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Providing a free, high-quality early education program not only benefits youngsters but allows parents to return to the workforce, Newsom said.\u003c/p>\n\u003cp>But the beginning of a three-year, $2.7 billion plan to expand transitional kindergarten, or TK, is off to an uneven start. Administrators at some public school districts who had hoped expansion would offset the statewide decline in student enrollment are seeing low turnouts at the start of this school year. Other districts report high demand from parents seeking child care relief.\u003c/p>\n\u003cp>[aside label='Early Childhood Education and Care' tag='early-childhood-education-and-care']In Salinas, about 400 students are eligible by age to enter transitional kindergarten, but less than half were enrolled when school began last week. It’s a sharp drop-off from pre-pandemic years, when nearly all children who were qualified for TK showed up, according to Jim Koenig, superintendent of Alisal Union School District.\u003c/p>\n\u003cp>Meanwhile, the superintendent of the state’s largest school district, Los Angeles Unified, estimates that more than 10,000 school-age children weren’t registered for the school year that began Monday. He believes many of them are concentrated in the earliest grades, from transitional kindergarten through first grade.\u003c/p>\n\u003cp>“We’re very concerned about that loss of enrollment because we’re not seeing a spike of enrollment in other school settings,” Alberto M. Carvahlo said at a recent news conference, referring to private and charter schools.\u003c/p>\n\u003cp>Carvahlo said school administrators went into neighborhoods to track the missing students, and found that many of their families moved out of state or shifted to homeschooling. In some cases, older students were staying home to care for their younger siblings.\u003c/p>\n\u003cp>Participation in TK was rising statewide before COVID-19, but dropped by 23% for the 2020-21 school year. The greatest decline was among Black and Native American children and kids from lower-income families, according to an analysis of enrollment data by the \u003ca href=\"https://www.ppic.org/blog/what-do-enrollment-declines-mean-for-transitional-kindergarten/\">Public Policy Institute of California\u003c/a>.\u003c/p>\n\u003ch2>The lingering toll of COVID\u003c/h2>\n\u003cp>In the Salinas Valley, the coronavirus hit the working class hard — and the toll has lingered.\u003c/p>\n\u003cp>The Alisal Union district serves about 7,500 students, mostly children of immigrants and farmworkers in East Salinas, 70% of whom are English learners. Koenig thinks some of these working parents are still worried about COVID. Salinas, about 85 miles southeast of San Francisco, is the most populous city in Monterey County.\u003c/p>\n\u003cp>“I think they’re just still concerned about enrolling these very young kids in school and possibly exposing them to the virus,” Koenig said.\u003c/p>\n\u003cp>The rate of COVID infection among farmworkers in the Salinas Valley was \u003ca href=\"https://www.google.com/url?q=https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2784117&sa=D&source=docs&ust=1660681526314875&usg=AOvVaw0i9rhHkjup2AbnredunNuv\">four times higher\u003c/a> than in the rest of the local population during the later half of 2020, according to a study that suggested crowded housing as a contributing factor.\u003c/p>\n\u003cfigure id=\"attachment_11922723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57715_IMG_0017-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11922723\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57715_IMG_0017-qut.jpg\" alt=\"a banner hangs on a school fence against a blue sky\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A banner hangs on the fence outside Jesse G. Sanchez Elementary School in Salinas, encouraging parents to enroll students. The area is home to many migrant workers who were hit hard by COVID, and some educators think low enrollment is due to fears about exposing kids to the virus. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://www.co.monterey.ca.us/government/departments-a-h/health/diseases/2019-novel-coronavirus-covid-19/2019-novel-coronavirus-2019-ncov-local-data/vaccines\">Only 5% of children under 4\u003c/a> in Monterey County have gotten the COVID vaccine, though it’s not clear whether that is driving under-enrollment. Nationwide, children are behind on routine immunizations against illnesses such as measles, mumps and pertussis, which are required to attend public school. In California, the COVID vaccine will not be a requirement for students until at least the 2023-24 school year. Many school districts have relaxed masking rules.\u003c/p>\n\u003cp>School is not mandatory in California until kids turn 6, but years of research have detailed how pre-kindergarten shapes young brains and \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf\">advances children’s development\u003c/a>.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Julie Ellis, administrator for the TK rollout at the Simi Valley Unified School District\"]‘Pre-K education (was) mostly available through private preschools. And now we have a public institution that’s welcoming these 4-year-olds. It kind of levels the playing field for students to have early access to public education.’[/pullquote]Transitional kindergarten was created in California a decade ago to provide an extra year of schooling for kids who narrowly miss the cutoff to go to kindergarten. Until now, only older 4-year-olds were eligible to participate. Under the expansion plan, districts must gradually add more children, grouping them by their birth months so that by fall 2025, anyone who turns 4 by Sept. 1 can go to TK. As the program increases in size, the student-to-teacher ratio must lower to 10-to-1 by 2025 to ensure students get the attention they need. This year, the ratio is 12-to-1.\u003c/p>\n\u003cp>Luz Alonso said she looked into enrolling her 4-year-old daughter at a school operated by Alisal Union School District, and asked a school official if there would be enough staff to assist her child with potty training.\u003c/p>\n\u003cp>“When I asked for support, they just said, ‘Well, she’s just going to have to do it on her own.’ I was like, ‘Oh, my goodness, that’s not what I want for her. That’s not right. I mean, they are too little (for TK),’” she said.\u003c/p>\n\u003cp>Alonso said she decided her child would be better off spending another year in a Head Start program, where class sizes are typically smaller.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Leveling the playing field\u003c/h2>\n\u003cp>Meanwhile, school districts in San Diego and Simi Valley, which went ahead and accepted all 4-year-old children this school year, reported high application rates.\u003c/p>\n\u003cp>“It shows how much the community needs it,” said Julie Ellis, who helped oversee the TK rollout at the Simi Valley Unified School District. “Pre-K education (was) mostly available through private preschools. And now we have a public institution that’s welcoming these 4-year-olds. It kind of levels the playing field for students to have early access to public education.”\u003c/p>\n\u003cfigure id=\"attachment_11922719\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11922719\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut.jpg\" alt=\"a woman with black hair prepares an elementary school classroom with colorful decorations\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flordeliza Dalit prepares her transitional kindergarten classroom on July 29, 2022, before welcoming students at Jesse G. Sanchez Elementary School in Salinas. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Koenig said his district tried to get out information about the new program to the parent community by word of mouth and through a bilingual ad campaign on local television. The week before school started, teachers like Flordeliza Dalit held open houses to introduce themselves and their classrooms to new students.\u003c/p>\n\u003cp>Dalit is teaching the only TK classroom at Sanchez Elementary School in Salinas. Low enrollment led the school district to consolidate a TK classroom at another school with hers. Right before the school year began, she prepared homework folders and care packages stuffed with wooden puzzles, pencils, erasers and candy to welcome her new students.\u003c/p>\n\u003cp>When some kids stopped coming to her spacious and colorful classroom last year, the 64-year-old teacher called parents to learn why.\u003c/p>\n\u003cp>“A lot of these parents are migrant workers, so they work really early in the morning and the children had no one to drop them off,” Dalit said.\u003c/p>\n\u003cp>Because TK will be most of her students’ first exposure to school or an adult who speaks English, she said she tries to make learning fun so children will hopefully want to come back.\u003c/p>\n\u003cp>She does this by providing a play-based curriculum where students are developing social-emotional, preliteracy and motor skills at their own pace.\u003c/p>\n\u003cp>“They don’t even know that they are learning,” Dalit said. “A lot of it is self-exploration and they are learning (by) themselves.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Gov. Gavin Newsom hailed the program as a game-changer for early childhood education, working parents and even pandemic recovery — but many eligible families have been slow to enroll.",
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"title": "California's $2.7 Billion Plan to Expand Transitional Kindergarten Is Off to an Uneven Start | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Gov. Gavin Newsom held \u003ca href=\"https://www.youtube.com/watch?v=uwii7zCZmBM\">a press conference\u003c/a> at a Monterey County elementary school in May 2021, he announced historic funding for a pre-kindergarten grade, hailing his multibillion-dollar proposal as key to California’s pandemic recovery.\u003c/p>\n\u003cp>Achieving universal access to transitional kindergarten for 4-year-olds, he said, “is so foundational and so important” toward narrowing the so-called \u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2332858416657343\">readiness gap\u003c/a> between kids in lower-income families and those in middle-income families before their traditional schooling begins. Providing a free, high-quality early education program not only benefits youngsters but allows parents to return to the workforce, Newsom said.\u003c/p>\n\u003cp>But the beginning of a three-year, $2.7 billion plan to expand transitional kindergarten, or TK, is off to an uneven start. Administrators at some public school districts who had hoped expansion would offset the statewide decline in student enrollment are seeing low turnouts at the start of this school year. Other districts report high demand from parents seeking child care relief.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In Salinas, about 400 students are eligible by age to enter transitional kindergarten, but less than half were enrolled when school began last week. It’s a sharp drop-off from pre-pandemic years, when nearly all children who were qualified for TK showed up, according to Jim Koenig, superintendent of Alisal Union School District.\u003c/p>\n\u003cp>Meanwhile, the superintendent of the state’s largest school district, Los Angeles Unified, estimates that more than 10,000 school-age children weren’t registered for the school year that began Monday. He believes many of them are concentrated in the earliest grades, from transitional kindergarten through first grade.\u003c/p>\n\u003cp>“We’re very concerned about that loss of enrollment because we’re not seeing a spike of enrollment in other school settings,” Alberto M. Carvahlo said at a recent news conference, referring to private and charter schools.\u003c/p>\n\u003cp>Carvahlo said school administrators went into neighborhoods to track the missing students, and found that many of their families moved out of state or shifted to homeschooling. In some cases, older students were staying home to care for their younger siblings.\u003c/p>\n\u003cp>Participation in TK was rising statewide before COVID-19, but dropped by 23% for the 2020-21 school year. The greatest decline was among Black and Native American children and kids from lower-income families, according to an analysis of enrollment data by the \u003ca href=\"https://www.ppic.org/blog/what-do-enrollment-declines-mean-for-transitional-kindergarten/\">Public Policy Institute of California\u003c/a>.\u003c/p>\n\u003ch2>The lingering toll of COVID\u003c/h2>\n\u003cp>In the Salinas Valley, the coronavirus hit the working class hard — and the toll has lingered.\u003c/p>\n\u003cp>The Alisal Union district serves about 7,500 students, mostly children of immigrants and farmworkers in East Salinas, 70% of whom are English learners. Koenig thinks some of these working parents are still worried about COVID. Salinas, about 85 miles southeast of San Francisco, is the most populous city in Monterey County.\u003c/p>\n\u003cp>“I think they’re just still concerned about enrolling these very young kids in school and possibly exposing them to the virus,” Koenig said.\u003c/p>\n\u003cp>The rate of COVID infection among farmworkers in the Salinas Valley was \u003ca href=\"https://www.google.com/url?q=https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2784117&sa=D&source=docs&ust=1660681526314875&usg=AOvVaw0i9rhHkjup2AbnredunNuv\">four times higher\u003c/a> than in the rest of the local population during the later half of 2020, according to a study that suggested crowded housing as a contributing factor.\u003c/p>\n\u003cfigure id=\"attachment_11922723\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57715_IMG_0017-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11922723\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57715_IMG_0017-qut.jpg\" alt=\"a banner hangs on a school fence against a blue sky\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57715_IMG_0017-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A banner hangs on the fence outside Jesse G. Sanchez Elementary School in Salinas, encouraging parents to enroll students. The area is home to many migrant workers who were hit hard by COVID, and some educators think low enrollment is due to fears about exposing kids to the virus. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://www.co.monterey.ca.us/government/departments-a-h/health/diseases/2019-novel-coronavirus-covid-19/2019-novel-coronavirus-2019-ncov-local-data/vaccines\">Only 5% of children under 4\u003c/a> in Monterey County have gotten the COVID vaccine, though it’s not clear whether that is driving under-enrollment. Nationwide, children are behind on routine immunizations against illnesses such as measles, mumps and pertussis, which are required to attend public school. In California, the COVID vaccine will not be a requirement for students until at least the 2023-24 school year. Many school districts have relaxed masking rules.\u003c/p>\n\u003cp>School is not mandatory in California until kids turn 6, but years of research have detailed how pre-kindergarten shapes young brains and \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/04/duke_prekstudy_final_4-4-17_hires.pdf\">advances children’s development\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Transitional kindergarten was created in California a decade ago to provide an extra year of schooling for kids who narrowly miss the cutoff to go to kindergarten. Until now, only older 4-year-olds were eligible to participate. Under the expansion plan, districts must gradually add more children, grouping them by their birth months so that by fall 2025, anyone who turns 4 by Sept. 1 can go to TK. As the program increases in size, the student-to-teacher ratio must lower to 10-to-1 by 2025 to ensure students get the attention they need. This year, the ratio is 12-to-1.\u003c/p>\n\u003cp>Luz Alonso said she looked into enrolling her 4-year-old daughter at a school operated by Alisal Union School District, and asked a school official if there would be enough staff to assist her child with potty training.\u003c/p>\n\u003cp>“When I asked for support, they just said, ‘Well, she’s just going to have to do it on her own.’ I was like, ‘Oh, my goodness, that’s not what I want for her. That’s not right. I mean, they are too little (for TK),’” she said.\u003c/p>\n\u003cp>Alonso said she decided her child would be better off spending another year in a Head Start program, where class sizes are typically smaller.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Leveling the playing field\u003c/h2>\n\u003cp>Meanwhile, school districts in San Diego and Simi Valley, which went ahead and accepted all 4-year-old children this school year, reported high application rates.\u003c/p>\n\u003cp>“It shows how much the community needs it,” said Julie Ellis, who helped oversee the TK rollout at the Simi Valley Unified School District. “Pre-K education (was) mostly available through private preschools. And now we have a public institution that’s welcoming these 4-year-olds. It kind of levels the playing field for students to have early access to public education.”\u003c/p>\n\u003cfigure id=\"attachment_11922719\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11922719\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut.jpg\" alt=\"a woman with black hair prepares an elementary school classroom with colorful decorations\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57713_FullSizeRender-2-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Flordeliza Dalit prepares her transitional kindergarten classroom on July 29, 2022, before welcoming students at Jesse G. Sanchez Elementary School in Salinas. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Koenig said his district tried to get out information about the new program to the parent community by word of mouth and through a bilingual ad campaign on local television. The week before school started, teachers like Flordeliza Dalit held open houses to introduce themselves and their classrooms to new students.\u003c/p>\n\u003cp>Dalit is teaching the only TK classroom at Sanchez Elementary School in Salinas. Low enrollment led the school district to consolidate a TK classroom at another school with hers. Right before the school year began, she prepared homework folders and care packages stuffed with wooden puzzles, pencils, erasers and candy to welcome her new students.\u003c/p>\n\u003cp>When some kids stopped coming to her spacious and colorful classroom last year, the 64-year-old teacher called parents to learn why.\u003c/p>\n\u003cp>“A lot of these parents are migrant workers, so they work really early in the morning and the children had no one to drop them off,” Dalit said.\u003c/p>\n\u003cp>Because TK will be most of her students’ first exposure to school or an adult who speaks English, she said she tries to make learning fun so children will hopefully want to come back.\u003c/p>\n\u003cp>She does this by providing a play-based curriculum where students are developing social-emotional, preliteracy and motor skills at their own pace.\u003c/p>\n\u003cp>“They don’t even know that they are learning,” Dalit said. “A lot of it is self-exploration and they are learning (by) themselves.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "california-school-districts-are-offering-healthier-food-choices-for-students-and-providing-free-meals",
