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"content": "\u003cp>M. Shadee Malaklou had just been hired as the new chair of the \u003ca href=\"https://www.berea.edu/wgs/\">Women’s and Gender Studies department at Berea College\u003c/a> in Kentucky when she was invited to have lunch with bell hooks. When she arrived, Malaklou remembers, hooks said with a nod and a wink, “‘I was against your hire.'”\u003c/p>\n\u003cp>Rather than being taken aback, Malaklou leaned into hooks’s irreverence and witty honesty — a trait of her writing, too.\u003c/p>\n\u003cp>“That was her way,” says Malaklou. hooks had assumed that Malaklou, a woman of Iranian descent from Southern California, wouldn’t like Berea’s lack of an Iranian American community and would leave. But three years later, hooks was writing a glowing commendation for Malaklou’s tenure.\u003c/p>\n\u003cp>[aside postID=\"news_11899786\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Bellhooks.jpeg\"]Malaklou, now the inaugural director of Berea College’s recently opened \u003ca href=\"https://www.berea.edu/bhc/\">bell hooks center\u003c/a>, speaks about her friendship with hooks with gratitude, recognizing she had access to the private and mundane side of her, while others celebrated her public figure and academia.\u003c/p>\n\u003cp>Over the last three years of bell hooks’s life, she and Malaklou became close friends and confidants. Sometimes, she would call Malaklou to share McDonald’s cheeseburgers, even in the middle of class. It’s also well-known that hooks had an endless craving for Juicy Fruit gum: “She would ask me to order it for her in hordes from Amazon,” says Malaklou.\u003c/p>\n\u003cp>The rest of the world probably knows hooks best through her most popular books, “\u003ca href=\"https://www.routledge.com/Feminism-Is-for-Everybody-Passionate-Politics/hooks/p/book/9781138821620\">Feminism Is for Everybody\u003c/a>,” “\u003ca href=\"https://sites.utexas.edu/lsjcs/files/2018/02/Teaching-to-Transcend.pdf\">Teaching to Transgress\u003c/a>” and “\u003ca href=\"https://www.mahoganybooks.com/9780060959470\">All About Love: New Visions\u003c/a>,” which reemerged in the pandemic as a New York Times bestseller despite being published in 2000.\u003c/p>\n\u003cp>Since \u003ca href=\"https://www.kqed.org/news/11899786/she-was-prophetic-bay-area-remembers-groundbreaking-author-and-cultural-critic-bell-hooks\">hooks’s passing on Dec. 15\u003c/a>, social media has flooded with eulogies and poignant reflections on almost three decades of her work in feminism, teaching and theory. Many noted the accessibility of her language, as well as her willingness to write from life experience as a way to speak on spirituality and family.\u003c/p>\n\u003cp>Before she was bell hooks, though, she was Gloria Watkins, a rising scholar teaching at Yale University in the 1980s. At that time, Rachel Chapman, now a tenured professor of anthropology at the University of Washington, had the professor as her undergraduate thesis advisor. Chapman remembers that her classes were highly sought after, and that she led a support group of Black women, called “Sisters of the Yam,” who idolized her.\u003c/p>\n\u003cp>While working with hooks, Chapman recognized that much of her mentor’s work was concerned with the loss of Black life. “She was writing about what it means to be young and Black and angry and seeing clearly the thin line between being mad and madness, between radical action and personal self-destruction,” says Chapman.\u003c/p>\n\u003cp>[pullquote size='large' align='right']Before she was bell hooks, though, she was Gloria Watkins, a rising scholar teaching at Yale University in the 1980s.[/pullquote]What Chapman witnessed at the time was someone working through the pain and the hurt that would later lead to “All About Love.” Chapman would see hooks again in Los Angeles, while she was working toward her doctoral degree at UCLA in 1992. The \u003ca href=\"https://www.npr.org/2017/04/26/524744989/when-la-erupted-in-anger-a-look-back-at-the-rodney-king-riots\">Los Angeles riots were raging after the police beating of Rodney King\u003c/a>, and hooks was addressing a beleaguered crowd of the college’s student activists. She offered them advice that would stay with Chapman over the years.\u003c/p>\n\u003cp>“‘I don’t do social justice work with anyone who’s not in a movement with me for a lifetime. And that really reduces the number of people who I’m willing to interact with on that level,'” Chapman remembers hooks saying. “That gave me permission to not have to engage every person running their racism at me. I now do whatever gives me strength and move on.”\u003c/p>\n\u003cp>hooks’s work with students and approach to education has also become part of her legacy, says Jody Greene, founder of the \u003ca href=\"https://citl.ucsc.edu/\">Center for Innovations in Teaching and Learning\u003c/a> at UC Santa Cruz, where hooks received her doctoral degree. She says the writer’s books about the practice of teaching have been deeply influential to teachers like herself.\u003c/p>\n\u003cp>“hooks strongly believed in education as the cultivation of a human being and not just an instrument for creating good employees,” says Greene, who was a student at Yale during hooks’s time there.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Professor Rachel Chapman, University of Washington\"]‘She was writing about what it means to be young and Black and angry.’[/pullquote]In her last decade of life, hooks wasn’t growing complacent in her ideas, friends say: She was actively learning and growing, giving talks and having conversations with other academics and public figures.\u003c/p>\n\u003cp>Shelby Chestnut, director of policy and programs at the Transgender Law Center, \u003ca href=\"https://www.youtube.com/watch?v=9oMmZIJijgY&t=1081s\">introduced hooks and Laverne Cox at their conversation at the New School\u003c/a> in 2014. Chestnut remembers meeting hooks for the first time, particularly her generosity and tenderness toward strangers.\u003c/p>\n\u003cp>“She was like, ‘Hold my hand.’ And so I held her hand and then Laverne held her other hand, and we just walked around the [West Village],” says Chestnut.\u003c/p>\n\u003cp>Chestnut saw hooks working to understand and include the trans community in her understandings about feminism, even at a time it wasn’t popular. Her foundational works on feminism, including “\u003ca href=\"https://www.routledge.com/Aint-I-a-Woman-Black-Women-and-Feminism/hooks/p/book/9781138821514\">Ain’t I a Woman\u003c/a>,” critiqued white feminism and began farsighted conversations around intersectionality even before \u003ca href=\"https://www.npr.org/2021/03/29/982357959/what-does-intersectionality-mean\">the term was created by Kimberlé Crenshaw\u003c/a>.\u003c/p>\n\u003cp>“Even her kindness to all, to feminism more broadly, she was really unapologetic in the prioritization of Black women,” says Chestnut.\u003c/p>\n\u003cp>Multiple people shared how hooks profoundly cared for young people and children, too. Linda Strong-Leek, former professor at Berea College and now provost at Haverford College, remembered hooks’s concern that “‘we had never seen a book with a Black boy just sitting and reading.'”\u003c/p>\n\u003cp>Many of her hooks’s books, such as “\u003ca href=\"https://www.lbyr.com/titles/bell-hooks/be-boy-buzz/9781484788400/\">Be Boy Buzz\u003c/a>,” were aimed at increasing literacy for children of color and providing meaningful representation.\u003c/p>\n\u003cp>[aside label ='Related Coverage' tag='education']hooks gave over 30 years of her life to groundbreaking scholarship, but she also identified as an Appalachian scholar and chose to return to her home state of Kentucky in the last years of her life.\u003c/p>\n\u003cp>In her book “\u003ca href=\"https://www.routledge.com/Belonging-A-Culture-of-Place/hooks/p/book/9780415968164\">Belonging: A Culture of Place\u003c/a>,” hooks wasn’t an abstract theorist, but someone grounded in the geography of her rural upbringing in contrast to city life. Her friends say her love for community was both political and personal. Strong-Leek recalls that, first and foremost, hooks was dedicated to the people around her.\u003c/p>\n\u003cp>“We would go out in Berea. Most people didn’t know who she was if they weren’t connected to the college or readers [of] feminist theory,” she says. “I want people to remember that she loved regular people.”\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Malaklou, now the inaugural director of Berea College’s recently opened \u003ca href=\"https://www.berea.edu/bhc/\">bell hooks center\u003c/a>, speaks about her friendship with hooks with gratitude, recognizing she had access to the private and mundane side of her, while others celebrated her public figure and academia.\u003c/p>\n\u003cp>Over the last three years of bell hooks’s life, she and Malaklou became close friends and confidants. Sometimes, she would call Malaklou to share McDonald’s cheeseburgers, even in the middle of class. It’s also well-known that hooks had an endless craving for Juicy Fruit gum: “She would ask me to order it for her in hordes from Amazon,” says Malaklou.\u003c/p>\n\u003cp>The rest of the world probably knows hooks best through her most popular books, “\u003ca href=\"https://www.routledge.com/Feminism-Is-for-Everybody-Passionate-Politics/hooks/p/book/9781138821620\">Feminism Is for Everybody\u003c/a>,” “\u003ca href=\"https://sites.utexas.edu/lsjcs/files/2018/02/Teaching-to-Transcend.pdf\">Teaching to Transgress\u003c/a>” and “\u003ca href=\"https://www.mahoganybooks.com/9780060959470\">All About Love: New Visions\u003c/a>,” which reemerged in the pandemic as a New York Times bestseller despite being published in 2000.\u003c/p>\n\u003cp>Since \u003ca href=\"https://www.kqed.org/news/11899786/she-was-prophetic-bay-area-remembers-groundbreaking-author-and-cultural-critic-bell-hooks\">hooks’s passing on Dec. 15\u003c/a>, social media has flooded with eulogies and poignant reflections on almost three decades of her work in feminism, teaching and theory. Many noted the accessibility of her language, as well as her willingness to write from life experience as a way to speak on spirituality and family.\u003c/p>\n\u003cp>Before she was bell hooks, though, she was Gloria Watkins, a rising scholar teaching at Yale University in the 1980s. At that time, Rachel Chapman, now a tenured professor of anthropology at the University of Washington, had the professor as her undergraduate thesis advisor. Chapman remembers that her classes were highly sought after, and that she led a support group of Black women, called “Sisters of the Yam,” who idolized her.\u003c/p>\n\u003cp>While working with hooks, Chapman recognized that much of her mentor’s work was concerned with the loss of Black life. “She was writing about what it means to be young and Black and angry and seeing clearly the thin line between being mad and madness, between radical action and personal self-destruction,” says Chapman.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>What Chapman witnessed at the time was someone working through the pain and the hurt that would later lead to “All About Love.” Chapman would see hooks again in Los Angeles, while she was working toward her doctoral degree at UCLA in 1992. The \u003ca href=\"https://www.npr.org/2017/04/26/524744989/when-la-erupted-in-anger-a-look-back-at-the-rodney-king-riots\">Los Angeles riots were raging after the police beating of Rodney King\u003c/a>, and hooks was addressing a beleaguered crowd of the college’s student activists. She offered them advice that would stay with Chapman over the years.\u003c/p>\n\u003cp>“‘I don’t do social justice work with anyone who’s not in a movement with me for a lifetime. And that really reduces the number of people who I’m willing to interact with on that level,'” Chapman remembers hooks saying. “That gave me permission to not have to engage every person running their racism at me. I now do whatever gives me strength and move on.”\u003c/p>\n\u003cp>hooks’s work with students and approach to education has also become part of her legacy, says Jody Greene, founder of the \u003ca href=\"https://citl.ucsc.edu/\">Center for Innovations in Teaching and Learning\u003c/a> at UC Santa Cruz, where hooks received her doctoral degree. She says the writer’s books about the practice of teaching have been deeply influential to teachers like herself.\u003c/p>\n\u003cp>“hooks strongly believed in education as the cultivation of a human being and not just an instrument for creating good employees,” says Greene, who was a student at Yale during hooks’s time there.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In her last decade of life, hooks wasn’t growing complacent in her ideas, friends say: She was actively learning and growing, giving talks and having conversations with other academics and public figures.\u003c/p>\n\u003cp>Shelby Chestnut, director of policy and programs at the Transgender Law Center, \u003ca href=\"https://www.youtube.com/watch?v=9oMmZIJijgY&t=1081s\">introduced hooks and Laverne Cox at their conversation at the New School\u003c/a> in 2014. Chestnut remembers meeting hooks for the first time, particularly her generosity and tenderness toward strangers.\u003c/p>\n\u003cp>“She was like, ‘Hold my hand.’ And so I held her hand and then Laverne held her other hand, and we just walked around the [West Village],” says Chestnut.\u003c/p>\n\u003cp>Chestnut saw hooks working to understand and include the trans community in her understandings about feminism, even at a time it wasn’t popular. Her foundational works on feminism, including “\u003ca href=\"https://www.routledge.com/Aint-I-a-Woman-Black-Women-and-Feminism/hooks/p/book/9781138821514\">Ain’t I a Woman\u003c/a>,” critiqued white feminism and began farsighted conversations around intersectionality even before \u003ca href=\"https://www.npr.org/2021/03/29/982357959/what-does-intersectionality-mean\">the term was created by Kimberlé Crenshaw\u003c/a>.\u003c/p>\n\u003cp>“Even her kindness to all, to feminism more broadly, she was really unapologetic in the prioritization of Black women,” says Chestnut.\u003c/p>\n\u003cp>Multiple people shared how hooks profoundly cared for young people and children, too. Linda Strong-Leek, former professor at Berea College and now provost at Haverford College, remembered hooks’s concern that “‘we had never seen a book with a Black boy just sitting and reading.'”\u003c/p>\n\u003cp>Many of her hooks’s books, such as “\u003ca href=\"https://www.lbyr.com/titles/bell-hooks/be-boy-buzz/9781484788400/\">Be Boy Buzz\u003c/a>,” were aimed at increasing literacy for children of color and providing meaningful representation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>John Madden, the Hall of Fame coach turned broadcaster whose exuberant calls combined with simple explanations provided a weekly soundtrack to NFL games for three decades, died Tuesday morning, the league said. He was 85.\u003c/p>\n\u003cp>The NFL said he died unexpectedly and did not detail a cause.\u003c/p>\n\u003cp>Madden gained fame in a decade-long stint as the coach of the renegade Oakland Raiders, making it to seven AFC title games and winning the Super Bowl following the 1976 season. He compiled a 103-32-7 regular-season record, and his .759 winning percentage is the best among NFL coaches with more than 100 games.\u003cbr>\nhttps://twitter.com/Raiders/status/1475992603254423553\u003cbr>\nBut it was his work after prematurely retiring as coach at age 42 that made Madden truly a household name. He educated a football nation with his use of the telestrator on broadcasts; entertained millions with his interjections of “Boom!” and “Doink!” throughout games; was omnipresent pitching for restaurants, hardware stores and beer; became the face of Madden NFL Football, one of the most successful sports video games of all time; and was a bestselling author.\u003c/p>\n\u003cp>Most of all, he was the preeminent television sports analyst for most of his three decades calling games, winning an unprecedented 16 Emmy awards for outstanding sports analyst/personality, and covering 11 Super Bowls for four networks from 1979 to 2009.\u003c/p>\n\u003cp>“People always ask, are you a coach or a broadcaster or a video game guy?” he said when was elected to the Pro Football Hall of Fame. “I’m a coach, always been a coach.”\u003c/p>\n\u003cp>He started his broadcasting career at CBS after leaving coaching in great part because of his fear of flying. He and Pat Summerall became the network’s top announcing duo. Madden then helped give Fox credibility as a major network when he moved there in 1994, and went on to call prime-time games at ABC and NBC before retiring following Pittsburgh’s thrilling 27-23 win over Arizona in the 2009 Super Bowl.\u003c/p>\n\u003cp>“I am not aware of anyone who has made a more meaningful impact on the National Football League than John Madden, and I know of no one who loved the game more,” Dallas Cowboys owner Jerry Jones said in a statement.\u003c/p>\n\u003cp>Burly and a little unkempt, Madden earned a place in America’s heart with a likable, unpretentious style that was refreshing in a sports world of spiraling salaries and prima donna stars. He rode from game to game in his own bus because of his claustrophobia and because he’d stopped flying. For a time, Madden gave out a “turducken” — a chicken stuffed inside a duck stuffed inside a turkey — to the outstanding player in the Thanksgiving game that he called.\u003c/p>\n\u003cp>“Nobody loved football more than Coach. He was football,” NFL Commissioner Roger Goodell said in a statement. “He was an incredible sounding board to me and so many others. There will never be another John Madden, and we will forever be indebted to him for all he did to make football and the NFL what it is today.”\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>When he finally retired from the broadcast booth, leaving NBC’s “Sunday Night Football,” colleagues universally praised Madden’s passion for the sport, his preparation and his ability to explain an often-complicated game in down-to-earth terms.\u003c/p>\n\u003cp>“No one has made the sport more interesting, more relevant and more enjoyable to watch and listen to than John,” play-by-play announcer Al Michaels said at the time.\u003c/p>\n\u003cp>For anyone who heard Madden exclaim “Boom!” while breaking down a play, his love of the game was obvious.\u003c/p>\n\u003cp>“For me, TV is really an extension of coaching,” Madden wrote in “Hey, Wait a Minute (I Wrote a Book!).”[pullquote align=\"right\" size=\"medium\" citation=\"Jerry Jones, Dallas Cowboys owner\"]‘I am not aware of anyone who has made a more meaningful impact on the National Football League than John Madden.’[/pullquote]“My knowledge of football has come from coaching. And on TV, all I’m trying to do is pass on some of that knowledge to viewers.”\u003c/p>\n\u003cp>Madden was raised in Daly City. He played on both the offensive and defensive lines for Cal Poly in 1957-58 and earned his bachelor’s and master’s degrees from the school.\u003c/p>\n\u003cp>Madden was chosen to the all-conference team and was drafted by the Philadelphia Eagles, but a knee injury ended his hopes of a pro playing career. Instead, Madden got into coaching, first at Hancock Junior College and then as defensive coordinator at San Diego State.\u003c/p>\n\u003cp>Al Davis brought him to the Raiders as a linebackers coach in 1967, and Oakland went to the Super Bowl in his first year in the pros. He replaced John Rauch as head coach after the 1968 season at age 32, beginning a remarkable 10-year run.\u003c/p>\n\u003cp>With his demonstrative demeanor on the sideline and disheveled look, Madden was the ideal coach for the collection of castoffs and misfits that made up those Raiders teams.\u003c/p>\n\u003cp>“Sometimes guys were disciplinarians in things that didn’t make any difference. I was a disciplinarian in jumping offsides. I hated that,” Madden once said. “Being in bad position and missing tackles, those things. I wasn’t, ‘Your hair has to be combed.’”\u003c/p>\n\u003cp>The Raiders responded.\u003c/p>\n\u003cp>“I always thought his strong suit was his style of coaching,” quarterback Ken Stabler once said. “John just had a great knack for letting us be what we wanted to be, on the field and off the field. … How do you repay him for being that way? You win for him.”\u003c/p>\n\u003cp>And boy, did they ever. Many years, the only problem was the playoffs.\u003c/p>\n\u003cp>Madden went 12-1-1 in his first season, losing the AFL title game 17-7 to Kansas City. That pattern repeated itself during his tenure; the Raiders won the division title in seven of his first eight seasons, but went 1-6 in conference title games during that span.\u003c/p>\n\u003cp>Still, Madden’s Raiders played in some of the sport’s most memorable games of the 1970s, games that helped change rules in the NFL. There was the “Holy Roller” in 1978, when Stabler purposely fumbled forward before being sacked on the final play. The ball rolled and was batted to the end zone before Dave Casper recovered it for the winning touchdown against San Diego.\u003c/p>\n\u003cp>The most famous of those games went against the Raiders in the 1972 playoffs at Pittsburgh. With the Raiders leading 7-6 and 22 seconds left, the Steelers had a fourth-and-10 from their 40. Terry Bradshaw’s desperation pass deflected off either Oakland’s Jack Tatum or Pittsburgh’s Frenchy Fuqua to Franco Harris, who caught it at his shoe tops and ran in for a TD.\u003c/p>\n\u003cp>In those days, a pass that bounced off an offensive player directly to a teammate was illegal, and the debate continues to this day over which player it hit. The catch, of course, was dubbed the “Immaculate Reception.”\u003c/p>\n\u003cp>Oakland finally broke through with a loaded team in 1976 that had Stabler at quarterback; Fred Biletnikoff and Cliff Branch at receiver; tight end Dave Casper; Hall of Fame offensive linemen Gene Upshaw and Art Shell; and a defense that included Willie Brown, Ted Hendricks, Tatum, John Matuszak, Otis Sistrunk and George Atkinson.\u003c/p>\n\u003cp>The Raiders went 13-1, losing only a blowout at New England in Week 4. They paid the Patriots back with a 24-21 win in their first playoff game and got over the AFC title game hump with a 24-7 win over the hated Steelers, who were laid low by injuries.\u003c/p>\n\u003cp>[aside label ='Related Coverage' tag='sports']Oakland won it all with a 32-14 Super Bowl romp against Minnesota.\u003c/p>\n\u003cp>“Players loved playing for him,” Shell said. “He made it fun for us in camp and fun for us in the regular season. All he asked is that we be on time and play like hell when it was time to play.”\u003c/p>\n\u003cp>Madden battled an ulcer the following season, when the Raiders once again lost in the AFC title game. He retired from coaching at age 42 after a 9-7 season in 1978.\u003c/p>\n\u003cp>Survivors include his wife, Virginia, and two sons, Joseph and Michael. John and Virginia Madden’s 62nd wedding anniversary was two days before his death.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "'Players Loved Playing for Him': John Madden, Former Raiders Coach and Broadcaster, Dies at 85 | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>John Madden, the Hall of Fame coach turned broadcaster whose exuberant calls combined with simple explanations provided a weekly soundtrack to NFL games for three decades, died Tuesday morning, the league said. He was 85.\u003c/p>\n\u003cp>The NFL said he died unexpectedly and did not detail a cause.\u003c/p>\n\u003cp>Madden gained fame in a decade-long stint as the coach of the renegade Oakland Raiders, making it to seven AFC title games and winning the Super Bowl following the 1976 season. He compiled a 103-32-7 regular-season record, and his .759 winning percentage is the best among NFL coaches with more than 100 games.\u003cbr>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nBut it was his work after prematurely retiring as coach at age 42 that made Madden truly a household name. He educated a football nation with his use of the telestrator on broadcasts; entertained millions with his interjections of “Boom!” and “Doink!” throughout games; was omnipresent pitching for restaurants, hardware stores and beer; became the face of Madden NFL Football, one of the most successful sports video games of all time; and was a bestselling author.\u003c/p>\n\u003cp>Most of all, he was the preeminent television sports analyst for most of his three decades calling games, winning an unprecedented 16 Emmy awards for outstanding sports analyst/personality, and covering 11 Super Bowls for four networks from 1979 to 2009.\u003c/p>\n\u003cp>“People always ask, are you a coach or a broadcaster or a video game guy?” he said when was elected to the Pro Football Hall of Fame. “I’m a coach, always been a coach.”\u003c/p>\n\u003cp>He started his broadcasting career at CBS after leaving coaching in great part because of his fear of flying. He and Pat Summerall became the network’s top announcing duo. Madden then helped give Fox credibility as a major network when he moved there in 1994, and went on to call prime-time games at ABC and NBC before retiring following Pittsburgh’s thrilling 27-23 win over Arizona in the 2009 Super Bowl.\u003c/p>\n\u003cp>“I am not aware of anyone who has made a more meaningful impact on the National Football League than John Madden, and I know of no one who loved the game more,” Dallas Cowboys owner Jerry Jones said in a statement.\u003c/p>\n\u003cp>Burly and a little unkempt, Madden earned a place in America’s heart with a likable, unpretentious style that was refreshing in a sports world of spiraling salaries and prima donna stars. He rode from game to game in his own bus because of his claustrophobia and because he’d stopped flying. For a time, Madden gave out a “turducken” — a chicken stuffed inside a duck stuffed inside a turkey — to the outstanding player in the Thanksgiving game that he called.\u003c/p>\n\u003cp>“Nobody loved football more than Coach. He was football,” NFL Commissioner Roger Goodell said in a statement. “He was an incredible sounding board to me and so many others. There will never be another John Madden, and we will forever be indebted to him for all he did to make football and the NFL what it is today.”\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When he finally retired from the broadcast booth, leaving NBC’s “Sunday Night Football,” colleagues universally praised Madden’s passion for the sport, his preparation and his ability to explain an often-complicated game in down-to-earth terms.\u003c/p>\n\u003cp>“No one has made the sport more interesting, more relevant and more enjoyable to watch and listen to than John,” play-by-play announcer Al Michaels said at the time.\u003c/p>\n\u003cp>For anyone who heard Madden exclaim “Boom!” while breaking down a play, his love of the game was obvious.\u003c/p>\n\u003cp>“For me, TV is really an extension of coaching,” Madden wrote in “Hey, Wait a Minute (I Wrote a Book!).”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“My knowledge of football has come from coaching. And on TV, all I’m trying to do is pass on some of that knowledge to viewers.”\u003c/p>\n\u003cp>Madden was raised in Daly City. He played on both the offensive and defensive lines for Cal Poly in 1957-58 and earned his bachelor’s and master’s degrees from the school.\u003c/p>\n\u003cp>Madden was chosen to the all-conference team and was drafted by the Philadelphia Eagles, but a knee injury ended his hopes of a pro playing career. Instead, Madden got into coaching, first at Hancock Junior College and then as defensive coordinator at San Diego State.\u003c/p>\n\u003cp>Al Davis brought him to the Raiders as a linebackers coach in 1967, and Oakland went to the Super Bowl in his first year in the pros. He replaced John Rauch as head coach after the 1968 season at age 32, beginning a remarkable 10-year run.\u003c/p>\n\u003cp>With his demonstrative demeanor on the sideline and disheveled look, Madden was the ideal coach for the collection of castoffs and misfits that made up those Raiders teams.\u003c/p>\n\u003cp>“Sometimes guys were disciplinarians in things that didn’t make any difference. I was a disciplinarian in jumping offsides. I hated that,” Madden once said. “Being in bad position and missing tackles, those things. I wasn’t, ‘Your hair has to be combed.’”\u003c/p>\n\u003cp>The Raiders responded.\u003c/p>\n\u003cp>“I always thought his strong suit was his style of coaching,” quarterback Ken Stabler once said. “John just had a great knack for letting us be what we wanted to be, on the field and off the field. … How do you repay him for being that way? You win for him.”\u003c/p>\n\u003cp>And boy, did they ever. Many years, the only problem was the playoffs.\u003c/p>\n\u003cp>Madden went 12-1-1 in his first season, losing the AFL title game 17-7 to Kansas City. That pattern repeated itself during his tenure; the Raiders won the division title in seven of his first eight seasons, but went 1-6 in conference title games during that span.\u003c/p>\n\u003cp>Still, Madden’s Raiders played in some of the sport’s most memorable games of the 1970s, games that helped change rules in the NFL. There was the “Holy Roller” in 1978, when Stabler purposely fumbled forward before being sacked on the final play. The ball rolled and was batted to the end zone before Dave Casper recovered it for the winning touchdown against San Diego.\u003c/p>\n\u003cp>The most famous of those games went against the Raiders in the 1972 playoffs at Pittsburgh. With the Raiders leading 7-6 and 22 seconds left, the Steelers had a fourth-and-10 from their 40. Terry Bradshaw’s desperation pass deflected off either Oakland’s Jack Tatum or Pittsburgh’s Frenchy Fuqua to Franco Harris, who caught it at his shoe tops and ran in for a TD.\u003c/p>\n\u003cp>In those days, a pass that bounced off an offensive player directly to a teammate was illegal, and the debate continues to this day over which player it hit. The catch, of course, was dubbed the “Immaculate Reception.”\u003c/p>\n\u003cp>Oakland finally broke through with a loaded team in 1976 that had Stabler at quarterback; Fred Biletnikoff and Cliff Branch at receiver; tight end Dave Casper; Hall of Fame offensive linemen Gene Upshaw and Art Shell; and a defense that included Willie Brown, Ted Hendricks, Tatum, John Matuszak, Otis Sistrunk and George Atkinson.\u003c/p>\n\u003cp>The Raiders went 13-1, losing only a blowout at New England in Week 4. They paid the Patriots back with a 24-21 win in their first playoff game and got over the AFC title game hump with a 24-7 win over the hated Steelers, who were laid low by injuries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Oakland won it all with a 32-14 Super Bowl romp against Minnesota.\u003c/p>\n\u003cp>“Players loved playing for him,” Shell said. “He made it fun for us in camp and fun for us in the regular season. All he asked is that we be on time and play like hell when it was time to play.”\u003c/p>\n\u003cp>Madden battled an ulcer the following season, when the Raiders once again lost in the AFC title game. He retired from coaching at age 42 after a 9-7 season in 1978.\u003c/p>\n\u003cp>Survivors include his wife, Virginia, and two sons, Joseph and Michael. John and Virginia Madden’s 62nd wedding anniversary was two days before his death.\u003cbr>\n\u003c/p>\u003c/div>",
