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"content": "\u003cp>A \u003ca href=\"https://www.supremecourt.gov/opinions/22pdf/20-1199_hgdj.pdf\">U.S. Supreme Court ruling (PDF)\u003c/a> barring colleges from considering race in admissions effectively outlaws affirmative action at California’s private universities, broadly expanding a ban that had previously only applied to the state’s public campuses.\u003c/p>\n\u003cp>In Thursday’s 6-3 decision, the court’s conservative majority invalidated race-conscious admissions policies at Harvard University and the University of North Carolina, the nation’s oldest private and public colleges, respectively, finding them in violation of the Constitution’s guarantee of equal protection. The historic ruling overturns a spate of cases reaching back nearly half a century and will force the nation’s private and public universities to dramatically alter how they select their students.[pullquote align=\"right\" size=\"medium\" citation=\"Rev. Paul Fitzgerald, president, University of San Francisco\"]‘We’ve spent decades building out an academic program to welcome a student population that looks like the future of our nation. To be told now that we cannot use race as a particular factor is going to cause us to think very hard to figure out a way to continue our mission.’[/pullquote]Writing for the court’s majority, Chief Justice John Roberts said that for too long universities have “concluded, wrongly, that the touchstone of an individual’s identity is not challenges bested, skills built, or lessons learned but the color of their skin. Our constitutional history does not tolerate that choice.”\u003c/p>\n\u003cp>“The entire point of the Equal Protection Clause is that treating someone differently because of their skin color is not like treating them differently because they are from a city or from a suburb, or because they play the violin poorly or well,” Roberts said.\u003c/p>\n\u003cp>The decision, bringing a long-sought conservative goal to fruition, comes nearly 30 years after California voters \u003ca href=\"https://lao.ca.gov/ballot/1996/prop209_11_1996.html\">passed Proposition 209\u003c/a>, which prohibited the state’s public universities — including those in the University of California and California State University systems — from considering race and gender in admissions and hiring decisions. But that law did not apply to the state’s private colleges, including University of San Francisco, Stanford and Santa Clara universities, who until now have continued to consider race as a factor in admissions.\u003c/p>\n\u003cp>Leaders of numerous private colleges across California were quick to denounce the court’s decision, calling it a major setback to efforts aimed at diversifying campuses and to expand opportunities for underrepresented student populations.\u003c/p>\n\u003cp>“The ruling is quite disturbing and really quite challenging to us,” said Rev. Paul Fitzgerald, president of the University of San Francisco. “We’ve spent decades building out an academic program to welcome a student population that looks like the future of our nation. To be told now that we cannot use race as a particular factor is going to cause us to think very hard to figure out a way to continue our mission.”\u003c/p>\n\u003cp>Fitzgerald noted his school has worked to draw communities that are historically underrepresented on college campuses, including outreach at high schools that serve primarily Black, Latino or Indigenous students.\u003c/p>\n\u003cp>The court’s ruling was the culmination of a lawsuit first brought against Harvard in 2014 when a group called Students for Fair Admissions argued the university’s consideration of race in admission decisions unfairly discriminated against Asian students. The group made a similar argument in its subsequent suit against the University of North Carolina.\u003c/p>\n\u003cfigure id=\"attachment_11954607\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954607\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg\" alt=\"People with the Asian American Coalition for Education rally outside of the Supreme Court of the United States in Washington, DC on June 29, 2023.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Asian American Coalition for Education, who oppose affirmative action in college admissions decisions, rally outside of the US Supreme Court in Washington, DC on June 29, 2023. \u003ccite>(Kent Nishimura/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stanford threw its support behind the school’s affirmative action policies, and last August submitted an amicus brief to the Supreme Court outlining how race is just one element the university considers when reviewing applications.\u003c/p>\n\u003cp>“These factors, among numerous others and viewed in the context of the entire application, may sometimes shed light on the critical questions of a candidate’s ability to deal with adversity and make the most of the opportunities that the University offers,” Stanford’s \u003ca href=\"https://news.stanford.edu/report/wp-content/uploads/sites/3/2022/08/20-1199-21-707-MIT-et-al.-Amici-Brief.pdf\">brief (PDF)\u003c/a> reads.\u003c/p>\n\u003cp>In an email to students and faculty on Thursday, Stanford President Marc Tessier-Lavigne said he was “deeply disappointed” by the court’s decision, arguing it would hinder his school’s efforts to build a more diverse student body.\u003c/p>\n\u003cp>“The ability to consider race as one part of a holistic review of each applicant has helped to foster a campus environment at Stanford that is diverse in many ways, where people of varied backgrounds and experiences are able to learn from one another and contribute to the creation of knowledge,” he wrote.\u003c/p>\n\u003cp>Supporters of affirmative action bans, which have already been enacted to some degree in nine states — including California — say the practice is racially discriminatory and does little to increase economic mobility for the lowest-income students.\u003c/p>\n\u003cp>But until now, the high court has consistently preserved race-conscious admission practices, upholding affirmative action in two separate challenges over the last 20 years.\u003c/p>\n\u003cp>That departure was underscored in Justice Ketanji Brown Jackson’s biting dissent.\u003c/p>\n\u003cp>“With let-them-eat-cake obliviousness, today, the majority pulls the ripcord and announces ‘colorblindness for all’ by legal fiat,” she wrote. “But deeming race irrelevant in law does not make it so in life.”\u003c/p>\n\u003cp>Since banning affirmative action in 1996, the University of California has spent more than $500 million on programs aimed at recruiting and graduating lower-income students and students who are first in their family to attend college.[aside label=\"more on affirmative action\" tag=\"affirmative-action\"]The UC system also \u003ca href=\"https://admission.universityofcalifornia.edu/admission-requirements/freshman-requirements/california-residents/statewide-guarantee/\">started a program\u003c/a> that guarantees admission to the top 9% of students in each high school across the state, an attempt to attract strong students from diverse backgrounds.\u003c/p>\n\u003cp>But those efforts have not had the success many had hoped for. By 1998, just two years after the state ban went into effect, \u003ca href=\"https://www.nytimes.com/1998/04/01/us/black-and-hispanic-admissions-off-sharply-at-u-of-california.html\">Black and Hispanic enrollment fell dramatically at UC Berkeley and UCLA\u003c/a>, the system’s two most selective campuses.\u003c/p>\n\u003cp>“Particularly at UC’s most selective campuses, feelings of racial isolation persist and hinder UC’s efforts to provide the educational benefits of diversity,” the \u003ca href=\"https://www.supremecourt.gov/DocketPDF/20/20-1199/232355/20220801134931730_20-1199%20bsac%20University%20of%20California.pdf\">University of California wrote (PDF)\u003c/a> in a brief submitted to the Supreme Court, urging it to uphold affirmative action policies. “Second, UC’s student population at many of its campuses is now starkly different, demographically speaking, from the population of California high school graduates. That raises concerns that UC is not enrolling sufficient students with diverse perspectives, and that it will not be perceived as open to, and welcoming of, all students across the State — which in turn threatens its legitimacy in the eyes of citizens of California.”\u003c/p>\n\u003cp>In the wake of the court’s decision on Thursday, \u003ca href=\"https://www.politico.com/newsletters/playbook-pm/2023/06/29/biden-slams-scotus-this-is-not-a-normal-court-00104223?tab=most-read\">President Joe Biden\u003c/a> and Gov. Gavin Newsom expressed similar concerns.\u003c/p>\n\u003cp>“Right-wing activists — including those donning robes — are trying to take us back to the era of book bans and segregated campuses,” Newsom said in a press statement. “While the path to equal opportunity has now been narrowed for millions of students, no court case will ever shatter the California Dream. Our campus doors remain open for all who want to work hard — and our commitment to diversity, equity, and equal opportunity has never been stronger.”\u003c/p>\n\u003cp>Meanwhile, a host of progressive organizations in California that focus on racial and economic justice for Asian Americans lambasted the decision as an attack on racial diversity and opportunity.\u003c/p>\n\u003cp>“For Asian American students and all others, racially diverse student bodies both enhance their learning and foster understanding of each student’s lived experience,” Connie Chung Joe, CEO of Asian Americans Advancing Justice Southern California, said in a press statement. “In our ever-changing global economy and platform, we must continue to give all students the opportunity to fulfill their potential and shape a future built strong on our biggest asset — our diversity.”\u003c/p>\n\u003cp>And San Francisco City Attorney David Chiu said that affirmative action policies have helped people like him have opportunities that may not have otherwise been possible.\u003c/p>\n\u003cp>“I am an Asian American Harvard graduate, who would not be in a public policy career but for an affirmative action program,” Chiu said in a press statement following the decision Tuesday. We know that students at more diverse campuses benefit academically and socially.”\u003c/p>\n\u003cp>The court’s decision, he added, “is simply another attempt to roll back civil rights and the progress made in recent years.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"https://www.supremecourt.gov/opinions/22pdf/20-1199_hgdj.pdf\">U.S. Supreme Court ruling (PDF)\u003c/a> barring colleges from considering race in admissions effectively outlaws affirmative action at California’s private universities, broadly expanding a ban that had previously only applied to the state’s public campuses.\u003c/p>\n\u003cp>In Thursday’s 6-3 decision, the court’s conservative majority invalidated race-conscious admissions policies at Harvard University and the University of North Carolina, the nation’s oldest private and public colleges, respectively, finding them in violation of the Constitution’s guarantee of equal protection. The historic ruling overturns a spate of cases reaching back nearly half a century and will force the nation’s private and public universities to dramatically alter how they select their students.\u003c/p>\u003c/div>",
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"content": "‘We’ve spent decades building out an academic program to welcome a student population that looks like the future of our nation. To be told now that we cannot use race as a particular factor is going to cause us to think very hard to figure out a way to continue our mission.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Writing for the court’s majority, Chief Justice John Roberts said that for too long universities have “concluded, wrongly, that the touchstone of an individual’s identity is not challenges bested, skills built, or lessons learned but the color of their skin. Our constitutional history does not tolerate that choice.”\u003c/p>\n\u003cp>“The entire point of the Equal Protection Clause is that treating someone differently because of their skin color is not like treating them differently because they are from a city or from a suburb, or because they play the violin poorly or well,” Roberts said.\u003c/p>\n\u003cp>The decision, bringing a long-sought conservative goal to fruition, comes nearly 30 years after California voters \u003ca href=\"https://lao.ca.gov/ballot/1996/prop209_11_1996.html\">passed Proposition 209\u003c/a>, which prohibited the state’s public universities — including those in the University of California and California State University systems — from considering race and gender in admissions and hiring decisions. But that law did not apply to the state’s private colleges, including University of San Francisco, Stanford and Santa Clara universities, who until now have continued to consider race as a factor in admissions.\u003c/p>\n\u003cp>Leaders of numerous private colleges across California were quick to denounce the court’s decision, calling it a major setback to efforts aimed at diversifying campuses and to expand opportunities for underrepresented student populations.\u003c/p>\n\u003cp>“The ruling is quite disturbing and really quite challenging to us,” said Rev. Paul Fitzgerald, president of the University of San Francisco. “We’ve spent decades building out an academic program to welcome a student population that looks like the future of our nation. To be told now that we cannot use race as a particular factor is going to cause us to think very hard to figure out a way to continue our mission.”\u003c/p>\n\u003cp>Fitzgerald noted his school has worked to draw communities that are historically underrepresented on college campuses, including outreach at high schools that serve primarily Black, Latino or Indigenous students.\u003c/p>\n\u003cp>The court’s ruling was the culmination of a lawsuit first brought against Harvard in 2014 when a group called Students for Fair Admissions argued the university’s consideration of race in admission decisions unfairly discriminated against Asian students. The group made a similar argument in its subsequent suit against the University of North Carolina.\u003c/p>\n\u003cfigure id=\"attachment_11954607\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954607\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg\" alt=\"People with the Asian American Coalition for Education rally outside of the Supreme Court of the United States in Washington, DC on June 29, 2023.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/230629-SCOTUS-AFFIRMATIVE-ACTION-GETTY-KN-02-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Asian American Coalition for Education, who oppose affirmative action in college admissions decisions, rally outside of the US Supreme Court in Washington, DC on June 29, 2023. \u003ccite>(Kent Nishimura/Los Angeles Times via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stanford threw its support behind the school’s affirmative action policies, and last August submitted an amicus brief to the Supreme Court outlining how race is just one element the university considers when reviewing applications.\u003c/p>\n\u003cp>“These factors, among numerous others and viewed in the context of the entire application, may sometimes shed light on the critical questions of a candidate’s ability to deal with adversity and make the most of the opportunities that the University offers,” Stanford’s \u003ca href=\"https://news.stanford.edu/report/wp-content/uploads/sites/3/2022/08/20-1199-21-707-MIT-et-al.-Amici-Brief.pdf\">brief (PDF)\u003c/a> reads.\u003c/p>\n\u003cp>In an email to students and faculty on Thursday, Stanford President Marc Tessier-Lavigne said he was “deeply disappointed” by the court’s decision, arguing it would hinder his school’s efforts to build a more diverse student body.\u003c/p>\n\u003cp>“The ability to consider race as one part of a holistic review of each applicant has helped to foster a campus environment at Stanford that is diverse in many ways, where people of varied backgrounds and experiences are able to learn from one another and contribute to the creation of knowledge,” he wrote.\u003c/p>\n\u003cp>Supporters of affirmative action bans, which have already been enacted to some degree in nine states — including California — say the practice is racially discriminatory and does little to increase economic mobility for the lowest-income students.\u003c/p>\n\u003cp>But until now, the high court has consistently preserved race-conscious admission practices, upholding affirmative action in two separate challenges over the last 20 years.\u003c/p>\n\u003cp>That departure was underscored in Justice Ketanji Brown Jackson’s biting dissent.\u003c/p>\n\u003cp>“With let-them-eat-cake obliviousness, today, the majority pulls the ripcord and announces ‘colorblindness for all’ by legal fiat,” she wrote. “But deeming race irrelevant in law does not make it so in life.”\u003c/p>\n\u003cp>Since banning affirmative action in 1996, the University of California has spent more than $500 million on programs aimed at recruiting and graduating lower-income students and students who are first in their family to attend college.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The UC system also \u003ca href=\"https://admission.universityofcalifornia.edu/admission-requirements/freshman-requirements/california-residents/statewide-guarantee/\">started a program\u003c/a> that guarantees admission to the top 9% of students in each high school across the state, an attempt to attract strong students from diverse backgrounds.\u003c/p>\n\u003cp>But those efforts have not had the success many had hoped for. By 1998, just two years after the state ban went into effect, \u003ca href=\"https://www.nytimes.com/1998/04/01/us/black-and-hispanic-admissions-off-sharply-at-u-of-california.html\">Black and Hispanic enrollment fell dramatically at UC Berkeley and UCLA\u003c/a>, the system’s two most selective campuses.\u003c/p>\n\u003cp>“Particularly at UC’s most selective campuses, feelings of racial isolation persist and hinder UC’s efforts to provide the educational benefits of diversity,” the \u003ca href=\"https://www.supremecourt.gov/DocketPDF/20/20-1199/232355/20220801134931730_20-1199%20bsac%20University%20of%20California.pdf\">University of California wrote (PDF)\u003c/a> in a brief submitted to the Supreme Court, urging it to uphold affirmative action policies. “Second, UC’s student population at many of its campuses is now starkly different, demographically speaking, from the population of California high school graduates. That raises concerns that UC is not enrolling sufficient students with diverse perspectives, and that it will not be perceived as open to, and welcoming of, all students across the State — which in turn threatens its legitimacy in the eyes of citizens of California.”\u003c/p>\n\u003cp>In the wake of the court’s decision on Thursday, \u003ca href=\"https://www.politico.com/newsletters/playbook-pm/2023/06/29/biden-slams-scotus-this-is-not-a-normal-court-00104223?tab=most-read\">President Joe Biden\u003c/a> and Gov. Gavin Newsom expressed similar concerns.\u003c/p>\n\u003cp>“Right-wing activists — including those donning robes — are trying to take us back to the era of book bans and segregated campuses,” Newsom said in a press statement. “While the path to equal opportunity has now been narrowed for millions of students, no court case will ever shatter the California Dream. Our campus doors remain open for all who want to work hard — and our commitment to diversity, equity, and equal opportunity has never been stronger.”\u003c/p>\n\u003cp>Meanwhile, a host of progressive organizations in California that focus on racial and economic justice for Asian Americans lambasted the decision as an attack on racial diversity and opportunity.\u003c/p>\n\u003cp>“For Asian American students and all others, racially diverse student bodies both enhance their learning and foster understanding of each student’s lived experience,” Connie Chung Joe, CEO of Asian Americans Advancing Justice Southern California, said in a press statement. “In our ever-changing global economy and platform, we must continue to give all students the opportunity to fulfill their potential and shape a future built strong on our biggest asset — our diversity.”\u003c/p>\n\u003cp>And San Francisco City Attorney David Chiu said that affirmative action policies have helped people like him have opportunities that may not have otherwise been possible.\u003c/p>\n\u003cp>“I am an Asian American Harvard graduate, who would not be in a public policy career but for an affirmative action program,” Chiu said in a press statement following the decision Tuesday. We know that students at more diverse campuses benefit academically and socially.”\u003c/p>\n\u003cp>The court’s decision, he added, “is simply another attempt to roll back civil rights and the progress made in recent years.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Voters Passed Prop. 28 to Fund Arts Education, but Schools Face Challenges in Rollout",
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"headTitle": "Voters Passed Prop. 28 to Fund Arts Education, but Schools Face Challenges in Rollout | KQED",
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"content": "\u003cp>Arts education has long been hailed for its transformative power, a way to boost everything from \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1029864915623613?journalCode=msxa\">test scores\u003c/a> to \u003ca href=\"https://consortium.uchicago.edu/publications/arts-education-and-social-emotional-learning-outcomes\">social-emotional learning\u003c/a>. Unfortunately, budget woes have cut arts education so close to the bone that only 11% of California schools offer a comprehensive arts education, \u003ca href=\"https://createca.org/CreativityChallenge/\">research suggests\u003c/a>. That’s a stark inequity that arts education advocates have long labored to rectify.\u003c/p>\n\u003cp>“Creativity is a muscle, not a gene, and if it’s a muscle then you can make it stronger,” said Jessica Mele, a program officer specializing in arts education at the Hewlett Foundation. “The problem is that arts education in this country has historically been ruled by assumptions about who can and should be allowed to participate in the arts and a lot of that has to do with race and class and geography.”\u003c/p>\n\u003cp>While that grim state of affairs is set to change, in the wake of \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">Proposition 28\u003c/a> — the groundbreaking Arts and Music in Schools initiative that will provide arts funding to schools — experts say many challenges lie ahead, from uncertainties about how the program will roll out to the ongoing teacher shortage. Such growing pains are to be expected, some say, as the roughly $1 billion program ramps up this fall.\u003c/p>\n\u003cp>“What we are doing in California with Prop. 28 is truly seismic,” said Austin Beutner, author of \u003ca href=\"https://www.kqed.org/voterguide/proposition-28-arts-education\">Proposition 28\u003c/a>. “It’s the largest investment in arts and music in our nation’s history. It’s never been done before.”[aside postID=news_11928837,news_11934191 label='Funding for Arts Education']The vast scale of the program may also explain why there’s a niggling fear among arts insiders that this huge boost of funding, which is expected to land sometime this fall, must be too good to be true.\u003c/p>\n\u003cp>“A lot of folks in the arts education feel like they’ve been marginalized for so long that it’s hard for them to conceive of something that centers them,” said Mele. “There are a lot of people in the field who still say, ‘I’ll believe it when the money gets to my school.’”\u003c/p>\n\u003cp>One key challenge is the lack of clarity regarding the details of exactly how the game-changing program will work. Many remain unsure about the rules, from waivers to audits.\u003c/p>\n\u003cp>The thrust is clear. All the money must go to arts and music education, but that is broadly defined. The disciplines include (but are not limited to) dance, media arts, music, theater and visual arts including folk art, painting, sculpture, photography, craft arts and creative expression including graphic arts and design, computer coding, animation, music composition, ensembles, script writing, costume design, film and video. Each school community is invited to tailor the program to the needs of its students.\u003c/p>\n\u003cp>“Take inventory, talk to your families,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “Is it important to you that your child does dance? Or has access to music or visual art? Do you want your kids to learn media arts skills so that they can get careers in Silicon Valley? Survey your students.”\u003c/p>\n\u003cp>However, some arts education advocates worry a lack of specificity may undermine the program. \u003ca href=\"https://public.tableau.com/app/profile/dave.heckler7741/viz/Prop28ArtsEducationFunding/Sheet1\">Estimates of how much funding each district will receive\u003c/a> are available, but some say \u003ca href=\"https://createca.org/prop-28-what-we-know-so-far/\">the rules on how to spend it\u003c/a> remain unclear.\u003c/p>\n\u003cp>“This lack of guidance is hampering local planning for the funds,” said Abe Flores, deputy director of policy and programs at \u003ca href=\"https://createca.org/\">Create CA\u003c/a>, an arts advocacy group. “Without staff or timely guidance, we fear the prop is being set up for failure.”\u003c/p>\n\u003cp>Some say that the CDE, which is administering the program, has not as yet been responsive enough about how to navigate the complexities of the process.\u003c/p>\n\u003cp>“I want to reiterate the lack of guidance from CDE around calculating the baseline, critical to ensure the ‘supplement, not supplant’ requirement, and outlining the waiver process,” Flores said.\u003c/p>\n\u003cfigure id=\"attachment_11954101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/2023/06/26/voters-passed-prop-28-to-fund-arts-education-but-schools-face-challenges-in-rollout/kqed_richmond_orchestra-5/\" rel=\"attachment wp-att-11954101\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut.jpg\" alt=\"A music classroom with a piano in the front and a group of students sitting in chairs, playing instruments with sheet music, as a white man conducts them.\" width=\"1920\" height=\"1282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-1536x1026.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Music director Andrew Wilke conducts orchestra class at Richmond High School on Oct. 5, 2022. \u003ccite>(Marlena Sloss/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools with more than 500 students must use 80% of the funds on staff. Also, this money must be used to supplement existing funds, not supplant them. If a school spends $100 this year, they are expected to spend $100 plus their new allocation next year.\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/191WGiI79mbU4s5jumZ_qFzCiLidegSOy/view\">Some school administrators (PDF)\u003c/a> argue that this existing funding, the baseline that Proposition funds can not replace, should not include one-time donations.\u003c/p>\n\u003cp>Deputy Superintendent Malia Vella clarified that the baseline is defined as all existing funding, and that “it doesn’t provide exemptions currently.” However, she is also awaiting cleanup language in upcoming trailer bills to the state budget before issuing technical guidance. She also notes the California Department of Education is updating its website with \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfundingfaq.asp\">frequently asked questions\u003c/a> and advises arts administrators to subscribe to the Proposition 28 listserv at join-prop28@mlist.cde.ca.gov.\u003c/p>\n\u003cp>“We do hope to get clarity and provide audit guidelines,” Villa said. “It’s hard to issue guidance and then say the appropriation has changed, that’s the technical side of things. “I don’t think it serves our LEAs to issue guidance that then gets changed immediately.”\u003c/p>\n\u003cp>That’s one reason why, at this point, many arts educators are taking \u003ca href=\"https://www.creativesonoma.org/wp-content/uploads/sites/www.creativesonoma.org/images/2023/04/Proposition-28_-A-Case-for-Slowing-Down-_-SSC.pdf\">a wait-and-see approach (PDF)\u003c/a>. It should be noted that schools have three years to use the funds.\u003c/p>\n\u003cp>“We’ve tossed around some ideas, but honestly, I don’t want principals in schools to start making a lot of plans until we’re pretty sure what they can do with it,” said Phil Rydeen, coordinator of visual and performing arts at Oakland Unified School District. “There’s still some general fuzziness.”\u003c/p>\n\u003cp>Another challenge will be staffing. An estimated 15,000 arts teachers will be needed statewide, but experts say there are only about 5,000 credentialed arts teachers in the field right now.\u003c/p>\n\u003cp>Against the backdrop of the existing teacher shortage, some fear a hiring frenzy may ensue.\u003c/p>\n\u003cp>“There are more jobs than there are people,” said Eric Engdahl, professor emeritus at CSU East Bay and past president of the \u003ca href=\"https://www.ccte.org/\">California Council on Teacher Education\u003c/a>. “We’ve been starving for so long, and suddenly we’re being presented with a banquet, and we don’t know what to do with it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Part of the problem is that \u003ca href=\"http://www.ctc.ca.gov/commission/reports/data/approved-institutions-and-programs\">the arts credential pipeline\u003c/a> has shrunk after decades of cutbacks. While there are 64 programs in the state that offer a music credential and 57 that offer a visual arts credential, there are only four programs that focus on theater and two that specialize in dance.