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"title": "Planned Cal Grant Expansion for Public College Students in Jeopardy Amid Growing State Deficit",
"headTitle": "Planned Cal Grant Expansion for Public College Students in Jeopardy Amid Growing State Deficit | KQED",
"content": "\u003cp>When California’s budget surplus was in the tens of billions of dollars two years ago, legislators passed a law that would expand the state’s nationally renowned free-tuition and cash-aid program to an additional 137,000 college students by fall 2024 — \u003ca href=\"https://ebudget.ca.gov/2022-23/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=10\">but only if the money was there\u003c/a>.\u003c/p>\n\u003cp>Whether the Cal Grant tuition program grows will play out in the next two months as state legislators and Gov. Gavin Newsom grapple with a budget deficit now estimated at between \u003ca href=\"https://calmatters.org/politics/2024/01/newsom-budget-california/\">$38 billion\u003c/a> and \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">$73 billion\u003c/a>, depending on whom you ask.\u003c/p>\n\u003cp>Early signs suggest California’s upcoming budget, which legislators and the governor must finalize by late June, won’t be able to shoulder the new expenses. “Based on current revenue projections, those conditions are unlikely to be met in 2024–25,” wrote Lisa Qing, an analyst with the nonpartisan Legislative Analyst’s Office, in an email last week.\u003c/p>\n\u003cp>Full expansion \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=9\">would cost $245 million\u003c/a>, on top of the \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">$2.4 billion the state already spends on the Cal Grant\u003c/a> program. The financial aid juggernaut fully covers tuition at the University of California and California State University and provides cash awards to community college students of $1,650, though some \u003ca href=\"https://www.csac.ca.gov/students-dependents\">students with children get more\u003c/a>. Private college students receive partial tuition waivers.\u003c/p>\n\u003cp>If implemented, \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">much of the increased benefit\u003c/a> would go to lower-income community college students who aren’t eligible for the Cal Grant due to GPA restrictions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some lawmakers are asking whether the state could partially expand the grant program in the hopes that more money will be available next year — no sure bet as projections show California will battle \u003ca href=\"https://calmatters.org/politics/2024/01/california-budget-lao-review-newsom/#:~:text=Worse%2C%20both%20the%20governor%20and%20Legislative%20Analyst%E2%80%99s%20Office%20predict%20large%20deficits%20of%20about%20%2430%20billion%20annually%20through%202027%2D28.\">$30 billion deficits through 2028\u003c/a>.\u003c/p>\n\u003cp>Meanwhile, the UC system has asked lawmakers to delay changes to the Cal Grant until next year. An official cited the colossal problems caused by new \u003ca href=\"https://calmatters.org/education/higher-education/2024/03/financial-aid/\">changes to the federal financial aid application\u003c/a>, known as FAFSA, that have upended the normal workflow of financial aid offices across the country.\u003c/p>\n\u003cp>Another reason is that the proposed Cal Grant changes would generally lower the income eligibility cutoff, ultimately making fewer UC students eligible for the grant over time.\u003c/p>\n\u003cp>“Given that and the challenges that we’re facing this year with FAFSA, we would prefer that Cal Grant reform be enacted for ’25–’26,” said Shawn Brick, UC’s director of financial aid, \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=630&f=4bdaaf3f51f0652e230d2df807380a98\">at a March Assembly hearing\u003c/a>.\u003c/p>\n\u003ch2>What full Cal Grant expansion would look like\u003c/h2>\n\u003cp>Right now, Cal Grant consists of eight programs, each with its own rules and award amounts that collectively benefit about 400,000 students. The law to revamp Cal Grant would collapse all those programs into just two: the Cal Grant 2 for community colleges and the Cal Grant 4 for four-year universities.\u003c/p>\n\u003cp>The overhaul would expand eligibility to roughly 185,000 additional students \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=9\">but exclude 48,000 students currently eligible\u003c/a> — a net increase of 137,000 students. Those already getting the award would continue to receive it.\u003c/p>\n\u003cp>Students would be \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=8\">newly eligible for several reasons\u003c/a>. If they’re community college students, they’ll no longer need to satisfy a minimum GPA of 2.0. This builds on a 2021 law that \u003ca href=\"https://ebudget.ca.gov/2021-22/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=9\">allowed more than 100,000 community college students\u003c/a> to receive the Cal Grant for the first time. University students would be newly eligible because the rules \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=8\">would no longer limit the award\u003c/a> to students under 28.\u003c/p>\n\u003cp>[aside label=\"more higher ed coverage\" tag=\"higher-education\"]The new rules would also make students eligible for the Cal Grant even if they enroll directly into a university more than a year after finishing high school, removing the time-out-of-high school restriction.\u003c/p>\n\u003cp>However, the overhaul would also lower the income ceiling, excluding about 48,000 students who are now eligible for it. For example, under current rules, the income ceiling for a family of four with a dependent student going to college is $131,000. It would drop to $76,000 under the Cal Grant overhaul, \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=96&f=4bdaaf3f51f0652e230d2df807380a98\">Qing said at a March legislative hearing\u003c/a>.\u003c/p>\n\u003cp>Also, university students \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=130&f=4bdaaf3f51f0652e230d2df807380a98\">would no longer be eligible\u003c/a> for some cash awards, with the expectation that campus financial aid programs \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=159&f=4bdaaf3f51f0652e230d2df807380a98\">pick up the slack\u003c/a>. At the same time, some university students who now only receive a $1,650 cash award as freshmen would instead be granted the tuition waiver, which is a higher value.\u003c/p>\n\u003cp>Also, under the new Cal Grant rules, an additional 45,000 lower-income students who are parents would be eligible for the award, and \u003ca href=\"https://www.csac.ca.gov/students-dependents\">students with dependent children \u003c/a>could receive an additional $6,000.\u003c/p>\n\u003ch2>Most of the new awards would go to community college students\u003c/h2>\n\u003cp>The agency that oversees financial aid, the California Student Aid Commission, \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">projects that by the end of the decade\u003c/a>, 120,000 more community college students will receive a Cal Grant annually under the overhaul.\u003c/p>\n\u003cp>It’s a different story for UC students. Under existing rules, the number of UC students receiving a Cal Grant is projected to grow by 17,000 by 2030. But under the overhauled Cal Grant, only 5,500 more UC students would get the award by then.\u003c/p>\n\u003cp>Still, students at UC, which has the highest tuition, would collectively receive more Cal Grant dollars than students elsewhere.\u003c/p>\n\u003cp>Assemblymember David Alvarez, a Democrat from Chula Vista, noted at a March hearing that UC is \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-13-final-agenda.pdf#page=6\">enrolling a smaller percentage of lower-income students\u003c/a> than in the past, which he thinks is the reason why the system is projected to see fewer of its students acquire a Cal Grant under the overhaul.\u003c/p>\n\u003cp>“Let’s identify more of our California students that are lower income to be able to attend our UC system,” \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=1632&f=4bdaaf3f51f0652e230d2df807380a98\">Alvarez said\u003c/a>. “And therefore, I think Cal Grant can be a net benefit for the UC system.”\u003c/p>\n\u003cp>Alvarez, who leads the Assembly’s budget subcommittee on education, wants to see the Cal Grant expanded in some capacity by July when the state’s 2024–25 budget begins. “We know it will happen, but we are in a budget situation where we need to think about how that is going to happen. But I believe it must start this year,” he said.\u003c/p>\n\u003cp>Last month, state senators asked the Student Aid Commission to float some ideas for a \u003ca href=\"https://sbud.senate.ca.gov/sites/sbud.senate.ca.gov/files/March%207%202024_%20CA%20Student%20Aid%20Commission%20UC%20CSU%20CCC%20UC%20College%20of%20the%20Law%20SF%20State%20Library.pdf#page=8\">partial rollout that limits costs\u003c/a>.\u003c/p>\n\u003cp>One idea is to increase the size of the community college cash awards this year so they’re tied to inflation — one of the changes that would kick in under a full Cal Grant overhaul anyway.\u003c/p>\n\u003cp>Another option is to expand the number of students who are also parents receiving the cash award but lower the amount each student receives. An official with the commission, Jake Brymner, told lawmakers at a March hearing that doing so would mean 45,000 more students receive the cash award but that everyone \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=410&f=cf17d1310e8ea48f9120dabd65ef74b0\">would get between $3,000 and $4,000\u003c/a> — less than the $6,000 students get now.\u003c/p>\n\u003cp>Brymner \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=305&f=cf17d1310e8ea48f9120dabd65ef74b0\">also suggested\u003c/a> limiting the Cal Grant for community college students to those who meet the current 2.0 GPA rule.\u003c/p>\n\u003cp>Finally, lawmakers could overhaul the Cal Grant but \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=452&f=cf17d1310e8ea48f9120dabd65ef74b0\">lower the income ceilings even more\u003c/a> to limit costs, Brymner said. That idea is likely the least popular.\u003c/p>\n\u003cp>“I would hate to see a reduction to the income ceilings,” Noelia Gonzalez, Cal State’s director for financial aid programs, said \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=620&f=cf17d1310e8ea48f9120dabd65ef74b0\">at the same hearing\u003c/a>. She said it would come at a particularly poor time for middle-class students.\u003c/p>\n\u003cp>Because of the state’s budget deficit, Newsom favors nixing a planned one-time increase to the \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/middle-class-scholarship-california/\">Middle Class Scholarship\u003c/a>, a relatively new financial aid program funded at around $630 million in 2022–23 and $860 million in 2023–24. Last year, lawmakers had promised to put \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=16\">an additional $60 million into the scholarship\u003c/a>. Instead, Newsom wants to cut it back to around $630 million.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=16\">would drop average awards\u003c/a> from above $2,500 to just below $2,000 for the roughly 300,000 UC and Cal State students receiving them.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When California’s budget surplus was in the tens of billions of dollars two years ago, legislators passed a law that would expand the state’s nationally renowned free-tuition and cash-aid program to an additional 137,000 college students by fall 2024 — \u003ca href=\"https://ebudget.ca.gov/2022-23/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=10\">but only if the money was there\u003c/a>.\u003c/p>\n\u003cp>Whether the Cal Grant tuition program grows will play out in the next two months as state legislators and Gov. Gavin Newsom grapple with a budget deficit now estimated at between \u003ca href=\"https://calmatters.org/politics/2024/01/newsom-budget-california/\">$38 billion\u003c/a> and \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">$73 billion\u003c/a>, depending on whom you ask.\u003c/p>\n\u003cp>Early signs suggest California’s upcoming budget, which legislators and the governor must finalize by late June, won’t be able to shoulder the new expenses. “Based on current revenue projections, those conditions are unlikely to be met in 2024–25,” wrote Lisa Qing, an analyst with the nonpartisan Legislative Analyst’s Office, in an email last week.\u003c/p>\n\u003cp>Full expansion \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=9\">would cost $245 million\u003c/a>, on top of the \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">$2.4 billion the state already spends on the Cal Grant\u003c/a> program. The financial aid juggernaut fully covers tuition at the University of California and California State University and provides cash awards to community college students of $1,650, though some \u003ca href=\"https://www.csac.ca.gov/students-dependents\">students with children get more\u003c/a>. Private college students receive partial tuition waivers.\u003c/p>\n\u003cp>If implemented, \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">much of the increased benefit\u003c/a> would go to lower-income community college students who aren’t eligible for the Cal Grant due to GPA restrictions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some lawmakers are asking whether the state could partially expand the grant program in the hopes that more money will be available next year — no sure bet as projections show California will battle \u003ca href=\"https://calmatters.org/politics/2024/01/california-budget-lao-review-newsom/#:~:text=Worse%2C%20both%20the%20governor%20and%20Legislative%20Analyst%E2%80%99s%20Office%20predict%20large%20deficits%20of%20about%20%2430%20billion%20annually%20through%202027%2D28.\">$30 billion deficits through 2028\u003c/a>.\u003c/p>\n\u003cp>Meanwhile, the UC system has asked lawmakers to delay changes to the Cal Grant until next year. An official cited the colossal problems caused by new \u003ca href=\"https://calmatters.org/education/higher-education/2024/03/financial-aid/\">changes to the federal financial aid application\u003c/a>, known as FAFSA, that have upended the normal workflow of financial aid offices across the country.\u003c/p>\n\u003cp>Another reason is that the proposed Cal Grant changes would generally lower the income eligibility cutoff, ultimately making fewer UC students eligible for the grant over time.\u003c/p>\n\u003cp>“Given that and the challenges that we’re facing this year with FAFSA, we would prefer that Cal Grant reform be enacted for ’25–’26,” said Shawn Brick, UC’s director of financial aid, \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=630&f=4bdaaf3f51f0652e230d2df807380a98\">at a March Assembly hearing\u003c/a>.\u003c/p>\n\u003ch2>What full Cal Grant expansion would look like\u003c/h2>\n\u003cp>Right now, Cal Grant consists of eight programs, each with its own rules and award amounts that collectively benefit about 400,000 students. The law to revamp Cal Grant would collapse all those programs into just two: the Cal Grant 2 for community colleges and the Cal Grant 4 for four-year universities.\u003c/p>\n\u003cp>The overhaul would expand eligibility to roughly 185,000 additional students \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=9\">but exclude 48,000 students currently eligible\u003c/a> — a net increase of 137,000 students. Those already getting the award would continue to receive it.\u003c/p>\n\u003cp>Students would be \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=8\">newly eligible for several reasons\u003c/a>. If they’re community college students, they’ll no longer need to satisfy a minimum GPA of 2.0. This builds on a 2021 law that \u003ca href=\"https://ebudget.ca.gov/2021-22/pdf/Enacted/BudgetSummary/HigherEducation.pdf#page=9\">allowed more than 100,000 community college students\u003c/a> to receive the Cal Grant for the first time. University students would be newly eligible because the rules \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=8\">would no longer limit the award\u003c/a> to students under 28.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The new rules would also make students eligible for the Cal Grant even if they enroll directly into a university more than a year after finishing high school, removing the time-out-of-high school restriction.\u003c/p>\n\u003cp>However, the overhaul would also lower the income ceiling, excluding about 48,000 students who are now eligible for it. For example, under current rules, the income ceiling for a family of four with a dependent student going to college is $131,000. It would drop to $76,000 under the Cal Grant overhaul, \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=96&f=4bdaaf3f51f0652e230d2df807380a98\">Qing said at a March legislative hearing\u003c/a>.\u003c/p>\n\u003cp>Also, university students \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=130&f=4bdaaf3f51f0652e230d2df807380a98\">would no longer be eligible\u003c/a> for some cash awards, with the expectation that campus financial aid programs \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=159&f=4bdaaf3f51f0652e230d2df807380a98\">pick up the slack\u003c/a>. At the same time, some university students who now only receive a $1,650 cash award as freshmen would instead be granted the tuition waiver, which is a higher value.\u003c/p>\n\u003cp>Also, under the new Cal Grant rules, an additional 45,000 lower-income students who are parents would be eligible for the award, and \u003ca href=\"https://www.csac.ca.gov/students-dependents\">students with dependent children \u003c/a>could receive an additional $6,000.\u003c/p>\n\u003ch2>Most of the new awards would go to community college students\u003c/h2>\n\u003cp>The agency that oversees financial aid, the California Student Aid Commission, \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=10\">projects that by the end of the decade\u003c/a>, 120,000 more community college students will receive a Cal Grant annually under the overhaul.\u003c/p>\n\u003cp>It’s a different story for UC students. Under existing rules, the number of UC students receiving a Cal Grant is projected to grow by 17,000 by 2030. But under the overhauled Cal Grant, only 5,500 more UC students would get the award by then.\u003c/p>\n\u003cp>Still, students at UC, which has the highest tuition, would collectively receive more Cal Grant dollars than students elsewhere.\u003c/p>\n\u003cp>Assemblymember David Alvarez, a Democrat from Chula Vista, noted at a March hearing that UC is \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-13-final-agenda.pdf#page=6\">enrolling a smaller percentage of lower-income students\u003c/a> than in the past, which he thinks is the reason why the system is projected to see fewer of its students acquire a Cal Grant under the overhaul.\u003c/p>\n\u003cp>“Let’s identify more of our California students that are lower income to be able to attend our UC system,” \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257710?t=1632&f=4bdaaf3f51f0652e230d2df807380a98\">Alvarez said\u003c/a>. “And therefore, I think Cal Grant can be a net benefit for the UC system.”\u003c/p>\n\u003cp>Alvarez, who leads the Assembly’s budget subcommittee on education, wants to see the Cal Grant expanded in some capacity by July when the state’s 2024–25 budget begins. “We know it will happen, but we are in a budget situation where we need to think about how that is going to happen. But I believe it must start this year,” he said.\u003c/p>\n\u003cp>Last month, state senators asked the Student Aid Commission to float some ideas for a \u003ca href=\"https://sbud.senate.ca.gov/sites/sbud.senate.ca.gov/files/March%207%202024_%20CA%20Student%20Aid%20Commission%20UC%20CSU%20CCC%20UC%20College%20of%20the%20Law%20SF%20State%20Library.pdf#page=8\">partial rollout that limits costs\u003c/a>.\u003c/p>\n\u003cp>One idea is to increase the size of the community college cash awards this year so they’re tied to inflation — one of the changes that would kick in under a full Cal Grant overhaul anyway.\u003c/p>\n\u003cp>Another option is to expand the number of students who are also parents receiving the cash award but lower the amount each student receives. An official with the commission, Jake Brymner, told lawmakers at a March hearing that doing so would mean 45,000 more students receive the cash award but that everyone \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=410&f=cf17d1310e8ea48f9120dabd65ef74b0\">would get between $3,000 and $4,000\u003c/a> — less than the $6,000 students get now.\u003c/p>\n\u003cp>Brymner \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=305&f=cf17d1310e8ea48f9120dabd65ef74b0\">also suggested\u003c/a> limiting the Cal Grant for community college students to those who meet the current 2.0 GPA rule.\u003c/p>\n\u003cp>Finally, lawmakers could overhaul the Cal Grant but \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=452&f=cf17d1310e8ea48f9120dabd65ef74b0\">lower the income ceilings even more\u003c/a> to limit costs, Brymner said. That idea is likely the least popular.\u003c/p>\n\u003cp>“I would hate to see a reduction to the income ceilings,” Noelia Gonzalez, Cal State’s director for financial aid programs, said \u003ca href=\"https://digitaldemocracy.calmatters.org/hearings/257579?t=620&f=cf17d1310e8ea48f9120dabd65ef74b0\">at the same hearing\u003c/a>. She said it would come at a particularly poor time for middle-class students.\u003c/p>\n\u003cp>Because of the state’s budget deficit, Newsom favors nixing a planned one-time increase to the \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/middle-class-scholarship-california/\">Middle Class Scholarship\u003c/a>, a relatively new financial aid program funded at around $630 million in 2022–23 and $860 million in 2023–24. Last year, lawmakers had promised to put \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=16\">an additional $60 million into the scholarship\u003c/a>. Instead, Newsom wants to cut it back to around $630 million.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That \u003ca href=\"https://abgt.assembly.ca.gov/system/files/2024-03/sub-3-march-19-agenda-final.pdf#page=16\">would drop average awards\u003c/a> from above $2,500 to just below $2,000 for the roughly 300,000 UC and Cal State students receiving them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth] \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.[aside postID=news_11945189 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers01-1020x680.jpg']Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”[aside postID=news_11914203 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/05/MillsCommencement-1020x608.jpg']Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.[aside label='Related Coverage' tag='education']But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "angela-davis-and-black-student-leaders-talk-social-justice-at-alameda-high-school-event",
"title": "Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event",
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"headTitle": "Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event | KQED",
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"content": "\u003cp>Black student leaders and social justice icon Angela Y. Davis took the stage of a mostly full 1,800-seat auditorium at Alameda High School Friday night for a conversation on everything from joy in social movements and hair to reparations and racism. The Black Student Unions at Alameda High School and Castro Valley High School hosted the author and former UC Santa Cruz professor for a free, two-hour event.\u003c/p>\n\u003cp>“I’m so happy to be here,” Davis told the multigenerational crowd. Davis recalled how she used to ride past Alameda High School often when she was part of the \u003ca href=\"https://oaklandyellowjackets.wildapricot.org/\">Oakland Yellow Jackets Bicycle Club\u003c/a>, but it was her first time being inside the building. “Thank you so much for inviting me,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11983593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983593\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A packed theater listens to Angela Davis speak at Alameda High School on April 19, 2024, during an event organized by students from Alameda High School and Castro Valley High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Davis was invited to speak after Naomi Melak, a junior at Castro Valley High School and vice president of the school’s BSU, was inspired by seeing Davis’ appearance in the documentary \u003ca href=\"https://www.youtube.com/watch?v=tfCupHW8W44\">\u003cem>13th\u003c/em>\u003c/a>. She thought: “What if the BSU could put on an event with Davis?” Encouraged by her English teacher to pursue the idea seriously, Melak and her classmate, Diego De La Rosa Laday, president of the BSU, started a GoFundMe in November to raise $10,000 for Davis’ speaking fee through an agency.\u003c/p>\n\u003cp>They sent it around to other East Bay high school BSUs, and students at Alameda High School’s BSU joined the effort to organize an event. The fundraising effort moved slowly, though. When the request eventually made its way to Davis in January, her scheduler relayed that she would do the event for free, and they could invest any funds they’d raised so far back into their BSUs.\u003c/p>\n\u003cfigure id=\"attachment_11983579\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983579\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Naomi Melak (left) and Diego De La Rosa Laday, both students at Castro Valley High School, ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speaking to KQED prior to the event, student organizers said that they wanted to host Davis to help inspire change in their school communities, where hate speech and racist microaggressions towards Black students are an ongoing issue.\u003c/p>\n\u003cp>“It affects people mentally. It’s a continuous problem and a lack of response from teachers, as well,” said De La Rosa Laday. “We want someone [like Davis] who can inspire the community and who people can look up to, to build that courage to overcome these challenges and make change.”\u003c/p>\n\u003cp>For Naomi Abraham, a senior at Alameda High School and co-president of the BSU there, the event was a way to say that Black students on campus have a voice despite \u003ca href=\"https://www.ktvu.com/news/whites-only-and-blacks-only-tagged-in-alameda-high-restroom-principal-reacts\">the racist incidents they’ve faced\u003c/a>. “I want to leave a legacy at our school and show that it’s a place where Black students are just as much a part of the community as any other student,” Abraham said.\u003c/p>\n\u003cp>When the event got underway, Davis was introduced by Abraham and Melak. The two-part program with intermission saw a panel of four students, including Melak and De La Rosa Laday, take turns asking Davis questions on a range of topics.\u003c/p>\n\u003cfigure id=\"attachment_11983581\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Political activist Angela Davis speaks at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Among the topics were Davis’ thoughts on her prison abolition activism, reparations, “I can’t think about reparations for Black people without thinking about reparations for Indigenous people” and reparations “should involve the transformation of the entire society”; the relationship between racism and capitalism; and education, “there is no liberation without education.”\u003c/p>\n\u003cp>Students also asked a pre-submitted audience question inquiring about her thoughts on the war in Gaza. “Don’t let anyone tell you that to be for the freedom of people in Palestine is equivalent to anti-Semitism. It is not,” Davis said.\u003c/p>\n\u003cp>The students mixed in some lighter points of conversation, as well — like when Alameda High School senior Heran Girma, who has curly hair, asked about Davis’ hair care routine. After an answer lasting a few minutes (that focused mainly on discussing the social mission behind her product of choice), Davis said, “This is the longest hair conversation I’ve had in public,” to laughter from the crowd.\u003c/p>\n\u003cfigure id=\"attachment_11983583\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeannette Brantley (center) listens to her granddaughter Bronwyn Brantley ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the most rousing and poignant parts of the evening came when Alameda High School sophomore Bronwyn Brantley asked Davis about a pivotal moment in her early life that influenced her commitment to fighting for equality. Davis told the story of growing up in Birmingham, Alabama, living on the street that divided the Black neighborhood from the white neighborhood, which Black people were not allowed to cross unless they were going to work.\u003c/p>\n\u003cp>Davis recounted how she and other kids developed a game daring each other to run across the street and sometimes even ringing the doorbell of the house of a Ku Klux Klan leader who lived on the block and running away.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Education Stories\"]“Now our parents did not know we were doing this,” Davis emphasized. “But that was so much fun. That was our favorite game. And it taught me something that I’ve carried with me all of these years: that resistance and engaging in struggle can be fun.” She added that it’s because she finds joy in the struggle — through art and music and play — that she’s still so involved at 80 years old.\u003c/p>\n\u003cfigure id=\"attachment_11983608\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983608\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angela Davis speaks with high school students after the event. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At intermission, attendee Sheila SatheWarner, who brought her two sons to the event, commented that she was proud of the BSU students. “It’s super well-run, it’s super-organized, and there’s a lot of folks out here,” she said. SatheWarner is the principal of Lincoln Middle School in Alameda and says they also have a lot of Black students who are organizing. “I’m happy for our future kids coming up from Lincoln. To know they’re coming into this BSU with these leaders is really exciting.”\u003c/p>\n\u003cp>During the second half of the program, the panel sought Davis’ advice for themselves and other young activists who hope to make a difference in society. Davis advised them to focus on building community. “Remember that we accomplish nothing alone,” Davis said.\u003c/p>\n\u003cfigure id=\"attachment_11983600\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983600\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A t-shirt is for sale at a speaking event with Angela Davis at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To close, Melak gave a speech about Davis’ impact on her and her fellow students. “Her words have not only resonated deeply but have also sparked a flame within each of us, igniting a passion for change and a commitment to justice,” Melak said.\u003c/p>\n\u003cp>She also acknowledged what the two BSUs achieved with the event. “To think that a group of high schoolers can plan, organize and execute an event this big shows you that virtually anything is possible as long as you stay dedicated,” Melak said to roaring applause — and a big smile from Davis.\u003c/p>\n\u003cfigure id=\"attachment_11983584\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">BJ Victor puts his arm around his son Jaiden, 5 while listening to Angela Davis speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Black student leaders from Castro Valley and Alameda high schools hosted the local activist and icon to learn from her legacy as they seek to combat hate speech on their campuses.",
