c/p>\n\u003cp>“When music is more regularly incorporated as part of children’s everyday lives,” Conti said, “it can move the needle in their learning and development more effectively across many different parts of their lives: socially, emotionally, musically and academically.”\u003c/p>\n\u003cp>It’s the intangible effects of music education, the elements that can’t be reduced to data points and parameters, that strike Kraus as the most profound. Music builds a feeling of joy and a sense of belonging between musicians and their listeners, which is something that little else in our age of digital background noise can do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>UC Davis is now home to a center devoted to educating students and closely studying one of the most consumed beverages in the world known for powering people through their day — coffee.\u003c/p>\n\u003cp>The university launched its Coffee Center in May with research focused on providing support for farmers, examining the sustainability of coffee and evaluating food safety issues, among other topics. The launch comes about a decade after the university offered its first course on the science of coffee.\u003c/p>\n\u003cp>At the center in Davis, Director Bill Ristenpart said that historically, there has been much more of an emphasis on researching a beverage like wine and less so on studying coffee.\u003c/p>\n\u003cp>“We’re trying to elevate coffee and make it a topic of academic research and an academic talent pipeline to help support the industry and help support what’s arguably the world’s most important beverage,” said Ristenpart, a professor of chemical engineering.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Most people in the United States buy coffee that’s imported from places including Brazil, Colombia and Vietnam, according to the U.S. Department of Agriculture; however, California is one of the few places in the country that grows coffee. The U.S. is the second-largest importer of coffee in the world behind the European Union, the agency said.\u003c/p>\n\u003cp>UC Davis also has programs focused on researching winemaking and the brewing industries. The 7,000-square-foot Coffee Center facility is the first academic building in the nation devoted to coffee research and education, Ristenpart said. It is located in the UC Davis Arboretum near the campus’ Robert Mondavi Institute of Wine and Food Science.\u003c/p>\n\u003cp>Laudia Anokye-Bempah, a graduate student in biological systems engineering, said she wants to research coffee in part “to be able to control how your roasted beans are going to come out to the roaster.”\u003c/p>\n\u003cp>“We can control things like its acidity level,” Anokye-Bempah said.\u003c/p>\n\u003cp>There are other U.S. colleges, including Texas A&M University and Vanderbilt University, that have delved into the study of coffee. However, the UC Davis Coffee Center stands out partly because it is focused on many aspects of coffee research, including agriculture and chemistry, said Edward Fischer, a professor of anthropology and director of the Institute for Coffee Studies at Vanderbilt.\u003c/p>\n\u003cp>“Coffee is such a complex compound,” Fischer said. “It’s really important to bring together all of these different aspects, and that’s what Davis is doing.”\u003c/p>\n\u003cp>Students often come out of Fischer’s coffee class viewing the world differently than it is typically discussed in an academic setting, he said.\u003c/p>\n\u003cp>“In the Western academic tradition, we divide the world up into all these silos, right — biology and anthropology, economics and all that kind of stuff,” he said. “Coffee is a way of showing how all of those boundaries that we draw in the world are really arbitrary.”\u003c/p>\n\u003cp>Camilla Yuan, a UC Davis alum and director of coffee and roasting at Camellia Coffee Roasters, a coffee shop in Sacramento, visited the Coffee Center in Davis last week, she said.\u003c/p>\n\u003cp>“Having a center and having resources for folks who are interested in specialty coffee or just coffee world in general, I think, is super fascinating and cool,” Yuan said. “I’m glad that something like this is happening.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Most people in the United States buy coffee that’s imported from places including Brazil, Colombia and Vietnam, according to the U.S. Department of Agriculture; however, California is one of the few places in the country that grows coffee. The U.S. is the second-largest importer of coffee in the world behind the European Union, the agency said.\u003c/p>\n\u003cp>UC Davis also has programs focused on researching winemaking and the brewing industries. The 7,000-square-foot Coffee Center facility is the first academic building in the nation devoted to coffee research and education, Ristenpart said. It is located in the UC Davis Arboretum near the campus’ Robert Mondavi Institute of Wine and Food Science.\u003c/p>\n\u003cp>Laudia Anokye-Bempah, a graduate student in biological systems engineering, said she wants to research coffee in part “to be able to control how your roasted beans are going to come out to the roaster.”\u003c/p>\n\u003cp>“We can control things like its acidity level,” Anokye-Bempah said.\u003c/p>\n\u003cp>There are other U.S. colleges, including Texas A&M University and Vanderbilt University, that have delved into the study of coffee. However, the UC Davis Coffee Center stands out partly because it is focused on many aspects of coffee research, including agriculture and chemistry, said Edward Fischer, a professor of anthropology and director of the Institute for Coffee Studies at Vanderbilt.\u003c/p>\n\u003cp>“Coffee is such a complex compound,” Fischer said. “It’s really important to bring together all of these different aspects, and that’s what Davis is doing.”\u003c/p>\n\u003cp>Students often come out of Fischer’s coffee class viewing the world differently than it is typically discussed in an academic setting, he said.\u003c/p>\n\u003cp>“In the Western academic tradition, we divide the world up into all these silos, right — biology and anthropology, economics and all that kind of stuff,” he said. “Coffee is a way of showing how all of those boundaries that we draw in the world are really arbitrary.”\u003c/p>\n\u003cp>Camilla Yuan, a UC Davis alum and director of coffee and roasting at Camellia Coffee Roasters, a coffee shop in Sacramento, visited the Coffee Center in Davis last week, she said.\u003c/p>\n\u003cp>“Having a center and having resources for folks who are interested in specialty coffee or just coffee world in general, I think, is super fascinating and cool,” Yuan said. “I’m glad that something like this is happening.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A consortium of press freedom organizations is calling on Santa Clara County District Attorney Jeff Rosen not to pursue criminal charges against a student journalist who was arrested while covering a pro-Palestinian protest at Stanford University.\u003c/p>\n\u003cp>The First Amendment Coalition, the Student Press Law Center and two dozen other press organizations \u003ca href=\"https://firstamendmentcoalition.org/2024/06/coalition-calls-on-da-to-decline-charges-against-stanford-student-journalist/\">issued a letter\u003c/a> to Rosen on Thursday asking him not to charge Dilan Gohill, a freshman student journalist for The Stanford Daily.\u003c/p>\n\u003cp>Gohill was one of 13 people arrested on June 5 when protesters broke into the university president’s office and barricaded themselves inside before law enforcement later entered and removed them. Gohill was booked into Santa Clara County Main Jail on charges of burglary, vandalism and conspiracy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“District attorneys have to make decisions in the interest of justice, and it’s not in the interest of justice to prosecute a reporter for reporting the news,” David Loy, the legal director for the First Amendment Coalition, said.\u003c/p>\n\u003cp>In the letter, the consortium highlights that during the protest action, Gohill was dressed in red Stanford Daily attire and displaying a press badge, while the protesters were dressed in black. Gohill did not participate in the protest in any way, nor did he vandalize any property, and he identified himself as a journalist to officers, the letter said.\u003c/p>\n\u003cp>“Based on the circumstances and absence of any criminal motivation, we urge your office to avoid expending significant resources prosecuting a young journalist who was acting in good faith to serve the public’s interest in timely coverage of newsworthy events,” the letter reads.\u003c/p>\n\u003cp>Gohill’s editors at the Daily have also issued \u003ca href=\"https://stanforddaily.com/2024/06/12/letter-from-the-board-on-our-reporters-arrest/\">multiple\u003c/a> \u003ca href=\"https://stanforddaily.com/2024/06/05/letter-from-the-editors-on-todays-arrests-at-the-presidents-office/\">statements\u003c/a> noting that he was there to cover the protest, along with another reporter who remained outside, and he was in communication with his editors.\u003c/p>\n\u003cp>A spokesperson for Rosen’s office, Sean Webby, told KQED that the district attorney’s office has still not received cases regarding the people arrested at Stanford on June 5, so the office declined to comment.\u003c/p>\n\u003cp>The consortium’s calls in defense of Gohill join \u003ca href=\"https://www.kqed.org/news/11989520/stanford-student-newspaper-editors-call-for-charges-against-reporter-to-be-dropped\">similar requests\u003c/a> from the editors of the Daily and come in the wake of Stanford University doubling down on supporting the criminal prosecution of Gohill.\u003c/p>\n\u003cp>Gohill “had no First Amendment or other legal right to be barricaded inside the president’s office,” the university said in a \u003ca href=\"https://news.stanford.edu/stories/2024/06/university-statement-on-stanford-daily-students-arrested-on-june-5\">June 10 statement\u003c/a>.\u003c/p>\n\u003cp>“We believe that the Daily reporter reporting from inside the building acted in violation of the law and university policies and fully support having him be criminally prosecuted and referred to Stanford’s Office of Community Standards along with the other students,” the statement said.\u003c/p>\n\u003cp>The press freedom organizations are not the only ones demanding Gohill not be punished. He is now being represented for free by an array of attorneys, who have also called out the university.\u003c/p>\n\u003cp>“The university taking the position that this kid’s a criminal, they’re in the wrong. And I would expect more of Stanford,” attorney Nick Rowley said. He added that he is ready to sue the school and law enforcement over the treatment of Gohill if needed.\u003c/p>\n\u003cp>Rowley said the criminal charges against Gohill should be dropped, and the university should not pursue any disciplinary action against him.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11989520,news_11989050,news_11984203\"]“This was a big mistake. And we can forgive people for making mistakes and we can forget. But if they’re going to continue to press forward against this young man, they’re going to regret it. Everybody’s going to regret it,” Rowley said.\u003c/p>\n\u003cp>A prominent First Amendment and media attorney, Jean-Paul Jassy, who was also representing Gohill, said it was clear Gohill was there as a journalist to report the news.\u003c/p>\n\u003cp>“When you take a step back and you realize that the university is making a public statement that they actually encourage his criminal prosecution, that’s just ridiculous,” Jassy said. “It’s an affront not just to the sense of justice that I think we all have, but it’s really an attack on First Amendment principles of free press.”\u003c/p>\n\u003cp>The Daily’s editors previously noted that a second newspaper staffer, an editor, was present in the president’s office, but unlike Gohill, that editor was there to participate in the protest and was not there in a journalistic capacity.\u003c/p>\n\u003cp>The Daily said that the editor had not been involved in coverage related to the Israel-Gaza war “due to an established conflict of interest on this issue,” and the editor stepped down from their position at the paper earlier this month.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A consortium of press freedom organizations is calling on Santa Clara County District Attorney Jeff Rosen not to pursue criminal charges against a student journalist who was arrested while covering a pro-Palestinian protest at Stanford University.\u003c/p>\n\u003cp>The First Amendment Coalition, the Student Press Law Center and two dozen other press organizations \u003ca href=\"https://firstamendmentcoalition.org/2024/06/coalition-calls-on-da-to-decline-charges-against-stanford-student-journalist/\">issued a letter\u003c/a> to Rosen on Thursday asking him not to charge Dilan Gohill, a freshman student journalist for The Stanford Daily.\u003c/p>\n\u003cp>Gohill was one of 13 people arrested on June 5 when protesters broke into the university president’s office and barricaded themselves inside before law enforcement later entered and removed them. Gohill was booked into Santa Clara County Main Jail on charges of burglary, vandalism and conspiracy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“District attorneys have to make decisions in the interest of justice, and it’s not in the interest of justice to prosecute a reporter for reporting the news,” David Loy, the legal director for the First Amendment Coalition, said.\u003c/p>\n\u003cp>In the letter, the consortium highlights that during the protest action, Gohill was dressed in red Stanford Daily attire and displaying a press badge, while the protesters were dressed in black. Gohill did not participate in the protest in any way, nor did he vandalize any property, and he identified himself as a journalist to officers, the letter said.\u003c/p>\n\u003cp>“Based on the circumstances and absence of any criminal motivation, we urge your office to avoid expending significant resources prosecuting a young journalist who was acting in good faith to serve the public’s interest in timely coverage of newsworthy events,” the letter reads.\u003c/p>\n\u003cp>Gohill’s editors at the Daily have also issued \u003ca href=\"https://stanforddaily.com/2024/06/12/letter-from-the-board-on-our-reporters-arrest/\">multiple\u003c/a> \u003ca href=\"https://stanforddaily.com/2024/06/05/letter-from-the-editors-on-todays-arrests-at-the-presidents-office/\">statements\u003c/a> noting that he was there to cover the protest, along with another reporter who remained outside, and he was in communication with his editors.\u003c/p>\n\u003cp>A spokesperson for Rosen’s office, Sean Webby, told KQED that the district attorney’s office has still not received cases regarding the people arrested at Stanford on June 5, so the office declined to comment.\u003c/p>\n\u003cp>The consortium’s calls in defense of Gohill join \u003ca href=\"https://www.kqed.org/news/11989520/stanford-student-newspaper-editors-call-for-charges-against-reporter-to-be-dropped\">similar requests\u003c/a> from the editors of the Daily and come in the wake of Stanford University doubling down on supporting the criminal prosecution of Gohill.\u003c/p>\n\u003cp>Gohill “had no First Amendment or other legal right to be barricaded inside the president’s office,” the university said in a \u003ca href=\"https://news.stanford.edu/stories/2024/06/university-statement-on-stanford-daily-students-arrested-on-june-5\">June 10 statement\u003c/a>.\u003c/p>\n\u003cp>“We believe that the Daily reporter reporting from inside the building acted in violation of the law and university policies and fully support having him be criminally prosecuted and referred to Stanford’s Office of Community Standards along with the other students,” the statement said.\u003c/p>\n\u003cp>The press freedom organizations are not the only ones demanding Gohill not be punished. He is now being represented for free by an array of attorneys, who have also called out the university.\u003c/p>\n\u003cp>“The university taking the position that this kid’s a criminal, they’re in the wrong. And I would expect more of Stanford,” attorney Nick Rowley said. He added that he is ready to sue the school and law enforcement over the treatment of Gohill if needed.\u003c/p>\n\u003cp>Rowley said the criminal charges against Gohill should be dropped, and the university should not pursue any disciplinary action against him.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This was a big mistake. And we can forgive people for making mistakes and we can forget. But if they’re going to continue to press forward against this young man, they’re going to regret it. Everybody’s going to regret it,” Rowley said.\u003c/p>\n\u003cp>A prominent First Amendment and media attorney, Jean-Paul Jassy, who was also representing Gohill, said it was clear Gohill was there as a journalist to report the news.\u003c/p>\n\u003cp>“When you take a step back and you realize that the university is making a public statement that they actually encourage his criminal prosecution, that’s just ridiculous,” Jassy said. “It’s an affront not just to the sense of justice that I think we all have, but it’s really an attack on First Amendment principles of free press.”\u003c/p>\n\u003cp>The Daily’s editors previously noted that a second newspaper staffer, an editor, was present in the president’s office, but unlike Gohill, that editor was there to participate in the protest and was not there in a journalistic capacity.\u003c/p>\n\u003cp>The Daily said that the editor had not been involved in coverage related to the Israel-Gaza war “due to an established conflict of interest on this issue,” and the editor stepped down from their position at the paper earlier this month.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "outdated-inaccurate-education-data-in-california-hamstrings-lawmakers-and-public",