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"content": "\u003cp data-reader-unique-id=\"4\">\u003cspan data-reader-unique-id=\"5\">Egg white breakfast wraps, vegetarian ramen, gumbo, glazed carrots and organic cheeseburgers aren’t just trendy restaurant offerings — they’re on some of the breakfast and lunch menus at California schools.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"6\">\u003cspan data-reader-unique-id=\"7\">With an influx of state and federal funding aimed at expanding access to school meals, California districts are ramping up food production, upgrading menus and using more fresh, healthy ingredients than before. School meals will continue to be free for all California students, as they have been since the beginning of the COVID-19 pandemic.\u003c/span>\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Bob Nelson, Fresno Unified superintendent\"]‘Providing healthy, appealing meals goes a long way to helping our students focus on their learning.’[/pullquote]\u003c/p>\n\u003cp data-reader-unique-id=\"8\">\u003cspan data-reader-unique-id=\"9\">Education leaders such as Los Angeles Unified Superintendent Alberto Carvalho hope that by ensuring all students get fed for free while at school, and improving the quality of meals, districts can combat food insecurity experienced by families in their area.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"10\">\u003cspan data-reader-unique-id=\"11\">“It’s a human right to have your child fed every single day, no questions asked,” Carvalho said at a recent news conference. “So bring your children to school early enough for them to benefit from breakfast, tell them to walk the line and benefit from the free lunch and let’s enjoy it.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"12\">\u003cspan data-reader-unique-id=\"13\">Carvalho said his favorite new item on LAUSD’s menu was the kung pao chicken, which has a honey glaze and comes with brown rice and broccoli. He also tasted the district’s new cinnamon rolls, ramen bowls, smoothies, and yogurt-and-fruit breakfast bowls and said he enjoyed them all.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"14\">\u003cspan data-reader-unique-id=\"15\">The 2022-23 school year will be the first that California, along with Maine, Vermont and a few other states, are promising to provide every child with free breakfast and lunch. Since the start of the COVID-19 pandemic in 2020, the U.S. Department of Agriculture has reimbursed districts for providing free meals to all students. Before then, districts were only reimbursed for feeding students from lower-income homes enrolled in the National School Lunch Program.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"16\">The \u003ca href=\"https://www.washingtonpost.com/education/2022/07/20/universal-free-school-lunch-end/\">USDA’s universal meal program sunsets\u003c/a>\u003cspan data-reader-unique-id=\"18\"> at the beginning of the 2022-23 school year, though it will still reimburse districts for meals for students from lower-income homes. Starting this school year, California and the other states have taken it upon themselves to pick up the remainder of the bill to provide free school meals to all students. Democrats in Congress have proposed \u003c/span>\u003ca href=\"https://edlabor.house.gov/imo/media/doc/healthy_meals_healthy_kids_bill_text.pdf\">\u003cspan data-reader-unique-id=\"20\">legislation that would expand students’ access to free school meals\u003c/span>\u003c/a>, and the \u003ca href=\"https://www.usda.gov/media/press-releases/2022/07/22/usda-announces-increased-funding-school-meals-child-and-adult-care\">USDA is increasing its reimbursement rates\u003c/a> for free meals. The USDA has also \u003ca href=\"https://edsource.org/updates/usda-invests-in-programs-to-bring-more-healthy-fresh-food-to-schools\" data-reader-unique-id=\"25\">\u003cspan data-reader-unique-id=\"26\">invested millions\u003c/span>\u003c/a>\u003cspan data-reader-unique-id=\"27\"> in programs to promote partnerships between schools and farms, as well as to support districts to improve the quality of school meals.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"28\">\u003cspan data-reader-unique-id=\"29\">In 2021-22, California lawmakers \u003c/span>\u003cspan data-reader-unique-id=\"31\">committed\u003c/span>\u003cspan data-reader-unique-id=\"32\"> to allocating \u003ca href=\"https://edsource.org/2021/free-school-meals-here-to-stay-in-california/658564\">$650 million each year to the universal free meal program\u003c/a>, as well as $54 million in the 2021-22 budget to supplement state meal reimbursements to districts. The 2022-23 budget provided an extra $600 million toward a \u003c/span>\u003ca href=\"https://cashnet.org/news/611609/School-Nutrition-Infrastructure-Funding.htm\">\u003cspan data-reader-unique-id=\"34\">grant program to upgrade schools’ kitchen infrastructure\u003c/span>\u003c/a> and $100 million for a grant program to promote the best food-procurement practices, such as buying California-grown produce and providing options for students with dietary restrictions.\u003c/p>\n\u003cfigure id=\"attachment_11922688\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922688\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-800x591.png\" alt='A yellow truck has a sign that reads \"Fresh Wheels WCCUSD Food Services\" outside with several people lined up waiting in masks.' width=\"800\" height=\"591\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-800x591.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-1020x754.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-1536x1135.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM.png 1556w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families line up in Richmond to receive free summer meals provided by West Contra Costa Unified from a food truck the district purchased with grant funds aimed at upgrading school kitchen infrastructure. \u003ccite>(Ali Tadayon / EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp data-reader-unique-id=\"44\">\u003cspan data-reader-unique-id=\"45\">West Contra Costa Unified, in the East Bay, used the extra funds to purchase a mobile food truck, and through a partnership with nonprofit Conscious Kitchen, the district receives fresh produce for made-from-scratch school meals. Conscious Kitchen works with schools to provide organic meals to students.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"46\">\u003cspan data-reader-unique-id=\"47\">Some of West Contra Costa’s new menu offerings this year include spicy maple-glazed chicken, ham musubi and strawberry muffins.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"48\">\u003cspan data-reader-unique-id=\"49\">Dominic Engels, CEO of Oakland-based healthy meal distributor Revolution Foods, which contracts with school districts throughout the country, said the public’s attention to nutrition has been growing over the past 20 years and that parents’ concern over how healthy school meals are is at an “all-time high.” Engels chalked that up to food-driven ads through social media.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"50\">\u003cspan data-reader-unique-id=\"51\">“The world is tuned into what food does, and that has trickled down to schools,” Engels said. “That trend is going to continue.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"52\">\u003cspan data-reader-unique-id=\"53\">New to Fresno Unified this year is an app and interactive website that provides parents and guardians information on school meals for breakfast and lunch each day. The app shows an image and description of the meals, as well as nutrition and allergen information, according to a Fresno Unified news release. Some of Fresno Unified’s new meal items include cheeseburgers with USDA certified organic beef, tacos with bean or beef queso, and whole-grain muffins.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"54\">\u003cspan data-reader-unique-id=\"55\">“Providing healthy, appealing meals goes a long way to helping our students focus on their learning,” Fresno Unified Superintendent Bob Nelson said in a statement.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"56\">\u003cspan data-reader-unique-id=\"57\">Barbara Jellison, the district’s food services director, said West Contra Costa Unified began sourcing more ingredients from Bay Area farmers for ingredients such as cheese, meat, fruits and vegetables as well as local bakers during the pandemic as supply chain issues caused delivery delays and surcharges from some large food distributors throughout the country. Some of those farmers had never sold to schools before, Jellison said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"58\">\u003cspan data-reader-unique-id=\"59\">“We’ve been really creative these last three years, and it’s improved our meal program,” Jellison said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"60\">\u003cspan data-reader-unique-id=\"61\">This year, the district’s goal is to have fewer prepackaged meals in an effort to reduce waste, Jellison said. The district calls meals they either cook at schools or serve on site “plate-it-up meals.” The district has also been working over the past few years to cook more meals in-house as opposed to purchasing prepared foods. Last year, the district went from having around 30% of meals cooked by kitchen staff to around 70%, Jellison said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"62\">\u003cspan data-reader-unique-id=\"63\">“Kids like to see the freshly prepared meals and the variety,” Jellison said. “It takes time to get them on board because it’s different to them — some of the meals they haven’t had before. It does take time and education.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"64\">\u003cspan data-reader-unique-id=\"65\">Jellison said the key to getting kids to actually eat the healthier food options instead of things like pizza and hot dogs is offering a wider variety of meals to students and educating them on nutrition. The district also does taste testing for new menu items to get feedback from students and keeps track of what food items students gravitate toward or avoid in order to improve the menu.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"66\">\u003cspan data-reader-unique-id=\"67\">USDA Undersecretary Stacy Dean said the “farm-to-school connection” is crucial to strengthening local food systems, and withstanding global supply chain and inflation impacts. Dean\u003cstrong data-reader-unique-id=\"68\">, \u003c/strong>who visited a summer meal drop-off at West Contra Costa Unified, said the district is “leading the way” with its partnerships with local farmers, and that districts throughout the country should pay attention.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"69\">\u003cspan data-reader-unique-id=\"70\">“Food is both a fundamental component of education and a fundamental component of local agriculture,” Dean said. “When you put those pieces together and make the connection between the local farmer and the school district, wonderful things can happen.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/healthier-options-on-the-menu-as-california-begins-providing-free-meals-for-all-students/676773\">\u003ci data-stringify-type=\"italic\">This story was originally published in EdSource.\u003c/i>\u003c/a>\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>\u003c/p>\n\u003cp data-reader-unique-id=\"8\">\u003cspan data-reader-unique-id=\"9\">Education leaders such as Los Angeles Unified Superintendent Alberto Carvalho hope that by ensuring all students get fed for free while at school, and improving the quality of meals, districts can combat food insecurity experienced by families in their area.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"10\">\u003cspan data-reader-unique-id=\"11\">“It’s a human right to have your child fed every single day, no questions asked,” Carvalho said at a recent news conference. “So bring your children to school early enough for them to benefit from breakfast, tell them to walk the line and benefit from the free lunch and let’s enjoy it.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"12\">\u003cspan data-reader-unique-id=\"13\">Carvalho said his favorite new item on LAUSD’s menu was the kung pao chicken, which has a honey glaze and comes with brown rice and broccoli. He also tasted the district’s new cinnamon rolls, ramen bowls, smoothies, and yogurt-and-fruit breakfast bowls and said he enjoyed them all.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"14\">\u003cspan data-reader-unique-id=\"15\">The 2022-23 school year will be the first that California, along with Maine, Vermont and a few other states, are promising to provide every child with free breakfast and lunch. Since the start of the COVID-19 pandemic in 2020, the U.S. Department of Agriculture has reimbursed districts for providing free meals to all students. Before then, districts were only reimbursed for feeding students from lower-income homes enrolled in the National School Lunch Program.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"16\">The \u003ca href=\"https://www.washingtonpost.com/education/2022/07/20/universal-free-school-lunch-end/\">USDA’s universal meal program sunsets\u003c/a>\u003cspan data-reader-unique-id=\"18\"> at the beginning of the 2022-23 school year, though it will still reimburse districts for meals for students from lower-income homes. Starting this school year, California and the other states have taken it upon themselves to pick up the remainder of the bill to provide free school meals to all students. Democrats in Congress have proposed \u003c/span>\u003ca href=\"https://edlabor.house.gov/imo/media/doc/healthy_meals_healthy_kids_bill_text.pdf\">\u003cspan data-reader-unique-id=\"20\">legislation that would expand students’ access to free school meals\u003c/span>\u003c/a>, and the \u003ca href=\"https://www.usda.gov/media/press-releases/2022/07/22/usda-announces-increased-funding-school-meals-child-and-adult-care\">USDA is increasing its reimbursement rates\u003c/a> for free meals. The USDA has also \u003ca href=\"https://edsource.org/updates/usda-invests-in-programs-to-bring-more-healthy-fresh-food-to-schools\" data-reader-unique-id=\"25\">\u003cspan data-reader-unique-id=\"26\">invested millions\u003c/span>\u003c/a>\u003cspan data-reader-unique-id=\"27\"> in programs to promote partnerships between schools and farms, as well as to support districts to improve the quality of school meals.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"28\">\u003cspan data-reader-unique-id=\"29\">In 2021-22, California lawmakers \u003c/span>\u003cspan data-reader-unique-id=\"31\">committed\u003c/span>\u003cspan data-reader-unique-id=\"32\"> to allocating \u003ca href=\"https://edsource.org/2021/free-school-meals-here-to-stay-in-california/658564\">$650 million each year to the universal free meal program\u003c/a>, as well as $54 million in the 2021-22 budget to supplement state meal reimbursements to districts. The 2022-23 budget provided an extra $600 million toward a \u003c/span>\u003ca href=\"https://cashnet.org/news/611609/School-Nutrition-Infrastructure-Funding.htm\">\u003cspan data-reader-unique-id=\"34\">grant program to upgrade schools’ kitchen infrastructure\u003c/span>\u003c/a> and $100 million for a grant program to promote the best food-procurement practices, such as buying California-grown produce and providing options for students with dietary restrictions.\u003c/p>\n\u003cfigure id=\"attachment_11922688\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922688\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-800x591.png\" alt='A yellow truck has a sign that reads \"Fresh Wheels WCCUSD Food Services\" outside with several people lined up waiting in masks.' width=\"800\" height=\"591\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-800x591.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-1020x754.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-160x118.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM-1536x1135.png 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/Screen-Shot-2022-08-16-at-10.35.51-AM.png 1556w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families line up in Richmond to receive free summer meals provided by West Contra Costa Unified from a food truck the district purchased with grant funds aimed at upgrading school kitchen infrastructure. \u003ccite>(Ali Tadayon / EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp data-reader-unique-id=\"44\">\u003cspan data-reader-unique-id=\"45\">West Contra Costa Unified, in the East Bay, used the extra funds to purchase a mobile food truck, and through a partnership with nonprofit Conscious Kitchen, the district receives fresh produce for made-from-scratch school meals. Conscious Kitchen works with schools to provide organic meals to students.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"46\">\u003cspan data-reader-unique-id=\"47\">Some of West Contra Costa’s new menu offerings this year include spicy maple-glazed chicken, ham musubi and strawberry muffins.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"48\">\u003cspan data-reader-unique-id=\"49\">Dominic Engels, CEO of Oakland-based healthy meal distributor Revolution Foods, which contracts with school districts throughout the country, said the public’s attention to nutrition has been growing over the past 20 years and that parents’ concern over how healthy school meals are is at an “all-time high.” Engels chalked that up to food-driven ads through social media.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"50\">\u003cspan data-reader-unique-id=\"51\">“The world is tuned into what food does, and that has trickled down to schools,” Engels said. “That trend is going to continue.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"52\">\u003cspan data-reader-unique-id=\"53\">New to Fresno Unified this year is an app and interactive website that provides parents and guardians information on school meals for breakfast and lunch each day. The app shows an image and description of the meals, as well as nutrition and allergen information, according to a Fresno Unified news release. Some of Fresno Unified’s new meal items include cheeseburgers with USDA certified organic beef, tacos with bean or beef queso, and whole-grain muffins.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"54\">\u003cspan data-reader-unique-id=\"55\">“Providing healthy, appealing meals goes a long way to helping our students focus on their learning,” Fresno Unified Superintendent Bob Nelson said in a statement.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"56\">\u003cspan data-reader-unique-id=\"57\">Barbara Jellison, the district’s food services director, said West Contra Costa Unified began sourcing more ingredients from Bay Area farmers for ingredients such as cheese, meat, fruits and vegetables as well as local bakers during the pandemic as supply chain issues caused delivery delays and surcharges from some large food distributors throughout the country. Some of those farmers had never sold to schools before, Jellison said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"58\">\u003cspan data-reader-unique-id=\"59\">“We’ve been really creative these last three years, and it’s improved our meal program,” Jellison said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"60\">\u003cspan data-reader-unique-id=\"61\">This year, the district’s goal is to have fewer prepackaged meals in an effort to reduce waste, Jellison said. The district calls meals they either cook at schools or serve on site “plate-it-up meals.” The district has also been working over the past few years to cook more meals in-house as opposed to purchasing prepared foods. Last year, the district went from having around 30% of meals cooked by kitchen staff to around 70%, Jellison said.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"62\">\u003cspan data-reader-unique-id=\"63\">“Kids like to see the freshly prepared meals and the variety,” Jellison said. “It takes time to get them on board because it’s different to them — some of the meals they haven’t had before. It does take time and education.”\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"64\">\u003cspan data-reader-unique-id=\"65\">Jellison said the key to getting kids to actually eat the healthier food options instead of things like pizza and hot dogs is offering a wider variety of meals to students and educating them on nutrition. The district also does taste testing for new menu items to get feedback from students and keeps track of what food items students gravitate toward or avoid in order to improve the menu.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"66\">\u003cspan data-reader-unique-id=\"67\">USDA Undersecretary Stacy Dean said the “farm-to-school connection” is crucial to strengthening local food systems, and withstanding global supply chain and inflation impacts. Dean\u003cstrong data-reader-unique-id=\"68\">, \u003c/strong>who visited a summer meal drop-off at West Contra Costa Unified, said the district is “leading the way” with its partnerships with local farmers, and that districts throughout the country should pay attention.\u003c/span>\u003c/p>\n\u003cp data-reader-unique-id=\"69\">\u003cspan data-reader-unique-id=\"70\">“Food is both a fundamental component of education and a fundamental component of local agriculture,” Dean said. “When you put those pieces together and make the connection between the local farmer and the school district, wonderful things can happen.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/healthier-options-on-the-menu-as-california-begins-providing-free-meals-for-all-students/676773\">\u003ci data-stringify-type=\"italic\">This story was originally published in EdSource.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Masuma Mohammadi has been at San José State University for all of five months now, by way of Turkey. “Afghan women have been completely removed from the structure of [public] life in Afghanistan,” Mohammadi said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her work as a journalist and women’s rights activist put her in the Taliban’s target sites. She was a radio reporter for the United Nations News service for a show called “Hello, Countrymen, Countrywomen,” a popular program in Afghanistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">It was painful to leave everything behind,” \u003c/span>\u003cspan style=\"font-weight: 400\">Mohammadi said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I \u003c/span>\u003cspan style=\"font-weight: 400\">founded the Equality Social and Cultural Organization (ESCO) in 2011, which was active in supporting women journalists and strengthening their presence and media activities. I was also the owner and chief editor of Equality News Agency, based in Kabul, Afghanistan.”