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"title": "'It's Either Feast or Famine': Why Are Community Colleges Reluctant to Spend State Money?",
"headTitle": "‘It’s Either Feast or Famine’: Why Are Community Colleges Reluctant to Spend State Money? | KQED",
"content": "\u003cp>More than a year after California community colleges received $650 million in state COVID-19 relief money, schools have spent less than 20% of it.\u003c/p>\n\u003cp>Colleges say they desperately need the money but are reluctant to spend it because of ongoing uncertainty surrounding the state’s budget. Namely, they fear they’ll be asked to give it back.\u003c/p>\n\u003cp>“It’s either feast or famine,” said Dan Troy, an assistant superintendent at Cuesta College in San Luis Obispo and a former finance team member at the California Community Colleges Chancellor’s Office.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Community colleges can spend the relief money on a \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/College-Finance-and-Facilities/Fiscal-Memos/Fiscal-Memos/2022/covid-19-recovery-block-grant-per-ab-182-memo-final2__a11y.pdf?la=en&hash=81345690DEF0869BF9C8AD1EA5648D0F4CA11F63\">wide range of programs (PDF)\u003c/a>, including mental health services, food pantries for students, technology, and professional development for faculty. But more than $500 million remains unspent, according to the most recent data from the chancellor’s office.\u003c/p>\n\u003cp>Two years ago, in the 2022–23 budget, California had a projected budget surplus due in part to an influx of federal COVID-19 relief money. The state allocated that surplus to a number of programs and services, including $650 million to community colleges.\u003c/p>\n\u003cp>Last year, the state had a projected deficit, and Gov. Gavin Newsom proposed asking colleges \u003ca href=\"https://ebudget.ca.gov/2023-24/pdf/Revised/BudgetSummary/HigherEducation.pdf#page=5\">to return the COVID-19 money (PDF)\u003c/a> less than a year after giving it to them. It was part of a proposed tradeoff so that the governor could accommodate other requests, including an increase in the amount of general fund dollars awarded to community colleges.\u003c/p>\n\u003cp>The proposal never came to fruition, but\u003ca href=\"https://calmatters.org/education/2023/05/california-budget-community-colleges/\"> the governor clawed back other funds from community colleges\u003c/a> in order to close the state’s budget deficit.\u003c/p>\n\u003cfigure id=\"attachment_11972723\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11972723\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy.jpg\" alt='The outside of a white building with \"student health center\" written on the wall.' width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">The Dovica Learning Resource Center at Cuesta College in San Luis Obispo on Jan. 10, 2024. \u003ccite>(Julie Leopo-Bermudez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, the governor and the Legislature are grappling with a $37.9 billion deficit as they plan the 2024–25 budget. According to the governor’s proposed budget, released last week, the community college system will not face any major cuts this year. However, the budget is subject to change before it’s enacted this summer.\u003c/p>\n\u003cp>“Predictability, consistent funding, I think that’s what most campuses would love to see,” Troy said. His district, which has three campuses in San Luis Obispo County, has spent or signed contracts amounting to $390,000 as of the end of last year, a fraction of the nearly $5 million in COVID-19 funds it received in 2022.\u003c/p>\n\u003cp>There are other reasons behind his spending decision. Before Cuesta College received nearly $5 million of the state’s COVID-19 relief dollars, it had already received a much larger relief grant — roughly $28 million — directly from the federal government. Troy said his plan was to prioritize spending down federal dollars first since it’s much more money and must be used before last year’s end. Colleges have until 2027 to spend the money from the state.\u003c/p>\n\u003ch2>Uncertainty makes it hard to spend\u003c/h2>\n\u003cp>Across the state, community colleges said financial uncertainty is shaping everyday decisions about spending money they receive from the state.\u003c/p>\n\u003cp>In South Lake Tahoe, where housing has become unaffordable for many low-income students, the local community college is building a 100-bed dorm with state construction funding. But inflation led to rising building prices. President Jeff DeFranco said the college initially held back on spending its COVID-19 money in case it needed to use it for the housing project. The final housing estimate came in lower than expected, he said, meaning the college was free to use its COVID-19 funds elsewhere.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Dan Troy, assistant superintendent, Cuesta College in San Luis Obispo\"]‘I was reluctant to make major commitments to the (COVID-19) dollars for fear that the rug would be pulled out from under us. I was concerned that we’d make commitments we couldn’t keep.’[/pullquote]More uncertainty followed for Lake Tahoe Community College. Several months after the final housing estimate came in, Newsom proposed that colleges return more than half of the COVID-19 money they had received.\u003c/p>\n\u003cp>While the final version of the budget didn’t include those particular cuts, the governor ultimately asked colleges to return more than half of the money they had received for maintenance projects. Colleges that had already spent that money either needed to renege on contracts or pull from other sources of funding to cover the difference.\u003c/p>\n\u003cp>“I was reluctant to make major commitments to the (COVID-19) dollars for fear that the rug would be pulled out from under us. I was concerned that we’d make commitments we couldn’t keep,” Troy said. Of the $390,000 that Troy has committed so far, most are for a contract with the regional transit agency to provide free bus travel for students. That contract has more flexibility than a traditional contract with a private company.\u003c/p>\n\u003cp>While a small investment compared to the millions of unspent funds, those dollars make a difference for Sean Runyon, 55, who relies on the bus to attend classes at Cuesta College four days a week. He sold his car a few years ago in order to help pay for a surgery and can no longer drive because of a related disability.\u003c/p>\n\u003cp>He’s a single parent of a teenager and survives on government benefits, earning about $1,000 a month, half of which goes to rent. “That $68 is a lot of money,” he said, referring to the cost of a monthly bus pass. Without it, he said, “I’d probably have to stop going to college.” After working as a chef for decades, his goal is to change careers into something less physically demanding, such as counseling for people with substance use problems.\u003c/p>\n\u003cfigure id=\"attachment_11972726\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11972726\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy.jpg\" alt=\"A white middle aged man looks and smiles wryly at the camera, wearing glasses, in a room with maps and deer heads mounted on the wall.\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Sean Runyon, 55, a student at Cuesta Community College, in his home in Santa Margarita, San Luis Obispo County, on Jan. 19, 2024. \u003ccite>(Julie Leopo-Bermudez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Runyon said he’s grateful for the services that Cuesta College provides and places the blame for the college’s budget dilemma on Newsom and the state’s leadership.\u003c/p>\n\u003cp>Troy said the recent budget the governor released gives him more confidence to spend down the money he has. “It’s not a great budget by any means, but it’s stable enough that I feel confident committing those dollars.”\u003c/p>\n\u003cp>He said the college might spend the remaining money on services to support students, such as food pantries and vouchers to offset textbook costs. He also mentioned possible improvements to classroom technology, such as new whiteboards and laptops.\u003c/p>\n\u003ch2>‘Spending a lot of money is a lot harder’\u003c/h2>\n\u003cp>California’s 116 community colleges are organized into 73 independently governed districts, which the state chancellor’s office oversees. Spending public money within any of these districts requires various approval processes, each taking time, said Michal Kurlaender, a professor at UC Davis who studies COVID-19 recovery in higher education. College boards typically make the final call, but the state usually requires faculty, staff, and students to be involved, too.\u003c/p>\n\u003cp>“It’s a really diverse system,” she said.\u003c/p>\n\u003cp>While most colleges have only used a fraction of the state’s COVID-19 dollars, some have already spent it all or committed it all through contracts.\u003c/p>\n\u003cfigure id=\"attachment_11972728\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11972728\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy.jpg\" alt=\"Students leaving a building.\" width=\"1568\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy-800x551.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy-1020x703.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy-1536x1058.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Students leave class at Rio Hondo College in Whittier, Los Angeles County, on Dec. 2, 2022. \u003ccite>(Alisha Jucevic for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rio Hondo College, located in Whittier in eastern Los Angeles County, has spent roughly half of the more than $7 million in COVID-19 relief it received in 2022 and has signed contracts that spend the rest by May, according to Stephen Kibui, the vice president of finance and business for the college. Most of the money goes toward providing lower-income students with laptops, Wi-Fi hotspots, and software such as Microsoft Office.\u003c/p>\n\u003cp>The college is not immune from budget fluctuations, though. Last year, when the state pulled back money for maintenance, Rio Hondo was one of several colleges that had already spent the money or signed contracts for projects.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11969301,news_11966229,forum_2010101894876\"]“One of the contracts we’re dealing with now is the roofing of our science building. It’s a three-story building, and it’s leaking all the way to the second floor,” he said.\u003c/p>\n\u003cp>He pulled from the college’s general fund in order to keep the project going. Now, the general fund coffers are getting low, so he said he’d need to pull from the college’s reserves if anything similar were to happen this year. It would be “unacceptable” and “very punitive,” he said.\u003c/p>\n\u003cp>Just north of Joshua Tree National Park, Copper Mountain College received the smallest amount of COVID-19 funds in 2022 and spent it all within the fiscal year, President Daren Otten said.\u003c/p>\n\u003cp>“We’re a small operation,” he said. “We move quickly. Once we realized what the resources could be spent on, we deployed them.” The school used the money to cover debts that students had accrued, such as unpaid course fees.\u003c/p>\n\u003cp>However, Otten drew a distinction between his college and many other schools. “Spending a lot of money is a lot harder. Our total allocation was $760,000.” On average, community college districts received more than $9 million in 2022 from the state for COVID-19 relief.\u003c/p>\n\u003cp>At the start of the pandemic, Kurlaender said college leaders often asked her what to do with all the relief money they received, especially the federal dollars, which were even larger than the state’s allocation. She said she didn’t have an easy solution. “The reality is we don’t have a big wealth of evidence of how to deal with something like a pandemic when students are facing this level of disruption.”\u003c/p>\n\u003cp>\u003cem>Adam Echelman covers California’s community colleges in partnership with Open Campus, a nonprofit newsroom focused on higher education.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Community colleges can spend the relief money on a \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/College-Finance-and-Facilities/Fiscal-Memos/Fiscal-Memos/2022/covid-19-recovery-block-grant-per-ab-182-memo-final2__a11y.pdf?la=en&hash=81345690DEF0869BF9C8AD1EA5648D0F4CA11F63\">wide range of programs (PDF)\u003c/a>, including mental health services, food pantries for students, technology, and professional development for faculty. But more than $500 million remains unspent, according to the most recent data from the chancellor’s office.\u003c/p>\n\u003cp>Two years ago, in the 2022–23 budget, California had a projected budget surplus due in part to an influx of federal COVID-19 relief money. The state allocated that surplus to a number of programs and services, including $650 million to community colleges.\u003c/p>\n\u003cp>Last year, the state had a projected deficit, and Gov. Gavin Newsom proposed asking colleges \u003ca href=\"https://ebudget.ca.gov/2023-24/pdf/Revised/BudgetSummary/HigherEducation.pdf#page=5\">to return the COVID-19 money (PDF)\u003c/a> less than a year after giving it to them. It was part of a proposed tradeoff so that the governor could accommodate other requests, including an increase in the amount of general fund dollars awarded to community colleges.\u003c/p>\n\u003cp>The proposal never came to fruition, but\u003ca href=\"https://calmatters.org/education/2023/05/california-budget-community-colleges/\"> the governor clawed back other funds from community colleges\u003c/a> in order to close the state’s budget deficit.\u003c/p>\n\u003cfigure id=\"attachment_11972723\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11972723\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy.jpg\" alt='The outside of a white building with \"student health center\" written on the wall.' width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Cuesta_College_LEOPO-1196-CM-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">The Dovica Learning Resource Center at Cuesta College in San Luis Obispo on Jan. 10, 2024. \u003ccite>(Julie Leopo-Bermudez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, the governor and the Legislature are grappling with a $37.9 billion deficit as they plan the 2024–25 budget. According to the governor’s proposed budget, released last week, the community college system will not face any major cuts this year. However, the budget is subject to change before it’s enacted this summer.\u003c/p>\n\u003cp>“Predictability, consistent funding, I think that’s what most campuses would love to see,” Troy said. His district, which has three campuses in San Luis Obispo County, has spent or signed contracts amounting to $390,000 as of the end of last year, a fraction of the nearly $5 million in COVID-19 funds it received in 2022.\u003c/p>\n\u003cp>There are other reasons behind his spending decision. Before Cuesta College received nearly $5 million of the state’s COVID-19 relief dollars, it had already received a much larger relief grant — roughly $28 million — directly from the federal government. Troy said his plan was to prioritize spending down federal dollars first since it’s much more money and must be used before last year’s end. Colleges have until 2027 to spend the money from the state.\u003c/p>\n\u003ch2>Uncertainty makes it hard to spend\u003c/h2>\n\u003cp>Across the state, community colleges said financial uncertainty is shaping everyday decisions about spending money they receive from the state.\u003c/p>\n\u003cp>In South Lake Tahoe, where housing has become unaffordable for many low-income students, the local community college is building a 100-bed dorm with state construction funding. But inflation led to rising building prices. President Jeff DeFranco said the college initially held back on spending its COVID-19 money in case it needed to use it for the housing project. The final housing estimate came in lower than expected, he said, meaning the college was free to use its COVID-19 funds elsewhere.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>More uncertainty followed for Lake Tahoe Community College. Several months after the final housing estimate came in, Newsom proposed that colleges return more than half of the COVID-19 money they had received.\u003c/p>\n\u003cp>While the final version of the budget didn’t include those particular cuts, the governor ultimately asked colleges to return more than half of the money they had received for maintenance projects. Colleges that had already spent that money either needed to renege on contracts or pull from other sources of funding to cover the difference.\u003c/p>\n\u003cp>“I was reluctant to make major commitments to the (COVID-19) dollars for fear that the rug would be pulled out from under us. I was concerned that we’d make commitments we couldn’t keep,” Troy said. Of the $390,000 that Troy has committed so far, most are for a contract with the regional transit agency to provide free bus travel for students. That contract has more flexibility than a traditional contract with a private company.\u003c/p>\n\u003cp>While a small investment compared to the millions of unspent funds, those dollars make a difference for Sean Runyon, 55, who relies on the bus to attend classes at Cuesta College four days a week. He sold his car a few years ago in order to help pay for a surgery and can no longer drive because of a related disability.\u003c/p>\n\u003cp>He’s a single parent of a teenager and survives on government benefits, earning about $1,000 a month, half of which goes to rent. “That $68 is a lot of money,” he said, referring to the cost of a monthly bus pass. Without it, he said, “I’d probably have to stop going to college.” After working as a chef for decades, his goal is to change careers into something less physically demanding, such as counseling for people with substance use problems.\u003c/p>\n\u003cfigure id=\"attachment_11972726\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11972726\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy.jpg\" alt=\"A white middle aged man looks and smiles wryly at the camera, wearing glasses, in a room with maps and deer heads mounted on the wall.\" width=\"1568\" height=\"1045\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Sean_Runyon_LEOPO-0230-CM-copy-1536x1024.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Sean Runyon, 55, a student at Cuesta Community College, in his home in Santa Margarita, San Luis Obispo County, on Jan. 19, 2024. \u003ccite>(Julie Leopo-Bermudez for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Runyon said he’s grateful for the services that Cuesta College provides and places the blame for the college’s budget dilemma on Newsom and the state’s leadership.\u003c/p>\n\u003cp>Troy said the recent budget the governor released gives him more confidence to spend down the money he has. “It’s not a great budget by any means, but it’s stable enough that I feel confident committing those dollars.”\u003c/p>\n\u003cp>He said the college might spend the remaining money on services to support students, such as food pantries and vouchers to offset textbook costs. He also mentioned possible improvements to classroom technology, such as new whiteboards and laptops.\u003c/p>\n\u003ch2>‘Spending a lot of money is a lot harder’\u003c/h2>\n\u003cp>California’s 116 community colleges are organized into 73 independently governed districts, which the state chancellor’s office oversees. Spending public money within any of these districts requires various approval processes, each taking time, said Michal Kurlaender, a professor at UC Davis who studies COVID-19 recovery in higher education. College boards typically make the final call, but the state usually requires faculty, staff, and students to be involved, too.\u003c/p>\n\u003cp>“It’s a really diverse system,” she said.\u003c/p>\n\u003cp>While most colleges have only used a fraction of the state’s COVID-19 dollars, some have already spent it all or committed it all through contracts.\u003c/p>\n\u003cfigure id=\"attachment_11972728\" class=\"wp-caption alignnone\" style=\"max-width: 1568px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11972728\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy.jpg\" alt=\"Students leaving a building.\" width=\"1568\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy.jpg 1568w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy-800x551.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy-1020x703.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/20221202_RioHondo_07-CM-copy-1536x1058.jpg 1536w\" sizes=\"(max-width: 1568px) 100vw, 1568px\">\u003cfigcaption class=\"wp-caption-text\">Students leave class at Rio Hondo College in Whittier, Los Angeles County, on Dec. 2, 2022. \u003ccite>(Alisha Jucevic for CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rio Hondo College, located in Whittier in eastern Los Angeles County, has spent roughly half of the more than $7 million in COVID-19 relief it received in 2022 and has signed contracts that spend the rest by May, according to Stephen Kibui, the vice president of finance and business for the college. Most of the money goes toward providing lower-income students with laptops, Wi-Fi hotspots, and software such as Microsoft Office.\u003c/p>\n\u003cp>The college is not immune from budget fluctuations, though. Last year, when the state pulled back money for maintenance, Rio Hondo was one of several colleges that had already spent the money or signed contracts for projects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“One of the contracts we’re dealing with now is the roofing of our science building. It’s a three-story building, and it’s leaking all the way to the second floor,” he said.\u003c/p>\n\u003cp>He pulled from the college’s general fund in order to keep the project going. Now, the general fund coffers are getting low, so he said he’d need to pull from the college’s reserves if anything similar were to happen this year. It would be “unacceptable” and “very punitive,” he said.\u003c/p>\n\u003cp>Just north of Joshua Tree National Park, Copper Mountain College received the smallest amount of COVID-19 funds in 2022 and spent it all within the fiscal year, President Daren Otten said.\u003c/p>\n\u003cp>“We’re a small operation,” he said. “We move quickly. Once we realized what the resources could be spent on, we deployed them.” The school used the money to cover debts that students had accrued, such as unpaid course fees.\u003c/p>\n\u003cp>However, Otten drew a distinction between his college and many other schools. “Spending a lot of money is a lot harder. Our total allocation was $760,000.” On average, community college districts received more than $9 million in 2022 from the state for COVID-19 relief.\u003c/p>\n\u003cp>At the start of the pandemic, Kurlaender said college leaders often asked her what to do with all the relief money they received, especially the federal dollars, which were even larger than the state’s allocation. She said she didn’t have an easy solution. “The reality is we don’t have a big wealth of evidence of how to deal with something like a pandemic when students are facing this level of disruption.”\u003c/p>\n\u003cp>\u003cem>Adam Echelman covers California’s community colleges in partnership with Open Campus, a nonprofit newsroom focused on higher education.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "National Study Says California Needs to Do More to Teach Kids to Read",
"headTitle": "National Study Says California Needs to Do More to Teach Kids to Read | KQED",
"content": "\u003cp>Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the \u003ca class=\"external\" href=\"https://www.nctq.org/\">National Council on Teacher Quality\u003c/a>.\u003c/p>\n\u003cp>Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report “\u003ca class=\"external\" href=\"https://www.nctq.org/publications/State-of-the-States-2024-Five-Policy-Actions-to-Strengthen-Implementation-of-the-Science-of-Reading\">Five Policy Actions to Strengthen Implementation of the Science of Reading.\u003c/a>”\u003c/p>\n\u003cp>“While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Heather Peske, president, National Council on Teacher Quality\"]‘While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science.’[/pullquote]The report rated states as strong, moderate, weak or unacceptable based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.\u003c/p>\n\u003cp>California received a \u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/CaliforniaSOTSReadingProfileUpdated\">moderate rating\u003c/a>.\u003c/p>\n\u003cp>The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.\u003c/p>\n\u003ch2>Not all teachers are trained in the science of reading\u003c/h2>\n\u003cp>While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.\u003c/p>\n\u003cp>Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Denise Forte, president and CEO, The Education Trust\"]‘[I]n many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.’[/pullquote]About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">California test \u003c/a>scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade.\u003c/p>\n\u003cp>“Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills?” said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.”\u003c/p>\n\u003cp>The report comes as California and other states are renewing their focus on the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading,\u003c/a> which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.\u003c/p>\n\u003ch2>California puts renewed emphasis on reading\u003c/h2>\n\u003cp>But that could change soon. By July 1, California will \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB488\">require \u003c/a>teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards. The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating \u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">dyslexia guidelines (PDF)\u003c/a> for the first time.\u003c/p>\n\u003cp>The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11969236,mindshift_62794,news_11969087\"]“This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”\u003c/p>\n\u003cp>More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy said that is not the case. Teacher preparation programs in California\u003ca class=\"external\" href=\"https://www.ctc.ca.gov/educator-prep/program-accred\"> must be reviewed \u003c/a>every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards or have a background or credential in the subject being reviewed, she said.\u003c/p>\n\u003cp>Teacher preparation programs that want national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.\u003c/p>\n\u003cp>California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.\u003c/p>\n\u003cp>California’s changes to teacher preparation and emphasis on the science of reading were considered by the National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.\u003c/p>\n\u003cp>The council has provided a\u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/Reading_Policy_Action_Guide_2024\"> guide\u003c/a> to help states implement and sustain strong reading instruction.\u003c/p>\n\u003cp>“Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/california-needs-to-do-more-to-ensure-teachers-can-teach-kids-to-read-national-study-says/703967\">\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>Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the \u003ca class=\"external\" href=\"https://www.nctq.org/\">National Council on Teacher Quality\u003c/a>.\u003c/p>\n\u003cp>Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report “\u003ca class=\"external\" href=\"https://www.nctq.org/publications/State-of-the-States-2024-Five-Policy-Actions-to-Strengthen-Implementation-of-the-Science-of-Reading\">Five Policy Actions to Strengthen Implementation of the Science of Reading.\u003c/a>”\u003c/p>\n\u003cp>“While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The report rated states as strong, moderate, weak or unacceptable based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.\u003c/p>\n\u003cp>California received a \u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/CaliforniaSOTSReadingProfileUpdated\">moderate rating\u003c/a>.\u003c/p>\n\u003cp>The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.\u003c/p>\n\u003ch2>Not all teachers are trained in the science of reading\u003c/h2>\n\u003cp>While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.\u003c/p>\n\u003cp>Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘[I]n many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">California test \u003c/a>scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade.\u003c/p>\n\u003cp>“Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills?” said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.”\u003c/p>\n\u003cp>The report comes as California and other states are renewing their focus on the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading,\u003c/a> which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.\u003c/p>\n\u003ch2>California puts renewed emphasis on reading\u003c/h2>\n\u003cp>But that could change soon. By July 1, California will \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB488\">require \u003c/a>teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards. The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating \u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">dyslexia guidelines (PDF)\u003c/a> for the first time.\u003c/p>\n\u003cp>The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”\u003c/p>\n\u003cp>More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy said that is not the case. Teacher preparation programs in California\u003ca class=\"external\" href=\"https://www.ctc.ca.gov/educator-prep/program-accred\"> must be reviewed \u003c/a>every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards or have a background or credential in the subject being reviewed, she said.\u003c/p>\n\u003cp>Teacher preparation programs that want national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.\u003c/p>\n\u003cp>California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.