\u003c/p>\n\u003cp>However, experts suggest the talent pool is wider than it looks because there are numerous \u003ca href=\"https://cacountyarts.org/wp-content/uploads/California-County-Superintendents-Teacher-Brief.pdf\">workarounds (PDF)\u003c/a>. For instance, physical education teachers who were credentialed before 2022 already have dance embedded in their credential, experts say. The same goes for some English teachers automatically having a theater credential.\u003c/p>\n\u003cp>Plus, you don’t technically need a credential to teach the arts. Proposition 28 requires that at least 80% of the funding be used to hire staff, but they may be “certificated or classified” staff. That means working artists can, and some say should, be part of the mix.\u003c/p>\n\u003cp>“We are blessed with a diversity of talent in California. We have a tremendous diversity of practicing artists, some of whom can become great arts educators,” said Beutner, former LAUSD superintendent. “Right now, the talent and the school don’t meet. So we’re trying to make that initial connection as seamless as possible.”\u003c/p>\n\u003cp>Beutner hopes to connect working artists with the schools in their midst. The schools get access to professional artists and the artists get a measure of financial stability that’s rare in the arts. Plus, if they discover a passion for teaching, they may decide to pursue a credential, which ensures higher pay.[pullquote size=\"medium\" align=\"right\" citation=\"Jessica Mele, Hewlett Foundation\"]‘There is this tension that has always existed in the field between the value of teaching artists and the value of credentialed teachers.’[/pullquote]“There’s something really incredible about a professional artist who comes into the classroom,” said Mele. “They represent what it’s like to be an artist. They show kids that this is a possible career path. They are also not part of the school community, so kids can often open up to teaching artists.”\u003c/p>\n\u003cp>Connecting the two worlds is critical, as Beutner sees it. One of the ideas is a twist on JammCard, an app that would work like LinkedIn for the arts, \u003ca href=\"https://schoolgig.us/\">Schoolgig\u003c/a>.\u003c/p>\n\u003cp>However, some believe that arts teachers ought to be credentialed because education requires specific expertise. Artists may not be ready for the rigors of the classroom, some warn, particularly in the post-pandemic era with its rampant learning loss and misbehavior.\u003c/p>\n\u003cp>“Being a great artist or musician doesn’t necessarily mean you are a great teacher,” said Tom DeCaigny, executive director of Create CA, an arts advocacy group. “Model programs typically require significant training on things like classroom management, child development theory, curriculum frameworks, modalities of learning, pedagogy … In other words, good teaching is not a ‘gig.’”\u003c/p>\n\u003cp>The best-case scenario, many suggest, is finding ways to tap into the talents of both kinds of art teachers.\u003c/p>\n\u003cp>“There is this tension that has always existed in the field between the value of teaching artists and the value of credentialed teachers,” Mele said, “but they are both valuable.”\u003c/p>\n\u003cp>Apart from staffing costs, the rest of the funding can be used for other needs including training, supplies and partnerships with arts education organizations. No more than 1% can go to administration.\u003c/p>\n\u003cp>Some arts administrators wish there was more wiggle room in how the funds are spent.\u003c/p>\n\u003cp>“If I had my way, if I could wave a magic wand,” said Rydeen, “I would want that flexibility.”\u003c/p>\n\u003cp>Beutner argues that investing heavily in arts teachers will pay off in the vitality of the school community at large, bolstering its social-emotional culture.\u003c/p>\n\u003cp>“One would hope a school builds a program around a dedicated teacher who becomes a part of the community,” he said. “Continuity of people and programs both matter.”[aside label='Understanding Prop. 28' link1='https://www.kqed.org/voterguide/proposition-28-arts-education,KQED Election Guide: Arts Education Funding']You can apply for a waiver from the 80/20 rule if you need to invest in musical instruments or a kiln, for instance, to launch a new program, but you must show “good cause.”\u003c/p>\n\u003cp>“An example of a good cause would be a school which is starting a music program. First year, they might need to buy instruments and thereafter just replace or repair a small portion of them,” Beutner said. “So they could ask for a waiver to spend 40% of the funds for the first year for instruments and in subsequent years they would be spending 90% on teaching staff.”\u003c/p>\n\u003cp>To clarify the process and share ideas, Beutner is currently cooking up a YouTube channel with how-to videos and best practices from arts educators across the state.\u003c/p>\n\u003cp>“This cross-fertilization of great ideas is not going to happen overnight, but that’s what we’re trying to foster and facilitate,” said Beutner. “We’ve got to build capacity and empower people to make good decisions.”\u003c/p>\n\u003cp>In arts education, as in the arts, collaboration is often the key. A small school in a rural district might join forces with another school to share a dance teacher, for example.\u003c/p>\n\u003cp>“The way that this is going to work best is as a coalition, a collaboration between everybody who has skin in the game. It’s teachers, it’s parents, it’s students, it’s arts organizations, it’s teaching artists, it’s school districts, it’s teacher education programs,” said Engdahl. “It’s a big tent, but we all have a part to play, and we all need to be working together.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/prop-28-a-windfall-for-arts-education-but-implementation-poses-challenges/692858\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "In November, California voters approved Proposition 28 — funding arts in schools. It should be a first-of-its-kind windfall, but implementation has been tough. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Arts education has long been hailed for its transformative power, a way to boost everything from \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/1029864915623613?journalCode=msxa\">test scores\u003c/a> to \u003ca href=\"https://consortium.uchicago.edu/publications/arts-education-and-social-emotional-learning-outcomes\">social-emotional learning\u003c/a>. Unfortunately, budget woes have cut arts education so close to the bone that only 11% of California schools offer a comprehensive arts education, \u003ca href=\"https://createca.org/CreativityChallenge/\">research suggests\u003c/a>. That’s a stark inequity that arts education advocates have long labored to rectify.\u003c/p>\n\u003cp>“Creativity is a muscle, not a gene, and if it’s a muscle then you can make it stronger,” said Jessica Mele, a program officer specializing in arts education at the Hewlett Foundation. “The problem is that arts education in this country has historically been ruled by assumptions about who can and should be allowed to participate in the arts and a lot of that has to do with race and class and geography.”\u003c/p>\n\u003cp>While that grim state of affairs is set to change, in the wake of \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfunding.asp\">Proposition 28\u003c/a> — the groundbreaking Arts and Music in Schools initiative that will provide arts funding to schools — experts say many challenges lie ahead, from uncertainties about how the program will roll out to the ongoing teacher shortage. Such growing pains are to be expected, some say, as the roughly $1 billion program ramps up this fall.\u003c/p>\n\u003cp>“What we are doing in California with Prop. 28 is truly seismic,” said Austin Beutner, author of \u003ca href=\"https://www.kqed.org/voterguide/proposition-28-arts-education\">Proposition 28\u003c/a>. “It’s the largest investment in arts and music in our nation’s history. It’s never been done before.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The vast scale of the program may also explain why there’s a niggling fear among arts insiders that this huge boost of funding, which is expected to land sometime this fall, must be too good to be true.\u003c/p>\n\u003cp>“A lot of folks in the arts education feel like they’ve been marginalized for so long that it’s hard for them to conceive of something that centers them,” said Mele. “There are a lot of people in the field who still say, ‘I’ll believe it when the money gets to my school.’”\u003c/p>\n\u003cp>One key challenge is the lack of clarity regarding the details of exactly how the game-changing program will work. Many remain unsure about the rules, from waivers to audits.\u003c/p>\n\u003cp>The thrust is clear. All the money must go to arts and music education, but that is broadly defined. The disciplines include (but are not limited to) dance, media arts, music, theater and visual arts including folk art, painting, sculpture, photography, craft arts and creative expression including graphic arts and design, computer coding, animation, music composition, ensembles, script writing, costume design, film and video. Each school community is invited to tailor the program to the needs of its students.\u003c/p>\n\u003cp>“Take inventory, talk to your families,” said Allison Gamlen, visual and performing arts coordinator for the San Mateo County Office of Education. “Is it important to you that your child does dance? Or has access to music or visual art? Do you want your kids to learn media arts skills so that they can get careers in Silicon Valley? Survey your students.”\u003c/p>\n\u003cp>However, some arts education advocates worry a lack of specificity may undermine the program. \u003ca href=\"https://public.tableau.com/app/profile/dave.heckler7741/viz/Prop28ArtsEducationFunding/Sheet1\">Estimates of how much funding each district will receive\u003c/a> are available, but some say \u003ca href=\"https://createca.org/prop-28-what-we-know-so-far/\">the rules on how to spend it\u003c/a> remain unclear.\u003c/p>\n\u003cp>“This lack of guidance is hampering local planning for the funds,” said Abe Flores, deputy director of policy and programs at \u003ca href=\"https://createca.org/\">Create CA\u003c/a>, an arts advocacy group. “Without staff or timely guidance, we fear the prop is being set up for failure.”\u003c/p>\n\u003cp>Some say that the CDE, which is administering the program, has not as yet been responsive enough about how to navigate the complexities of the process.\u003c/p>\n\u003cp>“I want to reiterate the lack of guidance from CDE around calculating the baseline, critical to ensure the ‘supplement, not supplant’ requirement, and outlining the waiver process,” Flores said.\u003c/p>\n\u003cfigure id=\"attachment_11954101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/2023/06/26/voters-passed-prop-28-to-fund-arts-education-but-schools-face-challenges-in-rollout/kqed_richmond_orchestra-5/\" rel=\"attachment wp-att-11954101\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11954101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut.jpg\" alt=\"A music classroom with a piano in the front and a group of students sitting in chairs, playing instruments with sheet music, as a white man conducts them.\" width=\"1920\" height=\"1282\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS59099_Richmond_Orchestra_013-qut-1536x1026.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Music director Andrew Wilke conducts orchestra class at Richmond High School on Oct. 5, 2022. \u003ccite>(Marlena Sloss/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools with more than 500 students must use 80% of the funds on staff. Also, this money must be used to supplement existing funds, not supplant them. If a school spends $100 this year, they are expected to spend $100 plus their new allocation next year.\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/191WGiI79mbU4s5jumZ_qFzCiLidegSOy/view\">Some school administrators (PDF)\u003c/a> argue that this existing funding, the baseline that Proposition funds can not replace, should not include one-time donations.\u003c/p>\n\u003cp>Deputy Superintendent Malia Vella clarified that the baseline is defined as all existing funding, and that “it doesn’t provide exemptions currently.” However, she is also awaiting cleanup language in upcoming trailer bills to the state budget before issuing technical guidance. She also notes the California Department of Education is updating its website with \u003ca href=\"https://www.cde.ca.gov/eo/in/prop28artsandmusicedfundingfaq.asp\">frequently asked questions\u003c/a> and advises arts administrators to subscribe to the Proposition 28 listserv at join-prop28@mlist.cde.ca.gov.\u003c/p>\n\u003cp>“We do hope to get clarity and provide audit guidelines,” Villa said. “It’s hard to issue guidance and then say the appropriation has changed, that’s the technical side of things. “I don’t think it serves our LEAs to issue guidance that then gets changed immediately.”\u003c/p>\n\u003cp>That’s one reason why, at this point, many arts educators are taking \u003ca href=\"https://www.creativesonoma.org/wp-content/uploads/sites/www.creativesonoma.org/images/2023/04/Proposition-28_-A-Case-for-Slowing-Down-_-SSC.pdf\">a wait-and-see approach (PDF)\u003c/a>. It should be noted that schools have three years to use the funds.\u003c/p>\n\u003cp>“We’ve tossed around some ideas, but honestly, I don’t want principals in schools to start making a lot of plans until we’re pretty sure what they can do with it,” said Phil Rydeen, coordinator of visual and performing arts at Oakland Unified School District. “There’s still some general fuzziness.”\u003c/p>\n\u003cp>Another challenge will be staffing. An estimated 15,000 arts teachers will be needed statewide, but experts say there are only about 5,000 credentialed arts teachers in the field right now.\u003c/p>\n\u003cp>Against the backdrop of the existing teacher shortage, some fear a hiring frenzy may ensue.\u003c/p>\n\u003cp>“There are more jobs than there are people,” said Eric Engdahl, professor emeritus at CSU East Bay and past president of the \u003ca href=\"https://www.ccte.org/\">California Council on Teacher Education\u003c/a>. “We’ve been starving for so long, and suddenly we’re being presented with a banquet, and we don’t know what to do with it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Part of the problem is that \u003ca href=\"http://www.ctc.ca.gov/commission/reports/data/approved-institutions-and-programs\">the arts credential pipeline\u003c/a> has shrunk after decades of cutbacks. While there are 64 programs in the state that offer a music credential and 57 that offer a visual arts credential, there are only four programs that focus on theater and two that specialize in dance.\u003c/p>\n\u003cp>However, experts suggest the talent pool is wider than it looks because there are numerous \u003ca href=\"https://cacountyarts.org/wp-content/uploads/California-County-Superintendents-Teacher-Brief.pdf\">workarounds (PDF)\u003c/a>. For instance, physical education teachers who were credentialed before 2022 already have dance embedded in their credential, experts say. The same goes for some English teachers automatically having a theater credential.\u003c/p>\n\u003cp>Plus, you don’t technically need a credential to teach the arts. Proposition 28 requires that at least 80% of the funding be used to hire staff, but they may be “certificated or classified” staff. That means working artists can, and some say should, be part of the mix.\u003c/p>\n\u003cp>“We are blessed with a diversity of talent in California. We have a tremendous diversity of practicing artists, some of whom can become great arts educators,” said Beutner, former LAUSD superintendent. “Right now, the talent and the school don’t meet. So we’re trying to make that initial connection as seamless as possible.”\u003c/p>\n\u003cp>Beutner hopes to connect working artists with the schools in their midst. The schools get access to professional artists and the artists get a measure of financial stability that’s rare in the arts. Plus, if they discover a passion for teaching, they may decide to pursue a credential, which ensures higher pay.\u003c/p>\u003c/div>",
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"content": "‘There is this tension that has always existed in the field between the value of teaching artists and the value of credentialed teachers.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“There’s something really incredible about a professional artist who comes into the classroom,” said Mele. “They represent what it’s like to be an artist. They show kids that this is a possible career path. They are also not part of the school community, so kids can often open up to teaching artists.”\u003c/p>\n\u003cp>Connecting the two worlds is critical, as Beutner sees it. One of the ideas is a twist on JammCard, an app that would work like LinkedIn for the arts, \u003ca href=\"https://schoolgig.us/\">Schoolgig\u003c/a>.\u003c/p>\n\u003cp>However, some believe that arts teachers ought to be credentialed because education requires specific expertise. Artists may not be ready for the rigors of the classroom, some warn, particularly in the post-pandemic era with its rampant learning loss and misbehavior.\u003c/p>\n\u003cp>“Being a great artist or musician doesn’t necessarily mean you are a great teacher,” said Tom DeCaigny, executive director of Create CA, an arts advocacy group. “Model programs typically require significant training on things like classroom management, child development theory, curriculum frameworks, modalities of learning, pedagogy … In other words, good teaching is not a ‘gig.’”\u003c/p>\n\u003cp>The best-case scenario, many suggest, is finding ways to tap into the talents of both kinds of art teachers.\u003c/p>\n\u003cp>“There is this tension that has always existed in the field between the value of teaching artists and the value of credentialed teachers,” Mele said, “but they are both valuable.”\u003c/p>\n\u003cp>Apart from staffing costs, the rest of the funding can be used for other needs including training, supplies and partnerships with arts education organizations. No more than 1% can go to administration.\u003c/p>\n\u003cp>Some arts administrators wish there was more wiggle room in how the funds are spent.\u003c/p>\n\u003cp>“If I had my way, if I could wave a magic wand,” said Rydeen, “I would want that flexibility.”\u003c/p>\n\u003cp>Beutner argues that investing heavily in arts teachers will pay off in the vitality of the school community at large, bolstering its social-emotional culture.\u003c/p>\n\u003cp>“One would hope a school builds a program around a dedicated teacher who becomes a part of the community,” he said. “Continuity of people and programs both matter.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>You can apply for a waiver from the 80/20 rule if you need to invest in musical instruments or a kiln, for instance, to launch a new program, but you must show “good cause.”\u003c/p>\n\u003cp>“An example of a good cause would be a school which is starting a music program. First year, they might need to buy instruments and thereafter just replace or repair a small portion of them,” Beutner said. “So they could ask for a waiver to spend 40% of the funds for the first year for instruments and in subsequent years they would be spending 90% on teaching staff.”\u003c/p>\n\u003cp>To clarify the process and share ideas, Beutner is currently cooking up a YouTube channel with how-to videos and best practices from arts educators across the state.\u003c/p>\n\u003cp>“This cross-fertilization of great ideas is not going to happen overnight, but that’s what we’re trying to foster and facilitate,” said Beutner. “We’ve got to build capacity and empower people to make good decisions.”\u003c/p>\n\u003cp>In arts education, as in the arts, collaboration is often the key. A small school in a rural district might join forces with another school to share a dance teacher, for example.\u003c/p>\n\u003cp>“The way that this is going to work best is as a coalition, a collaboration between everybody who has skin in the game. It’s teachers, it’s parents, it’s students, it’s arts organizations, it’s teaching artists, it’s school districts, it’s teacher education programs,” said Engdahl. “It’s a big tent, but we all have a part to play, and we all need to be working together.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/prop-28-a-windfall-for-arts-education-but-implementation-poses-challenges/692858\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Task Force Says California Textbooks Should Reflect State's Diversity",
"headTitle": "Task Force Says California Textbooks Should Reflect State’s Diversity | KQED",
"content": "\u003cp>State Superintendent of Public Instruction Tony Thurmond and legislators on a new \u003ca href=\"https://www.kqed.org/news/11953121/reparations-task-force-can-greater-educational-investment-close-californias-racial-achievement-gap\">task force\u003c/a> on inclusive education extracted commitments Wednesday from publishers and vowed more oversight with potential penalties on school boards that resist state policies on inclusive materials.\u003c/p>\n\u003cp>The task force’s news conference and legislative hearing served as a warning to textbook companies not to retreat under pressure from giving students access to frank and positive portrayals of California’s diverse population — or risk hundreds of millions of dollars in contracts.\u003c/p>\n\u003cp>“Many of our textbooks haven’t kept up with that diversity. This is a chance to diversify those narratives,” Thurmond said. “This is all happening against the backdrop of where you have governors in other states literally trying to strip out any representation about race, about the experience of LGBTQ+ students, students with disabilities. California’s going in the other direction.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The session also coincided with heated confrontations this month in some California districts — \u003ca href=\"https://www.dailynews.com/2023/06/20/protests-over-lgbtq-issues-bring-drama-to-glendale-school-board-meeting/?utm_email=549A44C674A504FEC5E3F564EF&lctg=549A44C674A504FEC5E3F564EF&active=yesD&utm_source=listrak&utm_medium=email&utm_term=Story+Button&utm_campaign=scng-ladn-breaking-news&utm_content=alert\">arguments in Glendale Unified\u003c/a> over support of \u003ca href=\"https://www.kqed.org/news/tag/pride\">Pride month\u003c/a>, and an investigation by the California Department of Education and Attorney General Rob Bonta into the \u003ca href=\"https://edsource.org/%202023/temecula-valley-school-board-fires-superintendent-jodi-mcclay-as-protests-erupt-outside/692340\">Temecula Valley Unified board’s rejection\u003c/a> of a curriculum recommended by a committee of teachers and parents because it mentioned gay activist and leader Harvey Milk.\u003c/p>\n\u003cp>This week, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1352\">Assemblymember Mia Bonta, D-Oakland, introduced a bill\u003c/a> that would add teeth to the \u003ca href=\"https://www.cde.ca.gov/ci/cr/cf/senatebill48faq.asp\">FAIR Education Act\u003c/a>, a 2011 law that requires textbooks to include the contributions of racial and ethnic groups and LGBTQ+ people while prohibiting their negative portrayals. Along with expressly prohibiting a school board from contradicting state laws requiring “inclusive policies, practices, and curriculum,” it would authorize a school board to censure and, by a two-thirds vote, oust a member who tried to do so. Bonta’s spouse is the state attorney general.\u003c/p>\n\u003cp>Thurmond announced the membership of the 10-member task force, co-chaired with Sen. Monique Limon, D-Santa Barbara, with all Democratic legislators, this week. Although the first session focused on school textbooks, Thurmond said the task force would be a source of ideas for developing and advocating for legislation on inclusive practices.\u003c/p>\n\u003cp>They include \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB5\">AB 5\u003c/a>, by task force member Rick Chavez Zbur, an Assemblymember from Santa Monica, and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1078\">AB 1078\u003c/a>, by task force member Corey Jackson, an assemblymember from Perris.\u003c/p>\n\u003cp>AB 5, backed by the California Teachers Association, would develop training in LGBTQ cultural competency for teachers and administrators.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Assemblymember Rick Chavez Zbur (D-Santa Monica)\"]‘Representation is crucial for youth who may feel that they are all alone.’[/pullquote]\u003c/p>\n\u003cp>AB 1078 originally called for school districts to seek state board approval before banning a book from schools or school libraries or seeking to not teach a required curriculum. As currently amended, it would only require the California Department of Education to guide districts and charter schools on how to conduct conversations about race and gender, and how to review instructional materials to ensure they are culturally relevant.\u003c/p>\n\u003cp>Thurmond, task force members and speakers Wednesday said they’d favor more oversight state of school districts to prevent actions like that of the Temecula Valley Unified board.\u003c/p>\n\u003cp>“Our students have been asking for the right to not be bullied because they’re LGBTQ+ students. They have been bullied by adults simply for raising their voices for what they believe. There is legislation that will address the actions of these school boards,” said Thurmond. One would impose a fee for any district that bans a book, he said.\u003c/p>\n\u003cfigure id=\"attachment_11953770\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11953770 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond.jpg\" alt=\"A Black man in a navy business suit, gray tie and white shirt is sitting at a table with a notepad and pen in front of him speaking with his hands extending out. He has a serious face.\" width=\"1280\" height=\"851\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-1020x678.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-160x106.jpg 160w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent of Public Instruction Tony Thurmond, along with the support of a newly formed task force meant to monitor textbooks for inclusivity and diversity, said students should have access to frank and positive portrayals of California’s diverse population. He warned of potential penalties on school boards that resist state policies on such materials. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Oversight of curriculum implementation is critical to ensure that all students are seen, respected and valued,” Zbur said. “Representation is crucial for youth who may feel that they are all alone.”\u003c/p>\n\u003cp>“When districts try to censor history, hold them accountable,” said Don Romesburg, a professor of gender studies and history at Sonoma State. “I know this is a local-control state, and that is wonderful, but that shouldn’t allow ideologues to run roughshod over law, policy and processes based in careful deliberation, public input and scholarship-based evidence.”\u003c/p>\n\u003cp>Thurmond used the session both to explain why diverse students benefit when they see themselves in instructional materials and to wheedle pledges for inclusivity from the four textbook companies that attended.[pullquote size=\"medium\" align=\"right\" citation=\"Don Romesburg, professor of gender studies and history, Sonoma State\"]‘When districts try to censor history, hold them accountable.’[/pullquote]“Inclusive education is more than ‘woke education,’ as some have called it. Inclusive education helps our students to have academic success, social success, and to be able to contribute to their communities,” Thurmond said.\u003c/p>\n\u003cp>A former school board member, Limon said she learned about the Chumash Indians only as an adult.\u003cstrong> “\u003c/strong>Never once did I have access to material, to literature, to content that was reflective of the Native people of the place that I was born and grew up in,” she said.\u003c/p>\n\u003cp>For more than two decades, California history and social studies standards have required attention to the stories, cultures and accurate histories of California’s diverse racial and ethnic groups. The curriculum frameworks that the state board adopted fleshed out the standards grade by grade with samples of lessons.\u003c/p>\n\u003cp>They provided guidance for publishers to write textbooks, which were then reviewed in a state adoption process. The state’s voluntary model ethnic studies curriculum, the basis for a mandatory course in high school, starting in 2025–26, concentrates on four groups of people: African Americans, Asian Americans, Hispanic Americans and Native Americans.[pullquote size=\"medium\" align=\"right\" citation=\"Chris Nellum, executive director, Education Trust-West\"]‘As Californians, often we’re too quick to sing our praises. The truth is, the evidence tells us inclusivity in our curriculum is already lacking.’[/pullquote]But those who testified said there are inadequate instructional materials that open windows into the lives of diverse populations and mirror most students’ experiences.\u003c/p>\n\u003cp>“As Californians, often we’re too quick to sing our praises,” said Chris Nellum, executive director of the nonprofit Education Trust-West, which advocates for racially diverse groups of students. “The truth is, the evidence tells us inclusivity in our curriculum is already lacking.”\u003c/p>\n\u003cp>Thurmond said: “We have a wonderfully diverse student body in California, and many of our textbooks haven’t kept up with that diversity. This is a chance to diversify those narratives.”\u003c/p>\n\u003ch2>Pressures and risks for publishers\u003c/h2>\n\u003cp>Thurmond asked those at the hearing to applaud representatives from the four textbook publishers that attended the hearing — and indicated that many others declined the invitation.