\u003c/span>[pullquote size=\"medium\" align=\"right\" citation=\"Halima Kazem-Stojanovic, journalism instructor and member of SJSU's Human Rights Institute\"]‘There’s still so much need to understand this country and this part of the world. And I would like to see native Afghans contribute to that … there’s room and space now for Afghans to do the work.’[/pullquote]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, her research detailing the \u003c/span>\u003ca href=\"https://www.aljazeera.com/opinions/2021/10/27/why-the-hazara-people-fear-genocide-in-afghanistan\">\u003cspan style=\"font-weight: 400\">persecution of the ethnic Hazara\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Afghanistan is work she could never do, let alone publicize, there. Furthermore, no non-Hazara could do this work as well as someone like Mohammadi can.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t hear stories from people, stories from victims, what situation they are living under, what’s their problems, what’s their request from the U.S., from the international community. In this way, we raise their voices,” Mohammadi said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s hoping that the international community will not lose interest in Afghanistan now that the U.S. \u003c/span>\u003cspan style=\"font-weight: 400\">military \u003c/span>\u003cspan style=\"font-weight: 400\">has pulled out. But in the meantime, she and her family are able to live, safely and un-silenced. \u003c/span>\u003c/p>\n\u003ch2>How she got here\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program that installed Mohammadi here in the San Francisco Bay Area is the brainchild of Halima Kazem-Stojanovic, who was once a refugee herself, more than 40 years ago when Afghanistan fell to the Soviet Union.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My family came as Afghan political refugees, in what I call the first migration of Afghans into the United States,” said Kazem-Stojanovic. The family settled in San José just before she started kindergarten.\u003c/span>[aside postID=\"forum_2010101890166,forum_2010101889290,perspectives_201601142348\" label=\"Related Posts\"]\u003cspan style=\"font-weight: 400\">Today, she’s an oral historian on Afghanistan at Stanford’s Hoover Institution, but for 10 years, she was a journalism and human rights professor at San José State — and a core faculty member of its \u003c/span>\u003ca href=\"https://www.sjsu.edu/hri/afghan-scholars/index.php\">\u003cspan style=\"font-weight: 400\">Human Rights Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve spent more of my time in Afghanistan than in the United States,” she said. “This has meant incredible opportunities to make very close friendships in Afghanistan. I trained more than 300 journalists in the last 20 years in Afghanistan. Many became wonderful friends, and that’s a very dear title we have among Afghans, when you’re considered a cousin, even though you’re not by blood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As \u003c/span>\u003ca href=\"https://theworld.org/stories/2021-08-23/how-kabul-airport-went-calm-chaos\">\u003cspan style=\"font-weight: 400\">Kabul fell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the Taliban in mid-August of 2021, she received hundreds of messages on her WhatsApp and Signal accounts, like:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">‘How do we get out of here?’\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">‘Can you send money?’\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">‘I can’t go home.’\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kazem-Stojanovic said most of the people she was in contact with are in hiding. “A lot of them smashed their SIM cards,” she added. One photographer she knew dug a hole in his yard to bury his awards, including his Pulitzer Prize. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kazem-Stojanovic reached out to her network in the U.S. to help Afghan academics and journalists get out of the country — but also, to help people once they arrived here. As the child of an economics professor who couldn’t teach in America, she was keenly aware that these refugees would need financial and professional support to establish themselves on this side of the Pacific. And so began the Afghan Visiting Scholars program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I thought, possibly, I could give some — a few — an opportunity not only to come here, but continue their public-facing work,” Kazem-Stojanovic said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11922471\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922471\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut-800x668.jpg\" alt=\"Two women stand in front of a university building with two people sitting in the background on green grass\" width=\"800\" height=\"668\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut-800x668.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut-160x134.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut.jpg 985w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Halima Kazem-Stojanovic (right) and Masuma Mohammadi pose for a photo. \u003ccite>(Courtesy of Halima Kazem-Stojanovic)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She found ready collaborators at UC Berkeley’s Human Rights Center and her own San José State. The Human Rights Institute held a \u003c/span>\u003ca href=\"https://fb.watch/eNatqlp5PN/\">\u003cspan style=\"font-weight: 400\">press conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last May to welcome two scholars. In his introductory remarks, Director \u003c/span>\u003cspan style=\"font-weight: 400\">Dr. William Armaline said, “We had an opportunity to play a role, and thanks to the courage and initiative of Halima and some others, we were able to step in and play a very, very small part in this much larger crisis\u003c/span>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003ca href=\"https://protect-us.mimecast.com/s/10JKCkRozNIYj0B7I2f1Sv?domain=fb.watch\">\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/a>\u003c/p>\n\u003ch2>The Afghan Visiting Scholars Program\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One year later, she maintains a list of roughly 130 people waiting for academic visas, many of them in Pakistan, India and Turkey. Others are already in the U.S. on humanitarian parole, which allows them to stay for two years. How many scholars has she found placements for so far? About 15.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Together we quickly rolled out a crowdfunding campaign because universities work very slowly, the wheels don’t turn very fast and we were in an emergency. \u003c/span>\u003cspan style=\"font-weight: 400\">We were in a crisis,” Kazem-Stojanovic said ruefully. “Gosh, I think we raised over $300,000. And that was the easy part because then it was, all right, well, how do we get people here?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She added, “We thought that if we could reach out to members of Congress and senators with lists of people … but they couldn’t do very much. The evacuation lists were so long. There were so few places.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The list of schools that have taken on more Afghan scholars, and participated in the work involved to apply for J-1 academic visas and J-2 visas for immediate family members, is small but growing, including UC Berkeley and UC Santa Cruz, as well as Yale, Tennessee State and the University of Texas at El Paso. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s still so much need to understand this country and this part of the world. And I would like to see native Afghans contribute to that,” Kazem-Stojanovic said. “So much of what’s published in the West is by non-Afghans — you know, a lot of American and European anthropologists and historians. And there’s room and space now for Afghans to do the work.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Afghan Visiting Scholars Program isn’t the only one of its kind. Stanford University is working with New York-based \u003c/span>\u003ca href=\"https://www.scholarsatrisk.org/\">\u003cspan style=\"font-weight: 400\">Scholars at Risk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the \u003c/span>\u003ca href=\"https://newuniversityinexileconsortium.org/\">\u003cspan style=\"font-weight: 400\">New University in Exile Consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> boasts nearly 60 universities around the world that have agreed to host displaced scholars from countries where their lives are in danger. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the \u003c/span>\u003ca href=\"https://refugeerights.org/news-resources/afghan-adjustment-cant-wait\">\u003cspan style=\"font-weight: 400\">International Refugee Assistance Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an estimated 83,000 Afghans were evacuated to the United States, and about 76,000 of them do not have access to a pathway to permanent legal status. The \u003c/span>\u003ca href=\"https://www.aila.org/infonet/bill-text-and-section-by-section-afghan-adjustment\">\u003cspan style=\"font-weight: 400\">Afghan Adjustment Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, now pending on Capitol Hill, would allow them to apply for permanent legal residency, as happened for Vietnamese people after the conflict in Vietnam, and Kurds after the Iraq War. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Pass the Afghan Adjustment Act,” said Kazem-Stojanovic. “The people who are here have gone through so much. They need peace of mind. They need to know that their lives are secure in the future, and they will be wonderful, incredible assets to this country.” \u003c/span>\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>\u003cspan style=\"font-weight: 400\">Masuma Mohammadi has been at San José State University for all of five months now, by way of Turkey. “Afghan women have been completely removed from the structure of [public] life in Afghanistan,” Mohammadi said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her work as a journalist and women’s rights activist put her in the Taliban’s target sites. She was a radio reporter for the United Nations News service for a show called “Hello, Countrymen, Countrywomen,” a popular program in Afghanistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">It was painful to leave everything behind,” \u003c/span>\u003cspan style=\"font-weight: 400\">Mohammadi said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I \u003c/span>\u003cspan style=\"font-weight: 400\">founded the Equality Social and Cultural Organization (ESCO) in 2011, which was active in supporting women journalists and strengthening their presence and media activities. I was also the owner and chief editor of Equality News Agency, based in Kabul, Afghanistan.”\u003c/span>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, her research detailing the \u003c/span>\u003ca href=\"https://www.aljazeera.com/opinions/2021/10/27/why-the-hazara-people-fear-genocide-in-afghanistan\">\u003cspan style=\"font-weight: 400\">persecution of the ethnic Hazara\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Afghanistan is work she could never do, let alone publicize, there. Furthermore, no non-Hazara could do this work as well as someone like Mohammadi can.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t hear stories from people, stories from victims, what situation they are living under, what’s their problems, what’s their request from the U.S., from the international community. In this way, we raise their voices,” Mohammadi said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s hoping that the international community will not lose interest in Afghanistan now that the U.S. \u003c/span>\u003cspan style=\"font-weight: 400\">military \u003c/span>\u003cspan style=\"font-weight: 400\">has pulled out. But in the meantime, she and her family are able to live, safely and un-silenced. \u003c/span>\u003c/p>\n\u003ch2>How she got here\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program that installed Mohammadi here in the San Francisco Bay Area is the brainchild of Halima Kazem-Stojanovic, who was once a refugee herself, more than 40 years ago when Afghanistan fell to the Soviet Union.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My family came as Afghan political refugees, in what I call the first migration of Afghans into the United States,” said Kazem-Stojanovic. The family settled in San José just before she started kindergarten.\u003c/span>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan style=\"font-weight: 400\">Today, she’s an oral historian on Afghanistan at Stanford’s Hoover Institution, but for 10 years, she was a journalism and human rights professor at San José State — and a core faculty member of its \u003c/span>\u003ca href=\"https://www.sjsu.edu/hri/afghan-scholars/index.php\">\u003cspan style=\"font-weight: 400\">Human Rights Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’ve spent more of my time in Afghanistan than in the United States,” she said. “This has meant incredible opportunities to make very close friendships in Afghanistan. I trained more than 300 journalists in the last 20 years in Afghanistan. Many became wonderful friends, and that’s a very dear title we have among Afghans, when you’re considered a cousin, even though you’re not by blood.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As \u003c/span>\u003ca href=\"https://theworld.org/stories/2021-08-23/how-kabul-airport-went-calm-chaos\">\u003cspan style=\"font-weight: 400\">Kabul fell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the Taliban in mid-August of 2021, she received hundreds of messages on her WhatsApp and Signal accounts, like:\u003c/span>\u003c/p>\n\u003cblockquote>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">‘How do we get out of here?’\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">‘Can you send money?’\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">‘I can’t go home.’\u003c/span>\u003c/i>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kazem-Stojanovic said most of the people she was in contact with are in hiding. “A lot of them smashed their SIM cards,” she added. One photographer she knew dug a hole in his yard to bury his awards, including his Pulitzer Prize. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kazem-Stojanovic reached out to her network in the U.S. to help Afghan academics and journalists get out of the country — but also, to help people once they arrived here. As the child of an economics professor who couldn’t teach in America, she was keenly aware that these refugees would need financial and professional support to establish themselves on this side of the Pacific. And so began the Afghan Visiting Scholars program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I thought, possibly, I could give some — a few — an opportunity not only to come here, but continue their public-facing work,” Kazem-Stojanovic said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11922471\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922471\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut-800x668.jpg\" alt=\"Two women stand in front of a university building with two people sitting in the background on green grass\" width=\"800\" height=\"668\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut-800x668.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut-160x134.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS57769_ED84C3D8-EA04-4364-B8D8-E9F74848AB92_1_201_a-qut.jpg 985w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Halima Kazem-Stojanovic (right) and Masuma Mohammadi pose for a photo. \u003ccite>(Courtesy of Halima Kazem-Stojanovic)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She found ready collaborators at UC Berkeley’s Human Rights Center and her own San José State. The Human Rights Institute held a \u003c/span>\u003ca href=\"https://fb.watch/eNatqlp5PN/\">\u003cspan style=\"font-weight: 400\">press conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> last May to welcome two scholars. In his introductory remarks, Director \u003c/span>\u003cspan style=\"font-weight: 400\">Dr. William Armaline said, “We had an opportunity to play a role, and thanks to the courage and initiative of Halima and some others, we were able to step in and play a very, very small part in this much larger crisis\u003c/span>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003ca href=\"https://protect-us.mimecast.com/s/10JKCkRozNIYj0B7I2f1Sv?domain=fb.watch\">\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/a>\u003c/p>\n\u003ch2>The Afghan Visiting Scholars Program\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One year later, she maintains a list of roughly 130 people waiting for academic visas, many of them in Pakistan, India and Turkey. Others are already in the U.S. on humanitarian parole, which allows them to stay for two years. How many scholars has she found placements for so far? About 15.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Together we quickly rolled out a crowdfunding campaign because universities work very slowly, the wheels don’t turn very fast and we were in an emergency. \u003c/span>\u003cspan style=\"font-weight: 400\">We were in a crisis,” Kazem-Stojanovic said ruefully. “Gosh, I think we raised over $300,000. And that was the easy part because then it was, all right, well, how do we get people here?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She added, “We thought that if we could reach out to members of Congress and senators with lists of people … but they couldn’t do very much. The evacuation lists were so long. There were so few places.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The list of schools that have taken on more Afghan scholars, and participated in the work involved to apply for J-1 academic visas and J-2 visas for immediate family members, is small but growing, including UC Berkeley and UC Santa Cruz, as well as Yale, Tennessee State and the University of Texas at El Paso. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s still so much need to understand this country and this part of the world. And I would like to see native Afghans contribute to that,” Kazem-Stojanovic said. “So much of what’s published in the West is by non-Afghans — you know, a lot of American and European anthropologists and historians. And there’s room and space now for Afghans to do the work.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Afghan Visiting Scholars Program isn’t the only one of its kind. Stanford University is working with New York-based \u003c/span>\u003ca href=\"https://www.scholarsatrisk.org/\">\u003cspan style=\"font-weight: 400\">Scholars at Risk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the \u003c/span>\u003ca href=\"https://newuniversityinexileconsortium.org/\">\u003cspan style=\"font-weight: 400\">New University in Exile Consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> boasts nearly 60 universities around the world that have agreed to host displaced scholars from countries where their lives are in danger. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to the \u003c/span>\u003ca href=\"https://refugeerights.org/news-resources/afghan-adjustment-cant-wait\">\u003cspan style=\"font-weight: 400\">International Refugee Assistance Project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an estimated 83,000 Afghans were evacuated to the United States, and about 76,000 of them do not have access to a pathway to permanent legal status. The \u003c/span>\u003ca href=\"https://www.aila.org/infonet/bill-text-and-section-by-section-afghan-adjustment\">\u003cspan style=\"font-weight: 400\">Afghan Adjustment Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, now pending on Capitol Hill, would allow them to apply for permanent legal residency, as happened for Vietnamese people after the conflict in Vietnam, and Kurds after the Iraq War. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Pass the Afghan Adjustment Act,” said Kazem-Stojanovic. “The people who are here have gone through so much. They need peace of mind. They need to know that their lives are secure in the future, and they will be wonderful, incredible assets to this country.