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"title": "Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Black student leaders and social justice icon Angela Y. Davis took the stage of a mostly full 1,800-seat auditorium at Alameda High School Friday night for a conversation on everything from joy in social movements and hair to reparations and racism. The Black Student Unions at Alameda High School and Castro Valley High School hosted the author and former UC Santa Cruz professor for a free, two-hour event.\u003c/p>\n\u003cp>“I’m so happy to be here,” Davis told the multigenerational crowd. Davis recalled how she used to ride past Alameda High School often when she was part of the \u003ca href=\"https://oaklandyellowjackets.wildapricot.org/\">Oakland Yellow Jackets Bicycle Club\u003c/a>, but it was her first time being inside the building. “Thank you so much for inviting me,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11983593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983593\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A packed theater listens to Angela Davis speak at Alameda High School on April 19, 2024, during an event organized by students from Alameda High School and Castro Valley High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Davis was invited to speak after Naomi Melak, a junior at Castro Valley High School and vice president of the school’s BSU, was inspired by seeing Davis’ appearance in the documentary \u003ca href=\"https://www.youtube.com/watch?v=tfCupHW8W44\">\u003cem>13th\u003c/em>\u003c/a>. She thought: “What if the BSU could put on an event with Davis?” Encouraged by her English teacher to pursue the idea seriously, Melak and her classmate, Diego De La Rosa Laday, president of the BSU, started a GoFundMe in November to raise $10,000 for Davis’ speaking fee through an agency.\u003c/p>\n\u003cp>They sent it around to other East Bay high school BSUs, and students at Alameda High School’s BSU joined the effort to organize an event. The fundraising effort moved slowly, though. When the request eventually made its way to Davis in January, her scheduler relayed that she would do the event for free, and they could invest any funds they’d raised so far back into their BSUs.\u003c/p>\n\u003cfigure id=\"attachment_11983579\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983579\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Naomi Melak (left) and Diego De La Rosa Laday, both students at Castro Valley High School, ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speaking to KQED prior to the event, student organizers said that they wanted to host Davis to help inspire change in their school communities, where hate speech and racist microaggressions towards Black students are an ongoing issue.\u003c/p>\n\u003cp>“It affects people mentally. It’s a continuous problem and a lack of response from teachers, as well,” said De La Rosa Laday. “We want someone [like Davis] who can inspire the community and who people can look up to, to build that courage to overcome these challenges and make change.”\u003c/p>\n\u003cp>For Naomi Abraham, a senior at Alameda High School and co-president of the BSU there, the event was a way to say that Black students on campus have a voice despite \u003ca href=\"https://www.ktvu.com/news/whites-only-and-blacks-only-tagged-in-alameda-high-restroom-principal-reacts\">the racist incidents they’ve faced\u003c/a>. “I want to leave a legacy at our school and show that it’s a place where Black students are just as much a part of the community as any other student,” Abraham said.\u003c/p>\n\u003cp>When the event got underway, Davis was introduced by Abraham and Melak. The two-part program with intermission saw a panel of four students, including Melak and De La Rosa Laday, take turns asking Davis questions on a range of topics.\u003c/p>\n\u003cfigure id=\"attachment_11983581\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Political activist Angela Davis speaks at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Among the topics were Davis’ thoughts on her prison abolition activism, reparations, “I can’t think about reparations for Black people without thinking about reparations for Indigenous people” and reparations “should involve the transformation of the entire society”; the relationship between racism and capitalism; and education, “there is no liberation without education.”\u003c/p>\n\u003cp>Students also asked a pre-submitted audience question inquiring about her thoughts on the war in Gaza. “Don’t let anyone tell you that to be for the freedom of people in Palestine is equivalent to anti-Semitism. It is not,” Davis said.\u003c/p>\n\u003cp>The students mixed in some lighter points of conversation, as well — like when Alameda High School senior Heran Girma, who has curly hair, asked about Davis’ hair care routine. After an answer lasting a few minutes (that focused mainly on discussing the social mission behind her product of choice), Davis said, “This is the longest hair conversation I’ve had in public,” to laughter from the crowd.\u003c/p>\n\u003cfigure id=\"attachment_11983583\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeannette Brantley (center) listens to her granddaughter Bronwyn Brantley ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the most rousing and poignant parts of the evening came when Alameda High School sophomore Bronwyn Brantley asked Davis about a pivotal moment in her early life that influenced her commitment to fighting for equality. Davis told the story of growing up in Birmingham, Alabama, living on the street that divided the Black neighborhood from the white neighborhood, which Black people were not allowed to cross unless they were going to work.\u003c/p>\n\u003cp>Davis recounted how she and other kids developed a game daring each other to run across the street and sometimes even ringing the doorbell of the house of a Ku Klux Klan leader who lived on the block and running away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Now our parents did not know we were doing this,” Davis emphasized. “But that was so much fun. That was our favorite game. And it taught me something that I’ve carried with me all of these years: that resistance and engaging in struggle can be fun.” She added that it’s because she finds joy in the struggle — through art and music and play — that she’s still so involved at 80 years old.\u003c/p>\n\u003cfigure id=\"attachment_11983608\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983608\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angela Davis speaks with high school students after the event. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At intermission, attendee Sheila SatheWarner, who brought her two sons to the event, commented that she was proud of the BSU students. “It’s super well-run, it’s super-organized, and there’s a lot of folks out here,” she said. SatheWarner is the principal of Lincoln Middle School in Alameda and says they also have a lot of Black students who are organizing. “I’m happy for our future kids coming up from Lincoln. To know they’re coming into this BSU with these leaders is really exciting.”\u003c/p>\n\u003cp>During the second half of the program, the panel sought Davis’ advice for themselves and other young activists who hope to make a difference in society. Davis advised them to focus on building community. “Remember that we accomplish nothing alone,” Davis said.\u003c/p>\n\u003cfigure id=\"attachment_11983600\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983600\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A t-shirt is for sale at a speaking event with Angela Davis at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To close, Melak gave a speech about Davis’ impact on her and her fellow students. “Her words have not only resonated deeply but have also sparked a flame within each of us, igniting a passion for change and a commitment to justice,” Melak said.\u003c/p>\n\u003cp>She also acknowledged what the two BSUs achieved with the event. “To think that a group of high schoolers can plan, organize and execute an event this big shows you that virtually anything is possible as long as you stay dedicated,” Melak said to roaring applause — and a big smile from Davis.\u003c/p>\n\u003cfigure id=\"attachment_11983584\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">BJ Victor puts his arm around his son Jaiden, 5 while listening to Angela Davis speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Despite California's Investments in Public Preschool, Child Care Challenges Continue",
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"content": "\u003cp>A year before I-Ting Quinn’s son was old enough for kindergarten, she and her husband had the option to enroll him in “transitional kindergarten,” a program offered for free by California elementary schools for some 4-year-olds.\u003c/p>\n\u003cp>Instead, they kept their son, Ethan, in a private day care center in Concord, Contra Costa County, at a cost of $400 a week.\u003c/p>\n\u003cp>Transitional kindergarten’s academic emphasis was appealing, but Ethan would have been in a half-day program, and options for after-school child care were limited. And for two parents with hectic work schedules in the hospitality industry, there was the convenience of having Ethan and his younger brother at the same day care, with a single stop for morning drop-off and evening pickup.\u003c/p>\n\u003cp>“Ethan is navigating changes at home with a new younger brother and then possibly a new school where he is the youngest,” Quinn said. “That doesn’t even include the concerns around drop-off and pickups, including transportation to and from his class to after-school care at a different location. It is just a lot to consider.”\u003c/p>\n\u003cp>Investments that California and other states have made in public preschool have helped many parents through a \u003ca href=\"https://apnews.com/article/daycare-child-care-democrats-congress-2919cf689423f62d90e28f7f40de2f39\">child care crisis\u003c/a>, in which quality options for early learners are often scarce and unaffordable. But many parents say the programs don’t work for their families. Even when Pre–K lasts the whole school day, working parents struggle to find child care before 9 a.m. and after 3 p.m.\u003c/p>\n\u003cp>No state has a more ambitious plan for universal preschool than California, which plans to extend eligibility for transitional kindergarten to all 4-year-olds by fall 2025 as part of a $2.7 billion, four-year expansion. The idea is to provide a two-year kindergarten program to prepare children earlier for the rigors of elementary school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enrollment in the optional program has grown more slowly than projected. Gov. Gavin Newsom, a Democrat, had estimated about 120,000 students would enroll last year; however, the average daily attendance was around 91,000 students.\u003c/p>\n\u003cp>Through December of this school year, the average daily attendance was about 125,000 students, said Sara Cortez, a policy analyst for the California Legislative Analyst’s Office.\u003c/p>\n\u003cp>Coming out of the COVID-19 pandemic, some families \u003ca href=\"https://apnews.com/article/kindergarten-school-registration-homeschool-f6a0c3a8f97f8d6cf616f201f68c04fe\">no longer see the same value\u003c/a> in traditional kindergarten. Some are just as happy with programs that don’t have an academic component. School days requiring midday pickups also can sway families toward private day cares, \u003ca href=\"https://apnews.com/article/head-start-preschool-child-care-teacher-pay-256a66cc4df8a331a2d0badcba7f72e8\">Head Start programs\u003c/a> and other alternatives offering full-day care.\u003c/p>\n\u003cp>Some schools hosting transitional kindergarten offer child care before or after instruction, but not all.\u003c/p>\n\u003cp>“If your school doesn’t offer those wraparound child care services at the beginning or end of school days, then staying in child care may be the only option parents have,” said Deborah Stipek, a former dean of the Graduate School of Education at Stanford University, who has advocated for equitable access to early childhood education in California.\u003c/p>\n\u003cp>States including Iowa, Michigan, New Jersey and Washington have provided early learning options similar to transitional kindergarten, and there is evidence of the program’s benefits.\u003c/p>\n\u003cp>In California, where the programs are taught by educators with the same credential requirements as kindergarten teachers, a five-year study found their students \u003ca href=\"https://www.air.org/project/study-californias-transitional-kindergarten-program\">entered kindergarten\u003c/a> with stronger mathematics and literacy skills. In Michigan, where the transitional kindergarten program is not offered statewide, the programs have been linked to \u003ca href=\"https://edworkingpapers.com/ai24-920\">increases in third-grade test scores\u003c/a> in math and English. A California study, however, found \u003ca href=\"https://www.ppic.org/publication/assessing-transitional-kindergartens-impact-on-elementary-school-trajectories/\">no such test score increase\u003c/a> by third or fourth grade.\u003c/p>\n\u003cp>“Kids are getting the opportunity to become familiar with the school environment before they start kindergarten,” said Anna Shapiro, a policy researcher at RAND who has studied early childhood program effectiveness for about a decade and analyzed the TK program in Michigan.\u003c/p>\n\u003cp>Another benefit to transitional kindergarten is that it’s free.\u003c/p>\n\u003cp>María Maldonado, who has seven children and works at a deli in Los Angeles, sends her 4-year-old daughter, Audrey, to transitional kindergarten at Para Los Niños Charter Elementary School. Her daughter likes it so much, Maldonado said she would happily pay even if it wasn’t free.\u003c/p>\n\u003cp>The program includes after-school care, so Audrey remains at the school from 7 a.m. until 6 p.m. Audrey is learning to read and can count to 35, and asks to stay at the school longer when her parents arrive well before pickup time, her mother said.\u003c/p>\n\u003cp>Maldonado only wishes she had heard about the program sooner for her other children. She said she was sold on the school after visiting and speaking to the teachers.\u003c/p>\n\u003cp>“Academically, they have to learn everything they’re taught. But if the atmosphere is good, that’s a combination that will keep kids happy. As a result, this girl loves going to school,” she said.\u003c/p>\n\u003cp>As of this school year, California’s transitional kindergarten was open only to 4-year-old children who turn 5 by early April. The cutoff will widen to include more kids this fall in a graduated expansion.\u003c/p>\n\u003cp>For Ethan’s parents, the emphasis on play-based learning at his day care center, run by KinderCare, was an important factor in their decision to keep him there, in addition to the all-day care.\u003c/p>\n\u003cp>“There are families who choose to stay with us because we have full-time, full-year care,” said Margot Gould, senior manager of government relations for KinderCare, which operates in 40 states.\u003c/p>\n\u003cp>Ethan’s father, Scott Quinn, recalls thinking, “How bad can it be?” when they opted out of transitional kindergarten. But he has been discouraged to see Ethan — one of the oldest kids in his day care class — pick up the behavior of kids who are several years younger than him.\u003c/p>\n\u003cp>“In retrospect, it would have been better to send him to school to be around kids his age and older,” he said.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11983016,news_11979071,news_11982934\"]I-Ting Quinn said she also has feelings of regret as she sees Ethan outgrow some of his previous needs, including a midday nap. The couple considered enrolling him in TK midway through the school year, but ultimately decided it would cause too much stress in managing the logistics of their work schedules.\u003c/p>\n\u003cp>Raising Ethan was her first exposure to the fragmented landscape of early education, and she said she wishes she started considering the options even before she was pregnant.\u003c/p>\n\u003cp>“That’s easier said than done,” she said. The Quinns are planning to move to Connecticut this year to be closer to family and are looking into kindergarten options for Ethan. “We are for sure enrolling him in a public kindergarten. Not only is he ready, but we are.”\u003c/p>\n\u003cp>\u003cem>The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s \u003ca href=\"https://www.ap.org/about/standards-for-working-with-outside-groups/\">standards\u003c/a> for working with philanthropies, a list of supporters and funded coverage areas at \u003ca href=\"https://www.ap.org/discover/Supporting-AP\">AP.org\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A year before I-Ting Quinn’s son was old enough for kindergarten, she and her husband had the option to enroll him in “transitional kindergarten,” a program offered for free by California elementary schools for some 4-year-olds.\u003c/p>\n\u003cp>Instead, they kept their son, Ethan, in a private day care center in Concord, Contra Costa County, at a cost of $400 a week.\u003c/p>\n\u003cp>Transitional kindergarten’s academic emphasis was appealing, but Ethan would have been in a half-day program, and options for after-school child care were limited. And for two parents with hectic work schedules in the hospitality industry, there was the convenience of having Ethan and his younger brother at the same day care, with a single stop for morning drop-off and evening pickup.\u003c/p>\n\u003cp>“Ethan is navigating changes at home with a new younger brother and then possibly a new school where he is the youngest,” Quinn said. “That doesn’t even include the concerns around drop-off and pickups, including transportation to and from his class to after-school care at a different location. It is just a lot to consider.”\u003c/p>\n\u003cp>Investments that California and other states have made in public preschool have helped many parents through a \u003ca href=\"https://apnews.com/article/daycare-child-care-democrats-congress-2919cf689423f62d90e28f7f40de2f39\">child care crisis\u003c/a>, in which quality options for early learners are often scarce and unaffordable. But many parents say the programs don’t work for their families. Even when Pre–K lasts the whole school day, working parents struggle to find child care before 9 a.m. and after 3 p.m.\u003c/p>\n\u003cp>No state has a more ambitious plan for universal preschool than California, which plans to extend eligibility for transitional kindergarten to all 4-year-olds by fall 2025 as part of a $2.7 billion, four-year expansion. The idea is to provide a two-year kindergarten program to prepare children earlier for the rigors of elementary school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enrollment in the optional program has grown more slowly than projected. Gov. Gavin Newsom, a Democrat, had estimated about 120,000 students would enroll last year; however, the average daily attendance was around 91,000 students.\u003c/p>\n\u003cp>Through December of this school year, the average daily attendance was about 125,000 students, said Sara Cortez, a policy analyst for the California Legislative Analyst’s Office.\u003c/p>\n\u003cp>Coming out of the COVID-19 pandemic, some families \u003ca href=\"https://apnews.com/article/kindergarten-school-registration-homeschool-f6a0c3a8f97f8d6cf616f201f68c04fe\">no longer see the same value\u003c/a> in traditional kindergarten. Some are just as happy with programs that don’t have an academic component. School days requiring midday pickups also can sway families toward private day cares, \u003ca href=\"https://apnews.com/article/head-start-preschool-child-care-teacher-pay-256a66cc4df8a331a2d0badcba7f72e8\">Head Start programs\u003c/a> and other alternatives offering full-day care.\u003c/p>\n\u003cp>Some schools hosting transitional kindergarten offer child care before or after instruction, but not all.\u003c/p>\n\u003cp>“If your school doesn’t offer those wraparound child care services at the beginning or end of school days, then staying in child care may be the only option parents have,” said Deborah Stipek, a former dean of the Graduate School of Education at Stanford University, who has advocated for equitable access to early childhood education in California.\u003c/p>\n\u003cp>States including Iowa, Michigan, New Jersey and Washington have provided early learning options similar to transitional kindergarten, and there is evidence of the program’s benefits.\u003c/p>\n\u003cp>In California, where the programs are taught by educators with the same credential requirements as kindergarten teachers, a five-year study found their students \u003ca href=\"https://www.air.org/project/study-californias-transitional-kindergarten-program\">entered kindergarten\u003c/a> with stronger mathematics and literacy skills. In Michigan, where the transitional kindergarten program is not offered statewide, the programs have been linked to \u003ca href=\"https://edworkingpapers.com/ai24-920\">increases in third-grade test scores\u003c/a> in math and English. A California study, however, found \u003ca href=\"https://www.ppic.org/publication/assessing-transitional-kindergartens-impact-on-elementary-school-trajectories/\">no such test score increase\u003c/a> by third or fourth grade.\u003c/p>\n\u003cp>“Kids are getting the opportunity to become familiar with the school environment before they start kindergarten,” said Anna Shapiro, a policy researcher at RAND who has studied early childhood program effectiveness for about a decade and analyzed the TK program in Michigan.\u003c/p>\n\u003cp>Another benefit to transitional kindergarten is that it’s free.\u003c/p>\n\u003cp>María Maldonado, who has seven children and works at a deli in Los Angeles, sends her 4-year-old daughter, Audrey, to transitional kindergarten at Para Los Niños Charter Elementary School. Her daughter likes it so much, Maldonado said she would happily pay even if it wasn’t free.\u003c/p>\n\u003cp>The program includes after-school care, so Audrey remains at the school from 7 a.m. until 6 p.m. Audrey is learning to read and can count to 35, and asks to stay at the school longer when her parents arrive well before pickup time, her mother said.\u003c/p>\n\u003cp>Maldonado only wishes she had heard about the program sooner for her other children. She said she was sold on the school after visiting and speaking to the teachers.\u003c/p>\n\u003cp>“Academically, they have to learn everything they’re taught. But if the atmosphere is good, that’s a combination that will keep kids happy. As a result, this girl loves going to school,” she said.\u003c/p>\n\u003cp>As of this school year, California’s transitional kindergarten was open only to 4-year-old children who turn 5 by early April. The cutoff will widen to include more kids this fall in a graduated expansion.\u003c/p>\n\u003cp>For Ethan’s parents, the emphasis on play-based learning at his day care center, run by KinderCare, was an important factor in their decision to keep him there, in addition to the all-day care.\u003c/p>\n\u003cp>“There are families who choose to stay with us because we have full-time, full-year care,” said Margot Gould, senior manager of government relations for KinderCare, which operates in 40 states.\u003c/p>\n\u003cp>Ethan’s father, Scott Quinn, recalls thinking, “How bad can it be?” when they opted out of transitional kindergarten. But he has been discouraged to see Ethan — one of the oldest kids in his day care class — pick up the behavior of kids who are several years younger than him.\u003c/p>\n\u003cp>“In retrospect, it would have been better to send him to school to be around kids his age and older,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>I-Ting Quinn said she also has feelings of regret as she sees Ethan outgrow some of his previous needs, including a midday nap. The couple considered enrolling him in TK midway through the school year, but ultimately decided it would cause too much stress in managing the logistics of their work schedules.\u003c/p>\n\u003cp>Raising Ethan was her first exposure to the fragmented landscape of early education, and she said she wishes she started considering the options even before she was pregnant.\u003c/p>\n\u003cp>“That’s easier said than done,” she said. The Quinns are planning to move to Connecticut this year to be closer to family and are looking into kindergarten options for Ethan. “We are for sure enrolling him in a public kindergarten. Not only is he ready, but we are.”\u003c/p>\n\u003cp>\u003cem>The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s \u003ca href=\"https://www.ap.org/about/standards-for-working-with-outside-groups/\">standards\u003c/a> for working with philanthropies, a list of supporters and funded coverage areas at \u003ca href=\"https://www.ap.org/discover/Supporting-AP\">AP.org\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"meta-details ng-star-inserted\">\n\u003cp>A group backing a proposed ballot measure in California that would require school staff to notify parents if their child asks to change gender identification at schools is battling the attorney general in court Friday, arguing he released misleading information about the proposal to the public.\u003c/p>\n\u003cp>The group is suing Attorney General Rob Bonta in Sacramento Superior Court. They want the measure’s title to be changed from the “Restrict Rights of Transgender Youth” initiative to the “Protect Kids of California Act” and update what they say is a biased summary of the proposal.\u003c/p>\n\u003cp>“It’s an abuse of the attorney general’s power to oversee these ballot measures where he’s legally obligated to be neutral and draft a title and summary that’s impartial,” said Dean McGee, a lawyer with the Liberty Justice Center, which is representing proponents of the measure.\u003c/p>\n\u003cp>The initiative would also ban transgender girls in grades seven through college from participating in girls and women’s sports, along with barring gender-affirming surgeries for minors, with some exceptions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It is part of a nationwide debate over local school districts and the rights of parents and LGBTQ+ students. States across the country have sought to \u003ca href=\"https://apnews.com/article/politics-health-texas-state-government-tennessee-minnesota-878a9217fa434f3ecd83738a71e40572\">impose bans on gender-affirming care\u003c/a>, bar \u003ca href=\"https://apnews.com/article/congress-transgender-women-sports-ban-athletes-1c58c20cac2b191e323e4376d7949a2d\">trans athletes\u003c/a> from girls and women’s sports, and require schools to “out” trans and nonbinary students to their parents. Some lawmakers in other states have introduced bills in their legislatures with \u003ca href=\"https://apnews.com/article/transgender-students-pronouns-names-ec0b2c5de329d82c563ffb95262935f3\">broad language requiring that parents be notified\u003c/a> of any changes to their child’s emotional health or well-being.\u003c/p>\n\u003cp>The proposed ballot measure in California has so far received at least a quarter of the more than 500,000 signatures it needs by May 28 to end up on the ballot in November, according to the secretary of state’s office. But backers of the measure say the title and summary Bonta released for the proposal are hindering their ability to garner enough support before time runs out. They want the secretary of state to extend their deadline by 180 days.\u003c/p>\n\u003cp>They want to remove language released by Bonta’s office that says the initiative would bar gender-affirming care for transgender youth “even if parents consent or treatment is medically recommended” and require schools to notify parents of their child’s request to be treated as a gender different from school records “without exception for student safety.” They also want the summary to say the measure would define “male” and “female.”\u003c/p>\n\u003cp>Bonta’s office did not respond to emails seeking comment Thursday on the lawsuit.\u003c/p>\n\u003cp>California citizens can place initiatives on the ballot if they gather enough supporting signatures, but the attorney general is typically responsible for writing the title and summary language that appears before voters. California judges can step in if they rule the attorney general is not using impartial language. In recent years, California judges have ordered the state to correct misleading information about proposals to \u003ca href=\"https://apnews.com/b4b3408dbcab4e6c9358b1751347b5a8\">repeal a gas tax\u003c/a> and \u003ca href=\"https://apnews.com/general-news-83c55e8790e2d0546f689dd0d08c91a9\">raise taxes on business properties\u003c/a>.\u003c/p>\n\u003cp>Ballot measure summary language released by the attorney general can have a “huge impact” on how people vote, said Bob Stern, former president of the Center for Governmental Studies.\u003c/p>\n\u003cp>“For some people, that’s the only time that they’ll see any information about the measure — is when they go in to vote,” Stern said.\u003c/p>\n\u003cp>Stern believes the nonpartisan Legislative Analyst’s Office, not the attorney general, should release ballot measure summaries, because attorney generals are elected officials who often have a future in politics. Bonta, for example, is expected to run for governor in 2026.