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"slug": "some-california-school-districts-are-pushing-back-vaccine-mandate-deadlines",
"title": "Some California School Districts Are Pushing Back Vaccine Mandate Deadlines",
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"headTitle": "Some California School Districts Are Pushing Back Vaccine Mandate Deadlines | KQED",
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"content": "\u003cp>Unprepared to add \u003ca href=\"https://edsource.org/2021/thousands-of-california-students-still-lack-proof-of-vaccination-despite-school-deadlines/664510\">thousands of students\u003c/a> to their independent study programs, several large California school districts opted this week to roll back their vaccine mandate deadlines.\u003c/p>\n\u003cp>West Contra Costa Unified board members \u003ca href=\"https://edsource.org/updates/west-contra-costa-unified-pushes-back-covid-19-vaccine-mandate-deadline\">voted Wednesday to push their vaccine deadline back\u003c/a> from Jan. 3 to Feb. 18, while ramping up outreach to get more students vaccinated. Thousands of families had not submitted their children’s COVID-19 vaccine verifications to continue in-person instruction.\u003c/p>\n\u003cp>Just the day before, Los Angeles Unified’s school board \u003ca href=\"https://edsource.org/updates/la-unified-pushes-back-deadline-for-covid-19-vaccine-mandate\">voted to give students age 12 and older until fall 2022\u003c/a> to receive both doses of the vaccine. By doing so they scrapped their original deadline — the start of the spring 2021 semester, Jan. 10 — and aligned with the state’s vaccine mandate timeline.\u003c/p>\n\u003cp>Though anti-vaccine and anti-vaccine-mandate groups are declaring the deadline delay a win, school board members have made it clear that the decisions were not made to appease them. Rather, as Los Angeles Unified school board member Jackie Goldberg said Tuesday, the decisions were made to avoid destabilizing the school environment for both vaccinated and unvaccinated students, since \u003ca href=\"https://www.latimes.com/california/story/2021-09-27/independent-study-california-lausd\">independent study programs like LA’s City of Angels remain short-staffed\u003c/a>.\u003c/p>\n\u003cp>“I want to tell those of you who come and say you think you’ve pushed us back: No, you didn’t,” Goldberg said. “The mandate remains.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>West Contra Costa Unified Superintendent Kenneth “Chris” Hurst said the district would not have been prepared to offer independent study to the 6,743 students age 12 and older who had not verified their vaccination status as of Monday. The district’s independent study program already had \u003ca href=\"https://edsource.org/2021/bay-area-district-among-first-in-state-to-keep-distance-learning-even-after-campuses-reopen/647422\">a wait list of 365 students\u003c/a> this week.\u003c/p>\n\u003cp>Not offering those students \u003ca href=\"https://edsource.org/2021/quick-guide-what-is-independent-study-in-california/659197\">independent study\u003c/a> would have violated state law. Assembly Bill 130 requires districts to offer independent study for the 2021-22 school year to all students who seek it as an alternative to in-person instruction.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jackie Goldberg, Los Angeles Unified School District board member\"]‘I want to tell those of you who come and say you think you’ve pushed us back: No, you didn’t.’[/pullquote]\u003c/p>\n\u003cp>West Contra Costa and Los Angeles are only the latest to delay vaccine deadlines in school districts statewide.\u003c/p>\n\u003cp>Oakland Unified pushed back its deadline from Jan. 1 to Jan. 31, after only 60% of the district’s students age 12 and older — about 6,000 — were fully vaccinated by Dec. 1, \u003ca class=\"external\" href=\"https://oaklandside.org/2021/12/02/oaklands-student-vaccine-mandate-starts-jan-31-what-you-need-to-know/\" target=\"_blank\" rel=\"noopener noreferrer\">Oaklandside reported\u003c/a>.\u003c/p>\n\u003cp>Sacramento City Unified’s deadline was Nov. 30, but \u003ca class=\"external\" href=\"https://www.sacbee.com/article256262992.html\" target=\"_blank\" rel=\"noopener noreferrer\">less than 30%\u003c/a> of students reported their vaccine status by then. The district will give students until Feb. 1 to get vaccinated or be assigned to independent study.\u003c/p>\n\u003cp>California Department of Public Health officials said they will be working with local health departments and districts throughout the state to ramp up student vaccinations in the coming months.\u003c/p>\n\u003cp>“We are hopeful many families will see the benefits of vaccination and move forward with the decision to get their children protected against this deadly virus,” CDPH officials said via email.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s office said it is “closely monitoring” the vaccine mandates of districts that adopted stricter timelines than the state’s. Newsom’s office also decried the attempt by anti-vaccination groups to “politicize” the vaccine and the virus.\u003c/p>\n\u003cp>The \u003ca href=\"https://edsource.org/2021/california-to-require-covid-vaccine-for-all-students-newsom-says/661843\">state’s vaccine mandate\u003c/a> will follow the federal Food and Drug Administration’s full approval of the COVID vaccine for each age group and is expected to go into effect in July 2022.\u003c/p>\n\u003cp>Currently, only the Pfizer vaccine is \u003ca class=\"external\" href=\"https://www.fda.gov/news-events/press-announcements/fda-approves-first-covid-19-vaccine\" target=\"_blank\" rel=\"noopener noreferrer\">fully approved\u003c/a> for people 16 and older. The Pfizer vaccine also has emergency authorization for use in children age 12 to 16. LA Unified, West Contra Costa Unified, Oakland Unified and others adopted even stricter timelines.[aside tag=\"education\" label=\"More education coverage\"]\u003c/p>\n\u003cp>LA Unified school board member Nick Melvoin this week said the logistical nightmare of transferring thousands of students to independent study amid a \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">national teacher shortage\u003c/a> is the “result of lack of support from the state.”\u003c/p>\n\u003cp>Goldberg concurred that LA Unified might be in “a different place right now” if the state had given districts \u003cb>“\u003c/b>more choices of what to do with the unvaccinated [other than long-term independent study] than they have thus far,” or if the district had received more funding to entice teachers with better pay.\u003c/p>\n\u003cp>State Sen. Richard Pan, D-Sacramento, said in an interview with EdSource that legislators will be looking at ways to help districts in this predicament during the upcoming legislative session. That means addressing how the state can help districts build up their independent study capacity and what rules may be making that more difficult. Legislators will also be looking to update rules around immunization, and making databases more accessible to schools, so that vaccine verification is easier on families. As it is, families currently have to verify their children’s vaccination status with their district even though that information is already available at the state level.\u003c/p>\n\u003cp>“I’m sure [verification and independent study] will be a significant focus in this coming legislative session,” Pan said. “It doesn’t look like COVID is going away anytime soon. … We can’t have another school year still hampered because we haven’t addressed these issues. We need to get these kids educated.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">\u003ca class=\"c-link\" href=\"https://edsource.org/2021/several-school-districts-push-back-vaccine-mandate-deadlines/664786\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://edsource.org/2021/districts-anticipate-major-hits-to-their-2022-23-budgets-as-enrollments-drop/662448\" data-sk=\"tooltip_parent\">This story originally appeared in EdSource.\u003c/a>\u003c/i>\u003c/p>\n\n",
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"excerpt": "West Contra Costa, Los Angeles, Sacramento and Oakland school districts are among those pushing back their vaccine deadlines statewide. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unprepared to add \u003ca href=\"https://edsource.org/2021/thousands-of-california-students-still-lack-proof-of-vaccination-despite-school-deadlines/664510\">thousands of students\u003c/a> to their independent study programs, several large California school districts opted this week to roll back their vaccine mandate deadlines.\u003c/p>\n\u003cp>West Contra Costa Unified board members \u003ca href=\"https://edsource.org/updates/west-contra-costa-unified-pushes-back-covid-19-vaccine-mandate-deadline\">voted Wednesday to push their vaccine deadline back\u003c/a> from Jan. 3 to Feb. 18, while ramping up outreach to get more students vaccinated. Thousands of families had not submitted their children’s COVID-19 vaccine verifications to continue in-person instruction.\u003c/p>\n\u003cp>Just the day before, Los Angeles Unified’s school board \u003ca href=\"https://edsource.org/updates/la-unified-pushes-back-deadline-for-covid-19-vaccine-mandate\">voted to give students age 12 and older until fall 2022\u003c/a> to receive both doses of the vaccine. By doing so they scrapped their original deadline — the start of the spring 2021 semester, Jan. 10 — and aligned with the state’s vaccine mandate timeline.\u003c/p>\n\u003cp>Though anti-vaccine and anti-vaccine-mandate groups are declaring the deadline delay a win, school board members have made it clear that the decisions were not made to appease them. Rather, as Los Angeles Unified school board member Jackie Goldberg said Tuesday, the decisions were made to avoid destabilizing the school environment for both vaccinated and unvaccinated students, since \u003ca href=\"https://www.latimes.com/california/story/2021-09-27/independent-study-california-lausd\">independent study programs like LA’s City of Angels remain short-staffed\u003c/a>.\u003c/p>\n\u003cp>“I want to tell those of you who come and say you think you’ve pushed us back: No, you didn’t,” Goldberg said. “The mandate remains.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>West Contra Costa Unified Superintendent Kenneth “Chris” Hurst said the district would not have been prepared to offer independent study to the 6,743 students age 12 and older who had not verified their vaccination status as of Monday. The district’s independent study program already had \u003ca href=\"https://edsource.org/2021/bay-area-district-among-first-in-state-to-keep-distance-learning-even-after-campuses-reopen/647422\">a wait list of 365 students\u003c/a> this week.\u003c/p>\n\u003cp>Not offering those students \u003ca href=\"https://edsource.org/2021/quick-guide-what-is-independent-study-in-california/659197\">independent study\u003c/a> would have violated state law. Assembly Bill 130 requires districts to offer independent study for the 2021-22 school year to all students who seek it as an alternative to in-person instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘I want to tell those of you who come and say you think you’ve pushed us back: No, you didn’t.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>West Contra Costa and Los Angeles are only the latest to delay vaccine deadlines in school districts statewide.\u003c/p>\n\u003cp>Oakland Unified pushed back its deadline from Jan. 1 to Jan. 31, after only 60% of the district’s students age 12 and older — about 6,000 — were fully vaccinated by Dec. 1, \u003ca class=\"external\" href=\"https://oaklandside.org/2021/12/02/oaklands-student-vaccine-mandate-starts-jan-31-what-you-need-to-know/\" target=\"_blank\" rel=\"noopener noreferrer\">Oaklandside reported\u003c/a>.\u003c/p>\n\u003cp>Sacramento City Unified’s deadline was Nov. 30, but \u003ca class=\"external\" href=\"https://www.sacbee.com/article256262992.html\" target=\"_blank\" rel=\"noopener noreferrer\">less than 30%\u003c/a> of students reported their vaccine status by then. The district will give students until Feb. 1 to get vaccinated or be assigned to independent study.\u003c/p>\n\u003cp>California Department of Public Health officials said they will be working with local health departments and districts throughout the state to ramp up student vaccinations in the coming months.\u003c/p>\n\u003cp>“We are hopeful many families will see the benefits of vaccination and move forward with the decision to get their children protected against this deadly virus,” CDPH officials said via email.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s office said it is “closely monitoring” the vaccine mandates of districts that adopted stricter timelines than the state’s. Newsom’s office also decried the attempt by anti-vaccination groups to “politicize” the vaccine and the virus.\u003c/p>\n\u003cp>The \u003ca href=\"https://edsource.org/2021/california-to-require-covid-vaccine-for-all-students-newsom-says/661843\">state’s vaccine mandate\u003c/a> will follow the federal Food and Drug Administration’s full approval of the COVID vaccine for each age group and is expected to go into effect in July 2022.\u003c/p>\n\u003cp>Currently, only the Pfizer vaccine is \u003ca class=\"external\" href=\"https://www.fda.gov/news-events/press-announcements/fda-approves-first-covid-19-vaccine\" target=\"_blank\" rel=\"noopener noreferrer\">fully approved\u003c/a> for people 16 and older. The Pfizer vaccine also has emergency authorization for use in children age 12 to 16. LA Unified, West Contra Costa Unified, Oakland Unified and others adopted even stricter timelines.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>LA Unified school board member Nick Melvoin this week said the logistical nightmare of transferring thousands of students to independent study amid a \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">national teacher shortage\u003c/a> is the “result of lack of support from the state.”\u003c/p>\n\u003cp>Goldberg concurred that LA Unified might be in “a different place right now” if the state had given districts \u003cb>“\u003c/b>more choices of what to do with the unvaccinated [other than long-term independent study] than they have thus far,” or if the district had received more funding to entice teachers with better pay.\u003c/p>\n\u003cp>State Sen. Richard Pan, D-Sacramento, said in an interview with EdSource that legislators will be looking at ways to help districts in this predicament during the upcoming legislative session. That means addressing how the state can help districts build up their independent study capacity and what rules may be making that more difficult. Legislators will also be looking to update rules around immunization, and making databases more accessible to schools, so that vaccine verification is easier on families. As it is, families currently have to verify their children’s vaccination status with their district even though that information is already available at the state level.\u003c/p>\n\u003cp>“I’m sure [verification and independent study] will be a significant focus in this coming legislative session,” Pan said. “It doesn’t look like COVID is going away anytime soon. … We can’t have another school year still hampered because we haven’t addressed these issues. We need to get these kids educated.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci data-stringify-type=\"italic\">\u003ca class=\"c-link\" href=\"https://edsource.org/2021/several-school-districts-push-back-vaccine-mandate-deadlines/664786\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://edsource.org/2021/districts-anticipate-major-hits-to-their-2022-23-budgets-as-enrollments-drop/662448\" data-sk=\"tooltip_parent\">This story originally appeared in EdSource.\u003c/a>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "In SF School Board Recall, Moliga Charts Separate Path — and Local Politicos Take Notice",
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"content": "\u003cp>Following months of debate over the San Francisco School Board of Education’s management of city schools, voters will be asked three separate questions in a special election on Feb. 15: whether to remove Vice President Faauuga Moliga, President Gabriela López and member Alison Collins from office.\u003c/p>\n\u003cp>Moliga is charting his own path to defeat the attempt, and of the three has waged the most vigorous campaign to keep his job. He’s garnered individual donations and endorsements, and stumped at the meetings of local political clubs.\u003c/p>\n\u003cp>In response, a growing number of the city’s political activists are splitting their endorsements in his favor, and their stances on the recall could help drive voter opinion.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jim Ross, political consultant\"]‘By putting a face on it, Moliga is making it tough to just say, ‘Let’s get rid of this faceless organization.”[/pullquote]In recent weeks, the Alice B. Toklas LGBTQ Democratic Club, the San Francisco Women’s Political Committee, the San Francisco Eastern Neighborhoods Democratic Club and the Potrero Hill Democratic Club have endorsed only the recalls of López and Collins.\u003c/p>\n\u003cp>Members of the Bernal Heights Democratic Club, after hearing from Moliga at their meeting on Dec. 9, decided to oppose his removal and take no position on the other recalls.\u003c/p>\n\u003cp>Political consultant Jim Ross, a veteran of campaigns for local offices and ballot measures in San Francisco, said it’s a smart strategy for Moliga to actively campaign on his own.\u003c/p>\n\u003cp>“It’s easy to get behind a slogan of ‘recall the board of education’ because ‘the board of education’ sounds like some big bureaucracy,” Ross added. “But by putting a face on it, Moliga is making it tough to just say, ‘Let’s get rid of this faceless organization.'”\u003cbr>\n[ad fullwidth]\u003cbr>\nWhile \u003ca href=\"https://www.kqed.org/news/11896759/sf-school-board-member-alison-collins-defends-herself-against-recall-effort\" target=\"_blank\" rel=\"noopener noreferrer\">both Collins\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11893795/all-political-sf-board-of-education-president-gabriela-lopez-on-the-recall-effort-against-her-2-other-board-members\" target=\"_blank\" rel=\"noopener noreferrer\">López told KQED\u003c/a> in November that voters shouldn’t draw distinctions among the three imperiled board members, \u003ca href=\"https://www.kqed.org/news/11896685/faced-with-recall-faauuga-moliga-distances-himself-from-fellow-sf-school-board-members\" target=\"_blank\" rel=\"noopener noreferrer\">Moliga said he wasn’t running in tandem with anyone \u003c/a>— and has raised money through his own political action committee.\u003c/p>\n\u003cp>With just over a month until voting begins on Jan. 18, Moliga has been frequenting the virtual debates and meetings that inform local political club endorsements.\u003c/p>\n\u003cp>Getting the backing of these reliable voters is especially important heading into a special election that may catch more casual voters by surprise, said Democratic strategist Debbie Mesloh, an early adviser of Kamala Harris.\u003c/p>\n\u003cp>[aside postID=\"news_11892743\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2021/10/schoolbd-1020x676.png\"]“For this particular recall, you really want to make sure that you’re trying to target people who are going to care about it anyway, and that’s going to be the really engaged voters, many of whom are involved in their local Democratic club,” she said.\u003c/p>\n\u003cp>To be sure, some political groups in the city have taken the same position for all three recall questions. The recall campaign has argued that Collins, López and Moliga were aligned on issues central to the campaign — namely the process of renaming schools and resuming in-person learning.\u003c/p>\n\u003cp>Groups like the moderate United Democratic Club, the Chinese American Democratic Club and the Edwin M. Lee Asian Pacific Democratic Club have endorsed removing all three board members.\u003c/p>\n\u003cp>Likewise, \u003ca href=\"https://www.kqed.org/news/11897089/its-going-to-make-it-worse-parents-wary-of-sf-school-board-recall\" target=\"_blank\" rel=\"noopener noreferrer\">groups who see the election as an unjustifiable power grab\u003c/a> with little upside for students, such as the San Francisco Berniecrats, have supported a “no” position on all three recalls.\u003c/p>\n\u003cp>But to the dismay of some progressives, López and Collins have shown less interest than Moliga in hitting the traditional campaign circuit and making their case to groups that could mobilize voters.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Debbie Mesloh, Democratic strategist\"]‘For this particular recall, you really want to make sure that you’re trying to target … the really engaged voters.’[/pullquote]On Tuesday night, the Harvey Milk LGBTQ Democratic Club, one of the city’s most progressive groups, met and voted to oppose the recalls of Moliga and López, while taking no position on the recall of Collins, who has drawn additional criticism for \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\" target=\"_blank\" rel=\"noopener noreferrer\">writing derogatory tweets and filing a lawsuit\u003c/a> against the district.\u003c/p>\n\u003cp>Milk Club co-president Edward Wright said he was upset that \u003ca href=\"https://www.milkclub.org/1214\">only Moliga agreed to fill out\u003c/a> the club’s campaign questionnaire.\u003c/p>\n\u003cp>“I am frankly a little bit offended and a little bit more than disappointed that there are people that this club has endorsed [in past elections] who, now that they’re facing a recall, want us to go out and make the case for them to the voters … but who will not go through this process to make the case to our members,” Wright said.\u003c/p>\n\u003cp>Supporters of the board members have argued that it’s unfair to ask the three to spend their spare time fighting a recall they believe has little merit, especially while the board has been working to balance the district’s budget to avoid a potential state takeover.\u003c/p>\n\u003cp>[aside label ='More Politics Stories' tag='politics']Commissioners also face hurdles to campaigning that don’t exist for most elected officials: School board members are paid just $6,000 a year, and typically have full-time jobs outside of their board work.\u003c/p>\n\u003cp>“Add in the numerous end-of-year meetings and decisions we need to make on top of full-time work that also has its own end-of-year demands,” López \u003ca href=\"https://twitter.com/lopez4schools/status/1470208535623462914\" target=\"_blank\" rel=\"noopener noreferrer\">tweeted this week\u003c/a>. “Campaigning is [full-time] and humans have their limits. Frankly, I have to choose myself, my job and my role as president to end this year strong.”\u003c/p>\n\u003cp>Additionally, some club meetings and campaign forums have taken place on Tuesday evenings, overlapping with the board’s regularly scheduled meetings.\u003c/p>\n\u003cp>But Joni Eisen, political action chair of the Potrero Hill Democratic Club, said Moliga arranged for a supporter to speak on his behalf at their Tuesday endorsement meeting, but she heard no reply from López and Collins.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jim Ross, political consultant\"]‘San Francisco is a retail politics town … where voters want to know their elected officials.’[/pullquote]“They’re not showing up to these debates and forums and opportunities to speak,” Eisen said. “So why should anyone support them if they don’t even bother to reply to invitations to come?”\u003c/p>\n\u003cp>While both yes and no campaigns are likely to saturate voters’ eyes and ears in the weeks ahead, Ross, the political consultant, said that the three board members’ direct involvement on the campaign trail will go a long way toward determining their political fate.\u003c/p>\n\u003cp>“People always talk about direct mail or television or online, but San Francisco is a retail politics town,” said Ross. “It’s a town where voters want to know their elected officials — they want to know them personally.”\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Following months of debate over the San Francisco School Board of Education’s management of city schools, voters will be asked three separate questions in a special election on Feb. 15: whether to remove Vice President Faauuga Moliga, President Gabriela López and member Alison Collins from office.\u003c/p>\n\u003cp>Moliga is charting his own path to defeat the attempt, and of the three has waged the most vigorous campaign to keep his job. He’s garnered individual donations and endorsements, and stumped at the meetings of local political clubs.\u003c/p>\n\u003cp>In response, a growing number of the city’s political activists are splitting their endorsements in his favor, and their stances on the recall could help drive voter opinion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In recent weeks, the Alice B. Toklas LGBTQ Democratic Club, the San Francisco Women’s Political Committee, the San Francisco Eastern Neighborhoods Democratic Club and the Potrero Hill Democratic Club have endorsed only the recalls of López and Collins.\u003c/p>\n\u003cp>Members of the Bernal Heights Democratic Club, after hearing from Moliga at their meeting on Dec. 9, decided to oppose his removal and take no position on the other recalls.\u003c/p>\n\u003cp>Political consultant Jim Ross, a veteran of campaigns for local offices and ballot measures in San Francisco, said it’s a smart strategy for Moliga to actively campaign on his own.