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Going back to school is always a bit of a sticky transition. But for many, this year brings more to worry about — from teacher shortages to mask rules — than the usual concerns. On top of all that, there are many more children who will be going to \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\">transitional kindergarten\u003c/a> (TK) in California this year because of expanded age guidelines. These children are younger than the usual TK cohort of almost 5-year-old children who just missed the cutoff for kindergarten.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"mindshift_49130,news_11893791\"]Paula Merrigan, for one, is up for the challenge. A \u003ca href=\"https://edsource.org/2021/one-early-educator-explains-the-importance-of-transitional-kindergarten/664899\">veteran early childhood educator\u003c/a> with 15 years teaching kindergarten and TK in the Castro Valley Unified School District, she’s long been a champion of making transitional kindergarten, a stepping-stone between preschool and kindergarten, available to more children.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cde.ca.gov/ci/gs/em/kinderfaq.asp\">universal transitional kindergarten program\u003c/a> is being gradually phased in until it includes all the state’s 4-year-olds by the 2025-26 school year. In the 2022–23 school year, children who will turn 5 between September and Feb. 2 are eligible for TK. In the 2023–24 school year, children who will turn 5 between Sept. 2 and April 2 are eligible for TK.\u003c/p>\n\u003cp>Merrigan recently took a few minutes out from her back-to-school preparations to share some of her tips for parents on how to help their children get ready for TK this year.\u003c/p>\n\u003cp>\u003cstrong>What should parents know as they try to support kids who are younger than usual starting TK? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If they haven’t been going to day care or preschool, they will probably have a hard time separating from you. It’s normal, and it may last a few days, but it gets better and easier. Just say your goodbyes and let the teacher or staff handle it. The longer you linger, the harder it is on both of you.\u003c/p>\n\u003cp>\u003cstrong>What should parents keep in mind? \u003c/strong>\u003c/p>\n\u003cp>Create routines you can stick with. Bedtime should be at a reasonable time for young kids (lights out by 8:30 p.m., not starting getting ready for bed at 8:30 p.m.). Well-rested children perform better at school. Have them set out their wardrobe for the next day so you don’t have arguments over what they are going to wear. Let them have some autonomy. It gives them a sense of power over something small. Teachers don’t care if they come to school in polka dots and stripes with zigzags. It actually makes us smile.\u003c/p>\n\u003cp>\u003cstrong>Is there stuff parents should practice with their kids? \u003c/strong>\u003c/p>\n\u003cp>Give them safety scissors (blunt-tip kid scissors) and have them practice cutting magazines, drawn lines, newspapers, etc. You’d be surprised how many students we see who don’t have any idea how to hold scissors, let alone use them.\u003c/p>\n\u003cp>Practice using a glue stick so they know how to use it in class. Let them create collages with all that cut-up paper and pictures from their scissors practicing. Practice the proper grip with a pencil; small pencils are perfect for their little hands (golf-pencil size). Playing with Legos and Play-Doh, or picking up small things like pony beads, beans or small pasta, etc., is great for practicing fine motor skills and building up hand strength.\u003c/p>\n\u003cp>\u003cstrong>Should they work on things like early reading or early math? \u003c/strong>\u003c/p>\n\u003cp>Write their name with a highlighter and have them practice tracing their name. Talk about the letters in their name so they know what letters they are writing.\u003c/p>\n\u003cp class=\"p1\">[aside label=\"Related Stories\" postID=\"news_11892267,news_11921165\"]They don’t need to be reading yet, but parents and guardians need to be reading to them every single day. It’s great bonding time and shows them you value reading as well.\u003c/p>\n\u003cp>Math is easier: counting things around the house, talking about what’s bigger or smaller, longer or taller, heavier or lighter, etc. Count with them as they pick up things that they are playing with.\u003c/p>\n\u003cp>I’m a huge fan of “Sesame Street.” They are always practicing pre-academic skills on the show in a fun, young kid-friendly manner. That’s a great show to watch with your child, or at least in proximity, so you can talk about what’s happening.\u003c/p>\n\u003cp>\u003cstrong>How important is it to talk about sharing or lining up at school?\u003c/strong>\u003c/p>\n\u003cp>I always tell my students that sharing does not mean, “Give it to me now because I want it!” Sharing means, “May I have that when you’re done using it?” That’s an important thing to explain to your children.\u003c/p>\n\u003cp>Lining up. Explain you won’t always be the first one in line and that’s OK. I always tell my students we are all going to the same place to do the same thing, so it doesn’t matter where you are in line. Teach them about personal space and to tell others if they are getting in your space, but don’t push someone who is in your space.\u003c/p>\n\u003cp>\u003cstrong>What is the hardest part for most kids about starting TK? \u003c/strong>\u003c/p>\n\u003cp>It’s the separation from their parents and guardians. Some kids take a few weeks to adjust to their new routine. It’s normal. Eventually, they will rush from their parents to run into class without even looking back to say goodbye. That’s a hard one for parents.\u003c/p>\n\u003cp>I know I will have crying students and crying parents, kiddos who can’t write their names, don’t know how to hold a pencil, have never held scissors, don’t understand sharing, etc. And it’s OK, that’s why I’m there.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/what-parents-should-know-about-getting-kids-ready-for-transitional-kindergarten/676655\">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>Paula Merrigan, for one, is up for the challenge. A \u003ca href=\"https://edsource.org/2021/one-early-educator-explains-the-importance-of-transitional-kindergarten/664899\">veteran early childhood educator\u003c/a> with 15 years teaching kindergarten and TK in the Castro Valley Unified School District, she’s long been a champion of making transitional kindergarten, a stepping-stone between preschool and kindergarten, available to more children.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cde.ca.gov/ci/gs/em/kinderfaq.asp\">universal transitional kindergarten program\u003c/a> is being gradually phased in until it includes all the state’s 4-year-olds by the 2025-26 school year. In the 2022–23 school year, children who will turn 5 between September and Feb. 2 are eligible for TK. In the 2023–24 school year, children who will turn 5 between Sept. 2 and April 2 are eligible for TK.\u003c/p>\n\u003cp>Merrigan recently took a few minutes out from her back-to-school preparations to share some of her tips for parents on how to help their children get ready for TK this year.\u003c/p>\n\u003cp>\u003cstrong>What should parents know as they try to support kids who are younger than usual starting TK? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If they haven’t been going to day care or preschool, they will probably have a hard time separating from you. It’s normal, and it may last a few days, but it gets better and easier. Just say your goodbyes and let the teacher or staff handle it. The longer you linger, the harder it is on both of you.\u003c/p>\n\u003cp>\u003cstrong>What should parents keep in mind? \u003c/strong>\u003c/p>\n\u003cp>Create routines you can stick with. Bedtime should be at a reasonable time for young kids (lights out by 8:30 p.m., not starting getting ready for bed at 8:30 p.m.). Well-rested children perform better at school. Have them set out their wardrobe for the next day so you don’t have arguments over what they are going to wear. Let them have some autonomy. It gives them a sense of power over something small. Teachers don’t care if they come to school in polka dots and stripes with zigzags. It actually makes us smile.\u003c/p>\n\u003cp>\u003cstrong>Is there stuff parents should practice with their kids? \u003c/strong>\u003c/p>\n\u003cp>Give them safety scissors (blunt-tip kid scissors) and have them practice cutting magazines, drawn lines, newspapers, etc. You’d be surprised how many students we see who don’t have any idea how to hold scissors, let alone use them.\u003c/p>\n\u003cp>Practice using a glue stick so they know how to use it in class. Let them create collages with all that cut-up paper and pictures from their scissors practicing. Practice the proper grip with a pencil; small pencils are perfect for their little hands (golf-pencil size). Playing with Legos and Play-Doh, or picking up small things like pony beads, beans or small pasta, etc., is great for practicing fine motor skills and building up hand strength.\u003c/p>\n\u003cp>\u003cstrong>Should they work on things like early reading or early math? \u003c/strong>\u003c/p>\n\u003cp>Write their name with a highlighter and have them practice tracing their name. Talk about the letters in their name so they know what letters they are writing.\u003c/p>\n\u003cp class=\"p1\">\u003c/p>\u003c/div>",
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"content": "\u003cp>Adults, from parents to city officials, have weighed in on San Francisco School Board Commissioner Ann Hsu’s comments disparaging Black and brown families as not valuing their children’s education.\u003c/p>\n\u003cp>But the voice of students has been glaringly missing from the conversation.\u003c/p>\n\u003cp>“If you work for the Board of Education, you shouldn’t be making comments like that,” said Selser Seth, a Black 17-year-old. “And if you’re going to work for the kids, you should work for all of them.”\u003c/p>\n\u003cp>Last week, the San Francisco Board of Education voted unanimously to admonish Hsu for her racist comments. It is also considering an official censure.\u003c/p>\n\u003cp>At the board meeting, parents shouted over one another, prompting commissioner Jenny Lam to call for a recess. Black and brown parents yelled “racists!” while Asian parents yelled “support Ann Hsu!”[pullquote size='medium' citation='Briseis Portillo, 16, Salvadoran American']‘It was kind of like a slap in the face.’[/pullquote]Three teenagers who attend San Francisco Unified School District high schools spoke with KQED to share their reactions to Hsu’s comments. Uniformly, the teenagers felt her characterization of Black and Latinx families was simply untrue – especially when it comes to their own families.\u003c/p>\n\u003ch2>\u003cstrong>What did Hsu say?\u003c/strong>\u003c/h2>\n\u003cp>As part of a school board candidate survey Hsu filled out for a parent advocacy group ahead of the November 2022 election, \u003ca href=\"https://secureservercdn.net/45.40.152.202/o40.3f1.myftpupload.com/wp-content/uploads/2022/07/FORMATTED-Ann-Hsu-English.pdf\">she wrote that Black and brown families do not adequately support their children’s educations\u003c/a>.\u003c/p>\n\u003cp>The statement came in response to a question about how she would improve outcomes among marginalized students in San Francisco. Hsu wrote:\u003c/p>\n\u003cblockquote>\u003cp>“From my very limited exposure in the past four months to the challenges of educating marginalized students especially in the black and brown community, I see one of the biggest challenges as being the lack of family support for those students. Unstable family environments caused by housing and food insecurity along with lack of parental encouragement to focus on learning cause children to not be able to focus on or value learning. That makes teachers’ work harder because they have to take care of emotional and behavioral issues of students before they can teach them. That is not fair to the teachers.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://twitter.com/AnnforSFboe/status/1549501661609021445?t=xQr6BKHrTlnKUeDceV_Yog&s=19\">Hsu apologized for her comments on Twitter\u003c/a> as soon as they surfaced publicly. At last week’s board meeting, she apologized in person and even voted alongside her colleagues for her own admonishment. More than a dozen organizations and city officials have called on Hsu to resign from office. A growing number of organizations and officials, including Mayor London Breed, have publicly said Hsu should remain in office and use the opportunity to grow and learn from her mistakes.\u003c/p>\n\u003ch2>\u003cstrong>Students reflect on Hsu’s comments\u003c/strong>\u003c/h2>\n\u003cp>The youth leaders we spoke with work with two organizations: the \u003ca href=\"https://cpasf.org\">Chinese Progressive Association\u003c/a> and \u003ca href=\"https://colemanadvocates.org\">Coleman Advocates for Children & Youth\u003c/a>. Neither organization has taken a position on whether Hsu should resign, though Coleman Advocates has issued statements condemning the remarks. The organizations often take their cues from their youth leaders.\u003c/p>\n\u003cp>Each student expressed concerns that harmful stereotypes would influence Hsu’s decision-making on the San Francisco Board of Education, imperiling their peers through bad policies.\u003c/p>\n\u003cp>Selser Seth wanted to correct the record — Black families absolutely value learning. Her mother cares a lot about education, she says, and always pushes her for high grades.\u003c/p>\n\u003cp>Seth says she enjoys both music and science. She was a DJ spinning tracks for dancers at the Carnaval San Francisco festival in May, and she also shared a story of academic delight — when she recently got to dissect a pregnant shark.\u003c/p>\n\u003cp>“We had a scalpel, and we had a little tray, and just cut the stomach and cut the tissues,” she said. She enjoyed learning about the baby shark in a hands-on way, although, she admits, “it was pretty messy.”\u003c/p>\n\u003cp>Seth felt Hsu’s comments not only failed to describe other Black students, but made her feel she had less representation on the board.\u003c/p>\n\u003cp>Briseis Portillo, a 16-year-old Salvadoran American, felt the Latinx community was unjustly judged.\u003c/p>\n\u003cp>“It was kind of like a slap in the face,” she said.\u003c/p>\n\u003cp>Portillo says Hsu understands she was wrong, but it still caused harm.\u003c/p>\n\u003cp>“I think racism should not be tolerated at all,” she said.\u003c/p>\n\u003cp>Portillo said she met Hsu through Coleman Advocates about a week prior to her racist comments surfacing in the public. After they surfaced, students from Coleman Advocates have said they hope their current proposal to allow SFUSD public school students to vote on Board of Education proposals would counterbalance any policy choices Hsu made that would run afoul of Black and Latinx communities.[aside postID='news_11920452']Last, Yvonne Dong, a 17-year-old Asian American of Chinese and Vietnamese descent, worried Hsu may not be able to understand the needs of various communities of color.\u003c/p>\n\u003cp>“While she is on the Board of Education, she is able to make a lot of powerful decisions. And people on the board are intended to represent all the communities in San Francisco,” Dong said. “It’s really concerning to know that she would write that when she’s supposed to represent all communities.”\u003c/p>\n\u003cp>Dong recently read \u003ca href=\"https://www.youtube.com/watch?v=L3bixwrFEPo\">“Pedagogy of the Oppressed” by Paulo Freire\u003c/a>, and says dealing with racism should always involve restorative justice, which means reflection and action.\u003c/p>\n\u003cp>“The apology is only part of the process,” she said. “I just feel like it’s only part of the reflection. And there hasn’t been any. There hasn’t been enough action yet to really complete the transformation.”\u003c/p>\n\u003cp>The reflection part, she says, means asking oneself why — why would I do something racist? What are the root causes within myself of these comments?\u003c/p>\n\u003cp>“And then action is,” Dong said, “holding yourself accountable to changing your values to help everyone around you and to be more open to other communities.”\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_11922097\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922097\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-800x502.jpg\" alt=\"An Asian woman with short black hair and holding a microphone wears a red leather jacket, red sunglasses on top of her head, and a red, yellow and purple scarf.\" width=\"800\" height=\"502\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-800x502.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-1020x640.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-1536x963.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ann Hsu speaks during a press conference held by the Chinese/API Voter Outreach Taskforce on the steps of the Asian Art Museum in San Francisco on Jan. 14, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>Pushing back on hurtful stereotypes\u003c/strong>\u003c/h2>\n\u003cp>Dong noted her community wasn’t singled out by Hsu’s comments. Nonetheless, the ongoing controversies at the Board of Education do take their toll on her.[aside postID='news_11907806']“As a student, it’s overwhelming to hear. Like there’s always something on in the news about them,” she said. “It’s hard to trust my future and education with this school board because at this point, it’s hard to figure out what’s really happening.”\u003c/p>\n\u003cp>Two of the students — Dong and Portillo — agreed they had seen stereotypes at play in their own schools. And they worried Hsu’s views would exacerbate those divisions.\u003c/p>\n\u003cp>Dong says that, as an Asian person, she has been given some favorable treatment by teachers over her Black and Latinx peers, and often sees racial tensions between ethnic groups in her neighborhood, Visitacion Valley.\u003c/p>\n\u003cp>“I definitely feel like I have more privilege over certain communities,” Dong said.\u003c/p>\n\u003cp>Portillo said she had a favorable experience at schools that were largely Latinx. But when attending other schools with more mixed populations, she felt like she was often under a microscope due to her ethnicity.\u003c/p>\n\u003cp>“It kind of feels like your education isn’t valued because you’re always being targeted or you’re always being pushed out,” she said. “Or there’s something always happening instead of actually you getting your education.”\u003c/p>\n\u003cp>Seth didn’t feel as if she’d seen racial stereotypes in her daily life, like the other students we spoke to. But she knows the sting of hate, having been bullied in middle and elementary school by kids who didn’t approve of her being a girl with romantic interest in other girls.\u003c/p>\n\u003cp>“I think that’s me personally, it didn’t affect me as much as it affects the average person,” Seth said, of Hsu’s comments, partially because she’s a person who tends to “go with the flow.” But even though the comments didn’t affect her personally, she said, that doesn’t mean it didn’t affect her community.\u003c/p>\n\u003cp>“Bottom line,” Seth said, “I just think it’s wrong.”\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>Three teenagers who attend San Francisco Unified School District high schools spoke with KQED to share their reactions to Hsu’s comments. Uniformly, the teenagers felt her characterization of Black and Latinx families was simply untrue – especially when it comes to their own families.\u003c/p>\n\u003ch2>\u003cstrong>What did Hsu say?\u003c/strong>\u003c/h2>\n\u003cp>As part of a school board candidate survey Hsu filled out for a parent advocacy group ahead of the November 2022 election, \u003ca href=\"https://secureservercdn.net/45.40.152.202/o40.3f1.myftpupload.com/wp-content/uploads/2022/07/FORMATTED-Ann-Hsu-English.pdf\">she wrote that Black and brown families do not adequately support their children’s educations\u003c/a>.\u003c/p>\n\u003cp>The statement came in response to a question about how she would improve outcomes among marginalized students in San Francisco. Hsu wrote:\u003c/p>\n\u003cblockquote>\u003cp>“From my very limited exposure in the past four months to the challenges of educating marginalized students especially in the black and brown community, I see one of the biggest challenges as being the lack of family support for those students. Unstable family environments caused by housing and food insecurity along with lack of parental encouragement to focus on learning cause children to not be able to focus on or value learning. That makes teachers’ work harder because they have to take care of emotional and behavioral issues of students before they can teach them. That is not fair to the teachers.