\u003c/p>\n\u003cp>California’s changes to teacher preparation and emphasis on the science of reading were considered by the National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.\u003c/p>\n\u003cp>The council has provided a\u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/Reading_Policy_Action_Guide_2024\"> guide\u003c/a> to help states implement and sustain strong reading instruction.\u003c/p>\n\u003cp>“Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/california-needs-to-do-more-to-ensure-teachers-can-teach-kids-to-read-national-study-says/703967\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Updated Jan. 17, 2025\u003c/em>\u003c/p>\n\u003cp>Born in Atlanta on Jan. 15, 1929, Dr. Martin Luther King Jr. would have turned 96 on Monday.\u003c/p>\n\u003cp>Take this 10-question quiz to see how much you know about the civil rights icon and the movement he helped lead.\u003c/p>\n\u003cp>\u003cem>(Article continues below the quiz)\u003c/em>\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/16444120/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:800px;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most of us know at least a little something about the man: a brilliant Black civil rights leader who delivered the famous “I Have a Dream” speech and was assassinated for his efforts. City streets throughout the nation bear his name. A national holiday commemorates his achievements.\u003c/p>\n\u003cp>For most Americans, though, knowledge about King — and basic understanding of civil rights history overall — doesn’t extend much beyond that. The National Assessment of Educational Progress, for instance, reported that \u003ca href=\"http://www.nytimes.com/2011/06/15/education/15history.html\">only 2% of high school seniors could correctly answer a basic question about the Supreme Court’s landmark Brown v. Board of Education case\u003c/a>.\u003c/p>\n\u003cp>A 2011 study by the Southern Poverty Law Center (SPLC) looked at public K\u003cspan style=\"font-weight: 400;\">–\u003c/span>12 education standards and curriculum requirements in every state, and found that \u003ca href=\"http://www.splcenter.org/get-informed/news/splc-study-finds-that-more-than-half-of-states-fail-at-teaching-the-civil-rights-m\">35 states — including California — failed to cover many of the core concepts of and details about the civil rights movement\u003c/a>.\u003c/p>\n\u003cp>Sixteen of these states (including Iowa and New Hampshire) did not require any instruction about the movement.[aside label=\"Related Stories\" postID=\"arts_13923705,bayareabites_21523\"]For too many students, their civil rights education boils down to two people and four words — Rosa Parks, Dr. King and “I have a dream” — said Maureen Costello, director of SPLC’s Teaching Tolerance program. “By having weak or nonexistent standards for history, particularly for the civil rights movement, [most states] are saying loud and clear that it isn’t something students need to learn.”\u003c/p>\n\u003cp>The study also found that much of what is taught about the movement in schools largely focuses on major leaders and events, but fails to address the systemic and often persistent issues like racism and economic injustice.\u003c/p>\n\u003cp>Throughout the country, King is honored as a national hero. Hundreds of cities have streets that bear his name, and in 2011, a memorial on the National Mall in Washington, D.C., was unveiled. But if King’s teachings aren’t passed on to younger generations, the report notes, then all these tributes fall far short of handing down his legacy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated Jan. 17, 2025\u003c/em>\u003c/p>\n\u003cp>Born in Atlanta on Jan. 15, 1929, Dr. Martin Luther King Jr. would have turned 96 on Monday.\u003c/p>\n\u003cp>Take this 10-question quiz to see how much you know about the civil rights icon and the movement he helped lead.\u003c/p>\n\u003cp>\u003cem>(Article continues below the quiz)\u003c/em>\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/16444120/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:800px;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Most of us know at least a little something about the man: a brilliant Black civil rights leader who delivered the famous “I Have a Dream” speech and was assassinated for his efforts. City streets throughout the nation bear his name. A national holiday commemorates his achievements.\u003c/p>\n\u003cp>For most Americans, though, knowledge about King — and basic understanding of civil rights history overall — doesn’t extend much beyond that. The National Assessment of Educational Progress, for instance, reported that \u003ca href=\"http://www.nytimes.com/2011/06/15/education/15history.html\">only 2% of high school seniors could correctly answer a basic question about the Supreme Court’s landmark Brown v. Board of Education case\u003c/a>.\u003c/p>\n\u003cp>A 2011 study by the Southern Poverty Law Center (SPLC) looked at public K\u003cspan style=\"font-weight: 400;\">–\u003c/span>12 education standards and curriculum requirements in every state, and found that \u003ca href=\"http://www.splcenter.org/get-informed/news/splc-study-finds-that-more-than-half-of-states-fail-at-teaching-the-civil-rights-m\">35 states — including California — failed to cover many of the core concepts of and details about the civil rights movement\u003c/a>.\u003c/p>\n\u003cp>Sixteen of these states (including Iowa and New Hampshire) did not require any instruction about the movement.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For too many students, their civil rights education boils down to two people and four words — Rosa Parks, Dr. King and “I have a dream” — said Maureen Costello, director of SPLC’s Teaching Tolerance program. “By having weak or nonexistent standards for history, particularly for the civil rights movement, [most states] are saying loud and clear that it isn’t something students need to learn.”\u003c/p>\n\u003cp>The study also found that much of what is taught about the movement in schools largely focuses on major leaders and events, but fails to address the systemic and often persistent issues like racism and economic injustice.\u003c/p>\n\u003cp>Throughout the country, King is honored as a national hero. Hundreds of cities have streets that bear his name, and in 2011, a memorial on the National Mall in Washington, D.C., was unveiled. But if King’s teachings aren’t passed on to younger generations, the report notes, then all these tributes fall far short of handing down his legacy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "tales-of-celebration-stories-of-survival-at-this-beloved-east-bay-swap-meet",
"title": "Tales of Celebration, Stories of Survival at This Beloved East Bay Swap Meet",
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"content": "\u003cp>\u003cem>This story was produced by \u003ca href=\"https://www.eltimpano.org/\">El Tímpano\u003c/a>, a bilingual nonprofit news outlet that amplifies the voices of Latino and Mayan immigrants in Oakland and the wider Bay Area.\u003c/em>\u003c/p>\n\u003cp>Like swap meets throughout the country, the Coliseum Swap Meet, an open-air market known as La Pulga in East Oakland, is a reflection of the community it serves. Here, all are welcome to taste the flavors of Mexico, enjoy a Michelada under the shade, buy household goods, produce, sweets, croc charms, flowers, hardware, clothes, jewelry, cosmetics, electronics and more at a discounted price.\u003c/p>\n\u003cp>Children can run around a playground or ride a colorful choo-choo train that snakes around the aisles. Friends can meet for a beer and dance to live bands that perform on weekend evenings. La Pulga certainly provides.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972354\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED.jpg\" alt=\"Two photos show a couple dancing and a child riding in a stroller as bubbles float past.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\" />\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11972355 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED.jpg\" alt=\"Two photos show people browsing wares in market stalls and a musician singing into a microphone.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\" />\u003c/p>\n\u003cp>For three Saturdays in October, the El Tímpano team set up a booth at La Pulga to engage with the community. We offered instant film portraits for free, and nearly everyone who participated in the portrait session agreed to a recorded interview. Almost 60 patrons and 14 vendors spoke to El Tímpano about how they spend their time and money at La Pulga.\u003c/p>\n\u003cp>We heard tales of celebration, camaraderie, and some of heartbreak, but mostly, we heard stories of survival.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972356\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED.jpg\" alt=\"Three photos show a person in a cowboy hat, an assortment of jewelry, and two people carrying a large pot.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\" />\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972357\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED.jpg\" alt=\"Three photos showing a large crowd in an outdoor setting.\" width=\"2000\" height=\"843\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-800x337.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-1020x430.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-160x67.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-1536x647.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-1920x809.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\" />\u003c/p>\n\u003cp>Nearly every day, Samuelin Martinez, 73, can be found walking the grounds of La Pulga. Martinez calls his laps around the market “prayer walks.”\u003c/p>\n\u003cfigure id=\"attachment_11972359\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972359 size-large\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-1020x1214.jpg\" alt=\"A person with a moustache waves while sitting for a photo.\" width=\"640\" height=\"762\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-1020x1214.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-800x952.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-160x190.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-1291x1536.jpg 1291w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED.jpg 1681w\" sizes=\"(max-width: 640px) 100vw, 640px\" />\u003cfigcaption class=\"wp-caption-text\">Samuelin Martínez\u003c/figcaption>\u003c/figure>\n\u003cp>Martinez describes it as if he’s talking about a sacred place. He has long been a community activist and is keenly aware of the area’s history — he used to live in High Street Homes, temporary public housing that once stood near where La Pulga stands now. With the help of his cane, Martinez now spends his days slowly walking among hundreds of booths run mostly by Spanish-speaking vendors. He talks to anyone who crosses his path and greets them with a wide, mustachioed smile.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972444\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1.jpg\" alt=\"Six instant photos including two people wearing cowboy hats, a person with wings tattooed on their back and a band on stage.\" width=\"2500\" height=\"2026\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-800x648.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-1020x827.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-160x130.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-1536x1245.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-2048x1660.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-1920x1556.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\" />\u003c/p>\n\u003cp>Many vendors have found it hard to stay afloat in the aftermath of the COVID-19 pandemic. Inflation has also impacted sales. Many told El Tímpano that the flea market isn’t as large or packed with people as before the pandemic.\u003c/p>\n\u003cfigure id=\"attachment_11972426\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972426 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/01/240111-LA-PULGA-MARIA-VILLA-01.jpg\" alt=\"Two photos: on the left, a person stands amidst varied wares in a market stall. On the right, several Día de los Muertos statues on display in a market stall.\" width=\"2000\" height=\"1130\" />\u003cfigcaption class=\"wp-caption-text\">María Villa\u003c/figcaption>\u003c/figure>\n\u003cp>María Villa, 77, an immigrant from Mexico, was a single mother of two. She’s known around La Pulga as “Tía María” and has sold artisan jugs, pots, toys and decorations for 30 years. The sales from her booth helped put her children in college. But, Villa adds, business recently has been slow.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972445\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2.jpg\" alt=\"Six instant photos including two people playing music, an array of baseball caps and a pan standing beside a truck.\" width=\"2500\" height=\"2026\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-800x648.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-1020x827.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-160x130.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-1536x1245.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-2048x1660.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-1920x1556.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\" />\u003c/p>\n\u003cp>Blanca Luna, 62, is an immigrant from Guatemala who has also sold at La Pulga for 30 years. Between the flashy lights of LED signs for sale and the noises coming from the small electronic toys she sells, her booth is hard to miss.\u003c/p>\n\u003cfigure id=\"attachment_11972431\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972431 size-large\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-1020x1224.jpg\" alt=\"A person in sunglasses standing in front of an array of LED signs.\" width=\"640\" height=\"768\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-1020x1224.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-800x960.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-160x192.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-1280x1536.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED.jpg 1667w\" sizes=\"(max-width: 640px) 100vw, 640px\" />\u003cfigcaption class=\"wp-caption-text\">Blanca Luna\u003c/figcaption>\u003c/figure>\n\u003cp>Still, Luna says her profits today are not as good as they were when she first opened up shop. On a good weekend, she says, she might take home between $200–$250.\u003c/p>\n\u003cp>She has noticed that patrons are spending less, and she cannot compete with online sales. On top of that, her booth location will be auctioned in December, and she’s unsure if she can afford to keep it if she is outbid.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11972447 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4.jpg\" alt=\"Six instant photos including a couple dancing, a clown playing music and a Pancho Villa sticker on a car bumper.\" width=\"2500\" height=\"2026\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-800x648.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-1020x827.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-160x130.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-1536x1245.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-2048x1660.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-1920x1556.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\" />\u003c/p>\n\u003cp>La Pulga has also made recent headlines. Two men were arrested in August for allegedly selling $85,000 worth of stolen merchandise.\u003c/p>\n\u003cp>On Oct. 21, Omar Oñate Rivas told El Tímpano he was visiting La Pulga for the first time to try to find stolen construction tools that were taken from his friend’s car in San Jose.\u003c/p>\n\u003cfigure id=\"attachment_11972358\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972358 size-large\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-1020x1219.jpg\" alt=\"A person with short hair sits for a photo.\" width=\"640\" height=\"765\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-1020x1219.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-800x956.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-160x191.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-1285x1536.jpg 1285w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED.jpg 1673w\" sizes=\"(max-width: 640px) 100vw, 640px\" />\u003cfigcaption class=\"wp-caption-text\">Omar Oñate Rivas\u003c/figcaption>\u003c/figure>\n\u003cp>Though Oñate Rivas didn’t find the stolen items that day, he could purchase budget-friendly construction supplies he could use for his job as a day laborer.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972446\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3.jpg\" alt=\"Six instant photos including a woman singing, a series of children's train cars and an outdoor space filled with shopping stalls.\" width=\"2500\" height=\"2026\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-800x648.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-1020x827.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-160x130.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-1536x1245.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-2048x1660.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-1920x1556.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\" />\u003c/p>\n\u003cp>Though El Tímpano’s goal at La Pulga was not to verify whether goods sold at the market were stolen, we observed a cycle of supply and demand that makes clear how challenging it can be to afford to live in the Bay Area. Immigrants might find work as day laborers or in construction, but they often need to buy their tools — equipment that could amount to hundreds of dollars that they may not have.\u003c/p>\n\u003cp>Cesar, whom El Tímpano is identifying by first name only because he is underage, has sold used construction tools at La Pulga for nearly a year with three partners. Their hundreds of tools for sale are laid out on the floor in chunky rows that resemble farm fields.\u003c/p>\n\u003cfigure id=\"attachment_11972397\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972397 size-large\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-1020x1220.jpg\" alt=\"A person wears a Whitney Houston sweatshirt while standing beside an array of power tools in an outdoor setting.\" width=\"640\" height=\"765\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-1020x1220.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-800x957.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-160x191.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-1284x1536.jpg 1284w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED.jpg 1672w\" sizes=\"(max-width: 640px) 100vw, 640px\" />\u003cfigcaption class=\"wp-caption-text\">Cesar\u003c/figcaption>\u003c/figure>\n\u003cp>Ultimately, La Pulga’s ecosystem is a microcosm of life in East Oakland, like a terrarium filled with loud music and the smell of new leather.\u003c/p>\n\u003cp>“This is the only work I’ve been able to invent in order to survive,” says Patricia Beltrán in Spanish. She lost her job during the pandemic and recently separated from her husband. She sells a mish-mash of items, from craft supplies to clothes. At La Pulga, she can bring her children with her so that she doesn’t have to pay for childcare.\u003c/p>\n\u003cfigure id=\"attachment_11972428\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972428 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/01/240111-LA-PULGA-PATRICIA-BELTRÁN-01.jpg\" alt=\"Two photos: on the left, person with long hair stands beside a market stall. On the right, the same person with long hair sits for a photo with a child.\" width=\"2000\" height=\"1130\" />\u003cfigcaption class=\"wp-caption-text\">Patricia Beltrán\u003c/figcaption>\u003c/figure>\n\u003cp>“Oakland is a beautiful city … I respect everyone, from the young people who make donuts — you’ve got to be brave to make donuts, you’ve got to be brave for everything,” Beltrán says.\u003c/p>\n\u003cp>\u003ci>This story includes contributions from El Tímpano’s Hiram Durán, Mayra Sierra, Katherine Nagasawa, Luis Ángel Urbina, Jasmine Aguilera, Mayra Sierra, Vanessa Flores, Ximena Loeza, Maye Primera, Martha Calmo Ramirez and Madeleine Bair.\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://www.eltimpano.org/reporting/memories-of-the-market/\"> \u003ci>El Tímpano’s original version of the story — in English and Spanish — can be found here.\u003c/i>\u003c/a>\u003c/p>\n",
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"excerpt": "Dedicated patrons and vendors at the Coliseum Swap Meet in Oakland, affectionately known as 'La Pulga,' share the market's significance in their daily lives through striking photographs.",
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"title": "Tales of Celebration, Stories of Survival at This Beloved East Bay Swap Meet | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was produced by \u003ca href=\"https://www.eltimpano.org/\">El Tímpano\u003c/a>, a bilingual nonprofit news outlet that amplifies the voices of Latino and Mayan immigrants in Oakland and the wider Bay Area.\u003c/em>\u003c/p>\n\u003cp>Like swap meets throughout the country, the Coliseum Swap Meet, an open-air market known as La Pulga in East Oakland, is a reflection of the community it serves. Here, all are welcome to taste the flavors of Mexico, enjoy a Michelada under the shade, buy household goods, produce, sweets, croc charms, flowers, hardware, clothes, jewelry, cosmetics, electronics and more at a discounted price.\u003c/p>\n\u003cp>Children can run around a playground or ride a colorful choo-choo train that snakes around the aisles. Friends can meet for a beer and dance to live bands that perform on weekend evenings. La Pulga certainly provides.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972354\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED.jpg\" alt=\"Two photos show a couple dancing and a child riding in a stroller as bubbles float past.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-03-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\" />\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11972355 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED.jpg\" alt=\"Two photos show people browsing wares in market stalls and a musician singing into a microphone.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-04-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\" />\u003c/p>\n\u003cp>For three Saturdays in October, the El Tímpano team set up a booth at La Pulga to engage with the community. We offered instant film portraits for free, and nearly everyone who participated in the portrait session agreed to a recorded interview. Almost 60 patrons and 14 vendors spoke to El Tímpano about how they spend their time and money at La Pulga.\u003c/p>\n\u003cp>We heard tales of celebration, camaraderie, and some of heartbreak, but mostly, we heard stories of survival.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972356\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED.jpg\" alt=\"Three photos show a person in a cowboy hat, an assortment of jewelry, and two people carrying a large pot.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-05-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\" />\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972357\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED.jpg\" alt=\"Three photos showing a large crowd in an outdoor setting.\" width=\"2000\" height=\"843\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-800x337.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-1020x430.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-160x67.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-1536x647.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-06-KQED-1920x809.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\" />\u003c/p>\n\u003cp>Nearly every day, Samuelin Martinez, 73, can be found walking the grounds of La Pulga. Martinez calls his laps around the market “prayer walks.”\u003c/p>\n\u003cfigure id=\"attachment_11972359\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972359 size-large\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-1020x1214.jpg\" alt=\"A person with a moustache waves while sitting for a photo.\" width=\"640\" height=\"762\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-1020x1214.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-800x952.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-160x190.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED-1291x1536.jpg 1291w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-08-KQED.jpg 1681w\" sizes=\"(max-width: 640px) 100vw, 640px\" />\u003cfigcaption class=\"wp-caption-text\">Samuelin Martínez\u003c/figcaption>\u003c/figure>\n\u003cp>Martinez describes it as if he’s talking about a sacred place. He has long been a community activist and is keenly aware of the area’s history — he used to live in High Street Homes, temporary public housing that once stood near where La Pulga stands now. With the help of his cane, Martinez now spends his days slowly walking among hundreds of booths run mostly by Spanish-speaking vendors. He talks to anyone who crosses his path and greets them with a wide, mustachioed smile.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972444\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1.jpg\" alt=\"Six instant photos including two people wearing cowboy hats, a person with wings tattooed on their back and a band on stage.\" width=\"2500\" height=\"2026\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-800x648.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-1020x827.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-160x130.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-1536x1245.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-2048x1660.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-1-1920x1556.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\" />\u003c/p>\n\u003cp>Many vendors have found it hard to stay afloat in the aftermath of the COVID-19 pandemic. Inflation has also impacted sales. Many told El Tímpano that the flea market isn’t as large or packed with people as before the pandemic.\u003c/p>\n\u003cfigure id=\"attachment_11972426\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972426 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/01/240111-LA-PULGA-MARIA-VILLA-01.jpg\" alt=\"Two photos: on the left, a person stands amidst varied wares in a market stall. On the right, several Día de los Muertos statues on display in a market stall.\" width=\"2000\" height=\"1130\" />\u003cfigcaption class=\"wp-caption-text\">María Villa\u003c/figcaption>\u003c/figure>\n\u003cp>María Villa, 77, an immigrant from Mexico, was a single mother of two. She’s known around La Pulga as “Tía María” and has sold artisan jugs, pots, toys and decorations for 30 years. The sales from her booth helped put her children in college. But, Villa adds, business recently has been slow.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972445\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2.jpg\" alt=\"Six instant photos including two people playing music, an array of baseball caps and a pan standing beside a truck.\" width=\"2500\" height=\"2026\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-800x648.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-1020x827.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-160x130.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-1536x1245.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-2048x1660.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-2-1920x1556.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\" />\u003c/p>\n\u003cp>Blanca Luna, 62, is an immigrant from Guatemala who has also sold at La Pulga for 30 years. Between the flashy lights of LED signs for sale and the noises coming from the small electronic toys she sells, her booth is hard to miss.\u003c/p>\n\u003cfigure id=\"attachment_11972431\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972431 size-large\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-1020x1224.jpg\" alt=\"A person in sunglasses standing in front of an array of LED signs.\" width=\"640\" height=\"768\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-1020x1224.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-800x960.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-160x192.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED-1280x1536.jpg 1280w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-45-KQED.jpg 1667w\" sizes=\"(max-width: 640px) 100vw, 640px\" />\u003cfigcaption class=\"wp-caption-text\">Blanca Luna\u003c/figcaption>\u003c/figure>\n\u003cp>Still, Luna says her profits today are not as good as they were when she first opened up shop. On a good weekend, she says, she might take home between $200–$250.\u003c/p>\n\u003cp>She has noticed that patrons are spending less, and she cannot compete with online sales. On top of that, her booth location will be auctioned in December, and she’s unsure if she can afford to keep it if she is outbid.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11972447 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4.jpg\" alt=\"Six instant photos including a couple dancing, a clown playing music and a Pancho Villa sticker on a car bumper.\" width=\"2500\" height=\"2026\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-800x648.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-1020x827.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-160x130.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-1536x1245.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-2048x1660.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-4-1920x1556.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\" />\u003c/p>\n\u003cp>La Pulga has also made recent headlines. Two men were arrested in August for allegedly selling $85,000 worth of stolen merchandise.\u003c/p>\n\u003cp>On Oct. 21, Omar Oñate Rivas told El Tímpano he was visiting La Pulga for the first time to try to find stolen construction tools that were taken from his friend’s car in San Jose.