"title": "Outdated, Inaccurate Education Data in California Hamstrings Lawmakers and Public",
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"content": "\u003cp>Public data posted by the California Department of Education has been incomplete, often outdated and occasionally inaccurate, forcing legislators to pass laws based on old data, researchers to delay inquiries and journalists to grapple with inaccurate information.\u003c/p>\n\u003cp>Californians, living in a state known globally as a center of innovation and technology, have had to cope with a state education agency that has admittedly lacked the staffing and the policies to provide much-needed data, EdSource reporting has found.\u003c/p>\n\u003cp>As a result, there are gaps in the knowledge needed by lawmakers, researchers, journalists and others to evaluate state programs and policies, from teacher demographics to how many English learners \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/filesreclass.asp\" target=\"_blank\" rel=\"noopener\">become fluent\u003c/a> in English each year, to how districts have spent a \u003ca href=\"https://edsource.org/2023/early-literacy-funding-raises-reading-scores-of-californias-lowest-performing-schools/701730\">$50 million court \u003c/a>settlement to improve early literacy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Obtaining data from the California Department of Education (CDE) has been difficult, said Christopher Nellum, executive director of \u003ca class=\"external\" href=\"https://west.edtrust.org/\" target=\"_blank\" rel=\"noopener\">The Education Trust-West\u003c/a>, one of the state’s most prominent social justice and advocacy organizations. There have been delays in the public release of data and a lack of consistency when it comes to the annual publication of key data sets, he said.\u003c/p>\n\u003cp>“In an ideal world, we would have a legislature in a state that is making data-informed decisions about legislation, and then making data-informed decisions about assessing the efficacy or impact of investments, or the interventions, and this is difficult in the state of California right now,” Nellum said.\u003c/p>\n\u003cp>The CDE collects data about student achievement and demographics, enrollment, course information, discipline, graduation rates, staff assignments and other data, much of it mandated by legislation.\u003c/p>\n\u003cp>Some data, publicly available on the CDE’s\u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/dataquest.asp\" target=\"_blank\" rel=\"noopener\"> DataQuest\u003c/a> website, has not been updated by the department for as long as seven years. The last time the ethnic breakdown of high school graduates was made available was 2016–17, while the latest data for teacher demographics, physical fitness test results, course enrollment and class size is from 2018–19. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/whatsnew.asp\" target=\"_blank\" rel=\"noopener\">Data\u003c/a> on homeless student enrollment from 2019 through 2021 wasn’t downloaded to the site until 2023, and college-going rates and \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/srinfo.asp\" target=\"_blank\" rel=\"noopener\" data-type=\"link\" data-id=\"https://www.cde.ca.gov/ds/ad/srinfo.asp\">stability reports\u003c/a> from 2017 through 2019 weren’t updated until 2022, according to the CDE website.\u003c/p>\n\u003cp>The dashboard that tracks the annual progress of K–12 students on standardized tests, chronic absenteeism, suspensions and graduation was updated in December \u003ca href=\"https://edsource.org/2023/california-school-dashboard-released-for-the-first-time-since-2019/702668\">for the first time since 2019\u003c/a>.\u003c/p>\n\u003cp>Cindy Kazanis, the director of the Analysis, Measurement and Accountability Reporting Division at CDE, said many of the delays in reporting data have resulted from “not having enough boots on the ground.” The department is in the process of recruiting and hiring 17 new staffers.\u003c/p>\n\u003cp>New state mandates and changes in the way data is collected also have impacted data collection, Kazanis said. The five-year delay in updating some data is because the department has a backlog of reports and data that must be reconfigured because the state changed course codes in 2018–19, she said.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Legislation based on old data\u003c/h2>\n\u003cp>An EdSource examination of recent state education bills shows that legislative staff have sometimes had to rely on outdated CDE data to complete analysis meant to help legislators make decisions about whether to pass laws.\u003c/p>\n\u003cp>One example is an analysis of \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2097\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2097\u003c/a>, which used department data from 2018–19, the most recent year it was available, to show computer science offerings in California high schools and the number and gender of students enrolled in them. The bill, if passed, will require school districts to offer computer science courses to high school students, who will be required to complete a one-year course before graduating.\u003c/p>\n\u003cp>An analysis of \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2429\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2429\u003c/a> also relied on data from five years ago. The legislation mandates health education courses required by some districts to graduate, including instruction on the dangers of fentanyl use. The legislation was passed on June 13.\u003c/p>\n\u003cp>“The committee may wish to consider that course-taking data, which is important for policy analysis and evaluation, has not been updated by the CDE since the 2018–19 school year,” stated the analysis. “The CDE reports that this data will be updated in 2024.”\u003c/p>\n\u003cp>Since 2018, legislators have also required that several new datasets be added to the CDE website, including absenteeism by reason, a stability rate, restraint and seclusion, special education, college-going rates, teacher assignment monitoring outcomes, five-year graduation rates and homeless students by dwelling type, according to the CDE.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://legiscan.com/CA/text/AB1340/id/2841661\" target=\"_blank\" rel=\"noopener\">Assembly Bill 1340\u003c/a>, signed by Gov. Gavin Newsom in October, mandates that the department post-test scores, suspensions, absenteeism rates, and graduate and college-going rates for students with disabilities, disaggregated by federal disability category, on its website.\u003c/p>\n\u003cp>The analysis of the bill for the Assembly Education Committee was terse. “When this committee is asked to evaluate the effect of a policy on a subset of students with disabilities — for example, students who are visually impaired — it requires data about this subgroup of students’ progress on academic and other measures. Under current CDE practice, a single number for all students with disabilities is shown, obscuring important information about students’ progress, which is needed for evidence-based policymaking and to provide transparent information for the public,” it read. Legislators could not be reached to comment.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Unreliable public information\u003c/h2>\n\u003cp>EdSource journalists working on news stories have struggled in several cases to obtain accurate, up-to-date data from the California Department of Education. This year, EdSource had to twice remove data after publication because the analysis was based on incorrect data that the department had published on its website. In both cases, school district officials notified CDE that they had inadvertently submitted incorrect data to the department, but the agency did not correct the information online.\u003c/p>\n\u003cp>The timing of data releases has also been an issue. When CDE refused to publicly release state test scores after districts began releasing the information to parents, EdSource enlisted legal help to require CDE to comply with the \u003ca class=\"external\" href=\"https://www.nfoic.org/california-foia-laws/\" target=\"_blank\" rel=\"noopener\">California Public Records Act\u003c/a>.\u003c/p>\n\u003cp>In September 2022, just months before the election that re-elected Tony Thurman as state superintendent of public instruction, the CDE refused an EdSource request for Smarter Balanced test scores, saying they would not be released until sometime later in the year. EdSource wrote about the delay and enlisted an attorney to write a letter outlining why the data was public information. Within a week, the department announced the scores \u003ca href=\"https://edsource.org/2022/california-reverses-course-will-release-smarter-balance-test-scores-next-month-official-says/678816\">would be released\u003c/a> in October, before the election. The Legislature \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB293\" target=\"_blank\" rel=\"noopener\">subsequently required \u003c/a>the department to release test scores annually by Oct. 15.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Nonprofits, schools share data\u003c/h2>\n\u003cp>Because of the difficulty obtaining education data from the state, many nonprofits and collaboratives have started collecting their own data or creating online tools so the public can more easily access CDE data.\u003c/p>\n\u003cp>The Education Trust-West, which has campaigned for clear and accessible data through its \u003ca class=\"external\" href=\"https://west.edtrust.org/resource/data-for-the-people-hub/\" target=\"_blank\" rel=\"noopener\">Data for the People\u003c/a> initiative for over a decade, developed a data visualization tool that uses public data on California K–12 and higher education systems. Because much of the data comes from the CDE, information is limited to what the department has made available.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://coredistricts.org/who-we-are/vision-theory-of-action/\" target=\"_blank\" rel=\"noopener\">CORE Districts\u003c/a>, a collaborative of nine California school districts serving more than a million students, collects data directly from districts for its \u003ca class=\"external\" href=\"https://coredistricts.org/opportunities-to-participate/data-collaborative/\" target=\"_blank\" rel=\"noopener\">Insights Dashboard\u003c/a>. CORE collects data from its member districts, as well as 124 other school districts and charter schools so that comparisons can be made. But the effort doesn’t come near reporting on all nearly 1,000 districts.\u003c/p>\n\u003cp>“We regularly get requests from researchers to look at our data,” said Rick Miller, CORE Districts’ chief executive officer. “Going through the CDE process is so cumbersome.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Lack of data stymies researchers\u003c/h2>\n\u003cp>Education data that is not being collected or made publicly available recently became the central topic of a gathering of California researchers discussing educator diversity, said Kai Mathews, director of the UCLA Center for the \u003ca class=\"external\" href=\"https://transformschools.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Transformation of Schools\u003c/a>.\u003c/p>\n\u003cp>“What we realized is that some people had some information that’s not publicly available, and it largely depended on past relationships,” Mathews said. “So some data is actually probably collected, it’s just not publicly shared with all of us.”\u003c/p>\n\u003cp>Mathews and Nellum agree that a lack of updated teacher demographic data is particularly perplexing, given the \u003ca href=\"https://edsource.org/topic/teacher-shortage\">teacher shortage\u003c/a> and the number of workforce \u003ca href=\"https://edsource.org/2022/covid-challenges-bad-student-behavior-push-teachers-to-the-limit-and-out-the-door/673124\">issues facing teachers\u003c/a>. The Education Trust-West has had to delay some of its work because it hasn’t been able to obtain teacher\u003cstrong> \u003c/strong>data, Nellum said.\u003c/p>\n\u003cp>“That is bad for students. It’s bad for schools. And, of course, it’s bad for any sort of hope we have of advancing equity,” Nellum said.\u003c/p>\n\u003cp>EdSource requested updated teacher demographic information from CDE earlier this year for a series of stories on recruiting and retaining Black teachers, an issue Superintendent of Public Instruction Thurmond had called a priority. The data was last updated in 2018–19 despite being submitted to the department annually by school districts. After sending five email requests over a month, the reporter never received the data from the CDE. Instead, the reporter used data from 2020–21, the most recent year available, from the National Center for Education Statistics.\u003c/p>\n\u003cp>Alix Gallagher, the director of strategic partnerships at Policy Analysis for California Education \u003ca class=\"external\" href=\"https://edpolicyinca.org/\" target=\"_blank\" rel=\"noopener\">(PACE)\u003c/a>, says the lack of data on universal transitional kindergarten makes it unclear whether the state is optimizing the annual investment it is making in the grade. California will spend an estimated $3 billion a year by 2025–26 when universal transitional kindergarten (TK) will be offered to all 4-year-olds, Gallagher \u003ca class=\"external\" href=\"https://edpolicyinca.org/newsroom/unlocking-potential-transitional-kindergarten-requires-better-data-early-education\" target=\"_blank\" rel=\"noopener\">wrote in a commentary\u003c/a> on the PACE website.\u003c/p>\n\u003cp>The state should collect data on the features of transitional kindergarten programs and on student outcomes from transitional kindergarten through second grade to better understand the effectiveness of transitional kindergarten, she wrote.\u003c/p>\n\u003cp>“Right now, there isn’t publicly available data for roughly the first third of a kid’s career in the public schools,” Gallagher told EdSource. “We now have universal access to TK, kindergarten, first, second and third grades. And, at the end of third grade, kids take the SBAC (Smarter Balanced Assessment). And that’s the first time, as a system, we know anything about kids’ learning.”\u003c/p>\n\u003cp>In fact, this year’s test scores show that 57% of third-graders read below grade level, and 55% do mathematics below grade level.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">CDE data division staffing up\u003c/h2>\n\u003cp>An annual $3 million investment from the state will allow CDE to add 17 new employees to improve data reporting to the public, Kazanis said. Twelve of the new employees have been hired. The Analysis, Measurement and Accountability Reporting Division currently has 66 employees.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11928042,news_11923873,news_11918450\"]Some of those resources are headed to CDE as part of the state’s launch\u003cs> \u003c/s>of the first phase of its \u003ca class=\"external\" href=\"https://c2c.ca.gov/\" target=\"_blank\" rel=\"noopener\">Cradle-to-Career Data System\u003c/a> sometime this year. The longitudinal data system will provide tools to help students achieve their goals and deliver information on education and workforce outcomes, according to the website. It may also give researchers the data they are seeking.\u003c/p>\n\u003cp>“I’m hopeful, though, because the Cradle-to-Career data system is working on a teacher dashboard, which I know will have a lot of the data that we have been waiting for,” said Nellum, who also is a member of the Cradle-to-Career (C2C) Advisory Board. Nellum spoke to EdSource for this story as a representative of The Education-Trust West and not as a member of the C2C board.\u003c/p>\n\u003cp>Eight of the employees will make up the new Data Visualization and Insights Office. It will collect data at the request of state policymakers and the California State Board of Education and work to make publicly available data more user-friendly, Kazanis said.\u003c/p>\n\u003cp>The state funding includes $300,000 to move the release date of the California School Dashboard data up incrementally each year until the annual release date is Oct. 15. This is expected to happen in 2026. Last year, data, which includes test scores, graduation rates and student demographics, was released on Dec. 15. Two data teams work on the dashboard full-time all year, Kazanis said.\u003c/p>\n\u003cp>The influx of new staff is expected to allow the department to revamp DataQuest to make it more user-friendly, Kazanis said. The new teacher reports, for example, will allow the user to make comparisons among districts, she said.\u003c/p>\n\u003cp>Seven new positions will focus entirely on generating teacher data, Kazanis said.\u003c/p>\n\u003cp>“We’ve wanted to get out from under this backlog, but part of it was recognizing that we did need more resources, and we need dedicated resources to be focused on teacher data.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/lack-of-reliable-education-data-hamstrings-california-lawmakers-and-the-public/714096\">\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": "The California Department of Education's data has been found to be outdated by years due to lack of staffing as legislators, researchers and journalists grapple with inaccurate information. ",