\u003c/p>\n\u003cp>“It’s easy to get behind a slogan of ‘recall the board of education’ because ‘the board of education’ sounds like some big bureaucracy,” Ross added. “But by putting a face on it, Moliga is making it tough to just say, ‘Let’s get rid of this faceless organization.'”\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nWhile \u003ca href=\"https://www.kqed.org/news/11896759/sf-school-board-member-alison-collins-defends-herself-against-recall-effort\" target=\"_blank\" rel=\"noopener noreferrer\">both Collins\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11893795/all-political-sf-board-of-education-president-gabriela-lopez-on-the-recall-effort-against-her-2-other-board-members\" target=\"_blank\" rel=\"noopener noreferrer\">López told KQED\u003c/a> in November that voters shouldn’t draw distinctions among the three imperiled board members, \u003ca href=\"https://www.kqed.org/news/11896685/faced-with-recall-faauuga-moliga-distances-himself-from-fellow-sf-school-board-members\" target=\"_blank\" rel=\"noopener noreferrer\">Moliga said he wasn’t running in tandem with anyone \u003c/a>— and has raised money through his own political action committee.\u003c/p>\n\u003cp>With just over a month until voting begins on Jan. 18, Moliga has been frequenting the virtual debates and meetings that inform local political club endorsements.\u003c/p>\n\u003cp>Getting the backing of these reliable voters is especially important heading into a special election that may catch more casual voters by surprise, said Democratic strategist Debbie Mesloh, an early adviser of Kamala Harris.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“For this particular recall, you really want to make sure that you’re trying to target people who are going to care about it anyway, and that’s going to be the really engaged voters, many of whom are involved in their local Democratic club,” she said.\u003c/p>\n\u003cp>To be sure, some political groups in the city have taken the same position for all three recall questions. The recall campaign has argued that Collins, López and Moliga were aligned on issues central to the campaign — namely the process of renaming schools and resuming in-person learning.\u003c/p>\n\u003cp>Groups like the moderate United Democratic Club, the Chinese American Democratic Club and the Edwin M. Lee Asian Pacific Democratic Club have endorsed removing all three board members.\u003c/p>\n\u003cp>Likewise, \u003ca href=\"https://www.kqed.org/news/11897089/its-going-to-make-it-worse-parents-wary-of-sf-school-board-recall\" target=\"_blank\" rel=\"noopener noreferrer\">groups who see the election as an unjustifiable power grab\u003c/a> with little upside for students, such as the San Francisco Berniecrats, have supported a “no” position on all three recalls.\u003c/p>\n\u003cp>But to the dismay of some progressives, López and Collins have shown less interest than Moliga in hitting the traditional campaign circuit and making their case to groups that could mobilize voters.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘For this particular recall, you really want to make sure that you’re trying to target … the really engaged voters.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>On Tuesday night, the Harvey Milk LGBTQ Democratic Club, one of the city’s most progressive groups, met and voted to oppose the recalls of Moliga and López, while taking no position on the recall of Collins, who has drawn additional criticism for \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\" target=\"_blank\" rel=\"noopener noreferrer\">writing derogatory tweets and filing a lawsuit\u003c/a> against the district.\u003c/p>\n\u003cp>Milk Club co-president Edward Wright said he was upset that \u003ca href=\"https://www.milkclub.org/1214\">only Moliga agreed to fill out\u003c/a> the club’s campaign questionnaire.\u003c/p>\n\u003cp>“I am frankly a little bit offended and a little bit more than disappointed that there are people that this club has endorsed [in past elections] who, now that they’re facing a recall, want us to go out and make the case for them to the voters … but who will not go through this process to make the case to our members,” Wright said.\u003c/p>\n\u003cp>Supporters of the board members have argued that it’s unfair to ask the three to spend their spare time fighting a recall they believe has little merit, especially while the board has been working to balance the district’s budget to avoid a potential state takeover.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Commissioners also face hurdles to campaigning that don’t exist for most elected officials: School board members are paid just $6,000 a year, and typically have full-time jobs outside of their board work.\u003c/p>\n\u003cp>“Add in the numerous end-of-year meetings and decisions we need to make on top of full-time work that also has its own end-of-year demands,” López \u003ca href=\"https://twitter.com/lopez4schools/status/1470208535623462914\" target=\"_blank\" rel=\"noopener noreferrer\">tweeted this week\u003c/a>. “Campaigning is [full-time] and humans have their limits. Frankly, I have to choose myself, my job and my role as president to end this year strong.”\u003c/p>\n\u003cp>Additionally, some club meetings and campaign forums have taken place on Tuesday evenings, overlapping with the board’s regularly scheduled meetings.\u003c/p>\n\u003cp>But Joni Eisen, political action chair of the Potrero Hill Democratic Club, said Moliga arranged for a supporter to speak on his behalf at their Tuesday endorsement meeting, but she heard no reply from López and Collins.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“They’re not showing up to these debates and forums and opportunities to speak,” Eisen said. “So why should anyone support them if they don’t even bother to reply to invitations to come?”\u003c/p>\n\u003cp>While both yes and no campaigns are likely to saturate voters’ eyes and ears in the weeks ahead, Ross, the political consultant, said that the three board members’ direct involvement on the campaign trail will go a long way toward determining their political fate.\u003c/p>\n\u003cp>“People always talk about direct mail or television or online, but San Francisco is a retail politics town,” said Ross. “It’s a town where voters want to know their elected officials — they want to know them personally.”\u003cbr>\n\u003c/p>\u003c/div>",
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"slug": "oakland-mayor-schaaf-asks-governor-for-license-plate-readers-and-surveillance-cameras-to-curb-spike-in-violent-crime",
"title": "Oakland Mayor Schaaf Asks Governor for License Plate Readers and Surveillance Cameras to Curb Spike in Violent Crime",
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"headTitle": "Oakland Mayor Schaaf Asks Governor for License Plate Readers and Surveillance Cameras to Curb Spike in Violent Crime | KQED",
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"content": "\u003cp>License plate readers and vehicle recognition cameras may soon be installed at on- and off-ramps and on state highways in and around Oakland, after Mayor Libby Schaaf sent a letter to Gov. Gavin Newsom on Tuesday requesting the devices as a way to stem her city’s spike in violent crime.\u003c/p>\n\u003cp>Schaaf’s ask came after Oakland on Monday \u003ca href=\"https://www.mercurynews.com/2021/12/13/oakland-reaches-grim-milestone-as-city-ties-2012-homicide-mark/\">reported its 131st homicide of the year\u003c/a>, the greatest number in a decade. Armed robberies also are up 46% this year, and carjacking robberies are up 77%, Schaaf said.\u003c/p>\n\u003cp>“The primary mode of transportation for those committing the violent crimes are vehicles that are often stolen or have switched license plates, many of whom travel into and throughout the Oakland [sic] on the highways and main thoroughfares,” Schaaf wrote in the letter.\u003c/p>\n\u003cp>“The need for a system that can capture vehicle descriptions and alert law enforcement to vehicles associated with violent crime, in real time, has never been more apparent,” she added. “Such technology can multiply law enforcement efforts in a focused, intelligence-based manner, while still balancing the important privacy interests of the community.”\u003c/p>\n\u003cp>https://twitter.com/daviddebolt/status/1470874638099959809\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oakland Police Chief LeRonne Armstrong said he made a similar request to the city several weeks ago, and was encouraged to see the mayor acting on it.\u003c/p>\n\u003cp>“I am in full support of the mayor’s request and look forward to new technology that will help make the city of Oakland safer,” he said in a statement.\u003c/p>\n\u003cp>But the prospect of more cameras tracing the movement of drivers in the city is sparking serious concerns among some privacy advocates.\u003c/p>\n\u003cp>“People in Oakland are worried when their government wants to track what time they are getting on and off the highway,” said Adam Schwartz, senior staff attorney with the Electronic Frontier Foundation.\u003c/p>\n\u003cp>This kind of surveillance approach invades residents’ privacy, “discourages people from going to protests and can lead to mistaken identity and police aiming guns at them,” he said.[aside label=\"related coverage\" tag=\"oakland-crime\"]Schwartz also said surveillance cameras are more often used in lower-income, largely Black and Latino communities than in more affluent, predominantly white neighborhoods.\u003c/p>\n\u003cp>“We think license plate readers are not worth these downsides,” Schwartz said. Rather, he added, money should be spent on improving the trust between the police and the community instead of “ever more frightening surveillance technology.”\u003c/p>\n\u003cp>Earlier this month, Schaaf, citing the city’s seemingly intractable jump in violent crime, \u003ca href=\"https://apnews.com/article/us-news-crime-police-race-and-ethnicity-homicide-9ceaa74e9ac9d310d6f889cfaf414f59#:~:text=SAN%20FRANCISCO%20(AP)%20%E2%80%94%20The,in%20homicides%20and%20gun%20violence.\">asked the city council to approve funding to create two new police academies and add 60 officers to the force\u003c/a>, a proposal the council nearly unanimously approved. Critics of the move accused the mayor and councilmembers of reversing course and betraying pledges they had made in the wake of George Floyd’s murder last year, \u003ca href=\"https://www.kqed.org/news/11879404/oakland-just-redirected-18-million-away-from-police-into-violence-prevention-programs\">to cut the city’s policing budget\u003c/a> and reallocate some of those funds to violence prevention and social service programs.\u003c/p>\n\u003cp>“For decades in Oakland we’ve over-invested in policing, and the number of homicides and robberies this year are clear proof that this approach to public safety simply does not work,” Cat Brooks, executive director of the Justice Teams Network and a co-founder of the Anti Police-Terror Project, said earlier this month. “We can’t make the same mistakes we made in the past. We cannot throw more good money after failed policy solutions.”\u003c/p>\n\u003cp>Brooks said tens of thousands of Oakland residents filled the streets last year to demand the city “reinvest our tax dollars into programs that will actually keep us safe, not over-police Black and Brown communities.” By approving Schaaf’s police funding increase, the council was walking away from that mandate, she said.\u003c/p>\n\u003cp>On the same day Schaaf sent her letter, San Francisco Mayor London Breed — who last year\u003ca href=\"https://www.kqed.org/news/11862094/sf-mayor-breed-unveils-plan-for-reinvesting-120-million-from-police-into-black-communities\"> championed an even more dramatic police divestment plan\u003c/a> — responded to the uptick in crime in areas of her city by \u003ca href=\"https://www.kqed.org/news/11899060/vowing-to-end-reign-of-criminals-destroying-our-city-sf-mayor-breed-announces-latest-tenderloin-crackdown\">calling for new, more aggressive policing tactics\u003c/a>, particularly targeted at the beleaguered Tenderloin neighborhood, including a push to give officers more real-time access to surveillance footage.\u003c/p>\n\u003cp>In Schaaf’s letter to Newsom this week, she also reiterated a request for as much California Highway Patrol presence and enforcement in the city as possible. A recent grant-funded effort between Oakland and the CHP “was extremely helpful,” she added, without providing specific details.\u003c/p>\n\u003cp>Schaaf additionally asked for help from the CHP’s Organized Retail Crime Task Force regarding “recent caravan robberies of pharmacies, stores and cannabis businesses in Oakland.”\u003c/p>\n\u003cp>The governor’s office did not immediately respond when asked to comment on Schaaf’s requests.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting by KQED’s Matthew Green and by Keith Burbank of Bay City News.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oakland Police Chief LeRonne Armstrong said he made a similar request to the city several weeks ago, and was encouraged to see the mayor acting on it.\u003c/p>\n\u003cp>“I am in full support of the mayor’s request and look forward to new technology that will help make the city of Oakland safer,” he said in a statement.\u003c/p>\n\u003cp>But the prospect of more cameras tracing the movement of drivers in the city is sparking serious concerns among some privacy advocates.\u003c/p>\n\u003cp>“People in Oakland are worried when their government wants to track what time they are getting on and off the highway,” said Adam Schwartz, senior staff attorney with the Electronic Frontier Foundation.\u003c/p>\n\u003cp>This kind of surveillance approach invades residents’ privacy, “discourages people from going to protests and can lead to mistaken identity and police aiming guns at them,” he said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Schwartz also said surveillance cameras are more often used in lower-income, largely Black and Latino communities than in more affluent, predominantly white neighborhoods.\u003c/p>\n\u003cp>“We think license plate readers are not worth these downsides,” Schwartz said. Rather, he added, money should be spent on improving the trust between the police and the community instead of “ever more frightening surveillance technology.”\u003c/p>\n\u003cp>Earlier this month, Schaaf, citing the city’s seemingly intractable jump in violent crime, \u003ca href=\"https://apnews.com/article/us-news-crime-police-race-and-ethnicity-homicide-9ceaa74e9ac9d310d6f889cfaf414f59#:~:text=SAN%20FRANCISCO%20(AP)%20%E2%80%94%20The,in%20homicides%20and%20gun%20violence.\">asked the city council to approve funding to create two new police academies and add 60 officers to the force\u003c/a>, a proposal the council nearly unanimously approved. Critics of the move accused the mayor and councilmembers of reversing course and betraying pledges they had made in the wake of George Floyd’s murder last year, \u003ca href=\"https://www.kqed.org/news/11879404/oakland-just-redirected-18-million-away-from-police-into-violence-prevention-programs\">to cut the city’s policing budget\u003c/a> and reallocate some of those funds to violence prevention and social service programs.\u003c/p>\n\u003cp>“For decades in Oakland we’ve over-invested in policing, and the number of homicides and robberies this year are clear proof that this approach to public safety simply does not work,” Cat Brooks, executive director of the Justice Teams Network and a co-founder of the Anti Police-Terror Project, said earlier this month. “We can’t make the same mistakes we made in the past. We cannot throw more good money after failed policy solutions.”\u003c/p>\n\u003cp>Brooks said tens of thousands of Oakland residents filled the streets last year to demand the city “reinvest our tax dollars into programs that will actually keep us safe, not over-police Black and Brown communities.” By approving Schaaf’s police funding increase, the council was walking away from that mandate, she said.\u003c/p>\n\u003cp>On the same day Schaaf sent her letter, San Francisco Mayor London Breed — who last year\u003ca href=\"https://www.kqed.org/news/11862094/sf-mayor-breed-unveils-plan-for-reinvesting-120-million-from-police-into-black-communities\"> championed an even more dramatic police divestment plan\u003c/a> — responded to the uptick in crime in areas of her city by \u003ca href=\"https://www.kqed.org/news/11899060/vowing-to-end-reign-of-criminals-destroying-our-city-sf-mayor-breed-announces-latest-tenderloin-crackdown\">calling for new, more aggressive policing tactics\u003c/a>, particularly targeted at the beleaguered Tenderloin neighborhood, including a push to give officers more real-time access to surveillance footage.\u003c/p>\n\u003cp>In Schaaf’s letter to Newsom this week, she also reiterated a request for as much California Highway Patrol presence and enforcement in the city as possible. A recent grant-funded effort between Oakland and the CHP “was extremely helpful,” she added, without providing specific details.\u003c/p>\n\u003cp>Schaaf additionally asked for help from the CHP’s Organized Retail Crime Task Force regarding “recent caravan robberies of pharmacies, stores and cannabis businesses in Oakland.”\u003c/p>\n\u003cp>The governor’s office did not immediately respond when asked to comment on Schaaf’s requests.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting by KQED’s Matthew Green and by Keith Burbank of Bay City News.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Student Cartoons from KQED's Youth Media Challenge",
"title": "Student Cartoons from KQED's Youth Media Challenge",
"headTitle": "Mark Fiore: Drawn to the Bay | KQED News",
"content": "\u003cp>Let me start by saying how glad I am that I don't have to pick a winner from any of these cartoons that students submitted as part of KQED's \u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">\"Political Cartooning With Mark Fiore\" Youth Media Challenge\u003c/a>.\u003c/p>\n\u003cp>This challenge invites students in grades 6-12 to submit an original one-panel editorial cartoon about any issue that matters to them. (All submissions are published on \u003ca href=\"https://learn.kqed.org/challenges/\">KQED’s Youth Media Challenge Showcase\u003c/a>, and I’ll try to feature as many as I can throughout the school year.)\u003c/p>\n\u003cp>There is so much talent here it would be a shame to have to pick just one.\u003c/p>\n\u003cp>As \u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">a long-time cartoonist\u003c/a> who remembers my earliest cartoons, I can see potential magic — that may not be immediately apparent to some — in many of these works.\u003c/p>\n\u003cp>Here (in no particular order of preference) are some of the standouts among the roughly 250 submissions we've received from students living everywhere from here in the Bay Area to Billings, Montana, and Jefferson, Iowa.\u003c/p>\n\u003cp>(\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">The Youth Media Challenge is accepting submissions until June 2022\u003c/a>, so you can still send in your cartoons if you haven't already done so.)\u003c/p>\n\u003ch3>Student debt\u003c/h3>\n\u003cp>\u003cstrong>Aidan N.\u003c/strong> does a great job of encapsulating the massive problem of student debt, and I know exactly what the cartoon is trying to say.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a student with a ball and chain labeled \"student debt\" as they are reaching for a house and the American Dream.' width=\"960\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png 960w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-160x120.png 160w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>One thing I noticed about \u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NTkwMTVkNzg0MjIxZTkzOGZmZTk4\">Aidan's cartoon\u003c/a> that takes me back to some of my earlier cartoons: the visual metaphor of the ball and chain.\u003c/p>\n\u003cp>Multiple submissions we received featured a ball and chain, and that's OK — but try thinking outside the box and push yourself to make your cartoon even more unique. If you want your cartoons to stand out, it's important that they be wholly unique.\u003c/p>\n\u003cp>Is there another way to represent a challenging or difficult situation? Remember, you can draw \u003cem>anything\u003c/em> — maybe next time it could be an alligator latched onto a leg or a bear trap!\u003c/p>\n\u003ch3>Rosie the Riveter\u003c/h3>\n\u003cp>\u003cstrong>Khushi C.\u003c/strong> tapped into the classic Rosie the Riveter poster for \u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZmYwOTBjMmE1MmQ1YmM5NWY3YTg2\">this pro-vaccination cartoon\u003c/a>, one that could also easily be made into a poster.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a masked woman in the \"Rosie the Riveter\" pose as she gets her vaccine shot. Atop the cartoon is lettering that reads, \"you should do it too.\"' width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1020x1020.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1536x1536.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>I love how the syringe doesn't look intimidating or scary — an illustration challenge that can be difficult to pull off!\u003c/p>\n\u003cp>One thing to keep in mind \u003ca href=\"https://www.defense.gov/News/Feature-Stories/story/Article/1791664/rosie-the-riveter-inspired-women-to-serve-in-world-war-ii/\">when using historical images as a basis for a cartoon\u003c/a>: Remember there is oftentimes \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">more to the story of the image than what most history books imparted\u003c/a>.\u003c/p>\n\u003cp>To some experts, like Betty Reid Soskin, a 100-year-old park ranger \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">who still leads tours\u003c/a> at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, \"\u003ca href=\"https://theriveter.co/voice/betty-reid-siskin-original-rosie-the-riveter/\">the story of Rosie the Riveter is a white woman’s story\u003c/a>.\"\u003c/p>\n\u003cp>Which is another reason I like how Khushi has changed up the imagery.\u003c/p>\n\u003ch3>The arc of oppression in America\u003c/h3>\n\u003cp>I know I said this roundup isn't about awards, but \u003cstrong>John M.\u003c/strong> gets my vote for \"Most Ambitious Single-Panel Cartoon About the Arc of Oppression in America.\"\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA4YzY3MjBkMGVkZGM0NWI1NmI4OTAx\">He's trying to say a \u003cem>lot\u003c/em> in this cartoon\u003c/a> and actually pulls it off!\u003c/p>\n\u003cp>It might take a while for the reader to absorb it all, but it works, right down to the disturbing and salient portrayal of the Native Americans at the bottom rung of the cartoon's visual hierarchy.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\" alt='A \"Youth Media Challenge\" cartoon titled \"The Hierarchy of Oppression\" showing a white Trump supporter sitting atop minorities in various states of oppression. At the bottom of the pyramid are dead Native Americans.' width=\"993\" height=\"1324\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png 993w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-160x213.png 160w\" sizes=\"(max-width: 993px) 100vw, 993px\">\u003c/a>\u003c/p>\n\u003ch3>Social media and mental health\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MGNiNmVkNjU1N2I3MDRmYzBlY2Rm\">\u003cstrong>Jaidene M.\u003c/strong> created one of my absolute favorite cartoons\u003c/a> among all the submissions.\u003c/p>\n\u003cp>The simplicity and beauty of this drawing — particularly the wilting flower — is incredibly moving.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896103\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a sun labeled \"positivity\" that is obscured by a cloud labeled \"hate\" that rains down \"social media\" on a wilting flower labeled \"mental health.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>One of the challenges a cartoonist always faces is how to clearly convey what the different elements in an illustration represent.\u003c/p>\n\u003cp>Labeling is one of the simplest ways to do this, but is there another way to \u003cem>show\u003c/em> rather than \u003cem>tell\u003c/em> what this cartoon is about?\u003c/p>\n\u003cp>Maybe the clouds can \u003cem>look\u003c/em> hateful and mean rather than being labeled \"hate.\"\u003c/p>\n\u003ch3>Conspiracy storm\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5NTY3ODYyODZmMWUwMWRiZjFjMzRm\">\u003cstrong>Jasper S.\u003c/strong> has drawn one of the most traditional \"political cartoons\"\u003c/a> among this collection.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896100\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\" alt=\"A "Youth Media Challenge" cartoon titled "The Conspiracy Storm" that shows a tornado heading for the White House labeled "Democracy." The tornado includes conspiracy terms like "fake news," "government control" and "it's a cover."\" width=\"799\" height=\"797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png 799w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin-160x160.png 160w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003c/p>\n\u003cp>That tornado definitely looks like trouble.\u003c/p>\n\u003cp>Remember, you can let your labels and lettering show emotion and movement, too. If I were letters in that storm, I might be a little skewed or curved.\u003c/p>\n\u003cp>Check out \u003ca href=\"https://www.ralphsteadman.com/\">Ralph Steadman, a master illustrator\u003c/a> who pours so much emotion into his drawings and lettering.\u003c/p>\n\u003ch3>High gas prices\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZDBiNWY0NTk4OGI0MGFmZjgwYWQ1\">\u003cstrong>Justin C.\u003c/strong> goes after President Biden for high gas prices\u003c/a>, and though I may not agree with the message, I really like how he uses the gambling metaphor.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\">\u003cimg class=\"alignnone size-full wp-image-11896104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\" alt='A \"Youth Media Challenge\" cartoon that is mostly text with a caricature of Joe Biden in the center. The top reads \"King Gasoline\" and below says \"Biden Bucks\" and \"$6 per gallon.\" The bottom reads \"lose jobs.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>As a side note, the fact that we can see a kitchen counter behind Justin's drawing takes me back to my earliest cartoons, which I drew on the lid of a clothes hamper.\u003c/p>\n\u003cp>Remember, if you love drawing cartoons, you don't need any fancy equipment or a drafting table!\u003c/p>\n\u003ch3>Social media problems\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE3NmUwZjZkYTEyN2Y3NzBkMDk1ZWVj\">\u003cstrong>Madison K.\u003c/strong> tackles some very difficult issues in this cartoon about social media\u003c/a>, and is on the right track by making it a multipanel illustration.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896105\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a multi-panel strip that shows kids \"spread rumors,\" \"depression,\" \"bullying\" and \"not getting enough sleep.\" A main caption at the bottom reads, \"social media problems.\"' width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1536x1152.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Sometimes a cartoon can be much more effective if you lead the audience through your thought process and what you're trying to say, which can sometimes be better accomplished through a comic book-style format.\u003c/p>\n\u003ch3>Thank you!\u003c/h3>\n\u003cp>Thanks so much to all of you who have submitted cartoons and participated in this challenge. We'll feature more here in the coming months.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Send along your cartoons\u003c/a>, and most importantly, keep cartooning!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "KQED's resident cartoonist reviews a selection of student cartoons recently submitted as part of our \"Political Cartooning with Mark Fiore\" Youth Media Challenge.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Let me start by saying how glad I am that I don't have to pick a winner from any of these cartoons that students submitted as part of KQED's \u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">\"Political Cartooning With Mark Fiore\" Youth Media Challenge\u003c/a>.\u003c/p>\n\u003cp>This challenge invites students in grades 6-12 to submit an original one-panel editorial cartoon about any issue that matters to them. (All submissions are published on \u003ca href=\"https://learn.kqed.org/challenges/\">KQED’s Youth Media Challenge Showcase\u003c/a>, and I’ll try to feature as many as I can throughout the school year.)