\u003c/p>\n\u003cp>The companies were only given a minute for statements, and then to respond to Thurmond’s and others’ often leading questions to recognize that they have a financial stake in creating content that honors the state’s diverse student population, where students of color make up two-thirds of enrollment.\u003c/p>\n\u003cp>“The question is,” said Thurmond, “do you believe it is in your financial best interest? These efforts that you’re talking about, do they contribute to a financial benefit to your company — and if they haven’t, do you think that they could?”\u003c/p>\n\u003cp>And then, he asked, “Are you willing to continue working with this task force? Are you willing to come up with some thoughts on what we might do for those publishers who aren’t here? Yes, no, maybe? OK, I got a thumbs up.”\u003c/p>\n\u003cp>All the representatives affirmed that they include a diversity of voices and perspectives in their textbooks and take inclusivity seriously. While demurring on Thurmond’s question on how much revenue comes from California, they said they would not bend to pressure from other states and districts to change their focus on equity.[aside postID=news_11953666 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpeg']Jackson implied that the state should use the leverage of state funding to see that districts comply with the state’s recommendations. “If we can’t get commitments from publishers, I can almost guarantee you that there will be a bill to ensure that California doesn’t spend a dime when it comes to purchasing those textbooks.”\u003c/p>\n\u003cp>John McCurdy, CEO of Studies Weekly, which produces social studies, science and health materials, said, “It doesn’t happen often but on occasion, we have lost business across the country because people know we support the FAIR Act in California. As I said, we are committed to it.”\u003c/p>\n\u003cp>Gregory Walker, senior vice president of The College Board, which administers AP courses and produces course content through its subsidiary SpringBoard, alluded to \u003ca href=\"https://www.edweek.org/teaching-learning/college-board-says-it-wont-edit-ap-courses-despite-pressure-from-states/2023/06?utm_source=nl&utm_medium=eml&utm_campaign=cm&M=7065869&UUID=eb9063a251a19af76d00b3069f4a4723&T=9436603\">its response this week to attacks by the state of Florida\u003c/a> for the inclusion of gender identity in its AP Psychology course. “Students who want to become a psychologist need to study that content,” he said.\u003c/p>\n\u003cp>“We have made hard decisions at The College Board to do what is right for content, curriculum, and for students for their futures,” he said. “And if that means a reduction in market share or revenue, we are OK with that decision because that is the right decision for students.”\u003c/p>\n\u003cp>“I’m going to tweet that,” Thurmond said. “That’s a perfect statement.”\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in \u003ca href=\"https://edsource.org/2023/state-supt-tony-thurmond-elicits-publishers-pledges-for-more-inclusive-textbooks/692818\">EdSource\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>State Superintendent of Public Instruction Tony Thurmond and legislators on a new \u003ca href=\"https://www.kqed.org/news/11953121/reparations-task-force-can-greater-educational-investment-close-californias-racial-achievement-gap\">task force\u003c/a> on inclusive education extracted commitments Wednesday from publishers and vowed more oversight with potential penalties on school boards that resist state policies on inclusive materials.\u003c/p>\n\u003cp>The task force’s news conference and legislative hearing served as a warning to textbook companies not to retreat under pressure from giving students access to frank and positive portrayals of California’s diverse population — or risk hundreds of millions of dollars in contracts.\u003c/p>\n\u003cp>“Many of our textbooks haven’t kept up with that diversity. This is a chance to diversify those narratives,” Thurmond said. “This is all happening against the backdrop of where you have governors in other states literally trying to strip out any representation about race, about the experience of LGBTQ+ students, students with disabilities. California’s going in the other direction.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The session also coincided with heated confrontations this month in some California districts — \u003ca href=\"https://www.dailynews.com/2023/06/20/protests-over-lgbtq-issues-bring-drama-to-glendale-school-board-meeting/?utm_email=549A44C674A504FEC5E3F564EF&lctg=549A44C674A504FEC5E3F564EF&active=yesD&utm_source=listrak&utm_medium=email&utm_term=Story+Button&utm_campaign=scng-ladn-breaking-news&utm_content=alert\">arguments in Glendale Unified\u003c/a> over support of \u003ca href=\"https://www.kqed.org/news/tag/pride\">Pride month\u003c/a>, and an investigation by the California Department of Education and Attorney General Rob Bonta into the \u003ca href=\"https://edsource.org/%202023/temecula-valley-school-board-fires-superintendent-jodi-mcclay-as-protests-erupt-outside/692340\">Temecula Valley Unified board’s rejection\u003c/a> of a curriculum recommended by a committee of teachers and parents because it mentioned gay activist and leader Harvey Milk.\u003c/p>\n\u003cp>This week, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1352\">Assemblymember Mia Bonta, D-Oakland, introduced a bill\u003c/a> that would add teeth to the \u003ca href=\"https://www.cde.ca.gov/ci/cr/cf/senatebill48faq.asp\">FAIR Education Act\u003c/a>, a 2011 law that requires textbooks to include the contributions of racial and ethnic groups and LGBTQ+ people while prohibiting their negative portrayals. Along with expressly prohibiting a school board from contradicting state laws requiring “inclusive policies, practices, and curriculum,” it would authorize a school board to censure and, by a two-thirds vote, oust a member who tried to do so. Bonta’s spouse is the state attorney general.\u003c/p>\n\u003cp>Thurmond announced the membership of the 10-member task force, co-chaired with Sen. Monique Limon, D-Santa Barbara, with all Democratic legislators, this week. Although the first session focused on school textbooks, Thurmond said the task force would be a source of ideas for developing and advocating for legislation on inclusive practices.\u003c/p>\n\u003cp>They include \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB5\">AB 5\u003c/a>, by task force member Rick Chavez Zbur, an Assemblymember from Santa Monica, and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB1078\">AB 1078\u003c/a>, by task force member Corey Jackson, an assemblymember from Perris.\u003c/p>\n\u003cp>AB 5, backed by the California Teachers Association, would develop training in LGBTQ cultural competency for teachers and administrators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>AB 1078 originally called for school districts to seek state board approval before banning a book from schools or school libraries or seeking to not teach a required curriculum. As currently amended, it would only require the California Department of Education to guide districts and charter schools on how to conduct conversations about race and gender, and how to review instructional materials to ensure they are culturally relevant.\u003c/p>\n\u003cp>Thurmond, task force members and speakers Wednesday said they’d favor more oversight state of school districts to prevent actions like that of the Temecula Valley Unified board.\u003c/p>\n\u003cp>“Our students have been asking for the right to not be bullied because they’re LGBTQ+ students. They have been bullied by adults simply for raising their voices for what they believe. There is legislation that will address the actions of these school boards,” said Thurmond. One would impose a fee for any district that bans a book, he said.\u003c/p>\n\u003cfigure id=\"attachment_11953770\" class=\"wp-caption aligncenter\" style=\"max-width: 1280px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11953770 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond.jpg\" alt=\"A Black man in a navy business suit, gray tie and white shirt is sitting at a table with a notepad and pen in front of him speaking with his hands extending out. He has a serious face.\" width=\"1280\" height=\"851\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-1020x678.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/Thurmond-160x106.jpg 160w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent of Public Instruction Tony Thurmond, along with the support of a newly formed task force meant to monitor textbooks for inclusivity and diversity, said students should have access to frank and positive portrayals of California’s diverse population. He warned of potential penalties on school boards that resist state policies on such materials. \u003ccite>(Liz Hafalia/The San Francisco Chronicle via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Oversight of curriculum implementation is critical to ensure that all students are seen, respected and valued,” Zbur said. “Representation is crucial for youth who may feel that they are all alone.”\u003c/p>\n\u003cp>“When districts try to censor history, hold them accountable,” said Don Romesburg, a professor of gender studies and history at Sonoma State. “I know this is a local-control state, and that is wonderful, but that shouldn’t allow ideologues to run roughshod over law, policy and processes based in careful deliberation, public input and scholarship-based evidence.”\u003c/p>\n\u003cp>Thurmond used the session both to explain why diverse students benefit when they see themselves in instructional materials and to wheedle pledges for inclusivity from the four textbook companies that attended.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Inclusive education is more than ‘woke education,’ as some have called it. Inclusive education helps our students to have academic success, social success, and to be able to contribute to their communities,” Thurmond said.\u003c/p>\n\u003cp>A former school board member, Limon said she learned about the Chumash Indians only as an adult.\u003cstrong> “\u003c/strong>Never once did I have access to material, to literature, to content that was reflective of the Native people of the place that I was born and grew up in,” she said.\u003c/p>\n\u003cp>For more than two decades, California history and social studies standards have required attention to the stories, cultures and accurate histories of California’s diverse racial and ethnic groups. The curriculum frameworks that the state board adopted fleshed out the standards grade by grade with samples of lessons.\u003c/p>\n\u003cp>They provided guidance for publishers to write textbooks, which were then reviewed in a state adoption process. The state’s voluntary model ethnic studies curriculum, the basis for a mandatory course in high school, starting in 2025–26, concentrates on four groups of people: African Americans, Asian Americans, Hispanic Americans and Native Americans.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But those who testified said there are inadequate instructional materials that open windows into the lives of diverse populations and mirror most students’ experiences.\u003c/p>\n\u003cp>“As Californians, often we’re too quick to sing our praises,” said Chris Nellum, executive director of the nonprofit Education Trust-West, which advocates for racially diverse groups of students. “The truth is, the evidence tells us inclusivity in our curriculum is already lacking.”\u003c/p>\n\u003cp>Thurmond said: “We have a wonderfully diverse student body in California, and many of our textbooks haven’t kept up with that diversity. This is a chance to diversify those narratives.”\u003c/p>\n\u003ch2>Pressures and risks for publishers\u003c/h2>\n\u003cp>Thurmond asked those at the hearing to applaud representatives from the four textbook publishers that attended the hearing — and indicated that many others declined the invitation.\u003c/p>\n\u003cp>The companies were only given a minute for statements, and then to respond to Thurmond’s and others’ often leading questions to recognize that they have a financial stake in creating content that honors the state’s diverse student population, where students of color make up two-thirds of enrollment.\u003c/p>\n\u003cp>“The question is,” said Thurmond, “do you believe it is in your financial best interest? These efforts that you’re talking about, do they contribute to a financial benefit to your company — and if they haven’t, do you think that they could?”\u003c/p>\n\u003cp>And then, he asked, “Are you willing to continue working with this task force? Are you willing to come up with some thoughts on what we might do for those publishers who aren’t here? Yes, no, maybe? OK, I got a thumbs up.”\u003c/p>\n\u003cp>All the representatives affirmed that they include a diversity of voices and perspectives in their textbooks and take inclusivity seriously. While demurring on Thurmond’s question on how much revenue comes from California, they said they would not bend to pressure from other states and districts to change their focus on equity.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Jackson implied that the state should use the leverage of state funding to see that districts comply with the state’s recommendations. “If we can’t get commitments from publishers, I can almost guarantee you that there will be a bill to ensure that California doesn’t spend a dime when it comes to purchasing those textbooks.”\u003c/p>\n\u003cp>John McCurdy, CEO of Studies Weekly, which produces social studies, science and health materials, said, “It doesn’t happen often but on occasion, we have lost business across the country because people know we support the FAIR Act in California. As I said, we are committed to it.”\u003c/p>\n\u003cp>Gregory Walker, senior vice president of The College Board, which administers AP courses and produces course content through its subsidiary SpringBoard, alluded to \u003ca href=\"https://www.edweek.org/teaching-learning/college-board-says-it-wont-edit-ap-courses-despite-pressure-from-states/2023/06?utm_source=nl&utm_medium=eml&utm_campaign=cm&M=7065869&UUID=eb9063a251a19af76d00b3069f4a4723&T=9436603\">its response this week to attacks by the state of Florida\u003c/a> for the inclusion of gender identity in its AP Psychology course. “Students who want to become a psychologist need to study that content,” he said.\u003c/p>\n\u003cp>“We have made hard decisions at The College Board to do what is right for content, curriculum, and for students for their futures,” he said. “And if that means a reduction in market share or revenue, we are OK with that decision because that is the right decision for students.”\u003c/p>\n\u003cp>“I’m going to tweet that,” Thurmond said. “That’s a perfect statement.”\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in \u003ca href=\"https://edsource.org/2023/state-supt-tony-thurmond-elicits-publishers-pledges-for-more-inclusive-textbooks/692818\">EdSource\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>Update, 6 p.m. June 26:\u003c/strong> City College of San Francisco plans to offer its new 16-unit Cantonese Certificate of Achievement program in the 2024-25 academic year, the president of the board of trustees announced Tuesday.\u003c/p>\n\u003cp>“We need this certificate so that we can train the next generation of public safety, health care, and social workers that can serve and build trust with the Chinese community,” said President Alan Wong, an advocate for Cantonese-language courses at the school, in a press statement.\u003c/p>\n\u003cp>Advocates pushed for the 16-unit certificate because it will meet requirements for state funding, which the program needs to stay afloat. Cantonese courses at CCSF were previously on the chopping block due to limited funding, even though Cantonese is the most commonly spoken Chinese language throughout the Bay Area.\u003c/p>\n\u003cp>CCSF only currently offers four conversational courses in the Cantonese curriculum and employs just one part-time Cantonese instructor.\u003c/p>\n\u003cp>The new 16-unit program was initially slated to begin in the coming academic year. But to the dismay of advocates, some school officials successfully pushed to delay the launch of the expanded program, arguing that necessary resources wouldn’t be available in time.\u003c/p>\n\u003cp>“The community celebrated the Cantonese certificate after the Board of Trustees voted to move it forward and were all shocked to see it get pulled,” Wong said. “It was unfair and unjust and we need to rebuild the trust with our Chinese community.”\u003c/p>\n\u003cp>\u003cstrong>Original story, 4 p.m., June 21:\u003c/strong> City College of San Francisco is pulling a \u003ca href=\"https://www.kqed.org/news/11943615/a-life-and-death-difference-essential-workers-push-for-cantonese-language-access-in-san-francisco\">Cantonese certificate program\u003c/a> after the school’s Board of Trustees approved the 16-unit course sequence last November.\u003c/p>\n\u003cp>The reversal follows a long battle to preserve CCSF courses on the language spoken by many Chinese immigrants in the Bay Area. A nine-unit Cantonese certificate program is still on track for approval, but the larger 16-unit course series has been reverted to draft status.\u003c/p>\n\u003cp>“Having Cantonese education in San Francisco is not just about preserving a language or culture or history,” City College Board President Alan Wong told KQED. “We need to be able to ensure that we have the next generation of public contact workers that are able to speak Cantonese and be able to support the seniors and elders and in the immigrant community that speak Cantonese.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cantonese is the most-spoken Chinese language in the Bay Area, and about one-tenth of San Francisco’s population speaks the language.\u003c/p>\n\u003cp>But in 2021, Cantonese classes were on the chopping block at CCSF largely due to a lack of funding. Enrollment was not the problem — every Cantonese class at the school has been full since the fall of 2019, according to Wong. But the courses were not eligible for state funding because they couldn’t be transferred to a four-year college and because there was no formal certification program for them.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"City College Board President Alan Wong\"]‘Having Cantonese education in San Francisco is not just about preserving a language or culture or history.’[/pullquote]\u003c/p>\n\u003cp>As the school considered cutting the courses, advocates quickly pushed back and organized \u003ca href=\"https://www.savecantonese.org/ccsf\">a campaign to keep Cantonese education\u003c/a> by creating a formalized program.\u003c/p>\n\u003cp>Their efforts were successful, and in January 2022, the City College Board of Trustees approved a policy Wong authored that would create two new Cantonese certificates that would enable state funding for the courses while promoting the program to students.\u003c/p>\n\u003cp>The Board of Trustees ratified the courses and both a nine-unit and a 16-unit Cantonese certificate on Nov. 10, 2022.\u003c/p>\n\u003cp>But about two weeks later, the City College Curriculum Committee retracted its support for the 16-unit certificate. The 16-unit program was then moved back to draft status while the department worked to develop more resources and offerings.\u003c/p>\n\u003cp>“It’s not right that the certificate was taken away from the community because suddenly it is decided that the program needs another class. It was ready to go,” Wong said.[aside label='More Stories on Education' tag='education']At the Board of Trustees meeting on June 22, there will be an action item considering a vote on whether to acknowledge that the college will work to make the 16-unit certificate a reality in the future, Wong said.\u003c/p>\n\u003cp>Advocates for the Cantonese programs say they are essential to connecting the Chinese-speaking community with essential services and support. For example, many first responders such as medical workers, police officers and social service providers take courses at CCSF to be able to communicate with that community. The classes are also often filled with people looking to learn about their heritage and talk with relatives.\u003c/p>\n\u003cp>“It’s absolutely unfair that the Cantonese certificate program was yanked off after it had gone through all the proper processes because there is a change of heart for the program by some,” Wong said. “We need to follow through on our commitments and our process.”\u003c/p>\n\u003cp>\u003cem>KQED reporter Matthew Cardoza contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update, 6 p.m. June 26:\u003c/strong> City College of San Francisco plans to offer its new 16-unit Cantonese Certificate of Achievement program in the 2024-25 academic year, the president of the board of trustees announced Tuesday.\u003c/p>\n\u003cp>“We need this certificate so that we can train the next generation of public safety, health care, and social workers that can serve and build trust with the Chinese community,” said President Alan Wong, an advocate for Cantonese-language courses at the school, in a press statement.\u003c/p>\n\u003cp>Advocates pushed for the 16-unit certificate because it will meet requirements for state funding, which the program needs to stay afloat. Cantonese courses at CCSF were previously on the chopping block due to limited funding, even though Cantonese is the most commonly spoken Chinese language throughout the Bay Area.\u003c/p>\n\u003cp>CCSF only currently offers four conversational courses in the Cantonese curriculum and employs just one part-time Cantonese instructor.\u003c/p>\n\u003cp>The new 16-unit program was initially slated to begin in the coming academic year. But to the dismay of advocates, some school officials successfully pushed to delay the launch of the expanded program, arguing that necessary resources wouldn’t be available in time.\u003c/p>\n\u003cp>“The community celebrated the Cantonese certificate after the Board of Trustees voted to move it forward and were all shocked to see it get pulled,” Wong said. “It was unfair and unjust and we need to rebuild the trust with our Chinese community.”\u003c/p>\n\u003cp>\u003cstrong>Original story, 4 p.m., June 21:\u003c/strong> City College of San Francisco is pulling a \u003ca href=\"https://www.kqed.org/news/11943615/a-life-and-death-difference-essential-workers-push-for-cantonese-language-access-in-san-francisco\">Cantonese certificate program\u003c/a> after the school’s Board of Trustees approved the 16-unit course sequence last November.\u003c/p>\n\u003cp>The reversal follows a long battle to preserve CCSF courses on the language spoken by many Chinese immigrants in the Bay Area. A nine-unit Cantonese certificate program is still on track for approval, but the larger 16-unit course series has been reverted to draft status.\u003c/p>\n\u003cp>“Having Cantonese education in San Francisco is not just about preserving a language or culture or history,” City College Board President Alan Wong told KQED. “We need to be able to ensure that we have the next generation of public contact workers that are able to speak Cantonese and be able to support the seniors and elders and in the immigrant community that speak Cantonese.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As the school considered cutting the courses, advocates quickly pushed back and organized \u003ca href=\"https://www.savecantonese.org/ccsf\">a campaign to keep Cantonese education\u003c/a> by creating a formalized program.\u003c/p>\n\u003cp>Their efforts were successful, and in January 2022, the City College Board of Trustees approved a policy Wong authored that would create two new Cantonese certificates that would enable state funding for the courses while promoting the program to students.\u003c/p>\n\u003cp>The Board of Trustees ratified the courses and both a nine-unit and a 16-unit Cantonese certificate on Nov. 10, 2022.\u003c/p>\n\u003cp>But about two weeks later, the City College Curriculum Committee retracted its support for the 16-unit certificate. The 16-unit program was then moved back to draft status while the department worked to develop more resources and offerings.\u003c/p>\n\u003cp>“It’s not right that the certificate was taken away from the community because suddenly it is decided that the program needs another class. It was ready to go,” Wong said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At the Board of Trustees meeting on June 22, there will be an action item considering a vote on whether to acknowledge that the college will work to make the 16-unit certificate a reality in the future, Wong said.\u003c/p>\n\u003cp>Advocates for the Cantonese programs say they are essential to connecting the Chinese-speaking community with essential services and support. For example, many first responders such as medical workers, police officers and social service providers take courses at CCSF to be able to communicate with that community. The classes are also often filled with people looking to learn about their heritage and talk with relatives.\u003c/p>\n\u003cp>“It’s absolutely unfair that the Cantonese certificate program was yanked off after it had gone through all the proper processes because there is a change of heart for the program by some,” Wong said. “We need to follow through on our commitments and our process.”\u003c/p>\n\u003cp>\u003cem>KQED reporter Matthew Cardoza contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>For many school districts in California, the flush years of budget windfalls are decidedly over.\u003c/p>\n\u003cp>Declining enrollment, expiring COVID funds, inflation and ballooning staff costs have combined to lead some districts — particularly those in urban areas — to make painful budget cuts.\u003c/p>\n\u003cp>“This is the impending fiscal cliff we’ve known was coming. It’s a perfect storm,” said Carrie Hahnel, senior policy and research fellow at Policy Analysis for California Education and senior associate partner at Bellwether, a nonprofit education consultant. “Some school districts will have to make difficult choices.”[pullquote size='medium' align='right' citation=\"Carrie Hahnel, senior policy and research fellow, Policy Analysis for California Education\"]‘It’s a perfect storm. Some school districts will have to make difficult choices.’[/pullquote]Even as state lawmakers are hammering out the final details of the 2023–24 budget, revenue shortages appear inevitable for some districts. Oakland Unified, Stockton Unified, San Francisco Unified and West Contra Costa Unified are among those facing steep cuts to staffing and programs. Overall, state lawmakers are working to close a $4 billion funding gap in the TK–12 and community college budgets, although so far the state still plans to give schools an 8.3% cost-of-living-adjustment.\u003c/p>\n\u003cp>Layoffs are likely as districts grapple with these uncertainties. Already, some districts are laying off teachers, aides and other staff hired with one-time federal COVID relief funds. Overall, California schools received more than $32 billion in state and federal COVID relief funding during the pandemic, intended to help students catch up academically after remote learning. But the money must be spent by specific deadlines; the deadline for the second round of the Elementary and Secondary School Emergency Relief grants is Sept. 30, and the final deadline for staffing-related spending from all ESSER funds is a year later.\u003c/p>\n\u003cp>Districts used their COVID funds for everything from field trips to new reading curricula to after-school programs. But they spent a lot of the money on staffing. Marguerite Roza, director of the Edunomics Lab at Georgetown University, said the hiring spree was unprecedented.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Never have we seen such a rapid expansion in staffing,” she said.\u003c/p>\n\u003cp>In some districts, the staffing boom came even as enrollment declined. In Los Angeles and Orange counties, for example, enrollment fell by 18% over the past decade while staffing rose 19%, according to Edunomics. In San Bernardino County, staffing rose by about 10% since 2016–17 while enrollment dropped almost 6%.\u003c/p>\n\u003cp>Teacher shortages still exist in certain parts of the state and in certain subjects, including math, science and special education, but overall, schools have more staff than ever before.\u003c/p>\n\u003cp>Teacher raises have also played a role. Los Angeles Unified recently agreed to give its teachers a 21% raise over three years, a move that inspired teacher unions to press for hefty raises in other districts across the state. And while some districts planned for the expense, others are dipping into their reserves or cutting programs to afford it.\u003c/p>\n\u003cp>Teachers unions dispute the assertion that they’re to blame for district budget cuts. With the extra funding schools have received the past few years, districts should have planned for the dip in revenues, said Claudia Briggs, a spokesperson for the California Teachers Association.[pullquote size='medium' align='left' citation=\"Claudia Briggs, spokesperson, California Teachers Association\"]‘Districts have received record funding for the last four years in a row and are getting another record cost-of-living-adjustment this year. These record investments are intended to help attract and retain quality educators that our students need and deserve as we grapple with the shortage crisis.’[/pullquote]“It’s not at all a fair attribution,” she said. “Districts have received record funding for the last four years in a row and are getting another record cost-of-living-adjustment this year. These record investments are intended to help attract and retain quality educators that our students need and deserve as we grapple with the shortage crisis.”\u003c/p>\n\u003cp>In Oakland Unified, the board voted to cut special education programs at six schools, in part to afford teacher raises, said board President Mike Hutchinson. Although the cuts were originally proposed in March, two months before the board agreed to a 10% raise for teachers following a strike, the board anticipated boosting its teacher pay and was planning ahead, Hutchinson said.