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003ca href=\"https://twitter.com/AnnforSFboe/status/1549501661609021445?t=xQr6BKHrTlnKUeDceV_Yog&s=19\">Hsu apologized for her comments on Twitter\u003c/a> as soon as they surfaced publicly. At last week’s board meeting, she apologized in person and even voted alongside her colleagues for her own admonishment. More than a dozen organizations and city officials have called on Hsu to resign from office. A growing number of organizations and officials, including Mayor London Breed, have publicly said Hsu should remain in office and use the opportunity to grow and learn from her mistakes.\u003c/p>\n\u003ch2>\u003cstrong>Students reflect on Hsu’s comments\u003c/strong>\u003c/h2>\n\u003cp>The youth leaders we spoke with work with two organizations: the \u003ca href=\"https://cpasf.org\">Chinese Progressive Association\u003c/a> and \u003ca href=\"https://colemanadvocates.org\">Coleman Advocates for Children & Youth\u003c/a>. Neither organization has taken a position on whether Hsu should resign, though Coleman Advocates has issued statements condemning the remarks. The organizations often take their cues from their youth leaders.\u003c/p>\n\u003cp>Each student expressed concerns that harmful stereotypes would influence Hsu’s decision-making on the San Francisco Board of Education, imperiling their peers through bad policies.\u003c/p>\n\u003cp>Selser Seth wanted to correct the record — Black families absolutely value learning. Her mother cares a lot about education, she says, and always pushes her for high grades.\u003c/p>\n\u003cp>Seth says she enjoys both music and science. She was a DJ spinning tracks for dancers at the Carnaval San Francisco festival in May, and she also shared a story of academic delight — when she recently got to dissect a pregnant shark.\u003c/p>\n\u003cp>“We had a scalpel, and we had a little tray, and just cut the stomach and cut the tissues,” she said. She enjoyed learning about the baby shark in a hands-on way, although, she admits, “it was pretty messy.”\u003c/p>\n\u003cp>Seth felt Hsu’s comments not only failed to describe other Black students, but made her feel she had less representation on the board.\u003c/p>\n\u003cp>Briseis Portillo, a 16-year-old Salvadoran American, felt the Latinx community was unjustly judged.\u003c/p>\n\u003cp>“It was kind of like a slap in the face,” she said.\u003c/p>\n\u003cp>Portillo says Hsu understands she was wrong, but it still caused harm.\u003c/p>\n\u003cp>“I think racism should not be tolerated at all,” she said.\u003c/p>\n\u003cp>Portillo said she met Hsu through Coleman Advocates about a week prior to her racist comments surfacing in the public. After they surfaced, students from Coleman Advocates have said they hope their current proposal to allow SFUSD public school students to vote on Board of Education proposals would counterbalance any policy choices Hsu made that would run afoul of Black and Latinx communities.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Last, Yvonne Dong, a 17-year-old Asian American of Chinese and Vietnamese descent, worried Hsu may not be able to understand the needs of various communities of color.\u003c/p>\n\u003cp>“While she is on the Board of Education, she is able to make a lot of powerful decisions. And people on the board are intended to represent all the communities in San Francisco,” Dong said. “It’s really concerning to know that she would write that when she’s supposed to represent all communities.”\u003c/p>\n\u003cp>Dong recently read \u003ca href=\"https://www.youtube.com/watch?v=L3bixwrFEPo\">“Pedagogy of the Oppressed” by Paulo Freire\u003c/a>, and says dealing with racism should always involve restorative justice, which means reflection and action.\u003c/p>\n\u003cp>“The apology is only part of the process,” she said. “I just feel like it’s only part of the reflection. And there hasn’t been any. There hasn’t been enough action yet to really complete the transformation.”\u003c/p>\n\u003cp>The reflection part, she says, means asking oneself why — why would I do something racist? What are the root causes within myself of these comments?\u003c/p>\n\u003cp>“And then action is,” Dong said, “holding yourself accountable to changing your values to help everyone around you and to be more open to other communities.”\u003c/p>\n\u003cdiv class=\"mceTemp\">\u003c/div>\n\u003cfigure id=\"attachment_11922097\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922097\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-800x502.jpg\" alt=\"An Asian woman with short black hair and holding a microphone wears a red leather jacket, red sunglasses on top of her head, and a red, yellow and purple scarf.\" width=\"800\" height=\"502\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-800x502.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-1020x640.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724-1536x963.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/RS53041_003_KQED_BethLaBerge_SchoolBoardRecallPresser_01142022-qut-e1660091672724.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ann Hsu speaks during a press conference held by the Chinese/API Voter Outreach Taskforce on the steps of the Asian Art Museum in San Francisco on Jan. 14, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cstrong>Pushing back on hurtful stereotypes\u003c/strong>\u003c/h2>\n\u003cp>Dong noted her community wasn’t singled out by Hsu’s comments. Nonetheless, the ongoing controversies at the Board of Education do take their toll on her.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“As a student, it’s overwhelming to hear. Like there’s always something on in the news about them,” she said. “It’s hard to trust my future and education with this school board because at this point, it’s hard to figure out what’s really happening.”\u003c/p>\n\u003cp>Two of the students — Dong and Portillo — agreed they had seen stereotypes at play in their own schools. And they worried Hsu’s views would exacerbate those divisions.\u003c/p>\n\u003cp>Dong says that, as an Asian person, she has been given some favorable treatment by teachers over her Black and Latinx peers, and often sees racial tensions between ethnic groups in her neighborhood, Visitacion Valley.\u003c/p>\n\u003cp>“I definitely feel like I have more privilege over certain communities,” Dong said.\u003c/p>\n\u003cp>Portillo said she had a favorable experience at schools that were largely Latinx. But when attending other schools with more mixed populations, she felt like she was often under a microscope due to her ethnicity.\u003c/p>\n\u003cp>“It kind of feels like your education isn’t valued because you’re always being targeted or you’re always being pushed out,” she said. “Or there’s something always happening instead of actually you getting your education.”\u003c/p>\n\u003cp>Seth didn’t feel as if she’d seen racial stereotypes in her daily life, like the other students we spoke to. But she knows the sting of hate, having been bullied in middle and elementary school by kids who didn’t approve of her being a girl with romantic interest in other girls.\u003c/p>\n\u003cp>“I think that’s me personally, it didn’t affect me as much as it affects the average person,” Seth said, of Hsu’s comments, partially because she’s a person who tends to “go with the flow.” But even though the comments didn’t affect her personally, she said, that doesn’t mean it didn’t affect her community.\u003c/p>\n\u003cp>“Bottom line,” Seth said, “I just think it’s wrong.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">School starts again at San Francisco Unified next week. But some teachers and staff still haven’t been fully paid what they’re owed for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">last \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since at least January, SFUSD has had problems with its new payroll system, EmpowerSF. These problems still haven’t been fully resolved, and hundreds of teachers and staff say they’re still being shortchanged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">District leaders, including the new superintendent, say fixing this is a top priority. But this problem has left educators feeling furious, and in some cases demoralized, as another school year begins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003ca href=\"https://twitter.com/idamoj\">\u003cspan style=\"font-weight: 400\">Ida Mojadad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, education reporter for the San Francisco Standard\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3QA2XF2\">\u003cem>Read the transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4710058939\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cp>Later start times for middle and high school students, the expansion of transitional kindergarten, more after-school programs and the opening of more community schools are just some changes students and staff in California will have to adjust to this school year, while still dealing with COVID-19 safety protocols and persistent staff shortages.\u003c/p>\n\u003cp>Despite the challenges, educators seem confident that the experience of the last two years and increased resources will help them navigate another year of COVID-19, as well as new state programs.\u003c/p>\n\u003cp>“I am looking forward to another year of in-person instruction,” said Corey Willenberg, superintendent of Oroville Union High School District in Butte County. “We are going to offer kids and families a fantastic education despite the hurdles we are facing.”\u003c/p>\n\u003cp>COVID-19 uncertainty and testing protocols top the list of concerns of California school administrators this school year, said Naj Alikhan, senior director of communications for the Association of California School Administrators. Other concerns include teacher shortages, the social-emotional health of students and staff and the implementation of later start times for middle and high school students, he said.\u003c/p>\n\u003ch2>Districts relax COVID protocols\u003c/h2>\n\u003cp>\u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2022-23-School-Year.aspx\">COVID-19 protocols\u003c/a> have changed tremendously from the beginning of the pandemic in the spring of 2020. This year, mask mandates and social distancing are mostly a thing of the past. Regular surveillance testing has made way for at-home tests provided by schools during times of high transmission, as well as testing at school sites as needed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>State COVID-19 guidance recommends masking but leaves it up to districts and county health departments to determine whether to require it.\u003c/p>\n\u003cp>Los Angeles Unified, which kept its indoor masking requirement after the \u003ca href=\"https://edsource.org/2022/end-of-school-mask-mandate-brings-relief-lingering-concerns/668768\">state lifted mandatory masking rules\u003c/a> in schools last spring, will not require masks this school year, nor will it require a weekly COVID test in order to enter campuses. Only students or staff exhibiting symptoms or those who are in close contact with someone who tests positive will be required to test, using an at-home antigen test. The district is distributing the tests to students and staff to use within 48 hours of the first day of school and again before the second week.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho said the district is relaxing COVID-19 protocols because of declining infection rates, but it also is ramping up disinfection of high-touch surfaces, hiring more custodians, increasing ventilation and upgrading air filtration systems.\u003c/p>\n\u003cp>Sacramento City Unified and San Diego Unified, which both mandated masking over the summer because of high COVID-19 rates, haven’t yet decided if masks will be required this school year. The districts, some of the last to start the school year, are watching \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/science/community-levels.html#anchor_1646419198998\">community infection rates\u003c/a>.\u003c/p>\n\u003cp>Oakland Unified, following the guidance of public health officials, began school Monday with no mask requirement.\u003c/p>\n\u003cfigure id=\"attachment_11922201\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922201\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-800x500.jpg\" alt=\"Students arrive for the first day of school at Markham Elementary in Oakland Unified on Monday.\" width=\"800\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-1020x638.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1.jpg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students arrive for the first day of school at Markham Elementary in Oakland Unified on Monday. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Masking has been a contentious issue at most school districts, with families on both sides of the issue. .\u003c/p>\n\u003cp>“To kind of strike a balance, we have made mitigation efforts as prevalent as possible and as easily accessible as possible,” said Sailaja Suresh, Oakland Unified’s senior director of strategic projects, during a webinar last week. “But if it’s not a mandate that we do things like mask, we are just going to continue to strongly recommend and provide access to the mitigation measures.”\u003c/p>\n\u003cp>Tammy Yahud isn’t happy that Eagle Peak Montessori, a charter school her two sons attend in Walnut Creek, has \u003ca href=\"https://www.smore.com/ezhvr-welcome-back-newsletter?ref=email\">opted to require masks indoors\u003c/a> for another school year. Yahud says masking is impacting her children’s mental health and making it more difficult for one child, who is in speech therapy.\u003c/p>\n\u003cp>She doesn’t understand why the school continues to have a mask mandate when other schools do not.\u003c/p>\n\u003cp>“It is time of progress,” Yahud said. “We have medicine. We have approved vaccine. We have treatment. We have made progress. We are moving forward, so the school has to move forward.”\u003c/p>\n\u003cp>A school newsletter said the board’s decision was informed by a committee of health professionals and teachers.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cdph.ca.gov/Programs/OPA/Pages/NR22-073.aspx#:~:text=The%20State%20of%20California%20announced,California's%20Health%20and%20Safety%20Code.\">state of California\u003c/a> and individual districts such as Los Angeles Unified, Oakland Unified and San Diego Unified have also put vaccine mandates for students on hold, although \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/Order-of-the-State-Public-Health-Officer-Vaccine-Verification-for-Workers-in-Schools.aspx\">state law requires all school workers\u003c/a>, including teachers, be fully vaccinated or to undergo a weekly COVID-19 screening.\u003c/p>\n\u003cp>Sacramento City Unified still has a vaccine mandate for students but hasn’t enforced it, said Brian Heap, the district’s chief communications officer.\u003c/p>\n\u003ch2>Monkeypox is the latest concern\u003c/h2>\n\u003cp>If COVID-19 weren’t enough, families have a new virus to worry about this year: monkeypox. The virus is spread through close skin-to-skin contact and through contaminated materials like cups, utensils, clothing and towels.\u003c/p>\n\u003cp>Symptoms include swollen lymph nodes, chills, exhaustion, headache, muscle aches, fever and a rash or lesions.\u003c/p>\n\u003cp>At least five children in the United States, including one in Long Beach, have been reported to have the virus. This month, both California Gov. Gavin Newsom and President Joe Biden have declared monkeypox a \u003ca href=\"https://www.cdph.ca.gov/Programs/OPA/Pages/NR22-119.aspx\">public health emergency.\u003c/a>[pullquote align=\"left\" size=\"medium\" citation=\"E. Toby Boyd, president of the California Teachers Association\"]‘There are so many things. Not knowing if you are ill, if you are going to be able to get a substitute to cover your classroom.’[/pullquote]Dr. Dean Blumberg, chief of pediatric infectious diseases at UC Davis Medical Center, says the risk of a child contracting the disease is low and that schools should already have health policies in place that exclude students with certain rashes and other infectious diseases from activities where there is direct contact with other students.\u003c/p>\n\u003cp>But districts are taking precautions.\u003c/p>\n\u003cp>“The biggest concern for us is sports, like wrestling or gymnastics where kids are on padding on the floors,” said Richard Barrera, San Diego Unified School District trustee. “So, what our facilities folks are doing right now, are going in and taking a look at places kids could potentially be exposed to a situation like monkeypox.”\u003c/p>\n\u003ch2>\u003cstrong>Schools will continue to focus on mental health\u003c/strong>\u003c/h2>\n\u003cp>School districts are making the mental health of students and teachers a priority. Districts will be able to put a greater emphasis on mental health this year because they no longer have to deal with online learning options or as many unknowns about COVID, Barrera said.\u003c/p>\n\u003cp>The biggest challenge for educators this school year is mental fatigue, said E. Toby Boyd, president of the California Teachers Association.\u003c/p>\n\u003cp>“We are still not out of this COVID situation, where we have to mitigate all these circumstances,” he said. “The inability to actually teach truth about what is going on in our history. There are so many things. Not knowing if you are ill, if you are going to be able to get a substitute to cover your classroom.”\u003c/p>\n\u003ch2>Staff shortages loom large\u003c/h2>\n\u003cp>[aside label=\"Related Stories\" tag=\"teacher-shortage\"]School districts are expected to struggle with staff shortages again this year. Bus drivers, paraprofessionals, substitutes and teachers continue to be in short supply even though districts have stepped up efforts to recruit and retain them.\u003c/p>\n\u003cp>San Diego Unified and \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-expands-recruitment-efforts-educators-other-staff-positions\">San Francisco Unified\u003c/a> were among the many districts that offered signing bonuses to lure teachers to their districts.\u003c/p>\n\u003cp>But sometimes bonuses aren’t enough. Oroville Union High School District has been advertising for a special education teacher for severely handicapped students since April. Superintendent Willenberg expects that students in that class will start the year with a substitute teacher, who isn’t likely to have all the training needed to work with severely handicapped children.\u003c/p>\n\u003cp>The district, which serves 2,700 students, still needs three special-education teachers, two English teachers and four special-education paraeducators before school starts Aug. 16.\u003c/p>\n\u003cp>Willenberg has asked outside agencies that work in special education to send teachers to the district in exchange for a finder’s fee. But even that isn’t working.\u003c/p>\n\u003cp>The high school district, like \u003ca href=\"https://edsource.org/2022/severe-driver-shortage-leaves-some-california-kids-waiting-at-the-school-bus-stop/668139\">many others in the state\u003c/a>, has been unable to find enough bus drivers with the required Class B license. So, instead, it has had to hire drivers with standard Class C licenses to drive a “huge” van fleet to pick up students 10 at a time, instead of the 55 or more that fit in a bus.\u003c/p>\n\u003cp>The shortage impacts families in the entire area, as the high school district also provides home-to-school transportation for an elementary school district within its boundaries. As a result, the high school district has had to cut back on providing transportation for athletic events and other activities.\u003c/p>\n\u003cp>Willenberg said he expects more retirements to make the bus driver shortage even worse this school year.\u003c/p>\n\u003ch2>Older students will start the school day later\u003c/h2>\n\u003cp>State-mandated later-start times in California will make providing home-to-school bus transportation even more complicated, say administrators. The \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billVotesClient.xhtml?bill_id=201920200SB328\">legislation\u003c/a> requires middle schools to begin no earlier than 8 a.m. and high schools to start regular classes at 8:30 a.m. or later.\u003c/p>\n\u003cp>Richard Nguyen, 15, an incoming junior at Bolsa Grande High School in Garden Grove, is thrilled that school will start at 8:30 a.m., instead of 7:55 a.m. this school year. He knows he needs more sleep, but says he will use the time to study and do homework.\u003c/p>\n\u003cp>“We are all really sleep-deprived,” he said of teenagers. “But that’s 35 more minutes to do homework. I have a rigorous schedule.”\u003c/p>\n\u003ch2>Full slate of new programs\u003c/h2>\n\u003cp>\u003ca href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\">Record state funding for K-12\u003c/a> education and federal COVID relief money are making new programs like universal transitional kindergarten, after-school extended learning and the expansion of community schools possible this school year.