\u003c/p>\n\u003cp>There is so much talent here it would be a shame to have to pick just one.\u003c/p>\n\u003cp>As \u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">a long-time cartoonist\u003c/a> who remembers my earliest cartoons, I can see potential magic — that may not be immediately apparent to some — in many of these works.\u003c/p>\n\u003cp>Here (in no particular order of preference) are some of the standouts among the roughly 250 submissions we've received from students living everywhere from here in the Bay Area to Billings, Montana, and Jefferson, Iowa.\u003c/p>\n\u003cp>(\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">The Youth Media Challenge is accepting submissions until June 2022\u003c/a>, so you can still send in your cartoons if you haven't already done so.)\u003c/p>\n\u003ch3>Student debt\u003c/h3>\n\u003cp>\u003cstrong>Aidan N.\u003c/strong> does a great job of encapsulating the massive problem of student debt, and I know exactly what the cartoon is trying to say.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a student with a ball and chain labeled \"student debt\" as they are reaching for a house and the American Dream.' width=\"960\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png 960w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-160x120.png 160w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>One thing I noticed about \u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NTkwMTVkNzg0MjIxZTkzOGZmZTk4\">Aidan's cartoon\u003c/a> that takes me back to some of my earlier cartoons: the visual metaphor of the ball and chain.\u003c/p>\n\u003cp>Multiple submissions we received featured a ball and chain, and that's OK — but try thinking outside the box and push yourself to make your cartoon even more unique. If you want your cartoons to stand out, it's important that they be wholly unique.\u003c/p>\n\u003cp>Is there another way to represent a challenging or difficult situation? Remember, you can draw \u003cem>anything\u003c/em> — maybe next time it could be an alligator latched onto a leg or a bear trap!\u003c/p>\n\u003ch3>Rosie the Riveter\u003c/h3>\n\u003cp>\u003cstrong>Khushi C.\u003c/strong> tapped into the classic Rosie the Riveter poster for \u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZmYwOTBjMmE1MmQ1YmM5NWY3YTg2\">this pro-vaccination cartoon\u003c/a>, one that could also easily be made into a poster.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a masked woman in the \"Rosie the Riveter\" pose as she gets her vaccine shot. Atop the cartoon is lettering that reads, \"you should do it too.\"' width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1020x1020.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1536x1536.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>I love how the syringe doesn't look intimidating or scary — an illustration challenge that can be difficult to pull off!\u003c/p>\n\u003cp>One thing to keep in mind \u003ca href=\"https://www.defense.gov/News/Feature-Stories/story/Article/1791664/rosie-the-riveter-inspired-women-to-serve-in-world-war-ii/\">when using historical images as a basis for a cartoon\u003c/a>: Remember there is oftentimes \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">more to the story of the image than what most history books imparted\u003c/a>.\u003c/p>\n\u003cp>To some experts, like Betty Reid Soskin, a 100-year-old park ranger \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">who still leads tours\u003c/a> at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, \"\u003ca href=\"https://theriveter.co/voice/betty-reid-siskin-original-rosie-the-riveter/\">the story of Rosie the Riveter is a white woman’s story\u003c/a>.\"\u003c/p>\n\u003cp>Which is another reason I like how Khushi has changed up the imagery.\u003c/p>\n\u003ch3>The arc of oppression in America\u003c/h3>\n\u003cp>I know I said this roundup isn't about awards, but \u003cstrong>John M.\u003c/strong> gets my vote for \"Most Ambitious Single-Panel Cartoon About the Arc of Oppression in America.\"\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA4YzY3MjBkMGVkZGM0NWI1NmI4OTAx\">He's trying to say a \u003cem>lot\u003c/em> in this cartoon\u003c/a> and actually pulls it off!\u003c/p>\n\u003cp>It might take a while for the reader to absorb it all, but it works, right down to the disturbing and salient portrayal of the Native Americans at the bottom rung of the cartoon's visual hierarchy.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\" alt='A \"Youth Media Challenge\" cartoon titled \"The Hierarchy of Oppression\" showing a white Trump supporter sitting atop minorities in various states of oppression. At the bottom of the pyramid are dead Native Americans.' width=\"993\" height=\"1324\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png 993w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-160x213.png 160w\" sizes=\"(max-width: 993px) 100vw, 993px\">\u003c/a>\u003c/p>\n\u003ch3>Social media and mental health\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MGNiNmVkNjU1N2I3MDRmYzBlY2Rm\">\u003cstrong>Jaidene M.\u003c/strong> created one of my absolute favorite cartoons\u003c/a> among all the submissions.\u003c/p>\n\u003cp>The simplicity and beauty of this drawing — particularly the wilting flower — is incredibly moving.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896103\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a sun labeled \"positivity\" that is obscured by a cloud labeled \"hate\" that rains down \"social media\" on a wilting flower labeled \"mental health.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>One of the challenges a cartoonist always faces is how to clearly convey what the different elements in an illustration represent.\u003c/p>\n\u003cp>Labeling is one of the simplest ways to do this, but is there another way to \u003cem>show\u003c/em> rather than \u003cem>tell\u003c/em> what this cartoon is about?\u003c/p>\n\u003cp>Maybe the clouds can \u003cem>look\u003c/em> hateful and mean rather than being labeled \"hate.\"\u003c/p>\n\u003ch3>Conspiracy storm\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5NTY3ODYyODZmMWUwMWRiZjFjMzRm\">\u003cstrong>Jasper S.\u003c/strong> has drawn one of the most traditional \"political cartoons\"\u003c/a> among this collection.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896100\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\" alt=\"A "Youth Media Challenge" cartoon titled "The Conspiracy Storm" that shows a tornado heading for the White House labeled "Democracy." The tornado includes conspiracy terms like "fake news," "government control" and "it's a cover."\" width=\"799\" height=\"797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png 799w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin-160x160.png 160w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003c/p>\n\u003cp>That tornado definitely looks like trouble.\u003c/p>\n\u003cp>Remember, you can let your labels and lettering show emotion and movement, too. If I were letters in that storm, I might be a little skewed or curved.\u003c/p>\n\u003cp>Check out \u003ca href=\"https://www.ralphsteadman.com/\">Ralph Steadman, a master illustrator\u003c/a> who pours so much emotion into his drawings and lettering.\u003c/p>\n\u003ch3>High gas prices\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZDBiNWY0NTk4OGI0MGFmZjgwYWQ1\">\u003cstrong>Justin C.\u003c/strong> goes after President Biden for high gas prices\u003c/a>, and though I may not agree with the message, I really like how he uses the gambling metaphor.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\">\u003cimg class=\"alignnone size-full wp-image-11896104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\" alt='A \"Youth Media Challenge\" cartoon that is mostly text with a caricature of Joe Biden in the center. The top reads \"King Gasoline\" and below says \"Biden Bucks\" and \"$6 per gallon.\" The bottom reads \"lose jobs.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>As a side note, the fact that we can see a kitchen counter behind Justin's drawing takes me back to my earliest cartoons, which I drew on the lid of a clothes hamper.\u003c/p>\n\u003cp>Remember, if you love drawing cartoons, you don't need any fancy equipment or a drafting table!\u003c/p>\n\u003ch3>Social media problems\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE3NmUwZjZkYTEyN2Y3NzBkMDk1ZWVj\">\u003cstrong>Madison K.\u003c/strong> tackles some very difficult issues in this cartoon about social media\u003c/a>, and is on the right track by making it a multipanel illustration.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896105\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a multi-panel strip that shows kids \"spread rumors,\" \"depression,\" \"bullying\" and \"not getting enough sleep.\" A main caption at the bottom reads, \"social media problems.\"' width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1536x1152.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Sometimes a cartoon can be much more effective if you lead the audience through your thought process and what you're trying to say, which can sometimes be better accomplished through a comic book-style format.\u003c/p>\n\u003ch3>Thank you!\u003c/h3>\n\u003cp>Thanks so much to all of you who have submitted cartoons and participated in this challenge. We'll feature more here in the coming months.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Send along your cartoons\u003c/a>, and most importantly, keep cartooning!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "with-standardized-testing-out-uc-explores-next-steps-in-making-admissions-more-equitable",
"title": "With Standardized Testing Out, UC Explores Next Steps in Making Admissions More Equitable",
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"headTitle": "With Standardized Testing Out, UC Explores Next Steps in Making Admissions More Equitable | KQED",
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"content": "\u003cp>The University of California’s historic move to abandon standardized exams may not be the last of changes coming to the admissions process for the public university system.\u003c/p>\n\u003cp>That’s the expectation of college access advocates and admissions experts who say ditching the SAT and ACT should be only the first step in making admissions more equitable across UC, which has nine undergraduate campuses. UC has stopped using those exams at all in admissions and \u003ca href=\"https://edsource.org/2021/university-of-california-sticks-with-test-free-admissions-wont-replace-sat-and-act-with-new-standardized-test/663870\">made clear last month that it has no intention of replacing them with a different standardized test\u003c/a>. UC made those decisions in response to criticism that the tests are biased against students from lower-income families, disabled students and Black and Latino students.\u003c/p>\n\u003cp>“I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different,” said Michal Kurlaender, a professor of education policy at UC Davis whose research includes college preparation and access. “There are definitely huge equity concerns with the SAT. But I am also worried that in removing it, there’s going to be this assumption that now our system is equitable and outcomes will look better. That isn’t going to happen naturally.”\u003c/p>\n\u003cp>Other ways the UC can make admissions more equitable include working more closely with K-12 schools to better understand their applicants and possibly even guaranteeing admission to more students who meet certain criteria, Kurlaender and other admissions experts say. UC campus officials also say they could use more funding to expand student capacity and hire more staff to help with reviewing the growing number of applications that have been submitted since the tests were dropped.\u003c/p>\n\u003cp>Admissions decisions are made by UC’s campuses, but system leaders also have acknowledged the need to make UC more accessible. Board of Regents Chair Cecilia Estolano said at last month’s regents meeting that when UC reviews student applications, they are dealing with “generations of educational inequity and baked-in discrimination,” adding that the university system must “continuously evaluate the effectiveness” of how admissions decisions are made.[pullquote size=\"medium\" align=\"right\" citation=\"Michal Kurlaender, professor of education policy at UC Davis\"]‘I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different.’[/pullquote]\u003c/p>\n\u003cp>At the state’s other public university system, California State University, the use of the SAT and ACT in admissions is currently suspended for fall 2022 decisions. That system plans to decide soon whether to use the test scores for decisions in fall 2023 and beyond.\u003c/p>\n\u003ch3>Investing in K-12\u003c/h3>\n\u003cp>Eliminating the SAT and ACT puts even more emphasis on a student’s high school grades. To be eligible for UC admission, students must take \u003ca href=\"https://edsource.org/glossary/a-g-courses\">a set of classes known as A-G courses\u003c/a>, which include math, science, history, English, art, foreign language and electives.\u003c/p>\n\u003cp>Taking advanced versions of those classes, such as honors or Advanced Placement courses, can give students a leg up when applying. But the students who would be at a disadvantage with a testing requirement also often have unequal chances to take those classes. Black and Latino students and students from lower-income families are less likely to have access to and enroll in advanced courses in high school than their white and Asian peers and those from higher-income families.\u003c/p>\n\u003cp>Kurlaender said there needs to be an investment in K-12 schools to ensure that there is equity across the state in the types of courses available to students.\u003c/p>\n\u003cp>“It’s more than just making sure that the A-G courses are available,” Kurlaender said. “It’s the richness of those courses, the weighted courses, the kind of courses it takes to be competitive at UC.”\u003c/p>\n\u003cp>Robert Penman, executive director of undergraduate admissions at UC Davis, started in his role in August and is now entering his first admissions cycle. He said his office has made it a top priority to meet with high school counselors across the state and understand the specific circumstances at different schools.[aside postID=\"news_11897034,news_11898137,news_11897105\" label=\"Related Posts\"]\u003c/p>\n\u003cp>For example, this year, some schools have had substitute teachers for two consecutive semesters in certain classes, Penman said. That’s something he said is worth considering in admissions because it “can make a big difference in a student’s learning experience,” as students \u003ca href=\"https://learningpolicyinstitute.org/product/sharp-divide-california-teacher-shortages-report\">generally have better educational outcomes when they have stable and qualified teachers\u003c/a>.\u003c/p>\n\u003cp>It can be especially difficult for admission officials to fully understand the local context of schools that are located far away from their given campus. At UC Irvine in Orange County, admissions staff often have little information about schools in areas like the Central Valley and the northernmost parts of the state near the Oregon border, said Dale Leaman, executive director of undergraduate admissions at the campus.\u003c/p>\n\u003cp>Leaman said he “would love to have more resources” so his staff can visit those schools.\u003c/p>\n\u003cp>“I think we have a responsibility to the entire state. We have a responsibility to the students in Eureka and the students in Redding and the students in Chico,” Leaman said.\u003c/p>\n\u003ch3>Reading applications\u003c/h3>\n\u003cp>This year, UC \u003ca href=\"https://edsource.org/2021/why-the-university-of-california-is-seeing-a-massive-surge-in-freshman-applications/648309\">saw a major spike in the number of applications it received for freshman admission\u003c/a>. Across the nine campuses, about 32,000 more students applied for freshman admission in fall 2021 compared to fall 2020, an 18% jump.\u003c/p>\n\u003cp>The big increase has overwhelmed some campuses because they haven’t been able to hire more application readers to review and score applications. That can be a detriment to students because it means, on average, their applications are getting less attention than they did when the campuses received fewer applications.\u003c/p>\n\u003cp>“The increase in applications requires a lot more time. Our staff, they are stretched so thin,” said Michelle Whittingham, the associate vice chancellor of enrollment management at UC Santa Cruz. That campus received 61,708 applications for freshman admission in fall 2021, up from 55,003 the previous year.\u003c/p>\n\u003cp>Whittingham said the campus typically employs about 50 readers. Increasing that by anywhere from 25% to 50% would be a big help, she added.\u003c/p>\n\u003cp>Campuses across UC could also be more efficient with how they review applications, said Jesse Rothstein, a professor of public policy at UC Berkeley and an expert in college admissions. For example, Rothstein said he’s suggested that Berkeley admissions staff give more thorough reviews to applicants who have a realistic chance of being admitted and spend less time with applications that aren’t competitive.\u003c/p>\n\u003cp>UC \u003ca href=\"https://admission.universityofcalifornia.edu/how-to-apply/applying-as-a-freshman/how-applications-are-reviewed.html\">considers 13 factors when reviewing applications\u003c/a>, ranging from grade point average to extracurriculars to any special circumstances a student faces — such as a disability, low family income or a student being the first in their family to attend college.\u003c/p>\n\u003cp>“They have to read a lot of applications quickly,” Rothstein said. “They’re somewhat underfunded and under pressure. And that means that they don’t give each application the time it deserves. And I think there’s a lot that the universities can do in the details to make sure that applications do get the care they deserve.”\u003c/p>\n\u003ch3>Guaranteeing admission\u003c/h3>\n\u003cp>In-state students who graduate in the top 9% of their high school class are offered guaranteed admission to UC. But those students aren’t guaranteed that they will be admitted to the campus of their choice, just that they’ll be accepted to at least one of the campuses, even if it’s one they didn’t apply to.[pullquote size=\"medium\" align=\"right\" citation=\"Audrey Dow, senior vice president of The Campaign for College Opportunity\"]‘I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup.’[/pullquote]\u003c/p>\n\u003cp>UC could improve the current guarantee program by creating a local guarantee, where students would be promised admission to the campus closest to their high school if they meet certain criteria, said Audrey Dow, senior vice president of the Campaign for College Opportunity.\u003c/p>\n\u003cp>Black and Latino students attend the state’s CSU campuses and community colleges at higher rates than they do UC campuses, and those who do attend UC have a higher chance of graduating, Dow noted.\u003c/p>\n\u003cp>Dow said a local guarantee could go a long way in making Black and Latino students better represented at UC’s most competitive campuses. Latino students, for example, make up 25% of the undergraduate student population at UCLA but 65% of the K-12 population in Los Angeles County public schools.\u003c/p>\n\u003cp>“I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup. And one that is much more closely aligned with our California communities,” Dow said.\u003c/p>\n\u003cp>The idea, however, has lukewarm support at best from UC admissions officials. Leaman, the UC Irvine undergraduate admissions executive director, noted that the system already has a capacity issue. Most campuses receive more qualified applicants than can be admitted.\u003c/p>\n\u003cp>“There are a finite number of spots. Any time you make a guarantee to one population, you’re reducing the opportunities for another population,” Leaman said.\u003c/p>\n\u003cp>Leaman pointed out that Irvine does \u003ca href=\"https://admission.universityofcalifornia.edu/counselors/files/tag-matrix.pdf\">guarantee admission to community college transfers meeting specific criteria\u003c/a>. Irvine is one of six campuses with a transfer guarantee, along with Davis, Merced, Riverside, Santa Barbara and Santa Cruz.\u003c/p>\n\u003cfigure id=\"attachment_11898632\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898632\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg\" alt=\"A broken yellow pencil on top of a standardized test.\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1536x1021.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Standardized test with a broken yellow pencil, on March 24, 2015. \u003ccite>(Michael Quirk/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Increasing capacity\u003c/h3>\n\u003cp>One straightforward way to give more students a real shot at being admitted to UC is to increase the number of spots at each campus. Each year, UC turns away tens of thousands of applicants, including many who are eligible. This year, the system made freshman admission offers to more than 132,000 students but rejected 35% of applicants, or about 71,000 of them.\u003c/p>\n\u003cp>“We don’t have enough seats for all eligible students, and it doesn’t match the demand for a higher education. Families and students want to make more than a living wage. And they know that college is their way to get there,” Dow said.\u003c/p>\n\u003cp>But campuses can’t add more seats without also having additional funding to support those increases. “We need to make sure that we have the infrastructure in place to be able to accept additional students,” said Debi Kammerer, interim director of admissions at UC San Diego. That includes having enough faculty, classroom space and housing to accommodate those students. Housing is already a problem at UC, \u003ca href=\"https://edsource.org/2021/thousands-of-uc-students-struggle-to-find-housing/661082\">with many of the campuses having dealt with housing shortages this fall\u003c/a>.\u003c/p>\n\u003cp>The system could soon be getting help from the state Legislature. Lawmakers have said they plan to allocate an additional $67.8 million to UC campuses in 2022-23 to increase the number of spots for California residents by 6,230 students. Whether they’ll follow through on that promise won’t be clear for months, since the final budget isn’t agreed to until the summer. It’s also not clear where Gov. Gavin Newsom, who negotiates the budget with lawmakers, stands on the issue. Eleni Kounalakis, the state’s lieutenant governor, serves on UC’s Board of Regents as a voting member.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/with-standardized-testing-out-whats-next-for-university-of-california-admissions/664408\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "With the University of California's decision to abandon standardized exams, experts are looking for more innovative ways to better understand their applicants and make UC more accessible to a diverse array of students.",
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"title": "With Standardized Testing Out, UC Explores Next Steps in Making Admissions More Equitable | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California’s historic move to abandon standardized exams may not be the last of changes coming to the admissions process for the public university system.\u003c/p>\n\u003cp>That’s the expectation of college access advocates and admissions experts who say ditching the SAT and ACT should be only the first step in making admissions more equitable across UC, which has nine undergraduate campuses. UC has stopped using those exams at all in admissions and \u003ca href=\"https://edsource.org/2021/university-of-california-sticks-with-test-free-admissions-wont-replace-sat-and-act-with-new-standardized-test/663870\">made clear last month that it has no intention of replacing them with a different standardized test\u003c/a>. UC made those decisions in response to criticism that the tests are biased against students from lower-income families, disabled students and Black and Latino students.\u003c/p>\n\u003cp>“I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different,” said Michal Kurlaender, a professor of education policy at UC Davis whose research includes college preparation and access. “There are definitely huge equity concerns with the SAT. But I am also worried that in removing it, there’s going to be this assumption that now our system is equitable and outcomes will look better. That isn’t going to happen naturally.”\u003c/p>\n\u003cp>Other ways the UC can make admissions more equitable include working more closely with K-12 schools to better understand their applicants and possibly even guaranteeing admission to more students who meet certain criteria, Kurlaender and other admissions experts say. UC campus officials also say they could use more funding to expand student capacity and hire more staff to help with reviewing the growing number of applications that have been submitted since the tests were dropped.\u003c/p>\n\u003cp>Admissions decisions are made by UC’s campuses, but system leaders also have acknowledged the need to make UC more accessible. Board of Regents Chair Cecilia Estolano said at last month’s regents meeting that when UC reviews student applications, they are dealing with “generations of educational inequity and baked-in discrimination,” adding that the university system must “continuously evaluate the effectiveness” of how admissions decisions are made.\u003c/p>\u003c/div>",