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11978725,news_11962571,news_11959451\"]Bonta is currently \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">fighting a Southern California school district\u003c/a> in court over a policy that, in part, required school staff to notify parents if their child asked to change their gender identification at school. Bonta said the policy discriminated against gender non-conforming students. The district, Chino Valley Unified, \u003ca href=\"https://apnews.com/article/california-chino-gender-pronouns-school-board-a8d3f17ec89b2ec8a2e946da37284e5c\">updated the rule\u003c/a> last month to remove mention of gender identification changes. The updated rule is more broad, requiring school staff to notify parents if a child requests any changes to their “official or unofficial records.”\u003c/p>\n\u003cp>Kathie Moehlig, head of San Diego-based nonprofit TransFamily Support Services, said the proposed ballot measure and similar proposals at the school district level have left children she works with scared that “their very being is going to be legislated out of existence.”\u003c/p>\n\u003cp>“Schools don’t have an agenda to make kids trans. Schools have an agenda to keep all students safe.” Moehlig said. “The unfortunate truth is that there are some kids who are in homes where sharing about their gender identity or sexual orientation would make them unsafe.”\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"meta-details ng-star-inserted\">\n\u003cp>A group backing a proposed ballot measure in California that would require school staff to notify parents if their child asks to change gender identification at schools is battling the attorney general in court Friday, arguing he released misleading information about the proposal to the public.\u003c/p>\n\u003cp>The group is suing Attorney General Rob Bonta in Sacramento Superior Court. They want the measure’s title to be changed from the “Restrict Rights of Transgender Youth” initiative to the “Protect Kids of California Act” and update what they say is a biased summary of the proposal.\u003c/p>\n\u003cp>“It’s an abuse of the attorney general’s power to oversee these ballot measures where he’s legally obligated to be neutral and draft a title and summary that’s impartial,” said Dean McGee, a lawyer with the Liberty Justice Center, which is representing proponents of the measure.\u003c/p>\n\u003cp>The initiative would also ban transgender girls in grades seven through college from participating in girls and women’s sports, along with barring gender-affirming surgeries for minors, with some exceptions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It is part of a nationwide debate over local school districts and the rights of parents and LGBTQ+ students. States across the country have sought to \u003ca href=\"https://apnews.com/article/politics-health-texas-state-government-tennessee-minnesota-878a9217fa434f3ecd83738a71e40572\">impose bans on gender-affirming care\u003c/a>, bar \u003ca href=\"https://apnews.com/article/congress-transgender-women-sports-ban-athletes-1c58c20cac2b191e323e4376d7949a2d\">trans athletes\u003c/a> from girls and women’s sports, and require schools to “out” trans and nonbinary students to their parents. Some lawmakers in other states have introduced bills in their legislatures with \u003ca href=\"https://apnews.com/article/transgender-students-pronouns-names-ec0b2c5de329d82c563ffb95262935f3\">broad language requiring that parents be notified\u003c/a> of any changes to their child’s emotional health or well-being.\u003c/p>\n\u003cp>The proposed ballot measure in California has so far received at least a quarter of the more than 500,000 signatures it needs by May 28 to end up on the ballot in November, according to the secretary of state’s office. But backers of the measure say the title and summary Bonta released for the proposal are hindering their ability to garner enough support before time runs out. They want the secretary of state to extend their deadline by 180 days.\u003c/p>\n\u003cp>They want to remove language released by Bonta’s office that says the initiative would bar gender-affirming care for transgender youth “even if parents consent or treatment is medically recommended” and require schools to notify parents of their child’s request to be treated as a gender different from school records “without exception for student safety.” They also want the summary to say the measure would define “male” and “female.”\u003c/p>\n\u003cp>Bonta’s office did not respond to emails seeking comment Thursday on the lawsuit.\u003c/p>\n\u003cp>California citizens can place initiatives on the ballot if they gather enough supporting signatures, but the attorney general is typically responsible for writing the title and summary language that appears before voters. California judges can step in if they rule the attorney general is not using impartial language. In recent years, California judges have ordered the state to correct misleading information about proposals to \u003ca href=\"https://apnews.com/b4b3408dbcab4e6c9358b1751347b5a8\">repeal a gas tax\u003c/a> and \u003ca href=\"https://apnews.com/general-news-83c55e8790e2d0546f689dd0d08c91a9\">raise taxes on business properties\u003c/a>.\u003c/p>\n\u003cp>Ballot measure summary language released by the attorney general can have a “huge impact” on how people vote, said Bob Stern, former president of the Center for Governmental Studies.\u003c/p>\n\u003cp>“For some people, that’s the only time that they’ll see any information about the measure — is when they go in to vote,” Stern said.\u003c/p>\n\u003cp>Stern believes the nonpartisan Legislative Analyst’s Office, not the attorney general, should release ballot measure summaries, because attorney generals are elected officials who often have a future in politics. Bonta, for example, is expected to run for governor in 2026.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Bonta is currently \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">fighting a Southern California school district\u003c/a> in court over a policy that, in part, required school staff to notify parents if their child asked to change their gender identification at school. Bonta said the policy discriminated against gender non-conforming students. The district, Chino Valley Unified, \u003ca href=\"https://apnews.com/article/california-chino-gender-pronouns-school-board-a8d3f17ec89b2ec8a2e946da37284e5c\">updated the rule\u003c/a> last month to remove mention of gender identification changes. The updated rule is more broad, requiring school staff to notify parents if a child requests any changes to their “official or unofficial records.”\u003c/p>\n\u003cp>Kathie Moehlig, head of San Diego-based nonprofit TransFamily Support Services, said the proposed ballot measure and similar proposals at the school district level have left children she works with scared that “their very being is going to be legislated out of existence.”\u003c/p>\n\u003cp>“Schools don’t have an agenda to make kids trans. Schools have an agenda to keep all students safe.” Moehlig said. “The unfortunate truth is that there are some kids who are in homes where sharing about their gender identity or sexual orientation would make them unsafe.”\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative.\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Amid FAFSA Mistakes and Delays, Universities Struggle to Help Students",
"headTitle": "Amid FAFSA Mistakes and Delays, Universities Struggle to Help Students | KQED",
"content": "\u003cp>Unprecedented difficulties in students applying for federal financial aid have wreaked havoc among financial aid and admissions officers across California’s colleges and universities, who are facing longer hours and more stress, sometimes while short on staff.\u003c/p>\n\u003cp>Since its initial delay last year from Oct. 1 to Dec. 31, the U.S. Department of Education’s rollout of the new Free Application for Federal Student Aid (FAFSA) form has been challenging and \u003ca href=\"https://edsource.org/2024/fafsa-delays-are-leaving-students-in-limbo-california-campuses-dont-expect-help/705350\">frustrating for students, their families\u003c/a> and the college campuses they seek to attend. For many students, financial aid plays a significant role in deciding where and if they will go to college.\u003c/p>\n\u003cp>And the resulting delays have pushed back students’ decisions.\u003c/p>\n\u003cp>Kamila Juarez, a senior at Grace Davis High in Modesto, has been accepted to all the universities she’s applied to, including Cal Poly SLO, UC Davis, UCLA and UC San Diego, but she hasn’t decided where she will go because financial aid is the biggest influence on her decision. And Juarez hasn’t heard anything yet about how much she will receive, which has created a frustrating situation.\u003c/p>\n\u003cp>“It’s kind of stressful,” she said, adding that if money were not an option, her first choice would be Cal Poly, followed by UCLA. “When I do know how much I get, I know I’ll have to decide pretty fast.”\u003c/p>\n\u003cp>Both UC and CSU systems extended the deadline for Intent to Register for fall 2024 to no earlier than May 15. A\u003ca class=\"external\" href=\"https://www.calstate.edu/attend/student-services/casper/Pages/statement-of-intent-to-register.aspx\" target=\"_blank\" rel=\"noopener\"> host of other Cal State campuses\u003c/a> extended it further to June 1 because of the delays.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Harder hit than other states\u003c/h2>\n\u003cp>California, in particular, has been hard hit in the FAFSA debacle because of the large number of “mixed-status” families, or U.S. citizens who have at least one parent without a Social Security number. Many of those students have been\u003ca href=\"https://edsource.org/updates/california-to-expand-alternative-financial-aid-application-to-students-from-mixed-status-families\"> unable to submit a FAFSA\u003c/a>. Last week, Gov. Gavin Newsom, the California Student Aid Commission and the UC and Cal State systems agreed that students could \u003ca href=\"https://edsource.org/updates/california-to-expand-alternative-financial-aid-application-to-students-from-mixed-status-families\">submit a California Dream Act \u003c/a>application in place of the FAFSA so they could at least receive priority access to state financial aid. The Dream Act is typically only available to undocumented students.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11979367,news_11979072,news_11957693\"]“We do hope to get offers out (soon). It still feels like there is an equity issue between being able to send out financial aid offers that have zero problems to not being able to provide financial aid offers to students that fit in these other scenarios,” said Becki Sanchez, director of financial aid at UC Irvine. “In a sense, it makes us feel very uneasy.”\u003c/p>\n\u003cp>The situation doesn’t seem to be improving.\u003c/p>\n\u003cp>“It has been very scary, to say the least, trying to keep up with all of these changes and errors and resolutions that don’t make sense from the feds,” said Sonia Jethani, director of financial aid and scholarships at California State University, East Bay.\u003cstrong> \u003c/strong>“We’re hanging in there. We have to make sure that we’re on top of it in order to answer the students and provide support to them as much as possible. But I’ve never seen this before.”\u003c/p>\n\u003cp>Financial aid and admissions officers say that in the nearly 40 years that the FAFSA has existed, this year’s problems have been unprecedented.\u003c/p>\n\u003cp>Typically, as has been the process for decades, high school seniors and community college transfer students would begin completing the FAFSA in October to meet California’s March priority deadline for access to state aid like the Cal Grant. During that period, those students would submit applications to the colleges and universities they’re seeking admission to so they would have their offer letters by early spring. The traditional timing allowed financial aid offices to send details about grants, loans and scholarships to students around March and April, in time for them to decide on the college they plan to attend in the fall.\u003c/p>\n\u003cp>But this year’s repeated FAFSA disruptions mean colleges haven’t been able to send out aid awards, either because students have had trouble applying, the department has miscalculated some students’ aid, or colleges haven’t received any aid information from the department. Each award letter sent by colleges to their admitted students who complete a financial aid application is customized with a combination of federal, state and institutional, grants, loans and scholarships.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">California extended deadline\u003c/h2>\n\u003cp>According to the National College Attainment Network’s FAFSA tracker, California is among the states that dropped the most in FAFSA completions compared to last year before the form was revised. As of April 5, completions were down 43.4%.\u003c/p>\n\u003cp>California extended its priority FAFSA application deadline to May 2.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/17523318/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>“We should have had our financial aid packages ready by now,” Jethani said. “We probably won’t be ready to send out aid notifications until the second half of this month.”\u003c/p>\n\u003cp>Financial aid officers at Cal Poly Pomona anticipate they will start sending award letters to students this week. The campus added workshops, including on Saturdays, to host informational sessions and help students complete the FAFSA. Jeanette Phillips, executive director of financial aid and scholarships for the campus, said they would also do some extra tracking and target their communications to ensure their admitted students completed the FAFSA.\u003c/p>\n\u003cp>“Like many schools, we’re a little short-staffed, but we are doing our very best,” Phillips said, adding that the delays have added work to their normal spring duties like processing summer financial aid, which “is a significantly manual process. … We still have to work with our current students. We have a number of appeals that students have submitted for financial review.”\u003c/p>\n\u003cp>Phillips said the financial aid officers would normally have plenty of time to focus and prioritize, “but now we have to double up, triple up our energy and efforts to try to handle” everything.\u003c/p>\n\u003cp>Because the Pomona campus is fielding more questions and concerns from families this year, Phillips said financial aid officers are spending about an extra 15% of their time meeting with students.\u003c/p>\n\u003cp>The federal department’s mistakes also have financial aid officers adding unique disclosures to the information they give their potential students. The department notified colleges last week that \u003ca href=\"https://edsource.org/updates/one-step-forward-two-steps-back-fafsa-troubles-continue\">they made mistakes on tax information\u003c/a> submitted by students, amounting to about 30% to 40% of unusable files.\u003c/p>\n\u003cp>“We feel like the Department of Education has basically put it on the universities to figure this out for our students,” Sanchez said. “It’s really disappointing, their response to this.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sanchez said the Irvine campus has about 30% of financial aid offers it can’t send because they need to be reprocessed by the department.\u003c/p>\n\u003cp>Jethani said the East Bay financial aid officers are providing disclosures to students within their financial aid packages that the information they receive is based on information that could change because of the various errors and mistakes from the department.\u003c/p>\n\u003cp>Some of the mistakes are due to the new formula the department is using to determine aid. In the past, the FAFSA used “expected family contribution” to calculate students’ aid, but the new form uses the \u003ca class=\"external\" href=\"https://www.usnews.com/education/best-colleges/paying-for-college/articles/fafsa-changes-what-is-the-student-aid-index\" target=\"_blank\" rel=\"noopener\">“student aid index formula\u003c/a>.” In March, the department announced a miscalculation of the student aid index, which led to further delays.\u003c/p>\n\u003cp>CSU East Bay and some other campuses have partnered with third-party vendors to help with their FAFSA “backend processing,” like verifying information because they are short on staff. The East Bay campus anticipates it will also be “triaging” and fielding various questions from students even after the fall term begins, Jethani said.\u003c/p>\n\u003cp>During a hearing on the FAFSA debacle on Capitol Hill on Wednesday, Justin Draeger, president of the National Association of Student Financial Aid Administrators, gave the department an F grade for its rollout.\u003c/p>\n\u003cp>“This really adds up to a crisis of credibility for the Department of Education,” he said. “If there was a financial aid director or even a college president that delayed financial aid on their campus for up to six months, the professional price that would be paid for that would be pretty steep.”\u003c/p>\n\u003cp>And as for those mixed-status students who are now encouraged to fill out the Dream Act application, Sanchez said her office will still try to encourage them to complete the FAFSA.\u003c/p>\n\u003cp>“These are U.S. citizens, and they are entitled to federal student aid such as the Pell Grant and student loans, federal work-study, and all those things that they are not eligible for under the (Dream Act application),” she said.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Impact on enrollments\u003c/h2>\n\u003cp>The ripple effect of this year’s FAFSA delays is expected to significantly affect campuses’ enrollments, especially those that have faced challenges encouraging students to attend.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Becki Sanchez, director of financial aid, UC Irvine\"]‘We feel like the Department of Education has basically put it on the universities to figure this out for our students. It’s really disappointing, their response to this.’[/pullquote]“Universities nationwide are likely seeing enrollment downturns just like East Bay right now,” Jethani said. “We are low in enrollment, and we are low in applications, and we are low on decisions because all of these students are waiting on their financial aid to be able to decide on whether they can afford to come. This is a pretty scary time for everyone.”\u003c/p>\n\u003cp>The universities are facing pressure to maintain or raise their enrollments, but Phillips said California has an additional competitor for students to contend with an increase in the minimum wage.\u003c/p>\n\u003cp>“The decision that some students are making out of high school is, do I go get that $20-an-hour job, or do I go to school?” Phillips said.\u003c/p>\n\u003cp>About 70% of Cal Poly Pomona’s students receive some form of financial aid, which means that the delays have made it difficult for the campus to project what the fall enrollment will look like, said Jessica Wagoner, senior associate vice president of enrollment management and services.\u003c/p>\n\u003cp>The UC system, on the other hand, saw \u003ca href=\"https://edsource.org/updates/uc-sees-increase-in-applications-due-to-more-transfers\">record applications this year\u003c/a> because of an increase in students who want to transfer, and there are expectations that enrollment will continue to increase across its campuses. However, there is still concern that the FAFSA problems will particularly affect low-income and first-generation students.\u003c/p>\n\u003cp>“We’re a very popular campus, so I’m not worried about us making our big numbers,” said Dale Leaman, executive director of undergraduate admissions for UC Irvine. “The thing that concerns me the most is the students who just get so frustrated with the situation that they just give up … especially our first-generation families, where parents have not gone through this.”\u003c/p>\n\u003cp>Sanchez said families have lost a lot of trust in the department because of the poor FAFSA rollout, so the responsibility will fall on universities to rebuild that trust.\u003c/p>\n\u003cp>“My job is to make this successful in spite of things going bad,” she said. “My plan is if the Department of Education isn’t going to pull it together, we are certainly going to make sure that our students are OK, that they’re not harmed, that they start classes on time, that they don’t have to worry about these things.”\u003c/p>\n\u003cp>\u003cem>California Student Journalism Corps member Ashley Bolter contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/californias-universities-navigate-unprecedented-fafsa-mistakes-and-delays/709889\">\u003cem>This story originally appeared in EdSource and was updated on April 16 to include the latest information on California’s drop in completed FAFSA applications.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unprecedented difficulties in students applying for federal financial aid have wreaked havoc among financial aid and admissions officers across California’s colleges and universities, who are facing longer hours and more stress, sometimes while short on staff.\u003c/p>\n\u003cp>Since its initial delay last year from Oct. 1 to Dec. 31, the U.S. Department of Education’s rollout of the new Free Application for Federal Student Aid (FAFSA) form has been challenging and \u003ca href=\"https://edsource.org/2024/fafsa-delays-are-leaving-students-in-limbo-california-campuses-dont-expect-help/705350\">frustrating for students, their families\u003c/a> and the college campuses they seek to attend. For many students, financial aid plays a significant role in deciding where and if they will go to college.\u003c/p>\n\u003cp>And the resulting delays have pushed back students’ decisions.\u003c/p>\n\u003cp>Kamila Juarez, a senior at Grace Davis High in Modesto, has been accepted to all the universities she’s applied to, including Cal Poly SLO, UC Davis, UCLA and UC San Diego, but she hasn’t decided where she will go because financial aid is the biggest influence on her decision. And Juarez hasn’t heard anything yet about how much she will receive, which has created a frustrating situation.\u003c/p>\n\u003cp>“It’s kind of stressful,” she said, adding that if money were not an option, her first choice would be Cal Poly, followed by UCLA. “When I do know how much I get, I know I’ll have to decide pretty fast.”\u003c/p>\n\u003cp>Both UC and CSU systems extended the deadline for Intent to Register for fall 2024 to no earlier than May 15. A\u003ca class=\"external\" href=\"https://www.calstate.edu/attend/student-services/casper/Pages/statement-of-intent-to-register.aspx\" target=\"_blank\" rel=\"noopener\"> host of other Cal State campuses\u003c/a> extended it further to June 1 because of the delays.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Harder hit than other states\u003c/h2>\n\u003cp>California, in particular, has been hard hit in the FAFSA debacle because of the large number of “mixed-status” families, or U.S. citizens who have at least one parent without a Social Security number. Many of those students have been\u003ca href=\"https://edsource.org/updates/california-to-expand-alternative-financial-aid-application-to-students-from-mixed-status-families\"> unable to submit a FAFSA\u003c/a>. Last week, Gov. Gavin Newsom, the California Student Aid Commission and the UC and Cal State systems agreed that students could \u003ca href=\"https://edsource.org/updates/california-to-expand-alternative-financial-aid-application-to-students-from-mixed-status-families\">submit a California Dream Act \u003c/a>application in place of the FAFSA so they could at least receive priority access to state financial aid. The Dream Act is typically only available to undocumented students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We do hope to get offers out (soon). It still feels like there is an equity issue between being able to send out financial aid offers that have zero problems to not being able to provide financial aid offers to students that fit in these other scenarios,” said Becki Sanchez, director of financial aid at UC Irvine. “In a sense, it makes us feel very uneasy.”\u003c/p>\n\u003cp>The situation doesn’t seem to be improving.\u003c/p>\n\u003cp>“It has been very scary, to say the least, trying to keep up with all of these changes and errors and resolutions that don’t make sense from the feds,” said Sonia Jethani, director of financial aid and scholarships at California State University, East Bay.\u003cstrong> \u003c/strong>“We’re hanging in there. We have to make sure that we’re on top of it in order to answer the students and provide support to them as much as possible. But I’ve never seen this before.”\u003c/p>\n\u003cp>Financial aid and admissions officers say that in the nearly 40 years that the FAFSA has existed, this year’s problems have been unprecedented.\u003c/p>\n\u003cp>Typically, as has been the process for decades, high school seniors and community college transfer students would begin completing the FAFSA in October to meet California’s March priority deadline for access to state aid like the Cal Grant. During that period, those students would submit applications to the colleges and universities they’re seeking admission to so they would have their offer letters by early spring. The traditional timing allowed financial aid offices to send details about grants, loans and scholarships to students around March and April, in time for them to decide on the college they plan to attend in the fall.\u003c/p>\n\u003cp>But this year’s repeated FAFSA disruptions mean colleges haven’t been able to send out aid awards, either because students have had trouble applying, the department has miscalculated some students’ aid, or colleges haven’t received any aid information from the department. Each award letter sent by colleges to their admitted students who complete a financial aid application is customized with a combination of federal, state and institutional, grants, loans and scholarships.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">California extended deadline\u003c/h2>\n\u003cp>According to the National College Attainment Network’s FAFSA tracker, California is among the states that dropped the most in FAFSA completions compared to last year before the form was revised. As of April 5, completions were down 43.4%.\u003c/p>\n\u003cp>California extended its priority FAFSA application deadline to May 2.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/17523318/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>“We should have had our financial aid packages ready by now,” Jethani said. “We probably won’t be ready to send out aid notifications until the second half of this month.”\u003c/p>\n\u003cp>Financial aid officers at Cal Poly Pomona anticipate they will start sending award letters to students this week. The campus added workshops, including on Saturdays, to host informational sessions and help students complete the FAFSA. Jeanette Phillips, executive director of financial aid and scholarships for the campus, said they would also do some extra tracking and target their communications to ensure their admitted students completed the FAFSA.\u003c/p>\n\u003cp>“Like many schools, we’re a little short-staffed, but we are doing our very best,” Phillips said, adding that the delays have added work to their normal spring duties like processing summer financial aid, which “is a significantly manual process. … We still have to work with our current students. We have a number of appeals that students have submitted for financial review.”\u003c/p>\n\u003cp>Phillips said the financial aid officers would normally have plenty of time to focus and prioritize, “but now we have to double up, triple up our energy and efforts to try to handle” everything.\u003c/p>\n\u003cp>Because the Pomona campus is fielding more questions and concerns from families this year, Phillips said financial aid officers are spending about an extra 15% of their time meeting with students.\u003c/p>\n\u003cp>The federal department’s mistakes also have financial aid officers adding unique disclosures to the information they give their potential students. The department notified colleges last week that \u003ca href=\"https://edsource.org/updates/one-step-forward-two-steps-back-fafsa-troubles-continue\">they made mistakes on tax information\u003c/a> submitted by students, amounting to about 30% to 40% of unusable files.\u003c/p>\n\u003cp>“We feel like the Department of Education has basically put it on the universities to figure this out for our students,” Sanchez said. “It’s really disappointing, their response to this.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sanchez said the Irvine campus has about 30% of financial aid offers it can’t send because they need to be reprocessed by the department.\u003c/p>\n\u003cp>Jethani said the East Bay financial aid officers are providing disclosures to students within their financial aid packages that the information they receive is based on information that could change because of the various errors and mistakes from the department.\u003c/p>\n\u003cp>Some of the mistakes are due to the new formula the department is using to determine aid. In the past, the FAFSA used “expected family contribution” to calculate students’ aid, but the new form uses the \u003ca class=\"external\" href=\"https://www.usnews.com/education/best-colleges/paying-for-college/articles/fafsa-changes-what-is-the-student-aid-index\" target=\"_blank\" rel=\"noopener\">“student aid index formula\u003c/a>.” In March, the department announced a miscalculation of the student aid index, which led to further delays.\u003c/p>\n\u003cp>CSU East Bay and some other campuses have partnered with third-party vendors to help with their FAFSA “backend processing,” like verifying information because they are short on staff. The East Bay campus anticipates it will also be “triaging” and fielding various questions from students even after the fall term begins, Jethani said.\u003c/p>\n\u003cp>During a hearing on the FAFSA debacle on Capitol Hill on Wednesday, Justin Draeger, president of the National Association of Student Financial Aid Administrators, gave the department an F grade for its rollout.\u003c/p>\n\u003cp>“This really adds up to a crisis of credibility for the Department of Education,” he said. “If there was a financial aid director or even a college president that delayed financial aid on their campus for up to six months, the professional price that would be paid for that would be pretty steep.”\u003c/p>\n\u003cp>And as for those mixed-status students who are now encouraged to fill out the Dream Act application, Sanchez said her office will still try to encourage them to complete the FAFSA.\u003c/p>\n\u003cp>“These are U.S. citizens, and they are entitled to federal student aid such as the Pell Grant and student loans, federal work-study, and all those things that they are not eligible for under the (Dream Act application),” she said.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Impact on enrollments\u003c/h2>\n\u003cp>The ripple effect of this year’s FAFSA delays is expected to significantly affect campuses’ enrollments, especially those that have faced challenges encouraging students to attend.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Universities nationwide are likely seeing enrollment downturns just like East Bay right now,” Jethani said. “We are low in enrollment, and we are low in applications, and we are low on decisions because all of these students are waiting on their financial aid to be able to decide on whether they can afford to come. This is a pretty scary time for everyone.”\u003c/p>\n\u003cp>The universities are facing pressure to maintain or raise their enrollments, but Phillips said California has an additional competitor for students to contend with an increase in the minimum wage.\u003c/p>\n\u003cp>“The decision that some students are making out of high school is, do I go get that $20-an-hour job, or do I go to school?” Phillips said.\u003c/p>\n\u003cp>About 70% of Cal Poly Pomona’s students receive some form of financial aid, which means that the delays have made it difficult for the campus to project what the fall enrollment will look like, said Jessica Wagoner, senior associate vice president of enrollment management and services.\u003c/p>\n\u003cp>The UC system, on the other hand, saw \u003ca href=\"https://edsource.org/updates/uc-sees-increase-in-applications-due-to-more-transfers\">record applications this year\u003c/a> because of an increase in students who want to transfer, and there are expectations that enrollment will continue to increase across its campuses. However, there is still concern that the FAFSA problems will particularly affect low-income and first-generation students.\u003c/p>\n\u003cp>“We’re a very popular campus, so I’m not worried about us making our big numbers,” said Dale Leaman, executive director of undergraduate admissions for UC Irvine. “The thing that concerns me the most is the students who just get so frustrated with the situation that they just give up … especially our first-generation families, where parents have not gone through this.”\u003c/p>\n\u003cp>Sanchez said families have lost a lot of trust in the department because of the poor FAFSA rollout, so the responsibility will fall on universities to rebuild that trust.\u003c/p>\n\u003cp>“My job is to make this successful in spite of things going bad,” she said. “My plan is if the Department of Education isn’t going to pull it together, we are certainly going to make sure that our students are OK, that they’re not harmed, that they start classes on time, that they don’t have to worry about these things.”\u003c/p>\n\u003cp>\u003cem>California Student Journalism Corps member Ashley Bolter contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/californias-universities-navigate-unprecedented-fafsa-mistakes-and-delays/709889\">\u003cem>This story originally appeared in EdSource and was updated on April 16 to include the latest information on California’s drop in completed FAFSA applications.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo",