\u003c/p>\n\u003cfigure id=\"attachment_11972358\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972358 size-large\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-1020x1219.jpg\" alt=\"A person with short hair sits for a photo.\" width=\"640\" height=\"765\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-1020x1219.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-800x956.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-160x191.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED-1285x1536.jpg 1285w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-07-KQED.jpg 1673w\" sizes=\"(max-width: 640px) 100vw, 640px\" />\u003cfigcaption class=\"wp-caption-text\">Omar Oñate Rivas\u003c/figcaption>\u003c/figure>\n\u003cp>Though Oñate Rivas didn’t find the stolen items that day, he could purchase budget-friendly construction supplies he could use for his job as a day laborer.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11972446\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3.jpg\" alt=\"Six instant photos including a woman singing, a series of children's train cars and an outdoor space filled with shopping stalls.\" width=\"2500\" height=\"2026\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-800x648.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-1020x827.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-160x130.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-1536x1245.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-2048x1660.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/La-Pulga-Block-3-1920x1556.jpg 1920w\" sizes=\"(max-width: 2500px) 100vw, 2500px\" />\u003c/p>\n\u003cp>Though El Tímpano’s goal at La Pulga was not to verify whether goods sold at the market were stolen, we observed a cycle of supply and demand that makes clear how challenging it can be to afford to live in the Bay Area. Immigrants might find work as day laborers or in construction, but they often need to buy their tools — equipment that could amount to hundreds of dollars that they may not have.\u003c/p>\n\u003cp>Cesar, whom El Tímpano is identifying by first name only because he is underage, has sold used construction tools at La Pulga for nearly a year with three partners. Their hundreds of tools for sale are laid out on the floor in chunky rows that resemble farm fields.\u003c/p>\n\u003cfigure id=\"attachment_11972397\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972397 size-large\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-1020x1220.jpg\" alt=\"A person wears a Whitney Houston sweatshirt while standing beside an array of power tools in an outdoor setting.\" width=\"640\" height=\"765\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-1020x1220.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-800x957.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-160x191.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED-1284x1536.jpg 1284w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/240111-La-Pulga-HD-46-KQED.jpg 1672w\" sizes=\"(max-width: 640px) 100vw, 640px\" />\u003cfigcaption class=\"wp-caption-text\">Cesar\u003c/figcaption>\u003c/figure>\n\u003cp>Ultimately, La Pulga’s ecosystem is a microcosm of life in East Oakland, like a terrarium filled with loud music and the smell of new leather.\u003c/p>\n\u003cp>“This is the only work I’ve been able to invent in order to survive,” says Patricia Beltrán in Spanish. She lost her job during the pandemic and recently separated from her husband. She sells a mish-mash of items, from craft supplies to clothes. At La Pulga, she can bring her children with her so that she doesn’t have to pay for childcare.\u003c/p>\n\u003cfigure id=\"attachment_11972428\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11972428 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/01/240111-LA-PULGA-PATRICIA-BELTRÁN-01.jpg\" alt=\"Two photos: on the left, person with long hair stands beside a market stall. On the right, the same person with long hair sits for a photo with a child.\" width=\"2000\" height=\"1130\" />\u003cfigcaption class=\"wp-caption-text\">Patricia Beltrán\u003c/figcaption>\u003c/figure>\n\u003cp>“Oakland is a beautiful city … I respect everyone, from the young people who make donuts — you’ve got to be brave to make donuts, you’ve got to be brave for everything,” Beltrán says.\u003c/p>\n\u003cp>\u003ci>This story includes contributions from El Tímpano’s Hiram Durán, Mayra Sierra, Katherine Nagasawa, Luis Ángel Urbina, Jasmine Aguilera, Mayra Sierra, Vanessa Flores, Ximena Loeza, Maye Primera, Martha Calmo Ramirez and Madeleine Bair.\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://www.eltimpano.org/reporting/memories-of-the-market/\"> \u003ci>El Tímpano’s original version of the story — in English and Spanish — can be found here.\u003c/i>\u003c/a>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "Cal State Faculty Union Vows Weeklong Strike Over Pay Raise and Other Benefits",
"headTitle": "Cal State Faculty Union Vows Weeklong Strike Over Pay Raise and Other Benefits | KQED",
"content": "\u003cp>The California State University faculty union is planning a week of strikes across the 23 campuses from \u003ca href=\"https://www.calfac.org/strike/\">Jan. 22–26\u003c/a> after the system said on Wednesday that it would provide 5% raises to members, far below what the union is seeking.\u003c/p>\n\u003cp>The California Faculty Association is asking for 12% raises this fiscal year, \u003ca href=\"https://www.cfabargaining.org/proposals\">plus other benefits\u003c/a>, like extended parental leave and higher minimum salaries for the lowest-paid workers. But the 5% is an amount \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/labor-relations-announcement-january-2024.aspx#:~:text=The%205%25%20salary%20increase%20is%20consistent%20with%20agreements%20the%20CSU%20has%20already%20reached%20with%20five%20of%20its%20labor%20unions.%C2%A0\">other employee unions in the system accepted\u003c/a> last year as Cal State fought to stave off an even larger labor walk off. From Cal State’s perspective, its latest and final offer concludes contract negotiations. For the faculty union, it reaffirms its plans to broadcast in December and strike in late January.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"California Faculty Association\"]‘Management’s imposition gives us no other option but to continue to move forward with our plan for a systemwide strike.’[/pullquote]“Management’s imposition gives us no other option but to continue to move forward with our plan for a systemwide strike,” the faculty union told its members this afternoon. Planning to join the faculty union on the picket lines \u003ca href=\"https://teamsters2010.org/2023/12/19/teamsters-call-systemwide-csu-strike-jan-22-26-with-cfa/\">is the smaller Teamsters Local 2010\u003c/a>, a labor group of 1,100 skilled maintenance workers.\u003c/p>\n\u003cp>The whiplash in messaging — raises on one hand but a vow to strike in pursuit of higher pay and benefits — is yet another flare-up in the months-long standoff between leaders of the nation’s largest public four-year university, home to more than 400,000 students and the faculty union that represents 29,000 professors, lecturers, librarians, counselors and coaches. The union had already \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/\">staged strikes at four campuses in December\u003c/a>, cutting off instruction a week before the \u003ca href=\"https://www.calstate.edu/csu-system/administration/academic-and-student-affairs/academic-programs-innovations-and-faculty-development/Documents/2023-2024-Academic-Calendar.pdf\">start of students’ final exams (PDF)\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The university’s decision on Wednesday also precedes tomorrow’s unveiling of Gov. Gavin Newsom’s spending plan for 2024–25. He’s expected to spell out the state’s deep budget hole, \u003ca href=\"https://calmatters.org/politics/2023/12/budget-deficit-california/\">which one analysis said will be a $68 billion deficit\u003c/a>.\u003c/p>\n\u003cp>“Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses — including layoffs — that would have jeopardized the CSU’s educational mission,” a Cal State press release stated on Wednesday.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"California State University\"]‘Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses.’[/pullquote]The 12% the union seeks is a response to the soaring inflation the nation has experienced since 2021 when prices rose, and the purchasing power of paychecks withered. An independent fact finder in December recommended that the two sides agree to a \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=A%20state%20labor,its%20members.\">7% raise, plus other \u003c/a>compromises. But an offer of above 5% would have reopened salary negotiations with other unions because of terms agreed to in those contracts — \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=Freedman%20on%20Friday,more%20than%205%25.\">something Cal State has wanted to avoid\u003c/a>.\u003c/p>\n\u003cp>Throughout negotiations, the system offered \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/Communique-CFA-Factfinder-Report-A-12-1-23.pdf#page=2\">faculty 15% raises across three years (PDF)\u003c/a>, but the 10% for the last two years was contingent on the state continuing to grow Cal State’s funding by 5% annually. The union balked at \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=But%20those%20future%20hikes%20are%20contingent%20on%20the%20system%20receiving%20funding%20that%20Gov.%20Gavin%20Newsom%20has%20promised%20Cal%20State%20for%20the%20next%20three%20years%20as%20part%20of%20his%20five%2Dyear%20compact%20of%205%25%20annual%20increases.%C2%A0\">raises predicated on conditions\u003c/a>.\u003c/p>\n\u003ch2>Dispute over Cal State finances\u003c/h2>\n\u003cp>Since last May, Cal State has been signaling that its finances are rocky. The system said that at that time, its revenues \u003ca href=\"https://calmatters.org/education/higher-education/2023/05/cal-state-tuition/\">fell $1.5 billion short\u003c/a> of what it needed to educate its students adequately. That finding prompted the system’s board of trustees last September to approve five years of consecutively escalating tuition hikes — increases totaling \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/\">34% over that time\u003c/a>. Those will kick in this fall but will only affect about 40% of undergraduates. The remaining 60% of students don’t pay any tuition because they receive enough state and institutional financial aid. While those tuition hikes will bring more revenue to the system, it’s not enough to fully fund Cal State’s mission, its senior leaders have maintained.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11968703,news_11969289,news_11968948\"]The faculty union \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=The%20tuition%20hikes%20were%20formally%20proposed%20in%20July%20and%20were%20met%20with%20instant%20opposition%20from%20the%20system%E2%80%99s%20faculty%20union%2C%20the%20California%20Faculty%20Association%2C%20which%20represents%20about%20half%20of%20Cal%20State%E2%80%99s%20roughly%2060%2C000%20workers%2C%20as%20well%20as%20a%20student%20group%20affiliated%20with%20the%20union.\">opposed those tuition hikes\u003c/a>, arguing instead that Cal State has \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/10/Bunsis-CFA-Assembly-presentation-October-2023.pdf\">enough in reserves (PDF)\u003c/a> to afford the raises the union seeks and to spend more money on students without increasing what they’re charged. Cal State has pushed back on that analysis, noting that it needs to build its reserves so it has the equivalent of at least three months of its operating budget as cash-on-hand in case of economic emergencies. Currently, it only has about \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=The%20faculty%20union%20argues,its%20annual%20budget.\">a month’s worth of funds\u003c/a>.\u003c/p>\n\u003cp>Monday was supposed to be the start of a week of bargaining between the faculty union and Cal State leadership to come to a deal and avoid the strike. But that ended poorly, union leadership said in a statement on Wednesday. “After 20 minutes, the CSU management bargaining team threatened systemwide layoffs, walked out of bargaining, canceled all remaining negotiations, then imposed a last, best and final offer on CFA members,” wrote Charles Toombs, faculty president and a professor at San Diego State.\u003c/p>\n\u003cp>The breakdown in negotiations was consistent with the tenor of relations between the two camps, which has been marked by frustration and a \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=Still%2C%20the%20union,now%2C%E2%80%9D%20Wehr%20said.\">lack of trust\u003c/a>.\u003c/p>\n\u003cp>Professors at Cal State earn between $91,000 and $122,000, full-time lecturers \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/employee-profile/Documents/Fall2022CSUProfiles.pdf#page=19\">make $71,000 on average (PDF)\u003c/a> and the 23 campus presidents have an average base salary of about $417,000, \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">according to 2022 data compiled by CalMatters\u003c/a>. Most lecturers are part-time and earned the equivalent of $64,000 on average in 2022.\u003c/p>\n\u003cp>Faculty groups have inveighed against the higher jumps in salaries that top Cal State campus and system officials have been awarded in recent years. A \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">CalMatters analysis last month showed that while lecturers\u003c/a> saw raises of 22% on average since 2007, presidents in that time saw base pay raises of 43% on average. The system’s new chancellor earns just shy of $800,000 in base pay and \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/cal-state-system/#:~:text=Garc%C3%ADa%20will%20earn%20%24795%2C000%20in%20base%20salary%20%E2%80%94%20higher%20than%20the%20%24625%2C000%20the%20current%20interim%20chancellor%20receives%20%E2%80%94%C2%A0%20deferred%20compensation%20of%20%2480%2C000%20yearly%2C%20a%20monthly%20auto%20allowance%20of%20%241%2C000%20and%20a%20monthly%20housing%20stipend%20of%20%248%2C000.\">about $1 million when adding housing, auto and other perks\u003c/a>.\u003c/p>\n\u003cp>But even if faculty and the system resolve the current labor dispute, a wider set of contract items \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=The%20union%20is%20also,to%20discuss%20next%20summer.\">will be up for negotiation this June\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The California State University faculty union is planning a week of strikes across the 23 campuses from \u003ca href=\"https://www.calfac.org/strike/\">Jan. 22–26\u003c/a> after the system said on Wednesday that it would provide 5% raises to members, far below what the union is seeking.\u003c/p>\n\u003cp>The California Faculty Association is asking for 12% raises this fiscal year, \u003ca href=\"https://www.cfabargaining.org/proposals\">plus other benefits\u003c/a>, like extended parental leave and higher minimum salaries for the lowest-paid workers. But the 5% is an amount \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/labor-relations-announcement-january-2024.aspx#:~:text=The%205%25%20salary%20increase%20is%20consistent%20with%20agreements%20the%20CSU%20has%20already%20reached%20with%20five%20of%20its%20labor%20unions.%C2%A0\">other employee unions in the system accepted\u003c/a> last year as Cal State fought to stave off an even larger labor walk off. From Cal State’s perspective, its latest and final offer concludes contract negotiations. For the faculty union, it reaffirms its plans to broadcast in December and strike in late January.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Management’s imposition gives us no other option but to continue to move forward with our plan for a systemwide strike,” the faculty union told its members this afternoon. Planning to join the faculty union on the picket lines \u003ca href=\"https://teamsters2010.org/2023/12/19/teamsters-call-systemwide-csu-strike-jan-22-26-with-cfa/\">is the smaller Teamsters Local 2010\u003c/a>, a labor group of 1,100 skilled maintenance workers.\u003c/p>\n\u003cp>The whiplash in messaging — raises on one hand but a vow to strike in pursuit of higher pay and benefits — is yet another flare-up in the months-long standoff between leaders of the nation’s largest public four-year university, home to more than 400,000 students and the faculty union that represents 29,000 professors, lecturers, librarians, counselors and coaches. The union had already \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/\">staged strikes at four campuses in December\u003c/a>, cutting off instruction a week before the \u003ca href=\"https://www.calstate.edu/csu-system/administration/academic-and-student-affairs/academic-programs-innovations-and-faculty-development/Documents/2023-2024-Academic-Calendar.pdf\">start of students’ final exams (PDF)\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The university’s decision on Wednesday also precedes tomorrow’s unveiling of Gov. Gavin Newsom’s spending plan for 2024–25. He’s expected to spell out the state’s deep budget hole, \u003ca href=\"https://calmatters.org/politics/2023/12/budget-deficit-california/\">which one analysis said will be a $68 billion deficit\u003c/a>.\u003c/p>\n\u003cp>“Throughout the bargaining process, the CFA never veered from its initial salary demand, which was not financially viable and would have resulted in massive cuts to campuses — including layoffs — that would have jeopardized the CSU’s educational mission,” a Cal State press release stated on Wednesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The 12% the union seeks is a response to the soaring inflation the nation has experienced since 2021 when prices rose, and the purchasing power of paychecks withered. An independent fact finder in December recommended that the two sides agree to a \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=A%20state%20labor,its%20members.\">7% raise, plus other \u003c/a>compromises. But an offer of above 5% would have reopened salary negotiations with other unions because of terms agreed to in those contracts — \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=Freedman%20on%20Friday,more%20than%205%25.\">something Cal State has wanted to avoid\u003c/a>.\u003c/p>\n\u003cp>Throughout negotiations, the system offered \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3-cfa/Communique-CFA-Factfinder-Report-A-12-1-23.pdf#page=2\">faculty 15% raises across three years (PDF)\u003c/a>, but the 10% for the last two years was contingent on the state continuing to grow Cal State’s funding by 5% annually. The union balked at \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=But%20those%20future%20hikes%20are%20contingent%20on%20the%20system%20receiving%20funding%20that%20Gov.%20Gavin%20Newsom%20has%20promised%20Cal%20State%20for%20the%20next%20three%20years%20as%20part%20of%20his%20five%2Dyear%20compact%20of%205%25%20annual%20increases.%C2%A0\">raises predicated on conditions\u003c/a>.\u003c/p>\n\u003ch2>Dispute over Cal State finances\u003c/h2>\n\u003cp>Since last May, Cal State has been signaling that its finances are rocky. The system said that at that time, its revenues \u003ca href=\"https://calmatters.org/education/higher-education/2023/05/cal-state-tuition/\">fell $1.5 billion short\u003c/a> of what it needed to educate its students adequately. That finding prompted the system’s board of trustees last September to approve five years of consecutively escalating tuition hikes — increases totaling \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/\">34% over that time\u003c/a>. Those will kick in this fall but will only affect about 40% of undergraduates. The remaining 60% of students don’t pay any tuition because they receive enough state and institutional financial aid. While those tuition hikes will bring more revenue to the system, it’s not enough to fully fund Cal State’s mission, its senior leaders have maintained.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The faculty union \u003ca href=\"https://calmatters.org/education/higher-education/2023/09/cal-state-tuition-2/#:~:text=The%20tuition%20hikes%20were%20formally%20proposed%20in%20July%20and%20were%20met%20with%20instant%20opposition%20from%20the%20system%E2%80%99s%20faculty%20union%2C%20the%20California%20Faculty%20Association%2C%20which%20represents%20about%20half%20of%20Cal%20State%E2%80%99s%20roughly%2060%2C000%20workers%2C%20as%20well%20as%20a%20student%20group%20affiliated%20with%20the%20union.\">opposed those tuition hikes\u003c/a>, arguing instead that Cal State has \u003ca href=\"https://www.calfac.org/wp-content/uploads/2023/10/Bunsis-CFA-Assembly-presentation-October-2023.pdf\">enough in reserves (PDF)\u003c/a> to afford the raises the union seeks and to spend more money on students without increasing what they’re charged. Cal State has pushed back on that analysis, noting that it needs to build its reserves so it has the equivalent of at least three months of its operating budget as cash-on-hand in case of economic emergencies. Currently, it only has about \u003ca href=\"https://calmatters.org/education/higher-education/2023/12/faculty-salaries/#:~:text=The%20faculty%20union%20argues,its%20annual%20budget.\">a month’s worth of funds\u003c/a>.\u003c/p>\n\u003cp>Monday was supposed to be the start of a week of bargaining between the faculty union and Cal State leadership to come to a deal and avoid the strike. But that ended poorly, union leadership said in a statement on Wednesday. “After 20 minutes, the CSU management bargaining team threatened systemwide layoffs, walked out of bargaining, canceled all remaining negotiations, then imposed a last, best and final offer on CFA members,” wrote Charles Toombs, faculty president and a professor at San Diego State.\u003c/p>\n\u003cp>The breakdown in negotiations was consistent with the tenor of relations between the two camps, which has been marked by frustration and a \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=Still%2C%20the%20union,now%2C%E2%80%9D%20Wehr%20said.\">lack of trust\u003c/a>.\u003c/p>\n\u003cp>Professors at Cal State earn between $91,000 and $122,000, full-time lecturers \u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/employee-profile/Documents/Fall2022CSUProfiles.pdf#page=19\">make $71,000 on average (PDF)\u003c/a> and the 23 campus presidents have an average base salary of about $417,000, \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">according to 2022 data compiled by CalMatters\u003c/a>. Most lecturers are part-time and earned the equivalent of $64,000 on average in 2022.\u003c/p>\n\u003cp>Faculty groups have inveighed against the higher jumps in salaries that top Cal State campus and system officials have been awarded in recent years. A \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/cal-state-salaries/\">CalMatters analysis last month showed that while lecturers\u003c/a> saw raises of 22% on average since 2007, presidents in that time saw base pay raises of 43% on average. The system’s new chancellor earns just shy of $800,000 in base pay and \u003ca href=\"https://calmatters.org/education/higher-education/2023/07/cal-state-system/#:~:text=Garc%C3%ADa%20will%20earn%20%24795%2C000%20in%20base%20salary%20%E2%80%94%20higher%20than%20the%20%24625%2C000%20the%20current%20interim%20chancellor%20receives%20%E2%80%94%C2%A0%20deferred%20compensation%20of%20%2480%2C000%20yearly%2C%20a%20monthly%20auto%20allowance%20of%20%241%2C000%20and%20a%20monthly%20housing%20stipend%20of%20%248%2C000.\">about $1 million when adding housing, auto and other perks\u003c/a>.\u003c/p>\n\u003cp>But even if faculty and the system resolve the current labor dispute, a wider set of contract items \u003ca href=\"https://calmatters.org/education/higher-education/2023/11/faculty-strike/#:~:text=The%20union%20is%20also,to%20discuss%20next%20summer.\">will be up for negotiation this June\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Este artículo está disponible en Español. \u003ca href=\"https://edsource.org/es/2024/lo-que-deben-saber-los-padres-de-los-aprendices-de-ingles-guia-rapida/702855\">Léelo en español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they consider in reclassifying them as proficient in English, and why reclassification matters.\u003c/p>\n\u003ch2>Why was my child classified as an English learner?\u003c/h2>\n\u003cp>When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language they learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most often when speaking with them.\u003c/p>\n\u003cp>If a language other than English is spoken in the home, the school must assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California. The test measures students’ abilities in reading, writing, speaking and understanding spoken English.[aside tag= \"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen to, read and write English fluently at an age-appropriate level, the school classifies them as an English learner.\u003c/p>\n\u003cp>Students classified as English learners must retake the ELPAC each spring until the school determines they have reached English proficiency.\u003c/p>\n\u003cp>You can read more about the ELPAC and take a practice test here: \u003ca href=\"https://www.elpac.org/resources/practicetests/#practice-training-tests\">https://www.elpac.org/resources/practicetests/#practice-training-tests\u003c/a>.\u003c/p>\n\u003cp>Students with significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.\u003c/p>\n\u003ch2>What kind of instruction must the school provide to English learners?\u003c/h2>\n\u003cp>Schools are required to provide English learners instruction to help them learn English, called English language development.\u003c/p>\n\u003cp>English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide based on the students’ needs.\u003c/p>\n\u003cp>You can watch some \u003ca href=\"https://www.cde.ca.gov/sp/el/er/eldstandards.asp#video\">videos here\u003c/a> of English language development for different grades prepared by the California Department of Education.\u003c/p>\n\u003cp>https://youtu.be/UThKEg5Tdos?list=PLgIRGe0-q7SbwGbnaL0Phdox9gx6iq_Sd\u003c/p>\n\u003ch2>How will the school decide when my child is proficient in English?\u003c/h2>\n\u003cp>Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.\u003c/p>\n\u003cp>In addition, the district or charter school must consider both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects, such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about measuring these last three criteria.\u003c/p>\n\u003ch2>How long should it take for my child to learn English fluently?\u003c/h2>\n\u003cp>\u003ca href=\"https://eric.ed.gov/?id=ED443275\">Research shows\u003c/a> it normally takes students between four and seven years to learn academic English proficiently.\u003c/p>\n\u003ch2>What if it takes longer for my child to learn English?\u003c/h2>\n\u003cp>If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school because while they often know how to speak English, they have not yet mastered writing and reading academic English.\u003c/p>\n\u003cp>As long as a student remains classified as an English learner, the school must provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.\u003c/p>\n\u003ch2>What will happen when my child is reclassified?\u003c/h2>\n\u003cp>When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.\u003c/p>\n\u003ch2>My child is enrolled in a dual-language immersion program. How will that affect their English language development?\u003c/h2>\n\u003cp>\u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">Research\u003c/a> has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes, these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs.\u003c/p>\n\u003cp>In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.\u003c/p>\n\u003ch2>What can I do as a parent to make sure my child is learning English?\u003c/h2>\n\u003cp>Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).\u003c/p>\n\u003cp>Talk to your child’s teacher about how they are doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.\u003c/p>\n\u003cp>Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes, students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.\u003c/p>\n\u003cp>Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English and will help make them fully bilingual.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-parents-of-english-learners-need-to-know-quick-guide/702850\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "Understanding English Learner Classification & Support | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Este artículo está disponible en Español. \u003ca href=\"https://edsource.org/es/2024/lo-que-deben-saber-los-padres-de-los-aprendices-de-ingles-guia-rapida/702855\">Léelo en español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When your child is an English learner, it can be confusing and difficult to understand whether they are progressing normally toward proficiency in the language and what they need to do to be reclassified as fluent and English proficient. Here’s a quick guide to how schools classify students as English learners, what they have to provide for students to help them learn English, what criteria they consider in reclassifying them as proficient in English, and why reclassification matters.\u003c/p>\n\u003ch2>Why was my child classified as an English learner?\u003c/h2>\n\u003cp>When children are first enrolled in school, their parents or guardians are asked to fill out a survey about which language they learned when they first began to talk, which language they most frequently speak at home and which language parents and guardians use most often when speaking with them.\u003c/p>\n\u003cp>If a language other than English is spoken in the home, the school must assess the student’s level of English within 30 days after enrollment by giving them a test called the English Language Proficiency Assessment of California. The test measures students’ abilities in reading, writing, speaking and understanding spoken English.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If the test results show the child speaks, listens, writes and reads English fluently, at an age-appropriate level, the school classifies them as “initial fluent English proficient.” If the test results show that they do not speak, listen to, read and write English fluently at an age-appropriate level, the school classifies them as an English learner.