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"content": "‘I hope we didn’t give so much weight to the impact of removing the tests, such that everybody’s expecting the demographics of who’s coming will now look dramatically different.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the state’s other public university system, California State University, the use of the SAT and ACT in admissions is currently suspended for fall 2022 decisions. That system plans to decide soon whether to use the test scores for decisions in fall 2023 and beyond.\u003c/p>\n\u003ch3>Investing in K-12\u003c/h3>\n\u003cp>Eliminating the SAT and ACT puts even more emphasis on a student’s high school grades. To be eligible for UC admission, students must take \u003ca href=\"https://edsource.org/glossary/a-g-courses\">a set of classes known as A-G courses\u003c/a>, which include math, science, history, English, art, foreign language and electives.\u003c/p>\n\u003cp>Taking advanced versions of those classes, such as honors or Advanced Placement courses, can give students a leg up when applying. But the students who would be at a disadvantage with a testing requirement also often have unequal chances to take those classes. Black and Latino students and students from lower-income families are less likely to have access to and enroll in advanced courses in high school than their white and Asian peers and those from higher-income families.\u003c/p>\n\u003cp>Kurlaender said there needs to be an investment in K-12 schools to ensure that there is equity across the state in the types of courses available to students.\u003c/p>\n\u003cp>“It’s more than just making sure that the A-G courses are available,” Kurlaender said. “It’s the richness of those courses, the weighted courses, the kind of courses it takes to be competitive at UC.”\u003c/p>\n\u003cp>Robert Penman, executive director of undergraduate admissions at UC Davis, started in his role in August and is now entering his first admissions cycle. He said his office has made it a top priority to meet with high school counselors across the state and understand the specific circumstances at different schools.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, this year, some schools have had substitute teachers for two consecutive semesters in certain classes, Penman said. That’s something he said is worth considering in admissions because it “can make a big difference in a student’s learning experience,” as students \u003ca href=\"https://learningpolicyinstitute.org/product/sharp-divide-california-teacher-shortages-report\">generally have better educational outcomes when they have stable and qualified teachers\u003c/a>.\u003c/p>\n\u003cp>It can be especially difficult for admission officials to fully understand the local context of schools that are located far away from their given campus. At UC Irvine in Orange County, admissions staff often have little information about schools in areas like the Central Valley and the northernmost parts of the state near the Oregon border, said Dale Leaman, executive director of undergraduate admissions at the campus.\u003c/p>\n\u003cp>Leaman said he “would love to have more resources” so his staff can visit those schools.\u003c/p>\n\u003cp>“I think we have a responsibility to the entire state. We have a responsibility to the students in Eureka and the students in Redding and the students in Chico,” Leaman said.\u003c/p>\n\u003ch3>Reading applications\u003c/h3>\n\u003cp>This year, UC \u003ca href=\"https://edsource.org/2021/why-the-university-of-california-is-seeing-a-massive-surge-in-freshman-applications/648309\">saw a major spike in the number of applications it received for freshman admission\u003c/a>. Across the nine campuses, about 32,000 more students applied for freshman admission in fall 2021 compared to fall 2020, an 18% jump.\u003c/p>\n\u003cp>The big increase has overwhelmed some campuses because they haven’t been able to hire more application readers to review and score applications. That can be a detriment to students because it means, on average, their applications are getting less attention than they did when the campuses received fewer applications.\u003c/p>\n\u003cp>“The increase in applications requires a lot more time. Our staff, they are stretched so thin,” said Michelle Whittingham, the associate vice chancellor of enrollment management at UC Santa Cruz. That campus received 61,708 applications for freshman admission in fall 2021, up from 55,003 the previous year.\u003c/p>\n\u003cp>Whittingham said the campus typically employs about 50 readers. Increasing that by anywhere from 25% to 50% would be a big help, she added.\u003c/p>\n\u003cp>Campuses across UC could also be more efficient with how they review applications, said Jesse Rothstein, a professor of public policy at UC Berkeley and an expert in college admissions. For example, Rothstein said he’s suggested that Berkeley admissions staff give more thorough reviews to applicants who have a realistic chance of being admitted and spend less time with applications that aren’t competitive.\u003c/p>\n\u003cp>UC \u003ca href=\"https://admission.universityofcalifornia.edu/how-to-apply/applying-as-a-freshman/how-applications-are-reviewed.html\">considers 13 factors when reviewing applications\u003c/a>, ranging from grade point average to extracurriculars to any special circumstances a student faces — such as a disability, low family income or a student being the first in their family to attend college.\u003c/p>\n\u003cp>“They have to read a lot of applications quickly,” Rothstein said. “They’re somewhat underfunded and under pressure. And that means that they don’t give each application the time it deserves. And I think there’s a lot that the universities can do in the details to make sure that applications do get the care they deserve.”\u003c/p>\n\u003ch3>Guaranteeing admission\u003c/h3>\n\u003cp>In-state students who graduate in the top 9% of their high school class are offered guaranteed admission to UC. But those students aren’t guaranteed that they will be admitted to the campus of their choice, just that they’ll be accepted to at least one of the campuses, even if it’s one they didn’t apply to.\u003c/p>\u003c/div>",
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"content": "‘I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>UC could improve the current guarantee program by creating a local guarantee, where students would be promised admission to the campus closest to their high school if they meet certain criteria, said Audrey Dow, senior vice president of the Campaign for College Opportunity.\u003c/p>\n\u003cp>Black and Latino students attend the state’s CSU campuses and community colleges at higher rates than they do UC campuses, and those who do attend UC have a higher chance of graduating, Dow noted.\u003c/p>\n\u003cp>Dow said a local guarantee could go a long way in making Black and Latino students better represented at UC’s most competitive campuses. Latino students, for example, make up 25% of the undergraduate student population at UCLA but 65% of the K-12 population in Los Angeles County public schools.\u003c/p>\n\u003cp>“I think if we guaranteed students admission to their local UC, provided they meet the admission criteria, we would see a very different demographic makeup. And one that is much more closely aligned with our California communities,” Dow said.\u003c/p>\n\u003cp>The idea, however, has lukewarm support at best from UC admissions officials. Leaman, the UC Irvine undergraduate admissions executive director, noted that the system already has a capacity issue. Most campuses receive more qualified applicants than can be admitted.\u003c/p>\n\u003cp>“There are a finite number of spots. Any time you make a guarantee to one population, you’re reducing the opportunities for another population,” Leaman said.\u003c/p>\n\u003cp>Leaman pointed out that Irvine does \u003ca href=\"https://admission.universityofcalifornia.edu/counselors/files/tag-matrix.pdf\">guarantee admission to community college transfers meeting specific criteria\u003c/a>. Irvine is one of six campuses with a transfer guarantee, along with Davis, Merced, Riverside, Santa Barbara and Santa Cruz.\u003c/p>\n\u003cfigure id=\"attachment_11898632\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898632\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg\" alt=\"A broken yellow pencil on top of a standardized test.\" width=\"800\" height=\"532\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1020x678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut-1536x1021.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS14608_iStock_000037513244_Large-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Standardized test with a broken yellow pencil, on March 24, 2015. \u003ccite>(Michael Quirk/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Increasing capacity\u003c/h3>\n\u003cp>One straightforward way to give more students a real shot at being admitted to UC is to increase the number of spots at each campus. Each year, UC turns away tens of thousands of applicants, including many who are eligible. This year, the system made freshman admission offers to more than 132,000 students but rejected 35% of applicants, or about 71,000 of them.\u003c/p>\n\u003cp>“We don’t have enough seats for all eligible students, and it doesn’t match the demand for a higher education. Families and students want to make more than a living wage. And they know that college is their way to get there,” Dow said.\u003c/p>\n\u003cp>But campuses can’t add more seats without also having additional funding to support those increases. “We need to make sure that we have the infrastructure in place to be able to accept additional students,” said Debi Kammerer, interim director of admissions at UC San Diego. That includes having enough faculty, classroom space and housing to accommodate those students. Housing is already a problem at UC, \u003ca href=\"https://edsource.org/2021/thousands-of-uc-students-struggle-to-find-housing/661082\">with many of the campuses having dealt with housing shortages this fall\u003c/a>.\u003c/p>\n\u003cp>The system could soon be getting help from the state Legislature. Lawmakers have said they plan to allocate an additional $67.8 million to UC campuses in 2022-23 to increase the number of spots for California residents by 6,230 students. Whether they’ll follow through on that promise won’t be clear for months, since the final budget isn’t agreed to until the summer. It’s also not clear where Gov. Gavin Newsom, who negotiates the budget with lawmakers, stands on the issue. Eleni Kounalakis, the state’s lieutenant governor, serves on UC’s Board of Regents as a voting member.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/with-standardized-testing-out-whats-next-for-university-of-california-admissions/664408\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "i-learned-nothing-for-three-weeks-bay-area-sub-shortage-leaves-students-hanging",
"title": "'We Didn't Learn Anything': Bay Area Teacher Sub Shortage Leaves Students Hanging",
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"headTitle": "‘We Didn’t Learn Anything’: Bay Area Teacher Sub Shortage Leaves Students Hanging | KQED",
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"content": "\u003cp>Substitute teachers are part of the national labor shortage, and their absence has been stressing school administrators in the Bay Area since school began three months ago.\u003c/p>\n\u003cp>Unfortunately, the problem is expected to get worse as the winter cold and flu season approaches and more school teachers are likely to call in sick. The shortage is hurting students, who are missing weeks of instruction, adding to turmoil inside schools in a year already made disruptive by the pandemic. \u003ca href=\"https://4f730634-e809-4181-92d7-ed1dc705414a.filesusr.com/ugd/1394b9_7709c1ab926247469c2aa9c076b977bc.pdf\">According to a recent study by researchers at the University of Washington\u003c/a>, it has become “challenging to get a clear and timely picture about the staffing challenges schools face as comprehensive data on the supply and demand of school personnel is generally only available long after the fact.”[pullquote size=\"medium\" align=\"right\" citation=\"Neva Zamil, a senior at Berkeley High\"]‘There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.’[/pullquote]\u003c/p>\n\u003cp>Many school districts have had trouble filling teacher vacancies. And when the teachers on staff miss work, it’s crucial to have a sufficient number of substitute teachers available. But sub numbers have dwindled across the Bay Area, and the shortage appears to be at a crisis point at Berkeley High School, where students are walking out of empty classrooms.\u003c/p>\n\u003cp>“Just today, we don’t know what happened to our math teacher,” Berkeley High ninth grader Sascha Amendola replied when texted last week. “But she wasn’t here, so we waited 15 minutes and then we just left and wandered around school.”\u003c/p>\n\u003cfigure id=\"attachment_11898255\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898255\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg\" alt=\"A young man wearing glasses and a grey t-shirt sits on the steps of a house with a laptop in his lap.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley High sophomore Sascha Amendola at his house on March 19, 2021. He says he’s gotten used to weekly fights and fire alarms being pulled. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing outside the high school on a warm fall afternoon, senior Neva Zamil spoke with frustration about how she sees the sub shortage adding to the mayhem.\u003c/p>\n\u003cp>“Half of the school’s population, the sophomores and the freshmen, have not been in school since middle school,” she said. “And so I would describe a lot of the behavior we’re seeing as middle school behavior. The fire alarm is pulled like once a week. There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.”\u003c/p>\n\u003cp>Zamil said she had teachers out in her anatomy, AP government and AP literature classes just that week.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ethnic studies teacher Dana Moran agrees with students that there has been\u003c/span>\u003cspan style=\"font-weight: 400\"> much more fighting and unruly behavior this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are also short of safety staff, so the hallways are unmonitored and students are roaming the halls, banging on classroom doors, vandalizing, etcetera,” said Moran.\u003c/span>\u003c/p>\n\u003cp>The situation has become so dire that the district has had to send teachers normally on special assignment for math or literacy coaching to work both as substitutes at the high school, and to replace administrators who typically would be on hall duty but are themselves subbing in classrooms.\u003c/p>\n\u003cp>The person charged with finding replacements for teachers who are out at Berkeley High is school secretary Marie Ferguson. She says the staffing shortages are across all grades. Each school day morning, she arrives and runs the staff report, which tells her who will be out for the day.\u003c/p>\n\u003cp>“We may have 12 teachers unfilled, and I have to fill those positions,” Ferguson said, “A lot of people [are] afraid that, you know, come to work with this COVID going on, so it’s putting yourself at risk, really. So I think that’s part of the problem.”\u003c/p>\n\u003cp>In 2018, Berkeley Unified overall was able to fill 69% of sub requests from the sub pool. That’s down to 58% in 2021.\u003c/p>\n\u003cp>Berkeley High has been getting creative. Zamil says when her anatomy teacher was out sick for three weeks, a rotation of teachers had to fill in.\u003c/p>\n\u003cp>“That teacher does not teach the subject, does not have any training in that subject and it just keeps spiraling and spiraling,” she said. “We didn’t learn anything in those three weeks.”[aside postID=\"news_11887194\" label=\"Related Post\"] Zamil thinks the frequent disruption to classroom teaching is especially harmful for freshmen and sophomores, who may be less engaged in school compared with seniors bent on graduating.\u003c/p>\n\u003cp>“If you don’t have a teacher there for an important subject and you’re just forced to do busywork, you lose focus, you lose energy, you lose motivation,” Zamil said.\u003c/p>\n\u003cp>Administrators and other support staff in Bay Area school districts being called away from their regular responsibilities to step into classrooms creates its own kind of staffing shortage.\u003c/p>\n\u003cp>At Oakland Technical High School, junior Georgia Wallace said it has been nearly impossible to connect with her counselors.\u003c/p>\n\u003cfigure id=\"attachment_11898424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898424\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg\" alt=\"A young woman wearing a white long sleeved t-shirt and grey jeans holding a mask in her right hand stands outside a house.\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland Tech junior Georgia Wallace, outside her home in Oakland in 2021, says staffing issues have made it hard to get help from counselors this year. \u003ccite>(Courtesy of Jo Townson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You don’t go to their office anymore, you fill out a Google Form,” she said. “But they never really get back to you, or you email them and they don’t respond.”\u003c/p>\n\u003cp>Wallace called the staff “overwhelmed” at a time when they are supposed to be helping her plan her way into college.\u003c/p>\n\u003cp>“They’re just kind of like, I don’t know, like, figure it out,” she said. “Like, it’s kind of, like, ‘Fend for yourself because I have too much work and I can’t deal with you.’”\u003c/p>\n\u003cp>The principal at Oakland Tech referred questions about staffing shortages to the district, which acknowledged the lack of substitutes district-wide, adding that it’s common for some staff-juggling to take place when a sub can’t be found. Also, the teacher staffing problem in the Bay Area is not a result of COVID outbreaks and quarantines, unlike in other parts of the country where staffing shortages also are widespread.\u003c/p>\n\u003cp>Recently, Katie Rodgers, a special education teacher at Oakland International High School, decided to take a leave day to visit her sister. Since she and her co-worker fill in for one another when they need time off, she wasn’t worried about leaving her students.\u003c/p>\n\u003cp>“I didn’t really take any days off last year,” she said. “And this year I’m just like, ‘What am I doing with my life?’ So I took four days in October to go to a friend’s wedding, and to take care of myself.”\u003c/p>\n\u003cp>Rodgers says this year, demands on teachers are more intense than ever.\u003c/p>\n\u003cp>“I think there’s so much we’re taking on, because so many kids just need so much from us that, like, we do, we have to step out sometimes,” she said.\u003c/p>\n\u003cp>The problem is there are so many fewer subs available.\u003c/p>\n\u003cp>Over at San Francisco Unified, before the pandemic, the pool of substitutes was over 500 people. Now it’s down to about 200 regular subs, according to Nathalie Hrizi, who oversees substitutes for the United Educators of San Francisco, the teacher’s union.\u003c/p>\n\u003cp>In elementary school classes, Hrizi says, when a sub can’t be found, that class is split up and sent to other classrooms for the day.\u003c/p>\n\u003cp>“And so educators are really struggling with that and it’s having an impact on our students themselves,” she said.\u003c/p>\n\u003cp>San Francisco substitute Erica Junghans works across the district in 25 different elementary schools. She is a full-time sub who, pre-pandemic, would start each week with a couple of assignments. This year, however, she’s booked solid all the way through to March.\u003c/p>\n\u003cfigure id=\"attachment_11898419\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898419\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg\" alt=\"A woman wearing glasses, a dark red jacket and grey shirt stand outside with a school in the background.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD substitute Erica Junghans in 2021. She said work dried up when schools moved to virtual learning last year, and many of her colleagues left to find other work. \u003ccite>(Courtesy of Erica Junghans)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She says on a day when she was accidentally double-booked, the second school begged her to show up.\u003c/p>\n\u003cp>“They said, ‘Oh, please come, because we really need you’,” she recalled. “I was in the classroom for literally 40, 45 minutes and they still wanted me. They’re desperate.”\u003c/p>\n\u003cp>Many Bay Area districts have increased sub pay up to $240 a day for some positions, but that hasn’t solved the shortage. When teachers began working from home during the pandemic last year, sub work dried up, Junghans said.\u003c/p>\n\u003cp>“There were no jobs, zero jobs. So I didn’t get paid. So a lot of people gave up,” Junghans said, adding that her regular salary of $38,000 per year is not enough to afford to live in San Francisco, even under normal conditions.\u003c/p>\n\u003cp>Junghans said she became a sub after volunteering for two years at her daughter’s school. She thinks San Francisco could do more to encourage parents like her to step into the role. And she says a guarantee of stable, year-round pay would go a long way. As it stands, subs get paid a maximum of 180 days, the length of the school year.\u003c/p>\n\u003cp>UESF’s Hrizi says because of the low pay, there has always been a sub shortage. It has just reached epic proportions this year.\u003c/p>\n\u003cp>“I think we’re seeing the same trend with substitute educators as we are with many other workers across the country, which is that given the conditions, the treatment, the challenges, the pay and the benefits and the working stability aren’t sufficient to keep people coming to work,” she said.\u003c/p>\n\u003cp>Meanwhile, other districts are trying more aggressive tactics to recruit substitutes. In Marin, where the sub pool has plummeted from 545 in March of 2020 to 298 currently, the County Superintendent of Schools, Mary Jane Burke, says staff will be out at vaccine clinics handing out small cards with a QR code linking to district job openings.\u003c/p>\n\u003cp>“We are targeting Marin residents, and over-age 50 residents and talking about this as, ‘We are all in this together,’” Burke said.\u003c/p>\n\u003cfigure id=\"attachment_11898418\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg\" alt=\"A woman standing outside wearing a black mask, a cream colored sweater and a white shirt.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Senior Joanna Lam outside Lowell High on Dec. 7, 2021. She says rotating counselors have filled in as substitutes in her classes this year. \u003ccite>(Courtesy of Adrianna Zhang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For students who are trying to stay on track academically when their regular teachers are out, there is a bit of hope. Joanna Lam, a senior at Lowell High in San Francisco, said her teachers are coming up with ways to stay in touch if they can’t be in the classroom.\u003c/p>\n\u003cp>“Because of distance learning last year, a lot of us use online platforms like Google Classroom,” Lam said. “So the teacher will just say, ‘Hey, I’m out today, here’s the work for the day,’ and so the sub is just kind of there to take attendance.”\u003c/p>\n\u003cp>That is, if there is a sub.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "A substitute teacher shortage in the Bay Area is expected to get worse as the winter cold and flu season approaches and more school teachers are likely to call in sick. The shortage is hurting students, who are missing weeks of instruction.",
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"title": "'We Didn't Learn Anything': Bay Area Teacher Sub Shortage Leaves Students Hanging | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Substitute teachers are part of the national labor shortage, and their absence has been stressing school administrators in the Bay Area since school began three months ago.\u003c/p>\n\u003cp>Unfortunately, the problem is expected to get worse as the winter cold and flu season approaches and more school teachers are likely to call in sick. The shortage is hurting students, who are missing weeks of instruction, adding to turmoil inside schools in a year already made disruptive by the pandemic. \u003ca href=\"https://4f730634-e809-4181-92d7-ed1dc705414a.filesusr.com/ugd/1394b9_7709c1ab926247469c2aa9c076b977bc.pdf\">According to a recent study by researchers at the University of Washington\u003c/a>, it has become “challenging to get a clear and timely picture about the staffing challenges schools face as comprehensive data on the supply and demand of school personnel is generally only available long after the fact.”\u003c/p>\u003c/div>",
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"content": "‘There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many school districts have had trouble filling teacher vacancies. And when the teachers on staff miss work, it’s crucial to have a sufficient number of substitute teachers available. But sub numbers have dwindled across the Bay Area, and the shortage appears to be at a crisis point at Berkeley High School, where students are walking out of empty classrooms.\u003c/p>\n\u003cp>“Just today, we don’t know what happened to our math teacher,” Berkeley High ninth grader Sascha Amendola replied when texted last week. “But she wasn’t here, so we waited 15 minutes and then we just left and wandered around school.”\u003c/p>\n\u003cfigure id=\"attachment_11898255\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898255\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg\" alt=\"A young man wearing glasses and a grey t-shirt sits on the steps of a house with a laptop in his lap.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/RS48321_001_Berkeley_HSStudent_03192021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley High sophomore Sascha Amendola at his house on March 19, 2021. He says he’s gotten used to weekly fights and fire alarms being pulled. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Standing outside the high school on a warm fall afternoon, senior Neva Zamil spoke with frustration about how she sees the sub shortage adding to the mayhem.\u003c/p>\n\u003cp>“Half of the school’s population, the sophomores and the freshmen, have not been in school since middle school,” she said. “And so I would describe a lot of the behavior we’re seeing as middle school behavior. The fire alarm is pulled like once a week. There are fights every single day, and then you combine that with teacher shortages, and safety officers aren’t coming as often and you get chaos.”\u003c/p>\n\u003cp>Zamil said she had teachers out in her anatomy, AP government and AP literature classes just that week.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ethnic studies teacher Dana Moran agrees with students that there has been\u003c/span>\u003cspan style=\"font-weight: 400\"> much more fighting and unruly behavior this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are also short of safety staff, so the hallways are unmonitored and students are roaming the halls, banging on classroom doors, vandalizing, etcetera,” said Moran.\u003c/span>\u003c/p>\n\u003cp>The situation has become so dire that the district has had to send teachers normally on special assignment for math or literacy coaching to work both as substitutes at the high school, and to replace administrators who typically would be on hall duty but are themselves subbing in classrooms.\u003c/p>\n\u003cp>The person charged with finding replacements for teachers who are out at Berkeley High is school secretary Marie Ferguson. She says the staffing shortages are across all grades. Each school day morning, she arrives and runs the staff report, which tells her who will be out for the day.\u003c/p>\n\u003cp>“We may have 12 teachers unfilled, and I have to fill those positions,” Ferguson said, “A lot of people [are] afraid that, you know, come to work with this COVID going on, so it’s putting yourself at risk, really. So I think that’s part of the problem.”\u003c/p>\n\u003cp>In 2018, Berkeley Unified overall was able to fill 69% of sub requests from the sub pool. That’s down to 58% in 2021.\u003c/p>\n\u003cp>Berkeley High has been getting creative. Zamil says when her anatomy teacher was out sick for three weeks, a rotation of teachers had to fill in.\u003c/p>\n\u003cp>“That teacher does not teach the subject, does not have any training in that subject and it just keeps spiraling and spiraling,” she said. “We didn’t learn anything in those three weeks.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp> Zamil thinks the frequent disruption to classroom teaching is especially harmful for freshmen and sophomores, who may be less engaged in school compared with seniors bent on graduating.\u003c/p>\n\u003cp>“If you don’t have a teacher there for an important subject and you’re just forced to do busywork, you lose focus, you lose energy, you lose motivation,” Zamil said.\u003c/p>\n\u003cp>Administrators and other support staff in Bay Area school districts being called away from their regular responsibilities to step into classrooms creates its own kind of staffing shortage.\u003c/p>\n\u003cp>At Oakland Technical High School, junior Georgia Wallace said it has been nearly impossible to connect with her counselors.\u003c/p>\n\u003cfigure id=\"attachment_11898424\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898424\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg\" alt=\"A young woman wearing a white long sleeved t-shirt and grey jeans holding a mask in her right hand stands outside a house.\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Georgia-Wallace2-scaled.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland Tech junior Georgia Wallace, outside her home in Oakland in 2021, says staffing issues have made it hard to get help from counselors this year. \u003ccite>(Courtesy of Jo Townson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You don’t go to their office anymore, you fill out a Google Form,” she said. “But they never really get back to you, or you email them and they don’t respond.”\u003c/p>\n\u003cp>Wallace called the staff “overwhelmed” at a time when they are supposed to be helping her plan her way into college.\u003c/p>\n\u003cp>“They’re just kind of like, I don’t know, like, figure it out,” she said. “Like, it’s kind of, like, ‘Fend for yourself because I have too much work and I can’t deal with you.’”\u003c/p>\n\u003cp>The principal at Oakland Tech referred questions about staffing shortages to the district, which acknowledged the lack of substitutes district-wide, adding that it’s common for some staff-juggling to take place when a sub can’t be found. Also, the teacher staffing problem in the Bay Area is not a result of COVID outbreaks and quarantines, unlike in other parts of the country where staffing shortages also are widespread.\u003c/p>\n\u003cp>Recently, Katie Rodgers, a special education teacher at Oakland International High School, decided to take a leave day to visit her sister. Since she and her co-worker fill in for one another when they need time off, she wasn’t worried about leaving her students.