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"title": "Outdated, Inaccurate Education Data in California Hamstrings Lawmakers and Public | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Public data posted by the California Department of Education has been incomplete, often outdated and occasionally inaccurate, forcing legislators to pass laws based on old data, researchers to delay inquiries and journalists to grapple with inaccurate information.\u003c/p>\n\u003cp>Californians, living in a state known globally as a center of innovation and technology, have had to cope with a state education agency that has admittedly lacked the staffing and the policies to provide much-needed data, EdSource reporting has found.\u003c/p>\n\u003cp>As a result, there are gaps in the knowledge needed by lawmakers, researchers, journalists and others to evaluate state programs and policies, from teacher demographics to how many English learners \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/filesreclass.asp\" target=\"_blank\" rel=\"noopener\">become fluent\u003c/a> in English each year, to how districts have spent a \u003ca href=\"https://edsource.org/2023/early-literacy-funding-raises-reading-scores-of-californias-lowest-performing-schools/701730\">$50 million court \u003c/a>settlement to improve early literacy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Obtaining data from the California Department of Education (CDE) has been difficult, said Christopher Nellum, executive director of \u003ca class=\"external\" href=\"https://west.edtrust.org/\" target=\"_blank\" rel=\"noopener\">The Education Trust-West\u003c/a>, one of the state’s most prominent social justice and advocacy organizations. There have been delays in the public release of data and a lack of consistency when it comes to the annual publication of key data sets, he said.\u003c/p>\n\u003cp>“In an ideal world, we would have a legislature in a state that is making data-informed decisions about legislation, and then making data-informed decisions about assessing the efficacy or impact of investments, or the interventions, and this is difficult in the state of California right now,” Nellum said.\u003c/p>\n\u003cp>The CDE collects data about student achievement and demographics, enrollment, course information, discipline, graduation rates, staff assignments and other data, much of it mandated by legislation.\u003c/p>\n\u003cp>Some data, publicly available on the CDE’s\u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/dataquest.asp\" target=\"_blank\" rel=\"noopener\"> DataQuest\u003c/a> website, has not been updated by the department for as long as seven years. The last time the ethnic breakdown of high school graduates was made available was 2016–17, while the latest data for teacher demographics, physical fitness test results, course enrollment and class size is from 2018–19. \u003ca class=\"external\" href=\"https://dq.cde.ca.gov/dataquest/whatsnew.asp\" target=\"_blank\" rel=\"noopener\">Data\u003c/a> on homeless student enrollment from 2019 through 2021 wasn’t downloaded to the site until 2023, and college-going rates and \u003ca class=\"external\" href=\"https://www.cde.ca.gov/ds/ad/srinfo.asp\" target=\"_blank\" rel=\"noopener\" data-type=\"link\" data-id=\"https://www.cde.ca.gov/ds/ad/srinfo.asp\">stability reports\u003c/a> from 2017 through 2019 weren’t updated until 2022, according to the CDE website.\u003c/p>\n\u003cp>The dashboard that tracks the annual progress of K–12 students on standardized tests, chronic absenteeism, suspensions and graduation was updated in December \u003ca href=\"https://edsource.org/2023/california-school-dashboard-released-for-the-first-time-since-2019/702668\">for the first time since 2019\u003c/a>.\u003c/p>\n\u003cp>Cindy Kazanis, the director of the Analysis, Measurement and Accountability Reporting Division at CDE, said many of the delays in reporting data have resulted from “not having enough boots on the ground.” The department is in the process of recruiting and hiring 17 new staffers.\u003c/p>\n\u003cp>New state mandates and changes in the way data is collected also have impacted data collection, Kazanis said. The five-year delay in updating some data is because the department has a backlog of reports and data that must be reconfigured because the state changed course codes in 2018–19, she said.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Legislation based on old data\u003c/h2>\n\u003cp>An EdSource examination of recent state education bills shows that legislative staff have sometimes had to rely on outdated CDE data to complete analysis meant to help legislators make decisions about whether to pass laws.\u003c/p>\n\u003cp>One example is an analysis of \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2097\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2097\u003c/a>, which used department data from 2018–19, the most recent year it was available, to show computer science offerings in California high schools and the number and gender of students enrolled in them. The bill, if passed, will require school districts to offer computer science courses to high school students, who will be required to complete a one-year course before graduating.\u003c/p>\n\u003cp>An analysis of \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2429\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2429\u003c/a> also relied on data from five years ago. The legislation mandates health education courses required by some districts to graduate, including instruction on the dangers of fentanyl use. The legislation was passed on June 13.\u003c/p>\n\u003cp>“The committee may wish to consider that course-taking data, which is important for policy analysis and evaluation, has not been updated by the CDE since the 2018–19 school year,” stated the analysis. “The CDE reports that this data will be updated in 2024.”\u003c/p>\n\u003cp>Since 2018, legislators have also required that several new datasets be added to the CDE website, including absenteeism by reason, a stability rate, restraint and seclusion, special education, college-going rates, teacher assignment monitoring outcomes, five-year graduation rates and homeless students by dwelling type, according to the CDE.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://legiscan.com/CA/text/AB1340/id/2841661\" target=\"_blank\" rel=\"noopener\">Assembly Bill 1340\u003c/a>, signed by Gov. Gavin Newsom in October, mandates that the department post-test scores, suspensions, absenteeism rates, and graduate and college-going rates for students with disabilities, disaggregated by federal disability category, on its website.\u003c/p>\n\u003cp>The analysis of the bill for the Assembly Education Committee was terse. “When this committee is asked to evaluate the effect of a policy on a subset of students with disabilities — for example, students who are visually impaired — it requires data about this subgroup of students’ progress on academic and other measures. Under current CDE practice, a single number for all students with disabilities is shown, obscuring important information about students’ progress, which is needed for evidence-based policymaking and to provide transparent information for the public,” it read. Legislators could not be reached to comment.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Unreliable public information\u003c/h2>\n\u003cp>EdSource journalists working on news stories have struggled in several cases to obtain accurate, up-to-date data from the California Department of Education. This year, EdSource had to twice remove data after publication because the analysis was based on incorrect data that the department had published on its website. In both cases, school district officials notified CDE that they had inadvertently submitted incorrect data to the department, but the agency did not correct the information online.\u003c/p>\n\u003cp>The timing of data releases has also been an issue. When CDE refused to publicly release state test scores after districts began releasing the information to parents, EdSource enlisted legal help to require CDE to comply with the \u003ca class=\"external\" href=\"https://www.nfoic.org/california-foia-laws/\" target=\"_blank\" rel=\"noopener\">California Public Records Act\u003c/a>.\u003c/p>\n\u003cp>In September 2022, just months before the election that re-elected Tony Thurman as state superintendent of public instruction, the CDE refused an EdSource request for Smarter Balanced test scores, saying they would not be released until sometime later in the year. EdSource wrote about the delay and enlisted an attorney to write a letter outlining why the data was public information. Within a week, the department announced the scores \u003ca href=\"https://edsource.org/2022/california-reverses-course-will-release-smarter-balance-test-scores-next-month-official-says/678816\">would be released\u003c/a> in October, before the election. The Legislature \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB293\" target=\"_blank\" rel=\"noopener\">subsequently required \u003c/a>the department to release test scores annually by Oct. 15.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Nonprofits, schools share data\u003c/h2>\n\u003cp>Because of the difficulty obtaining education data from the state, many nonprofits and collaboratives have started collecting their own data or creating online tools so the public can more easily access CDE data.\u003c/p>\n\u003cp>The Education Trust-West, which has campaigned for clear and accessible data through its \u003ca class=\"external\" href=\"https://west.edtrust.org/resource/data-for-the-people-hub/\" target=\"_blank\" rel=\"noopener\">Data for the People\u003c/a> initiative for over a decade, developed a data visualization tool that uses public data on California K–12 and higher education systems. Because much of the data comes from the CDE, information is limited to what the department has made available.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://coredistricts.org/who-we-are/vision-theory-of-action/\" target=\"_blank\" rel=\"noopener\">CORE Districts\u003c/a>, a collaborative of nine California school districts serving more than a million students, collects data directly from districts for its \u003ca class=\"external\" href=\"https://coredistricts.org/opportunities-to-participate/data-collaborative/\" target=\"_blank\" rel=\"noopener\">Insights Dashboard\u003c/a>. CORE collects data from its member districts, as well as 124 other school districts and charter schools so that comparisons can be made. But the effort doesn’t come near reporting on all nearly 1,000 districts.\u003c/p>\n\u003cp>“We regularly get requests from researchers to look at our data,” said Rick Miller, CORE Districts’ chief executive officer. “Going through the CDE process is so cumbersome.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Lack of data stymies researchers\u003c/h2>\n\u003cp>Education data that is not being collected or made publicly available recently became the central topic of a gathering of California researchers discussing educator diversity, said Kai Mathews, director of the UCLA Center for the \u003ca class=\"external\" href=\"https://transformschools.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Transformation of Schools\u003c/a>.\u003c/p>\n\u003cp>“What we realized is that some people had some information that’s not publicly available, and it largely depended on past relationships,” Mathews said. “So some data is actually probably collected, it’s just not publicly shared with all of us.”\u003c/p>\n\u003cp>Mathews and Nellum agree that a lack of updated teacher demographic data is particularly perplexing, given the \u003ca href=\"https://edsource.org/topic/teacher-shortage\">teacher shortage\u003c/a> and the number of workforce \u003ca href=\"https://edsource.org/2022/covid-challenges-bad-student-behavior-push-teachers-to-the-limit-and-out-the-door/673124\">issues facing teachers\u003c/a>. The Education Trust-West has had to delay some of its work because it hasn’t been able to obtain teacher\u003cstrong> \u003c/strong>data, Nellum said.\u003c/p>\n\u003cp>“That is bad for students. It’s bad for schools. And, of course, it’s bad for any sort of hope we have of advancing equity,” Nellum said.\u003c/p>\n\u003cp>EdSource requested updated teacher demographic information from CDE earlier this year for a series of stories on recruiting and retaining Black teachers, an issue Superintendent of Public Instruction Thurmond had called a priority. The data was last updated in 2018–19 despite being submitted to the department annually by school districts. After sending five email requests over a month, the reporter never received the data from the CDE. Instead, the reporter used data from 2020–21, the most recent year available, from the National Center for Education Statistics.\u003c/p>\n\u003cp>Alix Gallagher, the director of strategic partnerships at Policy Analysis for California Education \u003ca class=\"external\" href=\"https://edpolicyinca.org/\" target=\"_blank\" rel=\"noopener\">(PACE)\u003c/a>, says the lack of data on universal transitional kindergarten makes it unclear whether the state is optimizing the annual investment it is making in the grade. California will spend an estimated $3 billion a year by 2025–26 when universal transitional kindergarten (TK) will be offered to all 4-year-olds, Gallagher \u003ca class=\"external\" href=\"https://edpolicyinca.org/newsroom/unlocking-potential-transitional-kindergarten-requires-better-data-early-education\" target=\"_blank\" rel=\"noopener\">wrote in a commentary\u003c/a> on the PACE website.\u003c/p>\n\u003cp>The state should collect data on the features of transitional kindergarten programs and on student outcomes from transitional kindergarten through second grade to better understand the effectiveness of transitional kindergarten, she wrote.\u003c/p>\n\u003cp>“Right now, there isn’t publicly available data for roughly the first third of a kid’s career in the public schools,” Gallagher told EdSource. “We now have universal access to TK, kindergarten, first, second and third grades. And, at the end of third grade, kids take the SBAC (Smarter Balanced Assessment). And that’s the first time, as a system, we know anything about kids’ learning.”\u003c/p>\n\u003cp>In fact, this year’s test scores show that 57% of third-graders read below grade level, and 55% do mathematics below grade level.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">CDE data division staffing up\u003c/h2>\n\u003cp>An annual $3 million investment from the state will allow CDE to add 17 new employees to improve data reporting to the public, Kazanis said. Twelve of the new employees have been hired. The Analysis, Measurement and Accountability Reporting Division currently has 66 employees.