"headTitle": "¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo | KQED",
"content": "\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/11980312/a-caregivers-guide-to-navigating-early-intervention-services\">Leer en inglés\u003c/a>\u003c/em>\u003c/p>\n\u003cp>En California, \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">los bebés y niños pequeños con discapacidades del desarrollo\u003c/a> tienen derecho a recibir \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">servicios de intervención temprana\u003c/a> para mejorar su capacidad de sentarse, andar, hablar o alimentarse por sí mismos.\u003c/p>\n\u003cp>Estos servicios incluyen fisioterapia, terapia del habla, terapia ocupacional o incluso equipos que ayudan a los niños pequeños a mantener o mejorar sus habilidades. Los padres y cuidadores también pueden recibir asesoramiento y formación para apoyar las necesidades de sus hijos.\u003c/p>\n\u003cp>Las leyes estatales y federales garantizan los servicios de intervención temprana a través de un programa llamado \u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>, ya que todo esto ayuda a los niños pequeños a alcanzar su potencial y reducen la necesidad de servicios especiales cuando vayan a la escuela.\u003c/p>\n\u003cp>Según los expertos, es crucial que estos niños reciban los servicios lo más antes posible, porque su cerebro es más adaptable durante los tres primeros años de vida. Lo ideal es que los servicios se presten en el hogar del niño, en la guardería o en otros “entornos naturales”, porque \u003ca href=\"https://www.pacer.org/es/\">los niños pequeños aprenden mejor cuando están en entornos familiares\u003c/a>.\u003c/p>\n\u003cp>Sin embargo, expertos afirman a KQED que cada vez hay \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">más disparidades geográficas y económicas\u003c/a> en cuanto a quién recibe los servicios de intervención temprana en su entorno natural, es decir, que estos servicios no están disponibles por igual para todos los niños.\u003c/p>\n\u003cp>Por lo tanto, si usted está preocupado de que su hijo pueda tener un retraso o discapacidad en el desarrollo, o ya ha tenido problemas al acceder a este tipo de servicios para su familia, aquí tenemos lo que necesita saber del sistema estatal de Early Start.\u003c/p>\n\u003ch3>¿Cómo puedo empezar a conseguir servicios de Early Start para mi hijo?\u003c/h3>\n\u003cp>Un pediatra, un padre o incluso un proveedor de servicios de guardería pueden ponerse en contacto con su centro regional local (\u003ca href=\"https://arcanet.org/your-regional-center/\">acceda un mapa con detalles de cada centro aquí\u003c/a>) para solicitar servicios de intervención temprana a través de Early Start.\u003c/p>\n\u003cp>¿Qué son los centros regionales? Estos son agencias sin fines de lucro que tienen contrato con el Departamento de Servicios de Desarrollo de California (o DDS por sus siglas en inglés) para:\u003c/p>\n\u003cul>\n\u003cli>Evaluar a un niño para detectar un retraso en el desarrollo o una discapacidad.\u003c/li>\n\u003cli>Determinar si el niño reúne los requisitos para recibir servicios de intervención temprana.\u003c/li>\n\u003cli>Organizar dichos servicios.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Prop-56/Pages/Prop56-Screenings-Developmental.aspx\">Medi-Cal, el programa estatal de Medicare, paga por los exámenes\u003c/a> durante las revisiones de bienestar de los niños a los 9, 18 y 30 meses de edad. El examen utiliza una serie de preguntas estandarizadas para comprobar si el desarrollo motor, cognitivo, social y emocional del niño se ajusta a su edad. Sin embargo, \u003ca href=\"https://first5center.org/blog/department-of-health-care-services-releases-2021-preventive-services-report\">los datos muestran que las tasas de detección del desarrollo de los niños pequeños en Medi-Cal son muy bajas\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Si sospecha que su hijo no alcanza los hitos de su desarrollo, no tenga miedo de preguntar lo que le preocupa.\u003c/span> Reyna Balladares, una madre de San Francisco, comenta que cuando \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">se dio cuenta de que su hija tardaba en empezar a caminar y a hablar\u003c/a>, los médicos le dijeron que lo que le ocurría a la niña era normal. Finalmente, un especialista evaluó a la niña y determinó que, de hecho, necesitaba fisioterapia, logopedia, terapia ocupacional y terapia de alimentación.\u003c/p>\n\u003cp>“Hay que darnos cuenta si algo diferente le pasa al niño. Y tenemos que abogar por ellos”, dice Balladares.\u003c/p>\n\u003ch3>¿Quién puede usar los servicios de Early Start?\u003c/h3>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/04/SIP_Early-Start_English.pdf\">Un niño menor de 3 años de edad cumple con los requisitos para recibir servicios de intervención temprana a través de Early Start\u003c/a> si se le diagnostica riesgo de retraso del desarrollo o si ya presenta un retraso del desarrollo “de al menos el 25%” que afecte a su:\u003c/p>\n\u003cul>\n\u003cli>Desarrollo cognitivo (aprendizaje y pensamiento)\u003c/li>\n\u003cli>Desarrollo del habla\u003c/li>\n\u003cli>Desarrollo físico y motor, incluida la audición y visión\u003c/li>\n\u003cli>Desarrollo emocional y social\u003c/li>\n\u003cli>Desarrollo adaptativo (habilidades de la vida diaria, como comer o vestirse)\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuánto cuesta Early Start?\u003c/h3>\n\u003cp>La evaluación y la los servicios de intervención temprana son gratuitos cuando los solicita a través de un centro regional.\u003c/p>\n\u003cp>Sin embargo, los centros regionales sólo pagarán por estos servicios en dos situaciones:\u003c/p>\n\u003cul>\n\u003cli>Durante el tiempo que las familias esperan a que su plan de seguros o Medi-Cal apruebe el servicio\u003c/li>\n\u003cli>Si Medi-Cal o el seguro médico de una familia no cubran los costos de los servicios\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuáles son los derechos de los padres y cuidadores para acceder a los servicios de Early Start?\u003c/h3>\n\u003cp>Después de recibir una solicitud, los centros regionales tienen hasta 45 días para evaluar al niño y proponer un Plan Individualizado de Servicios Familiares (o IFSP por sus siglas en inglés) que establezca los servicios que necesita el niño.[aside label='Más en español' tag='kqed-en-espanol']Mariah Martínez, coordinadora de cuidados de la organización sin fines de lucro \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a>, con sede en San Francisco, sugiere completar el formulario del centro regional que esté más cerca de usted y enviarlo por correo electrónico para poder empezar a documentar el proceso desde el principio. \u003ca href=\"https://arcanet.org/your-regional-center/\">Puede encontrar el formulario que necesita en la página web de cada centro.\u003c/a>\u003c/p>\n\u003cp>“En cuanto el centro regional le responda con un correo electrónico confirmando que lo ha recibido, inicia la línea de tiempo “, dice.\u003c/p>\n\u003cp>Si el proceso se prolonga más de 45 días, los cuidadores pueden ponerse en contacto con el gestor de su caso o con el funcionario de turno del centro regional para obtener información actualizada sobre el estado de su caso, explica Martínez.\u003c/p>\n\u003ch3>¿Qué pasa si no recibo los servicios a tiempo?\u003c/h3>\n\u003cp>Por frustrante que parezca, los padres y cuidadores a menudo tienen que llamar repetidamente al coordinador de su centro regional.\u003c/p>\n\u003cp>“Siga insistiendo para que el proceso avance”, dice Martínez. También sugiere que se pongan en contacto con el pediatra o el asistente social médico de su hijo, con un centro de recursos familiares o con grupos de defensa como \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a> para que les ayuden a comunicarse con su coordinador de servicios.[aside postID=\"news_11979071\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg\"]“Hacemos todo lo posible para que las familias se pongan en contacto con ellos”, dice Martínez. “Y la mayoría de las veces, creo que tenemos bastante éxito a la hora de ponerles al día sobre su caso o si hay algo más que el centro regional necesite de ellos. De ese modo, el proceso les resulta un poco más fácil”.\u003c/p>\n\u003cp>Además, la \u003ca href=\"https://first5association.org/\">First 5 Association of California\u003c/a> ofrece el programa “Ayúdame a crecer” en cada uno de los 58 condados del estado para ayudar a identificar las necesidades de desarrollo infantil de las familias.\u003c/p>\n\u003ch3>¿Qué pasa si no estoy de acuerdo con el plan de servicios que ofrecen a mi hijo? ¿O si a mi hijo le han denegado los servicios de Early Start?\u003c/h3>\n\u003cp>La dependencia estatal DDS sugiere que primero hable con el coordinador que esté manejando su caso o pida a la adminsitración del centro regional que revise y reconsidere su decisión.\u003c/p>\n\u003cp>El siguiente paso podría ser solicitar una mediación con la \u003ca href=\"https://www.dgs.ca.gov/OAH\">Oficina estatal de audiencias administrativas\u003c/a>. Martínez recomienda “tener todo por escrito” para que las familias tengan documentación de sus intentos de obtener servicios.\u003c/p>\n\u003cp>Martínez dice que es una buena idea buscar asesoramiento legal de la \u003ca href=\"https://www.disabilityrightsca.org/what-we-do/programs/office-of-clients-rights-advocacy-ocra\">Oficina de defensa de los derechos de los clientes\u003c/a> (u OCRA por sus siglas en inglés) antes de presentar una apelación o queja ante el estado. La OCRA tiene un abogado o defensor asignado a cada centro regional y está dirigida por la organización \u003ca href=\"https://www.disabilityrightsca.org/\">Disability Rights California\u003c/a>.\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 editado por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "¿Cree que su hijo o hija tiene una discapacidad o retraso del desarrollo? Las familias en California tienen acceso a varios programas para apoyar al desarrollo de los niños. Le explicamos cómo accederlos.",
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"title": "¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/11980312/a-caregivers-guide-to-navigating-early-intervention-services\">Leer en inglés\u003c/a>\u003c/em>\u003c/p>\n\u003cp>En California, \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">los bebés y niños pequeños con discapacidades del desarrollo\u003c/a> tienen derecho a recibir \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">servicios de intervención temprana\u003c/a> para mejorar su capacidad de sentarse, andar, hablar o alimentarse por sí mismos.\u003c/p>\n\u003cp>Estos servicios incluyen fisioterapia, terapia del habla, terapia ocupacional o incluso equipos que ayudan a los niños pequeños a mantener o mejorar sus habilidades. Los padres y cuidadores también pueden recibir asesoramiento y formación para apoyar las necesidades de sus hijos.\u003c/p>\n\u003cp>Las leyes estatales y federales garantizan los servicios de intervención temprana a través de un programa llamado \u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>, ya que todo esto ayuda a los niños pequeños a alcanzar su potencial y reducen la necesidad de servicios especiales cuando vayan a la escuela.\u003c/p>\n\u003cp>Según los expertos, es crucial que estos niños reciban los servicios lo más antes posible, porque su cerebro es más adaptable durante los tres primeros años de vida. Lo ideal es que los servicios se presten en el hogar del niño, en la guardería o en otros “entornos naturales”, porque \u003ca href=\"https://www.pacer.org/es/\">los niños pequeños aprenden mejor cuando están en entornos familiares\u003c/a>.\u003c/p>\n\u003cp>Sin embargo, expertos afirman a KQED que cada vez hay \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">más disparidades geográficas y económicas\u003c/a> en cuanto a quién recibe los servicios de intervención temprana en su entorno natural, es decir, que estos servicios no están disponibles por igual para todos los niños.\u003c/p>\n\u003cp>Por lo tanto, si usted está preocupado de que su hijo pueda tener un retraso o discapacidad en el desarrollo, o ya ha tenido problemas al acceder a este tipo de servicios para su familia, aquí tenemos lo que necesita saber del sistema estatal de Early Start.\u003c/p>\n\u003ch3>¿Cómo puedo empezar a conseguir servicios de Early Start para mi hijo?\u003c/h3>\n\u003cp>Un pediatra, un padre o incluso un proveedor de servicios de guardería pueden ponerse en contacto con su centro regional local (\u003ca href=\"https://arcanet.org/your-regional-center/\">acceda un mapa con detalles de cada centro aquí\u003c/a>) para solicitar servicios de intervención temprana a través de Early Start.\u003c/p>\n\u003cp>¿Qué son los centros regionales? Estos son agencias sin fines de lucro que tienen contrato con el Departamento de Servicios de Desarrollo de California (o DDS por sus siglas en inglés) para:\u003c/p>\n\u003cul>\n\u003cli>Evaluar a un niño para detectar un retraso en el desarrollo o una discapacidad.\u003c/li>\n\u003cli>Determinar si el niño reúne los requisitos para recibir servicios de intervención temprana.\u003c/li>\n\u003cli>Organizar dichos servicios.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Prop-56/Pages/Prop56-Screenings-Developmental.aspx\">Medi-Cal, el programa estatal de Medicare, paga por los exámenes\u003c/a> durante las revisiones de bienestar de los niños a los 9, 18 y 30 meses de edad. El examen utiliza una serie de preguntas estandarizadas para comprobar si el desarrollo motor, cognitivo, social y emocional del niño se ajusta a su edad. Sin embargo, \u003ca href=\"https://first5center.org/blog/department-of-health-care-services-releases-2021-preventive-services-report\">los datos muestran que las tasas de detección del desarrollo de los niños pequeños en Medi-Cal son muy bajas\u003c/a>.\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\">Si sospecha que su hijo no alcanza los hitos de su desarrollo, no tenga miedo de preguntar lo que le preocupa.\u003c/span> Reyna Balladares, una madre de San Francisco, comenta que cuando \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">se dio cuenta de que su hija tardaba en empezar a caminar y a hablar\u003c/a>, los médicos le dijeron que lo que le ocurría a la niña era normal. Finalmente, un especialista evaluó a la niña y determinó que, de hecho, necesitaba fisioterapia, logopedia, terapia ocupacional y terapia de alimentación.\u003c/p>\n\u003cp>“Hay que darnos cuenta si algo diferente le pasa al niño. Y tenemos que abogar por ellos”, dice Balladares.\u003c/p>\n\u003ch3>¿Quién puede usar los servicios de Early Start?\u003c/h3>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/04/SIP_Early-Start_English.pdf\">Un niño menor de 3 años de edad cumple con los requisitos para recibir servicios de intervención temprana a través de Early Start\u003c/a> si se le diagnostica riesgo de retraso del desarrollo o si ya presenta un retraso del desarrollo “de al menos el 25%” que afecte a su:\u003c/p>\n\u003cul>\n\u003cli>Desarrollo cognitivo (aprendizaje y pensamiento)\u003c/li>\n\u003cli>Desarrollo del habla\u003c/li>\n\u003cli>Desarrollo físico y motor, incluida la audición y visión\u003c/li>\n\u003cli>Desarrollo emocional y social\u003c/li>\n\u003cli>Desarrollo adaptativo (habilidades de la vida diaria, como comer o vestirse)\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuánto cuesta Early Start?\u003c/h3>\n\u003cp>La evaluación y la los servicios de intervención temprana son gratuitos cuando los solicita a través de un centro regional.\u003c/p>\n\u003cp>Sin embargo, los centros regionales sólo pagarán por estos servicios en dos situaciones:\u003c/p>\n\u003cul>\n\u003cli>Durante el tiempo que las familias esperan a que su plan de seguros o Medi-Cal apruebe el servicio\u003c/li>\n\u003cli>Si Medi-Cal o el seguro médico de una familia no cubran los costos de los servicios\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuáles son los derechos de los padres y cuidadores para acceder a los servicios de Early Start?\u003c/h3>\n\u003cp>Después de recibir una solicitud, los centros regionales tienen hasta 45 días para evaluar al niño y proponer un Plan Individualizado de Servicios Familiares (o IFSP por sus siglas en inglés) que establezca los servicios que necesita el niño.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Mariah Martínez, coordinadora de cuidados de la organización sin fines de lucro \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a>, con sede en San Francisco, sugiere completar el formulario del centro regional que esté más cerca de usted y enviarlo por correo electrónico para poder empezar a documentar el proceso desde el principio. \u003ca href=\"https://arcanet.org/your-regional-center/\">Puede encontrar el formulario que necesita en la página web de cada centro.\u003c/a>\u003c/p>\n\u003cp>“En cuanto el centro regional le responda con un correo electrónico confirmando que lo ha recibido, inicia la línea de tiempo “, dice.\u003c/p>\n\u003cp>Si el proceso se prolonga más de 45 días, los cuidadores pueden ponerse en contacto con el gestor de su caso o con el funcionario de turno del centro regional para obtener información actualizada sobre el estado de su caso, explica Martínez.\u003c/p>\n\u003ch3>¿Qué pasa si no recibo los servicios a tiempo?\u003c/h3>\n\u003cp>Por frustrante que parezca, los padres y cuidadores a menudo tienen que llamar repetidamente al coordinador de su centro regional.\u003c/p>\n\u003cp>“Siga insistiendo para que el proceso avance”, dice Martínez. También sugiere que se pongan en contacto con el pediatra o el asistente social médico de su hijo, con un centro de recursos familiares o con grupos de defensa como \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a> para que les ayuden a comunicarse con su coordinador de servicios.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Hacemos todo lo posible para que las familias se pongan en contacto con ellos”, dice Martínez. “Y la mayoría de las veces, creo que tenemos bastante éxito a la hora de ponerles al día sobre su caso o si hay algo más que el centro regional necesite de ellos. De ese modo, el proceso les resulta un poco más fácil”.\u003c/p>\n\u003cp>Además, la \u003ca href=\"https://first5association.org/\">First 5 Association of California\u003c/a> ofrece el programa “Ayúdame a crecer” en cada uno de los 58 condados del estado para ayudar a identificar las necesidades de desarrollo infantil de las familias.\u003c/p>\n\u003ch3>¿Qué pasa si no estoy de acuerdo con el plan de servicios que ofrecen a mi hijo? ¿O si a mi hijo le han denegado los servicios de Early Start?\u003c/h3>\n\u003cp>La dependencia estatal DDS sugiere que primero hable con el coordinador que esté manejando su caso o pida a la adminsitración del centro regional que revise y reconsidere su decisión.\u003c/p>\n\u003cp>El siguiente paso podría ser solicitar una mediación con la \u003ca href=\"https://www.dgs.ca.gov/OAH\">Oficina estatal de audiencias administrativas\u003c/a>. Martínez recomienda “tener todo por escrito” para que las familias tengan documentación de sus intentos de obtener servicios.\u003c/p>\n\u003cp>Martínez dice que es una buena idea buscar asesoramiento legal de la \u003ca href=\"https://www.disabilityrightsca.org/what-we-do/programs/office-of-clients-rights-advocacy-ocra\">Oficina de defensa de los derechos de los clientes\u003c/a> (u OCRA por sus siglas en inglés) antes de presentar una apelación o queja ante el estado. La OCRA tiene un abogado o defensor asignado a cada centro regional y está dirigida por la organización \u003ca href=\"https://www.disabilityrightsca.org/\">Disability Rights California\u003c/a>.\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 editado por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Two Bay Area teams — one hailing from San Francisco and the other representing Oakland — face off on Tuesday.\u003c/p>\n\u003cp>Both teams boast storied histories and steadfast fans. But this isn’t the Giants and A’s we’re talking about, but rather \u003ca href=\"https://www.ussoccer.com/us-open-cup/watch?matchId=cd399be4-9cc2-4806-aeb9-dd2ae5b927e7\">San Francisco’s El Farolito soccer team vs. Oakland Roots Soccer Club\u003c/a>.\u003c/p>\n\u003cp>This crucial match, kicking off at Cal State East Bay’s Pioneer Stadium in Hayward at 7:30 p.m. on Tuesday, marks the third round of the \u003ca href=\"https://www.ussoccer.com/us-open-cup/\">U.S. Open Cup\u003c/a> — the oldest soccer competition in the country that brings teams together that usually play in different leagues.\u003c/p>\n\u003cp>\u003cem>Stream the game \u003ca href=\"https://www.ussoccer.com/us-open-cup/watch?matchId=cd399be4-9cc2-4806-aeb9-dd2ae5b927e7\">live here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Keep reading for everything you need to know about this uniquely Bay Area face-off.\u003c/p>\n\u003ch2>The taquería that started a soccer team\u003c/h2>\n\u003cp>If the San Francisco team name sounds familiar to you, that’s because, yes, it’s named after the longstanding local taquería chain El Farolito, with 12 locations all over the Bay Area.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Santiago López, head coach and general manager, El Farolito soccer team\"]‘The group is very motivated for this opportunity.’[/pullquote]The taquería chain’s founder Salvador López, who passed away in 2021, started the team in 1985, and whose players sport a bright yellow and blue soccer kit in the same color palette you’ll see in any of the El Farolito taquerías. Since its inception in 1985, the team — which has now risen to play in the semi-professional National Premier Soccer League (NPSL) — has charted a very successful path for itself, winning multiple regional and national championships.\u003c/p>\n\u003cp>El Farolito players balance all the responsibilities of being on the team with other full-time jobs. Some, like goalkeeper Julian Escobar, grew up in the Bay Area and came up playing for other local teams. But many in the team were recruited from professional teams across Latin America — striker Dembor Benson, for example, was a professional player in Honduras before joining El Farolito, \u003ca href=\"https://thecup.us/2024/04/15/2024-us-open-cup-round-2-dembor-benson-of-el-farolito-voted-thecup-us-player-of-the-round/\">where he has stood out in this year’s Open Cup, scoring the winning goal in the last two matches\u003c/a>.\u003c/p>\n\u003cp>And there’s a special energy this year among the team, says head coach and general manager Santiago López, who is Salvador’s son.\u003c/p>\n\u003cp>[aside postID=\"news_11961286,news_11952128,news_11915080\" label=\"Related Stories\"]The team started training in early January, much earlier than in previous years – something that combined with extra preseason games “really helped us out to get the team together and get into the competition mentality and the weekly routine,” López says. “If it wasn’t for the early start, we wouldn’t be in this type of rhythm.”\u003c/p>\n\u003ch2>‘Win it all or lose it all in one game’\u003c/h2>\n\u003cp>The El Farolito team has started the season without missing a single beat. The team is \u003ca href=\"https://www.npsl.com/schedule-2024/\">currently leading the standings for their conference in the National Premier Soccer League (NPSL\u003c/a>) with three wins and one draw. All of this is happening as they \u003ci>also \u003c/i>play in the Open Cup, where teams from all over the country compete in a knockout format.\u003c/p>\n\u003cp>It was El Farolito’s first win in this year’s competition — against Timbers 2, the reserve squad for the Portland Timbers of the Major League Soccer — \u003ca href=\"https://missionlocal.org/2024/03/burritooooooooooal-el-farolito-team-beats-major-league-soccer-affiliate/\">that brought renewed attention to the team and its unique standing in San Francisco’s Mission District\u003c/a>.\u003c/p>\n\u003cp>“We’ve done a lot more interviews and seen more photographers coming out,” López says of the heightened attention on his team. But his players nonetheless “still have a lot of ground to cover,” he says. “The group is very motivated for this opportunity.”\u003c/p>\n\u003cp>Motivation will be critical in Tuesday’s game against the Oakland Roots — the same team that knocked out El Farolito 3-1 in last year’s Open Cup.\u003c/p>\n\u003cp>The Roots, along with 15 other USL Championship clubs, \u003ca href=\"https://www.uslchampionship.com/news_article/show/1306095\">are joining the Open Cup in the third round due to competition rules\u003c/a>. The East Bay team is coming in hot after a 3-2 win against El Paso Locomotive in the USL Championship season, putting them back in the clear for playoffs. With two goals in that match, forward Johnny Rodriguez became the team’s all-time league scorer.\u003c/p>\n\u003cp>The knockout format of the Open Cup will make Tuesday’s game especially exciting, says Tommy Hodul, vice president of public relations for the Roots.\u003c/p>\n\u003cp>“You can win it all or lose it all in one game,” Hodul says, adding that “you have to prepare just as well as you do for a USL Championship game — no matter who the opponent is.”\u003c/p>\n\u003cp>Despite playing in different leagues, the Roots and El Farolito usually play each other during the preseason, and Hodul says his team is “well aware of what [El Farolito] brings, and the talent that they have on the roster.”\u003c/p>\n\u003cp>Playing against El Farolito, he says, is “a really good test for our guys getting ready for the USL Championship season.”\u003c/p>\n\u003ch2>Soccer is here to stay in the Bay\u003c/h2>\n\u003cp>For longtime soccer fans all over the Bay Area, Tuesday’s game is another example of how much soccer has grown in strength locally. In a time \u003ca href=\"https://www.kqed.org/news/11981876/oakland-as-relocate-to-sacramento-river-cats-home-stadium-for-3-seasons\">when other sports are seeing teams leave the Bay\u003c/a>, soccer’s role in the region’s identity has only grown.\u003c/p>\n\u003cp>Last month, the Bay FC kicked off their season — a first for the team and \u003ca href=\"https://www.kqed.org/news/11980330/a-new-pro-womens-soccer-team-kicks-off-in-the-bay\">for Northern California, its first National Women’s Soccer League team\u003c/a>. A year before that, Oakland Soul — part of the Roots organization — \u003ca href=\"https://www.kqed.org/news/11915080/oakland-roots-soccer-club-to-start-new-amateur-womens-team\">joined the USL W League\u003c/a>. And even the most casual of soccer fans had to admire the latest kit released by USL League Two’s San Francisco City FC, \u003ca href=\"https://twitter.com/SFCityFC/status/1772658868058730637/\">which features bright orange California poppies, Sutro Tower, the Golden Gate Bridge and the parrots that flock on Telegraph Hill\u003c/a>.\u003c/p>\n\u003cp>If El Farolito goes on to win the Open Cup, it would be a replay almost three decades in the making. The team already tasted championship glory in this competition back in 1993, when it went by the name of CD Mexico.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re very focused on what we need to do,” coach López says.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Two Bay Area teams — one hailing from San Francisco and the other representing Oakland — face off on Tuesday.