\u003c/p>\n\u003cp>“I didn’t really take any days off last year,” she said. “And this year I’m just like, ‘What am I doing with my life?’ So I took four days in October to go to a friend’s wedding, and to take care of myself.”\u003c/p>\n\u003cp>Rodgers says this year, demands on teachers are more intense than ever.\u003c/p>\n\u003cp>“I think there’s so much we’re taking on, because so many kids just need so much from us that, like, we do, we have to step out sometimes,” she said.\u003c/p>\n\u003cp>The problem is there are so many fewer subs available.\u003c/p>\n\u003cp>Over at San Francisco Unified, before the pandemic, the pool of substitutes was over 500 people. Now it’s down to about 200 regular subs, according to Nathalie Hrizi, who oversees substitutes for the United Educators of San Francisco, the teacher’s union.\u003c/p>\n\u003cp>In elementary school classes, Hrizi says, when a sub can’t be found, that class is split up and sent to other classrooms for the day.\u003c/p>\n\u003cp>“And so educators are really struggling with that and it’s having an impact on our students themselves,” she said.\u003c/p>\n\u003cp>San Francisco substitute Erica Junghans works across the district in 25 different elementary schools. She is a full-time sub who, pre-pandemic, would start each week with a couple of assignments. This year, however, she’s booked solid all the way through to March.\u003c/p>\n\u003cfigure id=\"attachment_11898419\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898419\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg\" alt=\"A woman wearing glasses, a dark red jacket and grey shirt stand outside with a school in the background.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Erica-Junghans-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD substitute Erica Junghans in 2021. She said work dried up when schools moved to virtual learning last year, and many of her colleagues left to find other work. \u003ccite>(Courtesy of Erica Junghans)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She says on a day when she was accidentally double-booked, the second school begged her to show up.\u003c/p>\n\u003cp>“They said, ‘Oh, please come, because we really need you’,” she recalled. “I was in the classroom for literally 40, 45 minutes and they still wanted me. They’re desperate.”\u003c/p>\n\u003cp>Many Bay Area districts have increased sub pay up to $240 a day for some positions, but that hasn’t solved the shortage. When teachers began working from home during the pandemic last year, sub work dried up, Junghans said.\u003c/p>\n\u003cp>“There were no jobs, zero jobs. So I didn’t get paid. So a lot of people gave up,” Junghans said, adding that her regular salary of $38,000 per year is not enough to afford to live in San Francisco, even under normal conditions.\u003c/p>\n\u003cp>Junghans said she became a sub after volunteering for two years at her daughter’s school. She thinks San Francisco could do more to encourage parents like her to step into the role. And she says a guarantee of stable, year-round pay would go a long way. As it stands, subs get paid a maximum of 180 days, the length of the school year.\u003c/p>\n\u003cp>UESF’s Hrizi says because of the low pay, there has always been a sub shortage. It has just reached epic proportions this year.\u003c/p>\n\u003cp>“I think we’re seeing the same trend with substitute educators as we are with many other workers across the country, which is that given the conditions, the treatment, the challenges, the pay and the benefits and the working stability aren’t sufficient to keep people coming to work,” she said.\u003c/p>\n\u003cp>Meanwhile, other districts are trying more aggressive tactics to recruit substitutes. In Marin, where the sub pool has plummeted from 545 in March of 2020 to 298 currently, the County Superintendent of Schools, Mary Jane Burke, says staff will be out at vaccine clinics handing out small cards with a QR code linking to district job openings.\u003c/p>\n\u003cp>“We are targeting Marin residents, and over-age 50 residents and talking about this as, ‘We are all in this together,’” Burke said.\u003c/p>\n\u003cfigure id=\"attachment_11898418\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-scaled.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11898418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg\" alt=\"A woman standing outside wearing a black mask, a cream colored sweater and a white shirt.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/12/Joanna-Lam-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Senior Joanna Lam outside Lowell High on Dec. 7, 2021. She says rotating counselors have filled in as substitutes in her classes this year. \u003ccite>(Courtesy of Adrianna Zhang)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For students who are trying to stay on track academically when their regular teachers are out, there is a bit of hope. Joanna Lam, a senior at Lowell High in San Francisco, said her teachers are coming up with ways to stay in touch if they can’t be in the classroom.\u003c/p>\n\u003cp>“Because of distance learning last year, a lot of us use online platforms like Google Classroom,” Lam said. “So the teacher will just say, ‘Hey, I’m out today, here’s the work for the day,’ and so the sub is just kind of there to take attendance.”\u003c/p>\n\u003cp>That is, if there is a sub.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Why Some California School Districts Are Changing How Students Earn Grades",
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"content": "\u003cp>Some of California’s largest school districts are trying an unconventional tactic to help students reengage in school after distance learning and boost their chances of acceptance into the state’s public colleges: by dropping D and F grades.\u003c/p>\n\u003cp>Los Angeles Unified, \u003ca href=\"https://oaklandside.org/2021/11/08/oakland-unified-considers-dropping-the-d-grade/\">Oakland Unified\u003c/a>, Sacramento City Unified, San Diego Unified and other districts are phasing out grades below a C for high school students. If a student fails a test or doesn’t complete their homework, they’ll be able to retake the test and get more time to turn in assignments.\u003c/p>\n\u003cp>The idea is to encourage students to learn the course material and not be derailed by a low grade that could potentially disqualify them from admission to the University of California and California State University. Students who don’t learn the material, pass the final exam or finish homework by the end of the semester would earn an “incomplete.”\u003c/p>\n\u003cp>“Our hope is that students begin to see school as a place of learning, where they can take risks and learn from mistakes, instead of a place of compliance,” said Nidya Baez, assistant principal at Fremont High in Oakland Unified. “Right now, we have a system where we give a million points for a million pieces of paper that students turn in, without much attention to what they’re actually learning.”\u003c/p>\n\u003cp>Although education reform advocates have been pushing for this for years, the pandemic offered an opportunity for districts to put it into action. With so many students \u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\">languishing academically after a year of distance learning\u003c/a>, districts see dropping D’s and F’s as a way to help students who were most affected by the pandemic, especially Black and Latino students and those from lower-income families.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the move is also, potentially, a step toward an entirely different learning system, in which students are assessed by what they’ve learned, not how well they perform on tests on a given day or whether they turn in their homework on time. Known as competency — or \u003ca href=\"https://www.chalkbeat.org/2020/5/28/21272602/ed-tech-mastery-competency-based-learning-coronavirus\">mastery-based learning\u003c/a> — the style has been a staple of some private and charter schools for years, and a goal for education reformers trying to overhaul the traditional high school system.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"H. Alix Gallagher, director of strategic partnerships, Policy Analysis for California Education\"]'Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading.'[/pullquote]\u003c/p>\n\u003cp>While traditional grading may have worked for previous generations, a competency-based system is better suited for the rapidly changing workplace of the future, said Devin Vodicka, former superintendent of Vista Unified in San Diego County and chief executive of the \u003ca href=\"https://learnercentered.org/our-story/\">Learner-Centered Collaborative\u003c/a>, a nonprofit that helps districts shift to competency-based learning.\u003c/p>\n\u003cp>“We need a system that gets beyond the institutional model and provides more meaningful feedback for students,” Vodicka said. “The future is going to require less focus on time and more focus on what we can do and contribute, and the quality of our performance. We need to prepare our students for this.”\u003c/p>\n\u003cp>At most high schools, grades are linked to time, and a grade reflects how well a student has performed on tests and homework by the end of a semester. Grades can open doors to advanced classes and are the primary component of college admissions, especially since universities like UC and CSU temporarily dropped standardized tests as part of the admissions criteria.\u003c/p>\n\u003cp>But they’re notoriously subjective. The state \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49066.\" target=\"_blank\" rel=\"noopener noreferrer\">Education Code\u003c/a> gives teachers the authority to issue grades, but it doesn’t specify how those grades should be determined. Some teachers grade on a curve, with only a set number of students earning A’s or B’s, while others are more lax.\u003c/p>\n\u003cp>An informal EdSource survey of about two dozen California teachers found that 57% rarely or never gave D's and F’s. Only 7% said they did frequently.\u003c/p>\n\u003cp>“Grades are punitive and provide no information on standards mastery,” one teacher wrote. “I would love [grading] to be based on mastery of standards and … authentic feedback.”\u003c/p>\n\u003cp>But for some teachers, D's and F's play an important role in the classroom. They signal that a student did not learn the material and needs extra help. Dropping D's and F's doesn’t guarantee that students will learn the material, even with extra help, and may lead to grade inflation, said Debora Rinehart, a math and science teacher at St. Theresa School, a Catholic school in Oakland.\u003c/p>\n\u003cp>“I will work with any student before or after school or even on the weekend to help them learn. However, I will never lie about their knowledge level,” she said. “Not reporting D's and F's is the equivalent of lying about a student’s progress.”\u003c/p>\n\u003cp>But the vast difference in teachers’ grading styles has resulted in a system where grades are nearly useless as an indicator of students’ abilities, said H. Alix Gallagher, director of strategic partnerships at Policy Analysis for California Education.\u003c/p>\n\u003cp>“What does a grade mean? It’s a mix of things, and it’s different from teacher to teacher. It can actually be radically different,” she said. “As it’s practiced now, grading is idiosyncratic, and that’s not a good thing.”\u003c/p>\n\u003cp>Too often, she said, grades take on outsized importance for students, and those who get D's or F's become discouraged or disengage even further, never learning the material they missed to begin with.\u003c/p>\n\u003cp>“Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading,” she said.\u003c/p>\n\u003cp>Patricia Russell is the chief learning officer at the \u003ca href=\"https://mastery.org/mtc-team/\">Mastery Transcript Consortium\u003c/a>, a nonprofit that advises school districts and colleges on alternatives to grades. Interest in the topic has been soaring, she said. In the three years since the group started, membership has increased from four districts to more than two dozen nationwide.\u003c/p>\n\u003cp>For college applications, Russell’s group encourages students to submit a portfolio that includes essays, tests with high scores, videos showing oral presentations, lab projects or other items that showcase a student’s best work. [aside tag=\"education\" label=\"Related Coverage\"]The idea is to show colleges evidence of what a student can actually do, not a teacher’s interpretation based on a limited grading scale.\u003c/p>\n\u003cp>“We’re talking about people who are very young, and labeling them at such an early age as ‘less than’ or ‘more than’ can have significant psychological repercussions,” Russell said. “Some things in life are zero-sum games, but learning should not be.”\u003c/p>\n\u003cp>Two large school improvement networks, supported by foundations, have made reexamining grading policies a priority.\u003c/p>\n\u003cp>Laura Schwalm, a retired superintendent of Garden Grove Unified who is now chief of staff of California Education Partners, said the aim is a grading system that puts students on track for admission to the UC and CSU, as well as trade schools.\u003c/p>\n\u003cp>“Graduating with a D, in career and technology courses, too, leaves students with few choices,” she said. “No one is saying water down grades. This is about giving support, not lowering standards, and looking for simple ways to make grading more fair, to give kids a fighting chance and to measure what students know with multiple opportunities to show that.”\u003c/p>\n\u003cp>Lynn Rocha-Salazar, a former principal in Fresno Unified who is now CORE Districts’ senior improvement coach, said the work on grading preceded COVID-19, but the pandemic underscored the need for it.\u003c/p>\n\u003cp>“Those who had not been well served were penalized the most … so now is a time to examine grading practices to see the harm that was done,” she said.\u003c/p>\n\u003cp>Lindsay Unified, in rural Tulare County, has been moving toward a competency-based system for several years, and results are promising. Students at Lindsay High School, nearly all of whom are Latino and come from lower-income families, scored higher than the state average among all student groups on math and English language arts tests, as well as in college and career readiness, according to the 2019 \u003ca class=\"external\" href=\"https://www.caschooldashboard.org/reports/54719935432414/2019#college-career-card\" target=\"_blank\" rel=\"noopener noreferrer\">California School Dashboard\u003c/a>.\u003c/p>\n\u003cp>In Oakland, high schools are moving gradually toward a new system of assessment that doesn’t include D’s and F’s. Baez, the assistant principal at Fremont High, said the change will not happen overnight. Parents, students and especially teachers need time to understand what’s expected of them, and they must “buy in” to the change, she said.\u003c/p>\n\u003cp>“It has to be a cultural shift at the school. You have to build trust because we’re really rebuilding an entire system,” Baez said. “It will be a lot of work, but it’s important we do this because traditional grades benefit some kids, but they don’t help everyone.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2021/why-some-california-school-districts-are-changing-how-students-earn-grades/664226\">\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in EdSource.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some of California’s largest school districts are trying an unconventional tactic to help students reengage in school after distance learning and boost their chances of acceptance into the state’s public colleges: by dropping D and F grades.\u003c/p>\n\u003cp>Los Angeles Unified, \u003ca href=\"https://oaklandside.org/2021/11/08/oakland-unified-considers-dropping-the-d-grade/\">Oakland Unified\u003c/a>, Sacramento City Unified, San Diego Unified and other districts are phasing out grades below a C for high school students. If a student fails a test or doesn’t complete their homework, they’ll be able to retake the test and get more time to turn in assignments.\u003c/p>\n\u003cp>The idea is to encourage students to learn the course material and not be derailed by a low grade that could potentially disqualify them from admission to the University of California and California State University. Students who don’t learn the material, pass the final exam or finish homework by the end of the semester would earn an “incomplete.”\u003c/p>\n\u003cp>“Our hope is that students begin to see school as a place of learning, where they can take risks and learn from mistakes, instead of a place of compliance,” said Nidya Baez, assistant principal at Fremont High in Oakland Unified. “Right now, we have a system where we give a million points for a million pieces of paper that students turn in, without much attention to what they’re actually learning.”\u003c/p>\n\u003cp>Although education reform advocates have been pushing for this for years, the pandemic offered an opportunity for districts to put it into action. With so many students \u003ca href=\"https://www.kqed.org/news/11887194/in-oakland-distance-learners-face-confusion-teacher-shortage\">languishing academically after a year of distance learning\u003c/a>, districts see dropping D’s and F’s as a way to help students who were most affected by the pandemic, especially Black and Latino students and those from lower-income families.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the move is also, potentially, a step toward an entirely different learning system, in which students are assessed by what they’ve learned, not how well they perform on tests on a given day or whether they turn in their homework on time. Known as competency — or \u003ca href=\"https://www.chalkbeat.org/2020/5/28/21272602/ed-tech-mastery-competency-based-learning-coronavirus\">mastery-based learning\u003c/a> — the style has been a staple of some private and charter schools for years, and a goal for education reformers trying to overhaul the traditional high school system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While traditional grading may have worked for previous generations, a competency-based system is better suited for the rapidly changing workplace of the future, said Devin Vodicka, former superintendent of Vista Unified in San Diego County and chief executive of the \u003ca href=\"https://learnercentered.org/our-story/\">Learner-Centered Collaborative\u003c/a>, a nonprofit that helps districts shift to competency-based learning.\u003c/p>\n\u003cp>“We need a system that gets beyond the institutional model and provides more meaningful feedback for students,” Vodicka said. “The future is going to require less focus on time and more focus on what we can do and contribute, and the quality of our performance. We need to prepare our students for this.”\u003c/p>\n\u003cp>At most high schools, grades are linked to time, and a grade reflects how well a student has performed on tests and homework by the end of a semester. Grades can open doors to advanced classes and are the primary component of college admissions, especially since universities like UC and CSU temporarily dropped standardized tests as part of the admissions criteria.\u003c/p>\n\u003cp>But they’re notoriously subjective. The state \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=49066.\" target=\"_blank\" rel=\"noopener noreferrer\">Education Code\u003c/a> gives teachers the authority to issue grades, but it doesn’t specify how those grades should be determined. Some teachers grade on a curve, with only a set number of students earning A’s or B’s, while others are more lax.\u003c/p>\n\u003cp>An informal EdSource survey of about two dozen California teachers found that 57% rarely or never gave D's and F’s. Only 7% said they did frequently.\u003c/p>\n\u003cp>“Grades are punitive and provide no information on standards mastery,” one teacher wrote. “I would love [grading] to be based on mastery of standards and … authentic feedback.”\u003c/p>\n\u003cp>But for some teachers, D's and F's play an important role in the classroom. They signal that a student did not learn the material and needs extra help. Dropping D's and F's doesn’t guarantee that students will learn the material, even with extra help, and may lead to grade inflation, said Debora Rinehart, a math and science teacher at St. Theresa School, a Catholic school in Oakland.\u003c/p>\n\u003cp>“I will work with any student before or after school or even on the weekend to help them learn. However, I will never lie about their knowledge level,” she said. “Not reporting D's and F's is the equivalent of lying about a student’s progress.”\u003c/p>\n\u003cp>But the vast difference in teachers’ grading styles has resulted in a system where grades are nearly useless as an indicator of students’ abilities, said H. Alix Gallagher, director of strategic partnerships at Policy Analysis for California Education.\u003c/p>\n\u003cp>“What does a grade mean? It’s a mix of things, and it’s different from teacher to teacher. It can actually be radically different,” she said. “As it’s practiced now, grading is idiosyncratic, and that’s not a good thing.”\u003c/p>\n\u003cp>Too often, she said, grades take on outsized importance for students, and those who get D's or F's become discouraged or disengage even further, never learning the material they missed to begin with.\u003c/p>\n\u003cp>“Instruction is what leads to learning. Not grading. They’re separate. That’s the problem — we have a disconnect between instruction, learning and grading,” she said.\u003c/p>\n\u003cp>Patricia Russell is the chief learning officer at the \u003ca href=\"https://mastery.org/mtc-team/\">Mastery Transcript Consortium\u003c/a>, a nonprofit that advises school districts and colleges on alternatives to grades. Interest in the topic has been soaring, she said. In the three years since the group started, membership has increased from four districts to more than two dozen nationwide.\u003c/p>\n\u003cp>For college applications, Russell’s group encourages students to submit a portfolio that includes essays, tests with high scores, videos showing oral presentations, lab projects or other items that showcase a student’s best work. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The idea is to show colleges evidence of what a student can actually do, not a teacher’s interpretation based on a limited grading scale.\u003c/p>\n\u003cp>“We’re talking about people who are very young, and labeling them at such an early age as ‘less than’ or ‘more than’ can have significant psychological repercussions,” Russell said. “Some things in life are zero-sum games, but learning should not be.”\u003c/p>\n\u003cp>Two large school improvement networks, supported by foundations, have made reexamining grading policies a priority.\u003c/p>\n\u003cp>Laura Schwalm, a retired superintendent of Garden Grove Unified who is now chief of staff of California Education Partners, said the aim is a grading system that puts students on track for admission to the UC and CSU, as well as trade schools.\u003c/p>\n\u003cp>“Graduating with a D, in career and technology courses, too, leaves students with few choices,” she said. “No one is saying water down grades. This is about giving support, not lowering standards, and looking for simple ways to make grading more fair, to give kids a fighting chance and to measure what students know with multiple opportunities to show that.”\u003c/p>\n\u003cp>Lynn Rocha-Salazar, a former principal in Fresno Unified who is now CORE Districts’ senior improvement coach, said the work on grading preceded COVID-19, but the pandemic underscored the need for it.\u003c/p>\n\u003cp>“Those who had not been well served were penalized the most … so now is a time to examine grading practices to see the harm that was done,” she said.\u003c/p>\n\u003cp>Lindsay Unified, in rural Tulare County, has been moving toward a competency-based system for several years, and results are promising. Students at Lindsay High School, nearly all of whom are Latino and come from lower-income families, scored higher than the state average among all student groups on math and English language arts tests, as well as in college and career readiness, according to the 2019 \u003ca class=\"external\" href=\"https://www.caschooldashboard.org/reports/54719935432414/2019#college-career-card\" target=\"_blank\" rel=\"noopener noreferrer\">California School Dashboard\u003c/a>.\u003c/p>\n\u003cp>In Oakland, high schools are moving gradually toward a new system of assessment that doesn’t include D’s and F’s. Baez, the assistant principal at Fremont High, said the change will not happen overnight. Parents, students and especially teachers need time to understand what’s expected of them, and they must “buy in” to the change, she said.\u003c/p>\n\u003cp>“It has to be a cultural shift at the school. You have to build trust because we’re really rebuilding an entire system,” Baez said. “It will be a lot of work, but it’s important we do this because traditional grades benefit some kids, but they don’t help everyone.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2021/why-some-california-school-districts-are-changing-how-students-earn-grades/664226\">\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in EdSource.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Thousands of students at California State University may lose out on affordable housing because the Cal State system misread the fine print of a new state student housing program.\u003c/p>\n\u003cp>The error — uncovered by CalMatters and acknowledged by Cal State officials — is straightforward but costly. In filling out paperwork required to get its portion of the \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/affordable-student-housing/\">$2 billion Gov. Gavin Newsom set aside for student housing\u003c/a>, Cal State incorrectly assumed that it could use that money — and only that money — to build dorms and apartments for lower-income students.\u003c/p>\n\u003cp>In reality, state rules allow Cal State to combine this limited pot of state money with outside funds, such as dollars from bonds the university regularly issues. Using a mix of funds allows a campus to either build larger structures to include more beds or combine projects to house more students.\u003c/p>\n\u003cp>The consequence for Cal State’s blunder: Unless state lawmakers intervene, as many as 3,000 students will be deprived of affordable housing.\u003c/p>\n\u003cp>CalMatters discovered the discrepancy by reviewing building applications, official correspondence and other documents related to the three-year, $2 billion Higher Education Student Housing Grant Program that the Legislature approved in this year’s state budget. Over that three-year period, Cal State is slated to receive $600 million from the grant program to build housing at low rents for students.[pullquote size=\"medium\" align=\"right\" citation=\"Assemblymember Phil Ting\"]‘If CSU erroneously submitted their application based on a bureaucratic misunderstanding, we should give them every opportunity to correct it.’[/pullquote]\u003c/p>\n\u003cp>The error comes after a Cal State vice chancellor implored the state to change the rules to accommodate more flexible spending.\u003c/p>\n\u003cp>The state housing program is seen as one way to defray much of the costs of college attendance. More than half of Cal State and UC students from California don’t pay for tuition, but campus rent can tack on as much as $11,000 a year for Cal State students, though federal grants can help cover those expenses.\u003c/p>\n\u003cp>Arguably hundreds of thousands of California university and \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/affordable-student-housing/\">community college students struggle to afford a stable place to live\u003c/a>. University housing is typically cheaper than off-campus housing in the surrounding communities.\u003c/p>\n\u003ch3 id=\"h-fixing-cal-state-s-snafu-may-be-difficult\">Fixing Cal State’s snafu may be difficult\u003c/h3>\n\u003cp>The Cal State paperwork snafu directly affects the initial $150 million portion of funds carved out for the university system in this year’s state budget. Applications for using the funds were due by Oct. 31. Because the deadline came and went, a do-over for Cal State is tricky, said Rebecca Kirk, a project manager at the Department of Finance, an agency of Gov. Gavin Newsom’s administration that is overseeing management of the student housing grant money.