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Some of those resources are headed to CDE as part of the state’s launch\u003cs> \u003c/s>of the first phase of its \u003ca class=\"external\" href=\"https://c2c.ca.gov/\" target=\"_blank\" rel=\"noopener\">Cradle-to-Career Data System\u003c/a> sometime this year. The longitudinal data system will provide tools to help students achieve their goals and deliver information on education and workforce outcomes, according to the website. It may also give researchers the data they are seeking.\u003c/p>\n\u003cp>“I’m hopeful, though, because the Cradle-to-Career data system is working on a teacher dashboard, which I know will have a lot of the data that we have been waiting for,” said Nellum, who also is a member of the Cradle-to-Career (C2C) Advisory Board. Nellum spoke to EdSource for this story as a representative of The Education-Trust West and not as a member of the C2C board.\u003c/p>\n\u003cp>Eight of the employees will make up the new Data Visualization and Insights Office. It will collect data at the request of state policymakers and the California State Board of Education and work to make publicly available data more user-friendly, Kazanis said.\u003c/p>\n\u003cp>The state funding includes $300,000 to move the release date of the California School Dashboard data up incrementally each year until the annual release date is Oct. 15. This is expected to happen in 2026. Last year, data, which includes test scores, graduation rates and student demographics, was released on Dec. 15. Two data teams work on the dashboard full-time all year, Kazanis said.\u003c/p>\n\u003cp>The influx of new staff is expected to allow the department to revamp DataQuest to make it more user-friendly, Kazanis said. The new teacher reports, for example, will allow the user to make comparisons among districts, she said.\u003c/p>\n\u003cp>Seven new positions will focus entirely on generating teacher data, Kazanis said.\u003c/p>\n\u003cp>“We’ve wanted to get out from under this backlog, but part of it was recognizing that we did need more resources, and we need dedicated resources to be focused on teacher data.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/lack-of-reliable-education-data-hamstrings-california-lawmakers-and-the-public/714096\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The number of \u003ca href=\"https://www.ppic.org/blog/exploring-the-spike-in-chronic-absenteeism-among-k-12-students/\">California kids missing too many school days\u003c/a> tripled — from 12% to 30% — during the pandemic, and school districts have been searching for ways to bring them back.\u003c/p>\n\u003cp>The staff at Alvord Unified School District, which serves roughly 16,000 students in Riverside County, turned to technology to help engage with families after staff got overwhelmed tracking attendance and mailing truancy letters to those with three or more unexcused absences.\u003c/p>\n\u003cp>“They were spending a large amount of time just doing clerical work that didn’t allow them to actually do what needed to be done,” said Ian Fish, who oversees attendance as the district’s assistant director of student services.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So, at the beginning of the 2022–23 school year, the district hired an outside firm called SchoolStatus to track attendance data and communicate with parents via texts, emails and postcards in multiple languages. Fish said it has freed up his staff to make phone calls or home visits to better understand the reasons behind the absences and offer help such as counseling or connecting families to social services.\u003c/p>\n\u003cp>“Rather than say ‘what’s going on? You’re going to get a citation,’ why not call and say ‘hey, we miss having [your child] in school. How can we get him here? What can we do to support him?’ I think that’s why we’ve seen some progress over the last two years in terms of our attendance,” Fish said, adding that the district’s chronic absenteeism rate improved by 10 percentage points.\u003c/p>\n\u003cp>School districts across California are investing hundreds of thousands of dollars in efforts to detect chronically absent students, \u003ca href=\"https://www.edweek.org/leadership/why-chronic-absenteeism-is-a-budget-problem-too/2024/05\">or to hire firms to do that work for them\u003c/a>, because the amount of state funding they receive depends on enrollment and attendance.\u003c/p>\n\u003cp>Alvord Unified pays School Status $240,0000 annually for its service, using \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/elostrategies.asp\">state funding for post-pandemic learning recovery.\u003c/a> The company said \u003ca href=\"https://www.schoolstatus.com/wp-content/uploads/SchoolStatus_National-K-12-Attendance-Data-Insights.pdf\">in a report released Tuesday\u003c/a> that school districts that use its attendance management strategies saw a 22% reduction in chronic absenteeism between the 2021–22 to 2022–23 school years.\u003c/p>\n\u003cp>“We like to say we’re creating a culture of achievement, starting with creating a culture of showing up,” said Grace Spencer, an attendance expert at SchoolStatus. “It starts with notifying parents in a timely, consistent manner, with positive messaging in their family’s home language.”\u003c/p>\n\u003cp>The messages may start with a notification about how many days their child missed school, how much learning time they missed compared to their classmates, and how students who are chronically absent are likely to struggle academically.\u003c/p>\n\u003cp>If the absences continue, the system will step up its warnings but it tries to focus on encouraging and celebrating attendance, she said.\u003c/p>\n\u003cp>“Postcards that say ‘we love it when you’re in school. We miss you when you’re not here.’ It’s that personal touch [saying] we want you in school, and school is important,” she said.\u003c/p>\n\u003cp>Sending text messages and postcards with language that “stresses common purpose and is more warm than judgmental” might be an effective, low-cost solution to chronic absenteeism, said Stanford University education professor Thomas Dee.[aside label=\"More Education Stories\" tag=\"early-childhood-education\"]However, he said the SchoolStatus report might be overstating the impact of its service since it doesn’t compare the change in chronic absenteeism rate for districts that weren’t using its services.\u003c/p>\n\u003cp>“Messaging is an incredibly promising, important, and underutilized strategy for reducing chronic absenteeism, but I can’t say that this analysis credibly establishes the impact of this service,” Dee said.\u003c/p>\n\u003cp>He said he’d like to see the state make this kind of messaging system available to all districts to help them connect with students and their families.\u003c/p>\n\u003cp>“It is a lot to ask any one district to kind of create the system themselves or contract for themselves, so I think that’s one of the key ways in which California and other states are failing to address the enduring problem we have with our academic recovery from the pandemic,” he said.\u003c/p>\n\u003cp>The California Department of Education didn’t respond immediately to a request for comment.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, at the beginning of the 2022–23 school year, the district hired an outside firm called SchoolStatus to track attendance data and communicate with parents via texts, emails and postcards in multiple languages. Fish said it has freed up his staff to make phone calls or home visits to better understand the reasons behind the absences and offer help such as counseling or connecting families to social services.\u003c/p>\n\u003cp>“Rather than say ‘what’s going on? You’re going to get a citation,’ why not call and say ‘hey, we miss having [your child] in school. How can we get him here? What can we do to support him?’ I think that’s why we’ve seen some progress over the last two years in terms of our attendance,” Fish said, adding that the district’s chronic absenteeism rate improved by 10 percentage points.\u003c/p>\n\u003cp>School districts across California are investing hundreds of thousands of dollars in efforts to detect chronically absent students, \u003ca href=\"https://www.edweek.org/leadership/why-chronic-absenteeism-is-a-budget-problem-too/2024/05\">or to hire firms to do that work for them\u003c/a>, because the amount of state funding they receive depends on enrollment and attendance.\u003c/p>\n\u003cp>Alvord Unified pays School Status $240,0000 annually for its service, using \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/elostrategies.asp\">state funding for post-pandemic learning recovery.\u003c/a> The company said \u003ca href=\"https://www.schoolstatus.com/wp-content/uploads/SchoolStatus_National-K-12-Attendance-Data-Insights.pdf\">in a report released Tuesday\u003c/a> that school districts that use its attendance management strategies saw a 22% reduction in chronic absenteeism between the 2021–22 to 2022–23 school years.\u003c/p>\n\u003cp>“We like to say we’re creating a culture of achievement, starting with creating a culture of showing up,” said Grace Spencer, an attendance expert at SchoolStatus. “It starts with notifying parents in a timely, consistent manner, with positive messaging in their family’s home language.”\u003c/p>\n\u003cp>The messages may start with a notification about how many days their child missed school, how much learning time they missed compared to their classmates, and how students who are chronically absent are likely to struggle academically.\u003c/p>\n\u003cp>If the absences continue, the system will step up its warnings but it tries to focus on encouraging and celebrating attendance, she said.\u003c/p>\n\u003cp>“Postcards that say ‘we love it when you’re in school. We miss you when you’re not here.’ It’s that personal touch [saying] we want you in school, and school is important,” she said.\u003c/p>\n\u003cp>Sending text messages and postcards with language that “stresses common purpose and is more warm than judgmental” might be an effective, low-cost solution to chronic absenteeism, said Stanford University education professor Thomas Dee.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>However, he said the SchoolStatus report might be overstating the impact of its service since it doesn’t compare the change in chronic absenteeism rate for districts that weren’t using its services.\u003c/p>\n\u003cp>“Messaging is an incredibly promising, important, and underutilized strategy for reducing chronic absenteeism, but I can’t say that this analysis credibly establishes the impact of this service,” Dee said.\u003c/p>\n\u003cp>He said he’d like to see the state make this kind of messaging system available to all districts to help them connect with students and their families.\u003c/p>\n\u003cp>“It is a lot to ask any one district to kind of create the system themselves or contract for themselves, so I think that’s one of the key ways in which California and other states are failing to address the enduring problem we have with our academic recovery from the pandemic,” he said.\u003c/p>\n\u003cp>The California Department of Education didn’t respond immediately to a request for comment.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "East San José School Conspired to Hide Teacher's Sexual Abuse, 11 Victims Allege in Lawsuit",
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"content": "\u003cp>Eleven victims in a \u003ca href=\"https://drive.google.com/file/d/1dnj_Qu5cuOf8j9KFoUGKivATHb-nWZyk/view?ts=666ddc92&pli=1\">lawsuit\u003c/a> filed on Wednesday, June 12, allege the current interim superintendent at the Alum Rock Union Elementary School District and former staff conspired to cover up \u003ca href=\"https://www.kqed.org/news/11952597/a-san-jose-teacher-is-charged-with-sexual-abuse-his-school-district-knew-of-alleged-misconduct-a-decade-ago\">sexual abuse by a former teacher.\u003c/a>\u003c/p>\n\u003cp>Israel Santiago, a former music instructor at Adelante Dual Language Academy, is currently serving a prison sentence for sexual abuse. Since Santiago was charged in 2022, four lawsuits have been filed against the school district over its handling of complaints against the teacher.\u003c/p>\n\u003cp>An investigation by the school district in 2014 documented multiple complaints Santiago inappropriately touched students, according to \u003ca href=\"https://s3.documentcloud.org/documents/24512265/response-to-pra-request-w-documents-05-17-2023-1-3.pdf\">records obtained by KQED\u003c/a> in response to a Public Record Act request. Administrators determined he should be transferred to another school in the district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Santiago continued to teach for nearly a decade before he was charged with sexually abusing 10 students at Adelante.\u003c/p>\n\u003cp>The latest lawsuit alleges that school staff and the district’s current interim superintendent, Imee Almazan, were not only aware of Santiago’s inappropriate behavior but also chose not to notify the police.\u003c/p>\n\u003cp>Superintendent Almazan declined to comment.\u003c/p>\n\u003cp>The attorney for the victims, Morgan Stewart, said Santiago should have “unequivocally” been reported to authorities. All mandatory reporters are \u003ca href=\"https://www.cde.ca.gov/ls/ss/ap/childabusereportingguide.asp\">required by law\u003c/a> to report all known or suspected cases of child abuse or neglect.\u003c/p>\n\u003cp>“This is a clear conspiracy to cover this up, keep it quiet, not report it to the police,” Stewart said. “He’s touching females. He’s making them uncomfortable. He’s acting in a sexually inappropriate manner with 12- and 13-year-olds. And there’s a direction from the superintendent not to call the police on that.”\u003c/p>\n\u003cp>Almazan was the principal at Sheppard Middle School in 2014 when she completed an investigation into complaints against Santiago. After interviewing 15 students, Almazan found “an overall discomfort and/or feeling of insecurity in Mr. Santiago’s band class among female students that were interviewed.”\u003c/p>\n\u003cp>Among other allegations referenced in the investigative report by the school, Santiago was accused of physically moving a female student by holding her head and shoulders, touching a female student at her waist to move her, and asking a parent to drop off his child at his house. Almazan recommended Santiago be transferred out of Sheppard Middle School, records show.\u003c/p>\n\u003cp>The lawsuit alleges former Alum Rock superintendent Stephen Fiss instructed staff not to call law enforcement in response to the complaints.\u003c/p>\n\u003cp>“Superintendent Fiss did not want me to contact the police regarding this matter at this time,” reads a draft for an investigative report prepared by the school included in the suit.\u003c/p>\n\u003cp>Next to those instructions is a handwritten note reading, “Delete.”\u003c/p>\n\u003cp>Fiss could not be reached for comment.\u003c/p>\n\u003cp>The former principal at Adelante, Maria Gutierrez, is also named as a defendant in the lawsuit. In a statement provided by her attorney, Gutierrez argues she blew the whistle on Santiago and was terminated after doing what was necessary to protect the children.\u003c/p>\n\u003cp>“Ms. Gutierrez looks forward to all of the legal claims playing out in court because the facts will demonstrate that Alum Rock has an entrenched history of doing what is politically best for them, and not what is best for students and families,” the statement reads.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11952597,news_11911375,news_11928350\"]Almazan, the former Sheppard Middle School principal who investigated Santiago, was appointed interim superintendent with the district in March after the previous superintendent, Hilaria Bauer, was \u003ca href=\"https://sanjosespotlight.com/east-san-jose-alum-rock-union-school-district-board-selects-interim-leader-after-ousting-predecessor/\">abruptly fired\u003c/a>, according to the San Jose Spotlight.\u003c/p>\n\u003cp>Trustee Minh Pham told \u003ca href=\"https://sanjosespotlight.com/east-san-jose-alum-rock-union-school-district-board-selects-interim-leader-after-ousting-predecessor/\">the San José Spotlight\u003c/a> that the school board is searching for a permanent replacement, and Almazan is unlikely to apply for the position.\u003c/p>\n\u003cp>Most of the victims in the recent lawsuit are under 14 years old, and two are in their 20s, attorney Stewart said.\u003c/p>\n\u003cp>Stewart noted that Adelante and the district are made up of largely Hispanic and lower-income families. Many families do not necessarily have the ability to speak out or go to law enforcement and trust their schools to be a safe place, he said.\u003c/p>\n\u003cp>“It’s devastating,” Stewart said. “And I don’t even know that the parents fully grasp everything that the school did to harm them all along the way.