\u003c/p>\n\u003cp>“We took some money from several places to offer our teachers these raises, which was historic,” Hutchinson said. “We didn’t have that money sitting around someplace. We had to find it. … These budget adjustments free up resources for us.”[aside label=\"More Education Stories\" tag=\"california-schools\"]The district hopes to save $2.4 million by consolidating a handful of self-contained special education classrooms at five elementary schools and one middle school, and not filling open positions for eight teachers, 12 specialists and 29 paraeducators. The classes were under-enrolled, according to the district, leaving only 31 students affected.\u003c/p>\n\u003cp>But that’s little consolation for the parents of children affected by the cuts, who say the changes will harm some of the most vulnerable students in the district. Children with special needs often develop close relationships with their teachers, and a disruption — new schools, new classmates, new routines — can lead to severe setbacks and possible violations of their individualized educational programs, some parents said.\u003c/p>\n\u003cp>“Regardless of how many students are impacted, this kind of displacement can be traumatic,” said Anna Realini, a mother of two children with autism in Oakland Unified. “And there’s the inequity of removing only students who are disabled.”[pullquote size='medium' align='left' citation=\"Anna Realini, mother of two children with autism in Oakland Unified\"]‘Regardless of how many students are impacted, this kind of displacement can be traumatic. And there’s the inequity of removing only students who are disabled.’[/pullquote]West Contra Costa Unified is expecting to make major cuts over the next few years, after years of declining enrollment and the approval of raises for teachers in order to avoid a strike.\u003c/p>\n\u003cp>Robert McEntire, associate superintendent of business services in West Contra Costa Unified, at a June 7 school board meeting, laid out a grim picture of the district’s future financial position over the next few years if it doesn’t follow a “fiscal solvency plan” approved by Contra Costa County’s Office of Education. If the school board doesn’t follow the plan, McEntire said, it will exhaust district reserves and go into state receivership.\u003c/p>\n\u003cp>The fiscal solvency plan calls for the reduction of 145 full-time employees, including 54 teachers, through attrition or layoffs before the 2024–25 school year, and more the following year.\u003c/p>\n\u003cp>School board President Demetrio Gonzalez-Hoy said losing this many employees will unquestionably have a major impact on schools, where leaders regularly tell him that they currently don’t have enough staff. But by not making the cuts, the district may be forced to close schools.\u003c/p>\n\u003cp>“We have to keep the state out of our business, because they’re going to come in and close our schools, because we have some smaller schools, because that’s our choice and a priority we have,” Gonzalez-Hoy said. “The reality is, we have no money anywhere. So we’re going to have to make some tough choices, and everybody needs to be involved.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/fiscal-cliff-approaching-for-some-districts-in-california-as-costs-soar-and-enrollment-falls/692718\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many school districts in California, the flush years of budget windfalls are decidedly over.\u003c/p>\n\u003cp>Declining enrollment, expiring COVID funds, inflation and ballooning staff costs have combined to lead some districts — particularly those in urban areas — to make painful budget cuts.\u003c/p>\n\u003cp>“This is the impending fiscal cliff we’ve known was coming. It’s a perfect storm,” said Carrie Hahnel, senior policy and research fellow at Policy Analysis for California Education and senior associate partner at Bellwether, a nonprofit education consultant. “Some school districts will have to make difficult choices.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Even as state lawmakers are hammering out the final details of the 2023–24 budget, revenue shortages appear inevitable for some districts. Oakland Unified, Stockton Unified, San Francisco Unified and West Contra Costa Unified are among those facing steep cuts to staffing and programs. Overall, state lawmakers are working to close a $4 billion funding gap in the TK–12 and community college budgets, although so far the state still plans to give schools an 8.3% cost-of-living-adjustment.\u003c/p>\n\u003cp>Layoffs are likely as districts grapple with these uncertainties. Already, some districts are laying off teachers, aides and other staff hired with one-time federal COVID relief funds. Overall, California schools received more than $32 billion in state and federal COVID relief funding during the pandemic, intended to help students catch up academically after remote learning. But the money must be spent by specific deadlines; the deadline for the second round of the Elementary and Secondary School Emergency Relief grants is Sept. 30, and the final deadline for staffing-related spending from all ESSER funds is a year later.\u003c/p>\n\u003cp>Districts used their COVID funds for everything from field trips to new reading curricula to after-school programs. But they spent a lot of the money on staffing. Marguerite Roza, director of the Edunomics Lab at Georgetown University, said the hiring spree was unprecedented.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Never have we seen such a rapid expansion in staffing,” she said.\u003c/p>\n\u003cp>In some districts, the staffing boom came even as enrollment declined. In Los Angeles and Orange counties, for example, enrollment fell by 18% over the past decade while staffing rose 19%, according to Edunomics. In San Bernardino County, staffing rose by about 10% since 2016–17 while enrollment dropped almost 6%.\u003c/p>\n\u003cp>Teacher shortages still exist in certain parts of the state and in certain subjects, including math, science and special education, but overall, schools have more staff than ever before.\u003c/p>\n\u003cp>Teacher raises have also played a role. Los Angeles Unified recently agreed to give its teachers a 21% raise over three years, a move that inspired teacher unions to press for hefty raises in other districts across the state. And while some districts planned for the expense, others are dipping into their reserves or cutting programs to afford it.\u003c/p>\n\u003cp>Teachers unions dispute the assertion that they’re to blame for district budget cuts. With the extra funding schools have received the past few years, districts should have planned for the dip in revenues, said Claudia Briggs, a spokesperson for the California Teachers Association.\u003c/p>\u003c/div>",
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"content": "‘Districts have received record funding for the last four years in a row and are getting another record cost-of-living-adjustment this year. These record investments are intended to help attract and retain quality educators that our students need and deserve as we grapple with the shortage crisis.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It’s not at all a fair attribution,” she said. “Districts have received record funding for the last four years in a row and are getting another record cost-of-living-adjustment this year. These record investments are intended to help attract and retain quality educators that our students need and deserve as we grapple with the shortage crisis.”\u003c/p>\n\u003cp>In Oakland Unified, the board voted to cut special education programs at six schools, in part to afford teacher raises, said board President Mike Hutchinson. Although the cuts were originally proposed in March, two months before the board agreed to a 10% raise for teachers following a strike, the board anticipated boosting its teacher pay and was planning ahead, Hutchinson said.\u003c/p>\n\u003cp>“We took some money from several places to offer our teachers these raises, which was historic,” Hutchinson said. “We didn’t have that money sitting around someplace. We had to find it. … These budget adjustments free up resources for us.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district hopes to save $2.4 million by consolidating a handful of self-contained special education classrooms at five elementary schools and one middle school, and not filling open positions for eight teachers, 12 specialists and 29 paraeducators. The classes were under-enrolled, according to the district, leaving only 31 students affected.\u003c/p>\n\u003cp>But that’s little consolation for the parents of children affected by the cuts, who say the changes will harm some of the most vulnerable students in the district. Children with special needs often develop close relationships with their teachers, and a disruption — new schools, new classmates, new routines — can lead to severe setbacks and possible violations of their individualized educational programs, some parents said.\u003c/p>\n\u003cp>“Regardless of how many students are impacted, this kind of displacement can be traumatic,” said Anna Realini, a mother of two children with autism in Oakland Unified. “And there’s the inequity of removing only students who are disabled.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>West Contra Costa Unified is expecting to make major cuts over the next few years, after years of declining enrollment and the approval of raises for teachers in order to avoid a strike.\u003c/p>\n\u003cp>Robert McEntire, associate superintendent of business services in West Contra Costa Unified, at a June 7 school board meeting, laid out a grim picture of the district’s future financial position over the next few years if it doesn’t follow a “fiscal solvency plan” approved by Contra Costa County’s Office of Education. If the school board doesn’t follow the plan, McEntire said, it will exhaust district reserves and go into state receivership.\u003c/p>\n\u003cp>The fiscal solvency plan calls for the reduction of 145 full-time employees, including 54 teachers, through attrition or layoffs before the 2024–25 school year, and more the following year.\u003c/p>\n\u003cp>School board President Demetrio Gonzalez-Hoy said losing this many employees will unquestionably have a major impact on schools, where leaders regularly tell him that they currently don’t have enough staff. But by not making the cuts, the district may be forced to close schools.\u003c/p>\n\u003cp>“We have to keep the state out of our business, because they’re going to come in and close our schools, because we have some smaller schools, because that’s our choice and a priority we have,” Gonzalez-Hoy said. “The reality is, we have no money anywhere. So we’re going to have to make some tough choices, and everybody needs to be involved.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Charter school students in California significantly outperformed similar students in nearby traditional public schools in reading and scored about the same in math, according to a comprehensive study of pre-pandemic test results of charter schools nationwide, released earlier this month.\u003c/p>\n\u003cp>The gap between California charter and district schools in reading achievement has widened since the first report 14 years ago by the Center for Research on Education Outcomes at Stanford University. There has been steady progress in math as well; charter schools’ scores were significantly behind in the first study in 2009.\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/5z9Z1/\" width=\"1000\" height=\"250\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003cbr>\nThis was particularly true when the difference in test scores was translated into learning gains or losses for multisite charter management organizations operating in California. For example, when compared with similar students in district schools, students in Los Angeles-based \u003ca class=\"external\" href=\"https://www.laalliance.org/\">Alliance College-Ready Public Schools\u003c/a> gained the equivalent of 107 days in additional learning, about 40% of a year. Students in Bay Area-based \u003ca class=\"external\" href=\"https://www.rocketshipschools.org/\">Rocketship Public Schools\u003c/a> gained three-quarters of a year in additional learning days in math, based on CREDO’s methodology.\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/PP0UM/\" width=\"1000\" height=\"250\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003cbr>\nCREDO designated 32 California charter management organizations as “gap-busters,” whose average achievement exceeded the state average, and whose historically marginalized students showed growth that was strong or stronger than their non-marginalized peers in the same schools; 22 CMOs excelled in both math and reading, including\u003ca class=\"external\" href=\"https://www.acecharter.org/\"> ACE Charter Schools\u003c/a> in San José, \u003ca class=\"external\" href=\"https://paralosninos.org/education-community/\">Para Los Niños\u003c/a> in Los Angeles and \u003ca class=\"external\" href=\"https://kingchavez.org/\">King-Chavez Neighborhood of Schools\u003c/a> in San Diego.\u003c/p>\n\u003cp>Charter schools are independently run public schools. Managed by nonprofit boards of trustees, they are not bound by some requirements of the state education code while being held to many of the same accountability, teacher credentialing and testing mandates.\u003c/p>\n\u003cp>About 1 in 9 California public school students — 685,000 out of 5.85 million students — attended one of about 1,300 charter schools in 2022-23. Although California has the largest number of charter schools and students in the nation, CREDO found their performance gains, relative to similar district school students, were smaller than charter students in a dozen of the 29 states covered by the study, plus Washington, D.C., and New York City. Charter school students in a dozen states also outperformed their peers in math; in California, the difference was not significant. The differential was biggest in Massachusetts, Illinois, Rhode Island and New York state charter schools.\u003c/p>\n\u003cp>Charter school and similar district students in all other states performed about the same, except for one state where charter school students performed worse in reading (Oregon) and three states where they performed worse in math (Oregon, South Carolina and Ohio).\u003c/p>\n\u003ch2>Progress over time\u003c/h2>\n\u003cp>CREDO’s report, released earlier this month, is its third tracking charter school students since 2009. The latest covered 2014–2019 and included four years of test results.\u003c/p>\n\u003cp>“Between the 2009 and 2023 studies, against a backdrop of flat performance for the nation, the trend of learning gains for students enrolled in charter schools is both large and positive,” the report said.\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/2EyOp/\" width=\"1000\" height=\"250\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003cbr>\nAs in its past studies, CREDO’s analysis found wide differences in which students benefited from attending a charter school in California.\u003c/p>\n\u003cp>Black and Hispanic students and students from lower-income families excelled relative to similar students in typical district schools in reading and math, while white students and especially students with disabilities did significantly worse in both math and reading than their peers. English language learners in California charter schools did slightly better than district school peers in reading but significantly better in math.\u003c/p>\n\u003cp>“We are pleased to see that California’s charter schools are performing particularly well with historically underserved students and improving over time,” said Elizabeth Robitaille, chief schools officer for the California Charter Schools Association.[ad fullwidth]\u003c/p>\n\u003cp>Compared with charter management organizations, students attending homegrown, standalone charter schools showed more modest results, doing significantly better, though to a smaller degree, than similar students in traditional public schools in reading and about the same in math. Granada Hills Charter High School, a popular charter school in Los Angeles, is also the nation’s largest charter school, with 4,600 students.\u003c/p>\n\u003cp>As centrally run organizations, CMOs usually have uniform curriculums and instructional practices, and share a common educational philosophy as well as administrative costs. CMOs like \u003ca class=\"external\" href=\"https://aspirepublicschools.org/\">Aspire Public Schools\u003c/a>, \u003ca class=\"external\" href=\"https://www.kipp.org/\">KIPP\u003c/a>, and \u003ca class=\"external\" href=\"https://greendot.org/\">Green Dot Public Schools\u003c/a> have located mainly in urban areas and targeted underachieving students of color from lower-income families. In California, CMOs comprise 38% of charter school students — about the same proportion of students as the nation. (California Charter Schools Association’s data put the number of students closer to 50%.)\u003c/p>\n\u003cp>Nationally, CMOs “are producing much of the learning gains we observed,” the report said. The ability of CMOs to scale up their success “puts dozens of CMOs at the forefront of efforts to provide education that is both equitable and effective in moving student achievement.”\u003c/p>\n\u003cp>In California, however, some charter management organizationss have \u003ca class=\"external\" href=\"https://sanjosespotlight.com/parents-want-to-stop-santa-clara-county-sunnyvale-charter-school-closure-summit-denali/\">scaled back their operations\u003c/a> or shifted their growth to the Inland Empire and other states because of declining student enrollment in urban areas, a difficulty hiring teachers and stiff resistance from authorizing school districts to further charter school expansions.\u003c/p>\n\u003cp>Eric Premack, founder and CEO of the Charter Schools Development Center in Sacramento, which advises primarily standalone charter schools, said he disagrees with CREDO’s “unstated assumption that test scores are everything.”[pullquote size='medium' align='right' citation=\"Eric Premack, founder and CEO, Charter Schools Development Center\"]‘Many (other) charter schools, however, are formed by folks who hate standardized testing and aren’t particularly concerned about their scores. Thus, the generally high relative scores are all the more remarkable.’[/pullquote]“Many charter schools, especially CMO-managed ones, care a lot about test scores and focus on instructional methods designed to boost them,” he said. “Many (other) charter schools, however, are formed by folks who hate standardized testing and aren’t particularly concerned about their scores. Thus, the generally high relative scores are all the more remarkable.”\u003c/p>\n\u003cp>Robitaille had a different take, saying, “We’ve done reports looking at ways charter schools support students’ socioemotional needs and redefine college and career readiness. Test scores are not the only determining factor of effectiveness, but certainly are important.”\u003c/p>\n\u003cp>Other studies of academic performance have compared test scores of charter schools and neighboring schools or compared charter school students with those students who were denied admission through a lottery. For its comparison, CREDO paired more than 1.8 million charter school students with “virtual twins” — students with similar racial, ethnic, income, grade and other student characteristics at district schools that charter school students would have attended. CREDO said that more than 80% of tested public school students were included in its data set.\u003c/p>\n\u003cp>“As a former researcher/methodologist,” Premack said, “I appreciate their novel approach. The ‘virtual twin’ methodology is creative and presumably helps to significantly reduce the potential for selection bias and other comparability issues.”\u003c/p>\n\u003cp>Critics in California and other states have discounted comparisons, charging that charter schools weed out poor-performing students or discourage low-performing students from enrolling. CREDO said if there were cherry-picking, then charter school students would show higher academic performance when they enroll. By following students’ growth over time, CREDO’s analysis “found the opposite is true: charter schools enroll students who are disproportionately lower achieving than the students in their former traditional public school,” it said.\u003c/p>\n\u003cp>Then, by measuring individual students’ growth over time — a method of accountability that California has not yet adopted, unlike most states — CREDO is providing “critical information to help us understand the relative effectiveness of schools in helping students grow,” Robitaille said.\u003c/p>\n\u003ch2>Losses and gains in days of learning\u003c/h2>\n\u003cp>CREDO converted the differences in scores on standardized test scores between charter and district school students in each state into gained or lost days of learning, based on a 180-day school year.\u003c/p>\n\u003cp>Nationally, charter school students outpaced their peers in district schools by 16 additional learning days in reading and six days in math in this year’s report.\u003c/p>\n\u003cp>California charter schools outpaced their peers in district schools by 11 days in reading and four days in math; the latter gain was not statistically significant, CREDO said.\u003c/p>\n\u003cp>Hispanic students in California charter schools showed the largest growth, relative to district school peers. Special education students showed the most learning loss.\u003c/p>\n\u003cp>California CMOs showed 19 days of additional learning in reading; standalone charter schools achieved seven extra learning days. CMOs’ 10 days of growth in math were not statistically significant, CREDO said; nor was the one day of extra learning by standalone charter schools.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11953429\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/academic-growth-by-ethnicity-v4.jpg\" alt=\"Showing the growth and decline in learning days of charter schools students in California by race. \" width=\"1020\" height=\"748\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/academic-growth-by-ethnicity-v4.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/academic-growth-by-ethnicity-v4-800x587.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/academic-growth-by-ethnicity-v4-160x117.jpg 160w\" sizes=\"(max-width: 1020px) 100vw, 1020px\">\u003c/p>\n\u003cp>Macke Raymond, CREDO’s founder and director, suggested that how charter schools are authorized in states could be one factor in variations of performance. In California, school districts are charged with approving charter schools and overseeing their performance. Until \u003ca href=\"https://edsource.org/2019/new-era-for-charter-schools-newsom-signs-bill-with-compromises-he-negotiated/618099\">Gov. Gavin Newsom revised the approval and renewal process through legislation in 2019\u003c/a>, the State Board of Education heard all appeals of denials. In other states, like Massachusetts, the state or other entities besides districts, such as universities, play a more active role in working with and holding charters accountable.\u003c/p>\n\u003cp>“I was surprised when I looked at California’s results. There is still a proportion that is doing worse than the local district school option,” Raymond said. “That says to me that authorizers are not doing their job or are cognizant of low-performing schools and choose not to act.” [aside label=\"More On Charter Schools\" tag=\"charter-schools\"]In its initial 2009 study, CREDO found that charter school students nationally did significantly worse than their virtual twins in district schools in both reading (six fewer days of learning) and math (17 days behind). The only bright spots in California then were significant growth in reading for Black students and positive gains in both reading and math for English learners.\u003c/p>\n\u003cp>By the second study, in 2013, charter school students nationwide were doing nearly as well in math and exceeded their district school peers in reading. The positive trend continued in the latest study.\u003c/p>\n\u003cp>The one area of severe poor performance was in online charter schools, which constituted 6% of charter schools nationally before Covid and a tiny proportion in California; seventy-three percent of the 214 online schools in the study did worse in reading and 90% did worse in math. Students in those schools had the equivalent of 58 fewer days of learning in reading and 124 fewer days in math — enough to lower the overall growth of charter school students nationwide by six learning days in math and reading.\u003c/p>\n\u003cp>CREDO did not break out the data for California online charter schools. But previous EdSource articles \u003ca href=\"https://edsource.org/2015/online-charter-school-students-learning-less-than-peers-study-finds/89662\">pointed to poor performance during the years of the study\u003c/a> by students at the two largest online operations — K12, which is operated by California Virtual Academies, and California Connections Academy.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/california-charter-school-students-outperform-district-school-twins-in-national-study/692573\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Charter school students in California significantly outperformed similar students in nearby traditional public schools in reading and scored about the same in math, according to a comprehensive study of pre-pandemic test results of charter schools nationwide, released earlier this month.\u003c/p>\n\u003cp>The gap between California charter and district schools in reading achievement has widened since the first report 14 years ago by the Center for Research on Education Outcomes at Stanford University. There has been steady progress in math as well; charter schools’ scores were significantly behind in the first study in 2009.\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/5z9Z1/\" width=\"1000\" height=\"250\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003cbr>\nThis was particularly true when the difference in test scores was translated into learning gains or losses for multisite charter management organizations operating in California. For example, when compared with similar students in district schools, students in Los Angeles-based \u003ca class=\"external\" href=\"https://www.laalliance.org/\">Alliance College-Ready Public Schools\u003c/a> gained the equivalent of 107 days in additional learning, about 40% of a year. Students in Bay Area-based \u003ca class=\"external\" href=\"https://www.rocketshipschools.org/\">Rocketship Public Schools\u003c/a> gained three-quarters of a year in additional learning days in math, based on CREDO’s methodology.\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/PP0UM/\" width=\"1000\" height=\"250\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003cbr>\nCREDO designated 32 California charter management organizations as “gap-busters,” whose average achievement exceeded the state average, and whose historically marginalized students showed growth that was strong or stronger than their non-marginalized peers in the same schools; 22 CMOs excelled in both math and reading, including\u003ca class=\"external\" href=\"https://www.acecharter.org/\"> ACE Charter Schools\u003c/a> in San José, \u003ca class=\"external\" href=\"https://paralosninos.org/education-community/\">Para Los Niños\u003c/a> in Los Angeles and \u003ca class=\"external\" href=\"https://kingchavez.org/\">King-Chavez Neighborhood of Schools\u003c/a> in San Diego.\u003c/p>\n\u003cp>Charter schools are independently run public schools. Managed by nonprofit boards of trustees, they are not bound by some requirements of the state education code while being held to many of the same accountability, teacher credentialing and testing mandates.\u003c/p>\n\u003cp>About 1 in 9 California public school students — 685,000 out of 5.85 million students — attended one of about 1,300 charter schools in 2022-23. Although California has the largest number of charter schools and students in the nation, CREDO found their performance gains, relative to similar district school students, were smaller than charter students in a dozen of the 29 states covered by the study, plus Washington, D.C., and New York City. Charter school students in a dozen states also outperformed their peers in math; in California, the difference was not significant. The differential was biggest in Massachusetts, Illinois, Rhode Island and New York state charter schools.\u003c/p>\n\u003cp>Charter school and similar district students in all other states performed about the same, except for one state where charter school students performed worse in reading (Oregon) and three states where they performed worse in math (Oregon, South Carolina and Ohio).\u003c/p>\n\u003ch2>Progress over time\u003c/h2>\n\u003cp>CREDO’s report, released earlier this month, is its third tracking charter school students since 2009. The latest covered 2014–2019 and included four years of test results.\u003c/p>\n\u003cp>“Between the 2009 and 2023 studies, against a backdrop of flat performance for the nation, the trend of learning gains for students enrolled in charter schools is both large and positive,” the report said.\u003cbr>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://datawrapper.dwcdn.net/2EyOp/\" width=\"1000\" height=\"250\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003cbr>\nAs in its past studies, CREDO’s analysis found wide differences in which students benefited from attending a charter school in California.\u003c/p>\n\u003cp>Black and Hispanic students and students from lower-income families excelled relative to similar students in typical district schools in reading and math, while white students and especially students with disabilities did significantly worse in both math and reading than their peers. English language learners in California charter schools did slightly better than district school peers in reading but significantly better in math.\u003c/p>\n\u003cp>“We are pleased to see that California’s charter schools are performing particularly well with historically underserved students and improving over time,” said Elizabeth Robitaille, chief schools officer for the California Charter Schools Association.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Compared with charter management organizations, students attending homegrown, standalone charter schools showed more modest results, doing significantly better, though to a smaller degree, than similar students in traditional public schools in reading and about the same in math. Granada Hills Charter High School, a popular charter school in Los Angeles, is also the nation’s largest charter school, with 4,600 students.\u003c/p>\n\u003cp>As centrally run organizations, CMOs usually have uniform curriculums and instructional practices, and share a common educational philosophy as well as administrative costs. CMOs like \u003ca class=\"external\" href=\"https://aspirepublicschools.org/\">Aspire Public Schools\u003c/a>, \u003ca class=\"external\" href=\"https://www.kipp.org/\">KIPP\u003c/a>, and \u003ca class=\"external\" href=\"https://greendot.org/\">Green Dot Public Schools\u003c/a> have located mainly in urban areas and targeted underachieving students of color from lower-income families. In California, CMOs comprise 38% of charter school students — about the same proportion of students as the nation. (California Charter Schools Association’s data put the number of students closer to 50%.)\u003c/p>\n\u003cp>Nationally, CMOs “are producing much of the learning gains we observed,” the report said. The ability of CMOs to scale up their success “puts dozens of CMOs at the forefront of efforts to provide education that is both equitable and effective in moving student achievement.”\u003c/p>\n\u003cp>In California, however, some charter management organizationss have \u003ca class=\"external\" href=\"https://sanjosespotlight.com/parents-want-to-stop-santa-clara-county-sunnyvale-charter-school-closure-summit-denali/\">scaled back their operations\u003c/a> or shifted their growth to the Inland Empire and other states because of declining student enrollment in urban areas, a difficulty hiring teachers and stiff resistance from authorizing school districts to further charter school expansions.\u003c/p>\n\u003cp>Eric Premack, founder and CEO of the Charter Schools Development Center in Sacramento, which advises primarily standalone charter schools, said he disagrees with CREDO’s “unstated assumption that test scores are everything.”\u003c/p>\u003c/div>",