\u003c/p>\n\u003cp>Students classified as English learners must retake the ELPAC each spring until the school determines they have reached English proficiency.\u003c/p>\n\u003cp>You can read more about the ELPAC and take a practice test here: \u003ca href=\"https://www.elpac.org/resources/practicetests/#practice-training-tests\">https://www.elpac.org/resources/practicetests/#practice-training-tests\u003c/a>.\u003c/p>\n\u003cp>Students with significant cognitive disabilities are given a different test, the Alternate English Language Proficiency Assessment of California.\u003c/p>\n\u003ch2>What kind of instruction must the school provide to English learners?\u003c/h2>\n\u003cp>Schools are required to provide English learners instruction to help them learn English, called English language development.\u003c/p>\n\u003cp>English language development must be provided both while teaching other subjects in the classroom (this is called integrated ELD) and during a specific time during the school day focused just on learning English (this is called designated ELD). The state does not mandate a specific number of minutes, instead expecting schools to decide based on the students’ needs.\u003c/p>\n\u003cp>You can watch some \u003ca href=\"https://www.cde.ca.gov/sp/el/er/eldstandards.asp#video\">videos here\u003c/a> of English language development for different grades prepared by the California Department of Education.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/UThKEg5Tdos'\n title='//www.youtube.com/embed/UThKEg5Tdos'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>How will the school decide when my child is proficient in English?\u003c/h2>\n\u003cp>Schools must use four reclassification criteria to decide whether a student is proficient in English. Students must achieve an overall score of 4 on the ELPAC or, if they have significant cognitive disabilities, 3 on the Alternate ELPAC.\u003c/p>\n\u003cp>In addition, the district or charter school must consider both the teacher’s evaluation and parents’ opinion and look at how the student is doing in academic subjects, such as math and English language arts, compared to English-speaking peers. Each district or charter school makes its own rules about measuring these last three criteria.\u003c/p>\n\u003ch2>How long should it take for my child to learn English fluently?\u003c/h2>\n\u003cp>\u003ca href=\"https://eric.ed.gov/?id=ED443275\">Research shows\u003c/a> it normally takes students between four and seven years to learn academic English proficiently.\u003c/p>\n\u003ch2>What if it takes longer for my child to learn English?\u003c/h2>\n\u003cp>If it takes longer than six years for a student to be reclassified, they will be classified as a long-term English learner. Long-term English learners often struggle in school because while they often know how to speak English, they have not yet mastered writing and reading academic English.\u003c/p>\n\u003cp>As long as a student remains classified as an English learner, the school must provide them with English language development classes. If they are in middle or high school, they may not have time in their schedule to enroll in elective classes like art and music or Advanced Placement courses.\u003c/p>\n\u003ch2>What will happen when my child is reclassified?\u003c/h2>\n\u003cp>When a student is reclassified as “fluent English proficient,” they are no longer considered an English learner and will no longer be required to take English language development classes. The child’s school must still monitor their academic progress for the next four years.\u003c/p>\n\u003ch2>My child is enrolled in a dual-language immersion program. How will that affect their English language development?\u003c/h2>\n\u003cp>\u003ca href=\"https://cepa.stanford.edu/content/reclassification-patterns-among-latino-english-learner-students-bilingual-dual-immersion-and-english-immersion-classrooms\">Research\u003c/a> has shown that dual-language immersion programs can be very effective at helping students learn English. Sometimes, these programs take longer to teach students English, but by the end of elementary school, more students in these programs have achieved fluency than in English-only programs.\u003c/p>\n\u003cp>In addition, dual-language immersion programs help students keep their home language and learn to read and write academically in their home language, making them bilingual.\u003c/p>\n\u003ch2>What can I do as a parent to make sure my child is learning English?\u003c/h2>\n\u003cp>Look for your child’s ELPAC scores, which should be sent by mail to your home or can be found on an online district portal. Pay attention to all four parts (listening, speaking, reading and writing).\u003c/p>\n\u003cp>Talk to your child’s teacher about how they are doing with listening, speaking, writing and reading in English, which skills they should work on, and what kind of English language development they are receiving at school.\u003c/p>\n\u003cp>Ask when the ELPAC will be given, and remind your child of the importance of trying their best on this test. Sometimes, students get tired of taking the test, especially when they are older, and they don’t understand the importance of doing well on it so they can be reclassified as fluent in English.\u003c/p>\n\u003cp>Keep reading, speaking and singing with your child in your home language. This will help them with skills they can transfer to English and will help make them fully bilingual.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/what-parents-of-english-learners-need-to-know-quick-guide/702850\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "at-this-california-community-college-full-time-faculty-diversity-is-failing",
"title": "Why This California Community College Only Has 1 Full-Time Black Professor",
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"content": "\u003cp>At Cabrillo College near Santa Cruz, Nikia Chaney stands out. You can spot her bright pink hair from a distance. She’s also the only Black professor out of the community college’s 165 tenured or tenure-track faculty.\u003c/p>\n\u003cp>“When I first got hired in 2019, I didn’t look up the demographics of the school or anything like that. I was just really happy I had a full-time job,” she said. But after arriving on campus, she started to feel isolated. “You don’t have faculty members who look like you,” she said. [pullquote size=\"medium\" align=\"right\" citation=\"Nikia Chaney, professor, Cabrillo College\"]‘You don’t have faculty members who look like you.’[/pullquote]The California Community Colleges Chancellor’s Office, the agency representing all 116 of the state’s community colleges, wants “to have the makeup of our faculty and staff mirror the student population we serve,” spokesperson Melissa Villarin said. For years, the office has tried to increase diversity as state legislators pumped money into attempted solutions.\u003c/p>\n\u003cp>Faculty diversity has increased slightly over the past 15 years, but \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2021-equal-employment-opportunity-report-a11y.pdf?la=en&hash=A749704DB539925B90348A325C5F207819A0A912\">a report the chancellor’s office issued in November\u003c/a> acknowledged that “progress remains slow.”\u003c/p>\n\u003cp>Villarin said that there is no single explanation why but that the problem often lies in recruitment, hiring and retention. For example, the application website for community college jobs is “outdated,” and panels that select candidates often need to be more diverse and better trained, she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a separate \u003ca href=\"https://bsa.ca.gov/pdfs/reports/2022-113.pdf\">state audit\u003c/a> released in February 2023, some college districts said it’s hard to find qualified professors when few people in their communities have the necessary graduate degrees. In other cases, the report said, faculty find “higher-paying positions elsewhere.”\u003c/p>\n\u003cp>“This is a nationwide problem. When everybody is focused on trying to diversify your faculty, it’s going to be your Harvards and Yales who are going to pay you the most,” said Olivia Cheche, a program associate in higher education at the nonprofit think tank New America.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"See your college's demographics for tenured and tenure-track faculty\" aria-label=\"Table\" id=\"datawrapper-chart-Qy0qF\" src=\"https://datawrapper.dwcdn.net/Qy0qF/7/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"535\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>Table: Erica Yee, CalMatters Source: \u003ca href=\"https://datamart.cccco.edu/Faculty-Staff/Default.aspx\">California Community Colleges Chancellor’s Office\u003c/a>. Get the data: Created with \u003ca href=\"https://www.datawrapper.de/_/Qy0qF/\">Datawrapper\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The largest discrepancy across California’s community colleges is for Latino faculty. Latino students represent nearly half of community college students, but less than 20% of tenured or tenure-track faculty are Latino. The same disparity holds for Latino administrators.\u003c/p>\n\u003cp>To help, state lawmakers and the chancellor’s office have introduced new hiring initiatives and poured an estimated $90 million into reforms in the last 20 years. Half of that money has come in the last three years. But the audit said college districts still have a ways to go.\u003c/p>\n\u003ch2>‘Hostile and unwelcoming’ for Black students\u003c/h2>\n\u003cp>At her first English department meeting, a coworker handed Chaney \u003ca href=\"https://drive.google.com/file/d/1Y5EwESDU6GYgX9-B5YDtSrpVt4Z7IC8W/view\">a 2018 report\u003c/a> about diversity at the college. “African American students experience Cabrillo College as a hostile and unwelcoming environment,” the report said, citing interactions with other students, faculty and administrators. These students also noted a lack of representation across the school.\u003c/p>\n\u003cp>“It made my heart sink,” Chaney said. [pullquote size=\"medium\" align=\"right\" citation=\"Olivia Cheche, program associate, New America\"]‘It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education.’[/pullquote]Numerous studies show that a more diverse faculty benefits students and can even help to close achievement gaps between white students and students of color. Using years of data from DeAnza College, a community college in Cupertino, \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/12/A-Community-College-Instructor-Like-Me-Race-and-Ethnicity-Interactions-in-the-Classroom.pdf\">one study\u003c/a> found that students who are Black, Latino, and Native American/Pacific Islander get better grades, are more likely to pass a course and are less likely to drop classes when they had a professor who looked like them.\u003c/p>\n\u003cp>“It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education,” Cheche said.\u003c/p>\n\u003cp>Statewide, the report from the chancellor’s office shows that the percentage of tenured or tenure-track community college professors identifying as Black is about the same as that of Black students: between 5% and 6% in 2022, the most recent data available. The percentage of community college administrators who identify as Black is even higher.\u003c/p>\n\u003cp>But representation is uneven. At Lassen Community College in Susanville, there are no full-time Black faculty members, even though more than 1 in 10 students are Black. In San Luis Obispo and at other rural colleges across the state, similar disparities persist.\u003c/p>\n\u003cp>Last year, just over 1% of Cabrillo College students identified as Black, according to data from the chancellor’s office. Chaney is committed to helping those students.\u003c/p>\n\u003cp>“I know myself as an educator. I’m not going to be able to be in a place and not do anything. It’s what keeps me here, but I also really love it,” she said as she set up a classroom for an end-of-year celebration for students in Umoja, a state-funded academic program to support Black students, though anyone can participate. Umoja has existed on other campuses for years, but Chaney helped launch the first iteration at Cabrillo College last fall.\u003c/p>\n\u003cfigure id=\"attachment_11971637\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971637 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg\" alt=\"A teacher happily dancing in a classroom of community college students.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Professor Nikia Chaney leads students and others in dance during an Umoja community event at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing underneath a poster for Black History Month, she turned on the music to the sounds of a drum circle. “Do I have some volunteers who are going to get up and dance with me?” she said as people slowly trickled in. About 15 students and staff, most of whom were not Black, attended the event.\u003c/p>\n\u003cp>Kyla Kientzel, who is biracial and an Umoja student, said she appreciates the efforts that Chaney is making for students like her. “It kind of makes me more comfortable when there’s people that look like me around. I’ve never had a Black teacher before,” she said. One time in Chaney’s English class, Kientzel wrote about her first name, which was given to her by her father, who is Black. “I get to write about my experiences, and she understands,” Kientzel said.\u003c/p>\n\u003ch2>Catching a flight to work\u003c/h2>\n\u003cp>Cabrillo College has two campuses, one in the wealthy seaside community of Aptos and another just 20 minutes away in the inland farming town of Watsonville. About 80% of residents in Watsonville identify as Latino, and Latino students there said it had a “welcoming” and “very communal” climate in the campus’ 2018 diversity report. In Aptos, which is 75% white, that welcoming spirit fades, the report said.\u003c/p>\n\u003cp>Across both campuses, about 18% of faculty identify as Latino, compared to roughly 46% of Cabrillo students. [pullquote size=\"medium\" align=\"right\" citation=\"Adam Spickler, trustee, Cabrillo College\"]‘My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address.’[/pullquote]The district is well aware of the lack of diversity, particularly when it comes to Black faculty.\u003c/p>\n\u003cp>“My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address,” said Adam Spickler, a trustee of the community college district’s board. “I feel like we’ve done fairly well increasing diversity in other ways. But we need to turn that attention to African American faculty — no doubt.”\u003c/p>\n\u003cp>As an example of improvements, Spickler pointed to increased diversity among the college’s administration. Out of the 23 administrators this year, three are Black, and four are Latino.\u003c/p>\n\u003cp>Spickler said the overall lack of diversity isn’t surprising given the demographics of Santa Cruz County. While the region has large and growing Latino and Asian communities, about 1.5% is Black, according to the most recent census data.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"How the demographics of California's community college students compare to its faculty\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-cde3Q\" src=\"https://datawrapper.dwcdn.net/cde3Q/3/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"581\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Growing up in the area and now as a student, Kientzel doesn’t always feel safe. “When I’m by myself, I get treated fine, but when I’m with my brothers, we get followed in stores. We always make sure we have our hands out of our pockets so they don’t think we’re trying to steal anything,” she said.\u003c/p>\n\u003cp>Mikias Abesha is the president of the Umoja club and a third-semester student at Cabrillo College. But as an international student from Ethiopia, he finds the lack of diversity isn’t the only challenge. [pullquote size=\"medium\" align=\"right\" citation=\"Mikias Abesha, an international student from Ethiopia, Cabrillo College\"]‘Everything is different. In my first semester, I did not understand any of my teachers.’[/pullquote]“Everything is different,” he said. “In my first semester, I did not understand any of my teachers.”\u003c/p>\n\u003cp>His first language is Amharic. He said Umoja was a respite for him, where he met advisors who made him feel at home. Now, his goal is to transfer to UCLA. “Los Angeles will be much more diverse,” he said.\u003c/p>\n\u003cp>For Chaney, the experience was untenable. She said her daughter was one of only a few Black students in her elementary school and was often bullied by other students. After living in Santa Cruz County on and off for two years, she decided to move back near friends and family near San Bernardino, where the Black community is also much larger.\u003c/p>\n\u003cp>“I need to be in a town where people look like me,” she said. Now, she flies in once a week for classes and campus programs.\u003c/p>\n\u003ch2>Millions spent to diversify faculty\u003c/h2>\n\u003cp>Legally, public colleges can’t consider the race or ethnicity of a job candidate because of a constitutional amendment California voters passed in 1996 that banned affirmative action. Voters reaffirmed the ban in 2020. But the chancellor’s office and state auditors agree that colleges can use other means to achieve the same goal — such as providing diversity training to all staff members involved in hiring, so they can better recognize and correct for their own biases.\u003c/p>\n\u003cfigure id=\"attachment_11971638\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971638 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg\" alt=\"An aerial shoot of a community college campus.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A general view at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2021, the chancellor’s office required college districts to develop a plan for promoting diversity in hiring. Villarin said 68 out of 73 districts have submitted a plan to the chancellor’s office as of Oct. 1, the final deadline.\u003c/p>\n\u003cp>She said the remaining districts include Los Angeles and Glendale, as well as the districts that represent colleges in Eureka, Stockton, Cupertino and Los Altos. They will submit their plans in “the coming days,” she said. [aside label='More Stories on Community College' tag='community-college']Colleges are also required to analyze the demographics of their job applicants, but the state audit found only one out of the four community college districts surveyed had done so. Fermin Villegas, a deputy counsel for the chancellor’s office, said his team would be providing “more oversight and monitoring” in the future.\u003c/p>\n\u003cp>Of the millions of dollars the Legislature earmarks each year for efforts to diversify hiring, most are sent to the state’s 73 community college districts, which then distribute it to the 116 community colleges. Last year, most districts received about $139,000, Villarin said. Reports show the districts used the money to mentor and train potential and current faculty, among other efforts.\u003c/p>\n\u003cp>Following recommendations from the chancellor’s office, Cabrillo College is trying a “cluster” model: \u003ca href=\"https://www.cabrillo.edu/human-resources/applicant-resources/\">hiring for eight new \u003c/a>positions simultaneously focused on the candidates’ qualifications in their academic fields and their commitment to serving marginalized students.\u003c/p>\n\u003cp>One advantage of cluster hiring is that it can help avoid scenarios in which one faculty member becomes the token person of color, according to \u003ca href=\"https://www.asccc.org/content/cluster-hiring-faculty-diversification\">a memo\u003c/a> from the Academic Senate for California Community Colleges.\u003c/p>\n\u003cp>Chaney said she’s not the only advocate for Black students on campus and pointed to the work of a few Black and Latino administrators and staff who support students in other ways. Many arrived at the college within the last year or two and lived in the county.\u003c/p>\n\u003cp>Chaney said it’s valuable to have mentors who live in the community, but it’s also important to have faculty who know Black culture, even if, like in her case, those two aren’t the same.\u003c/p>\n\u003cp>After the Umoja event ended, Chaney didn’t have time to clean up, so her colleagues carried the leftover food and supplies to their cars. “I’ve got to run,” she said, hugging each person as she said her goodbye. She drove to San José to catch a flight home that afternoon.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "‘Progress remains slow,’ according to a recent report on faculty diversity at California’s community colleges. For Nikia Chaney, the sole full-time Black professor at Cabrillo College near Santa Cruz — the experience is personal.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At Cabrillo College near Santa Cruz, Nikia Chaney stands out. You can spot her bright pink hair from a distance. She’s also the only Black professor out of the community college’s 165 tenured or tenure-track faculty.\u003c/p>\n\u003cp>“When I first got hired in 2019, I didn’t look up the demographics of the school or anything like that. I was just really happy I had a full-time job,” she said. But after arriving on campus, she started to feel isolated. “You don’t have faculty members who look like you,” she said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The California Community Colleges Chancellor’s Office, the agency representing all 116 of the state’s community colleges, wants “to have the makeup of our faculty and staff mirror the student population we serve,” spokesperson Melissa Villarin said. For years, the office has tried to increase diversity as state legislators pumped money into attempted solutions.\u003c/p>\n\u003cp>Faculty diversity has increased slightly over the past 15 years, but \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/report/2021-equal-employment-opportunity-report-a11y.pdf?la=en&hash=A749704DB539925B90348A325C5F207819A0A912\">a report the chancellor’s office issued in November\u003c/a> acknowledged that “progress remains slow.”\u003c/p>\n\u003cp>Villarin said that there is no single explanation why but that the problem often lies in recruitment, hiring and retention. For example, the application website for community college jobs is “outdated,” and panels that select candidates often need to be more diverse and better trained, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a separate \u003ca href=\"https://bsa.ca.gov/pdfs/reports/2022-113.pdf\">state audit\u003c/a> released in February 2023, some college districts said it’s hard to find qualified professors when few people in their communities have the necessary graduate degrees. In other cases, the report said, faculty find “higher-paying positions elsewhere.”\u003c/p>\n\u003cp>“This is a nationwide problem. When everybody is focused on trying to diversify your faculty, it’s going to be your Harvards and Yales who are going to pay you the most,” said Olivia Cheche, a program associate in higher education at the nonprofit think tank New America.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"See your college's demographics for tenured and tenure-track faculty\" aria-label=\"Table\" id=\"datawrapper-chart-Qy0qF\" src=\"https://datawrapper.dwcdn.net/Qy0qF/7/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"535\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>Table: Erica Yee, CalMatters Source: \u003ca href=\"https://datamart.cccco.edu/Faculty-Staff/Default.aspx\">California Community Colleges Chancellor’s Office\u003c/a>. Get the data: Created with \u003ca href=\"https://www.datawrapper.de/_/Qy0qF/\">Datawrapper\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The largest discrepancy across California’s community colleges is for Latino faculty. Latino students represent nearly half of community college students, but less than 20% of tenured or tenure-track faculty are Latino. The same disparity holds for Latino administrators.\u003c/p>\n\u003cp>To help, state lawmakers and the chancellor’s office have introduced new hiring initiatives and poured an estimated $90 million into reforms in the last 20 years. Half of that money has come in the last three years. But the audit said college districts still have a ways to go.\u003c/p>\n\u003ch2>‘Hostile and unwelcoming’ for Black students\u003c/h2>\n\u003cp>At her first English department meeting, a coworker handed Chaney \u003ca href=\"https://drive.google.com/file/d/1Y5EwESDU6GYgX9-B5YDtSrpVt4Z7IC8W/view\">a 2018 report\u003c/a> about diversity at the college. “African American students experience Cabrillo College as a hostile and unwelcoming environment,” the report said, citing interactions with other students, faculty and administrators. These students also noted a lack of representation across the school.\u003c/p>\n\u003cp>“It made my heart sink,” Chaney said. \u003c/p>\u003c/div>",
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"content": "‘It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Numerous studies show that a more diverse faculty benefits students and can even help to close achievement gaps between white students and students of color. Using years of data from DeAnza College, a community college in Cupertino, \u003ca href=\"https://calmatters.org/wp-content/uploads/2023/12/A-Community-College-Instructor-Like-Me-Race-and-Ethnicity-Interactions-in-the-Classroom.pdf\">one study\u003c/a> found that students who are Black, Latino, and Native American/Pacific Islander get better grades, are more likely to pass a course and are less likely to drop classes when they had a professor who looked like them.\u003c/p>\n\u003cp>“It’s that idea of having a role model that looks like you. That might be the encouragement a student needs to pursue a higher education,” Cheche said.\u003c/p>\n\u003cp>Statewide, the report from the chancellor’s office shows that the percentage of tenured or tenure-track community college professors identifying as Black is about the same as that of Black students: between 5% and 6% in 2022, the most recent data available. The percentage of community college administrators who identify as Black is even higher.\u003c/p>\n\u003cp>But representation is uneven. At Lassen Community College in Susanville, there are no full-time Black faculty members, even though more than 1 in 10 students are Black. In San Luis Obispo and at other rural colleges across the state, similar disparities persist.\u003c/p>\n\u003cp>Last year, just over 1% of Cabrillo College students identified as Black, according to data from the chancellor’s office. Chaney is committed to helping those students.\u003c/p>\n\u003cp>“I know myself as an educator. I’m not going to be able to be in a place and not do anything. It’s what keeps me here, but I also really love it,” she said as she set up a classroom for an end-of-year celebration for students in Umoja, a state-funded academic program to support Black students, though anyone can participate. Umoja has existed on other campuses for years, but Chaney helped launch the first iteration at Cabrillo College last fall.\u003c/p>\n\u003cfigure id=\"attachment_11971637\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971637 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg\" alt=\"A teacher happily dancing in a classroom of community college students.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation02-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Professor Nikia Chaney leads students and others in dance during an Umoja community event at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing underneath a poster for Black History Month, she turned on the music to the sounds of a drum circle. “Do I have some volunteers who are going to get up and dance with me?” she said as people slowly trickled in. About 15 students and staff, most of whom were not Black, attended the event.\u003c/p>\n\u003cp>Kyla Kientzel, who is biracial and an Umoja student, said she appreciates the efforts that Chaney is making for students like her. “It kind of makes me more comfortable when there’s people that look like me around. I’ve never had a Black teacher before,” she said. One time in Chaney’s English class, Kientzel wrote about her first name, which was given to her by her father, who is Black. “I get to write about my experiences, and she understands,” Kientzel said.\u003c/p>\n\u003ch2>Catching a flight to work\u003c/h2>\n\u003cp>Cabrillo College has two campuses, one in the wealthy seaside community of Aptos and another just 20 minutes away in the inland farming town of Watsonville. About 80% of residents in Watsonville identify as Latino, and Latino students there said it had a “welcoming” and “very communal” climate in the campus’ 2018 diversity report. In Aptos, which is 75% white, that welcoming spirit fades, the report said.\u003c/p>\n\u003cp>Across both campuses, about 18% of faculty identify as Latino, compared to roughly 46% of Cabrillo students. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district is well aware of the lack of diversity, particularly when it comes to Black faculty.\u003c/p>\n\u003cp>“My heart really is there for Nikia [Chaney]. It’s not right, and it’s something we need to address,” said Adam Spickler, a trustee of the community college district’s board. “I feel like we’ve done fairly well increasing diversity in other ways. But we need to turn that attention to African American faculty — no doubt.”\u003c/p>\n\u003cp>As an example of improvements, Spickler pointed to increased diversity among the college’s administration. Out of the 23 administrators this year, three are Black, and four are Latino.\u003c/p>\n\u003cp>Spickler said the overall lack of diversity isn’t surprising given the demographics of Santa Cruz County. While the region has large and growing Latino and Asian communities, about 1.5% is Black, according to the most recent census data.