\u003c/p>\n\u003cp>“Because that initial filing round had an established deadline of October 31, that was kind of the cutoff on the initial rounds,” she said in an interview. Fixing the error would be “a pretty significant potential change” to the proposals, Kirk said.\u003c/p>\n\u003cp>The department has until March 1 of next year to submit to the Legislature a list of recommended housing projects the state should fund. From there, lawmakers and the governor will ultimately decide what gets funded in either the state’s budget process or a standalone bill.\u003c/p>\n\u003cp>It’s unclear whether lawmakers could allow Cal State to come up with new construction plans to make better use of the money. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB169\">The law governing these funds\u003c/a> is silent on whether lawmakers can deviate from what campuses initially proposed in their applications.\u003c/p>\n\u003cp>“If CSU erroneously submitted their application based on a bureaucratic misunderstanding, we should give them every opportunity to correct it,” said Assemblymember Phil Ting, a Democrat from San Francisco who is chair of the Assembly’s budget committee, one of the two committees that will receive the Department of Finance’s recommendations. “Student housing is too important of an issue to let bureaucracy stand in the way.”\u003c/p>\n\u003cp>The speed at which the decisions have to be made is intentional: The law prioritizes affordable student housing projects that can start construction by the end of 2022.\u003c/p>\n\u003cp>The Cal State system owned up to its error when asked by CalMatters. The university “misinterpreted” \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/Higher-Education-Student-Housing-Grant-Program-FAQs.pdf\">the guidance that the Department of Finance gave campuses\u003c/a> as “intending for the program to fund the student housing grant project in its entirety,” Vi San Juan, Cal State’s vice chancellor in charge of construction, wrote in a statement. The Department of Finance’s guidance, shared with the state’s public higher education systems Oct. 7, said that “proposals that include funding contributions from other sources will be considered.”\u003c/p>\n\u003cp>Kirk said the system could revise its remaining proposals that aren’t funded in the first year of the program in the funding rounds for 2022 and 2023.\u003c/p>\n\u003ch3 id=\"h-mixing-state-and-outside-funds-can-mean-more-student-housing\">Mixing state and outside funds can mean more student housing\u003c/h3>\n\u003cp>The potentially massive setback for students comes as a result of a misunderstanding of the rules by the Cal State system that has persisted for weeks. On Nov. 8, Robert Eaton, the Cal State vice chancellor who oversees financing, \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20211108/video?time%5Bassembly-budget-subcommittee-2-education-finance-20211108%5D=7177.313904\">mistakenly told lawmakers in a public hearing that the student housing grant program’s funds cannot be combined with other money\u003c/a>. He then urged lawmakers to change the program’s rules to allow for that.\u003c/p>\n\u003cp>Doing so “would spread the grant dollars over a larger number of projects, thereby potentially providing affordability benefits to an even greater number of students,” Eaton said. The Cal State system can easily borrow money through its existing construction bond program. Eaton said that already about a third of Cal State’s $8.8 billion construction bond debt is for financing student housing.\u003c/p>\n\u003cp>Experts say now’s an especially ripe time to plan for housing construction because borrowing rates are so low. The savings from near-zero interest plus state housing dollars drive down the cost of construction, which leads to student savings because campuses can charge less for housing.\u003c/p>\n\u003cp>Jack McGrory, a Cal State trustee, said in an interview that if the system were allowed to use a mix of funds, it could build 5,000 to 6,000 beds rather than the roughly 3,300 it proposed. McGrory, a building developer in San Diego, spoke with CalMatters before it became clear that the flexibility Cal State sought was already built into the state student housing program.\u003c/p>\n\u003cp>It’s a tactic the University of California knew to pursue in its state student housing applications. UCLA, for example, wants to use $35 million in state grant money and $29 million of its own \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/UCLA-SB169-Suppl-App.pdf\">to build 179 doubles with private bathrooms\u003c/a>. Because of the new housing grant’s affordability rules, rents per student will be $600 a month when the project is completed in 2025 — about a third of what UCLA typically charges for such accommodations, the UC application said.\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/UCB-SB169-Suppl-App.pdf\">UC Berkeley plans to use $100 million in state housing money\u003c/a> in conjunction with about $200 million in UC bond money to bring down the rents students will eventually pay. Mixing the two pots of funds would allow the campus to add 300 additional beds at rents of $1,100 — about a third less than what other campus students pay.\u003c/p>\n\u003cp>The community college system, California’s largest public university system, does not typically build student housing.\u003c/p>\n\u003ch3 id=\"h-a-history-of-housing-shortages\">A history of housing shortages\u003c/h3>\n\u003cp>California’s foray into financing student housing is new. Previously, lawmakers approved some money for campuses to cover short-term rent or hotel fees for students experiencing homelessness.\u003c/p>\n\u003cp>Lawmakers’ growing interest in student housing is a reflection of their bid to have the UC and Cal State enroll more California students. The state plans to \u003ca href=\"https://calmatters.org/education/2021/06/california-college-budget/\">up enrollment by 15,000 students at the two systems next year\u003c/a> — and more students means more pressure to house them.\u003c/p>\n\u003cp>Hundreds of \u003ca href=\"https://calmatters.org/education/higher-education/college-beat-higher-education/2021/11/uc-housing-crisis-students-hotels/\">UC students have resorted to living in hotels\u003c/a> because campuses have no space for them and nearby apartments off-campus are either too expensive or unavailable. Eight UC campuses this fall had \u003ca href=\"https://abgt.assembly.ca.gov/sites/abgt.assembly.ca.gov/files/Nov%208%20LAO%20Student%20Housing%20Handout.pdf\">7,500 students on housing wait lists\u003c/a>. The Cal State system reported 8,700 students wait-listed for housing.\u003c/p>\n\u003cp>Two UC campuses — at Davis and Santa Cruz — are locked into legally binding deals with their local governments to expand enrollment only if they can add an equal amount of new beds. Legal disputes such as these have led to \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20211108/video?time%5Bassembly-budget-subcommittee-2-education-finance-20211108%5D=10149.975537\">housing construction delays at UC Santa Cruz\u003c/a> and an \u003ca href=\"https://www.berkeleyside.org/2021/08/24/judge-freezes-uc-berkeleys-student-enrollment-at-2020-21-levels\">outright ban on expanding enrollment at UC Berkeley\u003c/a>.\u003c/p>\n\u003cp>The housing squeeze exists despite the fact that Cal State and UC combined have built enough new housing for some 36,000 students since 2015 and plan to add another 21,000 slots in the near future.\u003c/p>\n\u003ch3 id=\"h-another-student-housing-solution\">Another student housing solution\u003c/h3>\n\u003cp>At the same November hearing where Cal State’s Robert Eaton incorrectly interpreted housing financing rules, the UC told lawmakers that it would benefit from a program in which the state gives the university system interest-free loans to build housing as another way to expand the affordable student housing stock. An influential lawmaker in higher education, Sacramento Democratic Assemblymember Kevin McCarty, proposed such a bill this year but it was heavily revised and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billVersionsCompareClient.xhtml?bill_id=202120220AB1377&cversion=20210AB137798AMD\">excluded the loan aspect when it finally passed\u003c/a>.\u003c/p>\n\u003cp>UC San Diego Chancellor Pradeep K. Khosla said his campus would benefit from added state investment because it’s coming close to maxing out the amount of money it can borrow from the bond market. UC San Diego wants to build enough student housing to offer a four-year housing guarantee to all undergraduates with rents that are at least 20% below market rate. The campus has been in a construction frenzy to get there: Khosla said the campus has built 6,000 new beds since 2013 and plans another 10,000 by 2030. A “revolving loan” from the state at 0% interest would lead to enough savings for UC San Diego to reduce campus rents to 38% below market rate for the campus’s lowest-income students, Khosla said.\u003c/p>\n\u003cp>But other campuses are running out of land to build more housing. That may mean tearing down existing buildings to build taller ones. It’s another scenario in which the state’s increasing footprint in campus housing may play a key role.\u003c/p>\n\u003cp>And with \u003ca href=\"https://lao.ca.gov/Publications/Report/4472\">another year of record-high tax revenue appearing likely next year\u003c/a>, the state’s lawmakers will have a lot of options to fund a new batch of big projects.\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>Thousands of students at California State University may lose out on affordable housing because the Cal State system misread the fine print of a new state student housing program.\u003c/p>\n\u003cp>The error — uncovered by CalMatters and acknowledged by Cal State officials — is straightforward but costly. In filling out paperwork required to get its portion of the \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/affordable-student-housing/\">$2 billion Gov. Gavin Newsom set aside for student housing\u003c/a>, Cal State incorrectly assumed that it could use that money — and only that money — to build dorms and apartments for lower-income students.\u003c/p>\n\u003cp>In reality, state rules allow Cal State to combine this limited pot of state money with outside funds, such as dollars from bonds the university regularly issues. Using a mix of funds allows a campus to either build larger structures to include more beds or combine projects to house more students.\u003c/p>\n\u003cp>The consequence for Cal State’s blunder: Unless state lawmakers intervene, as many as 3,000 students will be deprived of affordable housing.\u003c/p>\n\u003cp>CalMatters discovered the discrepancy by reviewing building applications, official correspondence and other documents related to the three-year, $2 billion Higher Education Student Housing Grant Program that the Legislature approved in this year’s state budget. Over that three-year period, Cal State is slated to receive $600 million from the grant program to build housing at low rents for students.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The error comes after a Cal State vice chancellor implored the state to change the rules to accommodate more flexible spending.\u003c/p>\n\u003cp>The state housing program is seen as one way to defray much of the costs of college attendance. More than half of Cal State and UC students from California don’t pay for tuition, but campus rent can tack on as much as $11,000 a year for Cal State students, though federal grants can help cover those expenses.\u003c/p>\n\u003cp>Arguably hundreds of thousands of California university and \u003ca href=\"https://calmatters.org/education/higher-education/2021/09/affordable-student-housing/\">community college students struggle to afford a stable place to live\u003c/a>. University housing is typically cheaper than off-campus housing in the surrounding communities.\u003c/p>\n\u003ch3 id=\"h-fixing-cal-state-s-snafu-may-be-difficult\">Fixing Cal State’s snafu may be difficult\u003c/h3>\n\u003cp>The Cal State paperwork snafu directly affects the initial $150 million portion of funds carved out for the university system in this year’s state budget. Applications for using the funds were due by Oct. 31. Because the deadline came and went, a do-over for Cal State is tricky, said Rebecca Kirk, a project manager at the Department of Finance, an agency of Gov. Gavin Newsom’s administration that is overseeing management of the student housing grant money.\u003c/p>\n\u003cp>“Because that initial filing round had an established deadline of October 31, that was kind of the cutoff on the initial rounds,” she said in an interview. Fixing the error would be “a pretty significant potential change” to the proposals, Kirk said.\u003c/p>\n\u003cp>The department has until March 1 of next year to submit to the Legislature a list of recommended housing projects the state should fund. From there, lawmakers and the governor will ultimately decide what gets funded in either the state’s budget process or a standalone bill.\u003c/p>\n\u003cp>It’s unclear whether lawmakers could allow Cal State to come up with new construction plans to make better use of the money. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB169\">The law governing these funds\u003c/a> is silent on whether lawmakers can deviate from what campuses initially proposed in their applications.\u003c/p>\n\u003cp>“If CSU erroneously submitted their application based on a bureaucratic misunderstanding, we should give them every opportunity to correct it,” said Assemblymember Phil Ting, a Democrat from San Francisco who is chair of the Assembly’s budget committee, one of the two committees that will receive the Department of Finance’s recommendations. “Student housing is too important of an issue to let bureaucracy stand in the way.”\u003c/p>\n\u003cp>The speed at which the decisions have to be made is intentional: The law prioritizes affordable student housing projects that can start construction by the end of 2022.\u003c/p>\n\u003cp>The Cal State system owned up to its error when asked by CalMatters. The university “misinterpreted” \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/Higher-Education-Student-Housing-Grant-Program-FAQs.pdf\">the guidance that the Department of Finance gave campuses\u003c/a> as “intending for the program to fund the student housing grant project in its entirety,” Vi San Juan, Cal State’s vice chancellor in charge of construction, wrote in a statement. The Department of Finance’s guidance, shared with the state’s public higher education systems Oct. 7, said that “proposals that include funding contributions from other sources will be considered.”\u003c/p>\n\u003cp>Kirk said the system could revise its remaining proposals that aren’t funded in the first year of the program in the funding rounds for 2022 and 2023.\u003c/p>\n\u003ch3 id=\"h-mixing-state-and-outside-funds-can-mean-more-student-housing\">Mixing state and outside funds can mean more student housing\u003c/h3>\n\u003cp>The potentially massive setback for students comes as a result of a misunderstanding of the rules by the Cal State system that has persisted for weeks. On Nov. 8, Robert Eaton, the Cal State vice chancellor who oversees financing, \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20211108/video?time%5Bassembly-budget-subcommittee-2-education-finance-20211108%5D=7177.313904\">mistakenly told lawmakers in a public hearing that the student housing grant program’s funds cannot be combined with other money\u003c/a>. He then urged lawmakers to change the program’s rules to allow for that.\u003c/p>\n\u003cp>Doing so “would spread the grant dollars over a larger number of projects, thereby potentially providing affordability benefits to an even greater number of students,” Eaton said. The Cal State system can easily borrow money through its existing construction bond program. Eaton said that already about a third of Cal State’s $8.8 billion construction bond debt is for financing student housing.\u003c/p>\n\u003cp>Experts say now’s an especially ripe time to plan for housing construction because borrowing rates are so low. The savings from near-zero interest plus state housing dollars drive down the cost of construction, which leads to student savings because campuses can charge less for housing.\u003c/p>\n\u003cp>Jack McGrory, a Cal State trustee, said in an interview that if the system were allowed to use a mix of funds, it could build 5,000 to 6,000 beds rather than the roughly 3,300 it proposed. McGrory, a building developer in San Diego, spoke with CalMatters before it became clear that the flexibility Cal State sought was already built into the state student housing program.\u003c/p>\n\u003cp>It’s a tactic the University of California knew to pursue in its state student housing applications. UCLA, for example, wants to use $35 million in state grant money and $29 million of its own \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/UCLA-SB169-Suppl-App.pdf\">to build 179 doubles with private bathrooms\u003c/a>. Because of the new housing grant’s affordability rules, rents per student will be $600 a month when the project is completed in 2025 — about a third of what UCLA typically charges for such accommodations, the UC application said.\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/UCB-SB169-Suppl-App.pdf\">UC Berkeley plans to use $100 million in state housing money\u003c/a> in conjunction with about $200 million in UC bond money to bring down the rents students will eventually pay. Mixing the two pots of funds would allow the campus to add 300 additional beds at rents of $1,100 — about a third less than what other campus students pay.\u003c/p>\n\u003cp>The community college system, California’s largest public university system, does not typically build student housing.\u003c/p>\n\u003ch3 id=\"h-a-history-of-housing-shortages\">A history of housing shortages\u003c/h3>\n\u003cp>California’s foray into financing student housing is new. Previously, lawmakers approved some money for campuses to cover short-term rent or hotel fees for students experiencing homelessness.\u003c/p>\n\u003cp>Lawmakers’ growing interest in student housing is a reflection of their bid to have the UC and Cal State enroll more California students. The state plans to \u003ca href=\"https://calmatters.org/education/2021/06/california-college-budget/\">up enrollment by 15,000 students at the two systems next year\u003c/a> — and more students means more pressure to house them.\u003c/p>\n\u003cp>Hundreds of \u003ca href=\"https://calmatters.org/education/higher-education/college-beat-higher-education/2021/11/uc-housing-crisis-students-hotels/\">UC students have resorted to living in hotels\u003c/a> because campuses have no space for them and nearby apartments off-campus are either too expensive or unavailable. Eight UC campuses this fall had \u003ca href=\"https://abgt.assembly.ca.gov/sites/abgt.assembly.ca.gov/files/Nov%208%20LAO%20Student%20Housing%20Handout.pdf\">7,500 students on housing wait lists\u003c/a>. The Cal State system reported 8,700 students wait-listed for housing.\u003c/p>\n\u003cp>Two UC campuses — at Davis and Santa Cruz — are locked into legally binding deals with their local governments to expand enrollment only if they can add an equal amount of new beds. Legal disputes such as these have led to \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20211108/video?time%5Bassembly-budget-subcommittee-2-education-finance-20211108%5D=10149.975537\">housing construction delays at UC Santa Cruz\u003c/a> and an \u003ca href=\"https://www.berkeleyside.org/2021/08/24/judge-freezes-uc-berkeleys-student-enrollment-at-2020-21-levels\">outright ban on expanding enrollment at UC Berkeley\u003c/a>.\u003c/p>\n\u003cp>The housing squeeze exists despite the fact that Cal State and UC combined have built enough new housing for some 36,000 students since 2015 and plan to add another 21,000 slots in the near future.\u003c/p>\n\u003ch3 id=\"h-another-student-housing-solution\">Another student housing solution\u003c/h3>\n\u003cp>At the same November hearing where Cal State’s Robert Eaton incorrectly interpreted housing financing rules, the UC told lawmakers that it would benefit from a program in which the state gives the university system interest-free loans to build housing as another way to expand the affordable student housing stock. An influential lawmaker in higher education, Sacramento Democratic Assemblymember Kevin McCarty, proposed such a bill this year but it was heavily revised and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billVersionsCompareClient.xhtml?bill_id=202120220AB1377&cversion=20210AB137798AMD\">excluded the loan aspect when it finally passed\u003c/a>.\u003c/p>\n\u003cp>UC San Diego Chancellor Pradeep K. Khosla said his campus would benefit from added state investment because it’s coming close to maxing out the amount of money it can borrow from the bond market. UC San Diego wants to build enough student housing to offer a four-year housing guarantee to all undergraduates with rents that are at least 20% below market rate. The campus has been in a construction frenzy to get there: Khosla said the campus has built 6,000 new beds since 2013 and plans another 10,000 by 2030. A “revolving loan” from the state at 0% interest would lead to enough savings for UC San Diego to reduce campus rents to 38% below market rate for the campus’s lowest-income students, Khosla said.\u003c/p>\n\u003cp>But other campuses are running out of land to build more housing. That may mean tearing down existing buildings to build taller ones. It’s another scenario in which the state’s increasing footprint in campus housing may play a key role.\u003c/p>\n\u003cp>And with \u003ca href=\"https://lao.ca.gov/Publications/Report/4472\">another year of record-high tax revenue appearing likely next year\u003c/a>, the state’s lawmakers will have a lot of options to fund a new batch of big projects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Why Revamping the Way California Teaches Math Is So Contentious",
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"content": "\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/comprendiendo-el-debate-detras-del-nuevo-marco-matematico-de-california/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Rebecca Pariso agreed to join a team of educators tasked in late 2019 with California’s new mathematics framework, she said she expected some controversy.\u003c/p>\n\u003cp>But she didn’t expect her work would be in the \u003ca href=\"https://www.nytimes.com/2021/11/04/us/california-math-curriculum-guidelines.html\" target=\"_blank\" rel=\"noopener noreferrer\">national spotlight\u003c/a>.\u003c/p>\n\u003cp>“We were transforming math education, and change is hard and scary,” said Pariso, a math teacher at Hueneme Elementary School District. “Especially if you don’t understand why that change needs to occur. But I didn’t expect it to go this far.”\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.scoe.net/castandards/Documents/summary_math_framework.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">eight years\u003c/a>, a group of educators comes together to update the state’s math curriculum framework. This particular update has attracted extra attention, and controversy, because of perceived changes it makes to how “gifted” students progress — and because it pushes Algebra 1 back to 9th grade, de-emphasizes calculus, and applies social justice principles to math lessons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Their intent, the framework’s designers say, is to maintain rigor while also helping remedy California’s achievement gaps for \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Black&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Black\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Hispanic&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Latino\u003c/a> and \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=National+School+Lunch+Eligibility%3A+Eligible+vs.+Not+Eligible&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">low-income students\u003c/a>, which remain some of the largest in the nation.\u003c/p>\n\u003cp>At the heart of the wrangling lies a broad agreement about at least one thing: The way California public schools teach math isn’t working. On national standardized tests, California ranks in the bottom quartile among all states and U.S. territories for 8th grade math scores.\u003c/p>\n\u003cp>Yet the proposed framework, about 800-pages long, is little more than a set of suggestions. Its designers are revising it now and will subject it to 60 more days of public review. Once it’s approved in July, districts may adopt as much or as little of the framework as they choose — and can disregard it completely without any penalty.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now. The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003cfigure id=\"attachment_11897112\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11897112\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg\" alt=\"A hand-written flow chart about math homework written in blue, green and purple pen.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-1020x679.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40.jpeg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A flowchart created by Rebecca Parison, which she considers a universal design, aids teachers through the process of assigning math homework. “I have noticed homework is sometimes given to students with little thought on its effectiveness,” said Parison. Parison believes if teachers use this chart the learning will be equitable and purposeful. Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials at Cupertino Union School District, for instance, sent families a letter in May saying despite the state framework, it doesn’t plan to “make shifts to our math courses in the foreseeable future.”\u003c/p>\n\u003cp>Pariso wanted to be a voice for her students among the 20-member team. In her 7,500-student school district in Ventura County, 42% of students are English Learners and 84% qualify for free or reduced-price lunch. She said students like hers have long been dismissed as lacking math skills due to language barriers or factors outside the classroom like housing or food insecurity. The result, she said: In a state that’s home to giant tech companies, her students are alienated from careers in science, math, engineering and technology.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now,” Pariso said. “The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003ch3>\u003cstrong>A persisting achievement gap\u003c/strong>\u003c/h3>\n\u003cp>Mariah Rose, a third-year applied math major at UC Berkeley, said she didn’t have another Black classmate in any of her math classes until this semester.\u003c/p>\n\u003cp>“There’s one other Black student in my class right now, and that’s just crazy to me,” said Rose. “The number of Black and Brown people in math is so low.”\u003c/p>\n\u003cp>Rose, who is half Black and half Latino, said this is nothing new. She said she was the only Black female student in her advanced math classes during high school. And her successes in math make her an outlier in California’s public school system where Black and Latino students score lower on standardized tests.\u003c/p>\n\u003cp>But the question of how to close this gap has opened up another divide between math education experts and academic mathematicians.\u003c/p>\n\u003cp>In July, hundreds of mathematics and science professors signed an \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> calling on the state to replace the proposed framework. Academic mathematicians say their input is valuable because not only have they gone through the entire math pipeline, but they also know what elementary math builds up to.\u003c/p>\n\u003cfigure id=\"attachment_11897110\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11897110\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg\" alt=\"A woman sits at a desk reaching next to her to touch a large paper with hand-written notes on the wall.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52.jpeg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rebecca Parison in her office at Hueneme Elementary School District in Oxnard on Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://calmatters.org/commentary/2021/08/californias-proposed-new-math-curriculum-defies-logic/\" target=\"_blank\" rel=\"noopener noreferrer\">Svetlana Jitomirskaya\u003c/a>, a mathematics professor at UC Irvine, said the authors of the committee should have consulted more experts in the STEM fields who are more familiar with the advanced education and training students need after high school.