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"content": "‘Many (other) charter schools, however, are formed by folks who hate standardized testing and aren’t particularly concerned about their scores. Thus, the generally high relative scores are all the more remarkable.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Many charter schools, especially CMO-managed ones, care a lot about test scores and focus on instructional methods designed to boost them,” he said. “Many (other) charter schools, however, are formed by folks who hate standardized testing and aren’t particularly concerned about their scores. Thus, the generally high relative scores are all the more remarkable.”\u003c/p>\n\u003cp>Robitaille had a different take, saying, “We’ve done reports looking at ways charter schools support students’ socioemotional needs and redefine college and career readiness. Test scores are not the only determining factor of effectiveness, but certainly are important.”\u003c/p>\n\u003cp>Other studies of academic performance have compared test scores of charter schools and neighboring schools or compared charter school students with those students who were denied admission through a lottery. For its comparison, CREDO paired more than 1.8 million charter school students with “virtual twins” — students with similar racial, ethnic, income, grade and other student characteristics at district schools that charter school students would have attended. CREDO said that more than 80% of tested public school students were included in its data set.\u003c/p>\n\u003cp>“As a former researcher/methodologist,” Premack said, “I appreciate their novel approach. The ‘virtual twin’ methodology is creative and presumably helps to significantly reduce the potential for selection bias and other comparability issues.”\u003c/p>\n\u003cp>Critics in California and other states have discounted comparisons, charging that charter schools weed out poor-performing students or discourage low-performing students from enrolling. CREDO said if there were cherry-picking, then charter school students would show higher academic performance when they enroll. By following students’ growth over time, CREDO’s analysis “found the opposite is true: charter schools enroll students who are disproportionately lower achieving than the students in their former traditional public school,” it said.\u003c/p>\n\u003cp>Then, by measuring individual students’ growth over time — a method of accountability that California has not yet adopted, unlike most states — CREDO is providing “critical information to help us understand the relative effectiveness of schools in helping students grow,” Robitaille said.\u003c/p>\n\u003ch2>Losses and gains in days of learning\u003c/h2>\n\u003cp>CREDO converted the differences in scores on standardized test scores between charter and district school students in each state into gained or lost days of learning, based on a 180-day school year.\u003c/p>\n\u003cp>Nationally, charter school students outpaced their peers in district schools by 16 additional learning days in reading and six days in math in this year’s report.\u003c/p>\n\u003cp>California charter schools outpaced their peers in district schools by 11 days in reading and four days in math; the latter gain was not statistically significant, CREDO said.\u003c/p>\n\u003cp>Hispanic students in California charter schools showed the largest growth, relative to district school peers. Special education students showed the most learning loss.\u003c/p>\n\u003cp>California CMOs showed 19 days of additional learning in reading; standalone charter schools achieved seven extra learning days. CMOs’ 10 days of growth in math were not statistically significant, CREDO said; nor was the one day of extra learning by standalone charter schools.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-11953429\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/academic-growth-by-ethnicity-v4.jpg\" alt=\"Showing the growth and decline in learning days of charter schools students in California by race. \" width=\"1020\" height=\"748\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/academic-growth-by-ethnicity-v4.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/academic-growth-by-ethnicity-v4-800x587.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/academic-growth-by-ethnicity-v4-160x117.jpg 160w\" sizes=\"(max-width: 1020px) 100vw, 1020px\">\u003c/p>\n\u003cp>Macke Raymond, CREDO’s founder and director, suggested that how charter schools are authorized in states could be one factor in variations of performance. In California, school districts are charged with approving charter schools and overseeing their performance. Until \u003ca href=\"https://edsource.org/2019/new-era-for-charter-schools-newsom-signs-bill-with-compromises-he-negotiated/618099\">Gov. Gavin Newsom revised the approval and renewal process through legislation in 2019\u003c/a>, the State Board of Education heard all appeals of denials. In other states, like Massachusetts, the state or other entities besides districts, such as universities, play a more active role in working with and holding charters accountable.\u003c/p>\n\u003cp>“I was surprised when I looked at California’s results. There is still a proportion that is doing worse than the local district school option,” Raymond said. “That says to me that authorizers are not doing their job or are cognizant of low-performing schools and choose not to act.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In its initial 2009 study, CREDO found that charter school students nationally did significantly worse than their virtual twins in district schools in both reading (six fewer days of learning) and math (17 days behind). The only bright spots in California then were significant growth in reading for Black students and positive gains in both reading and math for English learners.\u003c/p>\n\u003cp>By the second study, in 2013, charter school students nationwide were doing nearly as well in math and exceeded their district school peers in reading. The positive trend continued in the latest study.\u003c/p>\n\u003cp>The one area of severe poor performance was in online charter schools, which constituted 6% of charter schools nationally before Covid and a tiny proportion in California; seventy-three percent of the 214 online schools in the study did worse in reading and 90% did worse in math. Students in those schools had the equivalent of 58 fewer days of learning in reading and 124 fewer days in math — enough to lower the overall growth of charter school students nationwide by six learning days in math and reading.\u003c/p>\n\u003cp>CREDO did not break out the data for California online charter schools. But previous EdSource articles \u003ca href=\"https://edsource.org/2015/online-charter-school-students-learning-less-than-peers-study-finds/89662\">pointed to poor performance during the years of the study\u003c/a> by students at the two largest online operations — K12, which is operated by California Virtual Academies, and California Connections Academy.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/california-charter-school-students-outperform-district-school-twins-in-national-study/692573\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "Reparations: Can Greater Educational Investment Close California’s Racial Achievement Gap? | KQED",
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"content": "\u003cp>\u003cem>The statewide task force studying reparations for Black Californians will submit its historic report to the Legislature on June 29. This conversation was produced as part of KQED’s Juneteenth reparations radio special on June 17. For more on reparations and the task force, visit \u003ca href=\"https://www.kqed.org/reparations\">kqed.org/reparations\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Margaret Fortune is the president and CEO of \u003ca href=\"https://www.fortuneschool.us/\">Fortune School\u003c/a>, a network of public charter schools in California, and served as an education adviser to two California governors. Her work aims to close the racial achievement gap in education.\u003c/p>\n\u003cp>[aside label=\"Reparations in California\" link1=\"https://www.kqed.org/reparations,Explore why California launched the first-in-the-nation task force to study reparations for Black people\" hero=\"https://ww2.kqed.org/app/uploads/2022/02/RiCLandingPageGraphic-1020x574.png\"]As part of our Juneteenth reparations radio takeover, KQED’s Azul Dahlstrom-Eckman sat down with Fortune to discuss how California’s reparations proposals could help underserved Black students.\u003c/p>\n\u003cp>\u003cem>This conversation has been edited for brevity and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Azul Dahlstrom-Eckman: At a March meeting of the reparations task force, you provided expert testimony on racial disparities in education. What’s the state of the African American achievement gap in California schools now? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Margaret Fortune:\u003c/strong> Seventy percent of African American students in the state of California’s public schools do not read or write at grade level, and 84% are not achieving at grade level in mathematics. What we’re talking about is persistent, low African American student achievement in a way that is really shocking but has been normalized in California. And it’s something that we should change and invest in. And because there has been a reluctance to address the needs of African American students specifically, you get these kind of vague, amorphous approaches that haven’t demonstrated that they move the needle in a positive direction for Black students in particular.\u003c/p>\n\u003cp>\u003cstrong>What are your thoughts on the \u003ca href=\"https://oag.ca.gov/ab3121/reports\">recommendations contained in the task force’s latest report\u003c/a>, and how might they help address the achievement gap? \u003c/strong>\u003c/p>\n\u003cp>One of the recommendations that the report has made is a way to provide additional funding through the local-control funding formula. That’s how California funds schools and every school gets a base amount, and then you get more grants if you’re serving high-needs students. The legislation that we proposed, and that the reparations task force acknowledged and calls out as a potential remedy, would have included the lowest-performing subgroup in the state, driving additional dollars to the schools that serve them.\u003c/p>\n\u003cp>I think it’s high time that we focus in particular on the lowest-performing group. It’s not because of their race, it’s because of their academic performance. It’s about driving funding to the students that need the most help. There are 80,000 Black kids sitting outside the funding formula that belong to the lowest-performing subgroup in the state. What the reparations task force is suggesting is that we should invest in this group, and there is a race-neutral way to do it. I like that the reparations task force is not falling into this trap of people using income as a proxy for race.\u003c/p>\n\u003cp>\u003cstrong>What challenges do you think the final report’s proposals might face in the state Legislature?\u003c/strong>\u003c/p>\n\u003cp>I think the Legislature is actually quite open to the idea that African American students deserve support. I think the attorney general’s office has that point of view because it’s the one issuing this report. Where these proposals that benefit Black students run into trouble is in the governor’s office. The governor’s office has a preoccupation with the idea that anything that benefits Black people in particular is unconstitutional. I think that it’s not the Legislature where these proposals will run into troubles, it’s the governor’s office.\u003c/p>\n\u003cp>\u003cstrong>Oakland and Berkeley have initiated their own reparations efforts at the school-district level. I’m wondering what you make of these. Is racial inequality something that school districts can effectively take on or is this something that should be addressed at a state level?\u003c/strong>[pullquote align=\"right\" size=\"medium\" citation=\"Margaret Fortune, president and CEO, Fortune School\"]‘What we’re talking about is persistent, low African American student achievement in a way that is really shocking but has been normalized in California.’[/pullquote]I had the opportunity to be on a panel at the National Action Network Sacramento conference with a trustee from Berkeley who is leading their effort on reparations. Starting in 2013, Berkeley added Black kids to their local control and accountability funding formula at the request of parents. So now they’re having a conversation, which I think is one to watch, about reparations. While it’s early in that conversation, I do think that eyes are on Berkeley nationally as they grapple with this idea of how should African Americans be restored after a history that has resulted in low academic achievement in schools. The bottom line is that we have a terrible problem when it comes to African American achievement that has gotten worse because of the pandemic. That needs to be addressed.\u003c/p>\n\u003cp>\u003cstrong>You’ve been to these reparations task force meetings and a big part of this is outlining the harms that have been done at a state level. In your experience as an educator and as a founder of public charter schools, how have state harms affected education outcomes?\u003c/strong>\u003c/p>\n\u003cp>I think the greatest harm has been ignoring African American students. It’s been to talk about them in the rhetoric, but never address them in the policy. We have found a willingness to be very specific in addressing the needs of other high-needs students in a way that the state will not do for Black students. And now Black students can be distinguished not by their race, but by their academic performance and low academic performance. So that’s the harm that needs to be repaired through investment and through accountability.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The statewide task force studying reparations for Black Californians will submit its historic report to the Legislature on June 29. This conversation was produced as part of KQED’s Juneteenth reparations radio special on June 17. For more on reparations and the task force, visit \u003ca href=\"https://www.kqed.org/reparations\">kqed.org/reparations\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Margaret Fortune is the president and CEO of \u003ca href=\"https://www.fortuneschool.us/\">Fortune School\u003c/a>, a network of public charter schools in California, and served as an education adviser to two California governors. Her work aims to close the racial achievement gap in education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>As part of our Juneteenth reparations radio takeover, KQED’s Azul Dahlstrom-Eckman sat down with Fortune to discuss how California’s reparations proposals could help underserved Black students.\u003c/p>\n\u003cp>\u003cem>This conversation has been edited for brevity and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Azul Dahlstrom-Eckman: At a March meeting of the reparations task force, you provided expert testimony on racial disparities in education. What’s the state of the African American achievement gap in California schools now? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Margaret Fortune:\u003c/strong> Seventy percent of African American students in the state of California’s public schools do not read or write at grade level, and 84% are not achieving at grade level in mathematics. What we’re talking about is persistent, low African American student achievement in a way that is really shocking but has been normalized in California. And it’s something that we should change and invest in. And because there has been a reluctance to address the needs of African American students specifically, you get these kind of vague, amorphous approaches that haven’t demonstrated that they move the needle in a positive direction for Black students in particular.\u003c/p>\n\u003cp>\u003cstrong>What are your thoughts on the \u003ca href=\"https://oag.ca.gov/ab3121/reports\">recommendations contained in the task force’s latest report\u003c/a>, and how might they help address the achievement gap? \u003c/strong>\u003c/p>\n\u003cp>One of the recommendations that the report has made is a way to provide additional funding through the local-control funding formula. That’s how California funds schools and every school gets a base amount, and then you get more grants if you’re serving high-needs students. The legislation that we proposed, and that the reparations task force acknowledged and calls out as a potential remedy, would have included the lowest-performing subgroup in the state, driving additional dollars to the schools that serve them.\u003c/p>\n\u003cp>I think it’s high time that we focus in particular on the lowest-performing group. It’s not because of their race, it’s because of their academic performance. It’s about driving funding to the students that need the most help. There are 80,000 Black kids sitting outside the funding formula that belong to the lowest-performing subgroup in the state. What the reparations task force is suggesting is that we should invest in this group, and there is a race-neutral way to do it. I like that the reparations task force is not falling into this trap of people using income as a proxy for race.\u003c/p>\n\u003cp>\u003cstrong>What challenges do you think the final report’s proposals might face in the state Legislature?\u003c/strong>\u003c/p>\n\u003cp>I think the Legislature is actually quite open to the idea that African American students deserve support. I think the attorney general’s office has that point of view because it’s the one issuing this report. Where these proposals that benefit Black students run into trouble is in the governor’s office. The governor’s office has a preoccupation with the idea that anything that benefits Black people in particular is unconstitutional. I think that it’s not the Legislature where these proposals will run into troubles, it’s the governor’s office.\u003c/p>\n\u003cp>\u003cstrong>Oakland and Berkeley have initiated their own reparations efforts at the school-district level. I’m wondering what you make of these. Is racial inequality something that school districts can effectively take on or is this something that should be addressed at a state level?\u003c/strong>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>I had the opportunity to be on a panel at the National Action Network Sacramento conference with a trustee from Berkeley who is leading their effort on reparations. Starting in 2013, Berkeley added Black kids to their local control and accountability funding formula at the request of parents. So now they’re having a conversation, which I think is one to watch, about reparations. While it’s early in that conversation, I do think that eyes are on Berkeley nationally as they grapple with this idea of how should African Americans be restored after a history that has resulted in low academic achievement in schools. The bottom line is that we have a terrible problem when it comes to African American achievement that has gotten worse because of the pandemic. That needs to be addressed.\u003c/p>\n\u003cp>\u003cstrong>You’ve been to these reparations task force meetings and a big part of this is outlining the harms that have been done at a state level. In your experience as an educator and as a founder of public charter schools, how have state harms affected education outcomes?\u003c/strong>\u003c/p>\n\u003cp>I think the greatest harm has been ignoring African American students. It’s been to talk about them in the rhetoric, but never address them in the policy. We have found a willingness to be very specific in addressing the needs of other high-needs students in a way that the state will not do for Black students. And now Black students can be distinguished not by their race, but by their academic performance and low academic performance. So that’s the harm that needs to be repaired through investment and through accountability.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>After three years, the pandemic-era \u003ca href=\"https://apnews.com/article/student-loans-repayment-a6560bab75419007049cba34a30d6657\">freeze on student loan payments\u003c/a> will end soon. Student loan interest will start accruing on September 1 and payments are starting in October.\u003c/p>\n\u003cp>It might seem tempting to just keep not making payments, but the consequences can be severe, including a hit to your credit score and exclusion from future aid and benefits.\u003c/p>\n\u003cp>More than 40 million Americans will have to start making \u003ca href=\"https://apnews.com/article/student-loan-payment-pause-end-642276f724b30890669a60ea2c0bbfd5\">federal student loan payments\u003c/a> again at the end of the summer under the terms of a debt ceiling deal approved by Congress.\u003c/p>\n\u003cp>Millions are also waiting to find out \u003ca href=\"https://apnews.com/article/student-loan-forgiveness-supreme-court-hearing-2128da75fc27ff3bcc0c3804ebd98aa7\">whether the Supreme Court will allow President Joe Biden’s student loan forgiveness plan\u003c/a> to go ahead. But payments will resume regardless of what justices decide.\u003c/p>\n\u003cp>That means tough decisions for many borrowers, especially those in already-difficult financial situations.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth]\u003c/span>\u003c/p>\n\u003cp>Experts say that delinquency and bankruptcy should be options of last resort and that deferment and forbearance — which pause payments, though interest may continue to accrue — are often better in the short term.\u003c/p>\n\u003ch2>What happens if I don’t make student loan payments?\u003c/h2>\n\u003cp>Once the moratorium ends, borrowers who can’t or don’t pay risk delinquency and eventually default. That can badly \u003ca href=\"https://apnews.com/article/business-0a536993ce494fc8d6fe2c5d637da5b5\">hurt your credit rating\u003c/a> and make you ineligible for additional aid and government benefits.\u003c/p>\n\u003cp>If you’re struggling to pay, advisers first encourage you to check whether you qualify for an income-driven repayment plan, which determines your payments by looking at your expenses. You can determine this by \u003ca href=\"https://studentaid.gov/manage-loans/repayment/plans/income-driven\">visiting the Federal Student Aid website\u003c/a>. If you’ve worked for a government agency or a nonprofit organization, you could also be eligible for the \u003ca href=\"https://apnews.com/article/pslf-public-service-loan-forgiveness-program-student-loans-e840af29f8879512199ed6fce226c722\">Public Service Loan Forgiveness program\u003c/a>, which forgives student debt after 10 years.\u003c/p>\n\u003cp>Carolina Rodriguez, director of the Education Debt Consumer Assistance Program at the Community Service Society of New York, emphasizes that anyone temporarily unemployed should be able to qualify for a $0 payment plan. And many others qualify based on income and family size.\u003c/p>\n\u003cp>“The repercussions of falling into delinquency can be pretty severe,” Rodriguez said. “The federal government can administratively intercept tax refunds and garnish wages. And it can affect Social Security, retirement and disability benefits. Does it make financial sense at that point? Probably not.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[pullquote size=\"medium\" align=\"right\" citation=\"Carolina Rodriguez, director, Education Debt Consumer Assistance Program\"]‘The federal government can administratively intercept tax refunds and garnish wages. And it can affect Social Security, retirement and disability benefits.’[/pullquote]\u003c/span>\u003c/p>\n\u003cp>Rodriguez says her organization always advises against deferment or forbearance except once a borrower has exhausted all other options. In the long term, those financial choices offer little benefit, as some loans will continue to accrue interest while deferred.\u003c/p>\n\u003cp>Abby Shafroth, senior attorney and director of the Student Loan Borrowers Assistance Project at the National Consumer Law Center, said that, of the two, deferment is generally a better option.\u003c/p>\n\u003cp>That’s because interest generally does not accrue on direct subsidized loans, the subsidized portion of direct consolidation loans, subsidized federal Stafford loans, the subsidized portion of federal family education (FFEL) consolidation loans, and federal Perkins loans. All other federal student loans that are deferred will continue to accrue interest.\u003c/p>\n\u003cp>“Forbearance allows you to postpone payments without it being held against you, but interest does accrue. So you’re going to see your balance increase every month.”\u003c/p>\n\u003ch2>What about declaring bankruptcy?\u003c/h2>\n\u003cp>For most student loan borrowers, it’s still very difficult to have loans discharged, or canceled, through bankruptcy. Borrowers must prove a very hard standard of financial circumstances, called “undue hardship.”\u003c/p>\n\u003cp>“That doesn’t mean people shouldn’t look into it,” Rodriguez said. “But they may not be successful at discharging their loans.”\u003c/p>\n\u003cp>For borrowers who show that level of financial strain, chances are they have other options, Rodriguez said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11946600 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/04/RS34524_GettyImages-494862297-qut-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>She advises that borrowers make sure they are speaking to a bankruptcy attorney who understands student loan bankruptcy, which requires a different proceeding from other types of bankruptcy.\u003c/p>\n\u003cp>Shafroth, of the NCLC, says that new guidance on student loan bankruptcy has been coming out in recent years.\u003c/p>\n\u003cp>“Though it is difficult to get your loans discharged through the bankruptcy process, an increasing number of borrowers are eligible to get their loans discharged that way,” she said. “A lot of people write that off as, ‘There’s no way, it’s impossible.’ But it’s increasingly possible.”\u003c/p>\n\u003ch2>What happens when a loan goes into default?\u003c/h2>\n\u003cp>When you fall behind on a loan by 270 days — roughly nine months — the loan appears on your credit report as being in default.\u003c/p>\n\u003cp>“At that point, it’s not just behind, it’s in collections,” Shafroth said. “That’s when you become ineligible to take out new federal student aid. A lot of people go into default because they weren’t able to complete their degree the first time. This prevents them from going back to school.”\u003c/p>\n\u003cp>Once a loan is in default, it’s subject to the collections processes mentioned above. That means the government can garnish wages (without a court order) to go toward paying back the loan, intercept tax refunds and seize portions of Social Security checks and other benefit payments.\u003c/p>\n\u003ch2>What are other options if I can’t make payments?\u003c/h2>\n\u003cp>Shafroth said that many borrowers may still be eligible to have loans canceled via a patchwork of programs outside the Biden administration’s proposed debt relief program.