\u003c/p>\n\u003cp>Both teams boast storied histories and steadfast fans. But this isn’t the Giants and A’s we’re talking about, but rather \u003ca href=\"https://www.ussoccer.com/us-open-cup/watch?matchId=cd399be4-9cc2-4806-aeb9-dd2ae5b927e7\">San Francisco’s El Farolito soccer team vs. Oakland Roots Soccer Club\u003c/a>.\u003c/p>\n\u003cp>This crucial match, kicking off at Cal State East Bay’s Pioneer Stadium in Hayward at 7:30 p.m. on Tuesday, marks the third round of the \u003ca href=\"https://www.ussoccer.com/us-open-cup/\">U.S. Open Cup\u003c/a> — the oldest soccer competition in the country that brings teams together that usually play in different leagues.\u003c/p>\n\u003cp>\u003cem>Stream the game \u003ca href=\"https://www.ussoccer.com/us-open-cup/watch?matchId=cd399be4-9cc2-4806-aeb9-dd2ae5b927e7\">live here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Keep reading for everything you need to know about this uniquely Bay Area face-off.\u003c/p>\n\u003ch2>The taquería that started a soccer team\u003c/h2>\n\u003cp>If the San Francisco team name sounds familiar to you, that’s because, yes, it’s named after the longstanding local taquería chain El Farolito, with 12 locations all over the Bay Area.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The taquería chain’s founder Salvador López, who passed away in 2021, started the team in 1985, and whose players sport a bright yellow and blue soccer kit in the same color palette you’ll see in any of the El Farolito taquerías. Since its inception in 1985, the team — which has now risen to play in the semi-professional National Premier Soccer League (NPSL) — has charted a very successful path for itself, winning multiple regional and national championships.\u003c/p>\n\u003cp>El Farolito players balance all the responsibilities of being on the team with other full-time jobs. Some, like goalkeeper Julian Escobar, grew up in the Bay Area and came up playing for other local teams. But many in the team were recruited from professional teams across Latin America — striker Dembor Benson, for example, was a professional player in Honduras before joining El Farolito, \u003ca href=\"https://thecup.us/2024/04/15/2024-us-open-cup-round-2-dembor-benson-of-el-farolito-voted-thecup-us-player-of-the-round/\">where he has stood out in this year’s Open Cup, scoring the winning goal in the last two matches\u003c/a>.\u003c/p>\n\u003cp>And there’s a special energy this year among the team, says head coach and general manager Santiago López, who is Salvador’s son.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The team started training in early January, much earlier than in previous years – something that combined with extra preseason games “really helped us out to get the team together and get into the competition mentality and the weekly routine,” López says. “If it wasn’t for the early start, we wouldn’t be in this type of rhythm.”\u003c/p>\n\u003ch2>‘Win it all or lose it all in one game’\u003c/h2>\n\u003cp>The El Farolito team has started the season without missing a single beat. The team is \u003ca href=\"https://www.npsl.com/schedule-2024/\">currently leading the standings for their conference in the National Premier Soccer League (NPSL\u003c/a>) with three wins and one draw. All of this is happening as they \u003ci>also \u003c/i>play in the Open Cup, where teams from all over the country compete in a knockout format.\u003c/p>\n\u003cp>It was El Farolito’s first win in this year’s competition — against Timbers 2, the reserve squad for the Portland Timbers of the Major League Soccer — \u003ca href=\"https://missionlocal.org/2024/03/burritooooooooooal-el-farolito-team-beats-major-league-soccer-affiliate/\">that brought renewed attention to the team and its unique standing in San Francisco’s Mission District\u003c/a>.\u003c/p>\n\u003cp>“We’ve done a lot more interviews and seen more photographers coming out,” López says of the heightened attention on his team. But his players nonetheless “still have a lot of ground to cover,” he says. “The group is very motivated for this opportunity.”\u003c/p>\n\u003cp>Motivation will be critical in Tuesday’s game against the Oakland Roots — the same team that knocked out El Farolito 3-1 in last year’s Open Cup.\u003c/p>\n\u003cp>The Roots, along with 15 other USL Championship clubs, \u003ca href=\"https://www.uslchampionship.com/news_article/show/1306095\">are joining the Open Cup in the third round due to competition rules\u003c/a>. The East Bay team is coming in hot after a 3-2 win against El Paso Locomotive in the USL Championship season, putting them back in the clear for playoffs. With two goals in that match, forward Johnny Rodriguez became the team’s all-time league scorer.\u003c/p>\n\u003cp>The knockout format of the Open Cup will make Tuesday’s game especially exciting, says Tommy Hodul, vice president of public relations for the Roots.\u003c/p>\n\u003cp>“You can win it all or lose it all in one game,” Hodul says, adding that “you have to prepare just as well as you do for a USL Championship game — no matter who the opponent is.”\u003c/p>\n\u003cp>Despite playing in different leagues, the Roots and El Farolito usually play each other during the preseason, and Hodul says his team is “well aware of what [El Farolito] brings, and the talent that they have on the roster.”\u003c/p>\n\u003cp>Playing against El Farolito, he says, is “a really good test for our guys getting ready for the USL Championship season.”\u003c/p>\n\u003ch2>Soccer is here to stay in the Bay\u003c/h2>\n\u003cp>For longtime soccer fans all over the Bay Area, Tuesday’s game is another example of how much soccer has grown in strength locally. In a time \u003ca href=\"https://www.kqed.org/news/11981876/oakland-as-relocate-to-sacramento-river-cats-home-stadium-for-3-seasons\">when other sports are seeing teams leave the Bay\u003c/a>, soccer’s role in the region’s identity has only grown.\u003c/p>\n\u003cp>Last month, the Bay FC kicked off their season — a first for the team and \u003ca href=\"https://www.kqed.org/news/11980330/a-new-pro-womens-soccer-team-kicks-off-in-the-bay\">for Northern California, its first National Women’s Soccer League team\u003c/a>. A year before that, Oakland Soul — part of the Roots organization — \u003ca href=\"https://www.kqed.org/news/11915080/oakland-roots-soccer-club-to-start-new-amateur-womens-team\">joined the USL W League\u003c/a>. And even the most casual of soccer fans had to admire the latest kit released by USL League Two’s San Francisco City FC, \u003ca href=\"https://twitter.com/SFCityFC/status/1772658868058730637/\">which features bright orange California poppies, Sutro Tower, the Golden Gate Bridge and the parrots that flock on Telegraph Hill\u003c/a>.\u003c/p>\n\u003cp>If El Farolito goes on to win the Open Cup, it would be a replay almost three decades in the making. The team already tasted championship glory in this competition back in 1993, when it went by the name of CD Mexico.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Like many babies born around the time of the COVID-19 shutdowns, 4-year-old Cole grew up watching \u003cem>Cocomelon\u003c/em> and \u003cem>Bluey\u003c/em>.\u003c/p>\n\u003cp>The popular kids shows kept him entertained while his mom, Grace McPherson, helped his older sister with distance learning. However, too much screen time and social isolation took a toll on Cole’s development. His mom said he was “pretty much nonverbal” when he was 3 years old.[pullquote size=\"medium\" align=\"right\" citation=\"Grace McPherson, mother of 4-year-old Cole\"]‘They said that he’s not ready for preschool, and I was just shocked.’[/pullquote]So last fall, McPherson enrolled her son in a preschool in the Bay Area town of Oakley to help him catch up. The first day went smoothly. But on the second day, not long after dropping him off, the school called McPherson to pick up Cole because he refused to sit at circle time and was crying inconsolably.\u003c/p>\n\u003cp>“They said that he’s not ready for preschool, and I was just shocked,” she said.\u003c/p>\n\u003cp>The preschool director suggested coming back when Cole was more ready to follow directions, McPherson said. But she had made up her mind: she’d rather forfeit the $400 deposit for his tuition than return to a preschool that couldn’t support her son through a tantrum.\u003c/p>\n\u003cp>“I felt like they were just passing the buck,” she said. “And it’s just, ‘Here you go, here’s your child back. Figure out something else.’”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school never told McPherson they suspended her son when they asked her to take him home. Still, their experience would be considered a suspension under a state law designed to limit exclusionary discipline in early childhood education.[pullquote size=\"medium\" align=\"right\" citation=\"Nina Buthee, executive director, EveryChild California\"]‘The intention is good, but in actuality, there just aren’t the resources there to help support these preschool programs to do it in a really effective way.’[/pullquote]Suspending or expelling children from preschool for hitting, biting and other challenging behavior\u003ca href=\"https://cep.asu.edu/sites/default/files/2022-09/exclusionary-discipline-093022-1.pdf\"> is surprisingly common\u003c/a>. It happens way more often to Black children, boys, and children with learning differences than others, according to the most recent \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-school-climate-report.pdf\">federal civil rights data. \u003c/a>\u003c/p>\n\u003cp>California recently toughened rules around exclusionary discipline at preschools and child care centers that receive state funding, but implementing them has been tough for providers who are still dealing with stressed-out teachers, kids with fewer social skills and other long-lasting effects of the pandemic.\u003c/p>\n\u003cp>“The intention is good, but in actuality, there just aren’t the resources there to help support these preschool programs to do it in a really effective way,” said Nina Buthee, executive director of EveryChild California, an association of publicly funded early education programs.\u003c/p>\n\u003ch2>‘What it means to exclude a child’\u003c/h2>\n\u003cp>California is among 24 states with laws limiting preschool suspension and expulsion, according to \u003ca href=\"https://cep.asu.edu/sites/default/files/2023-12/state-discipline-120523_0.pdf\">the Children’s Equity Project\u003c/a> at Arizona State University, because studies have found that children who are removed from their classroom or sent home from school as a form of discipline tend to repeat the pattern in later years and become disengaged from school.\u003c/p>\n\u003cp>“It’s not acceptable,” said Adonai Mack, a founding member of Black Men for Education Equity, which advocated for the law. “There should be no reason why a young child in their earliest development is excluded from an educational opportunity.”\u003c/p>\n\u003cfigure id=\"attachment_11976825\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976825\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Grace McPherson spends time with her son Cole, 3, at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A 2017 law requires state-funded preschools to pursue and document ways they tried to support children with challenging behavior before resorting to expulsion. Another law passed in 2022 prohibits expulsion \u003cem>and\u003c/em> suspension and applies to both preschools and state-subsidized child care programs for infants and toddlers.[pullquote size=\"medium\" align=\"right\" citation=\"Adonai Mack, founding member, Black Men for Education Equity\"]‘There should be no reason why a young child in their earliest development is excluded from an educational opportunity.’[/pullquote]\u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2308.asp\">The rules \u003c/a>specifically prohibit teachers from sending children to another room or home in the middle of the day because of their behavior. That would be considered suspension. Teachers also can’t encourage a parent to unenroll from a program, and suspension or expulsion can only be used as a last resort when serious safety concerns exist.\u003c/p>\n\u003cp>The California law outlines one of the clearest definitions of suspension and expulsion, said Walter Gilliam, executive director of the Buffett Early Childhood Institute at the University of Nebraska.\u003c/p>\n\u003cp>Gilliam said teachers often don’t realize they’re suspending or expelling a child when they advise parents to find another school that’s “a better fit” or when they repeatedly ask parents to pick up their child early, creating an inconvenience that could lead parents to look elsewhere for more reliable child care.\u003c/p>\n\u003cp>“When we’re not very clear about what it means to exclude a child, then we run the risk of local implementers thinking that an exclusion means one thing and policymakers thinking that it means a completely different thing,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11976829\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976829\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, cheers for students as they jump during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To ensure accountability, California law requires teachers to document ways they try to support children with challenging behaviors, such as setting behavior goals along with their parents and referring them to mental health consultants. Parents have the right to appeal a suspension or expulsion to state authorities.\u003c/p>\n\u003cp>To help make the policy work, lawmakers increased funding for preschool and child care centers that provide early childhood mental health consultation services — such as marriage and family therapists, social workers and child psychologists — for kids, their families or teachers.[aside postID=news_11979071 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg']But Buthee said the law is placing demands on preschools and child care centers that are stretched thin by staffing shortages. Teachers sometimes get caught between providing one-on-one support for an ill-behaved child and ensuring there are enough adults in the room for the rest of the class.\u003c/p>\n\u003cp>Requiring teachers to keep records of how they dealt with a child acting up “feels like a gotcha policy” and makes a bigger deal out of what might be an age-appropriate behavior.\u003c/p>\n\u003cp>Members are also telling her they have a hard time finding early childhood mental health consultants.\u003c/p>\n\u003cp>“To actually find an individual in their community who is able to come in for an hour or a couple hours a week on a pretty short-term basis is very challenging,” she said.\u003c/p>\n\u003ch2>Building trust in a child’s life\u003c/h2>\n\u003cp>Linda Brault with the education research organization WestEd has seen this, too. She trains preschool teachers to work with children with challenging behavior.\u003c/p>\n\u003cp>“Right now, the stress level of the provider, and the fact that so many people haven’t gotten time to go to a training because they don’t have substitutes, or they’re working two jobs or whatever … I think we really have to address that,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11976828\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976828\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, works with Cole, 3, in the garden during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The issue is crucial because the more stressed a teacher is, the more likely the teacher is to discipline a child. When teachers do have enough professional support and training to respond to a misbehaving child, Brault said, they tend to stay in their job and have fewer problems in the classroom.\u003c/p>\n\u003cp>“There is documentation and data that says children who are expelled and suspended in early childhood have a tendency to continue that pattern, so we really want to interrupt that,” she said.\u003c/p>\n\u003cp>McPherson eventually enrolled her son Cole at the Child Study Center, a preschool on the campus of Los Medanos College in Pittsburg, which is also a training ground for early educators. For the last decade, the school has been working hard to prevent suspensions and expulsions by meeting children where they’re at emotionally and developmentally.[aside postID=news_11968835 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/12/20231108-Alameda-Black-Maternal-Health-021-JY-qut-1020x680.jpg']Cole’s teacher Danielle Jorgensen said when he first got there, he had trouble communicating.\u003c/p>\n\u003cp>“He would try to tell us something. We couldn’t understand him. So he would fall to the ground, kick and scream,” she said.\u003c/p>\n\u003cp>She said she would get on the floor, take deep breaths and try to understand him. If you discipline a child while their brain is not able to think and process, she said, you’re not helping the child learn how to self-calm.\u003c/p>\n\u003cp>“A lot of the things that we work on here is teaching them that it’s OK to have emotions and how to deal with them,” she said.\u003c/p>\n\u003cp>Jorgensen can take the time to work individually with Cole because there were enough interns in the room to watch over the other children, thanks to the preschool’s unique relationship with the college. She said she also tries to build relationships with parents and their kids to foster trust because once children feel safe, their brains are more open to learning.[pullquote size=\"medium\" align=\"right\" citation=\"Grace McPherson, mother to 4-year-old Cole\"]‘It really starts with the attuned, calm, trusted caregiver, teacher, parent in the child’s life. That really sets the tone for the relationships that the kids are going to have.’[/pullquote]McPherson said in just a few months, her son’s vocabulary exploded.\u003c/p>\n\u003cp>“His confidence, his ability to make friends, just overall his growth was extraordinary,” she said.\u003c/p>\n\u003cp>Getting her son reliable child care allowed McPherson to go back to school. She enrolled at Los Medanos to get a certification to teach middle school. She also received a grant to lower Cole’s preschool tuition, and in turn, she had to take a child development class and volunteer as a helper at the preschool.\u003c/p>\n\u003cp>She said the class gave her a greater appreciation for conscious discipline, a series of strategies used at the Child Study Center to teach social-emotional skills.\u003c/p>\n\u003cp>“It really starts with the attuned, calm, trusted caregiver, teacher, parent in the child’s life. That really sets the tone for the relationships that the kids are going to have,” she said.\u003c/p>\n\u003cp>\u003cem>For more information about California’s laws and how to prevent suspension and expulsion in early child care and education programs, check out \u003c/em>\u003ca href=\"https://preventingchildcareexpulsionca.org/\">\u003cem>https://preventingchildcareexpulsionca.org/\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": " New state rules make it harder for child care and preschool programs that receive state funding to suspend or expel children. Providers say the rules are placing more demands on a workforce still coping with post-pandemic challenges. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like many babies born around the time of the COVID-19 shutdowns, 4-year-old Cole grew up watching \u003cem>Cocomelon\u003c/em> and \u003cem>Bluey\u003c/em>.\u003c/p>\n\u003cp>The popular kids shows kept him entertained while his mom, Grace McPherson, helped his older sister with distance learning. However, too much screen time and social isolation took a toll on Cole’s development. His mom said he was “pretty much nonverbal” when he was 3 years old.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>So last fall, McPherson enrolled her son in a preschool in the Bay Area town of Oakley to help him catch up. The first day went smoothly. But on the second day, not long after dropping him off, the school called McPherson to pick up Cole because he refused to sit at circle time and was crying inconsolably.\u003c/p>\n\u003cp>“They said that he’s not ready for preschool, and I was just shocked,” she said.\u003c/p>\n\u003cp>The preschool director suggested coming back when Cole was more ready to follow directions, McPherson said. But she had made up her mind: she’d rather forfeit the $400 deposit for his tuition than return to a preschool that couldn’t support her son through a tantrum.\u003c/p>\n\u003cp>“I felt like they were just passing the buck,” she said. “And it’s just, ‘Here you go, here’s your child back. Figure out something else.’”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school never told McPherson they suspended her son when they asked her to take him home. Still, their experience would be considered a suspension under a state law designed to limit exclusionary discipline in early childhood education.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Suspending or expelling children from preschool for hitting, biting and other challenging behavior\u003ca href=\"https://cep.asu.edu/sites/default/files/2022-09/exclusionary-discipline-093022-1.pdf\"> is surprisingly common\u003c/a>. It happens way more often to Black children, boys, and children with learning differences than others, according to the most recent \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-school-climate-report.pdf\">federal civil rights data. \u003c/a>\u003c/p>\n\u003cp>California recently toughened rules around exclusionary discipline at preschools and child care centers that receive state funding, but implementing them has been tough for providers who are still dealing with stressed-out teachers, kids with fewer social skills and other long-lasting effects of the pandemic.\u003c/p>\n\u003cp>“The intention is good, but in actuality, there just aren’t the resources there to help support these preschool programs to do it in a really effective way,” said Nina Buthee, executive director of EveryChild California, an association of publicly funded early education programs.\u003c/p>\n\u003ch2>‘What it means to exclude a child’\u003c/h2>\n\u003cp>California is among 24 states with laws limiting preschool suspension and expulsion, according to \u003ca href=\"https://cep.asu.edu/sites/default/files/2023-12/state-discipline-120523_0.pdf\">the Children’s Equity Project\u003c/a> at Arizona State University, because studies have found that children who are removed from their classroom or sent home from school as a form of discipline tend to repeat the pattern in later years and become disengaged from school.\u003c/p>\n\u003cp>“It’s not acceptable,” said Adonai Mack, a founding member of Black Men for Education Equity, which advocated for the law. “There should be no reason why a young child in their earliest development is excluded from an educational opportunity.”\u003c/p>\n\u003cfigure id=\"attachment_11976825\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976825\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Grace McPherson spends time with her son Cole, 3, at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A 2017 law requires state-funded preschools to pursue and document ways they tried to support children with challenging behavior before resorting to expulsion. Another law passed in 2022 prohibits expulsion \u003cem>and\u003c/em> suspension and applies to both preschools and state-subsidized child care programs for infants and toddlers.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2308.asp\">The rules \u003c/a>specifically prohibit teachers from sending children to another room or home in the middle of the day because of their behavior. That would be considered suspension. Teachers also can’t encourage a parent to unenroll from a program, and suspension or expulsion can only be used as a last resort when serious safety concerns exist.\u003c/p>\n\u003cp>The California law outlines one of the clearest definitions of suspension and expulsion, said Walter Gilliam, executive director of the Buffett Early Childhood Institute at the University of Nebraska.\u003c/p>\n\u003cp>Gilliam said teachers often don’t realize they’re suspending or expelling a child when they advise parents to find another school that’s “a better fit” or when they repeatedly ask parents to pick up their child early, creating an inconvenience that could lead parents to look elsewhere for more reliable child care.\u003c/p>\n\u003cp>“When we’re not very clear about what it means to exclude a child, then we run the risk of local implementers thinking that an exclusion means one thing and policymakers thinking that it means a completely different thing,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11976829\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976829\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, cheers for students as they jump during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To ensure accountability, California law requires teachers to document ways they try to support children with challenging behaviors, such as setting behavior goals along with their parents and referring them to mental health consultants. Parents have the right to appeal a suspension or expulsion to state authorities.\u003c/p>\n\u003cp>To help make the policy work, lawmakers increased funding for preschool and child care centers that provide early childhood mental health consultation services — such as marriage and family therapists, social workers and child psychologists — for kids, their families or teachers.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But Buthee said the law is placing demands on preschools and child care centers that are stretched thin by staffing shortages. Teachers sometimes get caught between providing one-on-one support for an ill-behaved child and ensuring there are enough adults in the room for the rest of the class.\u003c/p>\n\u003cp>Requiring teachers to keep records of how they dealt with a child acting up “feels like a gotcha policy” and makes a bigger deal out of what might be an age-appropriate behavior.\u003c/p>\n\u003cp>Members are also telling her they have a hard time finding early childhood mental health consultants.\u003c/p>\n\u003cp>“To actually find an individual in their community who is able to come in for an hour or a couple hours a week on a pretty short-term basis is very challenging,” she said.\u003c/p>\n\u003ch2>Building trust in a child’s life\u003c/h2>\n\u003cp>Linda Brault with the education research organization WestEd has seen this, too. She trains preschool teachers to work with children with challenging behavior.\u003c/p>\n\u003cp>“Right now, the stress level of the provider, and the fact that so many people haven’t gotten time to go to a training because they don’t have substitutes, or they’re working two jobs or whatever … I think we really have to address that,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11976828\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976828\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, works with Cole, 3, in the garden during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The issue is crucial because the more stressed a teacher is, the more likely the teacher is to discipline a child. When teachers do have enough professional support and training to respond to a misbehaving child, Brault said, they tend to stay in their job and have fewer problems in the classroom.\u003c/p>\n\u003cp>“There is documentation and data that says children who are expelled and suspended in early childhood have a tendency to continue that pattern, so we really want to interrupt that,” she said.\u003c/p>\n\u003cp>McPherson eventually enrolled her son Cole at the Child Study Center, a preschool on the campus of Los Medanos College in Pittsburg, which is also a training ground for early educators. For the last decade, the school has been working hard to prevent suspensions and expulsions by meeting children where they’re at emotionally and developmentally.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Cole’s teacher Danielle Jorgensen said when he first got there, he had trouble communicating.\u003c/p>\n\u003cp>“He would try to tell us something. We couldn’t understand him. So he would fall to the ground, kick and scream,” she said.\u003c/p>\n\u003cp>She said she would get on the floor, take deep breaths and try to understand him. If you discipline a child while their brain is not able to think and process, she said, you’re not helping the child learn how to self-calm.\u003c/p>\n\u003cp>“A lot of the things that we work on here is teaching them that it’s OK to have emotions and how to deal with them,” she said.\u003c/p>\n\u003cp>Jorgensen can take the time to work individually with Cole because there were enough interns in the room to watch over the other children, thanks to the preschool’s unique relationship with the college. She said she also tries to build relationships with parents and their kids to foster trust because once children feel safe, their brains are more open to learning.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>McPherson said in just a few months, her son’s vocabulary exploded.\u003c/p>\n\u003cp>“His confidence, his ability to make friends, just overall his growth was extraordinary,” she said.\u003c/p>\n\u003cp>Getting her son reliable child care allowed McPherson to go back to school. She enrolled at Los Medanos to get a certification to teach middle school. She also received a grant to lower Cole’s preschool tuition, and in turn, she had to take a child development class and volunteer as a helper at the preschool.\u003c/p>\n\u003cp>She said the class gave her a greater appreciation for conscious discipline, a series of strategies used at the Child Study Center to teach social-emotional skills.\u003c/p>\n\u003cp>“It really starts with the attuned, calm, trusted caregiver, teacher, parent in the child’s life. That really sets the tone for the relationships that the kids are going to have,” she said.\u003c/p>\n\u003cp>\u003cem>For more information about California’s laws and how to prevent suspension and expulsion in early child care and education programs, check out \u003c/em>\u003ca href=\"https://preventingchildcareexpulsionca.org/\">\u003cem>https://preventingchildcareexpulsionca.org/\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "fafsa-2024-the-big-error-affecting-mixed-status-families-and-what-to-do-if-youre-an-affected-student",
"title": "If You're a Mixed-Status Student Still Struggling With FAFSA, You Have Options",