\u003c/p>\n\u003cp>“The budget this year was extremely helpful for educators,” Boyd said. “We have more money going into the classroom to hopefully lower class sizes and to retain and recruit teachers. There is the transitional kindergarten expansion. Community schools are going to be very impactful for our communities.”\u003c/p>\n\u003cp>The state also is investing $4.1 billion in community schools, which will take an integrated approach to their students’ academic, health and social-emotional needs by making connections with government and community services and by building trusting relationships with students and families.\u003c/p>\n\u003cp>San Diego Unified has an ambitious plan to open five community schools each year beginning this school year. The district will continue the process until all the district schools with 80% or more of its students eligible for free and reduced-priced lunch are community schools. Eventually, the district will have upward of 50 community schools, Barrera said.\u003c/p>\n\u003cp>State and federal dollars aimed at learning loss also are allowing districts to offer more extensive after-school programs. San Diego is extending its summer enrichment program, known as Level Up SD, to an after-school enrichment program this year. It is working with community nonprofits to offer classes in marine science, robotics, dance, theater and the arts, among other things.\u003c/p>\n\u003cp>Oroville Union High School District has formed a partnership with the Boys and Girls Club of the North Valley to offer extended learning opportunities for its students.\u003c/p>\n\u003cp>“This is an example of trying to find ways to get things done,” Willenberg said.\u003c/p>\n\u003ch2>Universal transitional kindergarten is rolled out\u003c/h2>\n\u003cp>[pullquote align=\"left\" size=\"medium\" citation=\"Marceline Marques, operations support officer for San Diego Unified\"]‘Reaction to universal transitional kindergarten was overwhelmingly positive. So many families applied that we have more applications than seats available.’[/pullquote]This also is the first year of a three-year rollout of \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\">universal transitional kindergarten\u003c/a>, which will allow every 4-year-old child in the state to be enrolled by 2025-26. Students who turn age 5 between Sept. 2 and Feb. 2 are eligible to attend this school year, although some districts are enrolling even younger students.\u003c/p>\n\u003cp>The student-to-teacher ratio will be 12-to-1 this year, and transition to 10-to-1 in 2025-26. That’s half the size of the current transitional kindergarten but larger than Head Start, which generally has an 8-to-1 ratio.\u003c/p>\n\u003cp>San Diego Unified was one of the early implementers of universal kindergarten with nearly 56 school sites last year. This year it expanded its program to almost every elementary school, adding about 700 seats, said Marceline Marques, operations support officer for the school district.\u003c/p>\n\u003cp>The district will enroll any child who turns age 4 by the end of the school year, Barrera said. He is hopeful that the additional enrollment generated by universal transitional kindergarten will help staunch declining enrollment in the district, which has had a 0.5% decline annually over the last five or six years.\u003c/p>\n\u003cp>“Reaction to universal transitional kindergarten was overwhelmingly positive,” Marques said. “So many families applied that we have more applications than seats available. We were determined to increase the number of classrooms in the district to accommodate everyone who applied, as well as to have seats available to families who move into the district.”\u003c/p>\n\u003cp>Universal transitional kindergarten, which replaces transitional kindergarten, offers a more play-based, developmental-based curriculum, Marques said. But literacy, math, science, social studies, art and physical education components are also taught, she said.\u003c/p>\n\u003cp>“It’s a wonderful program for our students to be prepared before they move into kindergarten,” Marques said. “That piece is super exciting, we are really excited about it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/whats-new-this-school-year-changing-covid-protocols-universal-tk-later-start-times-and-more/676502\">This story was originally published in EdSource with contributions from Edsource reporter Kate Sequeira.\u003c/a>\u003c/p>\n\n",
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"excerpt": "Later start times for middle and high school students, the expansion of transitional kindergarten and more after-school programs are just some of the changes students and staff in California will have to adjust to this school year.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Later start times for middle and high school students, the expansion of transitional kindergarten, more after-school programs and the opening of more community schools are just some changes students and staff in California will have to adjust to this school year, while still dealing with COVID-19 safety protocols and persistent staff shortages.\u003c/p>\n\u003cp>Despite the challenges, educators seem confident that the experience of the last two years and increased resources will help them navigate another year of COVID-19, as well as new state programs.\u003c/p>\n\u003cp>“I am looking forward to another year of in-person instruction,” said Corey Willenberg, superintendent of Oroville Union High School District in Butte County. “We are going to offer kids and families a fantastic education despite the hurdles we are facing.”\u003c/p>\n\u003cp>COVID-19 uncertainty and testing protocols top the list of concerns of California school administrators this school year, said Naj Alikhan, senior director of communications for the Association of California School Administrators. Other concerns include teacher shortages, the social-emotional health of students and staff and the implementation of later start times for middle and high school students, he said.\u003c/p>\n\u003ch2>Districts relax COVID protocols\u003c/h2>\n\u003cp>\u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2022-23-School-Year.aspx\">COVID-19 protocols\u003c/a> have changed tremendously from the beginning of the pandemic in the spring of 2020. This year, mask mandates and social distancing are mostly a thing of the past. Regular surveillance testing has made way for at-home tests provided by schools during times of high transmission, as well as testing at school sites as needed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>State COVID-19 guidance recommends masking but leaves it up to districts and county health departments to determine whether to require it.\u003c/p>\n\u003cp>Los Angeles Unified, which kept its indoor masking requirement after the \u003ca href=\"https://edsource.org/2022/end-of-school-mask-mandate-brings-relief-lingering-concerns/668768\">state lifted mandatory masking rules\u003c/a> in schools last spring, will not require masks this school year, nor will it require a weekly COVID test in order to enter campuses. Only students or staff exhibiting symptoms or those who are in close contact with someone who tests positive will be required to test, using an at-home antigen test. The district is distributing the tests to students and staff to use within 48 hours of the first day of school and again before the second week.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho said the district is relaxing COVID-19 protocols because of declining infection rates, but it also is ramping up disinfection of high-touch surfaces, hiring more custodians, increasing ventilation and upgrading air filtration systems.\u003c/p>\n\u003cp>Sacramento City Unified and San Diego Unified, which both mandated masking over the summer because of high COVID-19 rates, haven’t yet decided if masks will be required this school year. The districts, some of the last to start the school year, are watching \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/science/community-levels.html#anchor_1646419198998\">community infection rates\u003c/a>.\u003c/p>\n\u003cp>Oakland Unified, following the guidance of public health officials, began school Monday with no mask requirement.\u003c/p>\n\u003cfigure id=\"attachment_11922201\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922201\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-800x500.jpg\" alt=\"Students arrive for the first day of school at Markham Elementary in Oakland Unified on Monday.\" width=\"800\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-1020x638.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1.jpg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students arrive for the first day of school at Markham Elementary in Oakland Unified on Monday. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Masking has been a contentious issue at most school districts, with families on both sides of the issue. .\u003c/p>\n\u003cp>“To kind of strike a balance, we have made mitigation efforts as prevalent as possible and as easily accessible as possible,” said Sailaja Suresh, Oakland Unified’s senior director of strategic projects, during a webinar last week. “But if it’s not a mandate that we do things like mask, we are just going to continue to strongly recommend and provide access to the mitigation measures.”\u003c/p>\n\u003cp>Tammy Yahud isn’t happy that Eagle Peak Montessori, a charter school her two sons attend in Walnut Creek, has \u003ca href=\"https://www.smore.com/ezhvr-welcome-back-newsletter?ref=email\">opted to require masks indoors\u003c/a> for another school year. Yahud says masking is impacting her children’s mental health and making it more difficult for one child, who is in speech therapy.\u003c/p>\n\u003cp>She doesn’t understand why the school continues to have a mask mandate when other schools do not.\u003c/p>\n\u003cp>“It is time of progress,” Yahud said. “We have medicine. We have approved vaccine. We have treatment. We have made progress. We are moving forward, so the school has to move forward.”\u003c/p>\n\u003cp>A school newsletter said the board’s decision was informed by a committee of health professionals and teachers.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cdph.ca.gov/Programs/OPA/Pages/NR22-073.aspx#:~:text=The%20State%20of%20California%20announced,California's%20Health%20and%20Safety%20Code.\">state of California\u003c/a> and individual districts such as Los Angeles Unified, Oakland Unified and San Diego Unified have also put vaccine mandates for students on hold, although \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/Order-of-the-State-Public-Health-Officer-Vaccine-Verification-for-Workers-in-Schools.aspx\">state law requires all school workers\u003c/a>, including teachers, be fully vaccinated or to undergo a weekly COVID-19 screening.\u003c/p>\n\u003cp>Sacramento City Unified still has a vaccine mandate for students but hasn’t enforced it, said Brian Heap, the district’s chief communications officer.\u003c/p>\n\u003ch2>Monkeypox is the latest concern\u003c/h2>\n\u003cp>If COVID-19 weren’t enough, families have a new virus to worry about this year: monkeypox. The virus is spread through close skin-to-skin contact and through contaminated materials like cups, utensils, clothing and towels.\u003c/p>\n\u003cp>Symptoms include swollen lymph nodes, chills, exhaustion, headache, muscle aches, fever and a rash or lesions.\u003c/p>\n\u003cp>At least five children in the United States, including one in Long Beach, have been reported to have the virus. This month, both California Gov. Gavin Newsom and President Joe Biden have declared monkeypox a \u003ca href=\"https://www.cdph.ca.gov/Programs/OPA/Pages/NR22-119.aspx\">public health emergency.\u003c/a>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Dr. Dean Blumberg, chief of pediatric infectious diseases at UC Davis Medical Center, says the risk of a child contracting the disease is low and that schools should already have health policies in place that exclude students with certain rashes and other infectious diseases from activities where there is direct contact with other students.\u003c/p>\n\u003cp>But districts are taking precautions.\u003c/p>\n\u003cp>“The biggest concern for us is sports, like wrestling or gymnastics where kids are on padding on the floors,” said Richard Barrera, San Diego Unified School District trustee. “So, what our facilities folks are doing right now, are going in and taking a look at places kids could potentially be exposed to a situation like monkeypox.”\u003c/p>\n\u003ch2>\u003cstrong>Schools will continue to focus on mental health\u003c/strong>\u003c/h2>\n\u003cp>School districts are making the mental health of students and teachers a priority. Districts will be able to put a greater emphasis on mental health this year because they no longer have to deal with online learning options or as many unknowns about COVID, Barrera said.\u003c/p>\n\u003cp>The biggest challenge for educators this school year is mental fatigue, said E. Toby Boyd, president of the California Teachers Association.\u003c/p>\n\u003cp>“We are still not out of this COVID situation, where we have to mitigate all these circumstances,” he said. “The inability to actually teach truth about what is going on in our history. There are so many things. Not knowing if you are ill, if you are going to be able to get a substitute to cover your classroom.”\u003c/p>\n\u003ch2>Staff shortages loom large\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>School districts are expected to struggle with staff shortages again this year. Bus drivers, paraprofessionals, substitutes and teachers continue to be in short supply even though districts have stepped up efforts to recruit and retain them.\u003c/p>\n\u003cp>San Diego Unified and \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-expands-recruitment-efforts-educators-other-staff-positions\">San Francisco Unified\u003c/a> were among the many districts that offered signing bonuses to lure teachers to their districts.\u003c/p>\n\u003cp>But sometimes bonuses aren’t enough. Oroville Union High School District has been advertising for a special education teacher for severely handicapped students since April. Superintendent Willenberg expects that students in that class will start the year with a substitute teacher, who isn’t likely to have all the training needed to work with severely handicapped children.\u003c/p>\n\u003cp>The district, which serves 2,700 students, still needs three special-education teachers, two English teachers and four special-education paraeducators before school starts Aug. 16.\u003c/p>\n\u003cp>Willenberg has asked outside agencies that work in special education to send teachers to the district in exchange for a finder’s fee. But even that isn’t working.\u003c/p>\n\u003cp>The high school district, like \u003ca href=\"https://edsource.org/2022/severe-driver-shortage-leaves-some-california-kids-waiting-at-the-school-bus-stop/668139\">many others in the state\u003c/a>, has been unable to find enough bus drivers with the required Class B license. So, instead, it has had to hire drivers with standard Class C licenses to drive a “huge” van fleet to pick up students 10 at a time, instead of the 55 or more that fit in a bus.\u003c/p>\n\u003cp>The shortage impacts families in the entire area, as the high school district also provides home-to-school transportation for an elementary school district within its boundaries. As a result, the high school district has had to cut back on providing transportation for athletic events and other activities.\u003c/p>\n\u003cp>Willenberg said he expects more retirements to make the bus driver shortage even worse this school year.\u003c/p>\n\u003ch2>Older students will start the school day later\u003c/h2>\n\u003cp>State-mandated later-start times in California will make providing home-to-school bus transportation even more complicated, say administrators. The \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billVotesClient.xhtml?bill_id=201920200SB328\">legislation\u003c/a> requires middle schools to begin no earlier than 8 a.m. and high schools to start regular classes at 8:30 a.m. or later.\u003c/p>\n\u003cp>Richard Nguyen, 15, an incoming junior at Bolsa Grande High School in Garden Grove, is thrilled that school will start at 8:30 a.m., instead of 7:55 a.m. this school year. He knows he needs more sleep, but says he will use the time to study and do homework.\u003c/p>\n\u003cp>“We are all really sleep-deprived,” he said of teenagers. “But that’s 35 more minutes to do homework. I have a rigorous schedule.”\u003c/p>\n\u003ch2>Full slate of new programs\u003c/h2>\n\u003cp>\u003ca href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\">Record state funding for K-12\u003c/a> education and federal COVID relief money are making new programs like universal transitional kindergarten, after-school extended learning and the expansion of community schools possible this school year.\u003c/p>\n\u003cp>“The budget this year was extremely helpful for educators,” Boyd said. “We have more money going into the classroom to hopefully lower class sizes and to retain and recruit teachers. There is the transitional kindergarten expansion. Community schools are going to be very impactful for our communities.”\u003c/p>\n\u003cp>The state also is investing $4.1 billion in community schools, which will take an integrated approach to their students’ academic, health and social-emotional needs by making connections with government and community services and by building trusting relationships with students and families.\u003c/p>\n\u003cp>San Diego Unified has an ambitious plan to open five community schools each year beginning this school year. The district will continue the process until all the district schools with 80% or more of its students eligible for free and reduced-priced lunch are community schools. Eventually, the district will have upward of 50 community schools, Barrera said.\u003c/p>\n\u003cp>State and federal dollars aimed at learning loss also are allowing districts to offer more extensive after-school programs. San Diego is extending its summer enrichment program, known as Level Up SD, to an after-school enrichment program this year. It is working with community nonprofits to offer classes in marine science, robotics, dance, theater and the arts, among other things.\u003c/p>\n\u003cp>Oroville Union High School District has formed a partnership with the Boys and Girls Club of the North Valley to offer extended learning opportunities for its students.\u003c/p>\n\u003cp>“This is an example of trying to find ways to get things done,” Willenberg said.\u003c/p>\n\u003ch2>Universal transitional kindergarten is rolled out\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Reaction to universal transitional kindergarten was overwhelmingly positive. So many families applied that we have more applications than seats available.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>This also is the first year of a three-year rollout of \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\">universal transitional kindergarten\u003c/a>, which will allow every 4-year-old child in the state to be enrolled by 2025-26. Students who turn age 5 between Sept. 2 and Feb. 2 are eligible to attend this school year, although some districts are enrolling even younger students.\u003c/p>\n\u003cp>The student-to-teacher ratio will be 12-to-1 this year, and transition to 10-to-1 in 2025-26. That’s half the size of the current transitional kindergarten but larger than Head Start, which generally has an 8-to-1 ratio.\u003c/p>\n\u003cp>San Diego Unified was one of the early implementers of universal kindergarten with nearly 56 school sites last year. This year it expanded its program to almost every elementary school, adding about 700 seats, said Marceline Marques, operations support officer for the school district.\u003c/p>\n\u003cp>The district will enroll any child who turns age 4 by the end of the school year, Barrera said. He is hopeful that the additional enrollment generated by universal transitional kindergarten will help staunch declining enrollment in the district, which has had a 0.5% decline annually over the last five or six years.\u003c/p>\n\u003cp>“Reaction to universal transitional kindergarten was overwhelmingly positive,” Marques said. “So many families applied that we have more applications than seats available. We were determined to increase the number of classrooms in the district to accommodate everyone who applied, as well as to have seats available to families who move into the district.”\u003c/p>\n\u003cp>Universal transitional kindergarten, which replaces transitional kindergarten, offers a more play-based, developmental-based curriculum, Marques said. But literacy, math, science, social studies, art and physical education components are also taught, she said.