\u003c/p>\n\u003cp>“If your school closed before you could complete your program, you’re eligible for relief. If your school lied to you or misrepresented the outcome of what your enrolling would be, you can file a borrower defense application and request your loan be canceled on that basis,” she said. “If you have a disability, you can sometimes have your loans canceled on that basis.”\u003c/p>\n\u003cp>Shafroth encourages borrowers to look at the\u003ca href=\"https://studentaid.gov/\"> Federal Student Aid website\u003c/a> to see what their options might be before missing payments.\u003c/p>\n\u003ch2>What if my loans were in default before March 2020?\u003c/h2>\n\u003cp>Under the Biden administration’s \u003ca href=\"https://studentaid.gov/announcements-events/default-fresh-start\">Fresh Start program\u003c/a>, borrowers with federal student loans who were in default before the pause have a chance to become current.\u003cspan style=\"font-weight: 400\">[aside label='More Stories on Education' tag='college-students']\u003c/span>Borrowers who were in default will not be subject to collections processes or have wages garnished through about August 2024, or roughly one year after the payment freeze ends. These borrowers have also been granted permission to apply for federal student loans again, to complete degrees. Lastly, these defaulted loans are now being reported to credit bureaus as current.\u003c/p>\n\u003cp>That said, borrowers must take action if they want to stay out of default after this year-long leniency period ends.\u003c/p>\n\u003cp>To eliminate your record of default, you should contact the Education Department’s Default Resolution Group online, by phone or by mail, and ask the group to take the loans out of default via the Fresh Start policy. In four to six weeks, any record of default will be removed from your credit report, and the loans will be placed with a loan servicer. This will also give you access to income-driven repayment plans and Public Service Loan Forgiveness, if applicable.\u003c/p>\n\u003ch2>What if I was behind on payments or delinquent before March 2020?\u003c/h2>\n\u003cp>The Fresh Start program also applies to borrowers who were delinquent prior to the payment pause. Those accounts will be considered current, and borrowers will have the option to enroll in income-driven repayment plans that can lower bills to as little as $0 or to apply for deferment, forbearance or bankruptcy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After three years, the pandemic-era \u003ca href=\"https://apnews.com/article/student-loans-repayment-a6560bab75419007049cba34a30d6657\">freeze on student loan payments\u003c/a> will end soon. Student loan interest will start accruing on September 1 and payments are starting in October.\u003c/p>\n\u003cp>It might seem tempting to just keep not making payments, but the consequences can be severe, including a hit to your credit score and exclusion from future aid and benefits.\u003c/p>\n\u003cp>More than 40 million Americans will have to start making \u003ca href=\"https://apnews.com/article/student-loan-payment-pause-end-642276f724b30890669a60ea2c0bbfd5\">federal student loan payments\u003c/a> again at the end of the summer under the terms of a debt ceiling deal approved by Congress.\u003c/p>\n\u003cp>Millions are also waiting to find out \u003ca href=\"https://apnews.com/article/student-loan-forgiveness-supreme-court-hearing-2128da75fc27ff3bcc0c3804ebd98aa7\">whether the Supreme Court will allow President Joe Biden’s student loan forgiveness plan\u003c/a> to go ahead. But payments will resume regardless of what justices decide.\u003c/p>\n\u003cp>That means tough decisions for many borrowers, especially those in already-difficult financial situations.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>Experts say that delinquency and bankruptcy should be options of last resort and that deferment and forbearance — which pause payments, though interest may continue to accrue — are often better in the short term.\u003c/p>\n\u003ch2>What happens if I don’t make student loan payments?\u003c/h2>\n\u003cp>Once the moratorium ends, borrowers who can’t or don’t pay risk delinquency and eventually default. That can badly \u003ca href=\"https://apnews.com/article/business-0a536993ce494fc8d6fe2c5d637da5b5\">hurt your credit rating\u003c/a> and make you ineligible for additional aid and government benefits.\u003c/p>\n\u003cp>If you’re struggling to pay, advisers first encourage you to check whether you qualify for an income-driven repayment plan, which determines your payments by looking at your expenses. You can determine this by \u003ca href=\"https://studentaid.gov/manage-loans/repayment/plans/income-driven\">visiting the Federal Student Aid website\u003c/a>. If you’ve worked for a government agency or a nonprofit organization, you could also be eligible for the \u003ca href=\"https://apnews.com/article/pslf-public-service-loan-forgiveness-program-student-loans-e840af29f8879512199ed6fce226c722\">Public Service Loan Forgiveness program\u003c/a>, which forgives student debt after 10 years.\u003c/p>\n\u003cp>Carolina Rodriguez, director of the Education Debt Consumer Assistance Program at the Community Service Society of New York, emphasizes that anyone temporarily unemployed should be able to qualify for a $0 payment plan. And many others qualify based on income and family size.\u003c/p>\n\u003cp>“The repercussions of falling into delinquency can be pretty severe,” Rodriguez said. “The federal government can administratively intercept tax refunds and garnish wages. And it can affect Social Security, retirement and disability benefits. Does it make financial sense at that point? Probably not.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>Rodriguez says her organization always advises against deferment or forbearance except once a borrower has exhausted all other options. In the long term, those financial choices offer little benefit, as some loans will continue to accrue interest while deferred.\u003c/p>\n\u003cp>Abby Shafroth, senior attorney and director of the Student Loan Borrowers Assistance Project at the National Consumer Law Center, said that, of the two, deferment is generally a better option.\u003c/p>\n\u003cp>That’s because interest generally does not accrue on direct subsidized loans, the subsidized portion of direct consolidation loans, subsidized federal Stafford loans, the subsidized portion of federal family education (FFEL) consolidation loans, and federal Perkins loans. All other federal student loans that are deferred will continue to accrue interest.\u003c/p>\n\u003cp>“Forbearance allows you to postpone payments without it being held against you, but interest does accrue. So you’re going to see your balance increase every month.”\u003c/p>\n\u003ch2>What about declaring bankruptcy?\u003c/h2>\n\u003cp>For most student loan borrowers, it’s still very difficult to have loans discharged, or canceled, through bankruptcy. Borrowers must prove a very hard standard of financial circumstances, called “undue hardship.”\u003c/p>\n\u003cp>“That doesn’t mean people shouldn’t look into it,” Rodriguez said. “But they may not be successful at discharging their loans.”\u003c/p>\n\u003cp>For borrowers who show that level of financial strain, chances are they have other options, Rodriguez said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>She advises that borrowers make sure they are speaking to a bankruptcy attorney who understands student loan bankruptcy, which requires a different proceeding from other types of bankruptcy.\u003c/p>\n\u003cp>Shafroth, of the NCLC, says that new guidance on student loan bankruptcy has been coming out in recent years.\u003c/p>\n\u003cp>“Though it is difficult to get your loans discharged through the bankruptcy process, an increasing number of borrowers are eligible to get their loans discharged that way,” she said. “A lot of people write that off as, ‘There’s no way, it’s impossible.’ But it’s increasingly possible.”\u003c/p>\n\u003ch2>What happens when a loan goes into default?\u003c/h2>\n\u003cp>When you fall behind on a loan by 270 days — roughly nine months — the loan appears on your credit report as being in default.\u003c/p>\n\u003cp>“At that point, it’s not just behind, it’s in collections,” Shafroth said. “That’s when you become ineligible to take out new federal student aid. A lot of people go into default because they weren’t able to complete their degree the first time. This prevents them from going back to school.”\u003c/p>\n\u003cp>Once a loan is in default, it’s subject to the collections processes mentioned above. That means the government can garnish wages (without a court order) to go toward paying back the loan, intercept tax refunds and seize portions of Social Security checks and other benefit payments.\u003c/p>\n\u003ch2>What are other options if I can’t make payments?\u003c/h2>\n\u003cp>Shafroth said that many borrowers may still be eligible to have loans canceled via a patchwork of programs outside the Biden administration’s proposed debt relief program.\u003c/p>\n\u003cp>“If your school closed before you could complete your program, you’re eligible for relief. If your school lied to you or misrepresented the outcome of what your enrolling would be, you can file a borrower defense application and request your loan be canceled on that basis,” she said. “If you have a disability, you can sometimes have your loans canceled on that basis.”\u003c/p>\n\u003cp>Shafroth encourages borrowers to look at the\u003ca href=\"https://studentaid.gov/\"> Federal Student Aid website\u003c/a> to see what their options might be before missing payments.\u003c/p>\n\u003ch2>What if my loans were in default before March 2020?\u003c/h2>\n\u003cp>Under the Biden administration’s \u003ca href=\"https://studentaid.gov/announcements-events/default-fresh-start\">Fresh Start program\u003c/a>, borrowers with federal student loans who were in default before the pause have a chance to become current.\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>Borrowers who were in default will not be subject to collections processes or have wages garnished through about August 2024, or roughly one year after the payment freeze ends. These borrowers have also been granted permission to apply for federal student loans again, to complete degrees. Lastly, these defaulted loans are now being reported to credit bureaus as current.\u003c/p>\n\u003cp>That said, borrowers must take action if they want to stay out of default after this year-long leniency period ends.\u003c/p>\n\u003cp>To eliminate your record of default, you should contact the Education Department’s Default Resolution Group online, by phone or by mail, and ask the group to take the loans out of default via the Fresh Start policy. In four to six weeks, any record of default will be removed from your credit report, and the loans will be placed with a loan servicer. This will also give you access to income-driven repayment plans and Public Service Loan Forgiveness, if applicable.\u003c/p>\n\u003ch2>What if I was behind on payments or delinquent before March 2020?\u003c/h2>\n\u003cp>The Fresh Start program also applies to borrowers who were delinquent prior to the payment pause. Those accounts will be considered current, and borrowers will have the option to enroll in income-driven repayment plans that can lower bills to as little as $0 or to apply for deferment, forbearance or bankruptcy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Oakland A's Fans' 'Reverse Boycott' Draws 27,000 as Team Moves a Step Closer to Leaving",
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"headTitle": "Oakland A’s Fans’ ‘Reverse Boycott’ Draws 27,000 as Team Moves a Step Closer to Leaving | KQED",
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"content": "\u003cp>Oakland A’s fans swarmed into the Coliseum Tuesday night, many wearing green T-shirts emblazoned with the word “Sell” as part of a last-ditch effort to keep the team in the city.\u003c/p>\n\u003cp>“Sell the team!” fans chanted thousands of times during the A’s 2–1 victory against the Tampa Bay Rays that gave Oakland a season-best seven-game winning streak.\u003c/p>\n\u003cp>Organizers of the so-called reverse boycott, which drew the biggest crowd of the season at 27,759, are calling for A’s owner John Fisher to sell the 55-year-old baseball franchise to a buyer committed to keeping the team in Oakland, rather than moving forward with plans to build a \u003ca href=\"https://www.kqed.org/news/11949532/oakland-as-signal-move-to-las-vegas-strip-after-reaching-an-agreement-for-potential-stadium-site\">$1.5 billion stadium on the Las Vegas Strip\u003c/a>.\u003c/p>\n\u003cp>But the proposed move to the desert came one step closer to reality Tuesday afternoon when the Nevada state Senate \u003ca href=\"https://www.reviewjournal.com/news/politics-and-government/nevada/2023-legislature/as-ballpark-funding-bill-approved-by-nevada-senate-2793296/\">voted in favor of an amended version\u003c/a> of a proposed $380 million public financing package for the new stadium. The measure must now be approved by the state Assembly and the governor.\u003c/p>\n\u003cfigure id=\"attachment_11952972\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11952972 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66248__DSC3948-KQED.jpg\" alt='A man in a lime green shirt that reads \"sell\" points and smiles at the camera while standing in a parking lot.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Matthew Wohl at the reverse boycott at the Oakland Coliseum on June 13, 2023. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like my heart is being ripped out. It’s the worst feeling in the world, really,” Matthew Wohl, a lifelong A’s fan, said during a tailgate party before the game Tuesday night. “I’ve barely been watching baseball this year, but I know more than likely they’re leaving. Watching them leave is just killing me.”\u003c/p>\n\u003cp>“Baseball needs to be in Oakland,” he insisted.\u003c/p>\n\u003cp>If the A’s defy the odds and manage to stay “rooted in Oakland,” as its supporters are demanding, the team would face an already bruised and \u003ca href=\"https://www.kqed.org/news/11947286/devastated-oakland-as-fans-react-to-teams-vegas-move\">devastated fan base\u003c/a> that has united in condemning Fisher and team president Dave Kaval. Both executives, they say, have poorly managed the team and are betraying a city the A’s have called home since moving from Kansas City in 1968.\u003c/p>\n\u003cp>“Right now, the owner owns the team, but it’s not theirs, it’s the community’s,” said Jorge Leon, president of A’s fan group the Oakland ’68s, at the Coliseum last week. “The A’s [management] have been alienating the fan base for a while. It’s nothing new. And so, now it’s the last straw — and people are tired of it.”\u003c/p>\n\u003cp>The Oakland ’68s are known for sitting in the right-field bleachers, spiritedly rooting for their team. Since news of the potential A’s Vegas move, the group has taken to chanting brazen sentiments such as, “Sell the team,” as they beat on drums.\u003c/p>\n\u003cfigure id=\"attachment_11952927\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66260_DSC03329-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952927\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66260_DSC03329-KQED.jpg\" alt=\"A large crowd of people wearing Oakland A's clothing fill an outdoor parking lot.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Fans of the Oakland A’s gather at the Oakland Coliseum as part of a reverse boycott to protest the ownership of the team. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the last few months, the group raised more than $27,000 from fans in Oakland and farther afield, and teamed up with local clothing company Oaklandish to produce the “Sell” T-shirts that go for $5 a pop.\u003c/p>\n\u003cp>Adrian Batres, who drove down from Sacramento for Tuesday’s event, was among the thousands donning the green T-shirts. “I’ve had a big love affair with the A’s over the Giants for quite some time. And I felt that it was kind of a personal thing, especially when I consider them my team,” said Batres, who’s been a die-hard fan for four decades. “So even suggesting the fact they’re going to move to Las Vegas is kind of a big deal to me.”\u003c/p>\n\u003cfigure id=\"attachment_11952915\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952915\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED.jpg\" alt='Three men stand beside a car with t-shirts that read \"sell\" drinking beer, eating snacks and talking to each other.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adrian Batres (right) joins other Oakland A’s fans during a reverse boycott at the Oakland Coliseum. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Katie Callahan-Cisco said she and her older sister had come both to support the team and as tribute to their father, Dick Callahan, the longtime A’s public address announcer, who died in 2021.\u003c/p>\n\u003cp>“It’s so gratifying to see all of these people supporting the team and this reverse boycott,” she said. “The fans really initiated this and then it just really spread like wildfire.”\u003c/p>\n\u003cp>Just before first pitch, the A’s announced they would donate all ticket revenue from the game to the Alameda County Community Food Bank and Oakland Public Education Fund — a total of $811,107.\u003c/p>\n\u003cfigure id=\"attachment_11952928\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11952928 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66268__DSC3917-KQED.jpg\" alt=\"A group of seven people stand together to take a photo in an outdoor parking lot, all but one wear t-shirts reading "sell" and several wear Oakland A's hats.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Callahan (second from the right), Cary Kennerley (left of center) and Katie Callahan-Cisco (center) tailgate in the parking lot of the Oakland Coliseum with their families. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The fight to keep the A’s in Oakland comes just three years after the city lost the Raiders — also to Las Vegas. The year before, the Golden State Warriors jumped ship to a new stadium in San Francisco.\u003c/p>\n\u003cp>The A’s, who play in the American League West, currently sit at the bottom of their division and, at 19–50, have lost more games this season than any other team in the league. Still, they managed to beat the Rays — who have the best record in baseball — on Monday and Tuesday.\u003c/p>\n\u003cfigure id=\"attachment_11952916\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11952916 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED.jpg\" alt=\"Two young men wearing Oakland A's jerseys look at the camera while standing beside a car a large open parking lot.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacob and Joseph Palpallatoc join other fans of the Oakland A’s during a reverse boycott at the Oakland Coliseum to protest the ownership of the baseball team. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This is ridiculous that they’re trying to move to Las Vegas. I think that we need to keep them here in Oakland,” said Annette Burt, 60, who has been an A’s fan since she was 5 years old. “It’s been a family pastime for me forever.”\u003c/p>\n\u003cp>Burt said she understands the chances of the team staying here are slim, but is still holding out hope.\u003c/p>\n\u003cp>“I don’t think it’s a done deal,” she said. “I think there’s still enough interest, and it can be a very competitive team and it has been in the past. If we had owners backing us up, it would be very successful. And it would be successful for Oakland.”\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED’s Phoebe Quinton and Matthew Green, and The Associated Press.\u003c/em>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland A’s fans swarmed into the Coliseum Tuesday night, many wearing green T-shirts emblazoned with the word “Sell” as part of a last-ditch effort to keep the team in the city.\u003c/p>\n\u003cp>“Sell the team!” fans chanted thousands of times during the A’s 2–1 victory against the Tampa Bay Rays that gave Oakland a season-best seven-game winning streak.\u003c/p>\n\u003cp>Organizers of the so-called reverse boycott, which drew the biggest crowd of the season at 27,759, are calling for A’s owner John Fisher to sell the 55-year-old baseball franchise to a buyer committed to keeping the team in Oakland, rather than moving forward with plans to build a \u003ca href=\"https://www.kqed.org/news/11949532/oakland-as-signal-move-to-las-vegas-strip-after-reaching-an-agreement-for-potential-stadium-site\">$1.5 billion stadium on the Las Vegas Strip\u003c/a>.\u003c/p>\n\u003cp>But the proposed move to the desert came one step closer to reality Tuesday afternoon when the Nevada state Senate \u003ca href=\"https://www.reviewjournal.com/news/politics-and-government/nevada/2023-legislature/as-ballpark-funding-bill-approved-by-nevada-senate-2793296/\">voted in favor of an amended version\u003c/a> of a proposed $380 million public financing package for the new stadium. The measure must now be approved by the state Assembly and the governor.\u003c/p>\n\u003cfigure id=\"attachment_11952972\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11952972 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66248__DSC3948-KQED.jpg\" alt='A man in a lime green shirt that reads \"sell\" points and smiles at the camera while standing in a parking lot.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66248__DSC3948-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Matthew Wohl at the reverse boycott at the Oakland Coliseum on June 13, 2023. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like my heart is being ripped out. It’s the worst feeling in the world, really,” Matthew Wohl, a lifelong A’s fan, said during a tailgate party before the game Tuesday night. “I’ve barely been watching baseball this year, but I know more than likely they’re leaving. Watching them leave is just killing me.”\u003c/p>\n\u003cp>“Baseball needs to be in Oakland,” he insisted.\u003c/p>\n\u003cp>If the A’s defy the odds and manage to stay “rooted in Oakland,” as its supporters are demanding, the team would face an already bruised and \u003ca href=\"https://www.kqed.org/news/11947286/devastated-oakland-as-fans-react-to-teams-vegas-move\">devastated fan base\u003c/a> that has united in condemning Fisher and team president Dave Kaval. Both executives, they say, have poorly managed the team and are betraying a city the A’s have called home since moving from Kansas City in 1968.\u003c/p>\n\u003cp>“Right now, the owner owns the team, but it’s not theirs, it’s the community’s,” said Jorge Leon, president of A’s fan group the Oakland ’68s, at the Coliseum last week. “The A’s [management] have been alienating the fan base for a while. It’s nothing new. And so, now it’s the last straw — and people are tired of it.”\u003c/p>\n\u003cp>The Oakland ’68s are known for sitting in the right-field bleachers, spiritedly rooting for their team. Since news of the potential A’s Vegas move, the group has taken to chanting brazen sentiments such as, “Sell the team,” as they beat on drums.\u003c/p>\n\u003cfigure id=\"attachment_11952927\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66260_DSC03329-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952927\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66260_DSC03329-KQED.jpg\" alt=\"A large crowd of people wearing Oakland A's clothing fill an outdoor parking lot.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66260_DSC03329-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Fans of the Oakland A’s gather at the Oakland Coliseum as part of a reverse boycott to protest the ownership of the team. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the last few months, the group raised more than $27,000 from fans in Oakland and farther afield, and teamed up with local clothing company Oaklandish to produce the “Sell” T-shirts that go for $5 a pop.\u003c/p>\n\u003cp>Adrian Batres, who drove down from Sacramento for Tuesday’s event, was among the thousands donning the green T-shirts. “I’ve had a big love affair with the A’s over the Giants for quite some time. And I felt that it was kind of a personal thing, especially when I consider them my team,” said Batres, who’s been a die-hard fan for four decades. “So even suggesting the fact they’re going to move to Las Vegas is kind of a big deal to me.”\u003c/p>\n\u003cfigure id=\"attachment_11952915\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952915\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED.jpg\" alt='Three men stand beside a car with t-shirts that read \"sell\" drinking beer, eating snacks and talking to each other.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-02-AC-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adrian Batres (right) joins other Oakland A’s fans during a reverse boycott at the Oakland Coliseum. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Katie Callahan-Cisco said she and her older sister had come both to support the team and as tribute to their father, Dick Callahan, the longtime A’s public address announcer, who died in 2021.\u003c/p>\n\u003cp>“It’s so gratifying to see all of these people supporting the team and this reverse boycott,” she said. “The fans really initiated this and then it just really spread like wildfire.”\u003c/p>\n\u003cp>Just before first pitch, the A’s announced they would donate all ticket revenue from the game to the Alameda County Community Food Bank and Oakland Public Education Fund — a total of $811,107.\u003c/p>\n\u003cfigure id=\"attachment_11952928\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11952928 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66268__DSC3917-KQED.jpg\" alt=\"A group of seven people stand together to take a photo in an outdoor parking lot, all but one wear t-shirts reading "sell" and several wear Oakland A's hats.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66268__DSC3917-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Callahan (second from the right), Cary Kennerley (left of center) and Katie Callahan-Cisco (center) tailgate in the parking lot of the Oakland Coliseum with their families. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The fight to keep the A’s in Oakland comes just three years after the city lost the Raiders — also to Las Vegas. The year before, the Golden State Warriors jumped ship to a new stadium in San Francisco.\u003c/p>\n\u003cp>The A’s, who play in the American League West, currently sit at the bottom of their division and, at 19–50, have lost more games this season than any other team in the league. Still, they managed to beat the Rays — who have the best record in baseball — on Monday and Tuesday.\u003c/p>\n\u003cfigure id=\"attachment_11952916\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11952916 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED.jpg\" alt=\"Two young men wearing Oakland A's jerseys look at the camera while standing beside a car a large open parking lot.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/20230614-AS-REVERSE-BOYCOTT-03-AC-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jacob and Joseph Palpallatoc join other fans of the Oakland A’s during a reverse boycott at the Oakland Coliseum to protest the ownership of the baseball team. \u003ccite>(Aryk Copley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“This is ridiculous that they’re trying to move to Las Vegas. I think that we need to keep them here in Oakland,” said Annette Burt, 60, who has been an A’s fan since she was 5 years old. “It’s been a family pastime for me forever.”\u003c/p>\n\u003cp>Burt said she understands the chances of the team staying here are slim, but is still holding out hope.\u003c/p>\n\u003cp>“I don’t think it’s a done deal,” she said. “I think there’s still enough interest, and it can be a very competitive team and it has been in the past. If we had owners backing us up, it would be very successful. And it would be successful for Oakland.”\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED’s Phoebe Quinton and Matthew Green, and The Associated Press.\u003c/em>\u003cbr>\n\u003c/p>\u003c/div>",
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"title": "A San José Teacher Is Charged With Sexual Abuse. His School District Knew of Alleged Misconduct a Decade Ago",
"headTitle": "A San José Teacher Is Charged With Sexual Abuse. His School District Knew of Alleged Misconduct a Decade Ago | KQED",