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"content": "\u003cp>\u003cem>\u003cstrong>Note:\u003c/strong> This article includes outdated information from the 2024 FAFSA process. If you are a student from a mixed status families and are seeking up-to-date information on completing FAFSA in 2026, \u003ca href=\"https://www.kqed.org/news/12066920/what-should-mixed-status-students-know-about-fafsa-this-year\">you can read our most recent guide\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Completing the Free Application for Federal Student Aid or FAFSA this year has been \u003cem>complicated\u003c/em>, to say the least. Especially if your family is considered “mixed status” — when a student has a Social Security number but one parent does not, due to their immigration status.\u003c/p>\n\u003cp>When the Department of Education began its process of revamping FAFSA several years ago, one of the stated goals was to make the application more easily accessible for mixed-status families. Federal officials told KQED last year that \u003ca href=\"https://www.kqed.org/news/11957693/applying-for-fafsa-in-2023-will-be-different-what-to-know-including-deadlines#undocumented\">the updated FAFSA would allow undocumented parents to complete the form\u003c/a> without needing a Social Security number.\u003c/p>\n\u003cp>But that was not the case. For months, students from mixed-status families were blocked from completing the 2024–25 FAFSA form. Without a parent’s Social Security number, the form showed error messages and blocked students from submitting it. “I repeat and repeat the same thing, and it sends me back with the same error message,” Josue Hernández, high school senior in San Francisco, told KQED in February. “I’ve been trying every day for the past month, nonstop. And it still doesn’t work.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And finally, on March 12, after months of delays and countless calls from students and counselors, the Department of Education announced it had successfully resolved the glitches that prevented students from mixed-status families from completing their FAFSA form. Students with “contributors without an SSN [Social Security Number] can now successfully submit the form,” said the statement.\u003c/p>\n\u003cp>Despite the glitch being fixed, mixed-status families lost months of time to complete FAFSA. And on their end, colleges also had less time to calculate students’ financial aid packages. The aftermath of the FAFSA glitches has left many mixed-status families in complicated and confusing situations, but colleges and California state officials are taking action to give students more time to seek out financial aid and make a decision about college.\u003c/p>\n\u003cp>Keep reading to learn what advice for mixed-status families KQED heard from college access advisors and financial aid offices.\u003c/p>\n\u003ch2>Keep track of deadlines — all the deadlines\u003c/h2>\n\u003cp>If you applied to colleges in California, you need to complete the FAFSA to qualify for the \u003ca href=\"https://www.csac.ca.gov/cal-grants\">Cal Grant\u003c/a>, a state financial aid program. The Cal Grant can help with tuition for schools in the UC and CSU system, along with many private universities in California.\u003c/p>\n\u003cp>Good news: You now have till May 2, 2024 to submit the 2024–25 FAFSA form and be eligible for California state financial aid, including the CalGrant. State officials extended the deadline for California students earlier this year in response to the multiple FAFSA glitches.\u003c/p>\n\u003cp>Keep in mind, however, May 2 is the new deadline \u003cem>just\u003c/em> for state aid. Each school can decide its own deadline for when students need to submit FAFSA. Some colleges have pushed back their regular deadline to give students more time to complete the form, while others have granted case-by-case extensions.\u003c/p>\n\u003cp>At this point, make sure to have an up-to-date list of the FAFSA deadline for every school you’ve completed an application for. If one of these deadlines is coming up soon — or has already passed — contact the college’s financial aid office if you haven’t done so already. Even if you haven’t spoken to the financial aid team there before, the best thing you can do is make sure they know about your situation and that you need more time.[pullquote align=\"right\" size=\"medium\" citation=\"Jill Marinelli, program director, Mission Graduates\"]‘It’s scary to ask questions and raise your hand. But it’s part of growing into an adult, something we all do throughout life.’[/pullquote]\u003c/p>\n\u003cp>If the idea of reaching out makes you feel a little nervous, remember: Not reaching out could actually make things a lot more complicated later, as schools may not consider you for certain grants or scholarships. “It’s scary to ask questions and raise your hand,” said Jill Marinelli, program director at Mission Graduates, a San Francisco-based organization that helps many immigrant and lower-income students get to college. “But it’s part of growing into an adult, something we all do throughout life.”\u003c/p>\n\u003ch2>Make sure \u003cem>you’ll\u003c/em> receive the information you need to choose your college\u003c/h2>\n\u003cp>Another set of deadlines to keep in mind later down the road — those related to Decision Day. Traditionally, most colleges ask accepted students to let them know by May 1 if they will enroll or not. However, the FAFSA delays have caused several schools to push back this deadline, too. All nine schools in the University of California system, for example, now require accepted students to make their decisions by May 15.\u003c/p>\n\u003cp>If you already submitted FAFSA, keep in mind that colleges may send a letter with a breakdown of the financial aid you qualify for much later than your peers. If you don’t know when they will send that information to you, ask them as soon as possible.\u003c/p>\n\u003cp>It’s critical you know when that information is coming in so you have it before deciding where to go to college.\u003c/p>\n\u003ch2>\u003cstrong>Is the FAFSA form still glitching for you? There are back-up options \u003c/strong>\u003c/h2>\n\u003cp>If the FAFSA form is still blocking you from submitting your information because one of your parents doesn’t have a Social Security number, depending on your circumstances you may have two back-up options open to you as a California student:\u003c/p>\n\u003cp>\u003cstrong>Use the California Dream Act Application instead\u003c/strong>\u003c/p>\n\u003cp>On April 9, the state’s Student Aid Commission announced that the California Dream Act Application (CADAA) — which has usually been reserved only for California students who don’t have a Social Security number themselves — \u003ca href=\"https://www.csac.ca.gov/cadaa-msf\">will be now available to students from mixed-status families who are still facing issues completing FAFSA.\u003c/a>\u003c/p>\n\u003cp>This does not mean that mixed-status families seeking state aid are now required to complete CADAA \u003cem>on top of\u003c/em> FAFSA. Rather, CADAA is a back-up option for students who — despite the recent fixes from the Department of Education — are still finding themselves blocked from completing FAFSA because one of their parents or guardians does not have a Social Security number.\u003c/p>\n\u003cp>“We encourage [first-time students of mixed-status families] to first attempt to complete the Free Application for Federal Student Aid (FAFSA),” said California State University Chancellor Mildred García in a statement.\u003c/p>\n\u003cp>“If they are unable to do so, students should then complete the California Dream Act Application (CADAA) well before the May 2 deadline and later complete the FAFSA as soon as that becomes feasible,” García said.\u003c/p>\n\u003cp>Something else to keep in mind: Not all colleges take CADAA. If you still haven’t been able to complete FAFSA, contact the financial aid offices of the colleges you applied to and ask if they accept CADAA so you can share your family’s financial information.\u003c/p>\n\u003cp>\u003cstrong>Submit an incomplete FAFSA\u003c/strong>\u003c/p>\n\u003cp>The second back-up option: A Department of Education spokesperson shared with KQED in February that the agency has put in place a process that allows students from mixed-status families “to submit an incomplete FAFSA.”\u003c/p>\n\u003cp>What this means is that a student, using their own FSA ID, can manually enter their parent’s information, submit their FAFSA and later come back to submit a correction when the form has been fixed later this month.[aside label=\"Related Stories\" postID=\"mindshift_63208,news_11979072\"]\u003c/p>\n\u003cp>So, can any student from a mixed-status family use this second workaround? Unfortunately not. The Department of Education clarifies that this process “should only be used in the rare cases where students face an imminent deadline” that requires a FAFSA submission.\u003c/p>\n\u003cp>If this is your case, here’s how you can access the workaround: Contact the FSAIC at 1-800-433-3243, mention your family is mixed-status and that you need to submit an incomplete FAFSA — and be ready to share detailed information on the university or scholarship you need to file FAFSA for immediately. And if you have previously requested an extension from that specific university or scholarship and were denied, make sure to mention that as well.\u003c/p>\n\u003ch2>\u003cstrong>Don’t be hesitant to call the Department of Education\u003c/strong>\u003c/h2>\n\u003cp>Marinelli from Mission Graduates in San Francisco has worked with dozens of students and families through FAFSA troubles this year. One strategy, she says, that has brought results: Calling up the Federal Student Aid Information Center (FSAIC).\u003c/p>\n\u003cp>“The more people that call and say ‘this is an issue,’ the more likely they are to fix it,” she said. “It’s teaching students self-advocacy and reminding them that it’s worth it; they are worth it.”\u003c/p>\n\u003cp>However, Marinelli added that wait times when calling FSAIC are quite long — and students should set aside 40–60 minutes when calling. You can reach the FSAIC at 1-800-433-3243.\u003c/p>\n\u003ch2>\u003cstrong>Applied to private schools? Don’t forget about the CSS Profile\u003c/strong>\u003c/h2>\n\u003cp>If you applied to private universities, you most likely also had to complete the \u003ca href=\"https://cssprofile.collegeboard.org/\">CSS Profile\u003c/a>, a separate application operated by the College Board and used by private schools to determine how much from their own funds they give out to students in financial aid.\u003c/p>\n\u003cp>The CSS Profile is a much more complex form than the FAFSA and asks very specific questions about a family’s income and assets. There have not been any delays or glitches with the CSS Profile this year, which has helped private schools determine financial aid awards while the Department of Education fixes its FAFSA errors.\u003c/p>\n\u003cp>Stanford University is just one of those private schools that’s already ahead in calculating the aid prospective students could receive because of the CSS Profile.\u003c/p>\n\u003cp>“What we’re going to be doing is telling [families], ‘Look, this is what you qualify for, the total amount based on the Profile,’” said Karen Cooper, Stanford’s director of financial aid — who also confirmed that once the FAFSA data comes in, there may not be that much that changes. “There may be some Pell Grants that may come in to help with some of that total.”\u003c/p>\n\u003cp>Stanford is a unique case, however, because it has incredibly large financial resources that allow the school to provide very generous financial aid packages to accepted students from lower-income backgrounds. Not all private schools have the same resources — and some may actually depend \u003cem>more \u003c/em>on federal and state grants to build a student’s financial aid package.\u003c/p>\n\u003cp>With that in mind, it’s best to contact each school you have applied to and ask them what information about you they are missing. If you’ve already submitted FAFSA, request a timeline for when you can expect a complete estimate of the financial aid package you qualify for. And if you need that information quickly — so you can make a decision on where to go to college — let colleges know that as well.\u003c/p>\n\u003ch2>\u003cstrong>And remember, you aren’t alone in this\u003c/strong>\u003c/h2>\n\u003cp>It’s OK to feel frustrated with the financial aid process at the best of times. And it’s \u003cem>definitely \u003c/em>OK to feel frustrated with FAFSA in 2024.\u003c/p>\n\u003cp>The problems with this year’s FAFSA can take an emotional toll — especially on seniors who’ve given their best these past four years, stayed up late working on college applications and hustled to get everything in on time. But all the glitches and delays we’ve seen with FAFSA this admissions cycle have nothing to do with you as an individual, especially if you come from a mixed-status family.\u003c/p>\n\u003cp>This problem has become so serious that even Congress is taking action. Dozens of senators, led by Sens. Alex Padilla of California and Bernie Sanders of Vermont, sent a letter to Secretary of Education Miguel Cardona urging his team to fix the error that’s preventing mixed-status families from completing the form. Earlier this week, \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/kqed-newscast-5e573249-5500-4ec2-a2a7-78383ae57787\">Padilla told KQED\u003c/a> that having a parent or guardian without a Social Security number “should not be an inhibitor to be able to access financial aid a student is otherwise eligible for.”\u003c/p>\n\u003cp>“It’s the first time that a lot of students are filling out a government form or paperwork like this,” said Marinelli of Mission Graduates. “Just doing it alone is overwhelming — and when it’s glitching and having problems, it just makes them want to give up and say, ‘what’s even the point?’”[pullquote align=\"left\" size=\"medium\" citation=\"Charles Bailey-Gates, associate director of financial aid, San Francisco State University\"]‘We are not going to let any student fall through the cracks … We see you. We know that it’s a struggle.’[/pullquote]But there \u003cem>is \u003c/em>a point to all of this, she reminds you. Students who are working towards a college education, Marinelli says, belong in school. “They deserve this money. It’s there for them,” she said. “We have to keep reminding them to advocate for themselves and not give up.”\u003c/p>\n\u003cp>\u003cem>This story was originally published on March 14.\u003c/em>\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area in 2024. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, practical explainers and guides about COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>[hearken id=\"10483\" src=\"https://modules.wearehearken.com/kqed/embed/10483.js\"]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cstrong>Note:\u003c/strong> This article includes outdated information from the 2024 FAFSA process. If you are a student from a mixed status families and are seeking up-to-date information on completing FAFSA in 2026, \u003ca href=\"https://www.kqed.org/news/12066920/what-should-mixed-status-students-know-about-fafsa-this-year\">you can read our most recent guide\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Completing the Free Application for Federal Student Aid or FAFSA this year has been \u003cem>complicated\u003c/em>, to say the least. Especially if your family is considered “mixed status” — when a student has a Social Security number but one parent does not, due to their immigration status.\u003c/p>\n\u003cp>When the Department of Education began its process of revamping FAFSA several years ago, one of the stated goals was to make the application more easily accessible for mixed-status families. Federal officials told KQED last year that \u003ca href=\"https://www.kqed.org/news/11957693/applying-for-fafsa-in-2023-will-be-different-what-to-know-including-deadlines#undocumented\">the updated FAFSA would allow undocumented parents to complete the form\u003c/a> without needing a Social Security number.\u003c/p>\n\u003cp>But that was not the case. For months, students from mixed-status families were blocked from completing the 2024–25 FAFSA form. Without a parent’s Social Security number, the form showed error messages and blocked students from submitting it. “I repeat and repeat the same thing, and it sends me back with the same error message,” Josue Hernández, high school senior in San Francisco, told KQED in February. “I’ve been trying every day for the past month, nonstop. And it still doesn’t work.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And finally, on March 12, after months of delays and countless calls from students and counselors, the Department of Education announced it had successfully resolved the glitches that prevented students from mixed-status families from completing their FAFSA form. Students with “contributors without an SSN [Social Security Number] can now successfully submit the form,” said the statement.\u003c/p>\n\u003cp>Despite the glitch being fixed, mixed-status families lost months of time to complete FAFSA. And on their end, colleges also had less time to calculate students’ financial aid packages. The aftermath of the FAFSA glitches has left many mixed-status families in complicated and confusing situations, but colleges and California state officials are taking action to give students more time to seek out financial aid and make a decision about college.\u003c/p>\n\u003cp>Keep reading to learn what advice for mixed-status families KQED heard from college access advisors and financial aid offices.\u003c/p>\n\u003ch2>Keep track of deadlines — all the deadlines\u003c/h2>\n\u003cp>If you applied to colleges in California, you need to complete the FAFSA to qualify for the \u003ca href=\"https://www.csac.ca.gov/cal-grants\">Cal Grant\u003c/a>, a state financial aid program. The Cal Grant can help with tuition for schools in the UC and CSU system, along with many private universities in California.\u003c/p>\n\u003cp>Good news: You now have till May 2, 2024 to submit the 2024–25 FAFSA form and be eligible for California state financial aid, including the CalGrant. State officials extended the deadline for California students earlier this year in response to the multiple FAFSA glitches.\u003c/p>\n\u003cp>Keep in mind, however, May 2 is the new deadline \u003cem>just\u003c/em> for state aid. Each school can decide its own deadline for when students need to submit FAFSA. Some colleges have pushed back their regular deadline to give students more time to complete the form, while others have granted case-by-case extensions.\u003c/p>\n\u003cp>At this point, make sure to have an up-to-date list of the FAFSA deadline for every school you’ve completed an application for. If one of these deadlines is coming up soon — or has already passed — contact the college’s financial aid office if you haven’t done so already. Even if you haven’t spoken to the financial aid team there before, the best thing you can do is make sure they know about your situation and that you need more time.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If the idea of reaching out makes you feel a little nervous, remember: Not reaching out could actually make things a lot more complicated later, as schools may not consider you for certain grants or scholarships. “It’s scary to ask questions and raise your hand,” said Jill Marinelli, program director at Mission Graduates, a San Francisco-based organization that helps many immigrant and lower-income students get to college. “But it’s part of growing into an adult, something we all do throughout life.”\u003c/p>\n\u003ch2>Make sure \u003cem>you’ll\u003c/em> receive the information you need to choose your college\u003c/h2>\n\u003cp>Another set of deadlines to keep in mind later down the road — those related to Decision Day. Traditionally, most colleges ask accepted students to let them know by May 1 if they will enroll or not. However, the FAFSA delays have caused several schools to push back this deadline, too. All nine schools in the University of California system, for example, now require accepted students to make their decisions by May 15.\u003c/p>\n\u003cp>If you already submitted FAFSA, keep in mind that colleges may send a letter with a breakdown of the financial aid you qualify for much later than your peers. If you don’t know when they will send that information to you, ask them as soon as possible.\u003c/p>\n\u003cp>It’s critical you know when that information is coming in so you have it before deciding where to go to college.\u003c/p>\n\u003ch2>\u003cstrong>Is the FAFSA form still glitching for you? There are back-up options \u003c/strong>\u003c/h2>\n\u003cp>If the FAFSA form is still blocking you from submitting your information because one of your parents doesn’t have a Social Security number, depending on your circumstances you may have two back-up options open to you as a California student:\u003c/p>\n\u003cp>\u003cstrong>Use the California Dream Act Application instead\u003c/strong>\u003c/p>\n\u003cp>On April 9, the state’s Student Aid Commission announced that the California Dream Act Application (CADAA) — which has usually been reserved only for California students who don’t have a Social Security number themselves — \u003ca href=\"https://www.csac.ca.gov/cadaa-msf\">will be now available to students from mixed-status families who are still facing issues completing FAFSA.\u003c/a>\u003c/p>\n\u003cp>This does not mean that mixed-status families seeking state aid are now required to complete CADAA \u003cem>on top of\u003c/em> FAFSA. Rather, CADAA is a back-up option for students who — despite the recent fixes from the Department of Education — are still finding themselves blocked from completing FAFSA because one of their parents or guardians does not have a Social Security number.\u003c/p>\n\u003cp>“We encourage [first-time students of mixed-status families] to first attempt to complete the Free Application for Federal Student Aid (FAFSA),” said California State University Chancellor Mildred García in a statement.\u003c/p>\n\u003cp>“If they are unable to do so, students should then complete the California Dream Act Application (CADAA) well before the May 2 deadline and later complete the FAFSA as soon as that becomes feasible,” García said.\u003c/p>\n\u003cp>Something else to keep in mind: Not all colleges take CADAA. If you still haven’t been able to complete FAFSA, contact the financial aid offices of the colleges you applied to and ask if they accept CADAA so you can share your family’s financial information.\u003c/p>\n\u003cp>\u003cstrong>Submit an incomplete FAFSA\u003c/strong>\u003c/p>\n\u003cp>The second back-up option: A Department of Education spokesperson shared with KQED in February that the agency has put in place a process that allows students from mixed-status families “to submit an incomplete FAFSA.”\u003c/p>\n\u003cp>What this means is that a student, using their own FSA ID, can manually enter their parent’s information, submit their FAFSA and later come back to submit a correction when the form has been fixed later this month.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, can any student from a mixed-status family use this second workaround? Unfortunately not. The Department of Education clarifies that this process “should only be used in the rare cases where students face an imminent deadline” that requires a FAFSA submission.\u003c/p>\n\u003cp>If this is your case, here’s how you can access the workaround: Contact the FSAIC at 1-800-433-3243, mention your family is mixed-status and that you need to submit an incomplete FAFSA — and be ready to share detailed information on the university or scholarship you need to file FAFSA for immediately. And if you have previously requested an extension from that specific university or scholarship and were denied, make sure to mention that as well.\u003c/p>\n\u003ch2>\u003cstrong>Don’t be hesitant to call the Department of Education\u003c/strong>\u003c/h2>\n\u003cp>Marinelli from Mission Graduates in San Francisco has worked with dozens of students and families through FAFSA troubles this year. One strategy, she says, that has brought results: Calling up the Federal Student Aid Information Center (FSAIC).\u003c/p>\n\u003cp>“The more people that call and say ‘this is an issue,’ the more likely they are to fix it,” she said. “It’s teaching students self-advocacy and reminding them that it’s worth it; they are worth it.”\u003c/p>\n\u003cp>However, Marinelli added that wait times when calling FSAIC are quite long — and students should set aside 40–60 minutes when calling. You can reach the FSAIC at 1-800-433-3243.\u003c/p>\n\u003ch2>\u003cstrong>Applied to private schools? Don’t forget about the CSS Profile\u003c/strong>\u003c/h2>\n\u003cp>If you applied to private universities, you most likely also had to complete the \u003ca href=\"https://cssprofile.collegeboard.org/\">CSS Profile\u003c/a>, a separate application operated by the College Board and used by private schools to determine how much from their own funds they give out to students in financial aid.\u003c/p>\n\u003cp>The CSS Profile is a much more complex form than the FAFSA and asks very specific questions about a family’s income and assets. There have not been any delays or glitches with the CSS Profile this year, which has helped private schools determine financial aid awards while the Department of Education fixes its FAFSA errors.\u003c/p>\n\u003cp>Stanford University is just one of those private schools that’s already ahead in calculating the aid prospective students could receive because of the CSS Profile.\u003c/p>\n\u003cp>“What we’re going to be doing is telling [families], ‘Look, this is what you qualify for, the total amount based on the Profile,’” said Karen Cooper, Stanford’s director of financial aid — who also confirmed that once the FAFSA data comes in, there may not be that much that changes. “There may be some Pell Grants that may come in to help with some of that total.”\u003c/p>\n\u003cp>Stanford is a unique case, however, because it has incredibly large financial resources that allow the school to provide very generous financial aid packages to accepted students from lower-income backgrounds. Not all private schools have the same resources — and some may actually depend \u003cem>more \u003c/em>on federal and state grants to build a student’s financial aid package.\u003c/p>\n\u003cp>With that in mind, it’s best to contact each school you have applied to and ask them what information about you they are missing. If you’ve already submitted FAFSA, request a timeline for when you can expect a complete estimate of the financial aid package you qualify for. And if you need that information quickly — so you can make a decision on where to go to college — let colleges know that as well.\u003c/p>\n\u003ch2>\u003cstrong>And remember, you aren’t alone in this\u003c/strong>\u003c/h2>\n\u003cp>It’s OK to feel frustrated with the financial aid process at the best of times. And it’s \u003cem>definitely \u003c/em>OK to feel frustrated with FAFSA in 2024.\u003c/p>\n\u003cp>The problems with this year’s FAFSA can take an emotional toll — especially on seniors who’ve given their best these past four years, stayed up late working on college applications and hustled to get everything in on time. But all the glitches and delays we’ve seen with FAFSA this admissions cycle have nothing to do with you as an individual, especially if you come from a mixed-status family.\u003c/p>\n\u003cp>This problem has become so serious that even Congress is taking action. Dozens of senators, led by Sens. Alex Padilla of California and Bernie Sanders of Vermont, sent a letter to Secretary of Education Miguel Cardona urging his team to fix the error that’s preventing mixed-status families from completing the form. Earlier this week, \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/kqed-newscast-5e573249-5500-4ec2-a2a7-78383ae57787\">Padilla told KQED\u003c/a> that having a parent or guardian without a Social Security number “should not be an inhibitor to be able to access financial aid a student is otherwise eligible for.”\u003c/p>\n\u003cp>“It’s the first time that a lot of students are filling out a government form or paperwork like this,” said Marinelli of Mission Graduates. “Just doing it alone is overwhelming — and when it’s glitching and having problems, it just makes them want to give up and say, ‘what’s even the point?’”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But there \u003cem>is \u003c/em>a point to all of this, she reminds you. Students who are working towards a college education, Marinelli says, belong in school. “They deserve this money. It’s there for them,” she said. “We have to keep reminding them to advocate for themselves and not give up.”\u003c/p>\n\u003cp>\u003cem>This story was originally published on March 14.\u003c/em>\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area in 2024. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, practical explainers and guides about COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"p1\">\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Darius Simpson is the author of the collection “Never Catch Me.” In this episode in celebration of National Poetry Month, Simpson talks about how his poetry has changed over the years, his involvement in People’s Programs in Oakland, and how he hopes his poetry can inspire people to organize towards liberation of all oppressed people. \u003c/span>\u003c/p>\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC3267463029&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp class=\"p1\">\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Stevie Wonder’s harmonica drips. Slow. Honey. Out of the boom box. Layers of sweet gold spilling over aluminum pops between the simmer. Pop of canola oil. Back yard full of great kool aid. Grins with drumstick bones for teeth sucked clean for lips licked moist by Midwest July hair brown skin battered with Vaseline.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Deep fried in sunlight. Rainbow plastic barrettes practicing against the slick shine of blue magic grease inside the spinning nucleus of blur. Jump ropes, tiny, relentless stomps, beating a familiar song into the asphalt. Chalk tender rib meat pressed against every other mouth, a protective mask cigarillo smoke dribbling thick off the bottom lip.\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>This is Maria Esquinca in for Ericka Cruz Guevarra and Welcome to the Bay. Today we’re celebrating National Poetry Month, which has kind of become an annual tradition on the show. And that’s something I’m really excited about because poetry is so special to me.\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>And I’ve been thinking a lot about the role of poetry and what it means to be a poet when you care about the world and the people in it. I recently saw a video of the poet Lucille Clifton, where she says poetry is a way of being in the world. And when I first met Darius Simpson, that couldn’t be clearer.