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eleven victims in a \u003ca href=\"https://drive.google.com/file/d/1dnj_Qu5cuOf8j9KFoUGKivATHb-nWZyk/view?ts=666ddc92&pli=1\">lawsuit\u003c/a> filed on Wednesday, June 12, allege the current interim superintendent at the Alum Rock Union Elementary School District and former staff conspired to cover up \u003ca href=\"https://www.kqed.org/news/11952597/a-san-jose-teacher-is-charged-with-sexual-abuse-his-school-district-knew-of-alleged-misconduct-a-decade-ago\">sexual abuse by a former teacher.\u003c/a>\u003c/p>\n\u003cp>Israel Santiago, a former music instructor at Adelante Dual Language Academy, is currently serving a prison sentence for sexual abuse. Since Santiago was charged in 2022, four lawsuits have been filed against the school district over its handling of complaints against the teacher.\u003c/p>\n\u003cp>An investigation by the school district in 2014 documented multiple complaints Santiago inappropriately touched students, according to \u003ca href=\"https://s3.documentcloud.org/documents/24512265/response-to-pra-request-w-documents-05-17-2023-1-3.pdf\">records obtained by KQED\u003c/a> in response to a Public Record Act request. Administrators determined he should be transferred to another school in the district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Santiago continued to teach for nearly a decade before he was charged with sexually abusing 10 students at Adelante.\u003c/p>\n\u003cp>The latest lawsuit alleges that school staff and the district’s current interim superintendent, Imee Almazan, were not only aware of Santiago’s inappropriate behavior but also chose not to notify the police.\u003c/p>\n\u003cp>Superintendent Almazan declined to comment.\u003c/p>\n\u003cp>The attorney for the victims, Morgan Stewart, said Santiago should have “unequivocally” been reported to authorities. All mandatory reporters are \u003ca href=\"https://www.cde.ca.gov/ls/ss/ap/childabusereportingguide.asp\">required by law\u003c/a> to report all known or suspected cases of child abuse or neglect.\u003c/p>\n\u003cp>“This is a clear conspiracy to cover this up, keep it quiet, not report it to the police,” Stewart said. “He’s touching females. He’s making them uncomfortable. He’s acting in a sexually inappropriate manner with 12- and 13-year-olds. And there’s a direction from the superintendent not to call the police on that.”\u003c/p>\n\u003cp>Almazan was the principal at Sheppard Middle School in 2014 when she completed an investigation into complaints against Santiago. After interviewing 15 students, Almazan found “an overall discomfort and/or feeling of insecurity in Mr. Santiago’s band class among female students that were interviewed.”\u003c/p>\n\u003cp>Among other allegations referenced in the investigative report by the school, Santiago was accused of physically moving a female student by holding her head and shoulders, touching a female student at her waist to move her, and asking a parent to drop off his child at his house. Almazan recommended Santiago be transferred out of Sheppard Middle School, records show.\u003c/p>\n\u003cp>The lawsuit alleges former Alum Rock superintendent Stephen Fiss instructed staff not to call law enforcement in response to the complaints.\u003c/p>\n\u003cp>“Superintendent Fiss did not want me to contact the police regarding this matter at this time,” reads a draft for an investigative report prepared by the school included in the suit.\u003c/p>\n\u003cp>Next to those instructions is a handwritten note reading, “Delete.”\u003c/p>\n\u003cp>Fiss could not be reached for comment.\u003c/p>\n\u003cp>The former principal at Adelante, Maria Gutierrez, is also named as a defendant in the lawsuit. In a statement provided by her attorney, Gutierrez argues she blew the whistle on Santiago and was terminated after doing what was necessary to protect the children.\u003c/p>\n\u003cp>“Ms. Gutierrez looks forward to all of the legal claims playing out in court because the facts will demonstrate that Alum Rock has an entrenched history of doing what is politically best for them, and not what is best for students and families,” the statement reads.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Almazan, the former Sheppard Middle School principal who investigated Santiago, was appointed interim superintendent with the district in March after the previous superintendent, Hilaria Bauer, was \u003ca href=\"https://sanjosespotlight.com/east-san-jose-alum-rock-union-school-district-board-selects-interim-leader-after-ousting-predecessor/\">abruptly fired\u003c/a>, according to the San Jose Spotlight.\u003c/p>\n\u003cp>Trustee Minh Pham told \u003ca href=\"https://sanjosespotlight.com/east-san-jose-alum-rock-union-school-district-board-selects-interim-leader-after-ousting-predecessor/\">the San José Spotlight\u003c/a> that the school board is searching for a permanent replacement, and Almazan is unlikely to apply for the position.\u003c/p>\n\u003cp>Most of the victims in the recent lawsuit are under 14 years old, and two are in their 20s, attorney Stewart said.\u003c/p>\n\u003cp>Stewart noted that Adelante and the district are made up of largely Hispanic and lower-income families. Many families do not necessarily have the ability to speak out or go to law enforcement and trust their schools to be a safe place, he said.\u003c/p>\n\u003cp>“It’s devastating,” Stewart said. “And I don’t even know that the parents fully grasp everything that the school did to harm them all along the way.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "En el Condado de Sonoma, padres inmigrantes luchan para recuperar el enlace bilingüe de las escuelas",
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"headTitle": "En el Condado de Sonoma, padres inmigrantes luchan para recuperar el enlace bilingüe de las escuelas | KQED",
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"content": "\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/11986750/sonoma-school-district-cuts-bilingual-liaison-immigrant-families-are-fighting-back\">Read in English\u003c/a>\u003c/em>\u003c/p>\n\u003cp>“Mi única meta en este país es que mis hijos logren llegar a la universidad”, dijo Sandra Cruz.\u003c/p>\n\u003cp>Cruz llegó a Santa Rosa en 2006 con su marido y sus dos hijos. Originarios de la ciudad mexicana de Puerto Vallarta, lo habían dejado todo atrás para empezar de nuevo en el Norte de la Bahía, donde matriculó a sus dos hijos en el Distrito escolar unificado de Oak Grove, que atiende a familias en la zona este de Santa Rosa.\u003c/p>\n\u003cp>A pesar de no hablar inglés y trabajar medio tiempo limpiando casas, Cruz quería formar parte de la educación de sus hijos y empezó a trabajar como voluntaria en eventos escolares y excursiones. “Fue como encontrar una familia”, dice, “te abrían cordialmente las puertas en cualquier evento de la escuela aunque no hablábamos su idioma”.\u003c/p>\n\u003cp>De los aproximadamente 800 alumnos matriculados en los dos centros escolares de Oak Grove, alrededor de un tercio son latinos, y muchos de ellos también están aprendiendo inglés como segundo idioma. Cuando sus hijos crecieron y se trasladaron a otro distrito para cursar la preparatoria, Cruz conservó muchas de las amistades que hizo con padres y maestros. Años más tarde, ella y su marido tuvieron un tercer hijo, una niña, supo que quería volver a Oak Grove.\u003c/p>\n\u003cp>Su hija pequeña tiene ahora 9 años y cursa tercero de primaria en Oak Grove. Esta vez, Cruz dice que los alumnos hispanoparlantes están aún más atendidos en las aulas, gracias a Ana Castillo-Williams, la enlace bilingüe de tiempo parcial del distrito. Castillo-Williams se encarga de que toda la comunicación con los padres esté disponible tanto en inglés como en español, traduce en las reuniones entre padres y maestros y además ayuda a organizar los eventos multiculturales del distrito, como la celebración del Día de los Niños.\u003c/p>\n\u003cp>“Ella se ganó la confianza de las familias, porque hay muchas familias que no se atreven a hacer presencia en las escuelas porque no tienen el idioma”, dijo Cruz. “Trabaja con ellas para que tengan el valor de hacer presencia, que su voz sea escuchada en las escuelas”.\u003c/p>\n\u003cp>Sin embargo, el 13 de marzo, la junta directiva de Oak Grove \u003ca href=\"https://drive.google.com/file/d/13QfcRaf_zQFgwVCBQvkgyvNvZlgrCzh7/view\">votó a favor de recortar las horas de 10 puestos\u003c/a>, eliminando la del enlace bilingüe, ya que el distrito busca cerrar las brechas presupuestarias.\u003c/p>\n\u003cp>Desde el anuncio del distrito, Cruz y docenas de otros padres \u003ca href=\"https://www.pressdemocrat.com/article/news/oak-grove-union-spanish-speaking-parents-protest-district-firing-its-only-t/\">han liderado protestas semanales exigiendo que el distrito revierta su decisión\u003c/a>. Han conseguido el apoyo de la comunidad en general, incluido el sindicato de maestros y grupos activistas como North Bay Organizing Project.\u003c/p>\n\u003cp>En todos los distritos escolares del Área de la Bahía, los padres inmigrantes han demostrado su capacidad de movilización, con o sin el inglés. En Oakland, los padres que hablan Mam \u003ca href=\"https://www.kqed.org/news/11855640/how-native-speakers-are-helping-1300-mam-students-in-oakland-through-remote-learning\">se organizaron para ayudar a otras familias indígenas adaptarse a la educación a distancia durante la pandemia\u003c/a>. En San Francisco, los padres de habla cantonesa lideraron los esfuerzos para aprobar la Propuesta N en 2016, \u003ca href=\"https://www.cbsnews.com/sanfrancisco/news/sf-school-board-non-citizen-voting-upheld-proposition-n-california-court-of-appeal/\">la cual permite a los padres y tutores no ciudadanos votar en las elecciones de la junta escolar\u003c/a>.\u003c/p>\n\u003cp>En Oak Grove, las familias argumentan que sin el puesto de enlace bilingüe, la brecha entre los estudiantes latinos y sus compañeros seguirá creciendo. Y los padres dicen que no piensan dar un paso atrás en sus demandas.\u003c/p>\n\u003ch3>\u003cstrong>Lucha por “la justicia del lenguaje”\u003c/strong>\u003c/h3>\n\u003cp>El 8 de marzo, administradores de Oak Grove tenían prevista su primera reunión desde haber aprobado los recortes de personal. Incluso antes de que comenzara la reunión, decenas de padres ya protestaban frente al gimnasio de Willowside Middle School, donde se reúne el consejo.\u003c/p>\n\u003cp>Con pancartas en las que se leía “protegamos a nuestro enlace bilingüe” y “justicia del lenguaje”, los padres y miembros de la comunidad coreaban: “¡Amber, escucha, estamos en la lucha!” en referencia a la Superintendente del distrito, Amber Stringfellow.\u003c/p>\n\u003cfigure id=\"attachment_11990148\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11990148 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL.jpg\" alt=\"El patio de una escuela. El espacio es amplio y hay bastantes árboles y lugares para sentarse.\" width=\"1536\" height=\"1008\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL-800x525.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL-1020x669.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL-160x105.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Willowside Middle School en Santa Rosa el martes 14 de mayo de 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>En un comunicado, Stringfellow dijo a KQED que la Oficina de Educación del Condado de Sonoma ha ordenado al distrito recortar gastos para igualar la financiación estatal prevista. La publicación The Press Democrat informó por primera vez en febrero de que \u003ca href=\"https://www.pressdemocrat.com/article/news/state-budget-better-than-expected-but-sonoma-county-school-districts-still/\">Oak Grove es uno de los tres distritos en el condado que enfrentan una seria presión financiera\u003c/a> ya que sus reservas están por debajo de los requisitos estatales. Con todos los recortes de personal anunciados en marzo, el distrito espera ahorrar 237 mil 242 dólares, pero los funcionarios siguen buscando más opciones de frenar el gasto.\u003c/p>\n\u003cp>“El distrito entiende y se compromete a proporcionar vías de comunicación para nuestra comunidad, incluidos nuestros padres y tutores que no dominan el inglés”, dijo Stringfellow. Añadió que el distrito ofrece pago adicional a otros miembros del personal que son bilingües para que colaboren con los servicios de traducción.\u003c/p>\n\u003cp>Sin embargo, para algunos maestro, conseguir que otros empleados del distrito asuman el papel de enlace bilingüe no es una solución.\u003c/p>\n\u003cp>“Tenemos a 13 personas que reciben un pago adicional por asumir estas labores”, dijo la profesora de sexto grado Cari Cardle, quien también es una de las líderes del sindicato de maestros de primaria de Oak Grove Union. “Pero, ¿sabes qué? Esas 13 personas tienen un trabajo. Y no es ser enlace bilingüe. No es ser intérprete”.\u003c/p>\n\u003cp>Cardle lleva 25 años enseñando en Oak Grove. Sea cual sea el tema, ella dice que lo puede enseñar, pero añade que con el tiempo, la responsabilidad de los maestros en las aulas ha aumentado considerablemente. “La salud mental, la salud física, el aspecto de las redes sociales, todas esas cosas han cambiado este trabajo de manera dramática”, y añade, “esa es la parte que sí es difícil”.\u003c/p>\n\u003cp>Pero todo esto pasa para establecer relaciones con los alumnos y sus familias, dijo. Esto es especialmente importante para los estudiantes que estan aprendiendo inglés como segundo idioma, que tienen que aprender el material a doble velocidad para ponerse al nivel de sus compañeros.\u003c/p>\n\u003cp>“Lo único que importa en un sistema escolar para el éxito de los estudiantes son los vínculos”, dijo Cardle. “Si no tienes una conexión, no vas a sacar lo mejor del niño”.[aside label='Más en español' tag='kqed-en-espanol']Ahí es donde Castillo-Williams ha desempeñado un papel clave como enlace bilingüe, explica Cardle. Cuando ocurría algo en casa, los padres hispanohablantes llamaban al enlace bilingüe, no a los maestros ni a los administradores de la escuela. Varios padres comentaron a KQED que ellos sienten un gran nivel de confianza con Castillo-Williams y sostienen que ella es el único miembro del personal con quien podían hablar cómodamente sobre asuntos familiares delicados. (La propia Castillo-Williams no estaba disponible para hablar con KQED para este reportaje).\u003c/p>\n\u003cp>“Y no sólo se benefician las familias. También los maestros, ya que podemos ayudar a los niños porque tenemos una vía para saber qué está pasando”, dijo Cardle. En su reunión de marzo, más del 90% del sindicato de maestros votó a favor de apoyar la demanda de los padres de recuperar el enlace bilingüe.\u003c/p>\n\u003cp>“¿Cómo se llega a ese niño que no tiene lo que necesita?”. dijo Cardle. “Si tienen hambre, no pueden aprender”.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>\u003cstrong>‘No nos podemos quedar callados’\u003c/strong>\u003c/h3>\n\u003cp>Los distritos escolares de California se enfrentan a déficits cada vez mayores. El Distrito escolar unificado de San Francisco \u003ca href=\"https://www.kqed.org/news/11978035/sfusd-considers-school-closures-and-mergers-amid-declining-enrollment\">podría sufrir un déficit presupuestario de 100 millones de dólares el año que viene\u003c/a>, y el distrito prevé que el número de alumnos siga disminuyendo a lo largo de la década. Mientras tanto, \u003ca href=\"https://www.latimes.com/california/story/2024-05-08/thousands-rally-over-expected-cuts-to-l-a-schools-a-rebuke-to-lausds-no-layoff-claims\">el Distrito escolar unificado de Los Ángeles podría registrar un déficit de aproximadamente 1.75 mil millones de dólares el próximo año\u003c/a>.\u003c/p>\n\u003cp>Y a pesar de las recientes promesas del gobernador Gavin Newsom de \u003ca href=\"https://edsource.org/2024/newsom-again-pledges-to-spare-cuts-for-schools-and-community-colleges-but-not-for-csu-and-uc/711722\">proteger el presupuesto para la educación del nivel kinder hasta el bachillerato\u003c/a>, las subvenciones federales que ayudaron a mantener a flote a los distritos escolares durante la pandemia \u003ca href=\"https://www.npr.org/2024/03/20/1239609135/the-190-billion-in-emergency-funds-given-to-schools-during-the-pandemic-is-endin\">se han agotado\u003c/a>. En muchas reuniones de consejos escolares a lo largo del estado, la pregunta central es, “¿Qué recortar?”\u003c/p>\n\u003cp>Sin embargo, el grupo de padres hispanohablantes de Oak Grove afirma que sin el enlace bilingüe, será más difícil para los estudiantes latinos recuperar el aprendizaje perdido durante la pandemia.