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"How the demographics of California's community college students compare to its faculty\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-cde3Q\" src=\"https://datawrapper.dwcdn.net/cde3Q/3/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"581\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Growing up in the area and now as a student, Kientzel doesn’t always feel safe. “When I’m by myself, I get treated fine, but when I’m with my brothers, we get followed in stores. We always make sure we have our hands out of our pockets so they don’t think we’re trying to steal anything,” she said.\u003c/p>\n\u003cp>Mikias Abesha is the president of the Umoja club and a third-semester student at Cabrillo College. But as an international student from Ethiopia, he finds the lack of diversity isn’t the only challenge. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Everything is different,” he said. “In my first semester, I did not understand any of my teachers.”\u003c/p>\n\u003cp>His first language is Amharic. He said Umoja was a respite for him, where he met advisors who made him feel at home. Now, his goal is to transfer to UCLA. “Los Angeles will be much more diverse,” he said.\u003c/p>\n\u003cp>For Chaney, the experience was untenable. She said her daughter was one of only a few Black students in her elementary school and was often bullied by other students. After living in Santa Cruz County on and off for two years, she decided to move back near friends and family near San Bernardino, where the Black community is also much larger.\u003c/p>\n\u003cp>“I need to be in a town where people look like me,” she said. Now, she flies in once a week for classes and campus programs.\u003c/p>\n\u003ch2>Millions spent to diversify faculty\u003c/h2>\n\u003cp>Legally, public colleges can’t consider the race or ethnicity of a job candidate because of a constitutional amendment California voters passed in 1996 that banned affirmative action. Voters reaffirmed the ban in 2020. But the chancellor’s office and state auditors agree that colleges can use other means to achieve the same goal — such as providing diversity training to all staff members involved in hiring, so they can better recognize and correct for their own biases.\u003c/p>\n\u003cfigure id=\"attachment_11971638\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971638 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg\" alt=\"An aerial shoot of a community college campus.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMEducation03-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A general view at Cabrillo College in Aptos on Dec. 7, 2023. \u003ccite>(Loren Elliott/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In 2021, the chancellor’s office required college districts to develop a plan for promoting diversity in hiring. Villarin said 68 out of 73 districts have submitted a plan to the chancellor’s office as of Oct. 1, the final deadline.\u003c/p>\n\u003cp>She said the remaining districts include Los Angeles and Glendale, as well as the districts that represent colleges in Eureka, Stockton, Cupertino and Los Altos. They will submit their plans in “the coming days,” she said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Colleges are also required to analyze the demographics of their job applicants, but the state audit found only one out of the four community college districts surveyed had done so. Fermin Villegas, a deputy counsel for the chancellor’s office, said his team would be providing “more oversight and monitoring” in the future.\u003c/p>\n\u003cp>Of the millions of dollars the Legislature earmarks each year for efforts to diversify hiring, most are sent to the state’s 73 community college districts, which then distribute it to the 116 community colleges. Last year, most districts received about $139,000, Villarin said. Reports show the districts used the money to mentor and train potential and current faculty, among other efforts.\u003c/p>\n\u003cp>Following recommendations from the chancellor’s office, Cabrillo College is trying a “cluster” model: \u003ca href=\"https://www.cabrillo.edu/human-resources/applicant-resources/\">hiring for eight new \u003c/a>positions simultaneously focused on the candidates’ qualifications in their academic fields and their commitment to serving marginalized students.\u003c/p>\n\u003cp>One advantage of cluster hiring is that it can help avoid scenarios in which one faculty member becomes the token person of color, according to \u003ca href=\"https://www.asccc.org/content/cluster-hiring-faculty-diversification\">a memo\u003c/a> from the Academic Senate for California Community Colleges.\u003c/p>\n\u003cp>Chaney said she’s not the only advocate for Black students on campus and pointed to the work of a few Black and Latino administrators and staff who support students in other ways. Many arrived at the college within the last year or two and lived in the county.\u003c/p>\n\u003cp>Chaney said it’s valuable to have mentors who live in the community, but it’s also important to have faculty who know Black culture, even if, like in her case, those two aren’t the same.\u003c/p>\n\u003cp>After the Umoja event ended, Chaney didn’t have time to clean up, so her colleagues carried the leftover food and supplies to their cars. “I’ve got to run,” she said, hugging each person as she said her goodbye. She drove to San José to catch a flight home that afternoon.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>For most K-12 student groups in California, test scores have been maddeningly flat since the pandemic. But for Black students, stagnant scores have been particularly frustrating: Black students’ math and English language arts scores inched downward for most grade levels last year, notching some of the lowest scores among any student group. [pullquote size=\"medium\" align=\"right\" citation=\"Jessica Goode, principal, Emery High School\"]‘I saw those scores, and I was elated. All the work we’ve done has paid off.’[/pullquote]At least one district, however, has reversed that trend. Emery Unified, a small district tucked between Berkeley and Oakland in the East Bay Area, saw its Black students — who make up 45% of the student population, one of the highest rates in the state — show dramatic gains from 2022.\u003c/p>\n\u003cp>Math scores nearly doubled over last year, and English language arts scores far surpassed pre-pandemic results. Chronic absenteeism dropped 8.4 percentage points, far more than the state average.\u003c/p>\n\u003cp>“I saw those scores, and I was elated,” said Jessica Goode, principal of Emery High School. “All the work we’ve done has paid off. It’s been a challenge — there’s no road map because almost no one’s ever done this successfully.”\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/16242946/embed?auto=1\" width=\"800\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Emery Unified’s scores are still far below average, but they’re trending upward when statewide scores are unchanged or slipping backward. The number of Black students meeting or exceeding the state English language arts standards jumped more than 12 percentage points last year, from 24% to 37%, and the math scores climbed from 9% to 15%. Statewide, Emery’s Black students outperformed their peers by a wide margin in English and crept close to the state average for Black students in math.\u003c/p>\n\u003cp>Even though the scores are relatively low, the turnaround is worth celebrating, said Tyrone Howard, an education professor at UCLA.\u003c/p>\n\u003cp>“I see these pockets of hope, these glimmers of possibility, and think, how can we replicate this?” Howard said. “Emery Unified is on my radar, and it’s important to find out what’s happening there.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Black students have long trailed other groups academically, Howard said, because they tend to attend schools with less experienced teachers and are more likely to be homeless, in foster care or living in poverty — all factors that can hinder a student’s ability to focus in class.\u003c/p>\n\u003cp>Howard said racism plays a role, as well.\u003c/p>\n\u003cp>“Low expectations and a lack of resources for Black students plays just as much a factor as anything else,” Howard said. [aside label='More Stories on Education’ Rights' tag='education']For years, some advocates said California’s method of funding schools left many Black students \u003ca href=\"https://calmatters.org/education/k-12-education/2023/01/school-funding-equity/\">without the additional resources they need\u003c/a>. Through the Local Control Funding Formula, the state gives extra money to districts based on student poverty levels and other criteria, not specifically on students’ race or ethnicity or the needs at individual schools.\u003c/p>\n\u003cp>To address this, Gov. Gavin Newsom added a provision to the formula known as the equity multiplier last year, which distributes more money to districts based on student turnover and high rates of low-income students at specific school sites. According to Catalyst California, an education advocacy group, the change doubles the percentage of Black students receiving extra funding.\u003c/p>\n\u003cp>Black teachers also play a big role in Black students’ success, research has shown. Emery Unified has long prioritized hiring Black teachers, far outpacing the state average. More than 30% of Emery Unified’s teachers are Black, compared to just 3.9% statewide.\u003c/p>\n\u003cp>According to a 2018 National Bureau of Economic Research study, Black students who had at least one Black teacher in the early grades were 13% \u003ca href=\"https://www.nber.org/papers/w25254\">more likely to graduate and 19% more likely to go to college\u003c/a> than their Black classmates who didn’t have a Black teacher. Black teachers also tend to have \u003ca href=\"https://www.nyu.edu/about/news-publications/news/2017/may/teacher-racial-bias-matters-more-for-students-of-color-.html\">higher expectations\u003c/a> for their Black students and are less likely to view them as \u003ca href=\"https://www.documentcloud.org/documents/24244852-13485_paper_sdzyzefs\">disruptive or inattentive\u003c/a>, studies show.\u003c/p>\n\u003ch2>How Emery Unified boosted test scores\u003c/h2>\n\u003cp>Efforts to turn things around at Emery High began long before the pandemic. Goode and her staff started meeting regularly to look closely at student performance data and curriculum, giving extra attention to struggling students.\u003c/p>\n\u003cp>The school also shifted to a “grading for equity” system, which focuses more on assessing students’ knowledge at the end of the grading period rather than their classroom behavior or whether they turned homework in on time. The new system helped motivate students and gave teachers a better idea of how students were progressing, Goode said.\u003c/p>\n\u003cp>Another tactic that’s helped is paying teachers extra money to stay after school and tutor students. The school also started taking students on college tours around California, bolstering its skilled trades program and expanding its mental health resources.\u003c/p>\n\u003cp>“I hated school so much when I was a teenager,” Goode said. “That’s always been my goal here: I don’t want these students to hate school. I want them to have options, both in school and after they graduate.”\u003c/p>\n\u003cp>Jesus Herrera, a math teacher at Emery High, credited the surge in math scores to his close collaboration with the school’s other math teacher. The two started meeting daily to align their lesson plans and set consistent, higher standards, ensuring smooth transitions from algebra to geometry and beyond.\u003c/p>\n\u003cp>Seeing the improvements has been gratifying, Herrera said.\u003c/p>\n\u003cp>“I like teaching, and this shows we’re doing a good job,” Herrera said.\u003c/p>\n\u003cfigure id=\"attachment_11971494\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971494\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg\" alt=\"A teenager with a baseball hat stands in front of a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jordan King, a high school junior, at Emery High School in Emery on Dec. 13, 2023. King is currently taking a couple of Advanced Placement courses and says that the challenge for himself and his classmates is keeping up with the fast-paced lesson plans. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jordan King, a junior at Emery High who is Black, said he appreciates the small, close-knit campus culture and that most of his teachers are Black or Latino.\u003c/p>\n\u003cp>“There’s so many people of color in leadership roles. They understand what students go through, the struggles,” King said. “They’re not biased when they teach history, for example. And they’re nice people in general.”\u003c/p>\n\u003cp>King, on the school’s debate and track teams, hopes to go to college after he graduates. As the student representative on the school board, he’s considering pursuing politics, law or history.\u003c/p>\n\u003cp>He credits his teachers with inspiring him to excel.\u003c/p>\n\u003cp>“I definitely push myself more than I used to. I go to tutoring all the time, missing track or debate if I have to,” King said. “I want to make my family proud, let them know they raised a scholar, a good kid who’s going to achieve things.”\u003c/p>\n\u003ch2>A focus on writing skills\u003c/h2>\n\u003cp>At the elementary school, principal Samantha Burke credits three initiatives for the turnaround in test scores and chronic absenteeism. The first is a focus on writing skills, starting before students can even read.\u003c/p>\n\u003cp>In kindergarten, students “write” stories by drawing pictures, gradually adding words and short sentences to develop story-telling skills. In older grades, students practice a variety of writing styles, such as opinion pieces, fictional narratives and expository pieces, with increasing complexity.\u003c/p>\n\u003cp>For example, an assignment for third-, fourth- or fifth-graders might be to write a multi-paragraph story about a celebration, followed by instructions to add plot twists, suspense and a surprise ending.\u003c/p>\n\u003cp>Burke and her staff came up with the idea because they noticed that during remote learning, students were reading a bit but doing very little writing. After all, teachers weren’t able to offer individual guidance.\u003c/p>\n\u003cp>“We found that focusing on writing has helped students with reading, too,” Burke said. “They learn spelling, vocabulary, grammar, patterns. It’s had so many benefits.”\u003c/p>\n\u003cp>Elementary English language arts scores jumped 5 percentage points, from 33% meeting or exceeding the standard in 2022 to 38% last year.\u003c/p>\n\u003cfigure id=\"attachment_11971495\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971495\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg\" alt=\"Two young people study in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">High school students collaborate on a math problem for finals week at Emery High School in Emery on Dec. 13, 2023. Emery Unified School District is one of the bright spots from the recent statewide Smarter Balanced K-12 test results. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another change focused on accountability. Teachers started showing students their standardized test scores, and Burke met with each student individually to discuss the results and set goals. Students who scored at or above grade level standards were honored with awards and celebrations.\u003c/p>\n\u003cp>“It was highly time-consuming, but it created higher expectations. Students understand they need to do the best you can,” Burke said. “You could see a shift. Students started taking school more seriously.” [pullquote size=\"medium\" align=\"right\" citation=\"Samantha Burke, TK-5 principal, Emery Unified\"]‘You could see a shift. Students started taking school more seriously.’[/pullquote]The third initiative focused on attendance. The school hired an attendance clerk to follow up with families who struggled to get their kids to school. School officials also planned regular events “to make school more fun,” such as pool parties, ice cream days, dance and capoeira martial arts classes and family nights with bingo and movies.\u003c/p>\n\u003cp>Chronic absenteeism was still high last year — 33% — but declined more than 8 percentage points from the previous year.\u003c/p>\n\u003cp>“When I saw our scores, there was a sense of relief,” Burke said. “These practices we’re building, they’re not for naught. We’re on the right track. Now, we have to continue moving the needle.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At least one district, however, has reversed that trend. Emery Unified, a small district tucked between Berkeley and Oakland in the East Bay Area, saw its Black students — who make up 45% of the student population, one of the highest rates in the state — show dramatic gains from 2022.\u003c/p>\n\u003cp>Math scores nearly doubled over last year, and English language arts scores far surpassed pre-pandemic results. Chronic absenteeism dropped 8.4 percentage points, far more than the state average.\u003c/p>\n\u003cp>“I saw those scores, and I was elated,” said Jessica Goode, principal of Emery High School. “All the work we’ve done has paid off. It’s been a challenge — there’s no road map because almost no one’s ever done this successfully.”\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/16242946/embed?auto=1\" width=\"800\" height=\"450\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Emery Unified’s scores are still far below average, but they’re trending upward when statewide scores are unchanged or slipping backward. The number of Black students meeting or exceeding the state English language arts standards jumped more than 12 percentage points last year, from 24% to 37%, and the math scores climbed from 9% to 15%. Statewide, Emery’s Black students outperformed their peers by a wide margin in English and crept close to the state average for Black students in math.\u003c/p>\n\u003cp>Even though the scores are relatively low, the turnaround is worth celebrating, said Tyrone Howard, an education professor at UCLA.\u003c/p>\n\u003cp>“I see these pockets of hope, these glimmers of possibility, and think, how can we replicate this?” Howard said. “Emery Unified is on my radar, and it’s important to find out what’s happening there.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Black students have long trailed other groups academically, Howard said, because they tend to attend schools with less experienced teachers and are more likely to be homeless, in foster care or living in poverty — all factors that can hinder a student’s ability to focus in class.\u003c/p>\n\u003cp>Howard said racism plays a role, as well.\u003c/p>\n\u003cp>“Low expectations and a lack of resources for Black students plays just as much a factor as anything else,” Howard said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For years, some advocates said California’s method of funding schools left many Black students \u003ca href=\"https://calmatters.org/education/k-12-education/2023/01/school-funding-equity/\">without the additional resources they need\u003c/a>. Through the Local Control Funding Formula, the state gives extra money to districts based on student poverty levels and other criteria, not specifically on students’ race or ethnicity or the needs at individual schools.\u003c/p>\n\u003cp>To address this, Gov. Gavin Newsom added a provision to the formula known as the equity multiplier last year, which distributes more money to districts based on student turnover and high rates of low-income students at specific school sites. According to Catalyst California, an education advocacy group, the change doubles the percentage of Black students receiving extra funding.\u003c/p>\n\u003cp>Black teachers also play a big role in Black students’ success, research has shown. Emery Unified has long prioritized hiring Black teachers, far outpacing the state average. More than 30% of Emery Unified’s teachers are Black, compared to just 3.9% statewide.\u003c/p>\n\u003cp>According to a 2018 National Bureau of Economic Research study, Black students who had at least one Black teacher in the early grades were 13% \u003ca href=\"https://www.nber.org/papers/w25254\">more likely to graduate and 19% more likely to go to college\u003c/a> than their Black classmates who didn’t have a Black teacher. Black teachers also tend to have \u003ca href=\"https://www.nyu.edu/about/news-publications/news/2017/may/teacher-racial-bias-matters-more-for-students-of-color-.html\">higher expectations\u003c/a> for their Black students and are less likely to view them as \u003ca href=\"https://www.documentcloud.org/documents/24244852-13485_paper_sdzyzefs\">disruptive or inattentive\u003c/a>, studies show.\u003c/p>\n\u003ch2>How Emery Unified boosted test scores\u003c/h2>\n\u003cp>Efforts to turn things around at Emery High began long before the pandemic. Goode and her staff started meeting regularly to look closely at student performance data and curriculum, giving extra attention to struggling students.\u003c/p>\n\u003cp>The school also shifted to a “grading for equity” system, which focuses more on assessing students’ knowledge at the end of the grading period rather than their classroom behavior or whether they turned homework in on time. The new system helped motivate students and gave teachers a better idea of how students were progressing, Goode said.\u003c/p>\n\u003cp>Another tactic that’s helped is paying teachers extra money to stay after school and tutor students. The school also started taking students on college tours around California, bolstering its skilled trades program and expanding its mental health resources.\u003c/p>\n\u003cp>“I hated school so much when I was a teenager,” Goode said. “That’s always been my goal here: I don’t want these students to hate school. I want them to have options, both in school and after they graduate.”\u003c/p>\n\u003cp>Jesus Herrera, a math teacher at Emery High, credited the surge in math scores to his close collaboration with the school’s other math teacher. The two started meeting daily to align their lesson plans and set consistent, higher standards, ensuring smooth transitions from algebra to geometry and beyond.\u003c/p>\n\u003cp>Seeing the improvements has been gratifying, Herrera said.\u003c/p>\n\u003cp>“I like teaching, and this shows we’re doing a good job,” Herrera said.\u003c/p>\n\u003cfigure id=\"attachment_11971494\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971494\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg\" alt=\"A teenager with a baseball hat stands in front of a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jordan King, a high school junior, at Emery High School in Emery on Dec. 13, 2023. King is currently taking a couple of Advanced Placement courses and says that the challenge for himself and his classmates is keeping up with the fast-paced lesson plans. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jordan King, a junior at Emery High who is Black, said he appreciates the small, close-knit campus culture and that most of his teachers are Black or Latino.\u003c/p>\n\u003cp>“There’s so many people of color in leadership roles. They understand what students go through, the struggles,” King said. “They’re not biased when they teach history, for example. And they’re nice people in general.”\u003c/p>\n\u003cp>King, on the school’s debate and track teams, hopes to go to college after he graduates. As the student representative on the school board, he’s considering pursuing politics, law or history.\u003c/p>\n\u003cp>He credits his teachers with inspiring him to excel.\u003c/p>\n\u003cp>“I definitely push myself more than I used to. I go to tutoring all the time, missing track or debate if I have to,” King said. “I want to make my family proud, let them know they raised a scholar, a good kid who’s going to achieve things.”\u003c/p>\n\u003ch2>A focus on writing skills\u003c/h2>\n\u003cp>At the elementary school, principal Samantha Burke credits three initiatives for the turnaround in test scores and chronic absenteeism. The first is a focus on writing skills, starting before students can even read.\u003c/p>\n\u003cp>In kindergarten, students “write” stories by drawing pictures, gradually adding words and short sentences to develop story-telling skills. In older grades, students practice a variety of writing styles, such as opinion pieces, fictional narratives and expository pieces, with increasing complexity.\u003c/p>\n\u003cp>For example, an assignment for third-, fourth- or fifth-graders might be to write a multi-paragraph story about a celebration, followed by instructions to add plot twists, suspense and a surprise ending.\u003c/p>\n\u003cp>Burke and her staff came up with the idea because they noticed that during remote learning, students were reading a bit but doing very little writing. After all, teachers weren’t able to offer individual guidance.\u003c/p>\n\u003cp>“We found that focusing on writing has helped students with reading, too,” Burke said. “They learn spelling, vocabulary, grammar, patterns. It’s had so many benefits.”\u003c/p>\n\u003cp>Elementary English language arts scores jumped 5 percentage points, from 33% meeting or exceeding the standard in 2022 to 38% last year.\u003c/p>\n\u003cfigure id=\"attachment_11971495\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11971495\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg\" alt=\"Two young people study in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/CMStudents03-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">High school students collaborate on a math problem for finals week at Emery High School in Emery on Dec. 13, 2023. Emery Unified School District is one of the bright spots from the recent statewide Smarter Balanced K-12 test results. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another change focused on accountability. Teachers started showing students their standardized test scores, and Burke met with each student individually to discuss the results and set goals. Students who scored at or above grade level standards were honored with awards and celebrations.\u003c/p>\n\u003cp>“It was highly time-consuming, but it created higher expectations. Students understand they need to do the best you can,” Burke said. “You could see a shift. Students started taking school more seriously.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The third initiative focused on attendance. The school hired an attendance clerk to follow up with families who struggled to get their kids to school. School officials also planned regular events “to make school more fun,” such as pool parties, ice cream days, dance and capoeira martial arts classes and family nights with bingo and movies.\u003c/p>\n\u003cp>Chronic absenteeism was still high last year — 33% — but declined more than 8 percentage points from the previous year.\u003c/p>\n\u003cp>“When I saw our scores, there was a sense of relief,” Burke said. “These practices we’re building, they’re not for naught. We’re on the right track. Now, we have to continue moving the needle.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Is Oakland's Community Response Team a Successful Alternative to Police?",