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>The poem is as committed a person, as potent a person as revolutionary or radical as you are.\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>For Darius, poetry is a way to talk about liberation. To name the systems that are oppressing us and to offer a solution. As an organizer with People’s Programs in Oakland. Darius puts his politics into practice. In other words, his poetry is an extension of himself.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Really, the most important thing for you is your daily political practice. And you have to ask yourself, what is it that I’m doing? And then how can a poem be in service of that?\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>For today’s episode, Darius talks about his poetry collection Never Catch Me and what he hopes his poetry can do. All that after the break.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>My name is Darius Simpson. I am a poet, writer, performer and skilled living room dancer from Akron, Ohio. Growing up in Akron, there was a a really close knit relationship between the black folks that I really appreciate now, especially looking back and having lived in different places. The way that our neighbors related to each other, there was a big community effort of like mowing folks lawns, shoveling driveways.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>When I was a teenager. It was a lot of outside things and sort of sports, riding bikes, playing outside, you know, pick up football games, tag, hide and seek. I first came across poetry in fourth grade during a poetry unit with Mrs. Croft. My mother, she got called in for a teacher’s meeting, and Mrs. Croft was like, yeah, this thing that he did, it was like a poetry packet where we had to do haikus and limericks and all that stuff. And she pointed to them was like, he got an A-plus plus on this. He’s really good at this.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>You should have him keep doing this. And so from there, my mom just kept reiterating that I was a poet, even when I didn’t really know what that meant. And so she would tell me, you’re a poet, you know, you can write. Write a poem for grandma, write a poem for, you know, Mother’s Day. From there, I remember writing like a motion poem. So like having really big feelings and not knowing how to describe them.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>So I would like, put them into poetry. Or I like you poems for folks in like fifth and sixth grade. It meant a lot to have my mom tell me or like affirm or celebrate something that I was doing because like I said at the time, I didn’t really know what it was. And so I knew that this person who I loved really appreciated this thing that I did. And so while I couldn’t really see the full value of poetry at the time, I could see it as a like a service to the people that I love and that it was received that way.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We don’t die. We second line trumpet groove through gridlocked streets. We home? Go in charcoal black Cadillacs stretching around corners. We wake up sharp in Sunday. Best stiff but beaming. We move the sky. We escape route Starshine we crescent moon conspiracy. We come alive in the closed palms of midnight. We electrify. We pass do bill. But full belly we fridge empty. We pocket lint payments. We make ends into extensions. We multiply. We claim cousins as protection.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We so-and-so plus and them. We extend family to belong to someone. We siblings because we got to be. We chicken fry. We grease kitchen. We hog neck greens. We recipe scrape together from scraps. We prophesy. We told you so. Even if we never told you nothing. We are omniscient except in our own business. We swallow nations anthems and spit them out sweet. Make them sound like red velvet.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Ain’t just chocolate with a little dye in it. We bend lies, we amplify. We laugh so hard it hurts. We hurt so quiet. We dance. We stay flat. We float on tracks. We glide across linoleum. We make it look like butter. We melt like candle wax. In the warmth of Saturday night liquor. Sweat. We don’t die. We dust. That colony’s couldn’t settle. We salt water city built from runaway skeletons. We organized we Oakland in 66. We add a cut in 71.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We? Ferguson before and after the camera crews. We bow, but don’t break. We break but don’t crumble. We won’t die, we won’t die. We won’t die. We won’t die. We won’t die. We won’t die. We won’t. I start the poem. We don’t die with we in the book with a we. Because right now, to me, poetry is attempting to be in service to a collective we we being colonized people, especially Africans in the US. Assata Shakur and a number of folks that participated in the new African independence movement, or have made contributions to the new African independence movement, have come to lowercase.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>The I have focus on. We, and in an attempt to move away from individualism, to move away from the ways that capitalism has kind of isolated us and have us really considering the we. I ended up in the Bay by way of being in a documentary when I was in high school. The filmmaker lives in the Bay, and as a part of the filming process, she brought out some of the protagonist from the film. And we did filming in Berkeley, in downtown Oakland. But she made it a point to like, take us through the Bay.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Out here, there was just a gravitational pull to people that I can’t really put words to. There was an energy and I was in college at this time, so I’m like, oh yeah, I want to live here after. I would say that mostly all the connections that I’ve found out here have been in Oakland. To be honest, most of everywhere else that I’ve gone has been like, this is nice. But, you know, our people have always been found in Oakland, you know, walking down the street attending open mic slams, events. There’s iconography all over.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>I think that scene in Panther symbols. Seeing streets named after former Panthers. Even the things in people’s windows have a political tinge to them that don’t don’t really happen in other cities. Like, when I started off, I was working in middle schools and the, like sixth to eighth graders understanding of gentrification as like, wow, like, you know, what is it? What’s going on here? You know, it’s I think that there is at various points, there’s a political focus and undertone.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>My poetry shifted when I came to the Bay. I think initially because I was trying to see what I could do with poetry as a tool. So in 2017, I was separated from the political home that I had in Michigan. And all the things that I was saying that I was against and all the things I was saying I was for were playing out in the world still. But I didn’t have any sort of community. So I had the question, okay, well, what can I do? How can I contribute? And so my poetry really took a more explicitly political aim during that time because I had nothing else.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And I was like, okay, well, I have these poems, I have these words. How can it be used? I was typing in Black Boy killed by police, and that naturally brought up a host of other stories unintentionally. One of them being Victor Steen in the poems that I write and in my life. My mother is very special to me, and she’s a central figure in the way that the Victor Steen’s story played out following his murder. Pigs waited two days, almost two days, to tell his mother about it. I feel related to the way the story played out. Riding your bike at night.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We play it outside all day. You know, we didn’t always have street lights. Depending on where you were, whose house you were over. And so that meant to sometimes you were out till dark and like riding home. And that’s really all he was doing in the the ludicrous accusations of what he was actually doing. You know, where they said this? The 17 year old black boy riding a bike was stealing 2,000 pound construction equipment from a from a lot. And that’s that’s the reason they had to stop him. Definitely saw some of myself in him.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And that’s a question that I had to sit with two of like, you know, why am I going to include these these poems? What is the the purpose and intention? Impact a run on question. I want to tell you about the first time I watched pigs trample him. But I’ve already written that funeral. And yes, my cheeks were flooded stairwells when black and white dashcam footage crushed me because I could have swore his bike was cherry red and so was mine, before the paint chipped off before the right foot pedal split off in the speeding mouth of a Toyota Camry.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And I want to tell you about the fourth time I watched pigs flatten him. But I got hit by a car when I was nine. So talking about accidents makes my foot itch, and maybe there’s no accidental way to run through a person like an inconvenient red light or a shortcut. And maybe I’m making up excuses because I’d never been to Pensacola, Florida, and the video was still too close to home, and I was six houses down from mine when a green sedan bent the fragile spine of my bike backwards into dead curbside grass, and I was five minute walk from my apartment when I saw the video, or when I watched pigs deflate him for the eighth time and the day I got hit.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>My mother told my siblings to wait for me. But I’m the youngest, so they left anyway. And my loyalty is hard headed. So I need explicit rejection, often chasing behind people that don’t want me around. So I dusted off after them and he was riding his bike alone that night too. And in the video it looked like he had lost someone. And the first thing I thought was how much trouble awaited me for the dents in my twisted handlebars. And the second thought was if I would be allowed to ride my bike alone again.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And a black neighbor sprinted outside and wound her arms around my head like I was hers. And I just know that no one hugged him or said he was going to be okay. And what’s a black boy alone on a bike in the near night anyway, And what good would it do? Telling you about how there was no blood, but still enough questions to fill a casket. And where was I going with that bike? Or his name, or this grief, or an almost elegy in what is an obituary from a stranger, anyway?\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>I would say 2020, where my politics really started to develop. There was this building on a question of what does it mean to write poems for a particular purpose? People’s programs was having a community learning for the for the public to come through, and there’s going to be some kind of discussion or presentation. I was like that, you know, I’m trying to be wherever folks like this are at. And so I pulled up. They had somewhere to sign up to volunteer. So there was a book list that dropped immediately after it had established a course autobiography, Revolutionary Suicide, by Huey Newton and a couple other books by it, by Black Revolutionaries.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And I went to the bookstore immediately after. I think when I’ve been in those spaces before, the charge is always really vague. Where I’ve seen people that inspired me are like who I admired, but they didn’t have a tangible next step for my own development, and that was something that stood out well, people’s programs initially, you know, the rest is pretty much history. Been been rocking with them ever since. I would say my poetry through volunteering with people’s programs has shifted. Toward naming phenomena more explicitly.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We’re writing about state violence. We write as the victims. You know, where the victims, either in the case of detailing the brutality or victims in the sense of moving towards a utopia where none of this happens. What’s missing from both of those points of view are ways of approaching a situation. Is the reality that there’s another option, one that names the enemies, one that names an explicit alternative and goal, and one that again empowers a people to to move to action in their right now, or troubles the way that our actions are actually limiting what we have available to us.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>But my my point is that it doesn’t. It doesn’t matter what you say on a page, how well you say it, how beautiful it sounds. If you are contributing to colonialism, capitalism, and not disrupting those things on a daily basis, then what you say is actually a betrayal. It’s a posturing. The poem is as committed a person and as potent a person, as revolutionary or radical as you are. And being something as like a calling card for the audience. Really, the most important thing for you is your daily political practice.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And you have to ask yourself, what is it that I’m doing? And then how can a poem be in service of that? You know, because a poem is just a tool, and it is as useful and as useless as the person wielding the tool. What were we doing here? I wanted to be a good poet once. Tossed a handful of haikus at a cop and he laughed. My MFA adviser says that ain’t what poems are for. But these days, I don’t want to make art that can’t also be a weapon against oppressors that can’t double as an invitation to organize.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>This is not me making excuses for bad poems. This is a critique of how we become experts, a question of how that expertise can be used by the people who will die tomorrow with little food in the stomach or fridge or family. These days, all my dreams involve comrades. Last night I had a wild one about liberation. There was people outside everywhere. Then when it got cold, we all went inside. Every single one of us had an inside. The end. I had a wacky idea about education yesterday.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>That we should all know the best things for free. I had a nightmare about my kin last week. They were writing in prisons and boardrooms and coffins and courtrooms and all equally lifeless. Revolution is the process of organized reanimation. To admit that somebody killed you centuries ago and everything since has been apocalyptic reiteration. Call me American if you want to hear God choke. Call me New African if you want to petrify colonialism.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>I’m not looking for, you know, millions of views on YouTube or, book awards. My intention is to reach a certain group of people, namely, and firstly, who I’m writing from, which is new Africans, which is colonized people, which is people that are looking to, do something about our condition. So I hope my poetry speaks to, inspires those folks to do something about our condition.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>That was poet Darius Simpson. His latest work can be found at DariusSimpson.com. He will also host a workshop, followed by a reading at the Elmhurst branch of the Oakland Public Library on April 30th from 6 to 8 p.m.. This episode was cut down and edited by me and Alan Montecillo. It was scored by Ericka Cruz Guevarra. Music courtesy of blue Dot Sessions and Audio Network. I’m Maria Esquinca. The Bay is a production of KQED Public Radio in San Francisco. Thanks for listening.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Darius Simpson is the author of the collection “Never Catch Me.” In this episode in celebration of National Poetry Month, Simpson talks about how his poetry has changed over the years, his involvement in People’s Programs in Oakland, and how he hopes his poetry can inspire people to organize towards liberation of all oppressed people. \u003c/span>\u003c/p>\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC3267463029&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp class=\"p1\">\u003ci>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/i>\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Stevie Wonder’s harmonica drips. Slow. Honey. Out of the boom box. Layers of sweet gold spilling over aluminum pops between the simmer. Pop of canola oil. Back yard full of great kool aid. Grins with drumstick bones for teeth sucked clean for lips licked moist by Midwest July hair brown skin battered with Vaseline.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Deep fried in sunlight. Rainbow plastic barrettes practicing against the slick shine of blue magic grease inside the spinning nucleus of blur. Jump ropes, tiny, relentless stomps, beating a familiar song into the asphalt. Chalk tender rib meat pressed against every other mouth, a protective mask cigarillo smoke dribbling thick off the bottom lip.\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>This is Maria Esquinca in for Ericka Cruz Guevarra and Welcome to the Bay. Today we’re celebrating National Poetry Month, which has kind of become an annual tradition on the show. And that’s something I’m really excited about because poetry is so special to me.\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>And I’ve been thinking a lot about the role of poetry and what it means to be a poet when you care about the world and the people in it. I recently saw a video of the poet Lucille Clifton, where she says poetry is a way of being in the world. And when I first met Darius Simpson, that couldn’t be clearer.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>The poem is as committed a person, as potent a person as revolutionary or radical as you are.\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>For Darius, poetry is a way to talk about liberation. To name the systems that are oppressing us and to offer a solution. As an organizer with People’s Programs in Oakland. Darius puts his politics into practice. In other words, his poetry is an extension of himself.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Really, the most important thing for you is your daily political practice. And you have to ask yourself, what is it that I’m doing? And then how can a poem be in service of that?\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>For today’s episode, Darius talks about his poetry collection Never Catch Me and what he hopes his poetry can do. All that after the break.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>My name is Darius Simpson. I am a poet, writer, performer and skilled living room dancer from Akron, Ohio. Growing up in Akron, there was a a really close knit relationship between the black folks that I really appreciate now, especially looking back and having lived in different places. The way that our neighbors related to each other, there was a big community effort of like mowing folks lawns, shoveling driveways.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>When I was a teenager. It was a lot of outside things and sort of sports, riding bikes, playing outside, you know, pick up football games, tag, hide and seek. I first came across poetry in fourth grade during a poetry unit with Mrs. Croft. My mother, she got called in for a teacher’s meeting, and Mrs. Croft was like, yeah, this thing that he did, it was like a poetry packet where we had to do haikus and limericks and all that stuff. And she pointed to them was like, he got an A-plus plus on this. He’s really good at this.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>You should have him keep doing this. And so from there, my mom just kept reiterating that I was a poet, even when I didn’t really know what that meant. And so she would tell me, you’re a poet, you know, you can write. Write a poem for grandma, write a poem for, you know, Mother’s Day. From there, I remember writing like a motion poem. So like having really big feelings and not knowing how to describe them.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>So I would like, put them into poetry. Or I like you poems for folks in like fifth and sixth grade. It meant a lot to have my mom tell me or like affirm or celebrate something that I was doing because like I said at the time, I didn’t really know what it was. And so I knew that this person who I loved really appreciated this thing that I did. And so while I couldn’t really see the full value of poetry at the time, I could see it as a like a service to the people that I love and that it was received that way.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We don’t die. We second line trumpet groove through gridlocked streets. We home? Go in charcoal black Cadillacs stretching around corners. We wake up sharp in Sunday. Best stiff but beaming. We move the sky. We escape route Starshine we crescent moon conspiracy. We come alive in the closed palms of midnight. We electrify. We pass do bill. But full belly we fridge empty. We pocket lint payments. We make ends into extensions. We multiply. We claim cousins as protection.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We so-and-so plus and them. We extend family to belong to someone. We siblings because we got to be. We chicken fry. We grease kitchen. We hog neck greens. We recipe scrape together from scraps. We prophesy. We told you so. Even if we never told you nothing. We are omniscient except in our own business. We swallow nations anthems and spit them out sweet. Make them sound like red velvet.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Ain’t just chocolate with a little dye in it. We bend lies, we amplify. We laugh so hard it hurts. We hurt so quiet. We dance. We stay flat. We float on tracks. We glide across linoleum. We make it look like butter. We melt like candle wax. In the warmth of Saturday night liquor. Sweat. We don’t die. We dust. That colony’s couldn’t settle. We salt water city built from runaway skeletons. We organized we Oakland in 66. We add a cut in 71.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We? Ferguson before and after the camera crews. We bow, but don’t break. We break but don’t crumble. We won’t die, we won’t die. We won’t die. We won’t die. We won’t die. We won’t die. We won’t. I start the poem. We don’t die with we in the book with a we. Because right now, to me, poetry is attempting to be in service to a collective we we being colonized people, especially Africans in the US. Assata Shakur and a number of folks that participated in the new African independence movement, or have made contributions to the new African independence movement, have come to lowercase.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>The I have focus on. We, and in an attempt to move away from individualism, to move away from the ways that capitalism has kind of isolated us and have us really considering the we. I ended up in the Bay by way of being in a documentary when I was in high school. The filmmaker lives in the Bay, and as a part of the filming process, she brought out some of the protagonist from the film. And we did filming in Berkeley, in downtown Oakland. But she made it a point to like, take us through the Bay.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>Out here, there was just a gravitational pull to people that I can’t really put words to. There was an energy and I was in college at this time, so I’m like, oh yeah, I want to live here after. I would say that mostly all the connections that I’ve found out here have been in Oakland. To be honest, most of everywhere else that I’ve gone has been like, this is nice. But, you know, our people have always been found in Oakland, you know, walking down the street attending open mic slams, events. There’s iconography all over.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>I think that scene in Panther symbols. Seeing streets named after former Panthers. Even the things in people’s windows have a political tinge to them that don’t don’t really happen in other cities. Like, when I started off, I was working in middle schools and the, like sixth to eighth graders understanding of gentrification as like, wow, like, you know, what is it? What’s going on here? You know, it’s I think that there is at various points, there’s a political focus and undertone.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>My poetry shifted when I came to the Bay. I think initially because I was trying to see what I could do with poetry as a tool. So in 2017, I was separated from the political home that I had in Michigan. And all the things that I was saying that I was against and all the things I was saying I was for were playing out in the world still. But I didn’t have any sort of community. So I had the question, okay, well, what can I do? How can I contribute? And so my poetry really took a more explicitly political aim during that time because I had nothing else.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And I was like, okay, well, I have these poems, I have these words. How can it be used? I was typing in Black Boy killed by police, and that naturally brought up a host of other stories unintentionally. One of them being Victor Steen in the poems that I write and in my life. My mother is very special to me, and she’s a central figure in the way that the Victor Steen’s story played out following his murder. Pigs waited two days, almost two days, to tell his mother about it. I feel related to the way the story played out. Riding your bike at night.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We play it outside all day. You know, we didn’t always have street lights. Depending on where you were, whose house you were over. And so that meant to sometimes you were out till dark and like riding home. And that’s really all he was doing in the the ludicrous accusations of what he was actually doing. You know, where they said this? The 17 year old black boy riding a bike was stealing 2,000 pound construction equipment from a from a lot. And that’s that’s the reason they had to stop him. Definitely saw some of myself in him.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And that’s a question that I had to sit with two of like, you know, why am I going to include these these poems? What is the the purpose and intention? Impact a run on question. I want to tell you about the first time I watched pigs trample him. But I’ve already written that funeral. And yes, my cheeks were flooded stairwells when black and white dashcam footage crushed me because I could have swore his bike was cherry red and so was mine, before the paint chipped off before the right foot pedal split off in the speeding mouth of a Toyota Camry.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And I want to tell you about the fourth time I watched pigs flatten him. But I got hit by a car when I was nine. So talking about accidents makes my foot itch, and maybe there’s no accidental way to run through a person like an inconvenient red light or a shortcut. And maybe I’m making up excuses because I’d never been to Pensacola, Florida, and the video was still too close to home, and I was six houses down from mine when a green sedan bent the fragile spine of my bike backwards into dead curbside grass, and I was five minute walk from my apartment when I saw the video, or when I watched pigs deflate him for the eighth time and the day I got hit.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>My mother told my siblings to wait for me. But I’m the youngest, so they left anyway. And my loyalty is hard headed. So I need explicit rejection, often chasing behind people that don’t want me around. So I dusted off after them and he was riding his bike alone that night too. And in the video it looked like he had lost someone. And the first thing I thought was how much trouble awaited me for the dents in my twisted handlebars. And the second thought was if I would be allowed to ride my bike alone again.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And a black neighbor sprinted outside and wound her arms around my head like I was hers. And I just know that no one hugged him or said he was going to be okay. And what’s a black boy alone on a bike in the near night anyway, And what good would it do? Telling you about how there was no blood, but still enough questions to fill a casket. And where was I going with that bike? Or his name, or this grief, or an almost elegy in what is an obituary from a stranger, anyway?\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>I would say 2020, where my politics really started to develop. There was this building on a question of what does it mean to write poems for a particular purpose? People’s programs was having a community learning for the for the public to come through, and there’s going to be some kind of discussion or presentation. I was like that, you know, I’m trying to be wherever folks like this are at. And so I pulled up. They had somewhere to sign up to volunteer. So there was a book list that dropped immediately after it had established a course autobiography, Revolutionary Suicide, by Huey Newton and a couple other books by it, by Black Revolutionaries.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And I went to the bookstore immediately after. I think when I’ve been in those spaces before, the charge is always really vague. Where I’ve seen people that inspired me are like who I admired, but they didn’t have a tangible next step for my own development, and that was something that stood out well, people’s programs initially, you know, the rest is pretty much history. Been been rocking with them ever since. I would say my poetry through volunteering with people’s programs has shifted. Toward naming phenomena more explicitly.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>We’re writing about state violence. We write as the victims. You know, where the victims, either in the case of detailing the brutality or victims in the sense of moving towards a utopia where none of this happens. What’s missing from both of those points of view are ways of approaching a situation. Is the reality that there’s another option, one that names the enemies, one that names an explicit alternative and goal, and one that again empowers a people to to move to action in their right now, or troubles the way that our actions are actually limiting what we have available to us.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>But my my point is that it doesn’t. It doesn’t matter what you say on a page, how well you say it, how beautiful it sounds. If you are contributing to colonialism, capitalism, and not disrupting those things on a daily basis, then what you say is actually a betrayal. It’s a posturing. The poem is as committed a person and as potent a person, as revolutionary or radical as you are. And being something as like a calling card for the audience. Really, the most important thing for you is your daily political practice.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>And you have to ask yourself, what is it that I’m doing? And then how can a poem be in service of that? You know, because a poem is just a tool, and it is as useful and as useless as the person wielding the tool. What were we doing here? I wanted to be a good poet once. Tossed a handful of haikus at a cop and he laughed. My MFA adviser says that ain’t what poems are for. But these days, I don’t want to make art that can’t also be a weapon against oppressors that can’t double as an invitation to organize.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>This is not me making excuses for bad poems. This is a critique of how we become experts, a question of how that expertise can be used by the people who will die tomorrow with little food in the stomach or fridge or family. These days, all my dreams involve comrades. Last night I had a wild one about liberation. There was people outside everywhere. Then when it got cold, we all went inside. Every single one of us had an inside. The end. I had a wacky idea about education yesterday.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>That we should all know the best things for free. I had a nightmare about my kin last week. They were writing in prisons and boardrooms and coffins and courtrooms and all equally lifeless. Revolution is the process of organized reanimation. To admit that somebody killed you centuries ago and everything since has been apocalyptic reiteration. Call me American if you want to hear God choke. Call me New African if you want to petrify colonialism.\u003c/p>\n\u003cp>\u003cstrong>Darius Simpson: \u003c/strong>I’m not looking for, you know, millions of views on YouTube or, book awards. My intention is to reach a certain group of people, namely, and firstly, who I’m writing from, which is new Africans, which is colonized people, which is people that are looking to, do something about our condition. So I hope my poetry speaks to, inspires those folks to do something about our condition.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Maria Esquinca: \u003c/strong>That was poet Darius Simpson. His latest work can be found at DariusSimpson.com. He will also host a workshop, followed by a reading at the Elmhurst branch of the Oakland Public Library on April 30th from 6 to 8 p.m.. This episode was cut down and edited by me and Alan Montecillo. It was scored by Ericka Cruz Guevarra. Music courtesy of blue Dot Sessions and Audio Network. I’m Maria Esquinca. The Bay is a production of KQED Public Radio in San Francisco. Thanks for listening.\u003c/p>\n\n\u003c/div>"