\u003c/p>\n\u003cp>Según los \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2023&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=49&lstDistrict=70839-000&lstSchool=0000000&lstFocus=a\">datos de las pruebas estatales\u003c/a>, aproximadamente el 52% de todos los estudiantes en las escuelas de Oak Grove alcanzaron o superaron los estándares de lengua y literatura en inglés (o ELA por sus siglas en inglés) al final del año escolar 2022-23. En matemáticas, ese número fue del 42%. Entre los estudiantes que se identifican como latinos o hispanos, los números son más bajos: 42% en ELA y 28% en matemáticas. Si bien múltiples estudios han confirmado que los resultados de las pruebas estandarizadas \u003ca href=\"https://www.forbes.com/sites/petergreene/2024/02/10/research-shows-what-state-standardized-tests-actually-measure/?sh=352fad7375e5\">rara vez son buenos indicadores del éxito de los estudiantes\u003c/a>, estos datos pueden mejor usarse para identificar las necesidades de los estudiantes.[aside postID=\"news_11986750\" label=\"Lea este reportaje en inglés\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2024/05/20240514_OAKGROVEUNIONDISTRICTPARENTS-3-KQED-1020x680.jpg\"]“No podemos quedarnos calladas cuando vemos cómo continúan ignorando a nuestra comunidad hispana”, dijo la madre María Gayosso en la reunión del distrito del 8 de marzo.\u003c/p>\n\u003cp>Y si un grupo de estudiantes tiene dificultades, eso también podría afectar a otros estudiantes, dijo Rhianna Casesa, profesora de la Universidad estatal de California en Sonoma. Su investigación se centra en la educación bilingüe y trabaja con muchos jóvenes maestros que quieren enseñar en las escuelas de Sonoma.\u003c/p>\n\u003cp>“Desde 2017, el Condado de Sonoma ha pasado por un trauma tras otro, como los incendios forestales, COVID-19, inundaciones”, dijo. “Si no sabes cómo es desde la perspectiva de un niño o desde la perspectiva de un padre, realmente es difícil enseñar de manera apropiada a ese niño en ese salón de clases”.\u003c/p>\n\u003cp>Y por eso es tan importante que los padres digan lo que piensan, añade la investigadora.\u003c/p>\n\u003cp>“Algo que he visto que ocurre cada vez con mayor frecuencia es que los padres exigen lo que se merecen”, dice. “Los padres se sienten ahora con capacidad para plantear estas exigencias porque, en última instancia, es el dinero de sus impuestos”.\u003c/p>\n\u003cp>En Oak Grove, el consejo escolar está considerando un proceso para reincorporar puestos una vez que el presupuesto del próximo año esté finalizado en junio. La próxima reunión es el 17 de junio, la cual decenas de padres de familia planean asistir y exigir de nuevo que se recupera la posición del enlace bilingüe.\u003c/p>\n\u003cp>Seguirán manifestandose semana tras semana, dice Sandra Cruz. “Creo que lo más importante es la semilla que sembramos en nuestros hijos”, ella agregó. “Los hacemos sentir más fuertes”.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y esa traducción fue editada por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/11986750/sonoma-school-district-cuts-bilingual-liaison-immigrant-families-are-fighting-back\">Read in English\u003c/a>\u003c/em>\u003c/p>\n\u003cp>“Mi única meta en este país es que mis hijos logren llegar a la universidad”, dijo Sandra Cruz.\u003c/p>\n\u003cp>Cruz llegó a Santa Rosa en 2006 con su marido y sus dos hijos. Originarios de la ciudad mexicana de Puerto Vallarta, lo habían dejado todo atrás para empezar de nuevo en el Norte de la Bahía, donde matriculó a sus dos hijos en el Distrito escolar unificado de Oak Grove, que atiende a familias en la zona este de Santa Rosa.\u003c/p>\n\u003cp>A pesar de no hablar inglés y trabajar medio tiempo limpiando casas, Cruz quería formar parte de la educación de sus hijos y empezó a trabajar como voluntaria en eventos escolares y excursiones. “Fue como encontrar una familia”, dice, “te abrían cordialmente las puertas en cualquier evento de la escuela aunque no hablábamos su idioma”.\u003c/p>\n\u003cp>De los aproximadamente 800 alumnos matriculados en los dos centros escolares de Oak Grove, alrededor de un tercio son latinos, y muchos de ellos también están aprendiendo inglés como segundo idioma. Cuando sus hijos crecieron y se trasladaron a otro distrito para cursar la preparatoria, Cruz conservó muchas de las amistades que hizo con padres y maestros. Años más tarde, ella y su marido tuvieron un tercer hijo, una niña, supo que quería volver a Oak Grove.\u003c/p>\n\u003cp>Su hija pequeña tiene ahora 9 años y cursa tercero de primaria en Oak Grove. Esta vez, Cruz dice que los alumnos hispanoparlantes están aún más atendidos en las aulas, gracias a Ana Castillo-Williams, la enlace bilingüe de tiempo parcial del distrito. Castillo-Williams se encarga de que toda la comunicación con los padres esté disponible tanto en inglés como en español, traduce en las reuniones entre padres y maestros y además ayuda a organizar los eventos multiculturales del distrito, como la celebración del Día de los Niños.\u003c/p>\n\u003cp>“Ella se ganó la confianza de las familias, porque hay muchas familias que no se atreven a hacer presencia en las escuelas porque no tienen el idioma”, dijo Cruz. “Trabaja con ellas para que tengan el valor de hacer presencia, que su voz sea escuchada en las escuelas”.\u003c/p>\n\u003cp>Sin embargo, el 13 de marzo, la junta directiva de Oak Grove \u003ca href=\"https://drive.google.com/file/d/13QfcRaf_zQFgwVCBQvkgyvNvZlgrCzh7/view\">votó a favor de recortar las horas de 10 puestos\u003c/a>, eliminando la del enlace bilingüe, ya que el distrito busca cerrar las brechas presupuestarias.\u003c/p>\n\u003cp>Desde el anuncio del distrito, Cruz y docenas de otros padres \u003ca href=\"https://www.pressdemocrat.com/article/news/oak-grove-union-spanish-speaking-parents-protest-district-firing-its-only-t/\">han liderado protestas semanales exigiendo que el distrito revierta su decisión\u003c/a>. Han conseguido el apoyo de la comunidad en general, incluido el sindicato de maestros y grupos activistas como North Bay Organizing Project.\u003c/p>\n\u003cp>En todos los distritos escolares del Área de la Bahía, los padres inmigrantes han demostrado su capacidad de movilización, con o sin el inglés. En Oakland, los padres que hablan Mam \u003ca href=\"https://www.kqed.org/news/11855640/how-native-speakers-are-helping-1300-mam-students-in-oakland-through-remote-learning\">se organizaron para ayudar a otras familias indígenas adaptarse a la educación a distancia durante la pandemia\u003c/a>. En San Francisco, los padres de habla cantonesa lideraron los esfuerzos para aprobar la Propuesta N en 2016, \u003ca href=\"https://www.cbsnews.com/sanfrancisco/news/sf-school-board-non-citizen-voting-upheld-proposition-n-california-court-of-appeal/\">la cual permite a los padres y tutores no ciudadanos votar en las elecciones de la junta escolar\u003c/a>.\u003c/p>\n\u003cp>En Oak Grove, las familias argumentan que sin el puesto de enlace bilingüe, la brecha entre los estudiantes latinos y sus compañeros seguirá creciendo. Y los padres dicen que no piensan dar un paso atrás en sus demandas.\u003c/p>\n\u003ch3>\u003cstrong>Lucha por “la justicia del lenguaje”\u003c/strong>\u003c/h3>\n\u003cp>El 8 de marzo, administradores de Oak Grove tenían prevista su primera reunión desde haber aprobado los recortes de personal. Incluso antes de que comenzara la reunión, decenas de padres ya protestaban frente al gimnasio de Willowside Middle School, donde se reúne el consejo.\u003c/p>\n\u003cp>Con pancartas en las que se leía “protegamos a nuestro enlace bilingüe” y “justicia del lenguaje”, los padres y miembros de la comunidad coreaban: “¡Amber, escucha, estamos en la lucha!” en referencia a la Superintendente del distrito, Amber Stringfellow.\u003c/p>\n\u003cfigure id=\"attachment_11990148\" class=\"wp-caption aligncenter\" style=\"max-width: 1536px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11990148 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL.jpg\" alt=\"El patio de una escuela. El espacio es amplio y hay bastantes árboles y lugares para sentarse.\" width=\"1536\" height=\"1008\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL-800x525.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL-1020x669.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/WILLOWSIDE-SCHOOL-160x105.jpg 160w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Willowside Middle School en Santa Rosa el martes 14 de mayo de 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>En un comunicado, Stringfellow dijo a KQED que la Oficina de Educación del Condado de Sonoma ha ordenado al distrito recortar gastos para igualar la financiación estatal prevista. La publicación The Press Democrat informó por primera vez en febrero de que \u003ca href=\"https://www.pressdemocrat.com/article/news/state-budget-better-than-expected-but-sonoma-county-school-districts-still/\">Oak Grove es uno de los tres distritos en el condado que enfrentan una seria presión financiera\u003c/a> ya que sus reservas están por debajo de los requisitos estatales. Con todos los recortes de personal anunciados en marzo, el distrito espera ahorrar 237 mil 242 dólares, pero los funcionarios siguen buscando más opciones de frenar el gasto.\u003c/p>\n\u003cp>“El distrito entiende y se compromete a proporcionar vías de comunicación para nuestra comunidad, incluidos nuestros padres y tutores que no dominan el inglés”, dijo Stringfellow. Añadió que el distrito ofrece pago adicional a otros miembros del personal que son bilingües para que colaboren con los servicios de traducción.\u003c/p>\n\u003cp>Sin embargo, para algunos maestro, conseguir que otros empleados del distrito asuman el papel de enlace bilingüe no es una solución.\u003c/p>\n\u003cp>“Tenemos a 13 personas que reciben un pago adicional por asumir estas labores”, dijo la profesora de sexto grado Cari Cardle, quien también es una de las líderes del sindicato de maestros de primaria de Oak Grove Union. “Pero, ¿sabes qué? Esas 13 personas tienen un trabajo. Y no es ser enlace bilingüe. No es ser intérprete”.\u003c/p>\n\u003cp>Cardle lleva 25 años enseñando en Oak Grove. Sea cual sea el tema, ella dice que lo puede enseñar, pero añade que con el tiempo, la responsabilidad de los maestros en las aulas ha aumentado considerablemente. “La salud mental, la salud física, el aspecto de las redes sociales, todas esas cosas han cambiado este trabajo de manera dramática”, y añade, “esa es la parte que sí es difícil”.\u003c/p>\n\u003cp>Pero todo esto pasa para establecer relaciones con los alumnos y sus familias, dijo. Esto es especialmente importante para los estudiantes que estan aprendiendo inglés como segundo idioma, que tienen que aprender el material a doble velocidad para ponerse al nivel de sus compañeros.\u003c/p>\n\u003cp>“Lo único que importa en un sistema escolar para el éxito de los estudiantes son los vínculos”, dijo Cardle. “Si no tienes una conexión, no vas a sacar lo mejor del niño”.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Ahí es donde Castillo-Williams ha desempeñado un papel clave como enlace bilingüe, explica Cardle. Cuando ocurría algo en casa, los padres hispanohablantes llamaban al enlace bilingüe, no a los maestros ni a los administradores de la escuela. Varios padres comentaron a KQED que ellos sienten un gran nivel de confianza con Castillo-Williams y sostienen que ella es el único miembro del personal con quien podían hablar cómodamente sobre asuntos familiares delicados. (La propia Castillo-Williams no estaba disponible para hablar con KQED para este reportaje).\u003c/p>\n\u003cp>“Y no sólo se benefician las familias. También los maestros, ya que podemos ayudar a los niños porque tenemos una vía para saber qué está pasando”, dijo Cardle. En su reunión de marzo, más del 90% del sindicato de maestros votó a favor de apoyar la demanda de los padres de recuperar el enlace bilingüe.\u003c/p>\n\u003cp>“¿Cómo se llega a ese niño que no tiene lo que necesita?”. dijo Cardle. “Si tienen hambre, no pueden aprender”.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>\u003cstrong>‘No nos podemos quedar callados’\u003c/strong>\u003c/h3>\n\u003cp>Los distritos escolares de California se enfrentan a déficits cada vez mayores. El Distrito escolar unificado de San Francisco \u003ca href=\"https://www.kqed.org/news/11978035/sfusd-considers-school-closures-and-mergers-amid-declining-enrollment\">podría sufrir un déficit presupuestario de 100 millones de dólares el año que viene\u003c/a>, y el distrito prevé que el número de alumnos siga disminuyendo a lo largo de la década. Mientras tanto, \u003ca href=\"https://www.latimes.com/california/story/2024-05-08/thousands-rally-over-expected-cuts-to-l-a-schools-a-rebuke-to-lausds-no-layoff-claims\">el Distrito escolar unificado de Los Ángeles podría registrar un déficit de aproximadamente 1.75 mil millones de dólares el próximo año\u003c/a>.\u003c/p>\n\u003cp>Y a pesar de las recientes promesas del gobernador Gavin Newsom de \u003ca href=\"https://edsource.org/2024/newsom-again-pledges-to-spare-cuts-for-schools-and-community-colleges-but-not-for-csu-and-uc/711722\">proteger el presupuesto para la educación del nivel kinder hasta el bachillerato\u003c/a>, las subvenciones federales que ayudaron a mantener a flote a los distritos escolares durante la pandemia \u003ca href=\"https://www.npr.org/2024/03/20/1239609135/the-190-billion-in-emergency-funds-given-to-schools-during-the-pandemic-is-endin\">se han agotado\u003c/a>. En muchas reuniones de consejos escolares a lo largo del estado, la pregunta central es, “¿Qué recortar?”\u003c/p>\n\u003cp>Sin embargo, el grupo de padres hispanohablantes de Oak Grove afirma que sin el enlace bilingüe, será más difícil para los estudiantes latinos recuperar el aprendizaje perdido durante la pandemia.\u003c/p>\n\u003cp>Según los \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2023&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=49&lstDistrict=70839-000&lstSchool=0000000&lstFocus=a\">datos de las pruebas estatales\u003c/a>, aproximadamente el 52% de todos los estudiantes en las escuelas de Oak Grove alcanzaron o superaron los estándares de lengua y literatura en inglés (o ELA por sus siglas en inglés) al final del año escolar 2022-23. En matemáticas, ese número fue del 42%. Entre los estudiantes que se identifican como latinos o hispanos, los números son más bajos: 42% en ELA y 28% en matemáticas. Si bien múltiples estudios han confirmado que los resultados de las pruebas estandarizadas \u003ca href=\"https://www.forbes.com/sites/petergreene/2024/02/10/research-shows-what-state-standardized-tests-actually-measure/?sh=352fad7375e5\">rara vez son buenos indicadores del éxito de los estudiantes\u003c/a>, estos datos pueden mejor usarse para identificar las necesidades de los estudiantes.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“No podemos quedarnos calladas cuando vemos cómo continúan ignorando a nuestra comunidad hispana”, dijo la madre María Gayosso en la reunión del distrito del 8 de marzo.\u003c/p>\n\u003cp>Y si un grupo de estudiantes tiene dificultades, eso también podría afectar a otros estudiantes, dijo Rhianna Casesa, profesora de la Universidad estatal de California en Sonoma. Su investigación se centra en la educación bilingüe y trabaja con muchos jóvenes maestros que quieren enseñar en las escuelas de Sonoma.\u003c/p>\n\u003cp>“Desde 2017, el Condado de Sonoma ha pasado por un trauma tras otro, como los incendios forestales, COVID-19, inundaciones”, dijo. “Si no sabes cómo es desde la perspectiva de un niño o desde la perspectiva de un padre, realmente es difícil enseñar de manera apropiada a ese niño en ese salón de clases”.\u003c/p>\n\u003cp>Y por eso es tan importante que los padres digan lo que piensan, añade la investigadora.\u003c/p>\n\u003cp>“Algo que he visto que ocurre cada vez con mayor frecuencia es que los padres exigen lo que se merecen”, dice. “Los padres se sienten ahora con capacidad para plantear estas exigencias porque, en última instancia, es el dinero de sus impuestos”.\u003c/p>\n\u003cp>En Oak Grove, el consejo escolar está considerando un proceso para reincorporar puestos una vez que el presupuesto del próximo año esté finalizado en junio. La próxima reunión es el 17 de junio, la cual decenas de padres de familia planean asistir y exigir de nuevo que se recupera la posición del enlace bilingüe.\u003c/p>\n\u003cp>Seguirán manifestandose semana tras semana, dice Sandra Cruz. “Creo que lo más importante es la semilla que sembramos en nuestros hijos”, ella agregó. “Los hacemos sentir más fuertes”.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y esa traducción fue editada por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003cbr>\n\u003c/p>\u003c/div>",
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"slug": "why-some-bay-area-counties-may-lose-millions-over-an-obscure-legal-fight-with-the-state",