"content": "\u003cp>A music teacher at a TK–8 school in San José had a history of complaints roughly a decade before he was criminally charged with sexually abusing students last year, records obtained by KQED show.\u003c/p>\n\u003cp>Israel Santiago, 43, was arrested in November under suspicion of sexually abusing 10 students beginning in 2021 at Adelante Dual Language Academy. He faces 12 charges, including multiple counts of molestation and lewd acts on a child by force.\u003c/p>\n\u003cp>Last year was not the first time a student reported being inappropriately touched by Santiago, according to the records provided by the Alum Rock Union Elementary School District \u003ca href=\"https://s3.documentcloud.org/documents/24512265/response-to-pra-request-w-documents-05-17-2023-1-3.pdf\">in response to a Public Records Act request\u003c/a>.\u003c/p>\n\u003cp>Students at two other schools in the district, Sheppard Middle School and Painter Elementary, had reported concerns about Santiago’s behavior to school staff from 2012 through 2014, records show. The district did not provide records of any complaints made to the school in the years that followed.\u003c/p>\n\u003cp>One student said Santiago put his hand on her back and rubbed her back while he praised her. Another said Santiago repeatedly hugged her, asked her for hugs and “picked her up, putting his arms under her legs and carrying her.”\u003c/p>\n\u003cp>“Mr. Santiago has failed to practice good judgment regarding physical contact with students, in particular, females, and I find that conduct to be inappropriate and unprofessional,” former Sheppard Middle School Principal Imee Almazan wrote at the conclusion of a personnel investigation in 2014.\u003c/p>\n\u003cp>Alum Rock Union Elementary School District didn’t fire Santiago in 2014, despite the investigation documenting multiple complaints of Santiago inappropriately touching students after repeated warnings.\u003c/p>\n\u003cp>Instead, the district issued a letter of reprimand, and determined he should be transferred to another school in the district.[pullquote align=\"right\" size=\"medium\" citation=\"Lauren Cerri, attorney, Corsiglia McMahon and Allard\"]‘These complaints are being made, and he’s moved to another school. What are those administrators told? Are they even told about the prior complaints?’[/pullquote]Santiago started teaching at Adelante in 2015, according to Cesar Torrico, assistant superintendent of human resources at Alum Rock.\u003c/p>\n\u003cp>The district superintendent, Hilaria Bauer, declined to answer any questions about past complaints against Santiago and how they were handled.\u003c/p>\n\u003cp>But Bauer wrote that the district has since adopted “a clearer and stronger process to prevent these incidents from happening and to encourage any other victims to come forward.”\u003c/p>\n\u003cp>“We provided extra training during our monthly safety meeting on Dec. 7 and directed all site administrators to retake the mandated reporter training from the beginning of the year. This also included all staff,” Bauer wrote.\u003c/p>\n\u003cp>Almazan, who is currently director of social and emotional learning at Alum Rock Union School District, declined to comment.\u003c/p>\n\u003ch2>‘We don’t feel safe’\u003c/h2>\n\u003cp>Records from the school district’s 2014 investigation include some documentation of prior complaints against Santiago from students at Painter Elementary and Sheppard Middle School in 2012 and 2013.\u003c/p>\n\u003cp>Natalie Hernandez, 22, said she was in Santiago’s band class at Sheppard Middle School in 2012 and had reported his behavior to the principal.\u003c/p>\n\u003cp>She and her friends had been passionate about band and loved playing instruments together, forming a whole community inside the small band room. She mainly played flute, but would dabble in the clarinet and the saxophone.\u003c/p>\n\u003cp>But over time, she said, she became increasingly alarmed by her band teacher.\u003c/p>\n\u003cp>She said Santiago asked her to stay in the band room during a break between classes to practice a piece she could already play with her eyes closed.[pullquote align=\"right\" size=\"medium\" citation=\"Natalie Hernandez, former student, Sheppard Middle School\"]‘I just remember being so angry, and even to this day, I’m so angry. It’s almost as if they forgot that we were kids.’[/pullquote]“He kept adjusting his chair and my chair so our knees could be touching and we’d be really close to each other,” Hernandez said. “I remember I just felt a really big rush of anxiety. I just did not feel comfortable at all.”\u003c/p>\n\u003cp>Hernandez said she told the principal, Almazan, how Santiago would only ask female students to stay after class.\u003c/p>\n\u003cp>“I strictly remember telling her we don’t feel safe,” Hernandez said.\u003c/p>\n\u003cp>Santiago remained at the school until 2014. When Hernandez learned he had been transferred to another school in the district, she was furious.\u003c/p>\n\u003cp>“I just remember being so angry, and even to this day, I’m so angry,” Hernandez said. “It’s almost as if they forgot that we were kids.”\u003c/p>\n\u003ch2>A father’s written sexual harassment complaint prompts investigation\u003c/h2>\n\u003cp>The records show that Santiago had been instructed in 2012 not to touch students, particularly female students. But he allegedly continued, and a father filed a written complaint that Santiago sexually harassed his daughter in 2014.\u003c/p>\n\u003cp>The school’s investigation prompted by that complaint included interviews with 15 students, and found “an overall discomfort and/or feeling of insecurity in Mr. Santiago’s band class among female students that were interviewed.”\u003c/p>\n\u003cp>Out of nine female students interviewed, seven said they were not comfortable in the classroom with Santiago, and one female student said she had been touched inappropriately by him on multiple occasions. Two students said Santiago walked in on them during a dress fitting.\u003c/p>\n\u003cp>The male students interviewed did not report similar discomfort.\u003c/p>\n\u003ch2>‘Not sufficiently severe and pervasive’\u003c/h2>\n\u003cp>Almazan also wrote in the report that she had called Child Protective Services to report Santiago in 2014, but was told the allegations against a teacher were “not a reportable CPS case.” CPS offered to take a “courtesy report” that would be forwarded to law enforcement, according to the records.\u003c/p>\n\u003cp>Frank Motta, chief of staff at the Santa Clara County Social Services Agency, declined to comment on any specific cases, but said the agency reports information to law enforcement to pursue criminal investigations when allegations do not involve caregivers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The San José Police Department declined to immediately comment on the past complaints. A police spokesperson previously told \u003ca href=\"https://www.nbcbayarea.com/news/local/south-bay/san-jose-music-teacher-sexual-assault/3085337/\">NBC Bay Area\u003c/a> that an allegation of inappropriate touching was made against Santiago in 2014, but that no charges were filed.\u003c/p>\n\u003cp>Ultimately Almazan and the school district found that the conduct was not “sufficiently severe and pervasive” to amount to sexual harassment. In the letter of reprimand, the district instructed Santiago again not to touch students and to take a minimum of two hours of training related to sexual harassment.\u003c/p>\n\u003cp>“Based on Principal Almazan’s recommendation to Human Resources and to the Superintendent we have decided to transfer you out of Sheppard Middle School,” the March 10, 2014, letter of reprimand from the district’s chief human resources officer says.\u003c/p>\n\u003cp>Santiago worked at Adelante until he was placed on leave last November soon before his arrest.\u003c/p>\n\u003ch2>Prosecutors investigate recent allegations\u003c/h2>\n\u003cp>\u003ca href=\"https://countyda.sccgov.org/news/news-release/sj-music-teacher-charged-touching-students\">According to Santa Clara County prosecutors, at the beginning of the 2021–2022 school year\u003c/a>, Santiago would take children into his office, hold girls on his lap and hug them tightly to his body. Prosecutors say he cupped female students’ buttocks while hugging them on his lap, and stroked the bare skin of a fourth grader’s back.[aside label=\"Related Stories\" postID=\"news_11911375,news_11935859,news_11928350\"]Santiago, who has not yet entered a plea, remains in custody in Santa Clara County. His next court hearing is scheduled for July 14. Santiago’s defense attorney, Steven Clark, declined to comment on the criminal case or records showing past complaints.\u003c/p>\n\u003cp>The school’s decision to transfer Santiago may have emboldened his behavior, said Lauren Cerri, an attorney with Corsiglia McMahon and Allard who specializes in childhood sexual abuse cases, and who reviewed the records provided by the school district.\u003c/p>\n\u003cp>“These complaints are being made, and he’s moved to another school,” Cerri said. “What are those administrators told? Are they even told about the prior complaints? Are they told to keep an extra eye on him and supervise him more closely?”\u003c/p>\n\u003cp>Cerri is currently representing three women suing the Alum Rock Union Elementary School District for allegedly failing to report abuse by a first grade teacher in the 1970s to authorities.\u003c/p>\n\u003cp>“And it appears that this is still happening today in the same district,” Cerri said.\u003c/p>\n\u003cp>The district disputes the allegations in their court filing.\u003c/p>\n\u003ch2>The community seeks answers\u003c/h2>\n\u003cp>After Santiago was arrested, the Alum Rock school board passed a resolution “reaffirming the critical role of school personnel as mandated reporters.”\u003c/p>\n\u003cp>The resolution outlines that the district must “provide a hard copy of the mandated reporter training presentation to all staff and the school board” and encourage all district staff to attend annual mandated reporter training in person.\u003c/p>\n\u003cfigure id=\"attachment_11952548\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952548\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED.jpg\" alt=\"A children and adults circulate beside a playground behind a chainlink fence.\" width=\"1920\" height=\"1277\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students and staff walk through the playground at Adelante Dual Language Academy in San José on June 8, 2023. \u003ccite>(Kori Suzuki/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, some in the Alum Rock community have voiced frustration during recent school board meetings about a lack of transparency and poor communication by district leadership.\u003c/p>\n\u003cp>Three substitute principals are currently working at Adelante, according to \u003ca href=\"https://adelante.arusd.org/about-us/new-page\">the district’s website\u003c/a>.[pullquote align=\"right\" size=\"medium\" citation=\"Rosalinda Marquez, former employee, Alum Rock Union Elementary School District\"]‘It just seems par for the course for Alum Rock. They aren’t listening. They don’t know how to listen.’[/pullquote]The principal who reported Santiago, Maria Gutierrez, has been on paid leave since December for an unrelated issue, according to her attorney, \u003ca href=\"https://www.hbblaw.com/dvelez/\">Donald A. Velez\u003c/a>.\u003c/p>\n\u003cp>“The one person doing the right thing is being targeted,” Velez said. “You have all these complaints over all this time. It comes to a head. And the person who has only been there a year is the one who is taking the brunt of this.”\u003c/p>\n\u003cp>Velez declined to describe the specifics of why the principal is on leave but said it stems from an incident between two students, including a school board member’s family member.\u003c/p>\n\u003cp>District superintendent Bauer declined to comment.\u003c/p>\n\u003cp>Rosalinda Marquez, who worked for the district until this year, said Alum Rock must begin to take concerns from parents seriously. She said she was not surprised to learn how the district had responded to past complaints against Santiago.\u003c/p>\n\u003cp>“It hurts my heart that I wasn’t surprised,” Marquez said. “It just seems par for the course for Alum Rock. They aren’t listening. They don’t know how to listen. It just seems like any issue that arises either gets Band-Aid solutions or no solutions at all.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Music teacher Israel Santiago was criminally charged with sexually abusing 10 students at a San José elementary school since 2021, but records obtained by KQED through the Public Records Act have found that Santiago had a history of sexual misconduct complaints in the same school district.",
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"description": "Music teacher Israel Santiago was criminally charged with sexually abusing 10 students at a San José elementary school since 2021, but records obtained by KQED through the Public Records Act have found that Santiago had a history of sexual misconduct complaints in the same school district.",
"title": "A San José Teacher Is Charged With Sexual Abuse. His School District Knew of Alleged Misconduct a Decade Ago | KQED",
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"headline": "A San José Teacher Is Charged With Sexual Abuse. His School District Knew of Alleged Misconduct a Decade Ago",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A music teacher at a TK–8 school in San José had a history of complaints roughly a decade before he was criminally charged with sexually abusing students last year, records obtained by KQED show.\u003c/p>\n\u003cp>Israel Santiago, 43, was arrested in November under suspicion of sexually abusing 10 students beginning in 2021 at Adelante Dual Language Academy. He faces 12 charges, including multiple counts of molestation and lewd acts on a child by force.\u003c/p>\n\u003cp>Last year was not the first time a student reported being inappropriately touched by Santiago, according to the records provided by the Alum Rock Union Elementary School District \u003ca href=\"https://s3.documentcloud.org/documents/24512265/response-to-pra-request-w-documents-05-17-2023-1-3.pdf\">in response to a Public Records Act request\u003c/a>.\u003c/p>\n\u003cp>Students at two other schools in the district, Sheppard Middle School and Painter Elementary, had reported concerns about Santiago’s behavior to school staff from 2012 through 2014, records show. The district did not provide records of any complaints made to the school in the years that followed.\u003c/p>\n\u003cp>One student said Santiago put his hand on her back and rubbed her back while he praised her. Another said Santiago repeatedly hugged her, asked her for hugs and “picked her up, putting his arms under her legs and carrying her.”\u003c/p>\n\u003cp>“Mr. Santiago has failed to practice good judgment regarding physical contact with students, in particular, females, and I find that conduct to be inappropriate and unprofessional,” former Sheppard Middle School Principal Imee Almazan wrote at the conclusion of a personnel investigation in 2014.\u003c/p>\n\u003cp>Alum Rock Union Elementary School District didn’t fire Santiago in 2014, despite the investigation documenting multiple complaints of Santiago inappropriately touching students after repeated warnings.\u003c/p>\n\u003cp>Instead, the district issued a letter of reprimand, and determined he should be transferred to another school in the district.\u003c/p>\u003c/div>",
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"content": "‘These complaints are being made, and he’s moved to another school. What are those administrators told? Are they even told about the prior complaints?’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Santiago started teaching at Adelante in 2015, according to Cesar Torrico, assistant superintendent of human resources at Alum Rock.\u003c/p>\n\u003cp>The district superintendent, Hilaria Bauer, declined to answer any questions about past complaints against Santiago and how they were handled.\u003c/p>\n\u003cp>But Bauer wrote that the district has since adopted “a clearer and stronger process to prevent these incidents from happening and to encourage any other victims to come forward.”\u003c/p>\n\u003cp>“We provided extra training during our monthly safety meeting on Dec. 7 and directed all site administrators to retake the mandated reporter training from the beginning of the year. This also included all staff,” Bauer wrote.\u003c/p>\n\u003cp>Almazan, who is currently director of social and emotional learning at Alum Rock Union School District, declined to comment.\u003c/p>\n\u003ch2>‘We don’t feel safe’\u003c/h2>\n\u003cp>Records from the school district’s 2014 investigation include some documentation of prior complaints against Santiago from students at Painter Elementary and Sheppard Middle School in 2012 and 2013.\u003c/p>\n\u003cp>Natalie Hernandez, 22, said she was in Santiago’s band class at Sheppard Middle School in 2012 and had reported his behavior to the principal.\u003c/p>\n\u003cp>She and her friends had been passionate about band and loved playing instruments together, forming a whole community inside the small band room. She mainly played flute, but would dabble in the clarinet and the saxophone.\u003c/p>\n\u003cp>But over time, she said, she became increasingly alarmed by her band teacher.\u003c/p>\n\u003cp>She said Santiago asked her to stay in the band room during a break between classes to practice a piece she could already play with her eyes closed.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“He kept adjusting his chair and my chair so our knees could be touching and we’d be really close to each other,” Hernandez said. “I remember I just felt a really big rush of anxiety. I just did not feel comfortable at all.”\u003c/p>\n\u003cp>Hernandez said she told the principal, Almazan, how Santiago would only ask female students to stay after class.\u003c/p>\n\u003cp>“I strictly remember telling her we don’t feel safe,” Hernandez said.\u003c/p>\n\u003cp>Santiago remained at the school until 2014. When Hernandez learned he had been transferred to another school in the district, she was furious.\u003c/p>\n\u003cp>“I just remember being so angry, and even to this day, I’m so angry,” Hernandez said. “It’s almost as if they forgot that we were kids.”\u003c/p>\n\u003ch2>A father’s written sexual harassment complaint prompts investigation\u003c/h2>\n\u003cp>The records show that Santiago had been instructed in 2012 not to touch students, particularly female students. But he allegedly continued, and a father filed a written complaint that Santiago sexually harassed his daughter in 2014.\u003c/p>\n\u003cp>The school’s investigation prompted by that complaint included interviews with 15 students, and found “an overall discomfort and/or feeling of insecurity in Mr. Santiago’s band class among female students that were interviewed.”\u003c/p>\n\u003cp>Out of nine female students interviewed, seven said they were not comfortable in the classroom with Santiago, and one female student said she had been touched inappropriately by him on multiple occasions. Two students said Santiago walked in on them during a dress fitting.\u003c/p>\n\u003cp>The male students interviewed did not report similar discomfort.\u003c/p>\n\u003ch2>‘Not sufficiently severe and pervasive’\u003c/h2>\n\u003cp>Almazan also wrote in the report that she had called Child Protective Services to report Santiago in 2014, but was told the allegations against a teacher were “not a reportable CPS case.” CPS offered to take a “courtesy report” that would be forwarded to law enforcement, according to the records.\u003c/p>\n\u003cp>Frank Motta, chief of staff at the Santa Clara County Social Services Agency, declined to comment on any specific cases, but said the agency reports information to law enforcement to pursue criminal investigations when allegations do not involve caregivers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The San José Police Department declined to immediately comment on the past complaints. A police spokesperson previously told \u003ca href=\"https://www.nbcbayarea.com/news/local/south-bay/san-jose-music-teacher-sexual-assault/3085337/\">NBC Bay Area\u003c/a> that an allegation of inappropriate touching was made against Santiago in 2014, but that no charges were filed.\u003c/p>\n\u003cp>Ultimately Almazan and the school district found that the conduct was not “sufficiently severe and pervasive” to amount to sexual harassment. In the letter of reprimand, the district instructed Santiago again not to touch students and to take a minimum of two hours of training related to sexual harassment.\u003c/p>\n\u003cp>“Based on Principal Almazan’s recommendation to Human Resources and to the Superintendent we have decided to transfer you out of Sheppard Middle School,” the March 10, 2014, letter of reprimand from the district’s chief human resources officer says.\u003c/p>\n\u003cp>Santiago worked at Adelante until he was placed on leave last November soon before his arrest.\u003c/p>\n\u003ch2>Prosecutors investigate recent allegations\u003c/h2>\n\u003cp>\u003ca href=\"https://countyda.sccgov.org/news/news-release/sj-music-teacher-charged-touching-students\">According to Santa Clara County prosecutors, at the beginning of the 2021–2022 school year\u003c/a>, Santiago would take children into his office, hold girls on his lap and hug them tightly to his body. Prosecutors say he cupped female students’ buttocks while hugging them on his lap, and stroked the bare skin of a fourth grader’s back.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Santiago, who has not yet entered a plea, remains in custody in Santa Clara County. His next court hearing is scheduled for July 14. Santiago’s defense attorney, Steven Clark, declined to comment on the criminal case or records showing past complaints.\u003c/p>\n\u003cp>The school’s decision to transfer Santiago may have emboldened his behavior, said Lauren Cerri, an attorney with Corsiglia McMahon and Allard who specializes in childhood sexual abuse cases, and who reviewed the records provided by the school district.\u003c/p>\n\u003cp>“These complaints are being made, and he’s moved to another school,” Cerri said. “What are those administrators told? Are they even told about the prior complaints? Are they told to keep an extra eye on him and supervise him more closely?”\u003c/p>\n\u003cp>Cerri is currently representing three women suing the Alum Rock Union Elementary School District for allegedly failing to report abuse by a first grade teacher in the 1970s to authorities.\u003c/p>\n\u003cp>“And it appears that this is still happening today in the same district,” Cerri said.\u003c/p>\n\u003cp>The district disputes the allegations in their court filing.\u003c/p>\n\u003ch2>The community seeks answers\u003c/h2>\n\u003cp>After Santiago was arrested, the Alum Rock school board passed a resolution “reaffirming the critical role of school personnel as mandated reporters.”\u003c/p>\n\u003cp>The resolution outlines that the district must “provide a hard copy of the mandated reporter training presentation to all staff and the school board” and encourage all district staff to attend annual mandated reporter training in person.\u003c/p>\n\u003cfigure id=\"attachment_11952548\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952548\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED.jpg\" alt=\"A children and adults circulate beside a playground behind a chainlink fence.\" width=\"1920\" height=\"1277\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS66174_20230608_ksuzuki_adelanteschool-007-KQED-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Students and staff walk through the playground at Adelante Dual Language Academy in San José on June 8, 2023. \u003ccite>(Kori Suzuki/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, some in the Alum Rock community have voiced frustration during recent school board meetings about a lack of transparency and poor communication by district leadership.\u003c/p>\n\u003cp>Three substitute principals are currently working at Adelante, according to \u003ca href=\"https://adelante.arusd.org/about-us/new-page\">the district’s website\u003c/a>.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The principal who reported Santiago, Maria Gutierrez, has been on paid leave since December for an unrelated issue, according to her attorney, \u003ca href=\"https://www.hbblaw.com/dvelez/\">Donald A. Velez\u003c/a>.\u003c/p>\n\u003cp>“The one person doing the right thing is being targeted,” Velez said. “You have all these complaints over all this time. It comes to a head. And the person who has only been there a year is the one who is taking the brunt of this.”\u003c/p>\n\u003cp>Velez declined to describe the specifics of why the principal is on leave but said it stems from an incident between two students, including a school board member’s family member.\u003c/p>\n\u003cp>District superintendent Bauer declined to comment.\u003c/p>\n\u003cp>Rosalinda Marquez, who worked for the district until this year, said Alum Rock must begin to take concerns from parents seriously. She said she was not surprised to learn how the district had responded to past complaints against Santiago.\u003c/p>\n\u003cp>“It hurts my heart that I wasn’t surprised,” Marquez said. “It just seems par for the course for Alum Rock. They aren’t listening. They don’t know how to listen. It just seems like any issue that arises either gets Band-Aid solutions or no solutions at all.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Months after a devastating fire all but demolished Oakland’s First African Methodist Episcopal Church (FAME), the congregation of some 200 members has found a new temporary home at a community events space in an iconic downtown office building.\u003c/p>\n\u003cp>FAME Pastor Rodney D. Smith is planning to hold services at the new site this Sunday — at 10 a.m. — after previously sharing worship space with Temple Beth Abraham synagogue near Lake Merritt. Smith, 48, became the senior pastor for FAME in October 2020 and said he is optimistic about the new, centrally located facility.[aside postID=news_11943566 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63589_008_KQED_FAMEPastorRodneySmith_03092023-qut-1020x680.jpg']“One of our members had a connection,” he said. “So it was a great opportunity for FAME, being the oldest African American church in the East Bay, to come and have worship in the community center.”\u003c/p>\n\u003cp>The community space, located on the ground floor of the Uptown Station office building at 1955 Broadway, is operated by Block Inc., a financial services tech company that leases shared offices in the building. Last year, the firm began allowing nonprofits to use the space for free, and more than 50 local groups have hosted events there since then.\u003c/p>\n\u003cp>The congregation was deciding among several temporary sites in Oakland, but ultimately landed at Uptown Station in large part because of its proximity to FAME’s permanent location, on Telegraph Avenue at 37th Street, where much of its community is from, said Smith.\u003c/p>\n\u003cp>“We are excited about being here because our members need to feel some sense of home, even though the physical building is burned,” said Smith, as he walked through the large, still-vacant space on a recent morning. “Just being in this community is encouraging.”\u003c/p>\n\u003cp>Smith expects to use the space for at least the next six months, and estimates it will be years before FAME returns to its fully restored permanent home.\u003c/p>\n\u003cp>In the meantime, the congregation has resumed its food pantry program, which it now runs out of the kitchen facilities at Evergreen Missionary Baptist Church in Oakland’s Mosswood neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_11952477\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952477\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED.jpg\" alt=\"A group of five people listen to a man speaking in a large space with plants and big windows.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Pastor Rodney D. Smith (center) discusses plans with (left to right) John Bailey, Rev. Jeffery Williams, Brenda Payne, Stacy Thompson and Bettye Watkins for First African Methodist Episcopal Church within Uptown Station on June 7, 2023. \u003ccite>(Spencer Whitney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The three-alarm fire that gutted FAME’s 165-year-old church on Feb. 19 is still under investigation.\u003c/p>\n\u003cp>“At this point, all we know now is witness statements from the community members and fire crews placed at least one male with a sleeping bag or bedding very near the area of origin prior to the fire starting,” said Michael Hunt, spokesperson for the Oakland Fire Department, noting that the blaze originated on the south side of the church outside a decommissioned electrical closet.\u003c/p>\n\u003cp>“However, we deemed [this incident] to be accidental in nature and not a situation where this fire was intentionally set,” he said. “It was likely a warming fire that ultimately spread and tragically claimed the bulk of the church.”\u003c/p>\n\u003cp>Smith hopes that people will continue to donate to the church’s rebuilding fund through its \u003ca href=\"https://www.gofundme.com/f/fame-oakland-church-fire\">GoFundMe page\u003c/a>, which is still far short of its $1 million goal. He said he also plans to eventually launch a capital campaign to raise the substantial funds needed to rebuild the church.\u003c/p>\n\u003cp>\u003ca href=\"https://www.newspapers.com/clip/55561507/83rd-anniversary-of-first-ame/\">Founded in 1858 by a small group of Black residents\u003c/a>, the church, originally named Shiloh African Methodist Episcopal Church, ran one of Oakland’s first schools for children of color at a time when only white children were allowed to attend public schools in California. In 1954, under the leadership of Rev. H. Solomon Hill, the church, which had been on 5th Street, moved uptown and changed its name.\u003c/p>\n\u003cp>“FAME is a historical landmark of this city,” Smith said. “We want the Board of Education, City Hall and other community leaders to stay with us to pull the resources together … because of that rich history.”\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“One of our members had a connection,” he said. “So it was a great opportunity for FAME, being the oldest African American church in the East Bay, to come and have worship in the community center.”\u003c/p>\n\u003cp>The community space, located on the ground floor of the Uptown Station office building at 1955 Broadway, is operated by Block Inc., a financial services tech company that leases shared offices in the building. Last year, the firm began allowing nonprofits to use the space for free, and more than 50 local groups have hosted events there since then.\u003c/p>\n\u003cp>The congregation was deciding among several temporary sites in Oakland, but ultimately landed at Uptown Station in large part because of its proximity to FAME’s permanent location, on Telegraph Avenue at 37th Street, where much of its community is from, said Smith.\u003c/p>\n\u003cp>“We are excited about being here because our members need to feel some sense of home, even though the physical building is burned,” said Smith, as he walked through the large, still-vacant space on a recent morning. “Just being in this community is encouraging.”\u003c/p>\n\u003cp>Smith expects to use the space for at least the next six months, and estimates it will be years before FAME returns to its fully restored permanent home.\u003c/p>\n\u003cp>In the meantime, the congregation has resumed its food pantry program, which it now runs out of the kitchen facilities at Evergreen Missionary Baptist Church in Oakland’s Mosswood neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_11952477\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952477\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED.jpg\" alt=\"A group of five people listen to a man speaking in a large space with plants and big windows.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/060723-FAME-NEW-LOCATION-SW-0249-KQED-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Pastor Rodney D. Smith (center) discusses plans with (left to right) John Bailey, Rev. Jeffery Williams, Brenda Payne, Stacy Thompson and Bettye Watkins for First African Methodist Episcopal Church within Uptown Station on June 7, 2023. \u003ccite>(Spencer Whitney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The three-alarm fire that gutted FAME’s 165-year-old church on Feb. 19 is still under investigation.\u003c/p>\n\u003cp>“At this point, all we know now is witness statements from the community members and fire crews placed at least one male with a sleeping bag or bedding very near the area of origin prior to the fire starting,” said Michael Hunt, spokesperson for the Oakland Fire Department, noting that the blaze originated on the south side of the church outside a decommissioned electrical closet.\u003c/p>\n\u003cp>“However, we deemed [this incident] to be accidental in nature and not a situation where this fire was intentionally set,” he said. “It was likely a warming fire that ultimately spread and tragically claimed the bulk of the church.”\u003c/p>\n\u003cp>Smith hopes that people will continue to donate to the church’s rebuilding fund through its \u003ca href=\"https://www.gofundme.com/f/fame-oakland-church-fire\">GoFundMe page\u003c/a>, which is still far short of its $1 million goal. He said he also plans to eventually launch a capital campaign to raise the substantial funds needed to rebuild the church.\u003c/p>\n\u003cp>\u003ca href=\"https://www.newspapers.com/clip/55561507/83rd-anniversary-of-first-ame/\">Founded in 1858 by a small group of Black residents\u003c/a>, the church, originally named Shiloh African Methodist Episcopal Church, ran one of Oakland’s first schools for children of color at a time when only white children were allowed to attend public schools in California. In 1954, under the leadership of Rev. H. Solomon Hill, the church, which had been on 5th Street, moved uptown and changed its name.\u003c/p>\n\u003cp>“FAME is a historical landmark of this city,” Smith said. “We want the Board of Education, City Hall and other community leaders to stay with us to pull the resources together … because of that rich history.”\u003cbr>\n\u003c/p>\u003c/div>",