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"content": "\u003cp>Jazz Armas and Michael Thompson discussed whether they would know the man yelling at people as they drove to Frank H. Ogawa Plaza in downtown Oakland in late October.\u003c/p>\n\u003cp>“I wonder if it’s Joshua,” Armas said as she pulled the van into the plaza just before noon.\u003c/p>\n\u003cp>Armas and Thompson saw Joshua lying on a bench in front of City Hall. After speaking with him, it became clear to them he wasn’t the person causing a disturbance. Armas handed Joshua a couple of bottles of water.\u003c/p>\n\u003cp>Then, a hollering came from across the plaza. “That’s our guy,” Armas said.\u003c/p>\n\u003cp>Armas and Thompson walked over to the man and asked if he was interested in resources to find housing. He wasn’t in the mood for assistance.\u003c/p>\n\u003cp>“He wanted to wrestle,” Thompson said, back in the van. “And I do not wanna wrestle.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Armas and Thompson are part of Oakland’s fledgling civilian response team, the Mobile Assistance Community Responders of Oakland, or MACRO. They had responded to an email referral at Frank Ogawa Plaza.\u003c/p>\n\u003cp>For more than a decade, residents, activists, community groups and coalitions in Oakland have been asking for an alternative to law enforcement for situations where advocates say an armed response is neither necessary nor ideal. The killing of Joshua Pawlik, whom Oakland police officers fatally shot in March 2018, heightened demands. Pawlik, an unhoused person who was armed and apparently unconscious in a small space between two homes, was awakened by officers. As he stirred, police shot him 22 times.\u003c/p>\n\u003cp>MACRO was launched in April 2022 to divert some non-emergency 911 calls away from police. MACRO is part of the Oakland Fire Department, and teams usually have one responder trained in de-escalation and one EMT. MACRO can respond to non-violent and non-criminal situations, such as an unarmed person reportedly yelling but not threatening violence or someone sleeping in the doorway of a business.\u003c/p>\n\u003cfigure id=\"attachment_11971375\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971375 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01.jpg\" alt=\"A group of men speak outside of a vehicle. \" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">At MACRO’s headquarters, Elliott Jones, center, speaks with responders Tony Tran, left, and Raul Cedeno III as they end their shift on Sept. 19, 2023. \u003ccite>(Nik Altenberg/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>MACRO completed its 18-month pilot period in October and is expected to more than double its staff early this year, according to Elliott Jones, the program’s manager. Oakland’s 2023-25 budget includes funding for 42 positions for MACRO responders. KQED spent several weeks reporting on MACRO, including riding along with Armas and Thompson as they responded to calls in West Oakland, North Oakland and downtown.\u003c/p>\n\u003cp>There were only 11 responders on staff in early December. The low number means that some days, there is only one MACRO team covering the entire city. For six days in October, MACRO was “out of service for internal work,” Jones wrote in an email to a KQED reporter.\u003c/p>\n\u003cp>MACRO teams work seven days a week, starting at 6:30 a.m. and typically finishing at 1:45 p.m. Depending on staffing, MACRO will provide service until 10 p.m. up to three days a week.\u003c/p>\n\u003cp>According to a \u003ca href=\"https://cao-94612.s3.amazonaws.com/documents/USC_MACRO-Report-Edited_062120_2020-10-12-193923.pdf\">report commissioned by the Oakland City Council\u003c/a> in 2019 on the feasibility of implementing a mobile crisis intervention pilot modeled after a program in Eugene, Oregon, MACRO was envisioned as a 24-hour service. Jones said he has no timeline for when that may be possible. [pullquote size=\"medium\" align=\"right\" citation=\"Jazz Armas, community intervention specialist, Mobile Assistance Community Responders of Oakland (MACRO)\"]‘On our swing shifts when we work late ‘til like 9 or 10, it tends to be mostly dispatch calls. It can get a little messy.’[/pullquote]Critics say the program isn’t taking shape as expected and that it isn’t taking enough 911 calls. According to Armas, the number of calls transferred from 911 dispatch tend to “ramp up” after 6 p.m.\u003c/p>\n\u003cp>“On our swing shifts, when we work late ‘til like 9 or 10, it tends to be mostly dispatch calls,” she said. “It can get a little messy.”\u003c/p>\n\u003cp>Armas expressed some doubt about an overnight shift, saying that responders would be ineffective at outreach.\u003c/p>\n\u003cp>“We’re not going to walk through Snow Park to see if anybody needs help at 9 o’clock, right, but we can do it right now,” she said, referring to the grassy area on Lakeside Drive near Lake Merritt.\u003c/p>\n\u003cp>MACRO responders don’t respond to domestic violence-related calls, crimes in progress or enter homes. Responders are also not supposed to handle calls where an individual is reportedly threatening violence or is armed. But once on scene, it is largely up to the responders’ discretion when a situation crosses the line.\u003c/p>\n\u003cfigure id=\"attachment_11965588\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11965588\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED.jpg\" alt=\"A homeless encampment is seen through the windshield of a car.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Mobile Assistance Community Responders of Oakland (MACRO) EMT Jazziree Armas drives down Wood Street to canvas the area for people in need in Oakland on Tuesday, Oct. 24, 2023. When canvassing, MACRO team members look for unhoused individuals they’ve met previously to continue building relationships in the hopes that they will accept any offered help. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If someone has a knife, “we aren’t necessarily automatically threatened — unless they’re ready to use it,” said Armas, who grew up in East Oakland. “We have had knives pulled on us. One of my partners had a boxcutter on his neck.”\u003c/p>\n\u003cp>That’s when it’s time to call the police, Armas said. [pullquote size=\"medium\" align=\"right\" citation=\"Jazz Armas, community intervention specialist, MACRO\"]‘If the situation does, you know, go outside of our scope, it’s very important to know when something’s not your job.’[/pullquote]“If the situation does, you know, go outside of our scope, it’s very important to know when something’s not your job,” she said.\u003c/p>\n\u003cp>Responders sometimes call the police or a county mental health team for backup or to take over. Thompson described the man at Frank Ogawa Plaza as agitated and “not in a shared reality.”\u003c/p>\n\u003cp>It was “one of those in-between mental health concern calls where it doesn’t meet the high enough priority for us to call police,” Armas said.\u003c/p>\n\u003cp>For responders to be able to further address the situation, Armas said, people “have to be cooperative, they have to want and accept help.”\u003c/p>\n\u003ch2>Dispatching Calls to MACRO\u003c/h2>\n\u003cp>At the Oakland police 911 call center, dispatchers have been trained to forward a specific list of call types to MACRO, like disorderly juveniles or public indecency. When a call may be appropriate for MACRO but “does not quite fit the established criteria, the dispatcher will call MACRO to see if they are able to handle the call,” said Paul Chambers, a spokesman for the Oakland Police Department.\u003c/p>\n\u003cp>Dispatchers started transferring calls to MACRO in August 2022. Jones said he may have underestimated how much it would take to coordinate getting calls routed to MACRO.\u003c/p>\n\u003cfigure id=\"attachment_11965590\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11965590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED.jpg\" alt=\"Two people en black shirts engage with a third unseen person sitting on a city sidewalk.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Community Intervention Specialist Michael Thompson (left) and EMT Jazziree Armas (right) of the Mobile Assistance Community Responders of Oakland (MACRO) speak with an unhoused person in Oakland on Tuesday, Oct. 24, 2023. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“If I could do one thing over again, I would have started with dispatch,” he said. “I would have really made it a point early on in the program to get dispatch totally bought in and onboard.”\u003c/p>\n\u003cp>Incorporating MACRO into the 911 dispatch center happened at a challenging time. Response times to 911 calls in Oakland have been the subject of multiple grand jury reports, and California could revoke the city’s right to field 911 calls if response times don’t improve by July. In September, Oakland leaders dedicated $2.5 million to hire more dispatchers and improve the center’s efficiency. On Dec. 5, KTVU \u003ca href=\"https://www.ktvu.com/news/oakland-called-out-for-overlooking-hundreds-of-police-dispatcher-apps\">reported\u003c/a> that hundreds of dispatcher applications had been ignored since 2022, leading to long hiring gaps.\u003c/p>\n\u003cp>Before 911 calls were routed to MACRO, the majority of responders’ work was outreach work, primarily by driving around looking for people who needed assistance or situations that could escalate to calling the police. Responders were also receiving email requests from residents. Data show that since starting to receive 911 referrals, outreach remains a central part of responders’ work.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"MACRO responses by call origin\" aria-label=\"Interactive area chart\" id=\"datawrapper-chart-NJdtu\" src=\"https://datawrapper.dwcdn.net/NJdtu/4/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"400\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Armas said the outreach work is something she’s proud of, and it’s something Oakland needs. One day, while doing a wellness check, responders found an individual with an infected leg wound from being shot three days before.\u003c/p>\n\u003cp>“They weren’t looking for help, and nobody was looking for them,” Armas said.\u003c/p>\n\u003cp>Another time, Armas went to check on a person lying face down on a mattress near International Boulevard and Fifth Avenue.\u003c/p>\n\u003cp>“We go to try to wake him, and there was no response,” Armas said of the man who was dead. “We find a lot of stuff that nobody was even looking for.”\u003c/p>\n\u003cp>Critics say the outreach work is not what MACRO was designed to be doing.\u003c/p>\n\u003cp>Outreach to an unhoused person or receiving a request via email is “usually a situation that a police officer would never have been sent to begin with,” said Millie Cleveland, a member of MACRO’s advisory board who noted that residents requested a phone number for MACRO, not an email address. “The goal of MACRO is to take calls from the 911 system.”\u003c/p>\n\u003cfigure id=\"attachment_11965587\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11965587\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED.jpg\" alt=\"A person types into a laptop from the passenger seat of a car.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Community Intervention Specialist Michael Thompson of The Mobile Assistance Community Responders of Oakland (MACRO) fills out a report after responding to a call at Frank Ogawa Plaza in Oakland on Tuesday, Oct. 24, 2023. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jones said getting the phone line set up isn’t a simple task, in part because it will require training fire department dispatchers on how to evaluate and assign incoming calls. All 911 calls go to the police dispatch center first. Calls appropriate for MACRO are routed to a fire dispatcher, who assigns it to a MACRO team.\u003c/p>\n\u003cp>Jones said he expects to have the number up and running early this year, which would take some pressure off the police dispatch center. A lot of people have stopped calling 911 for help with the types of calls MACRO would be able to take, according to Armas. She said she believes Oakland police often don’t have the capacity to respond to non-violent crimes.\u003c/p>\n\u003cp>“They’re not going to call because they know no one’s coming,” she said. “We also have to establish that now there is someone to call.”\u003c/p>\n\u003cp>After the 2019 feasibility report, the city council voted in 2020 to move forward with the program. After a failed shot at finding a contractor to run the program, in 2021 the city council moved to place the program in the fire department and expedite its launch.\u003cbr>\n[pullquote size=\"medium\" align=\"right\" citation=\"Elliott Jones, program manager, MACRO\"]‘Everything with MACRO happened so fast. I think that there was this desire from the community for everything to be here almost immediately.’[/pullquote]Jones, an Oakland native, felt the time crunch when he was hired.\u003c/p>\n\u003cp>“Everything with MACRO happened so fast. I think that there was this desire from the community for everything to be here almost immediately,” he said. “My second day on the job, I was asked to come to public safety committee, and one of the first questions was, ‘Well, when is the program launching?’”\u003c/p>\n\u003cp>Jones said Edward Reiskin, Oakland’s former city administrator, gave him a tight timeline.\u003c/p>\n\u003cp>“I remember being in a meeting and offering a couple of dates and him being like, ‘Nope, nope, we need this sooner,’” Jones said.\u003c/p>\n\u003cp>Almost immediately after launching, residents and city leaders were asking about expansion, according to Jones. MACRO launched as an 18-month pilot program in two high-needs areas, West Oakland and deep East Oakland. After three months, MACRO expanded to cover the whole city.\u003c/p>\n\u003cp>“Our team had the capability and the capacity to serve the city, the entire city,” Jones said. “So we quickly expanded to that, and council was supportive.”\u003c/p>\n\u003cp>From July to October 2023, MACRO teams recorded the most responses in downtown Oakland.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"MACRO responses by location and call origin\" aria-label=\"Table\" id=\"datawrapper-chart-qpImM\" src=\"https://datawrapper.dwcdn.net/qpImM/2/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"315\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“If our businesses are calling, then we need to make sure that they’re being served because if we lose that tax revenue, that tax base, then the entire city would suffer,” said Oakland City Councilmember Carroll Fife, whose district includes downtown, West Oakland and Chinatown. “So that’s what I’m advocating for in terms of prioritization. But, you know, we have to figure out how to do that and how to do that equitably.”\u003c/p>\n\u003cp>The needs vary in different parts of the city, Armas said. [pullquote size=\"medium\" align=\"right\" citation=\"Oakland City Councilmember Carroll Fife\"]‘If our businesses are calling, then we need to make sure that they’re being served because if we lose that tax revenue, that tax base, then the entire city would suffer.’[/pullquote]“Further east, we don’t get calls of, you know, people kinda just existing,” she said. “We get more mental health crises, trespassing, indecent exposures, public intoxication, disorderly juveniles.”\u003c/p>\n\u003cp>Thompson said sometimes people may be using MACRO responders to essentially shoo homeless people away. “It can border on the line of you want us to come and make them go away,” he added.\u003c/p>\n\u003cp>Another email referral Armas and Thompson responded to in October was at the Golden Gate Branch of the Oakland Public Library on San Pablo Avenue. The request was a wellness check for a homeless woman who had bathed in the bathroom and then moved to the sidewalk in front of the library.\u003c/p>\n\u003cp>When they arrived, the woman brushed her wet hair with a comb. A few tote bags and suitcases were stacked beside her. She declined their help.\u003c/p>\n\u003cp>“She is not up to engaging,” Armas said. “But she’s OK.”\u003c/p>\n\u003cp>“But she’s OK,” Thompson repeated. “And it’s not illegal to be homeless.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "Is Oakland's Community Response Team a Successful Alternative to Police? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jazz Armas and Michael Thompson discussed whether they would know the man yelling at people as they drove to Frank H. Ogawa Plaza in downtown Oakland in late October.\u003c/p>\n\u003cp>“I wonder if it’s Joshua,” Armas said as she pulled the van into the plaza just before noon.\u003c/p>\n\u003cp>Armas and Thompson saw Joshua lying on a bench in front of City Hall. After speaking with him, it became clear to them he wasn’t the person causing a disturbance. Armas handed Joshua a couple of bottles of water.\u003c/p>\n\u003cp>Then, a hollering came from across the plaza. “That’s our guy,” Armas said.\u003c/p>\n\u003cp>Armas and Thompson walked over to the man and asked if he was interested in resources to find housing. He wasn’t in the mood for assistance.\u003c/p>\n\u003cp>“He wanted to wrestle,” Thompson said, back in the van. “And I do not wanna wrestle.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Armas and Thompson are part of Oakland’s fledgling civilian response team, the Mobile Assistance Community Responders of Oakland, or MACRO. They had responded to an email referral at Frank Ogawa Plaza.\u003c/p>\n\u003cp>For more than a decade, residents, activists, community groups and coalitions in Oakland have been asking for an alternative to law enforcement for situations where advocates say an armed response is neither necessary nor ideal. The killing of Joshua Pawlik, whom Oakland police officers fatally shot in March 2018, heightened demands. Pawlik, an unhoused person who was armed and apparently unconscious in a small space between two homes, was awakened by officers. As he stirred, police shot him 22 times.\u003c/p>\n\u003cp>MACRO was launched in April 2022 to divert some non-emergency 911 calls away from police. MACRO is part of the Oakland Fire Department, and teams usually have one responder trained in de-escalation and one EMT. MACRO can respond to non-violent and non-criminal situations, such as an unarmed person reportedly yelling but not threatening violence or someone sleeping in the doorway of a business.\u003c/p>\n\u003cfigure id=\"attachment_11971375\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11971375 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01.jpg\" alt=\"A group of men speak outside of a vehicle. \" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/MACRO01-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">At MACRO’s headquarters, Elliott Jones, center, speaks with responders Tony Tran, left, and Raul Cedeno III as they end their shift on Sept. 19, 2023. \u003ccite>(Nik Altenberg/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>MACRO completed its 18-month pilot period in October and is expected to more than double its staff early this year, according to Elliott Jones, the program’s manager. Oakland’s 2023-25 budget includes funding for 42 positions for MACRO responders. KQED spent several weeks reporting on MACRO, including riding along with Armas and Thompson as they responded to calls in West Oakland, North Oakland and downtown.\u003c/p>\n\u003cp>There were only 11 responders on staff in early December. The low number means that some days, there is only one MACRO team covering the entire city. For six days in October, MACRO was “out of service for internal work,” Jones wrote in an email to a KQED reporter.\u003c/p>\n\u003cp>MACRO teams work seven days a week, starting at 6:30 a.m. and typically finishing at 1:45 p.m. Depending on staffing, MACRO will provide service until 10 p.m. up to three days a week.\u003c/p>\n\u003cp>According to a \u003ca href=\"https://cao-94612.s3.amazonaws.com/documents/USC_MACRO-Report-Edited_062120_2020-10-12-193923.pdf\">report commissioned by the Oakland City Council\u003c/a> in 2019 on the feasibility of implementing a mobile crisis intervention pilot modeled after a program in Eugene, Oregon, MACRO was envisioned as a 24-hour service. Jones said he has no timeline for when that may be possible. \u003c/p>\u003c/div>",
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"content": "‘On our swing shifts when we work late ‘til like 9 or 10, it tends to be mostly dispatch calls. It can get a little messy.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Critics say the program isn’t taking shape as expected and that it isn’t taking enough 911 calls. According to Armas, the number of calls transferred from 911 dispatch tend to “ramp up” after 6 p.m.\u003c/p>\n\u003cp>“On our swing shifts, when we work late ‘til like 9 or 10, it tends to be mostly dispatch calls,” she said. “It can get a little messy.”\u003c/p>\n\u003cp>Armas expressed some doubt about an overnight shift, saying that responders would be ineffective at outreach.\u003c/p>\n\u003cp>“We’re not going to walk through Snow Park to see if anybody needs help at 9 o’clock, right, but we can do it right now,” she said, referring to the grassy area on Lakeside Drive near Lake Merritt.\u003c/p>\n\u003cp>MACRO responders don’t respond to domestic violence-related calls, crimes in progress or enter homes. Responders are also not supposed to handle calls where an individual is reportedly threatening violence or is armed. But once on scene, it is largely up to the responders’ discretion when a situation crosses the line.\u003c/p>\n\u003cfigure id=\"attachment_11965588\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11965588\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED.jpg\" alt=\"A homeless encampment is seen through the windshield of a car.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-008-JY-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Mobile Assistance Community Responders of Oakland (MACRO) EMT Jazziree Armas drives down Wood Street to canvas the area for people in need in Oakland on Tuesday, Oct. 24, 2023. When canvassing, MACRO team members look for unhoused individuals they’ve met previously to continue building relationships in the hopes that they will accept any offered help. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If someone has a knife, “we aren’t necessarily automatically threatened — unless they’re ready to use it,” said Armas, who grew up in East Oakland. “We have had knives pulled on us. One of my partners had a boxcutter on his neck.”\u003c/p>\n\u003cp>That’s when it’s time to call the police, Armas said. \u003c/p>\u003c/div>",
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"content": "‘If the situation does, you know, go outside of our scope, it’s very important to know when something’s not your job.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“If the situation does, you know, go outside of our scope, it’s very important to know when something’s not your job,” she said.\u003c/p>\n\u003cp>Responders sometimes call the police or a county mental health team for backup or to take over. Thompson described the man at Frank Ogawa Plaza as agitated and “not in a shared reality.”\u003c/p>\n\u003cp>It was “one of those in-between mental health concern calls where it doesn’t meet the high enough priority for us to call police,” Armas said.\u003c/p>\n\u003cp>For responders to be able to further address the situation, Armas said, people “have to be cooperative, they have to want and accept help.”\u003c/p>\n\u003ch2>Dispatching Calls to MACRO\u003c/h2>\n\u003cp>At the Oakland police 911 call center, dispatchers have been trained to forward a specific list of call types to MACRO, like disorderly juveniles or public indecency. When a call may be appropriate for MACRO but “does not quite fit the established criteria, the dispatcher will call MACRO to see if they are able to handle the call,” said Paul Chambers, a spokesman for the Oakland Police Department.\u003c/p>\n\u003cp>Dispatchers started transferring calls to MACRO in August 2022. Jones said he may have underestimated how much it would take to coordinate getting calls routed to MACRO.\u003c/p>\n\u003cfigure id=\"attachment_11965590\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11965590\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED.jpg\" alt=\"Two people en black shirts engage with a third unseen person sitting on a city sidewalk.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-015-JY-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Community Intervention Specialist Michael Thompson (left) and EMT Jazziree Armas (right) of the Mobile Assistance Community Responders of Oakland (MACRO) speak with an unhoused person in Oakland on Tuesday, Oct. 24, 2023. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“If I could do one thing over again, I would have started with dispatch,” he said. “I would have really made it a point early on in the program to get dispatch totally bought in and onboard.”\u003c/p>\n\u003cp>Incorporating MACRO into the 911 dispatch center happened at a challenging time. Response times to 911 calls in Oakland have been the subject of multiple grand jury reports, and California could revoke the city’s right to field 911 calls if response times don’t improve by July. In September, Oakland leaders dedicated $2.5 million to hire more dispatchers and improve the center’s efficiency. On Dec. 5, KTVU \u003ca href=\"https://www.ktvu.com/news/oakland-called-out-for-overlooking-hundreds-of-police-dispatcher-apps\">reported\u003c/a> that hundreds of dispatcher applications had been ignored since 2022, leading to long hiring gaps.\u003c/p>\n\u003cp>Before 911 calls were routed to MACRO, the majority of responders’ work was outreach work, primarily by driving around looking for people who needed assistance or situations that could escalate to calling the police. Responders were also receiving email requests from residents. Data show that since starting to receive 911 referrals, outreach remains a central part of responders’ work.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"MACRO responses by call origin\" aria-label=\"Interactive area chart\" id=\"datawrapper-chart-NJdtu\" src=\"https://datawrapper.dwcdn.net/NJdtu/4/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"400\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Armas said the outreach work is something she’s proud of, and it’s something Oakland needs. One day, while doing a wellness check, responders found an individual with an infected leg wound from being shot three days before.\u003c/p>\n\u003cp>“They weren’t looking for help, and nobody was looking for them,” Armas said.\u003c/p>\n\u003cp>Another time, Armas went to check on a person lying face down on a mattress near International Boulevard and Fifth Avenue.\u003c/p>\n\u003cp>“We go to try to wake him, and there was no response,” Armas said of the man who was dead. “We find a lot of stuff that nobody was even looking for.”\u003c/p>\n\u003cp>Critics say the outreach work is not what MACRO was designed to be doing.\u003c/p>\n\u003cp>Outreach to an unhoused person or receiving a request via email is “usually a situation that a police officer would never have been sent to begin with,” said Millie Cleveland, a member of MACRO’s advisory board who noted that residents requested a phone number for MACRO, not an email address. “The goal of MACRO is to take calls from the 911 system.”\u003c/p>\n\u003cfigure id=\"attachment_11965587\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11965587\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED.jpg\" alt=\"A person types into a laptop from the passenger seat of a car.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/10/20231024-MACRO-005-JY-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Community Intervention Specialist Michael Thompson of The Mobile Assistance Community Responders of Oakland (MACRO) fills out a report after responding to a call at Frank Ogawa Plaza in Oakland on Tuesday, Oct. 24, 2023. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jones said getting the phone line set up isn’t a simple task, in part because it will require training fire department dispatchers on how to evaluate and assign incoming calls. All 911 calls go to the police dispatch center first. Calls appropriate for MACRO are routed to a fire dispatcher, who assigns it to a MACRO team.\u003c/p>\n\u003cp>Jones said he expects to have the number up and running early this year, which would take some pressure off the police dispatch center. A lot of people have stopped calling 911 for help with the types of calls MACRO would be able to take, according to Armas. She said she believes Oakland police often don’t have the capacity to respond to non-violent crimes.\u003c/p>\n\u003cp>“They’re not going to call because they know no one’s coming,” she said. “We also have to establish that now there is someone to call.”\u003c/p>\n\u003cp>After the 2019 feasibility report, the city council voted in 2020 to move forward with the program. After a failed shot at finding a contractor to run the program, in 2021 the city council moved to place the program in the fire department and expedite its launch.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Jones, an Oakland native, felt the time crunch when he was hired.\u003c/p>\n\u003cp>“Everything with MACRO happened so fast. I think that there was this desire from the community for everything to be here almost immediately,” he said. “My second day on the job, I was asked to come to public safety committee, and one of the first questions was, ‘Well, when is the program launching?’”\u003c/p>\n\u003cp>Jones said Edward Reiskin, Oakland’s former city administrator, gave him a tight timeline.\u003c/p>\n\u003cp>“I remember being in a meeting and offering a couple of dates and him being like, ‘Nope, nope, we need this sooner,’” Jones said.\u003c/p>\n\u003cp>Almost immediately after launching, residents and city leaders were asking about expansion, according to Jones. MACRO launched as an 18-month pilot program in two high-needs areas, West Oakland and deep East Oakland. After three months, MACRO expanded to cover the whole city.\u003c/p>\n\u003cp>“Our team had the capability and the capacity to serve the city, the entire city,” Jones said. “So we quickly expanded to that, and council was supportive.”\u003c/p>\n\u003cp>From July to October 2023, MACRO teams recorded the most responses in downtown Oakland.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"MACRO responses by location and call origin\" aria-label=\"Table\" id=\"datawrapper-chart-qpImM\" src=\"https://datawrapper.dwcdn.net/qpImM/2/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"315\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“If our businesses are calling, then we need to make sure that they’re being served because if we lose that tax revenue, that tax base, then the entire city would suffer,” said Oakland City Councilmember Carroll Fife, whose district includes downtown, West Oakland and Chinatown. “So that’s what I’m advocating for in terms of prioritization. But, you know, we have to figure out how to do that and how to do that equitably.”\u003c/p>\n\u003cp>The needs vary in different parts of the city, Armas said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Further east, we don’t get calls of, you know, people kinda just existing,” she said. “We get more mental health crises, trespassing, indecent exposures, public intoxication, disorderly juveniles.”\u003c/p>\n\u003cp>Thompson said sometimes people may be using MACRO responders to essentially shoo homeless people away. “It can border on the line of you want us to come and make them go away,” he added.\u003c/p>\n\u003cp>Another email referral Armas and Thompson responded to in October was at the Golden Gate Branch of the Oakland Public Library on San Pablo Avenue. The request was a wellness check for a homeless woman who had bathed in the bathroom and then moved to the sidewalk in front of the library.\u003c/p>\n\u003cp>When they arrived, the woman brushed her wet hair with a comb. A few tote bags and suitcases were stacked beside her. She declined their help.\u003c/p>\n\u003cp>“She is not up to engaging,” Armas said. “But she’s OK.”\u003c/p>\n\u003cp>“But she’s OK,” Thompson repeated. “And it’s not illegal to be homeless.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Initial findings from a study of a closely watched Oakland Unified School District program that recruits parents and neighbors as tutors show intriguing potential for other lower-income school districts struggling to teach kids to read.\u003c/p>\n\u003cp>“Oakland provides a key example of how tutors can complement and make more manageable broader efforts to dramatically improve literacy outcomes,” concluded \u003ca class=\"external\" href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\" target=\"_blank\" rel=\"noopener\">a research report by the Center for Reinventing Public Education \u003c/a>based at Arizona State University.\u003c/p>\n\u003cp>Through a partnership with The \u003ca class=\"external\" href=\"https://oaklandreach.org/\" target=\"_blank\" rel=\"noopener\">Oakland REACH\u003c/a>, an innovative nonprofit serving primarily lower-income Black and Hispanic families, the district has been able to mine what the study calls a “pool of untapped talent” — parents, grandparents, aunts and uncles who are trained in phonics and structured literacy and assigned to assist in K-2 classrooms.