"title": "Why Some Bay Area Counties May Lose Millions Over an Obscure Legal Fight With the State",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Five Bay Area counties could lose a collective $180 million annually if lawmakers pass the governor’s current budget proposal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The money is at the center of an ongoing battle between the state and counties with some of the highest property taxes in the state. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">San Francisco, Marin, San Mateo, Napa and Santa Clara are the only five counties in California that generate more property taxes than their obligations to the Educational Revenue Augmentation Fund, which is used to meet funding mandates for public schools across the state. The leftovers are called “excess ERAF.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For years, the state Department of Finance has said those counties are miscalculating the amount they owe to the fund by omitting kids in charter schools from their daily attendance counts. The state uses those figures to determine how much money it allocates to school districts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The counties thought recent lawsuits had settled the issue in their favor. However, under the governor’s current budget, charter schools would be counted for ERAF funding, which would essentially remove the excess property tax revenue that the counties use in their general funds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“For more than 30 years, these revenues have been directed to fund K–12 schools, but charter schools have been recently left out of the equation,” H.D. Palmer, a spokesperson for the state Department of Finance, said. “This proposal would ensure that all local educational agencies receive these funds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In February, Matthew Hymel, then-Marin County executive, wrote \u003c/span>\u003ca href=\"https://www.marincounty.gov/departments/executive/budget-and-priority-setting/legislative-support-and-advocacy/legislative-3\">\u003cspan style=\"font-weight: 400;\">a letter to state lawmakers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> calling the move unconstitutional, saying it would cost the county $1.1 million per year, affecting some 65 governmental entities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“This is the latest in a series of attempts by the State Department of Finance (DOF) to take constitutionally protected funds from local governments for State use at the expense of local health and safety programs and services,” Hymel’s statement reads.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">More than $47 million is at stake in Santa Clara County, between the county and its cities. County Executive James Williams argues that the governor’s proposal goes against a \u003c/span>\u003ca href=\"http://www.leginfo.ca.gov/pub/03-04/bill/sen/sb_0001-0050/sca_4_cfa_20040729_111134_asm_floor.html\">\u003cspan style=\"font-weight: 400;\">2004 constitutional amendment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> passed by voters that precludes state lawmakers from enacting new “ERAF shifts” to take property tax money away from local governments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There should be no more grab of local government money, and that’s why we’re urging the legislature to reject this,” Williams said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Michelle Allersma, director of budget and analysis in the San Francisco Controller’s Office, said San Francisco alone risks losing $43 million a year, which it uses to pay for basic services. It began using excess ERAF in the 2016–17 budget year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re still kind of pulling ourselves out of the kind of pandemic aftermath,” Allersma said. “We’re still working on building back our local economy, so $43 million is objectively just an incredibly large number for us to backfill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Williams said the dispute goes back to 1988 when California voters passed \u003c/span>\u003ca href=\"https://lao.ca.gov/2005/prop_98_primer/prop_98_primer_020805.htm#:~:text=Generally%2C%20Proposition%2098%20provides%20K,and%20local%20property%20tax%20revenues.\">\u003cspan style=\"font-weight: 400;\">Proposition 98\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which guarantees funding for K–14 schools through a combination of money from the state’s general fund and local property taxes, creating ERAF. Property taxes fill those funding buckets first. If the counties don’t supply enough, the state’s general fund fills the rest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Bay Area counties at issue have five of the six highest property taxes per resident in the state. That means their share of the buckets gets filled, and the leftover flows back into the counties to fund other services, like public health and safety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The specific change that they’re proposing is to add another bucket: charter schools,” Williams said. “Today, that bucket gets filled by the state general fund. Instead, the Department of Finance wants that bucket to get filled by ERAF.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Department of Finance previously tried to make that change through a directive from the state controller. That ended up with all interested parties in court. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A \u003c/span>\u003ca href=\"https://lao.ca.gov/Publications/Report/4193\">\u003cspan style=\"font-weight: 400;\">2020 report from the Legislative Analyst’s Office\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> said the five counties were calculating their ERAF “in ways that seem contrary to state law and shift too much property tax revenue from schools to other agencies” to the tune of roughly $170 million per year. They anticipated that the amount would rise every year as property taxes increase.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At the time, the Department of Finance said ERAF funding calculations should include charter school daily attendance numbers. In response, \u003c/span>\u003ca href=\"https://casetext.com/statute/california-codes/california-revenue-and-taxation-code/division-1-property-taxation/part-05-implementation-of-article-xiiia-of-the-california-constitution/chapter-6-allocation-of-property-tax-revenue/article-3-revenue-allocation-shifts-for-education/section-972-modifications-for-certain-fiscal-years\">\u003cspan style=\"font-weight: 400;\">state lawmakers compromised\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with the five Bay Area counties, holding them harmless for past years so long as they followed guidance from the state controller. The Legislature passed the 2020–21 budget, assuming counties would meet the higher Proposition 98 guarantee by counting charter schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, \u003c/span>\u003ca href=\"https://www.sco.ca.gov/Files-ARD-Local/sco_eraf_guidance.pdf\">\u003cspan style=\"font-weight: 400;\">the controller’s guidance (PDF)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, issued in February 2021, omitted charter schools from the definition of a school district in terms of ERAF funding “because they do not directly receive property tax revenue.” \u003c/span>\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11986893,news_11981977,news_11985798\"]\u003cspan style=\"font-weight: 400;\">The California School Boards Association (CSBA) objected, \u003c/span>\u003ca href=\"https://publications.csba.org/reports/ela/2022-annual-report/school-funding-educational-revenue-augmentation-fund/\">\u003cspan style=\"font-weight: 400;\">arguing in a lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> against the state controller that the guidance was unlawful, violating the California constitution’s minimum funding guarantee because charter schools should not be excluded from daily attendance-based funding or minimum property tax funding, with local funding being “passed through” a school district to the charter school. They estimated that nearly $1 billion was lost to excess ERAF at that time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Three of the five counties — Marin, San Francisco and Santa Clara — intervened in the case. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In June 2022, a judge found the controller’s guidance was within the law. The CSBA appealed, and local governments that use excess ERAF funding closely watched the case, with some even \u003c/span>\u003ca href=\"https://www.milpitas.gov/DocumentCenter/View/3397/FY23-24-Proposed-Budget-20230425-FINAL\">\u003cspan style=\"font-weight: 400;\">budgeting for legal bills in the case\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Last July, an \u003c/span>\u003ca href=\"https://casetext.com/case/cal-sch-bds-assn-v-cohen\">\u003cspan style=\"font-weight: 400;\">appellate court ruled\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in the controller’s and counties’ favor, essentially putting the issue to rest.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Or so they thought, until the release of the governor’s current budget proposal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“To explicitly address charter schools and their interaction with existing ERAF distribution statutes, the Budget proposes statutory changes to clarify that charter schools are eligible to receive ERAF,” \u003c/span>\u003ca href=\"https://ebudget.ca.gov/2024-25/pdf/BudgetSummary/FullBudgetSummary.pdf\">\u003cspan style=\"font-weight: 400;\">the budget states (PDF)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the governor’s budget proposes counting charter school kids, the legislative version of the budget doesn’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even if the governor’s proposal makes it into the final budget, counties would still have another year before the change takes effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The worst case scenario is that they agree on it, and it goes into effect on July 1, 2025,” Allersma said. “If it goes into effect, it would be at least out one year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">State lawmakers are \u003c/span>\u003ca href=\"https://dof.ca.gov/budget/californias-budget-process/\">\u003cspan style=\"font-weight: 400;\">required to vote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on the budget by June 15.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The governor’s proposed budget could cost five Bay Area counties up to $180 million annually in legal tussle over property taxes.",
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"title": "Why Some Bay Area Counties May Lose Millions Over an Obscure Legal Fight With the State | KQED",
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"headline": "Why Some Bay Area Counties May Lose Millions Over an Obscure Legal Fight With the State",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Five Bay Area counties could lose a collective $180 million annually if lawmakers pass the governor’s current budget proposal. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The money is at the center of an ongoing battle between the state and counties with some of the highest property taxes in the state. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">San Francisco, Marin, San Mateo, Napa and Santa Clara are the only five counties in California that generate more property taxes than their obligations to the Educational Revenue Augmentation Fund, which is used to meet funding mandates for public schools across the state. The leftovers are called “excess ERAF.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For years, the state Department of Finance has said those counties are miscalculating the amount they owe to the fund by omitting kids in charter schools from their daily attendance counts. The state uses those figures to determine how much money it allocates to school districts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The counties thought recent lawsuits had settled the issue in their favor. However, under the governor’s current budget, charter schools would be counted for ERAF funding, which would essentially remove the excess property tax revenue that the counties use in their general funds. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“For more than 30 years, these revenues have been directed to fund K–12 schools, but charter schools have been recently left out of the equation,” H.D. Palmer, a spokesperson for the state Department of Finance, said. “This proposal would ensure that all local educational agencies receive these funds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In February, Matthew Hymel, then-Marin County executive, wrote \u003c/span>\u003ca href=\"https://www.marincounty.gov/departments/executive/budget-and-priority-setting/legislative-support-and-advocacy/legislative-3\">\u003cspan style=\"font-weight: 400;\">a letter to state lawmakers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> calling the move unconstitutional, saying it would cost the county $1.1 million per year, affecting some 65 governmental entities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“This is the latest in a series of attempts by the State Department of Finance (DOF) to take constitutionally protected funds from local governments for State use at the expense of local health and safety programs and services,” Hymel’s statement reads.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">More than $47 million is at stake in Santa Clara County, between the county and its cities. County Executive James Williams argues that the governor’s proposal goes against a \u003c/span>\u003ca href=\"http://www.leginfo.ca.gov/pub/03-04/bill/sen/sb_0001-0050/sca_4_cfa_20040729_111134_asm_floor.html\">\u003cspan style=\"font-weight: 400;\">2004 constitutional amendment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> passed by voters that precludes state lawmakers from enacting new “ERAF shifts” to take property tax money away from local governments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There should be no more grab of local government money, and that’s why we’re urging the legislature to reject this,” Williams said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Michelle Allersma, director of budget and analysis in the San Francisco Controller’s Office, said San Francisco alone risks losing $43 million a year, which it uses to pay for basic services. It began using excess ERAF in the 2016–17 budget year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re still kind of pulling ourselves out of the kind of pandemic aftermath,” Allersma said. “We’re still working on building back our local economy, so $43 million is objectively just an incredibly large number for us to backfill.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Williams said the dispute goes back to 1988 when California voters passed \u003c/span>\u003ca href=\"https://lao.ca.gov/2005/prop_98_primer/prop_98_primer_020805.htm#:~:text=Generally%2C%20Proposition%2098%20provides%20K,and%20local%20property%20tax%20revenues.\">\u003cspan style=\"font-weight: 400;\">Proposition 98\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which guarantees funding for K–14 schools through a combination of money from the state’s general fund and local property taxes, creating ERAF. Property taxes fill those funding buckets first. If the counties don’t supply enough, the state’s general fund fills the rest. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Bay Area counties at issue have five of the six highest property taxes per resident in the state. That means their share of the buckets gets filled, and the leftover flows back into the counties to fund other services, like public health and safety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The specific change that they’re proposing is to add another bucket: charter schools,” Williams said. “Today, that bucket gets filled by the state general fund. Instead, the Department of Finance wants that bucket to get filled by ERAF.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Department of Finance previously tried to make that change through a directive from the state controller. That ended up with all interested parties in court. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A \u003c/span>\u003ca href=\"https://lao.ca.gov/Publications/Report/4193\">\u003cspan style=\"font-weight: 400;\">2020 report from the Legislative Analyst’s Office\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> said the five counties were calculating their ERAF “in ways that seem contrary to state law and shift too much property tax revenue from schools to other agencies” to the tune of roughly $170 million per year. They anticipated that the amount would rise every year as property taxes increase.