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"title": "Kindergarten to College: How to Save for Your Child’s Future",
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"content": "\u003cp>When Saw Yunn Nwe, 18, attends the University of Pennsylvania as a freshman this fall, she will be the first person in her family to go to \u003ca href=\"https://www.kqed.org/educationnews\">college in the United States\u003c/a>.\u003c/p>\n\u003cp>She’s also part of San Francisco’s graduating senior class of 2023 — the first group of students to complete the city’s \u003ca href=\"https://sfgov.org/k2c/\">Kindergarten to College program\u003c/a> (K2C), which, back in 2011, was the first universal college savings program in the country. It started with a limited number of kindergartners before expanding to include every student from that generation. Twelve years later, at the time of their high school graduation, the class of 2023 have been able to save $755,281 overall, which will go to cover college tuition and other education expenses.\u003c/p>\n\u003cp>Back when Nwe was in eighth grade, her homeroom teacher passed out envelopes to all the kids in her class. Nwe and her family had just settled in San Francisco after migrating from Myanmar, and she was just getting adjusted to her new classes at James Denman Middle School.\u003c/p>\n\u003cfigure id=\"attachment_11952122\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952122\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"People sit and watch a video in a conference hall.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Attendees watch a video during the ceremony. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The envelopes carried a message from the school district, reminding them about their accounts and letting them know the city had already deposited $50 in each. As she saw her classmates read their letters, Nwe assumed she didn’t qualify for the program — she had arrived in San Francisco only a few months prior and hadn’t gone to kindergarten in here.[aside label='Guides from KQED' tag='audience-news']But a few weeks later, her teacher gave her an envelope from K2C. “It was kind of shocking … I don’t think this would have been possible back in my country,” she said. “I was really encouraged to save for college.”\u003c/p>\n\u003cp>Since 2011, K2C has continued to grow and now opens accounts for every student currently enrolled in an SFUSD school, regardless of when they entered the district. If you add up every account, the total savings amounts to roughly $15 million.\u003c/p>\n\u003cp>Nwe says that one of her dreams, ever since she emigrated to the U.S., has been to attend an American university. However, when she learned how expensive it is in this country, she became nervous because her parents were already working multiple jobs to support her and her siblings.\u003c/p>\n\u003cfigure id=\"attachment_11952123\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11952123 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"An Asian youth and a white youth smile with dyed orange hair sit behind a podium and smile at an unseen audience.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nwe (left) speaks alongside fellow student Yadira Vazquez. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Whenever my parents tried to set money aside for me to go to college, I would feel bad because they couldn’t use it for themselves — like I was putting a burden on them,” she explained, and said that there were times it felt like going to college was not going to be financially possible. “But then my parents reassured me that it was going to be worth it.”\u003c/p>\n\u003cp>Nwe and her parents decided they were going to make the most of the K2C account. Her parents would deposit small amounts whenever they had the chance, and Nwe found out that the program also offered cash incentives: Whenever students take time to explore their account or learn more about savings and personal finances, K2C rewards them by adding small amounts into their accounts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Most of my K2C comes from scholarships I earned and from summer jobs,” Nwe explained. “Instead of giving me a check, they put it in [my account].” By the end of her senior year, Nwe was able to save a little over $1,400, which she says isn’t enough to cover tuition at UPenn, but it can cover other necessary expenses, like fees and books for class.\u003c/p>\n\u003cp>Having young people learn how savings accounts work and talking about personal finances with their families are some of the goals of the K2C program, says San Francisco City Treasurer José Cisneros, who helped design the program with then-Mayor Gavin Newsom in 2011. “It’s not about saving thousands of dollars necessarily,” Cisneros said. “If we give [students] 12 or 13 years to save money, they’re going to have something real there when they graduate high school.”\u003c/p>\n\u003cfigure id=\"attachment_11952120\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952120\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"A middle-aged Latino man with a suit and tie speaks from behind a dais with a university emblem behind him.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Treasurer José Cisneros speaks about the first class of graduates from San Francisco high schools using the K2C savings. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If you’re currently an SFUSD student — or a parent or guardian of one — and are heading into summer thinking about college, here’s a quick breakdown of how Kindergarten to College works and how to make the most of your account.\u003c/p>\n\u003cp>\u003cstrong>How can I access my Kindergarten to College account?\u003c/strong>\u003c/p>\n\u003cp>K2C opens an account for a student automatically, as soon as they enroll in an SFUSD school and regardless of what grade they enroll in or whether they transfer in partway through the year.\u003c/p>\n\u003cp>Parents or guardians do not need to do anything; however, they do need to \u003ca href=\"https://sfgov.org/k2c/my-account/register-view-balance-online\">visit the K2C portal\u003c/a> and register their student’s information so they can see their account balance and start depositing. To register an account, you will need your student’s K2C account number. SFUSD mails families a letter with their student’s account number several times during elementary and middle school.\u003c/p>\n\u003cp>\u003cstrong>What if I can’t find my K2C account number?\u003c/strong>\u003c/p>\n\u003cp>No worries — K2C has \u003ca href=\"https://newbusiness.sfgov.org/k2cAccountLookup/\">a tool that can help track down your account number\u003c/a>. All you need is your student’s full name, birth date and ZIP code. Once you have the number handy, go back to the K2C portal to register, create a password and check out your account. You should already have $50 dollars in there — that starting amount comes from the city and is allocated from the city’s general fund.\u003c/p>\n\u003cp>Once you have your account set up, \u003ca href=\"https://sfgov.org/k2c/my-account/how-make-deposit\">there are several ways you can make a deposit\u003c/a>, including through direct deposit, making a deposit in person or mailing a check.\u003c/p>\n\u003cp>\u003cstrong>How much is my family expected to save?\u003c/strong>\u003c/p>\n\u003cp>Each family can engage with their K2C account as much or as little as they see fit. There is no obligation from the city to use the account. Each account already comes with $50, and if you log in to your account at least once a year, the city will add another $20. There are many different types of cash incentives available: Some you can receive by learning more about your account; others are available through special student contests where students can submit original art pieces they created at school; and some are automatically available to students at select elementary schools. \u003ca href=\"https://sfgov.org/k2c/my-account/earn-incentives\">You can review a more detailed list of incentives on the K2C website.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11952205\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952205\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut.jpg\" alt='A crowd of people sit inside a large conference room and look away from the camera. Behind them, a large monitor reads out, \"Congratulations graduates!\"' width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Attendees watch a video during the ceremony. Every kindergartner who attends public school in San Francisco receives a college savings account automatically with a $50 incentive. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>I’m a high school senior right now. How can I withdraw what I have in my account?\u003c/strong>\u003c/p>\n\u003cp>Closing out your account is pretty straightforward. If you have an automatic direct deposit set up, first make sure you stop these transfers. Then, complete a \u003ca href=\"https://etaxstatement.sfgov.org/K2COnlineForm/\">K2C Account Withdrawal Request Form\u003c/a>, where you will be asked to confirm your personal information, whether you are graduating high school and what you will be using the money for. You have several ways to receive it, including through a Zelle account transfer, a check or a transfer to a ScholarShare 529 account.\u003c/p>\n\u003cp>If you have not yet graduated high school, but are transferring out of an SFUSD school (for example, you are transferring to a private school in the city or to another school district), you can also request to withdraw your funds. And if you never deposited your own money into your account, you can still request to withdraw the money the city deposited.\u003c/p>\n\u003cp>\u003cstrong>Are students enrolled in charter schools included in the K2C program? What about students in private or parochial schools?\u003c/strong>\u003c/p>\n\u003cp>Most charter schools in San Francisco are included in K2C. Students at any of these schools qualify for the program:\u003c/p>\n\u003cul>\n\u003cli>Creative Arts Charter School\u003c/li>\n\u003cli>Thomas Edison Charter Academy\u003c/li>\n\u003cli>Gateway Middle School\u003c/li>\n\u003cli>KIPP Bayview Academy (middle school)\u003c/li>\n\u003cli>KIPP San Francisco Bay Academy\u003c/li>\n\u003cli>KIPP San Francisco College Preparatory\u003c/li>\n\u003cli>Gateway High School\u003c/li>\n\u003cli>Leadership High School\u003c/li>\n\u003cli>City Arts and Tech High School\u003c/li>\n\u003c/ul>\n\u003cp>Something important to keep in mind: According to city officials, students at KIPP Bayview Elementary (separate from KIPP Bayview Academy, the middle school) and the New School of San Francisco, a K–8 school, are not included in the program.\u003c/p>\n\u003cp>K2C does not open accounts for students enrolled in private or parochial schools. Additionally, those currently enrolled in learning institutions affiliated with the San Francisco County Office of Education also are not eligible.\u003c/p>\n\u003cp>\u003cstrong>What about students who are not enrolled in a San Francisco public school? Are there programs similar to K2C in other parts of California?\u003c/strong>\u003c/p>\n\u003cp>Since the creation of K2C, other cities in California have worked with school districts and nonprofit organizations to create their own versions of a universal college savings program. In Oakland, the nonprofit Oakland Promise manages two similar programs, \u003ca href=\"https://oaklandpromise.org/kindergarten-to-college/\">Oakland Promise Kindergarten to College\u003c/a>, which helps open savings accounts for families in Oakland public schools and offers scholarships for students who graduate high school, and the \u003ca href=\"https://oaklandpromise.org/brilliant-baby/\">Brilliant Baby program\u003c/a>, which opens college savings accounts with $500 already added, for families who recently had a baby and who qualify for Medi-Cal or food stamps.\u003c/p>\n\u003cp>In Los Angeles, \u003ca href=\"https://communityinvestmentforfamilies.org/opportunity-la-0\">Opportunity L.A.\u003c/a> opens savings accounts for eligible LAUSD students, with a $50 seed deposit. And in 2022, California launched a statewide college savings initiative, \u003ca href=\"https://calkids.org/the-basics/what-is-calkids/\">CalKIDS\u003c/a>. Two groups of young Californians are eligible for CalKIDS: children born on or after the creation of the program on July 1, 2022; and current K–12 students enrolled in any California public school who are either unhoused, enrolled in a foster youth program or are considered by the state to come from lower-income households.\u003c/p>\n\u003cp>Families who open an account for their newborn can receive a seed deposit from the state of up to $100, and eligible K–12 students qualify for a $500 deposit. \u003ca href=\"https://calkids.org/the-basics/who-is-eligible/\">You can check whether your newborn or student qualifies on the CalKIDS website.\u003c/a>\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area in 2023. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, helpful explainers and guides about issues like COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>[hearken id=\"10483\" src=\"https://modules.wearehearken.com/kqed/embed/10483.js\"]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Thinking about saving for college? San Francisco's graduating high school seniors saved up thousands of dollars for college through the city's Kindergarten to College program.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Saw Yunn Nwe, 18, attends the University of Pennsylvania as a freshman this fall, she will be the first person in her family to go to \u003ca href=\"https://www.kqed.org/educationnews\">college in the United States\u003c/a>.\u003c/p>\n\u003cp>She’s also part of San Francisco’s graduating senior class of 2023 — the first group of students to complete the city’s \u003ca href=\"https://sfgov.org/k2c/\">Kindergarten to College program\u003c/a> (K2C), which, back in 2011, was the first universal college savings program in the country. It started with a limited number of kindergartners before expanding to include every student from that generation. Twelve years later, at the time of their high school graduation, the class of 2023 have been able to save $755,281 overall, which will go to cover college tuition and other education expenses.\u003c/p>\n\u003cp>Back when Nwe was in eighth grade, her homeroom teacher passed out envelopes to all the kids in her class. Nwe and her family had just settled in San Francisco after migrating from Myanmar, and she was just getting adjusted to her new classes at James Denman Middle School.\u003c/p>\n\u003cfigure id=\"attachment_11952122\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952122\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"People sit and watch a video in a conference hall.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Attendees watch a video during the ceremony. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The envelopes carried a message from the school district, reminding them about their accounts and letting them know the city had already deposited $50 in each. As she saw her classmates read their letters, Nwe assumed she didn’t qualify for the program — she had arrived in San Francisco only a few months prior and hadn’t gone to kindergarten in here.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But a few weeks later, her teacher gave her an envelope from K2C. “It was kind of shocking … I don’t think this would have been possible back in my country,” she said. “I was really encouraged to save for college.”\u003c/p>\n\u003cp>Since 2011, K2C has continued to grow and now opens accounts for every student currently enrolled in an SFUSD school, regardless of when they entered the district. If you add up every account, the total savings amounts to roughly $15 million.\u003c/p>\n\u003cp>Nwe says that one of her dreams, ever since she emigrated to the U.S., has been to attend an American university. However, when she learned how expensive it is in this country, she became nervous because her parents were already working multiple jobs to support her and her siblings.\u003c/p>\n\u003cfigure id=\"attachment_11952123\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11952123 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"An Asian youth and a white youth smile with dyed orange hair sit behind a podium and smile at an unseen audience.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nwe (left) speaks alongside fellow student Yadira Vazquez. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Whenever my parents tried to set money aside for me to go to college, I would feel bad because they couldn’t use it for themselves — like I was putting a burden on them,” she explained, and said that there were times it felt like going to college was not going to be financially possible. “But then my parents reassured me that it was going to be worth it.”\u003c/p>\n\u003cp>Nwe and her parents decided they were going to make the most of the K2C account. Her parents would deposit small amounts whenever they had the chance, and Nwe found out that the program also offered cash incentives: Whenever students take time to explore their account or learn more about savings and personal finances, K2C rewards them by adding small amounts into their accounts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Most of my K2C comes from scholarships I earned and from summer jobs,” Nwe explained. “Instead of giving me a check, they put it in [my account].” By the end of her senior year, Nwe was able to save a little over $1,400, which she says isn’t enough to cover tuition at UPenn, but it can cover other necessary expenses, like fees and books for class.\u003c/p>\n\u003cp>Having young people learn how savings accounts work and talking about personal finances with their families are some of the goals of the K2C program, says San Francisco City Treasurer José Cisneros, who helped design the program with then-Mayor Gavin Newsom in 2011. “It’s not about saving thousands of dollars necessarily,” Cisneros said. “If we give [students] 12 or 13 years to save money, they’re going to have something real there when they graduate high school.”\u003c/p>\n\u003cfigure id=\"attachment_11952120\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952120\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"A middle-aged Latino man with a suit and tie speaks from behind a dais with a university emblem behind him.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Treasurer José Cisneros speaks about the first class of graduates from San Francisco high schools using the K2C savings. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If you’re currently an SFUSD student — or a parent or guardian of one — and are heading into summer thinking about college, here’s a quick breakdown of how Kindergarten to College works and how to make the most of your account.\u003c/p>\n\u003cp>\u003cstrong>How can I access my Kindergarten to College account?\u003c/strong>\u003c/p>\n\u003cp>K2C opens an account for a student automatically, as soon as they enroll in an SFUSD school and regardless of what grade they enroll in or whether they transfer in partway through the year.\u003c/p>\n\u003cp>Parents or guardians do not need to do anything; however, they do need to \u003ca href=\"https://sfgov.org/k2c/my-account/register-view-balance-online\">visit the K2C portal\u003c/a> and register their student’s information so they can see their account balance and start depositing. To register an account, you will need your student’s K2C account number. SFUSD mails families a letter with their student’s account number several times during elementary and middle school.\u003c/p>\n\u003cp>\u003cstrong>What if I can’t find my K2C account number?\u003c/strong>\u003c/p>\n\u003cp>No worries — K2C has \u003ca href=\"https://newbusiness.sfgov.org/k2cAccountLookup/\">a tool that can help track down your account number\u003c/a>. All you need is your student’s full name, birth date and ZIP code. Once you have the number handy, go back to the K2C portal to register, create a password and check out your account. You should already have $50 dollars in there — that starting amount comes from the city and is allocated from the city’s general fund.\u003c/p>\n\u003cp>Once you have your account set up, \u003ca href=\"https://sfgov.org/k2c/my-account/how-make-deposit\">there are several ways you can make a deposit\u003c/a>, including through direct deposit, making a deposit in person or mailing a check.\u003c/p>\n\u003cp>\u003cstrong>How much is my family expected to save?\u003c/strong>\u003c/p>\n\u003cp>Each family can engage with their K2C account as much or as little as they see fit. There is no obligation from the city to use the account. Each account already comes with $50, and if you log in to your account at least once a year, the city will add another $20. There are many different types of cash incentives available: Some you can receive by learning more about your account; others are available through special student contests where students can submit original art pieces they created at school; and some are automatically available to students at select elementary schools. \u003ca href=\"https://sfgov.org/k2c/my-account/earn-incentives\">You can review a more detailed list of incentives on the K2C website.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11952205\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11952205\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut.jpg\" alt='A crowd of people sit inside a large conference room and look away from the camera. Behind them, a large monitor reads out, \"Congratulations graduates!\"' width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Attendees watch a video during the ceremony. Every kindergartner who attends public school in San Francisco receives a college savings account automatically with a $50 incentive. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>I’m a high school senior right now. How can I withdraw what I have in my account?\u003c/strong>\u003c/p>\n\u003cp>Closing out your account is pretty straightforward. If you have an automatic direct deposit set up, first make sure you stop these transfers. Then, complete a \u003ca href=\"https://etaxstatement.sfgov.org/K2COnlineForm/\">K2C Account Withdrawal Request Form\u003c/a>, where you will be asked to confirm your personal information, whether you are graduating high school and what you will be using the money for. You have several ways to receive it, including through a Zelle account transfer, a check or a transfer to a ScholarShare 529 account.\u003c/p>\n\u003cp>If you have not yet graduated high school, but are transferring out of an SFUSD school (for example, you are transferring to a private school in the city or to another school district), you can also request to withdraw your funds. And if you never deposited your own money into your account, you can still request to withdraw the money the city deposited.\u003c/p>\n\u003cp>\u003cstrong>Are students enrolled in charter schools included in the K2C program? What about students in private or parochial schools?\u003c/strong>\u003c/p>\n\u003cp>Most charter schools in San Francisco are included in K2C. Students at any of these schools qualify for the program:\u003c/p>\n\u003cul>\n\u003cli>Creative Arts Charter School\u003c/li>\n\u003cli>Thomas Edison Charter Academy\u003c/li>\n\u003cli>Gateway Middle School\u003c/li>\n\u003cli>KIPP Bayview Academy (middle school)\u003c/li>\n\u003cli>KIPP San Francisco Bay Academy\u003c/li>\n\u003cli>KIPP San Francisco College Preparatory\u003c/li>\n\u003cli>Gateway High School\u003c/li>\n\u003cli>Leadership High School\u003c/li>\n\u003cli>City Arts and Tech High School\u003c/li>\n\u003c/ul>\n\u003cp>Something important to keep in mind: According to city officials, students at KIPP Bayview Elementary (separate from KIPP Bayview Academy, the middle school) and the New School of San Francisco, a K–8 school, are not included in the program.\u003c/p>\n\u003cp>K2C does not open accounts for students enrolled in private or parochial schools. Additionally, those currently enrolled in learning institutions affiliated with the San Francisco County Office of Education also are not eligible.\u003c/p>\n\u003cp>\u003cstrong>What about students who are not enrolled in a San Francisco public school? Are there programs similar to K2C in other parts of California?\u003c/strong>\u003c/p>\n\u003cp>Since the creation of K2C, other cities in California have worked with school districts and nonprofit organizations to create their own versions of a universal college savings program. In Oakland, the nonprofit Oakland Promise manages two similar programs, \u003ca href=\"https://oaklandpromise.org/kindergarten-to-college/\">Oakland Promise Kindergarten to College\u003c/a>, which helps open savings accounts for families in Oakland public schools and offers scholarships for students who graduate high school, and the \u003ca href=\"https://oaklandpromise.org/brilliant-baby/\">Brilliant Baby program\u003c/a>, which opens college savings accounts with $500 already added, for families who recently had a baby and who qualify for Medi-Cal or food stamps.\u003c/p>\n\u003cp>In Los Angeles, \u003ca href=\"https://communityinvestmentforfamilies.org/opportunity-la-0\">Opportunity L.A.\u003c/a> opens savings accounts for eligible LAUSD students, with a $50 seed deposit. And in 2022, California launched a statewide college savings initiative, \u003ca href=\"https://calkids.org/the-basics/what-is-calkids/\">CalKIDS\u003c/a>. Two groups of young Californians are eligible for CalKIDS: children born on or after the creation of the program on July 1, 2022; and current K–12 students enrolled in any California public school who are either unhoused, enrolled in a foster youth program or are considered by the state to come from lower-income households.\u003c/p>\n\u003cp>Families who open an account for their newborn can receive a seed deposit from the state of up to $100, and eligible K–12 students qualify for a $500 deposit. \u003ca href=\"https://calkids.org/the-basics/who-is-eligible/\">You can check whether your newborn or student qualifies on the CalKIDS website.\u003c/a>\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area in 2023. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, helpful explainers and guides about issues like COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"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": {
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"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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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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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",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"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": {
"id": "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.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"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",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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