\u003c/p>\n\u003cp>Irene Segura, a literacy coach with Oakland Unified, said students look forward to meeting with their tutors.\u003c/p>\n\u003cp>“When their students have those light-bulb moments of putting those decodable sounds together and putting that into words, it makes them happy and more determined to continue their work,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The research by the Center for Reinventing Public Education also documented significant obstacles the program faces, particularly noting that paying the tutors a competitive wage to retain them in high-cost Oakland will be difficult. The report also found that gains in reading scores in the first year were uneven among schools and between kindergarten and first and second grades.\u003c/p>\n\u003cp>Through a literacy training nonprofit, \u003ca class=\"external\" href=\"https://www.fluentseeds.org/\" target=\"_blank\" rel=\"noopener\">FluentSeeds\u003c/a>, the district trained the tutors in its phonics-based curriculum and gave them a specific goal: work in small groups with every child struggling with the elemental skill of decoding — the process of translating printed words into speech \u003cb>— \u003c/b>for a half-hour each day, at least three times each week.\u003c/p>\n\u003cp>The report, which assessed the impact of 84 literacy tutors employed by Oakland Unified, found considerable variability in student improvement in a district where only 33% of students overall — and only 23% of Hispanic students and 18% of Black students — scored at a standard level in English language arts on the 2023 state Smarter Balanced test.\u003c/p>\n\u003cp>Students who received tutoring from an early literacy tutor made statistically significant gains on the iReady reading assessment compared with students who did not receive any instruction from the tutoring curriculum. The difference was nearly a year’s worth of reading growth; students without the training made less than half of a year’s standard reading achievement.\u003c/p>\n\u003cp>However, the large gains in kindergarten between tutored and non-tutored students were not matched in first and second grades on the iReady reading assessments\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>“Their average growth is lower than we would expect or hope for. But growth doesn’t just reflect the impact of tutors,” said Ashley Jochim, a co-author of the study. “Tutors are only one part of the literacy instruction puzzle.”[aside label=\"related coverage\" tag=\"oakland-reach\"]Factors in and outside the school affect results, she said, including students’ chronic absences, which were among the highest in California since the pandemic. The number of tutors within a school, how they were deployed, the size of tutoring groups and scheduling are also among the many variables.\u003c/p>\n\u003cp>Another factor is the uneven support of teachers and principals, Jochim said. Among tutors responding to a survey, only half reported daily communication with classroom teachers, and fewer said they were in regular communication with school staff leading the literacy work.\u003c/p>\n\u003cp>“There are gaps; this is where greater attention to quality and fidelity in tutoring is important,” Jochim said.\u003c/p>\n\u003cp>Lakisha Young, founder and CEO of The Oakland REACH, noted that her group has helped the district increase the number of tutors available. “But if we don’t work on these other conditions to bring everything into alignment, then it’s going to make the work harder,” she said.\u003c/p>\n\u003cp>Jochim said that the center will spend the last year of a two-year grant collecting more data to determine how school differences affect outcomes. She said the most instructive lesson from the pilot is that having more adults in the classroom allows for differentiation of instruction.\u003c/p>\n\u003cp>“For so long in this country, we have assumed that a single teacher working alone in their classroom could sufficiently differentiate instruction for kids in literacy and math,” she said. But that’s difficult, she added, in a kindergarten class where some students are reading for comprehension while others struggle to decode one-syllable words.\u003c/p>\n\u003cp>Jochim said there is “no question that this project is the right approach.”\u003c/p>\n\u003cp>“Differentiation of instructions is the ticket to better outcomes — if we can figure out the specifics,” she said.\u003c/p>\n\u003cp>Susanna Loeb, a Stanford education researcher and authority on tutoring, is also bullish about the approach. The Oakland REACH’s partnership with the district and FluentSeeds matters, she said, because it treats tutoring as “part of a broader and coherent approach to improving literacy, not simply an ‘add-on’ program.”\u003c/p>\n\u003cp>“I’m excited,” Loeb added, about “what this systemic approach can offer for communities across the country.”\u003c/p>\n\u003cp>The level of pay may also determine if the tutoring initiative succeeds. The district pays tutors $16 to $18 per hour, plus benefits, which Young had to lobby the district for. Tutors who responded to the survey cited low pay as the biggest disincentive to the job, and it is likely a factor in why only five of the 11 tutors placed last spring returned to the job this fall.\u003c/p>\n\u003cp>Young acknowledged that pay appears to be the biggest obstacle to sustainability, and she is exploring other options to fill the income gap, such as a retention bonus.\u003c/p>\n\u003cp>The Oakland REACH incubated the concept of community-trained tutors in the COVID-19 summer of 2020. Parents frustrated by the failures of remote learning had cited reading instruction as their top need, so Young hired the first group of tutors. Buoyed by their success, she began working closely with the district to prioritize early-grade reading tutoring.\u003c/p>\n\u003cp>Young’s group recruited the first cadre of 16 “literacy liberators” by handing out fliers on school grounds and going door-to-door in the fall of 2022 and partnered with FluentSeeds to train them in early 2023. Many recruits had to be convinced they could do the job; the minimum requirement was a high-school degree.\u003c/p>\n\u003cp>According to the report, the first recruits included a young man who had seen family members struggle with reading comprehension and a retired teacher who “expressed alarm” that he had mistaught young readers and wanted to make amends through the science of reading — instruction grounded in structured literacy and evidence-based practices.\u003c/p>\n\u003cp>Oakland Unified hired 11 of them to fill tutoring vacancies and placed them in the classrooms last spring.\u003c/p>\n\u003cp>“Six months into the school year, Oakland had still not filled tutor positions in schools that served the most marginalized students. Oakland REACH was really critical to filling the gaps and ensuring the kids who most need this help are able to get it,” Jochim said.\u003c/p>\n\u003cp>A second cohort of 20 tutors began work in the fall of 2023.\u003c/p>\n\u003cp>FluentSeeds gives all of Oakland’s K–2 literacy tutors a four-day course in SIPPS — Systematic Instruction in Phonological Awareness, Phonics, and Sight Words — the district’s early-stage intervention program. The subset of tutors that The Oakland REACH recruited for “literacy liberator fellowships” took an additional set of eight two-hour sessions that provided background in the science of reading and focused on building student mindsets and tutors’ roles as leaders and advocates.\u003c/p>\n\u003cp>“We bring in a social-emotional component of what it means to be a teacher in Oakland teaching students that are behind, and how does that make them feel?” said Emily Grunt, program director for FluentSeeds, who has led the Oakland training.\u003c/p>\n\u003cp>One tutor characterized the fellowship as “life-changing.”\u003c/p>\n\u003cp>Interest in the program appears to be spreading: The Oakland Reach’s recent conference on the tutoring model attracted representatives from 14 nonprofits nationwide, and another conference is planned for the spring.\u003c/p>\n\u003cp>The group also created a readiness assessment to determine if other organizations have the leadership capacity and organizational strength to take on the work effectively.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We only can work with people who have a certain level of readiness to be able to push this forward because it’s going to be really tricky,” Young said. “If you’re not used to working with your district at all, your head’s going to explode starting this out.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Initial findings from a study of a closely watched Oakland Unified School District program that recruits parents and neighbors as tutors show intriguing potential for other lower-income school districts struggling to teach kids to read.\u003c/p>\n\u003cp>“Oakland provides a key example of how tutors can complement and make more manageable broader efforts to dramatically improve literacy outcomes,” concluded \u003ca class=\"external\" href=\"https://crpe.org/teachers-and-tutors-together-reimagining-literacy-instruction-in-oakland/\" target=\"_blank\" rel=\"noopener\">a research report by the Center for Reinventing Public Education \u003c/a>based at Arizona State University.\u003c/p>\n\u003cp>Through a partnership with The \u003ca class=\"external\" href=\"https://oaklandreach.org/\" target=\"_blank\" rel=\"noopener\">Oakland REACH\u003c/a>, an innovative nonprofit serving primarily lower-income Black and Hispanic families, the district has been able to mine what the study calls a “pool of untapped talent” — parents, grandparents, aunts and uncles who are trained in phonics and structured literacy and assigned to assist in K-2 classrooms.\u003c/p>\n\u003cp>Irene Segura, a literacy coach with Oakland Unified, said students look forward to meeting with their tutors.\u003c/p>\n\u003cp>“When their students have those light-bulb moments of putting those decodable sounds together and putting that into words, it makes them happy and more determined to continue their work,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The research by the Center for Reinventing Public Education also documented significant obstacles the program faces, particularly noting that paying the tutors a competitive wage to retain them in high-cost Oakland will be difficult. The report also found that gains in reading scores in the first year were uneven among schools and between kindergarten and first and second grades.\u003c/p>\n\u003cp>Through a literacy training nonprofit, \u003ca class=\"external\" href=\"https://www.fluentseeds.org/\" target=\"_blank\" rel=\"noopener\">FluentSeeds\u003c/a>, the district trained the tutors in its phonics-based curriculum and gave them a specific goal: work in small groups with every child struggling with the elemental skill of decoding — the process of translating printed words into speech \u003cb>— \u003c/b>for a half-hour each day, at least three times each week.\u003c/p>\n\u003cp>The report, which assessed the impact of 84 literacy tutors employed by Oakland Unified, found considerable variability in student improvement in a district where only 33% of students overall — and only 23% of Hispanic students and 18% of Black students — scored at a standard level in English language arts on the 2023 state Smarter Balanced test.\u003c/p>\n\u003cp>Students who received tutoring from an early literacy tutor made statistically significant gains on the iReady reading assessment compared with students who did not receive any instruction from the tutoring curriculum. The difference was nearly a year’s worth of reading growth; students without the training made less than half of a year’s standard reading achievement.\u003c/p>\n\u003cp>However, the large gains in kindergarten between tutored and non-tutored students were not matched in first and second grades on the iReady reading assessments\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>“Their average growth is lower than we would expect or hope for. But growth doesn’t just reflect the impact of tutors,” said Ashley Jochim, a co-author of the study. “Tutors are only one part of the literacy instruction puzzle.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Factors in and outside the school affect results, she said, including students’ chronic absences, which were among the highest in California since the pandemic. The number of tutors within a school, how they were deployed, the size of tutoring groups and scheduling are also among the many variables.\u003c/p>\n\u003cp>Another factor is the uneven support of teachers and principals, Jochim said. Among tutors responding to a survey, only half reported daily communication with classroom teachers, and fewer said they were in regular communication with school staff leading the literacy work.\u003c/p>\n\u003cp>“There are gaps; this is where greater attention to quality and fidelity in tutoring is important,” Jochim said.\u003c/p>\n\u003cp>Lakisha Young, founder and CEO of The Oakland REACH, noted that her group has helped the district increase the number of tutors available. “But if we don’t work on these other conditions to bring everything into alignment, then it’s going to make the work harder,” she said.\u003c/p>\n\u003cp>Jochim said that the center will spend the last year of a two-year grant collecting more data to determine how school differences affect outcomes. She said the most instructive lesson from the pilot is that having more adults in the classroom allows for differentiation of instruction.\u003c/p>\n\u003cp>“For so long in this country, we have assumed that a single teacher working alone in their classroom could sufficiently differentiate instruction for kids in literacy and math,” she said. But that’s difficult, she added, in a kindergarten class where some students are reading for comprehension while others struggle to decode one-syllable words.\u003c/p>\n\u003cp>Jochim said there is “no question that this project is the right approach.”\u003c/p>\n\u003cp>“Differentiation of instructions is the ticket to better outcomes — if we can figure out the specifics,” she said.\u003c/p>\n\u003cp>Susanna Loeb, a Stanford education researcher and authority on tutoring, is also bullish about the approach. The Oakland REACH’s partnership with the district and FluentSeeds matters, she said, because it treats tutoring as “part of a broader and coherent approach to improving literacy, not simply an ‘add-on’ program.”\u003c/p>\n\u003cp>“I’m excited,” Loeb added, about “what this systemic approach can offer for communities across the country.”\u003c/p>\n\u003cp>The level of pay may also determine if the tutoring initiative succeeds. The district pays tutors $16 to $18 per hour, plus benefits, which Young had to lobby the district for. Tutors who responded to the survey cited low pay as the biggest disincentive to the job, and it is likely a factor in why only five of the 11 tutors placed last spring returned to the job this fall.\u003c/p>\n\u003cp>Young acknowledged that pay appears to be the biggest obstacle to sustainability, and she is exploring other options to fill the income gap, such as a retention bonus.\u003c/p>\n\u003cp>The Oakland REACH incubated the concept of community-trained tutors in the COVID-19 summer of 2020. Parents frustrated by the failures of remote learning had cited reading instruction as their top need, so Young hired the first group of tutors. Buoyed by their success, she began working closely with the district to prioritize early-grade reading tutoring.\u003c/p>\n\u003cp>Young’s group recruited the first cadre of 16 “literacy liberators” by handing out fliers on school grounds and going door-to-door in the fall of 2022 and partnered with FluentSeeds to train them in early 2023. Many recruits had to be convinced they could do the job; the minimum requirement was a high-school degree.\u003c/p>\n\u003cp>According to the report, the first recruits included a young man who had seen family members struggle with reading comprehension and a retired teacher who “expressed alarm” that he had mistaught young readers and wanted to make amends through the science of reading — instruction grounded in structured literacy and evidence-based practices.\u003c/p>\n\u003cp>Oakland Unified hired 11 of them to fill tutoring vacancies and placed them in the classrooms last spring.\u003c/p>\n\u003cp>“Six months into the school year, Oakland had still not filled tutor positions in schools that served the most marginalized students. Oakland REACH was really critical to filling the gaps and ensuring the kids who most need this help are able to get it,” Jochim said.\u003c/p>\n\u003cp>A second cohort of 20 tutors began work in the fall of 2023.\u003c/p>\n\u003cp>FluentSeeds gives all of Oakland’s K–2 literacy tutors a four-day course in SIPPS — Systematic Instruction in Phonological Awareness, Phonics, and Sight Words — the district’s early-stage intervention program. The subset of tutors that The Oakland REACH recruited for “literacy liberator fellowships” took an additional set of eight two-hour sessions that provided background in the science of reading and focused on building student mindsets and tutors’ roles as leaders and advocates.\u003c/p>\n\u003cp>“We bring in a social-emotional component of what it means to be a teacher in Oakland teaching students that are behind, and how does that make them feel?” said Emily Grunt, program director for FluentSeeds, who has led the Oakland training.\u003c/p>\n\u003cp>One tutor characterized the fellowship as “life-changing.”\u003c/p>\n\u003cp>Interest in the program appears to be spreading: The Oakland Reach’s recent conference on the tutoring model attracted representatives from 14 nonprofits nationwide, and another conference is planned for the spring.\u003c/p>\n\u003cp>The group also created a readiness assessment to determine if other organizations have the leadership capacity and organizational strength to take on the work effectively.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We only can work with people who have a certain level of readiness to be able to push this forward because it’s going to be really tricky,” Young said. “If you’re not used to working with your district at all, your head’s going to explode starting this out.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth-grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses. [aside postID=science_1985830 hero='https://cdn.kqed.org/wp-content/uploads/sites/35/2023/12/GettyImages-1419796991-1020x667.jpg']\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\u003c/p>\n\u003cp>“OK! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> — one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.” [aside postID=news_11967943 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/11/EdSource01-1020x755.jpeg']When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new — and sometimes devastating — information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action. [pullquote size=\"medium\" align=\"right\" citation=\"Leo, a fifth grader, The Wesley School in Los Angeles\"]‘Knowing I’m a part of something good just helps me sleep at night. If we can just work together, it’s all going to be OK and everything’s going to work out fine.’[/pullquote]Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be OK and everything’s going to work out fine.”\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth-grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\u003c/p>\n\u003cp>“OK! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> — one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new — and sometimes devastating — information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be OK and everything’s going to work out fine.”\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "California Urges Universities to Return Native American Remains and Artifacts",
"headTitle": "California Urges Universities to Return Native American Remains and Artifacts | KQED",
"content": "\u003cp>When San José State anthropology professor Elizabeth Weiss tweeted a picture to celebrate returning to campus in September 2021, it caught the attention of \u003ca href=\"https://calmatters.org/legislator-tracker/james-ramos-1967/\">Assemblymember James Ramos\u003c/a>, a Democrat from San Bernardino and the Legislature’s first and only Native American member.\u003c/p>\n\u003cp>“So happy to be back with some old friends,” read the caption of Weiss’ tweet, which included a photo of her holding the skull of a Native ancestor in front of boxes of other remains. [pullquote size=\"medium\" align=\"right\" citation=\"Assemblymember James Ramos, D-San Bernardino\"]‘Now that I’m in the state Legislature, we have a stronger voice to ensure that people truly understand that this is something that needs to get done.’[/pullquote]For Ramos, a member of the San Manuel Indian Reservation’s Serrano/Cahuilla tribe, the caption was an example of the lack of respect for Native history in California. The boxes in the photograph’s background were a reminder of the vast collections of Native remains and artifacts still being held illegally in California’s public university systems.\u003c/p>\n\u003cp>The post prompted Ramos to request an audit of the California State University’s repatriation progress — the act of institutions giving back remains and artifacts to Native tribes as required by state and federal laws passed as far back as three decades ago.\u003c/p>\n\u003cp>“To find that we’re still in the year 2023 and that hasn’t happened is really daunting to find out how we move forward,” Ramos said. “But now that I’m in the state Legislature, we have a stronger voice to ensure that people truly understand that this is something that needs to get done.”\u003c/p>\n\u003cp>When the \u003ca href=\"https://auditor.ca.gov/reports/2022-107/index.html#section3\">Cal State audit\u003c/a> was published in June 2023, results were similar to an audit of the \u003ca href=\"https://www.auditor.ca.gov/reports/2019-047/summary.html\">University of California\u003c/a> conducted three years prior — a lack of policies, urgency and staffing meant neither system complied with the California Native American Graves Protection Act of 2001 or the federal Native American Graves Protection and Repatriation Act of 1990.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cal State campuses collectively returned only 6% of the 698,000 Native remains and artifacts to local tribes. UC campuses collectively returned around 35% of 17,000 human remains as of October 2023, according to UC spokesperson Stett Holbrook, with an additional 30% in the process of being returned.\u003c/p>\n\u003cp>Two campuses stand out among their peers, however. UCLA has returned 96% of its 58,200 items, while Cal State Long Beach has given back 70% of its 9,000 items, the only campuses in their respective systems to return a majority of remains and artifacts to Native tribes. Strong Native American voices, along with allies in campus leadership and academic departments, were factors that allowed both universities to lead their systems in repatriation progress.\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/16206456/embed?auto=1\" width=\"800\" height=\"1000\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>In response to the \u003ca href=\"https://www.auditor.ca.gov/pdfs/reports/2019-047.pdf\">state audit\u003c/a> of the UC system, university officials released \u003ca href=\"https://www.ucop.edu/research-policy-analysis-coordination/policies-guidance/curation-and-repatriation/index.html\">new policies\u003c/a> governing repatriation efforts in December 2021. The six UC campuses with collections of more than 100 items are now required to have a full-time repatriation coordinator. UC also required campuses to submit budget proposals to fund the full return of their collections to tribes and add more tribal members to committees that review repatriation requests.\u003c/p>\n\u003cp>As of June 2023, 12 of 21 Cal State campuses with collections subject to repatriation laws had yet to meet a 1995 federal deadline to complete an inventory of their collections, much less return remains or artifacts. Since the audit, Cal State has opened nominations for a new systemwide repatriation committee that aims for majority representation from Native American tribes, giving preference to California Indian tribal members.\u003c/p>\n\u003cfigure id=\"attachment_11970926\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970926\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02.jpg\" alt=\"Photos of Native American history.\" width=\"2000\" height=\"629\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-800x252.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-1020x321.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-160x50.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-1536x483.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-1920x604.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A display of photos at the CSU Long Beach campus from gatherings in which the Tongva community launched a Southern California Indian sewn plank canoe (ti’at) along with a Chumash sewn plank canoe (tomol). Dec. 14, 2023. \u003ccite>( Julie A. Hotz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB389\">Assembly Bill 389,\u003c/a> introduced by Ramos and signed into law in October, requires Cal State campuses to fund the full expense of returning their collections, including full-time coordinators. The law also shifts the system’s relationship with Native remains and artifacts by prohibiting their use for teaching or research, a win for tribes who have accused universities in California of \u003ca href=\"https://calmatters.org/education/2018/07/native-american-tribes-clash-with-uc-over-bones-of-their-ancestors/\">delaying repatriation\u003c/a> so professors can continue their research. The law amounts to a major overhaul of the system’s repatriation process, ensuring funding shortfalls and research priorities no longer stall efforts.\u003c/p>\n\u003cp>At San José State, Weiss will resign effective May 29, 2024, as part of a settlement after she sued the university for barring her access to the campus’ skeletal collection following her post. The campus holds around 500 Native remains and 5,000 cultural items and completed its first repatriation of two remains and two cultural items to the Central Valley Yokuts tribe in March 2020, according to the audit.\u003c/p>\n\u003cp>“As I have said many times before, there is nothing wrong or controversial about this photo or the tweet,” Weiss wrote in a statement to CalMatters. “The photo shows my true love and respect for anthropology and the skeletal remains that make it possible.”\u003c/p>\n\u003ch2>How UCLA returned nearly all remains and artifacts\u003c/h2>\n\u003cp>When the state auditor reviewed the UC’s progress, UCLA stood out. Between 1996 and 2022, UCLA returned nearly its entire collection of Native remains and artifacts through \u003ca href=\"https://www3.research.ucla.edu/nagpra/collections\">127 repatriations\u003c/a> to tribes in California, Arizona, Hawaii and Utah. Most items in the university’s collections were unearthed during university and government construction projects, according to Sylvia Forni, director of UCLA’s Fowler Museum.\u003c/p>\n\u003cp>“We don’t do anything special at UCLA that isn’t supposed to be done legally at other UCs and Cal States,” said Michael Chavez, who started as UCLA’s archaeological collections manager and repatriation coordinator this year. [pullquote size=\"medium\" align=\"right\" citation=\"Michael Chavez, archaeological collections manager and repatriation coordinator, UCLA\"]‘We don’t decide for the tribe. We work in collaboration with the tribe and strongly defer to their opinion and position.’[/pullquote]Chavez, a Native member of the Tongva of the Los Angeles Basin, applauded a 2020 revision to the state’s repatriation law making it easier for non-federally recognized tribes to reclaim their ancestors and artifacts. He said his work largely involves listening to local tribes, federally recognized or not.\u003c/p>\n\u003cp>“We don’t decide for the tribe,” Chavez said. “We work in collaboration with the tribe and strongly defer to their opinion and position.”\u003c/p>\n\u003cp>Chavez credits the university’s 2020 audit results to the impact of his predecessor, former coordinator Dr. Wendy Teeter.\u003c/p>\n\u003cp>“[She] didn’t allow any obstacles to get in her way in the pursuit of repatriation,” Chavez said.\u003c/p>\n\u003cp>Despite limited funding and her multiple roles as a lecturer in American Indian Studies, a member of the UC’s Native American Advisory Committee and curator at the Fowler Museum, Teeter established a culture of welcoming Native communities during her 25 years on campus.\u003c/p>\n\u003cp>“We just broadened it to be more reciprocal in nature and more understanding that they had a lot to share with us, and we had a lot to share with them,” Teeter said.\u003c/p>\n\u003cfigure id=\"attachment_11970927\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11970927\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-1020x1275.jpg\" alt=\"A woman in a green T-shirt is pictured outdoors with trees behind her.\" width=\"640\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-1229x1536.jpg 1229w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Wendy G. Teeter, former lecturer of American Indian Studies at UCLA and Senior Curator of Archeology, Fowler Museum at UCLA, on Dec. 15, 2023. \u003ccite>(Julie A. Hotz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Beyond consulting with tribes on repatriation efforts, Teeter said Anthropology and American Indian Studies faculty assisted efforts by leading listening sessions and campus tours to strengthen relationships between the tribes and campus community. Having allies across academic departments was another key to UCLA’s success, according to Teeter.\u003c/p>\n\u003cp>Before campuses were required to estimate and fund the full cost of repatriation, Teeter said the vice chancellor of research would review funding requests to support her work, annually providing about $60,000 from federal grants. Teeter is hopeful new policies at UC and Cal State will lead to sustainable funding for returning remains and artifacts to their tribal homes.