\u003c/p>\n\u003cp>“It’s a wonderful program for our students to be prepared before they move into kindergarten,” Marques said. “That piece is super exciting, we are really excited about it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Project Roomkey is coming to an end. Its goal was to temporarily house some of the state’s most vulnerable unhoused people in hotel rooms during the COVID-19 which would also hopefully serve as a stepping stone to permanent housing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, how successful was Project Roomkey at getting people out of homelessness? Today, we look at how it worked in Alameda County.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003ca href=\"https://twitter.com/vanessarancano\">\u003cspan style=\"font-weight: 400\">Vanessa Ranca\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/vanessarancano\">ño\u003c/a>, KQED housing reporter\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3bNwrkb\">\u003cem>Read episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Links:\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11921155/last-days-at-the-radisson-as-state-shelter-program-shutters-formerly-unhoused-residents-in-oakland-brace-for-next-steps\">Last Days at the Radisson: As State Shelter Program Shutters, Formerly Unhoused Residents in Oakland Brace for Next Steps\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11909202/project-roomkey-was-meant-to-provide-safe-shelter-in-vallejo-at-least-5-people-died-in-their-rooms\">Project Roomkey Was Meant to Provide Safe Shelter. In Vallejo, At Least 5 People Died in Their Rooms.\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1642200360&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Project Roomkey is coming to an end. Its goal was to temporarily house some of the state’s most vulnerable unhoused people in hotel rooms during the COVID-19 which would also hopefully serve as a stepping stone to permanent housing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, how successful was Project Roomkey at getting people out of homelessness? Today, we look at how it worked in Alameda County.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003ca href=\"https://twitter.com/vanessarancano\">\u003cspan style=\"font-weight: 400\">Vanessa Ranca\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/vanessarancano\">ño\u003c/a>, KQED housing reporter\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3bNwrkb\">\u003cem>Read episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Links:\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11921155/last-days-at-the-radisson-as-state-shelter-program-shutters-formerly-unhoused-residents-in-oakland-brace-for-next-steps\">Last Days at the Radisson: As State Shelter Program Shutters, Formerly Unhoused Residents in Oakland Brace for Next Steps\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11909202/project-roomkey-was-meant-to-provide-safe-shelter-in-vallejo-at-least-5-people-died-in-their-rooms\">Project Roomkey Was Meant to Provide Safe Shelter. In Vallejo, At Least 5 People Died in Their Rooms.\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1642200360&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "oakland-has-a-strategy-to-address-teacher-churn-will-it-work",
"title": "Oakland Has a Strategy to Address Teacher Churn. Will It Work?",
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"content": "\u003cp>In the high-poverty Oakland Unified School District, the disparities among schools of credentialed teachers are stark.\u003c/p>\n\u003cp>At Chabot Elementary in Oakland’s Rockridge neighborhood, with 23% of students from lower-income families, 93% of classes are taught by fully credentialed teachers; at Greenleaf Elementary, near the Oakland Coliseum, with 91% from lower-income families, fully credentialed teachers teach 47.5% of classes. In most middle schools and high schools, fewer than 60% of classes are taught by adequately certificated teachers, reflecting the ongoing difficulty in finding teachers credentialed to teach specific sciences like physics and math. At Castlemont High, fewer than one-quarter of teachers are assigned to classes they’re qualified to teach. Hiring decisions are made at the site level; the district does not place teachers at schools, it said.\u003c/p>\n\u003cp>[aside label=\"More Education Stories\" tag=\"education-equity\"]Across OUSD, 57% of its teachers are assigned to classrooms they are credentialed to teach — the lowest of any district in California with more than 10,000 students, and one of the lowest in the state. It is nearly a third lower than the state average, and the 27.4% of so-called ineffective teachers, which include those with emergency and short-term permits and long-term substitutes, is nearly seven times the 4.1% statewide average.\u003c/p>\n\u003cp>The district blames its low rate of credentialed teachers on the churn of high turnover and has a plan to attack the problem.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parentsquare.com/feeds/13149403\">In a news release\u003c/a>, Superintendent Kyla Johnson-Trammell acknowledged the low numbers of fully credentialed teachers but said the district is making teacher retention and recruitment of aspiring teachers, particularly people of color, a priority. It has created \u003ca href=\"https://www.ousd.org/Page/17605\">Grow Our Own\u003c/a>, with teacher residencies, a pipeline to teaching for after-school staff and a teacher development program for middle school teachers. It is\u003ca href=\"https://sites.google.com/ousd.org/ntsd/home?authuser=0\"> providing mentoring and resources\u003c/a> for all new teachers and, starting this year, will pay for new teachers’ credentialing fees and assessments. Earning a credential while initially teaching with an emergency permit is sometimes the only option for those who can’t afford to take a year off from work to become a teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to OUSD, the\u003ca href=\"https://dashboards.ousd.org/t/HR/views/RetentionDashboardPublic/TeachersDistrictwide?%3Aiid=1&%3Aembed=y#1\"> high rate of teacher turnover\u003c/a> — 22% in 2016-17 — dropped to the national average of 16% in 2019-20 and has remained constant since then. According to the district, 30% to 40% of the applicants for openings have emergency or out-of-state teaching permits. Out of the 491 teacher vacancies Oakland Unified posted, as of July 22, 109 remained unfilled, it said.\u003c/p>\n\u003cp>The impact of its strategies looks promising, the district said:\u003c/p>\n\u003cul>\n\u003cli>121 middle school teachers have received debt relief, tuition support and assistance with advanced degrees and credentials in exchange for their commitment to stay in Oakland for two to four years, depending on how much aid they receive.\u003c/li>\n\u003cli>More than 100 special education teachers have received state funding for teacher prep, licensing fees, community college courses, education and student debt relief.\u003c/li>\n\u003cli>44 classified workers have received tuition support and mentoring to become credentialed teachers.\u003c/li>\n\u003cli>21 aspiring teachers earned their preliminary credentials in STEM and special education through the Oakland Teacher Residency program, in which an aspiring teacher trains full time in the classroom with an experienced, credentialed teacher. The district is partnering with the Alder Graduate School of Education. Teacher residents commit to staying four years with the district.\u003c/li>\n\u003c/ul>\n\u003cp>Oakland Unified has an enrollment of about 46,000 students, three-quarters of whom qualify as lower-income. About half of the students are Latino, with 20% Black, 10% white and 10% Asian. It employs about 3,000 teachers.\u003c/p>\n\u003cp>Oakland Unified also has above-average disparities in how those teachers are distributed across schools in the district. In schools with the highest-income children, 67% of educators are credentialed to teach the classes they are teaching, while 49% of teachers are qualified in schools with students from the most low-income families. Schools with students from the most low-income families also have double the percentage of intern teachers (4.4%) than schools with fewer children from lower-income families (2%).\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Keith Brown, president of the Oakland Education Association\"]‘Living wages continue to be an issue in Oakland. An experienced teacher can move to Hayward Unified and make $28,000 more overnight.’[/pullquote]\u003c/p>\n\u003cp>The reasons for the constant churn and difficulty finding teachers in Oakland with needed credentials depend on whom you ask.\u003c/p>\n\u003cp>Salary disparities among districts play a role in attracting teachers to some districts and pushing them away from others. The cost of housing in Oakland and the Bay Area is among the highest in the state, and Oakland’s salary scale, as of 2020-21, was among the lowest in Alameda County, from $50,600 for new teachers to $95,000 for the highest-paid veterans.\u003c/p>\n\u003cp>“Living wages continue to be an issue in Oakland,” said Keith Brown, president of the teachers union, the Oakland Education Association. “An experienced teacher can move to Hayward Unified and make $28,000 more overnight.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"teacher-retention\"]In 2019, the union went on strike for seven days, demanding higher pay and improved conditions. Teachers settled for an 11% raise over four years. It conducted a one-day strike this year to oppose the district’s plan to close seven schools. Tense relations with the district’s unions, declining enrollment — a loss of 17,000 students over 20 years — and financial difficulties, which have dogged Oakland since the state provided a $100 million loan in 2003, have fostered strife and instability. When she was appointed superintendent in 2017, Johnson-Trammell, who grew up in Oakland and attended Oakland schools, became the sixth superintendent in nine years.\u003c/p>\n\u003cp>In a biting letter of resignation on her blog in May upon resigning from the school board, Shanthi Gonzales spread the blame. She cited the teachers union’s “refusal to engage on the issue of school quality,” general incivility in the district in handling disagreements and an easily distracted school board’s failure to focus on improving academics.\u003c/p>\n\u003cp>Arun Ramanathan, the CEO of Pivot Learning, a national school improvement nonprofit based in Oakland, agreed with Gonzales’ last point. Oakland is the home of an abundance of education nonprofits and foundations ready to fund new ideas. But the district’s focus must be on three things, he said: leadership, teaching and learning. “Ongoing instability bleeds into other areas, so the district turns to another initiative, whether social-emotional learning or community schools,” he said. “Oakland has one of the longest strategic plans, but it’s not focusing on the right stuff.”\u003c/p>\n\u003cp>OUSD should be constantly monitoring the number and distribution of long-term subs and the level of teacher absences, he said, as well as tracking, in a competitive market, the length of time between job interviews and job offers.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Gary Yee, president of the Oakland Unified School District, Board of Education \"]‘[The district’s] commitment to hiring well-trained teachers with strong academic preparation and a deep local and cultural competency has never been stronger or more focused.’[/pullquote]\u003c/p>\n\u003cp>Gary Yee, the president of the district’s school board, said in a statement that although the issues of a teacher shortage and under-preparation in Oakland schools are not new or simple, the district’s “commitment to hiring well-trained teachers with strong academic preparation and a deep local and cultural competency has never been stronger or more focused.”\u003c/p>\n\u003cp>“Using the term ‘ineffective’ to label those who have not received state certification suggests a biased use of language. Privileging people who have the finances, time and opportunity to complete a credential before they start formal teaching in an Oakland Unified classroom blocks those who need to take a different path,” he said. “Even a cursory review of the \u003ca href=\"https://www.ousd.org/Page/781\">Talent Division\u003c/a> web page will reveal the multiple paths to becoming and growing as a professionally effective educator. With this support, all children and educators — regardless of their background or circumstances — will have the opportunity to reach their highest potential. I believe Oakland is moving in that direction.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/oakland-with-the-lowest-ratio-of-fully-prepared-rightly-assigned-teachers-has-a-strategy-to-address-teacher-churn/676288\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the high-poverty Oakland Unified School District, the disparities among schools of credentialed teachers are stark.\u003c/p>\n\u003cp>At Chabot Elementary in Oakland’s Rockridge neighborhood, with 23% of students from lower-income families, 93% of classes are taught by fully credentialed teachers; at Greenleaf Elementary, near the Oakland Coliseum, with 91% from lower-income families, fully credentialed teachers teach 47.5% of classes. In most middle schools and high schools, fewer than 60% of classes are taught by adequately certificated teachers, reflecting the ongoing difficulty in finding teachers credentialed to teach specific sciences like physics and math. At Castlemont High, fewer than one-quarter of teachers are assigned to classes they’re qualified to teach. Hiring decisions are made at the site level; the district does not place teachers at schools, it said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Across OUSD, 57% of its teachers are assigned to classrooms they are credentialed to teach — the lowest of any district in California with more than 10,000 students, and one of the lowest in the state. It is nearly a third lower than the state average, and the 27.4% of so-called ineffective teachers, which include those with emergency and short-term permits and long-term substitutes, is nearly seven times the 4.1% statewide average.\u003c/p>\n\u003cp>The district blames its low rate of credentialed teachers on the churn of high turnover and has a plan to attack the problem.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parentsquare.com/feeds/13149403\">In a news release\u003c/a>, Superintendent Kyla Johnson-Trammell acknowledged the low numbers of fully credentialed teachers but said the district is making teacher retention and recruitment of aspiring teachers, particularly people of color, a priority. It has created \u003ca href=\"https://www.ousd.org/Page/17605\">Grow Our Own\u003c/a>, with teacher residencies, a pipeline to teaching for after-school staff and a teacher development program for middle school teachers. It is\u003ca href=\"https://sites.google.com/ousd.org/ntsd/home?authuser=0\"> providing mentoring and resources\u003c/a> for all new teachers and, starting this year, will pay for new teachers’ credentialing fees and assessments. Earning a credential while initially teaching with an emergency permit is sometimes the only option for those who can’t afford to take a year off from work to become a teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to OUSD, the\u003ca href=\"https://dashboards.ousd.org/t/HR/views/RetentionDashboardPublic/TeachersDistrictwide?%3Aiid=1&%3Aembed=y#1\"> high rate of teacher turnover\u003c/a> — 22% in 2016-17 — dropped to the national average of 16% in 2019-20 and has remained constant since then. According to the district, 30% to 40% of the applicants for openings have emergency or out-of-state teaching permits. Out of the 491 teacher vacancies Oakland Unified posted, as of July 22, 109 remained unfilled, it said.\u003c/p>\n\u003cp>The impact of its strategies looks promising, the district said:\u003c/p>\n\u003cul>\n\u003cli>121 middle school teachers have received debt relief, tuition support and assistance with advanced degrees and credentials in exchange for their commitment to stay in Oakland for two to four years, depending on how much aid they receive.\u003c/li>\n\u003cli>More than 100 special education teachers have received state funding for teacher prep, licensing fees, community college courses, education and student debt relief.\u003c/li>\n\u003cli>44 classified workers have received tuition support and mentoring to become credentialed teachers.\u003c/li>\n\u003cli>21 aspiring teachers earned their preliminary credentials in STEM and special education through the Oakland Teacher Residency program, in which an aspiring teacher trains full time in the classroom with an experienced, credentialed teacher. The district is partnering with the Alder Graduate School of Education. Teacher residents commit to staying four years with the district.\u003c/li>\n\u003c/ul>\n\u003cp>Oakland Unified has an enrollment of about 46,000 students, three-quarters of whom qualify as lower-income. About half of the students are Latino, with 20% Black, 10% white and 10% Asian. It employs about 3,000 teachers.\u003c/p>\n\u003cp>Oakland Unified also has above-average disparities in how those teachers are distributed across schools in the district. In schools with the highest-income children, 67% of educators are credentialed to teach the classes they are teaching, while 49% of teachers are qualified in schools with students from the most low-income families. Schools with students from the most low-income families also have double the percentage of intern teachers (4.4%) than schools with fewer children from lower-income families (2%).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Living wages continue to be an issue in Oakland. An experienced teacher can move to Hayward Unified and make $28,000 more overnight.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The reasons for the constant churn and difficulty finding teachers in Oakland with needed credentials depend on whom you ask.\u003c/p>\n\u003cp>Salary disparities among districts play a role in attracting teachers to some districts and pushing them away from others. The cost of housing in Oakland and the Bay Area is among the highest in the state, and Oakland’s salary scale, as of 2020-21, was among the lowest in Alameda County, from $50,600 for new teachers to $95,000 for the highest-paid veterans.\u003c/p>\n\u003cp>“Living wages continue to be an issue in Oakland,” said Keith Brown, president of the teachers union, the Oakland Education Association. “An experienced teacher can move to Hayward Unified and make $28,000 more overnight.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In 2019, the union went on strike for seven days, demanding higher pay and improved conditions. Teachers settled for an 11% raise over four years. It conducted a one-day strike this year to oppose the district’s plan to close seven schools. Tense relations with the district’s unions, declining enrollment — a loss of 17,000 students over 20 years — and financial difficulties, which have dogged Oakland since the state provided a $100 million loan in 2003, have fostered strife and instability. When she was appointed superintendent in 2017, Johnson-Trammell, who grew up in Oakland and attended Oakland schools, became the sixth superintendent in nine years.\u003c/p>\n\u003cp>In a biting letter of resignation on her blog in May upon resigning from the school board, Shanthi Gonzales spread the blame. She cited the teachers union’s “refusal to engage on the issue of school quality,” general incivility in the district in handling disagreements and an easily distracted school board’s failure to focus on improving academics.\u003c/p>\n\u003cp>Arun Ramanathan, the CEO of Pivot Learning, a national school improvement nonprofit based in Oakland, agreed with Gonzales’ last point. Oakland is the home of an abundance of education nonprofits and foundations ready to fund new ideas. But the district’s focus must be on three things, he said: leadership, teaching and learning. “Ongoing instability bleeds into other areas, so the district turns to another initiative, whether social-emotional learning or community schools,” he said. “Oakland has one of the longest strategic plans, but it’s not focusing on the right stuff.”\u003c/p>\n\u003cp>OUSD should be constantly monitoring the number and distribution of long-term subs and the level of teacher absences, he said, as well as tracking, in a competitive market, the length of time between job interviews and job offers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gary Yee, the president of the district’s school board, said in a statement that although the issues of a teacher shortage and under-preparation in Oakland schools are not new or simple, the district’s “commitment to hiring well-trained teachers with strong academic preparation and a deep local and cultural competency has never been stronger or more focused.”\u003c/p>\n\u003cp>“Using the term ‘ineffective’ to label those who have not received state certification suggests a biased use of language. Privileging people who have the finances, time and opportunity to complete a credential before they start formal teaching in an Oakland Unified classroom blocks those who need to take a different path,” he said. “Even a cursory review of the \u003ca href=\"https://www.ousd.org/Page/781\">Talent Division\u003c/a> web page will reveal the multiple paths to becoming and growing as a professionally effective educator. With this support, all children and educators — regardless of their background or circumstances — will have the opportunity to reach their highest potential. I believe Oakland is moving in that direction.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Berkeley and Oakland Passed Measures to Let 16- and 17-Year-Olds Participate in School Board Elections. So Why Can't They Vote Yet?",