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"title": "Public School Choice Is Possible by Law, but Not Many Districts Offer It",
"headTitle": "Public School Choice Is Possible by Law, but Not Many Districts Offer It | KQED",
"content": "\u003cp>An underused, little-known public school choice program allowing students to enroll in other districts that open their borders has been reauthorized six times in the past 30 years. Under a bill winding its way through the Legislature, it would become permanent with revised rules.\u003c/p>\n\u003cp>Under the\u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/eo/dc/\" target=\"_blank\" rel=\"noopener\"> District of Choice\u003c/a> program, districts announce how many seats they make available to nonresident students by the fall of the preceding year, and parents must apply by Jan. 1. By statute, enrollment is open to any family that applies, without restrictions — and with a lottery if applications are oversubscribed. The program bans considering academic or athletic ability or, if an applicant is a student with special needs, the cost of educating a student.\u003c/p>\n\u003cp>“This bill is a crucial step towards creating a more inclusive and equitable public education system — one where all students have the opportunity to grow and thrive,” said Sen. Josh Newman (D-Fullerton), the author of\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB897\" target=\"_blank\" rel=\"noopener\"> Senate Bill 897\u003c/a>.\u003c/p>\n\u003cp>With enrollments dropping statewide — and projected to continue — districts could view District of Choice as a strategy to stem the decline and bolster revenue that new students would bring. But few districts have seized the option. At most, 50 districts out of nearly 1,000, mostly rural or suburban and small, have signed on.\u003c/p>\n\u003cp>That number, in turn, has restricted the openings for families; fewer than 10,000 students annually have transferred through the program — about 0.2% of California’s students, according to\u003ca class=\"external\" href=\"https://lao.ca.gov/Publications/Report/4329\" target=\"_blank\" rel=\"noopener\"> an evaluation of the program\u003c/a> by the Legislative Analyst’s Office in 2021.\u003c/p>\n\u003cp>The \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/24539445-district-of-choice-list-2024-24\" target=\"_blank\" rel=\"noopener\">list of districts for 2024–25 (DOC) \u003c/a>will be 44, the same as this year. That is down from \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/24539448-dsitricts-of-choice-2021-22-breakdown\" target=\"_blank\" rel=\"noopener\">47 districts in 2021–22 (DOC),\u003c/a> when a total of 8,398 students transferred, according to the latest data available from the California Department of Education.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11982656\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice.jpg\" alt=\"A map with school districts.\" width=\"824\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice.jpg 824w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice-800x458.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice-160x92.jpg 160w\" sizes=\"(max-width: 824px) 100vw, 824px\">\u003c/p>\n\u003cp>Of those, 2,574 students — 31% of the total — transferred to a single district, \u003ca class=\"external\" href=\"https://www.wvusd.org/\" target=\"_blank\" rel=\"noopener\">Walnut Valley Unified\u003c/a>, a 14,000-student district in the San Gabriel Valley. The district includes the cities of Walnut and Diamond Bar and abuts Pomona Unified. Newman, who chairs the Senate Education Committee, represents Walnut Valley; his predecessor, Bob Huff (R-Diamond Bar), also championed the District of Choice and shepherded a previous five-year reauthorization.\u003c/p>\n\u003cp>Together with five other districts receiving the most students — Oak Park Unified, Glendora Unified, West Covina Unified, Valley Lindo Elementary School District, and Riverside Unified — the five received 82% of the students in the program statewide. Riverside, with 1,100 of its 42,000 students enrolled through District of Choice, is the only large district using the program.\u003c/p>\n\u003cp>Robert Taylor, Walnut Valley Unified’s superintendent, said the district had participated in the program for decades, believing that the district “should provide any child an opportunity regardless of special needs, socioeconomic status or street address. And that’s still today. We take every kid who wants to come.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Taylor cited the “diversity of well-rounded opportunities” that draw outsiders: arts offerings in elementary schools, starting in kindergarten, include dance, theater and music and are taught by professionals in the arts, he said. There is a counselor in every elementary school, and counselors stay with the same students throughout high school and meet one-on-one with them during the summer. The graduation rate is 100%, he said.\u003c/p>\n\u003cp>Responding to an allegation he hears, Taylor said, “No, we don’t cherry-pick students. We don’t want to, and it’s been against the law to.” The 2017 reauthorization of the law requires that districts prioritize transfers to lower-income students, and SB 897 would add homeless and foster children as well. The 23% of lower-income students from other districts enrolled at Walnut Unified are slightly less than the 25% overall in the district.\u003c/p>\n\u003cp>Students from 30 districts have enrolled through District of Choice, Taylor said, and some parents drive from more than an hour away. One district that has not been sending additional students is its larger, less affluent neighbor, Pomona Unified, where 85% of its 22,000 students are from lower-income families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/17473558/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Under an arcane rule, a district can cap the number of students it permits to leave for districts of choice at a cumulative 10% of its average daily attendance since it first joined the program — even if many students have long since graduated from high school. Pomona reached that limit a half-dozen years ago after going to court to prove that Walnut Valley had already exceeded the target, Superintendent Brett Knowles said.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB897\" target=\"_blank\" rel=\"noopener\">Senate Bill 897\u003c/a> would delete that clause and replace it with a new annual cap: 10% of a district’s current average daily attendance for districts with fewer than 50,000 students and 1% for districts with more than 50,000 students. Sending districts would also be exempt if county offices of education verified that losing students to the program would jeopardize their financial stability.\u003c/p>\n\u003cp>Pomona Unified was the only opponent listed at a hearing last month in the Senate Education Committee, where the bill passed unanimously. Rowland Unified, a 13,000-student district to the west of Walnut Valley, has also complained about the financial impact of the transfer program.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Sen. Josh Newman (D-Fullerton), SB 897 author\"]‘This bill is a crucial step towards creating a more inclusive and equitable public education system — one where all students have the opportunity to grow and thrive.’[/pullquote]Knowles said he doesn’t oppose the concept of school choice if the distribution is equitable. But before reaching the cap, Walnut Valley drew disproportionately high proportions of white and Asian families from the wealthier neighborhoods in Diamond Bar that lie within Pomona Unified. The latter may be attracted to the two dual Chinese language immersion programs in Walnut Valley.\u003c/p>\n\u003cp>Wealthier families are able to drive their kids to Walnut Valley; Latino families with lower incomes and with both parents working more than likely can’t, Knowles said.\u003c/p>\n\u003cp>“The District of Choice does not create a good distribution for Pomona Unified,” Knowles said. “We need kids excelling as well as those struggling. Taking out the smartest kids in any district is not a good situation.”\u003c/p>\n\u003cp>Pomona Unified already has closed six elementary schools due to declining enrollment, Knowles said. The new cap could “decimate us within five years,” Knowles said. “Give us time to recover, a reprieve.”\u003c/p>\n\u003cp>Newman said he is open to further accommodations for an adverse financial impact. “We don’t want well-intended legislation to have unintended consequences,” he told EdSource.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Who chooses?\u003c/h2>\n\u003cp>In its 2021 evaluation, the LAO found that District of Choice “allows students to access educational options that are not offered in their home districts,” including college prep courses, arts and music, and foreign languages. Nearly all of the students transferred to districts with higher test scores.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11978725,news_11979555,news_11978035\"]Newly required oversight measures found no districts discriminating against interested students, and that the program appeared to increase racial balance for some districts and reduce it for others, the LAO said, “although the changes for most districts are small.” It found that statewide, fewer students with lower incomes used the program compared with other students in their home districts; however, the proportion of those students had risen over four years from 27% to 32%. Participation of Latino students, though also on the rise, was smaller than the Latino enrollment in their home districts — similar to Pomona and Walnut Valley.\u003c/p>\n\u003cp>Among the last children to transfer from Pomona to Walnut Valley six years ago, right before the limit was reached, is Ethan Fermin. Then entering kindergarten, he is now in sixth grade at Suzanne Middle School. His sister, now in second grade, was admitted through an interdistrict transfer, a more restrictive permit process that requires both districts to approve the move. A family must make the case for the transfer or cite a hardship — in this case, the transportation challenges of having kids in two different districts. Parents whose children are denied a transfer can appeal to the county board of education, which often reverses a decision.\u003c/p>\n\u003cp>Ethan’s father, Billy, graduated from Pomona Unified schools; he was high school class president and active in many school activities, Fermin said. From his home, he can see the elementary school his kids would have attended — a two-minute walk from their house. Friends from high school are Pomona teachers. His kids would have attended his high school, Diamond Ranch High.\u003c/p>\n\u003cp>Leaving the district wasn’t easy, he said, adding, “But it’s a different world from when I went to school.” What caught his eye in Walnut Valley, he said, was a program in two elementary schools that leads to the International Baccalaureate, a rigorous high school program that stresses inquiry-based learning. He liked the early years’ focus on developing well-rounded, creative, and open-minded learners and risk-takers. “Given the choice, it was night and day,” he said.\u003c/p>\n\u003cp>Taylor said Walnut Valley doesn’t market its programs as District of Choice, and he doesn’t speak negatively about other districts. Fermin said the district is smart to use social media heavily to show off what’s happening in its schools, and banners go up at the start of the sign-up period.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Possible reasons for so little participation\u003c/h2>\n\u003cp>Charter schools are by far the largest public school choice program in California. The more than 1,200 charter schools served 685,553 students in 2022–23 — 11.7% of statewide enrollment, compared with about 2% through interdistrict transfers and 0.02% through District of Choice.\u003c/p>\n\u003cp>The Legislature passed laws permitting charter schools in 1992 and the District of Choice a year later; both were viewed as strategies to counter a school voucher initiative that would have provided public funding for private school tuition, according to the LAO’s analysis. Voters trounced the voucher initiative, which drew only 30% support in the 1993 vote.\u003c/p>\n\u003cp>Why so few districts have participated in the program is a matter of conjecture. The five-year reauthorization periods raised the risk for districts and parents that their participation might be cut short. Ken Kapphahn, principal fiscal and policy analyst for the LAO who did the evaluation, said some districts are able to receive as many interested transfer students as they want through the interdistrict permit process, under which they can set academic and behavior conditions.\u003c/p>\n\u003cp>Some districts would involve long drives to get to, while others assume they don’t have special offerings to lure lots of students, he said. And it’s his impression, he said, that many districts still don’t know the program exists; the California Department of Education does not promote it.\u003c/p>\n\u003cp>Newman said the program has entrepreneurial potential that many superintendents have yet to recognize. The ability to draw students from nearby districts could inspire “a high level of innovation” that best serves students’ interests, he said.\u003c/p>\n\u003cp>Former President of the State Board of Education Mike Kirst, who said he supports making the program permanent, suggested another reason: It could be that district superintendents consider District of Choice a violation of an unwritten education commandment, Thou shall not covet thy neighbor’s enrollment.\u003c/p>\n\u003cp>“It’s a professional norm that you don’t try to ‘poach’ students from other districts,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/public-school-choice-exists-in-california-but-few-districts-offer-it/709533\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>An underused, little-known public school choice program allowing students to enroll in other districts that open their borders has been reauthorized six times in the past 30 years. Under a bill winding its way through the Legislature, it would become permanent with revised rules.\u003c/p>\n\u003cp>Under the\u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/eo/dc/\" target=\"_blank\" rel=\"noopener\"> District of Choice\u003c/a> program, districts announce how many seats they make available to nonresident students by the fall of the preceding year, and parents must apply by Jan. 1. By statute, enrollment is open to any family that applies, without restrictions — and with a lottery if applications are oversubscribed. The program bans considering academic or athletic ability or, if an applicant is a student with special needs, the cost of educating a student.\u003c/p>\n\u003cp>“This bill is a crucial step towards creating a more inclusive and equitable public education system — one where all students have the opportunity to grow and thrive,” said Sen. Josh Newman (D-Fullerton), the author of\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB897\" target=\"_blank\" rel=\"noopener\"> Senate Bill 897\u003c/a>.\u003c/p>\n\u003cp>With enrollments dropping statewide — and projected to continue — districts could view District of Choice as a strategy to stem the decline and bolster revenue that new students would bring. But few districts have seized the option. At most, 50 districts out of nearly 1,000, mostly rural or suburban and small, have signed on.\u003c/p>\n\u003cp>That number, in turn, has restricted the openings for families; fewer than 10,000 students annually have transferred through the program — about 0.2% of California’s students, according to\u003ca class=\"external\" href=\"https://lao.ca.gov/Publications/Report/4329\" target=\"_blank\" rel=\"noopener\"> an evaluation of the program\u003c/a> by the Legislative Analyst’s Office in 2021.\u003c/p>\n\u003cp>The \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/24539445-district-of-choice-list-2024-24\" target=\"_blank\" rel=\"noopener\">list of districts for 2024–25 (DOC) \u003c/a>will be 44, the same as this year. That is down from \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/24539448-dsitricts-of-choice-2021-22-breakdown\" target=\"_blank\" rel=\"noopener\">47 districts in 2021–22 (DOC),\u003c/a> when a total of 8,398 students transferred, according to the latest data available from the California Department of Education.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11982656\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice.jpg\" alt=\"A map with school districts.\" width=\"824\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice.jpg 824w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice-800x458.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice-160x92.jpg 160w\" sizes=\"(max-width: 824px) 100vw, 824px\">\u003c/p>\n\u003cp>Of those, 2,574 students — 31% of the total — transferred to a single district, \u003ca class=\"external\" href=\"https://www.wvusd.org/\" target=\"_blank\" rel=\"noopener\">Walnut Valley Unified\u003c/a>, a 14,000-student district in the San Gabriel Valley. The district includes the cities of Walnut and Diamond Bar and abuts Pomona Unified. Newman, who chairs the Senate Education Committee, represents Walnut Valley; his predecessor, Bob Huff (R-Diamond Bar), also championed the District of Choice and shepherded a previous five-year reauthorization.\u003c/p>\n\u003cp>Together with five other districts receiving the most students — Oak Park Unified, Glendora Unified, West Covina Unified, Valley Lindo Elementary School District, and Riverside Unified — the five received 82% of the students in the program statewide. Riverside, with 1,100 of its 42,000 students enrolled through District of Choice, is the only large district using the program.\u003c/p>\n\u003cp>Robert Taylor, Walnut Valley Unified’s superintendent, said the district had participated in the program for decades, believing that the district “should provide any child an opportunity regardless of special needs, socioeconomic status or street address. And that’s still today. We take every kid who wants to come.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Taylor cited the “diversity of well-rounded opportunities” that draw outsiders: arts offerings in elementary schools, starting in kindergarten, include dance, theater and music and are taught by professionals in the arts, he said. There is a counselor in every elementary school, and counselors stay with the same students throughout high school and meet one-on-one with them during the summer. The graduation rate is 100%, he said.\u003c/p>\n\u003cp>Responding to an allegation he hears, Taylor said, “No, we don’t cherry-pick students. We don’t want to, and it’s been against the law to.” The 2017 reauthorization of the law requires that districts prioritize transfers to lower-income students, and SB 897 would add homeless and foster children as well. The 23% of lower-income students from other districts enrolled at Walnut Unified are slightly less than the 25% overall in the district.\u003c/p>\n\u003cp>Students from 30 districts have enrolled through District of Choice, Taylor said, and some parents drive from more than an hour away. One district that has not been sending additional students is its larger, less affluent neighbor, Pomona Unified, where 85% of its 22,000 students are from lower-income families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/17473558/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Under an arcane rule, a district can cap the number of students it permits to leave for districts of choice at a cumulative 10% of its average daily attendance since it first joined the program — even if many students have long since graduated from high school. Pomona reached that limit a half-dozen years ago after going to court to prove that Walnut Valley had already exceeded the target, Superintendent Brett Knowles said.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB897\" target=\"_blank\" rel=\"noopener\">Senate Bill 897\u003c/a> would delete that clause and replace it with a new annual cap: 10% of a district’s current average daily attendance for districts with fewer than 50,000 students and 1% for districts with more than 50,000 students. Sending districts would also be exempt if county offices of education verified that losing students to the program would jeopardize their financial stability.\u003c/p>\n\u003cp>Pomona Unified was the only opponent listed at a hearing last month in the Senate Education Committee, where the bill passed unanimously. Rowland Unified, a 13,000-student district to the west of Walnut Valley, has also complained about the financial impact of the transfer program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Knowles said he doesn’t oppose the concept of school choice if the distribution is equitable. But before reaching the cap, Walnut Valley drew disproportionately high proportions of white and Asian families from the wealthier neighborhoods in Diamond Bar that lie within Pomona Unified. The latter may be attracted to the two dual Chinese language immersion programs in Walnut Valley.\u003c/p>\n\u003cp>Wealthier families are able to drive their kids to Walnut Valley; Latino families with lower incomes and with both parents working more than likely can’t, Knowles said.\u003c/p>\n\u003cp>“The District of Choice does not create a good distribution for Pomona Unified,” Knowles said. “We need kids excelling as well as those struggling. Taking out the smartest kids in any district is not a good situation.”\u003c/p>\n\u003cp>Pomona Unified already has closed six elementary schools due to declining enrollment, Knowles said. The new cap could “decimate us within five years,” Knowles said. “Give us time to recover, a reprieve.”\u003c/p>\n\u003cp>Newman said he is open to further accommodations for an adverse financial impact. “We don’t want well-intended legislation to have unintended consequences,” he told EdSource.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Who chooses?\u003c/h2>\n\u003cp>In its 2021 evaluation, the LAO found that District of Choice “allows students to access educational options that are not offered in their home districts,” including college prep courses, arts and music, and foreign languages. Nearly all of the students transferred to districts with higher test scores.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Newly required oversight measures found no districts discriminating against interested students, and that the program appeared to increase racial balance for some districts and reduce it for others, the LAO said, “although the changes for most districts are small.” It found that statewide, fewer students with lower incomes used the program compared with other students in their home districts; however, the proportion of those students had risen over four years from 27% to 32%. Participation of Latino students, though also on the rise, was smaller than the Latino enrollment in their home districts — similar to Pomona and Walnut Valley.\u003c/p>\n\u003cp>Among the last children to transfer from Pomona to Walnut Valley six years ago, right before the limit was reached, is Ethan Fermin. Then entering kindergarten, he is now in sixth grade at Suzanne Middle School. His sister, now in second grade, was admitted through an interdistrict transfer, a more restrictive permit process that requires both districts to approve the move. A family must make the case for the transfer or cite a hardship — in this case, the transportation challenges of having kids in two different districts. Parents whose children are denied a transfer can appeal to the county board of education, which often reverses a decision.\u003c/p>\n\u003cp>Ethan’s father, Billy, graduated from Pomona Unified schools; he was high school class president and active in many school activities, Fermin said. From his home, he can see the elementary school his kids would have attended — a two-minute walk from their house. Friends from high school are Pomona teachers. His kids would have attended his high school, Diamond Ranch High.\u003c/p>\n\u003cp>Leaving the district wasn’t easy, he said, adding, “But it’s a different world from when I went to school.” What caught his eye in Walnut Valley, he said, was a program in two elementary schools that leads to the International Baccalaureate, a rigorous high school program that stresses inquiry-based learning. He liked the early years’ focus on developing well-rounded, creative, and open-minded learners and risk-takers. “Given the choice, it was night and day,” he said.\u003c/p>\n\u003cp>Taylor said Walnut Valley doesn’t market its programs as District of Choice, and he doesn’t speak negatively about other districts. Fermin said the district is smart to use social media heavily to show off what’s happening in its schools, and banners go up at the start of the sign-up period.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Possible reasons for so little participation\u003c/h2>\n\u003cp>Charter schools are by far the largest public school choice program in California. The more than 1,200 charter schools served 685,553 students in 2022–23 — 11.7% of statewide enrollment, compared with about 2% through interdistrict transfers and 0.02% through District of Choice.\u003c/p>\n\u003cp>The Legislature passed laws permitting charter schools in 1992 and the District of Choice a year later; both were viewed as strategies to counter a school voucher initiative that would have provided public funding for private school tuition, according to the LAO’s analysis. Voters trounced the voucher initiative, which drew only 30% support in the 1993 vote.\u003c/p>\n\u003cp>Why so few districts have participated in the program is a matter of conjecture. The five-year reauthorization periods raised the risk for districts and parents that their participation might be cut short. Ken Kapphahn, principal fiscal and policy analyst for the LAO who did the evaluation, said some districts are able to receive as many interested transfer students as they want through the interdistrict permit process, under which they can set academic and behavior conditions.\u003c/p>\n\u003cp>Some districts would involve long drives to get to, while others assume they don’t have special offerings to lure lots of students, he said. And it’s his impression, he said, that many districts still don’t know the program exists; the California Department of Education does not promote it.\u003c/p>\n\u003cp>Newman said the program has entrepreneurial potential that many superintendents have yet to recognize. The ability to draw students from nearby districts could inspire “a high level of innovation” that best serves students’ interests, he said.\u003c/p>\n\u003cp>Former President of the State Board of Education Mike Kirst, who said he supports making the program permanent, suggested another reason: It could be that district superintendents consider District of Choice a violation of an unwritten education commandment, Thou shall not covet thy neighbor’s enrollment.\u003c/p>\n\u003cp>“It’s a professional norm that you don’t try to ‘poach’ students from other districts,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/public-school-choice-exists-in-california-but-few-districts-offer-it/709533\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"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.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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