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At the time, the Department of Finance said ERAF funding calculations should include charter school daily attendance numbers. In response, \u003c/span>\u003ca href=\"https://casetext.com/statute/california-codes/california-revenue-and-taxation-code/division-1-property-taxation/part-05-implementation-of-article-xiiia-of-the-california-constitution/chapter-6-allocation-of-property-tax-revenue/article-3-revenue-allocation-shifts-for-education/section-972-modifications-for-certain-fiscal-years\">\u003cspan style=\"font-weight: 400;\">state lawmakers compromised\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with the five Bay Area counties, holding them harmless for past years so long as they followed guidance from the state controller. The Legislature passed the 2020–21 budget, assuming counties would meet the higher Proposition 98 guarantee by counting charter schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, \u003c/span>\u003ca href=\"https://www.sco.ca.gov/Files-ARD-Local/sco_eraf_guidance.pdf\">\u003cspan style=\"font-weight: 400;\">the controller’s guidance (PDF)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, issued in February 2021, omitted charter schools from the definition of a school district in terms of ERAF funding “because they do not directly receive property tax revenue.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan style=\"font-weight: 400;\">The California School Boards Association (CSBA) objected, \u003c/span>\u003ca href=\"https://publications.csba.org/reports/ela/2022-annual-report/school-funding-educational-revenue-augmentation-fund/\">\u003cspan style=\"font-weight: 400;\">arguing in a lawsuit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> against the state controller that the guidance was unlawful, violating the California constitution’s minimum funding guarantee because charter schools should not be excluded from daily attendance-based funding or minimum property tax funding, with local funding being “passed through” a school district to the charter school. They estimated that nearly $1 billion was lost to excess ERAF at that time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Three of the five counties — Marin, San Francisco and Santa Clara — intervened in the case. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In June 2022, a judge found the controller’s guidance was within the law. The CSBA appealed, and local governments that use excess ERAF funding closely watched the case, with some even \u003c/span>\u003ca href=\"https://www.milpitas.gov/DocumentCenter/View/3397/FY23-24-Proposed-Budget-20230425-FINAL\">\u003cspan style=\"font-weight: 400;\">budgeting for legal bills in the case\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Last July, an \u003c/span>\u003ca href=\"https://casetext.com/case/cal-sch-bds-assn-v-cohen\">\u003cspan style=\"font-weight: 400;\">appellate court ruled\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in the controller’s and counties’ favor, essentially putting the issue to rest.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Or so they thought, until the release of the governor’s current budget proposal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“To explicitly address charter schools and their interaction with existing ERAF distribution statutes, the Budget proposes statutory changes to clarify that charter schools are eligible to receive ERAF,” \u003c/span>\u003ca href=\"https://ebudget.ca.gov/2024-25/pdf/BudgetSummary/FullBudgetSummary.pdf\">\u003cspan style=\"font-weight: 400;\">the budget states (PDF)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the governor’s budget proposes counting charter school kids, the legislative version of the budget doesn’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even if the governor’s proposal makes it into the final budget, counties would still have another year before the change takes effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The worst case scenario is that they agree on it, and it goes into effect on July 1, 2025,” Allersma said. “If it goes into effect, it would be at least out one year.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">State lawmakers are \u003c/span>\u003ca href=\"https://dof.ca.gov/budget/californias-budget-process/\">\u003cspan style=\"font-weight: 400;\">required to vote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on the budget by June 15.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "new-report-reveals-alarming-child-well-being-stats-in-california",
"title": "New Report Reveals Alarming Child Well-Being Stats in California",
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"headTitle": "New Report Reveals Alarming Child Well-Being Stats in California | KQED",
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"content": "\u003cp>California’s children rank in the bottom third of all states in overall well-being, according to a new report released this week.\u003c/p>\n\u003cp>The authors of the report, “\u003ca class=\"external\" href=\"https://www.aecf.org/resources/2024-kids-count-data-book\" target=\"_blank\" rel=\"noopener\">2024 KIDS COUNT Data Book: State Trends in Child Well-Being\u003c/a>,” found that over half of California’s 3- and 4-year-olds are not in school, less than one-fourth of its eighth graders are proficient in math, and a greater number children and teens per 100,000 died than in previous years.\u003c/p>\n\u003cp>“One way to think about it is where we see the most progress are the states who are investing in their children — heavily in their children,” said Leslie Boissiere, vice president of external affairs at the Annie E. Casey Foundation, who oversaw the compilation of the report.\u003c/p>\n\u003cp>Now in its 35th year and published by the foundation, a private philanthropy and research organization, the annual report measures children’s well-being across 16 indicators within the categories of education, economic well-being, health, and family and community.\u003c/p>\n\u003cp>Out of all states, California ranked 43rd in economic well-being, 35th in education, 10th in health, and 37th in family and community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>California’s children only fared better than most other states in the health indicator. Even so, the number of babies with low birth weight slightly increased from 7.1% in 2019 to 7.4% in 2022, as did the number of child and teen deaths, rising from 18 per 100,000 in 2019 to 22 per 100,000 in 2022.\u003c/p>\n\u003cp>“The movement in indicators generally follows investments, and it depends on the particular state of how they’re investing in their children,” Boissiere said.\u003c/p>\n\u003cp>This year’s report largely focused on comparisons between 2019 and 2022 data to provide a pre-pandemic and post-pandemic view of how children are faring, Boissiere said. Sources for the data included the U.S. Census Bureau, the U.S. Department of Education, the National Center for Education Statistics, the National Assessment of Educational Progress, and the Centers for Disease Control and Prevention.\u003c/p>\n\u003ch2>Impact of low well-being on chronic absenteeism\u003c/h2>\n\u003cp>The authors noted that the report’s findings provide context to the conversation on chronic absenteeism, which is defined as missing 10% or more of the school year.\u003c/p>\n\u003cp>The percentage of \u003ca href=\"https://edsource.org/2023/californias-dramatic-jump-in-chronically-absent-students-part-of-a-nationwide-surge/695439\">chronically absent students in California\u003c/a> skyrocketed from the pre-pandemic rate of 12.1% in the 2018–19 school year to 30% in 2021–22. The reasons for such high absenteeism vary from district to district and even from student to student, but experts agree that the issue is exacerbated when children’s basic needs are not being met.\u003c/p>\n\u003cp>“What we know is that it’s critically important that all children arrive in the classroom ready to learn and, in order for them to be ready to learn, their basic needs have to be met,” Boissiere said.\u003c/p>\n\u003cp>National data included in the report highlighted the relationship between absences and academic performance. The more students miss school, the lower their reading proficiency.\u003c/p>\n\u003cp>[aside postID=\"mindshift_63984,news_11989955,mindshift_63241\" label=\"Related Stories\"]In 2022, the percentage of fourth-grade students nationwide scoring proficient in reading was 40% for students with zero absences the month before they took the National Assessment of Educational Progress or NAEP. Reading proficiency lowered to 34% with one to two absent days in that month; to 28% with three to four absences; 25% with five to 10 absences, and down to 14% for students who had more than 10 absences in the same one-month time frame prior to taking the NAEP.\u003c/p>\n\u003cp>The authors also found that racial inequities play a critical role in nearly all the index measures in the report.\u003c/p>\n\u003cp>“As a result of generationslong inequities and discriminatory policies and practices that persist, children of color face high hurdles to success on many indicators,” the authors wrote.\u003c/p>\n\u003cp>For example, the authors found “alarming increases” in the rate of child and teen death rates among Black children nationally and that American Indian or Alaska Native children “were more than twice as likely to lack health insurance.”\u003c/p>\n\u003cp>Disaggregating racial demographic data also pointed to notable inequities.\u003c/p>\n\u003cp>For example, authors found that Asian and Pacific Islander children experienced one of the lowest rates of poverty nationally at 11%; the rate of poverty among Burmese children was 29%, 24% for Mongolian children, and 23% for Thai children. The national average for child poverty is 16%, per the report, highlighting the stark poverty rates for many Asian children nationwide.\u003c/p>\n\u003cp>Looking at distinct racial inequities, the authors found exceptions where children of color fared better than the national average. For example, Black children were more likely to be in school at ages 3 and 4, to be insured, and to have a head of household with at least a high school diploma. Latino children and teens had lower death rates, and they were also less likely to have low birth weight.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Today, kids of color represent a majority of the children in the country, as well as in 14 states, the District of Columbia, Puerto Rico and the U.S. Virgin Islands,” the authors wrote. “The future success of our nation depends on our ability to ensure all children have the chance to be successful.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s children rank in the bottom third of all states in overall well-being, according to a new report released this week.\u003c/p>\n\u003cp>The authors of the report, “\u003ca class=\"external\" href=\"https://www.aecf.org/resources/2024-kids-count-data-book\" target=\"_blank\" rel=\"noopener\">2024 KIDS COUNT Data Book: State Trends in Child Well-Being\u003c/a>,” found that over half of California’s 3- and 4-year-olds are not in school, less than one-fourth of its eighth graders are proficient in math, and a greater number children and teens per 100,000 died than in previous years.\u003c/p>\n\u003cp>“One way to think about it is where we see the most progress are the states who are investing in their children — heavily in their children,” said Leslie Boissiere, vice president of external affairs at the Annie E. Casey Foundation, who oversaw the compilation of the report.\u003c/p>\n\u003cp>Now in its 35th year and published by the foundation, a private philanthropy and research organization, the annual report measures children’s well-being across 16 indicators within the categories of education, economic well-being, health, and family and community.\u003c/p>\n\u003cp>Out of all states, California ranked 43rd in economic well-being, 35th in education, 10th in health, and 37th in family and community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California’s children only fared better than most other states in the health indicator. Even so, the number of babies with low birth weight slightly increased from 7.1% in 2019 to 7.4% in 2022, as did the number of child and teen deaths, rising from 18 per 100,000 in 2019 to 22 per 100,000 in 2022.\u003c/p>\n\u003cp>“The movement in indicators generally follows investments, and it depends on the particular state of how they’re investing in their children,” Boissiere said.\u003c/p>\n\u003cp>This year’s report largely focused on comparisons between 2019 and 2022 data to provide a pre-pandemic and post-pandemic view of how children are faring, Boissiere said. Sources for the data included the U.S. Census Bureau, the U.S. Department of Education, the National Center for Education Statistics, the National Assessment of Educational Progress, and the Centers for Disease Control and Prevention.\u003c/p>\n\u003ch2>Impact of low well-being on chronic absenteeism\u003c/h2>\n\u003cp>The authors noted that the report’s findings provide context to the conversation on chronic absenteeism, which is defined as missing 10% or more of the school year.\u003c/p>\n\u003cp>The percentage of \u003ca href=\"https://edsource.org/2023/californias-dramatic-jump-in-chronically-absent-students-part-of-a-nationwide-surge/695439\">chronically absent students in California\u003c/a> skyrocketed from the pre-pandemic rate of 12.1% in the 2018–19 school year to 30% in 2021–22. The reasons for such high absenteeism vary from district to district and even from student to student, but experts agree that the issue is exacerbated when children’s basic needs are not being met.\u003c/p>\n\u003cp>“What we know is that it’s critically important that all children arrive in the classroom ready to learn and, in order for them to be ready to learn, their basic needs have to be met,” Boissiere said.\u003c/p>\n\u003cp>National data included in the report highlighted the relationship between absences and academic performance. The more students miss school, the lower their reading proficiency.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In 2022, the percentage of fourth-grade students nationwide scoring proficient in reading was 40% for students with zero absences the month before they took the National Assessment of Educational Progress or NAEP. Reading proficiency lowered to 34% with one to two absent days in that month; to 28% with three to four absences; 25% with five to 10 absences, and down to 14% for students who had more than 10 absences in the same one-month time frame prior to taking the NAEP.\u003c/p>\n\u003cp>The authors also found that racial inequities play a critical role in nearly all the index measures in the report.\u003c/p>\n\u003cp>“As a result of generationslong inequities and discriminatory policies and practices that persist, children of color face high hurdles to success on many indicators,” the authors wrote.\u003c/p>\n\u003cp>For example, the authors found “alarming increases” in the rate of child and teen death rates among Black children nationally and that American Indian or Alaska Native children “were more than twice as likely to lack health insurance.”\u003c/p>\n\u003cp>Disaggregating racial demographic data also pointed to notable inequities.\u003c/p>\n\u003cp>For example, authors found that Asian and Pacific Islander children experienced one of the lowest rates of poverty nationally at 11%; the rate of poverty among Burmese children was 29%, 24% for Mongolian children, and 23% for Thai children. The national average for child poverty is 16%, per the report, highlighting the stark poverty rates for many Asian children nationwide.\u003c/p>\n\u003cp>Looking at distinct racial inequities, the authors found exceptions where children of color fared better than the national average. For example, Black children were more likely to be in school at ages 3 and 4, to be insured, and to have a head of household with at least a high school diploma. Latino children and teens had lower death rates, and they were also less likely to have low birth weight.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Today, kids of color represent a majority of the children in the country, as well as in 14 states, the District of Columbia, Puerto Rico and the U.S. Virgin Islands,” the authors wrote. “The future success of our nation depends on our ability to ensure all children have the chance to be successful.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"perspectives": {
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"source": "Possible"
},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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