"title": "Berkeley and Oakland Passed Measures to Let 16- and 17-Year-Olds Participate in School Board Elections. So Why Can't They Vote Yet?",
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"content": "\u003cp>Three years ago, Melissa Rodriguez and dozens of her peers in Oakland Unified had a bold idea. Unhappy with the civics education at their schools, among other issues, they decided to enact their own real-life civics lesson: by fighting for 16- and 17-year-olds to have the right to vote in school board elections.\u003c/p>\n\u003cp>They circulated petitions. They went door to door in every neighborhood of the city. They collected endorsements and raised money for advertising. They did email blasts, social media campaigns and phone banking. And in the fall 2020 election, they won. \u003ca href=\"https://ballotpedia.org/Oakland,_California,_Measure_QQ,_Allow_16-Year-Olds_to_Vote_for_School_Board_Director_Charter_Amendment_(November_2020)\">Measure QQ\u003c/a> passed with almost 68% of the vote.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"mindshift_56725,arts_13889129\"]But that, so far, is where the story ends. The Alameda County Registrar of Voters has yet to implement Measure QQ, as well as \u003ca href=\"https://ballotpedia.org/Berkeley,_California,_School_Director_Election_Youth_Voting,_Measure_Y1_(November_2016)\">a similar measure, Y1\u003c/a>, that passed in Berkeley in 2016.\u003c/p>\n\u003cp>“It’s so disappointing. As much as we tried to hold adults accountable, it didn’t happen. Even when they promised it would,” Rodriguez said. “And it’s not even our fault. No matter how much work we put into something, it doesn’t change anything. It makes me really mad.”\u003c/p>\n\u003cp>The situation in Oakland and Berkeley isn’t unique. Youth-led civic engagement initiatives typically struggle to maintain momentum, said Chuck Corra, associate director at Generation Citizen, which advocates for youth civics education. Students graduate and move on, priorities change, and — as any policy wonk will attest — the wheels of democracy can grind maddeningly slowly.\u003c/p>\n\u003cp>“It can be frustrating. Sometimes municipalities drag their feet,” Corra said. “There’s all this grassroots activism and then nothing happens. … Young people are tired of seeing a lot of talk on issues that affect them. They want a seat at the table.”\u003c/p>\n\u003cp>In the case of youth voting initiatives in Berkeley and Oakland, the measures have stalled at the registrar’s office, where staff have hired a consultant and an attorney to work out the complexities of issuing ballots, in multiple languages, to a select group of voters for only one race: school board. The ballots and voting methods also must be accessible to people with disabilities.\u003c/p>\n\u003cp>The goal is to integrate the voting rolls, so students who vote in school board races and \u003ca href=\"https://www.sos.ca.gov/elections/pre-register-16-vote-18\">those who’ve preregistered\u003c/a>, which became legal in California in 2017, can seamlessly join the regular rolls once they turn 18, according to Cynthia Cornejo, deputy registrar in Alameda County.\u003c/p>\n\u003cp>“In a perfect world, this would be easy to implement. But we want to make sure we do it right,” Cornejo said. “I completely understand how frustrated people are. We all hoped this would be done sooner. … We’ve done a lot of work on this already, and it’s going well. We’re very close.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Zo Pancoast, student activist\"]'People have this anger ... but there's also hope. It feels like there's a renewed momentum.'[/pullquote]California election law is unclear as to how long an agency can wait before implementing a voter-approved measure. But some delays related to Measures QQ and Y1 might be unique to Alameda County. Youth voting measures in Maryland and other states have passed and been implemented with little trouble.\u003c/p>\n\u003cp>Zo Pancoast, who was among the Berkeley students who pushed for Y1 six years ago, said the delay is disappointing, but it hasn’t deterred her and her peers from fighting for change. Now a student at Scripps College in Claremont, she’s remained active with \u003ca href=\"https://generationcitizen.org/policy-and-advocacy/vote16usa/\">Vote16USA\u003c/a>, a movement to lower the voting age, and is busy working on other political issues. Although she noted a “definite relaxation after the 2020 election,” young people are now launching new initiatives aimed at reproductive rights, affordable housing, mental health services in schools and other issues.\u003c/p>\n\u003cp>“People have this anger. They’re madder than I’ve seen them in a long time,” she said. “But there’s also hope. It feels like there’s a renewed momentum.”\u003c/p>\n\u003cfigure id=\"attachment_11921998\" class=\"wp-caption alignright\" style=\"max-width: 450px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Student_march_full-1.jpg\">\u003cimg class=\"size-full wp-image-11921998\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Student_march_full-1.jpg\" alt=\"a black and white photo of a student march in Seattle in 1969\" width=\"450\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Student_march_full-1.jpg 450w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/Student_march_full-1-160x107.jpg 160w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Young people in Seattle march in support of lowering the national voting age to 18, circa 1969. \u003ccite>(Post-Intelligencer Collection, Museum of History & Industry)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One place of momentum is Culver City in Los Angeles County, where high school students have successfully campaigned to get a youth voting measure on the Nov. 8 ballot. If it passes, 16- and 17-year-olds will be able to vote for school board, city council and local measures.\u003c/p>\n\u003cp>Ada Meighan-Thiel, Ava Frans and Julia Rottenberg, students at Culver City High School, are among a group who’ve been organizing for years to bring the measure to voters. For them, the idea is not radical. After all, the national voting age was lowered to 18 only in 1971, through the \u003ca href=\"https://constitutioncenter.org/interactive-constitution/amendment/amendment-xxvi\">26th Amendment\u003c/a>, and suffrage movements are as old as the country itself.\u003c/p>\n\u003cp>They also note that 16-year-olds can vote in numerous other countries, including Brazil, Scotland, Argentina and Austria.\u003c/p>\n\u003cp>And since young people work, pay taxes, drive and have a stake in their communities, they should have a right to vote, they said. Shutting them out of the electoral process is essentially taxation without representation, they said.\u003c/p>\n\u003cp>“Our voices do matter, and we have this opportunity to create substantive change,” Meighan-Thiel said. “Hopefully this leads to something meaningful.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Ada Meighan-Thiel, student activist\"]'Our voices do matter, and we have this opportunity to create substantive change. Hopefully this leads to something meaningful.'[/pullquote]For Frans, the top issue for which she’d like to hold local leaders accountable is climate change and environmental sustainability. She wants to see schools in Culver City have plant-based, organic food and generate less food waste in the cafeterias; use more renewable energy, such as solar power; and use less plastic.\u003c/p>\n\u003cp>For Meighan-Thiel, the issue is affordable housing. As in many parts of California, housing is increasingly out of reach for young people in Culver City, and homelessness is an urgent concern. For Rottenberg, social justice and civil rights are the most pressing issues she’d like to see local officials address.\u003c/p>\n\u003cp>“Why can’t we take these theoretical things we do in school, like debate and Model U.N., and apply them to tangible, real-world problems?” she said. “We’re not exempt from things that happen in our community. We should have a voice in the things that affect us.”\u003c/p>\n\u003cfigure id=\"attachment_11921999\" class=\"wp-caption alignright\" style=\"max-width: 600px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/IMG_1079-600x800-1.jpg\">\u003cimg class=\"wp-image-11921999 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/IMG_1079-600x800-1.jpg\" alt=\"a young woman sits in a car in a green shirt \" width=\"600\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/IMG_1079-600x800-1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/IMG_1079-600x800-1-160x213.jpg 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ixchel Arista, a senior at Oakland High, was among the students who campaigned for Alameda County Measure QQ in 2020. \u003ccite>(EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Oakland, Rodriguez and her peers, who’ve been working closely with a local advocacy group called \u003ca href=\"https://www.oaklandkidsfirst.org/\">Oakland Kids First\u003c/a>, are hopeful that the county registrar will eventually implement Measure QQ so some future cohort of 16-year-olds can finally have their say at the voting box.\u003c/p>\n\u003cp>And meanwhile, they believe they’ve learned some important lessons about the powers and limitations of activism.\u003c/p>\n\u003cp>“It feels like we’re leaving a legacy,” said Holly Yu, a graduate of Oakland High who’s planning to attend UC Merced this fall. “Social justice and change are a marathon. They don’t happen overnight. They don’t even happen in a generation.”\u003c/p>\n\u003cp>Ixchel Arista, an incoming senior at Oakland High, said she’s comforted by the hope that her younger sister “and countless others” will benefit from Measure QQ. And she’s also grateful for the experience.\u003c/p>\n\u003cp>“For me, personally, my eyes were so closed to the potential that young people have,” she said. “I would get so mad about things, and say, ‘Oh, my God, this is outrageous,’ but I didn’t realize that we have the power to make a difference. Knowing that now, that’s what keeps me going.”\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>Three years ago, Melissa Rodriguez and dozens of her peers in Oakland Unified had a bold idea. Unhappy with the civics education at their schools, among other issues, they decided to enact their own real-life civics lesson: by fighting for 16- and 17-year-olds to have the right to vote in school board elections.\u003c/p>\n\u003cp>They circulated petitions. They went door to door in every neighborhood of the city. They collected endorsements and raised money for advertising. They did email blasts, social media campaigns and phone banking. And in the fall 2020 election, they won. \u003ca href=\"https://ballotpedia.org/Oakland,_California,_Measure_QQ,_Allow_16-Year-Olds_to_Vote_for_School_Board_Director_Charter_Amendment_(November_2020)\">Measure QQ\u003c/a> passed with almost 68% of the vote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But that, so far, is where the story ends. The Alameda County Registrar of Voters has yet to implement Measure QQ, as well as \u003ca href=\"https://ballotpedia.org/Berkeley,_California,_School_Director_Election_Youth_Voting,_Measure_Y1_(November_2016)\">a similar measure, Y1\u003c/a>, that passed in Berkeley in 2016.\u003c/p>\n\u003cp>“It’s so disappointing. As much as we tried to hold adults accountable, it didn’t happen. Even when they promised it would,” Rodriguez said. “And it’s not even our fault. No matter how much work we put into something, it doesn’t change anything. It makes me really mad.”\u003c/p>\n\u003cp>The situation in Oakland and Berkeley isn’t unique. Youth-led civic engagement initiatives typically struggle to maintain momentum, said Chuck Corra, associate director at Generation Citizen, which advocates for youth civics education. Students graduate and move on, priorities change, and — as any policy wonk will attest — the wheels of democracy can grind maddeningly slowly.\u003c/p>\n\u003cp>“It can be frustrating. Sometimes municipalities drag their feet,” Corra said. “There’s all this grassroots activism and then nothing happens. … Young people are tired of seeing a lot of talk on issues that affect them. They want a seat at the table.”\u003c/p>\n\u003cp>In the case of youth voting initiatives in Berkeley and Oakland, the measures have stalled at the registrar’s office, where staff have hired a consultant and an attorney to work out the complexities of issuing ballots, in multiple languages, to a select group of voters for only one race: school board. The ballots and voting methods also must be accessible to people with disabilities.\u003c/p>\n\u003cp>The goal is to integrate the voting rolls, so students who vote in school board races and \u003ca href=\"https://www.sos.ca.gov/elections/pre-register-16-vote-18\">those who’ve preregistered\u003c/a>, which became legal in California in 2017, can seamlessly join the regular rolls once they turn 18, according to Cynthia Cornejo, deputy registrar in Alameda County.\u003c/p>\n\u003cp>“In a perfect world, this would be easy to implement. But we want to make sure we do it right,” Cornejo said. “I completely understand how frustrated people are. We all hoped this would be done sooner. … We’ve done a lot of work on this already, and it’s going well. We’re very close.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>California election law is unclear as to how long an agency can wait before implementing a voter-approved measure. But some delays related to Measures QQ and Y1 might be unique to Alameda County. Youth voting measures in Maryland and other states have passed and been implemented with little trouble.\u003c/p>\n\u003cp>Zo Pancoast, who was among the Berkeley students who pushed for Y1 six years ago, said the delay is disappointing, but it hasn’t deterred her and her peers from fighting for change. Now a student at Scripps College in Claremont, she’s remained active with \u003ca href=\"https://generationcitizen.org/policy-and-advocacy/vote16usa/\">Vote16USA\u003c/a>, a movement to lower the voting age, and is busy working on other political issues. Although she noted a “definite relaxation after the 2020 election,” young people are now launching new initiatives aimed at reproductive rights, affordable housing, mental health services in schools and other issues.\u003c/p>\n\u003cp>“People have this anger. They’re madder than I’ve seen them in a long time,” she said. “But there’s also hope. It feels like there’s a renewed momentum.”\u003c/p>\n\u003cfigure id=\"attachment_11921998\" class=\"wp-caption alignright\" style=\"max-width: 450px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Student_march_full-1.jpg\">\u003cimg class=\"size-full wp-image-11921998\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Student_march_full-1.jpg\" alt=\"a black and white photo of a student march in Seattle in 1969\" width=\"450\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/Student_march_full-1.jpg 450w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/Student_march_full-1-160x107.jpg 160w\" sizes=\"(max-width: 450px) 100vw, 450px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Young people in Seattle march in support of lowering the national voting age to 18, circa 1969. \u003ccite>(Post-Intelligencer Collection, Museum of History & Industry)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One place of momentum is Culver City in Los Angeles County, where high school students have successfully campaigned to get a youth voting measure on the Nov. 8 ballot. If it passes, 16- and 17-year-olds will be able to vote for school board, city council and local measures.\u003c/p>\n\u003cp>Ada Meighan-Thiel, Ava Frans and Julia Rottenberg, students at Culver City High School, are among a group who’ve been organizing for years to bring the measure to voters. For them, the idea is not radical. After all, the national voting age was lowered to 18 only in 1971, through the \u003ca href=\"https://constitutioncenter.org/interactive-constitution/amendment/amendment-xxvi\">26th Amendment\u003c/a>, and suffrage movements are as old as the country itself.\u003c/p>\n\u003cp>They also note that 16-year-olds can vote in numerous other countries, including Brazil, Scotland, Argentina and Austria.\u003c/p>\n\u003cp>And since young people work, pay taxes, drive and have a stake in their communities, they should have a right to vote, they said. Shutting them out of the electoral process is essentially taxation without representation, they said.\u003c/p>\n\u003cp>“Our voices do matter, and we have this opportunity to create substantive change,” Meighan-Thiel said. “Hopefully this leads to something meaningful.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For Frans, the top issue for which she’d like to hold local leaders accountable is climate change and environmental sustainability. She wants to see schools in Culver City have plant-based, organic food and generate less food waste in the cafeterias; use more renewable energy, such as solar power; and use less plastic.\u003c/p>\n\u003cp>For Meighan-Thiel, the issue is affordable housing. As in many parts of California, housing is increasingly out of reach for young people in Culver City, and homelessness is an urgent concern. For Rottenberg, social justice and civil rights are the most pressing issues she’d like to see local officials address.\u003c/p>\n\u003cp>“Why can’t we take these theoretical things we do in school, like debate and Model U.N., and apply them to tangible, real-world problems?” she said. “We’re not exempt from things that happen in our community. We should have a voice in the things that affect us.”\u003c/p>\n\u003cfigure id=\"attachment_11921999\" class=\"wp-caption alignright\" style=\"max-width: 600px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/IMG_1079-600x800-1.jpg\">\u003cimg class=\"wp-image-11921999 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/IMG_1079-600x800-1.jpg\" alt=\"a young woman sits in a car in a green shirt \" width=\"600\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/IMG_1079-600x800-1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/IMG_1079-600x800-1-160x213.jpg 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ixchel Arista, a senior at Oakland High, was among the students who campaigned for Alameda County Measure QQ in 2020. \u003ccite>(EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Oakland, Rodriguez and her peers, who’ve been working closely with a local advocacy group called \u003ca href=\"https://www.oaklandkidsfirst.org/\">Oakland Kids First\u003c/a>, are hopeful that the county registrar will eventually implement Measure QQ so some future cohort of 16-year-olds can finally have their say at the voting box.\u003c/p>\n\u003cp>And meanwhile, they believe they’ve learned some important lessons about the powers and limitations of activism.\u003c/p>\n\u003cp>“It feels like we’re leaving a legacy,” said Holly Yu, a graduate of Oakland High who’s planning to attend UC Merced this fall. “Social justice and change are a marathon. They don’t happen overnight. They don’t even happen in a generation.”\u003c/p>\n\u003cp>Ixchel Arista, an incoming senior at Oakland High, said she’s comforted by the hope that her younger sister “and countless others” will benefit from Measure QQ. And she’s also grateful for the experience.\u003c/p>\n\u003cp>“For me, personally, my eyes were so closed to the potential that young people have,” she said. “I would get so mad about things, and say, ‘Oh, my God, this is outrageous,’ but I didn’t realize that we have the power to make a difference. Knowing that now, that’s what keeps me going.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"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. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"link": "/radio/program/on-the-media",
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"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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