\u003c/p>\n\u003cp>Since retiring from UCLA last year, Teeter now works with the Santa Ynez Band of Chumash Indians as an archaeologist, where she reviews development projects and mediates between the developer and the tribe.\u003c/p>\n\u003cp>Forni, Teeter’s successor at the Fowler Museum, said she’s committed to finishing the work led by Teeter and others.\u003c/p>\n\u003cp>“We think, at this point, [it] is 99% done,” Forni said.\u003c/p>\n\u003ch2>Cal State Long Beach ‘a sacred site’\u003c/h2>\n\u003cp>\u003ca href=\"https://home.csulb.edu/~eruyle/puvudoc_0000_about.html\">Puvuu’nga\u003c/a>, the Native village that Cal State Long Beach occupies, is also a sacred site used for rituals and burials that \u003ca href=\"https://calmatters.org/environment/2020/08/native-american-sacred-land-on-csu-long-beach-campus-should-be-permanently-protected/\">connect tribes\u003c/a> in Southern California and beyond. Since 1990, Cal State Long Beach returned 275 ancestral remains and 6,059 cultural items to three of the tribes local to campus, according to the June 2023 audit. The university is the only Cal State campus to have transferred the majority of its collection, at 70%.\u003c/p>\n\u003cp>Founded in 1968, the American Indian Studies program at Cal State Long Beach is the oldest in California. Native history is central to the campus’ identity, unlike other institutions, said Dr. Craig Stone, professor emeritus of American Indian Studies and the former provost designee for Cal State Long Beach’s repatriation committee.\u003c/p>\n\u003cp>The land the university occupies has ties to \u003ca href=\"https://www.csulb.edu/university-relations-and-development/tribal-relations/consultation\">more than 20 tribes \u003c/a>from the Gabrielino, Acjachemen, Luiseño, and Cahuilla bands of Native Americans.\u003c/p>\n\u003cfigure id=\"attachment_11970928\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970928\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04.jpg\" alt=\"A photo of three individuals are pictured: two men and one woman. All have serious faces as they stand in front of a wall full of bookshelves that have various Native American artifacts and books on it.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">From left to right: Cindi Alvitre, Native American Graves Protection and Repatriation Act Coordinator, Craig Stone, Professor Emeritus and Director of American Indian Studies, and Luis Robles, Chair of the Native American Graves Protection and Repatriation Act Committee. at CSU Long Beach on. Dec. 14, 2023. \u003ccite>(Julie A. Hotz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This is a sacred site, not just to the Tongva, Gabrielino people. This is a sacred site to anyone who’s been influenced by the Chingichnish spiritual philosophy,” Stone said. \u003ca href=\"https://scholarworks.calstate.edu/concern/theses/gx41mn02g\">Chingichnish\u003c/a> describes a deity and religion followed by Native tribes throughout Southern California.\u003c/p>\n\u003cp>The campus began repatriating the remains of Native ancestors long before the 1990 federal repatriation law, Stone said. Skeletal remains of ancestors \u003ca href=\"https://www.presstelegram.com/2016/09/22/ceremony-memorializes-reburial-of-indigenous-peoples-remains-at-cal-state-long-beach/\">found on campus\u003c/a> during construction projects were given proper reburial.\u003c/p>\n\u003cp>“We interred in 1979,” Stone said. “So this is a commitment that people have heard of, know about, care about, and know when the law came into being, ‘Oh, yeah, we did that back in 1979.’”\u003c/p>\n\u003cp>A Cal State Long Beach student in the ‘70s, Stone was one of 10 people on the student council who approached then-President Steven Thorn about the \u003ca href=\"https://cla.csulb.edu/departments/americanindianstudies/ancestors-final-journey-home/\">skeletal remains\u003c/a> of a Gabrielino ancestor unearthed near the university during the construction of a sprinkler system.\u003c/p>\n\u003cp>“We went down there, and we were gonna demand this, and as soon as we got to the office, he was like, ‘What’s going on guys? Let’s fix this, let’s review this ancestor,’” Stone said. “Which was interesting because people are not interested in fixing anything, so he was an ally right off the bat.”\u003c/p>\n\u003cfigure id=\"attachment_11970929\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970929\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05.jpg\" alt=\"Native American women in traditions clothing and headwear are pictured.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ms. UCR Powwow Princess 2023-24, Tishmal Herrera, dances at a performance during Native American Celebration Day at the state Capitol in Sacramento on Sept. 22, 2023. \u003ccite>(Miguel Gutierrez Jr./CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cal State Long Beach would go on to have more allies — including Professor Emeritus Marcus Young Owl, who was Stone’s colleague for decades and a current member of the Cal State Long Beach repatriation committee representing the anthropology department. [pullquote size=\"medium\" align=\"right\" citation=\"Young Owl, professor emeritus, Cal State Long Beach\"]‘I’m actually proud of the fact that the anthropology department was so willing to participate and have good relations with American Indian Studies.’[/pullquote]Young Owl, who describes himself as of Ojibwe descent, was a student and a founding member of the campus Indian Youth Council in December 1968. He started working as a faculty member teaching anthropology in 1987, replacing a professor who disagreed with repatriation, Young Owl said.\u003c/p>\n\u003cp>“I’m actually proud of the fact that the anthropology department was so willing to participate and have good relations with American Indian Studies,” Young Owl said.\u003c/p>\n\u003cp>The repatriation process has been slow for the remaining 30% of the university’s collection. Stone attributes this to the previous lack of funding for a full-time repatriation coordinator and the months-long work of sifting through buckets of dirt and bones to identify ancestral remains.\u003c/p>\n\u003cp>A lack of funding for staff was a main issue cited in the audit of Cal State. Of the 23 campuses in the Cal State system, 10 reported a lack of sufficient funding to support the responsibilities that fall under federal and state laws, according to the audit.\u003c/p>\n\u003ch2>The work of repatriation continues\u003c/h2>\n\u003cp>Like UC before it, Cal State is now taking nominations until Feb. 2 to fill repatriation committees on campuses and statewide. Led by Adriane Tafoya, Cal State’s repatriation project manager, Cal State is working with the \u003ca href=\"https://nahc.ca.gov/\">Native American Heritage Commission\u003c/a> to host virtual training for campuses.\u003c/p>\n\u003cp>Cal State must adopt systemwide repatriation policies by July 1, 2025, and all campuses with collections must adopt campus-specific policies by July 1, 2026. The system will also have to submit yearly progress reports on its repatriation efforts starting in 2024.\u003c/p>\n\u003cp>Since the audit, repatriation efforts on some campuses have ramped up, said Cal State spokesperson Amy Bentley-Smith. Since June 2023, San Francisco State has returned cultural artifacts to four tribes. This year, Sacramento State transferred 66,686 cultural artifacts and 498 ancestral remains to local tribes. In August, Chico State conducted the second-largest repatriation since 1990, repatriating 532 remains and 87,935 cultural items. \u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11970930\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970930\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06.jpg\" alt=\"Native American pottery and bundles of sage are pictured.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Copal incense burns in a holder at the California Native American Day celebration at the state Capitol on Sept. 22, 2023. \u003ccite>(Miguel Gutierrez Jr./CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In October, UC Berkeley filed a report with the federal registrar, the first step to make available 4,400 Native remains and 25,000 Native cultural items for repatriation to California tribes. Once completed, it will be the \u003ca href=\"https://www.federalregister.gov/documents/2023/10/31/2023-23975/notice-of-inventory-completion-university-of-california-berkeley-berkeley-ca\">largest repatriation\u003c/a> for the campus, which once had \u003ca href=\"https://www.propublica.org/article/berkeley-steps-to-largest-repatriation\">11,000 Native ancestral remains\u003c/a>. [aside postID=news_11956856 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/07/RS67156_230721-CoastMiwokLandMarin-04-BL-KQED-1020x680.jpg']“Tribal knowledge is key to repatriation, and we are so grateful to our tribal partners for working closely with us during this process,” UC Berkeley repatriation coordinator Alex Lucas wrote in a statement to CalMatters.\u003c/p>\n\u003cp>For Johnny Hernandez, the vice chairman of the San Juan Nation in California, repatriation is more than a legal procedure — it’s a matter of reuniting family members with their tribes after decades apart. Invited by Ramos to speak alongside other tribal leaders at a California State Assembly hearing on Aug. 29, Hernandez underscored the importance of allowing Native ancestors to finally rest in peace.\u003c/p>\n\u003cp>“There’s been a disturbance of grave sites on ancestral lands and remains of loved ones, our ancestors, being held without the opportunity to eternally rest in peace,” Hernandez said. “Imagine if it was your family, your ancestors, and their belongings that you hold near and dear that are owned and used under the guise of an artifact on display for the public’s learnings and teachings.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When San José State anthropology professor Elizabeth Weiss tweeted a picture to celebrate returning to campus in September 2021, it caught the attention of \u003ca href=\"https://calmatters.org/legislator-tracker/james-ramos-1967/\">Assemblymember James Ramos\u003c/a>, a Democrat from San Bernardino and the Legislature’s first and only Native American member.\u003c/p>\n\u003cp>“So happy to be back with some old friends,” read the caption of Weiss’ tweet, which included a photo of her holding the skull of a Native ancestor in front of boxes of other remains. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For Ramos, a member of the San Manuel Indian Reservation’s Serrano/Cahuilla tribe, the caption was an example of the lack of respect for Native history in California. The boxes in the photograph’s background were a reminder of the vast collections of Native remains and artifacts still being held illegally in California’s public university systems.\u003c/p>\n\u003cp>The post prompted Ramos to request an audit of the California State University’s repatriation progress — the act of institutions giving back remains and artifacts to Native tribes as required by state and federal laws passed as far back as three decades ago.\u003c/p>\n\u003cp>“To find that we’re still in the year 2023 and that hasn’t happened is really daunting to find out how we move forward,” Ramos said. “But now that I’m in the state Legislature, we have a stronger voice to ensure that people truly understand that this is something that needs to get done.”\u003c/p>\n\u003cp>When the \u003ca href=\"https://auditor.ca.gov/reports/2022-107/index.html#section3\">Cal State audit\u003c/a> was published in June 2023, results were similar to an audit of the \u003ca href=\"https://www.auditor.ca.gov/reports/2019-047/summary.html\">University of California\u003c/a> conducted three years prior — a lack of policies, urgency and staffing meant neither system complied with the California Native American Graves Protection Act of 2001 or the federal Native American Graves Protection and Repatriation Act of 1990.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cal State campuses collectively returned only 6% of the 698,000 Native remains and artifacts to local tribes. UC campuses collectively returned around 35% of 17,000 human remains as of October 2023, according to UC spokesperson Stett Holbrook, with an additional 30% in the process of being returned.\u003c/p>\n\u003cp>Two campuses stand out among their peers, however. UCLA has returned 96% of its 58,200 items, while Cal State Long Beach has given back 70% of its 9,000 items, the only campuses in their respective systems to return a majority of remains and artifacts to Native tribes. Strong Native American voices, along with allies in campus leadership and academic departments, were factors that allowed both universities to lead their systems in repatriation progress.\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/16206456/embed?auto=1\" width=\"800\" height=\"1000\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>In response to the \u003ca href=\"https://www.auditor.ca.gov/pdfs/reports/2019-047.pdf\">state audit\u003c/a> of the UC system, university officials released \u003ca href=\"https://www.ucop.edu/research-policy-analysis-coordination/policies-guidance/curation-and-repatriation/index.html\">new policies\u003c/a> governing repatriation efforts in December 2021. The six UC campuses with collections of more than 100 items are now required to have a full-time repatriation coordinator. UC also required campuses to submit budget proposals to fund the full return of their collections to tribes and add more tribal members to committees that review repatriation requests.\u003c/p>\n\u003cp>As of June 2023, 12 of 21 Cal State campuses with collections subject to repatriation laws had yet to meet a 1995 federal deadline to complete an inventory of their collections, much less return remains or artifacts. Since the audit, Cal State has opened nominations for a new systemwide repatriation committee that aims for majority representation from Native American tribes, giving preference to California Indian tribal members.\u003c/p>\n\u003cfigure id=\"attachment_11970926\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970926\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02.jpg\" alt=\"Photos of Native American history.\" width=\"2000\" height=\"629\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-800x252.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-1020x321.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-160x50.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-1536x483.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative02-1920x604.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A display of photos at the CSU Long Beach campus from gatherings in which the Tongva community launched a Southern California Indian sewn plank canoe (ti’at) along with a Chumash sewn plank canoe (tomol). Dec. 14, 2023. \u003ccite>( Julie A. Hotz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB389\">Assembly Bill 389,\u003c/a> introduced by Ramos and signed into law in October, requires Cal State campuses to fund the full expense of returning their collections, including full-time coordinators. The law also shifts the system’s relationship with Native remains and artifacts by prohibiting their use for teaching or research, a win for tribes who have accused universities in California of \u003ca href=\"https://calmatters.org/education/2018/07/native-american-tribes-clash-with-uc-over-bones-of-their-ancestors/\">delaying repatriation\u003c/a> so professors can continue their research. The law amounts to a major overhaul of the system’s repatriation process, ensuring funding shortfalls and research priorities no longer stall efforts.\u003c/p>\n\u003cp>At San José State, Weiss will resign effective May 29, 2024, as part of a settlement after she sued the university for barring her access to the campus’ skeletal collection following her post. The campus holds around 500 Native remains and 5,000 cultural items and completed its first repatriation of two remains and two cultural items to the Central Valley Yokuts tribe in March 2020, according to the audit.\u003c/p>\n\u003cp>“As I have said many times before, there is nothing wrong or controversial about this photo or the tweet,” Weiss wrote in a statement to CalMatters. “The photo shows my true love and respect for anthropology and the skeletal remains that make it possible.”\u003c/p>\n\u003ch2>How UCLA returned nearly all remains and artifacts\u003c/h2>\n\u003cp>When the state auditor reviewed the UC’s progress, UCLA stood out. Between 1996 and 2022, UCLA returned nearly its entire collection of Native remains and artifacts through \u003ca href=\"https://www3.research.ucla.edu/nagpra/collections\">127 repatriations\u003c/a> to tribes in California, Arizona, Hawaii and Utah. Most items in the university’s collections were unearthed during university and government construction projects, according to Sylvia Forni, director of UCLA’s Fowler Museum.\u003c/p>\n\u003cp>“We don’t do anything special at UCLA that isn’t supposed to be done legally at other UCs and Cal States,” said Michael Chavez, who started as UCLA’s archaeological collections manager and repatriation coordinator this year. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Chavez, a Native member of the Tongva of the Los Angeles Basin, applauded a 2020 revision to the state’s repatriation law making it easier for non-federally recognized tribes to reclaim their ancestors and artifacts. He said his work largely involves listening to local tribes, federally recognized or not.\u003c/p>\n\u003cp>“We don’t decide for the tribe,” Chavez said. “We work in collaboration with the tribe and strongly defer to their opinion and position.”\u003c/p>\n\u003cp>Chavez credits the university’s 2020 audit results to the impact of his predecessor, former coordinator Dr. Wendy Teeter.\u003c/p>\n\u003cp>“[She] didn’t allow any obstacles to get in her way in the pursuit of repatriation,” Chavez said.\u003c/p>\n\u003cp>Despite limited funding and her multiple roles as a lecturer in American Indian Studies, a member of the UC’s Native American Advisory Committee and curator at the Fowler Museum, Teeter established a culture of welcoming Native communities during her 25 years on campus.\u003c/p>\n\u003cp>“We just broadened it to be more reciprocal in nature and more understanding that they had a lot to share with us, and we had a lot to share with them,” Teeter said.\u003c/p>\n\u003cfigure id=\"attachment_11970927\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11970927\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-1020x1275.jpg\" alt=\"A woman in a green T-shirt is pictured outdoors with trees behind her.\" width=\"640\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03-1229x1536.jpg 1229w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative03.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Wendy G. Teeter, former lecturer of American Indian Studies at UCLA and Senior Curator of Archeology, Fowler Museum at UCLA, on Dec. 15, 2023. \u003ccite>(Julie A. Hotz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Beyond consulting with tribes on repatriation efforts, Teeter said Anthropology and American Indian Studies faculty assisted efforts by leading listening sessions and campus tours to strengthen relationships between the tribes and campus community. Having allies across academic departments was another key to UCLA’s success, according to Teeter.\u003c/p>\n\u003cp>Before campuses were required to estimate and fund the full cost of repatriation, Teeter said the vice chancellor of research would review funding requests to support her work, annually providing about $60,000 from federal grants. Teeter is hopeful new policies at UC and Cal State will lead to sustainable funding for returning remains and artifacts to their tribal homes.\u003c/p>\n\u003cp>Since retiring from UCLA last year, Teeter now works with the Santa Ynez Band of Chumash Indians as an archaeologist, where she reviews development projects and mediates between the developer and the tribe.\u003c/p>\n\u003cp>Forni, Teeter’s successor at the Fowler Museum, said she’s committed to finishing the work led by Teeter and others.\u003c/p>\n\u003cp>“We think, at this point, [it] is 99% done,” Forni said.\u003c/p>\n\u003ch2>Cal State Long Beach ‘a sacred site’\u003c/h2>\n\u003cp>\u003ca href=\"https://home.csulb.edu/~eruyle/puvudoc_0000_about.html\">Puvuu’nga\u003c/a>, the Native village that Cal State Long Beach occupies, is also a sacred site used for rituals and burials that \u003ca href=\"https://calmatters.org/environment/2020/08/native-american-sacred-land-on-csu-long-beach-campus-should-be-permanently-protected/\">connect tribes\u003c/a> in Southern California and beyond. Since 1990, Cal State Long Beach returned 275 ancestral remains and 6,059 cultural items to three of the tribes local to campus, according to the June 2023 audit. The university is the only Cal State campus to have transferred the majority of its collection, at 70%.\u003c/p>\n\u003cp>Founded in 1968, the American Indian Studies program at Cal State Long Beach is the oldest in California. Native history is central to the campus’ identity, unlike other institutions, said Dr. Craig Stone, professor emeritus of American Indian Studies and the former provost designee for Cal State Long Beach’s repatriation committee.\u003c/p>\n\u003cp>The land the university occupies has ties to \u003ca href=\"https://www.csulb.edu/university-relations-and-development/tribal-relations/consultation\">more than 20 tribes \u003c/a>from the Gabrielino, Acjachemen, Luiseño, and Cahuilla bands of Native Americans.\u003c/p>\n\u003cfigure id=\"attachment_11970928\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970928\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04.jpg\" alt=\"A photo of three individuals are pictured: two men and one woman. All have serious faces as they stand in front of a wall full of bookshelves that have various Native American artifacts and books on it.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative04-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">From left to right: Cindi Alvitre, Native American Graves Protection and Repatriation Act Coordinator, Craig Stone, Professor Emeritus and Director of American Indian Studies, and Luis Robles, Chair of the Native American Graves Protection and Repatriation Act Committee. at CSU Long Beach on. Dec. 14, 2023. \u003ccite>(Julie A. Hotz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This is a sacred site, not just to the Tongva, Gabrielino people. This is a sacred site to anyone who’s been influenced by the Chingichnish spiritual philosophy,” Stone said. \u003ca href=\"https://scholarworks.calstate.edu/concern/theses/gx41mn02g\">Chingichnish\u003c/a> describes a deity and religion followed by Native tribes throughout Southern California.\u003c/p>\n\u003cp>The campus began repatriating the remains of Native ancestors long before the 1990 federal repatriation law, Stone said. Skeletal remains of ancestors \u003ca href=\"https://www.presstelegram.com/2016/09/22/ceremony-memorializes-reburial-of-indigenous-peoples-remains-at-cal-state-long-beach/\">found on campus\u003c/a> during construction projects were given proper reburial.\u003c/p>\n\u003cp>“We interred in 1979,” Stone said. “So this is a commitment that people have heard of, know about, care about, and know when the law came into being, ‘Oh, yeah, we did that back in 1979.’”\u003c/p>\n\u003cp>A Cal State Long Beach student in the ‘70s, Stone was one of 10 people on the student council who approached then-President Steven Thorn about the \u003ca href=\"https://cla.csulb.edu/departments/americanindianstudies/ancestors-final-journey-home/\">skeletal remains\u003c/a> of a Gabrielino ancestor unearthed near the university during the construction of a sprinkler system.\u003c/p>\n\u003cp>“We went down there, and we were gonna demand this, and as soon as we got to the office, he was like, ‘What’s going on guys? Let’s fix this, let’s review this ancestor,’” Stone said. “Which was interesting because people are not interested in fixing anything, so he was an ally right off the bat.”\u003c/p>\n\u003cfigure id=\"attachment_11970929\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970929\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05.jpg\" alt=\"Native American women in traditions clothing and headwear are pictured.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative05-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Ms. UCR Powwow Princess 2023-24, Tishmal Herrera, dances at a performance during Native American Celebration Day at the state Capitol in Sacramento on Sept. 22, 2023. \u003ccite>(Miguel Gutierrez Jr./CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cal State Long Beach would go on to have more allies — including Professor Emeritus Marcus Young Owl, who was Stone’s colleague for decades and a current member of the Cal State Long Beach repatriation committee representing the anthropology department. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Young Owl, who describes himself as of Ojibwe descent, was a student and a founding member of the campus Indian Youth Council in December 1968. He started working as a faculty member teaching anthropology in 1987, replacing a professor who disagreed with repatriation, Young Owl said.\u003c/p>\n\u003cp>“I’m actually proud of the fact that the anthropology department was so willing to participate and have good relations with American Indian Studies,” Young Owl said.\u003c/p>\n\u003cp>The repatriation process has been slow for the remaining 30% of the university’s collection. Stone attributes this to the previous lack of funding for a full-time repatriation coordinator and the months-long work of sifting through buckets of dirt and bones to identify ancestral remains.\u003c/p>\n\u003cp>A lack of funding for staff was a main issue cited in the audit of Cal State. Of the 23 campuses in the Cal State system, 10 reported a lack of sufficient funding to support the responsibilities that fall under federal and state laws, according to the audit.\u003c/p>\n\u003ch2>The work of repatriation continues\u003c/h2>\n\u003cp>Like UC before it, Cal State is now taking nominations until Feb. 2 to fill repatriation committees on campuses and statewide. Led by Adriane Tafoya, Cal State’s repatriation project manager, Cal State is working with the \u003ca href=\"https://nahc.ca.gov/\">Native American Heritage Commission\u003c/a> to host virtual training for campuses.\u003c/p>\n\u003cp>Cal State must adopt systemwide repatriation policies by July 1, 2025, and all campuses with collections must adopt campus-specific policies by July 1, 2026. The system will also have to submit yearly progress reports on its repatriation efforts starting in 2024.\u003c/p>\n\u003cp>Since the audit, repatriation efforts on some campuses have ramped up, said Cal State spokesperson Amy Bentley-Smith. Since June 2023, San Francisco State has returned cultural artifacts to four tribes. This year, Sacramento State transferred 66,686 cultural artifacts and 498 ancestral remains to local tribes. In August, Chico State conducted the second-largest repatriation since 1990, repatriating 532 remains and 87,935 cultural items. \u003cstrong> \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11970930\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11970930\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06.jpg\" alt=\"Native American pottery and bundles of sage are pictured.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/12/CMNative06-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Copal incense burns in a holder at the California Native American Day celebration at the state Capitol on Sept. 22, 2023. \u003ccite>(Miguel Gutierrez Jr./CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In October, UC Berkeley filed a report with the federal registrar, the first step to make available 4,400 Native remains and 25,000 Native cultural items for repatriation to California tribes. Once completed, it will be the \u003ca href=\"https://www.federalregister.gov/documents/2023/10/31/2023-23975/notice-of-inventory-completion-university-of-california-berkeley-berkeley-ca\">largest repatriation\u003c/a> for the campus, which once had \u003ca href=\"https://www.propublica.org/article/berkeley-steps-to-largest-repatriation\">11,000 Native ancestral remains\u003c/a>. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Tribal knowledge is key to repatriation, and we are so grateful to our tribal partners for working closely with us during this process,” UC Berkeley repatriation coordinator Alex Lucas wrote in a statement to CalMatters.\u003c/p>\n\u003cp>For Johnny Hernandez, the vice chairman of the San Juan Nation in California, repatriation is more than a legal procedure — it’s a matter of reuniting family members with their tribes after decades apart. Invited by Ramos to speak alongside other tribal leaders at a California State Assembly hearing on Aug. 29, Hernandez underscored the importance of allowing Native ancestors to finally rest in peace.\u003c/p>\n\u003cp>“There’s been a disturbance of grave sites on ancestral lands and remains of loved ones, our ancestors, being held without the opportunity to eternally rest in peace,” Hernandez said. “Imagine if it was your family, your ancestors, and their belongings that you hold near and dear that are owned and used under the guise of an artifact on display for the public’s learnings and teachings.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/bbc-world-service",
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"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
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"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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},
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
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"order": 1
},
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
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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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
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