\u003c/p>\n\u003cp>“The process should have definitely involved STEM faculty from top CA universities with direct knowledge of what is needed for success as STEM majors,” she emailed. “It is absurd this was not done.”\u003c/p>\n\u003cp>But some education specialists say the framework would hurt historically marginalized students the most by injecting too many social justice related topics that distract from the math.\u003c/p>\n\u003cp>Jo Boaler is the framework’s primary author and a math education professor at Stanford University. She and other advocates of the framework say university professors — who work with older and more motivated students who elect to take higher level math courses — might not have the insight needed to build a K-12 curriculum, especially for historically marginalized student groups.\u003c/p>\n\u003cp>“We understand education, and they have no experience studying education,” Boaler said.\u003c/p>\n\u003cp>Ben Ford, a mathematics professor at Sonoma State University and one of the framework’s authors, said he’s also optimistic that, especially at the Cal State Universities that prioritize instruction over research, the divide between mathematicians and math educators is narrowing.\u003c/p>\n\u003cp>“The mathematics community cares a lot these days about broadening participation,” he said. “I think we’re getting a lot more sophisticated about how our methods contribute to exclusion.”\u003c/p>\n\u003ch3>\u003cstrong>‘Gifted’ math students controversy\u003c/strong>\u003c/h3>\n\u003cp>A key sticking point in the approval process has been the framework’s recommendation that teachers refrain from labeling students as “naturally talented” in math. This has led to accusations from parents and educators that it holds back “gifted” students.\u003c/p>\n\u003cp>“Holding back high achievers makes them achieve more?” said Avery Wang, a parent of a Palo Alto Unified student.\u003c/p>\n\u003cp>Boaler said the revised draft will contain more suggestions for advancing students more quickly in math based on merit.\u003c/p>\n\u003cp>The framework also calls for more relatable and practical instruction, through real-world issues like housing and climate change.\u003c/p>\n\u003cp>To critics, that sounds perilously like dumbing down math.\u003c/p>\n\u003cp>“They’re changing math to make it math appreciation,” said Michael Malione, a parent in the Piedmont City Unified School District who works as a private math tutor.\u003c/p>\n\u003cp>Malione and other parents say the framework does a disservice to historically marginalized student groups by offering them a simplified version of math that fails to prepare them for the challenges of a career in science, tech, engineering or math.\u003c/p>\n\u003cp>Advocates of the proposed framework argue that critics are too fixated on protecting students who are already doing well in math. In California, these students tend to be white, East Asian or come from more affluent households. [aside tag=\"education, math\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>“The people who advocate for traditional methods see the goal of math instruction as finding the brilliant ones and helping the other ones just get through life,” Ford, the Sonoma State professor said. “We’re thinking about the people we miss.”\u003c/p>\n\u003cp>Rose, the UC Berkeley math major, said she has mixed feelings. She agrees with the framework’s recommendation to delay more advanced math classes and avoid labeling students based on their math abilities at younger ages. But she isn’t sure if she would be where she is if she hadn’t been accelerated into a higher-level math class in 6th grade.\u003c/p>\n\u003cp>“It was a game changer,” she said. “I don’t know if I would’ve pursued math if I hadn’t advanced so early.”\u003c/p>\n\u003ch3>\u003cstrong>Blending math and open-ended inquiry\u003c/strong>\u003c/h3>\n\u003cp>The framework would not forbid districts from accelerating students in middle school. It does, however, recommend that middle-school students all take the same sequence of “integrated” math classes that blend concepts from arithmetic, algebra and other subjects with the goal of cultivating a foundation and comfort level with numbers.\u003c/p>\n\u003cp>On top of that, the framework recommends that schools postpone offering students Algebra 1 until 9th grade or later.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jo Boaler, Professor, Stanford University\"]‘When kids struggle, they immediately say ‘I don’t have a math brain.’ That changes how the brain operates.[/pullquote]\u003c/p>\n\u003cp>“When kids struggle, they immediately say ‘I don’t have a math brain,’” Boaler said. “That changes how the brain operates.”\u003c/p>\n\u003cp>Delaying Algebra 1 until 9th grade, however, would require other high school math classes like Geometry, Algebra 2 and Pre-Calculus to be compressed so that students can reach AP Calculus by 12th grade.\u003c/p>\n\u003cp>Jitomirskaya said that waiting until high school for Algebra 1 would result in accelerated pre-calculus courses that would be too difficult for most students.\u003c/p>\n\u003cp>Norm Matloff, a computer science professor at UC Davis and a critic of the framework, said compressed mathematics classes are “dangerous” because they inevitably leave out parts of the curriculum.\u003c/p>\n\u003cp>For Boaler and her co-authors, integrating traditionally separate math classes goes hand-in-hand with open-ended inquiry. For example, instead of assigning repetitive problem sets, teachers would use collaborative projects such as calculating the living wage in the students’ communities. Open-ended assignments like this don’t necessarily have a single right answer.\u003c/p>\n\u003cp>Some education experts and math professors say the framework’s emphasis on open-ended assignments just leads to confusion, especially for struggling and historically marginalized students.\u003c/p>\n\u003ch3>\u003cstrong>The calculus calculus\u003c/strong>\u003c/h3>\n\u003cp>The framework also creates a new high school data science course as an alternative to calculus. The authors say this course will result in a more diverse student body pursuing careers in science, technology, engineering or mathematics. But some experts say calculus is vital to prepare students for a STEM career.\u003c/p>\n\u003cp>“If you want a job in data science that isn’t replaceable by a computer in the next couple of years, you need to take calculus,” said Jitomirskaya, the UC Irvine math professor. “They want a data science course that is completely dumbed down.”\u003c/p>\n\u003cp>State data indicate that not only do relatively few students take calculus in high school, but the number of students enrolling in the most advanced calculus classes — dropped in the past four years to a mere 3.4%.\u003c/p>\n\u003cp>The framework’s authors counter that taking calculus in high school shouldn’t be necessary to enter a STEM field in college and beyond, especially because calculus can be a barrier to entry for Black and Latino students.\u003c/p>\n\u003cp>“Derivatives and integrals aren’t important to get into college. The college credit and the AP exam are more important,” Ford said. “Many of us at the college level would prefer students to come to us more ready to take Calculus 1.”\u003c/p>\n\u003cp>The University of California and Cal State systems have taken steps to \u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\" target=\"_blank\" rel=\"noopener noreferrer\">de-emphasize calculus\u003c/a> as an admissions requirement.\u003c/p>\n\u003cp>Rose, the UC Berkeley student, said she didn’t come to appreciate the beauty of calculus until she reached college. She said her classmates who came to college without having taken AP Calculus sometimes scored higher than she did in their university-level calculus courses.\u003c/p>\n\u003ch3>\u003cstrong>Is it ‘woke’ math?\u003c/strong>\u003c/h3>\n\u003cp>Other critics lambaste the new framework as “woke math” that “\u003ca href=\"https://www.newsweek.com/california-planning-de-mathematize-math-it-will-hurt-vulnerable-most-all-opinion-1647372\" target=\"_blank\" rel=\"noopener noreferrer\">de-mathematizes math\u003c/a>” with “social justice lessons” and “left-wing ideology.”\u003c/p>\n\u003cp>An \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> signed by over a thousand STEM experts condemned the framework for suggesting that teachers highlight the “contributions that historically marginalized people have made to mathematics,” “take a justice-oriented perspective at any grade level,” and use inclusive gender pronouns.\u003c/p>\n\u003cp>A Wall Street Journal editorial that helped spark national interest in California’s math curriculum and conservative publications like the \u003ca href=\"https://www.nationalreview.com/2021/09/the-folly-of-woke-math/\" target=\"_blank\" rel=\"noopener noreferrer\">National Review\u003c/a> have objected to the framework’s occasional citation of “\u003ca href=\"https://equitablemath.org/\" target=\"_blank\" rel=\"noopener noreferrer\">A Pathway to Equitable Math Instruction\u003c/a>,” a manual that aims to show math teachers how they can use their class to combat white supremacy. The manual asserts that current math pedagogy in the U.S. reinforces white supremacy in a variety of ways, but its critics say numbers are numbers, so how can there be racism in math?\u003c/p>\n\u003cp>The authors removed references to the manual shortly thereafter.\u003c/p>\n\u003cp>Critics have also attacked recommended assignments that try to apply math concepts to social science topics.\u003c/p>\n\u003cp>But Brian Lindamann, one of the authors of the framework, said divisions between the two fields are often “artificial.”\u003c/p>\n\u003cp>“For example, something like understanding how cost-of-living works — that’s both mathematics and social justice,” he said. “The intersectionalities of many of these disciplines are the very things that propel society as a whole. Why not have an economics teacher and a math teacher teach a class together?”\u003c/p>\n\u003cp>She noted that an earlier draft of the framework included sample lessons on calculating a school cafeteria’s food waste — but that many of her students would have found the entire exercise alienating because they lack food security at home.\u003c/p>\n\u003ch3>\u003cstrong>Bigger, structural problems\u003c/strong>\u003c/h3>\n\u003cp>The framework committee met several times over eight months. Pariso describes the meetings as an “intense” collaboration between math teachers, school district administrators and math education experts.\u003c/p>\n\u003cp>The authors, five professors from across the state, wrote an 800-page draft that generated both praise and criticism.\u003c/p>\n\u003cp>After absorbing blowback in hours of public testimony, the California State Board of Education delayed the approval process by two months.\u003c/p>\n\u003cp>Whatever impact a new framework has, California public schools still face systemic challenges.\u003c/p>\n\u003cp>Aris Biegler, a Los Angeles math teacher who helped design the framework, said smaller classes are key: “If a kid isn’t comfortable multiplying six times four, I can sort of reinforce them without shaming them.”\u003c/p>\n\u003cp>But amid an \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\" target=\"_blank\" rel=\"noopener noreferrer\">ongoing teacher shortage\u003c/a>, teaching is less appealing for those graduating college with STEM degrees.\u003c/p>\n\u003cp>“I have students who are very passionate about teaching… But they would prefer the higher paying STEM jobs,” Jitomirskaya said.\u003c/p>\n\u003cp>Still, not all districts will fully implement the new framework’s recommendations — even so, Pariso said it’s a step in the right direction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I used to value and make a big deal about students who got 100%,” she said. After learning about Jo Boaler’s tools, she realized she needed to celebrate the students who are progressing. “I don’t really talk about the one-hundred-percenters any more. I say ‘Wow, look how far you’ve come.’”\u003c/p>\n\n",
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"excerpt": "In the push to help more students thrive in science, tech, engineering and math, California is working to change the way its schools teach math. But the suggested new framework has sparked widespread criticism.",
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"title": "Why Revamping the Way California Teaches Math Is So Contentious | KQED",
"description": "In the push to help more students thrive in science, tech, engineering and math, California is working to change the way its schools teach math. But the suggested new framework has sparked widespread criticism.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/comprendiendo-el-debate-detras-del-nuevo-marco-matematico-de-california/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When Rebecca Pariso agreed to join a team of educators tasked in late 2019 with California’s new mathematics framework, she said she expected some controversy.\u003c/p>\n\u003cp>But she didn’t expect her work would be in the \u003ca href=\"https://www.nytimes.com/2021/11/04/us/california-math-curriculum-guidelines.html\" target=\"_blank\" rel=\"noopener noreferrer\">national spotlight\u003c/a>.\u003c/p>\n\u003cp>“We were transforming math education, and change is hard and scary,” said Pariso, a math teacher at Hueneme Elementary School District. “Especially if you don’t understand why that change needs to occur. But I didn’t expect it to go this far.”\u003c/p>\n\u003cp>Every \u003ca href=\"https://www.scoe.net/castandards/Documents/summary_math_framework.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">eight years\u003c/a>, a group of educators comes together to update the state’s math curriculum framework. This particular update has attracted extra attention, and controversy, because of perceived changes it makes to how “gifted” students progress — and because it pushes Algebra 1 back to 9th grade, de-emphasizes calculus, and applies social justice principles to math lessons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Their intent, the framework’s designers say, is to maintain rigor while also helping remedy California’s achievement gaps for \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Black&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Black\u003c/a>, \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=Race%2FEthnicity%3A+White+vs.+Hispanic&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">Latino\u003c/a> and \u003ca href=\"https://www.nationsreportcard.gov/profiles/stateprofile/overview/CA?cti=PgTab_GapComparisons&chort=2&sub=MAT&sj=CA&fs=Grade&st=MN&year=2019R3&sg=National+School+Lunch+Eligibility%3A+Eligible+vs.+Not+Eligible&sgv=Difference&ts=Single+Year&tss=2019R3&sfj=NP\" target=\"_blank\" rel=\"noopener noreferrer\">low-income students\u003c/a>, which remain some of the largest in the nation.\u003c/p>\n\u003cp>At the heart of the wrangling lies a broad agreement about at least one thing: The way California public schools teach math isn’t working. On national standardized tests, California ranks in the bottom quartile among all states and U.S. territories for 8th grade math scores.\u003c/p>\n\u003cp>Yet the proposed framework, about 800-pages long, is little more than a set of suggestions. Its designers are revising it now and will subject it to 60 more days of public review. Once it’s approved in July, districts may adopt as much or as little of the framework as they choose — and can disregard it completely without any penalty.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now. The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003cfigure id=\"attachment_11897112\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11897112\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg\" alt=\"A hand-written flow chart about math homework written in blue, green and purple pen.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-1020x679.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-40.jpeg 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A flowchart created by Rebecca Parison, which she considers a universal design, aids teachers through the process of assigning math homework. “I have noticed homework is sometimes given to students with little thought on its effectiveness,” said Parison. Parison believes if teachers use this chart the learning will be equitable and purposeful. Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>District officials at Cupertino Union School District, for instance, sent families a letter in May saying despite the state framework, it doesn’t plan to “make shifts to our math courses in the foreseeable future.”\u003c/p>\n\u003cp>Pariso wanted to be a voice for her students among the 20-member team. In her 7,500-student school district in Ventura County, 42% of students are English Learners and 84% qualify for free or reduced-price lunch. She said students like hers have long been dismissed as lacking math skills due to language barriers or factors outside the classroom like housing or food insecurity. The result, she said: In a state that’s home to giant tech companies, her students are alienated from careers in science, math, engineering and technology.\u003c/p>\n\u003cp>“There’s a huge problem with math instruction right now,” Pariso said. “The way things are set up, it’s not giving everybody a chance to learn math at the highest levels.”\u003c/p>\n\u003ch3>\u003cstrong>A persisting achievement gap\u003c/strong>\u003c/h3>\n\u003cp>Mariah Rose, a third-year applied math major at UC Berkeley, said she didn’t have another Black classmate in any of her math classes until this semester.\u003c/p>\n\u003cp>“There’s one other Black student in my class right now, and that’s just crazy to me,” said Rose. “The number of Black and Brown people in math is so low.”\u003c/p>\n\u003cp>Rose, who is half Black and half Latino, said this is nothing new. She said she was the only Black female student in her advanced math classes during high school. And her successes in math make her an outlier in California’s public school system where Black and Latino students score lower on standardized tests.\u003c/p>\n\u003cp>But the question of how to close this gap has opened up another divide between math education experts and academic mathematicians.\u003c/p>\n\u003cp>In July, hundreds of mathematics and science professors signed an \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> calling on the state to replace the proposed framework. Academic mathematicians say their input is valuable because not only have they gone through the entire math pipeline, but they also know what elementary math builds up to.\u003c/p>\n\u003cfigure id=\"attachment_11897110\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11897110\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg\" alt=\"A woman sits at a desk reaching next to her to touch a large paper with hand-written notes on the wall.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/11/111221-Math-Curriculum-JL-CM-52.jpeg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rebecca Parison in her office at Hueneme Elementary School District in Oxnard on Nov. 12, 2021. \u003ccite>(Julie Leopo/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://calmatters.org/commentary/2021/08/californias-proposed-new-math-curriculum-defies-logic/\" target=\"_blank\" rel=\"noopener noreferrer\">Svetlana Jitomirskaya\u003c/a>, a mathematics professor at UC Irvine, said the authors of the committee should have consulted more experts in the STEM fields who are more familiar with the advanced education and training students need after high school.\u003c/p>\n\u003cp>“The process should have definitely involved STEM faculty from top CA universities with direct knowledge of what is needed for success as STEM majors,” she emailed. “It is absurd this was not done.”\u003c/p>\n\u003cp>But some education specialists say the framework would hurt historically marginalized students the most by injecting too many social justice related topics that distract from the math.\u003c/p>\n\u003cp>Jo Boaler is the framework’s primary author and a math education professor at Stanford University. She and other advocates of the framework say university professors — who work with older and more motivated students who elect to take higher level math courses — might not have the insight needed to build a K-12 curriculum, especially for historically marginalized student groups.\u003c/p>\n\u003cp>“We understand education, and they have no experience studying education,” Boaler said.\u003c/p>\n\u003cp>Ben Ford, a mathematics professor at Sonoma State University and one of the framework’s authors, said he’s also optimistic that, especially at the Cal State Universities that prioritize instruction over research, the divide between mathematicians and math educators is narrowing.\u003c/p>\n\u003cp>“The mathematics community cares a lot these days about broadening participation,” he said. “I think we’re getting a lot more sophisticated about how our methods contribute to exclusion.”\u003c/p>\n\u003ch3>\u003cstrong>‘Gifted’ math students controversy\u003c/strong>\u003c/h3>\n\u003cp>A key sticking point in the approval process has been the framework’s recommendation that teachers refrain from labeling students as “naturally talented” in math. This has led to accusations from parents and educators that it holds back “gifted” students.\u003c/p>\n\u003cp>“Holding back high achievers makes them achieve more?” said Avery Wang, a parent of a Palo Alto Unified student.\u003c/p>\n\u003cp>Boaler said the revised draft will contain more suggestions for advancing students more quickly in math based on merit.\u003c/p>\n\u003cp>The framework also calls for more relatable and practical instruction, through real-world issues like housing and climate change.\u003c/p>\n\u003cp>To critics, that sounds perilously like dumbing down math.\u003c/p>\n\u003cp>“They’re changing math to make it math appreciation,” said Michael Malione, a parent in the Piedmont City Unified School District who works as a private math tutor.\u003c/p>\n\u003cp>Malione and other parents say the framework does a disservice to historically marginalized student groups by offering them a simplified version of math that fails to prepare them for the challenges of a career in science, tech, engineering or math.\u003c/p>\n\u003cp>Advocates of the proposed framework argue that critics are too fixated on protecting students who are already doing well in math. In California, these students tend to be white, East Asian or come from more affluent households. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The people who advocate for traditional methods see the goal of math instruction as finding the brilliant ones and helping the other ones just get through life,” Ford, the Sonoma State professor said. “We’re thinking about the people we miss.”\u003c/p>\n\u003cp>Rose, the UC Berkeley math major, said she has mixed feelings. She agrees with the framework’s recommendation to delay more advanced math classes and avoid labeling students based on their math abilities at younger ages. But she isn’t sure if she would be where she is if she hadn’t been accelerated into a higher-level math class in 6th grade.\u003c/p>\n\u003cp>“It was a game changer,” she said. “I don’t know if I would’ve pursued math if I hadn’t advanced so early.”\u003c/p>\n\u003ch3>\u003cstrong>Blending math and open-ended inquiry\u003c/strong>\u003c/h3>\n\u003cp>The framework would not forbid districts from accelerating students in middle school. It does, however, recommend that middle-school students all take the same sequence of “integrated” math classes that blend concepts from arithmetic, algebra and other subjects with the goal of cultivating a foundation and comfort level with numbers.\u003c/p>\n\u003cp>On top of that, the framework recommends that schools postpone offering students Algebra 1 until 9th grade or later.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘When kids struggle, they immediately say ‘I don’t have a math brain.’ That changes how the brain operates.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When kids struggle, they immediately say ‘I don’t have a math brain,’” Boaler said. “That changes how the brain operates.”\u003c/p>\n\u003cp>Delaying Algebra 1 until 9th grade, however, would require other high school math classes like Geometry, Algebra 2 and Pre-Calculus to be compressed so that students can reach AP Calculus by 12th grade.\u003c/p>\n\u003cp>Jitomirskaya said that waiting until high school for Algebra 1 would result in accelerated pre-calculus courses that would be too difficult for most students.\u003c/p>\n\u003cp>Norm Matloff, a computer science professor at UC Davis and a critic of the framework, said compressed mathematics classes are “dangerous” because they inevitably leave out parts of the curriculum.\u003c/p>\n\u003cp>For Boaler and her co-authors, integrating traditionally separate math classes goes hand-in-hand with open-ended inquiry. For example, instead of assigning repetitive problem sets, teachers would use collaborative projects such as calculating the living wage in the students’ communities. Open-ended assignments like this don’t necessarily have a single right answer.\u003c/p>\n\u003cp>Some education experts and math professors say the framework’s emphasis on open-ended assignments just leads to confusion, especially for struggling and historically marginalized students.\u003c/p>\n\u003ch3>\u003cstrong>The calculus calculus\u003c/strong>\u003c/h3>\n\u003cp>The framework also creates a new high school data science course as an alternative to calculus. The authors say this course will result in a more diverse student body pursuing careers in science, technology, engineering or mathematics. But some experts say calculus is vital to prepare students for a STEM career.\u003c/p>\n\u003cp>“If you want a job in data science that isn’t replaceable by a computer in the next couple of years, you need to take calculus,” said Jitomirskaya, the UC Irvine math professor. “They want a data science course that is completely dumbed down.”\u003c/p>\n\u003cp>State data indicate that not only do relatively few students take calculus in high school, but the number of students enrolling in the most advanced calculus classes — dropped in the past four years to a mere 3.4%.\u003c/p>\n\u003cp>The framework’s authors counter that taking calculus in high school shouldn’t be necessary to enter a STEM field in college and beyond, especially because calculus can be a barrier to entry for Black and Latino students.\u003c/p>\n\u003cp>“Derivatives and integrals aren’t important to get into college. The college credit and the AP exam are more important,” Ford said. “Many of us at the college level would prefer students to come to us more ready to take Calculus 1.”\u003c/p>\n\u003cp>The University of California and Cal State systems have taken steps to \u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\" target=\"_blank\" rel=\"noopener noreferrer\">de-emphasize calculus\u003c/a> as an admissions requirement.\u003c/p>\n\u003cp>Rose, the UC Berkeley student, said she didn’t come to appreciate the beauty of calculus until she reached college. She said her classmates who came to college without having taken AP Calculus sometimes scored higher than she did in their university-level calculus courses.\u003c/p>\n\u003ch3>\u003cstrong>Is it ‘woke’ math?\u003c/strong>\u003c/h3>\n\u003cp>Other critics lambaste the new framework as “woke math” that “\u003ca href=\"https://www.newsweek.com/california-planning-de-mathematize-math-it-will-hurt-vulnerable-most-all-opinion-1647372\" target=\"_blank\" rel=\"noopener noreferrer\">de-mathematizes math\u003c/a>” with “social justice lessons” and “left-wing ideology.”\u003c/p>\n\u003cp>An \u003ca href=\"https://www.independent.org/news/article.asp?id=13658\" target=\"_blank\" rel=\"noopener noreferrer\">open letter\u003c/a> signed by over a thousand STEM experts condemned the framework for suggesting that teachers highlight the “contributions that historically marginalized people have made to mathematics,” “take a justice-oriented perspective at any grade level,” and use inclusive gender pronouns.\u003c/p>\n\u003cp>A Wall Street Journal editorial that helped spark national interest in California’s math curriculum and conservative publications like the \u003ca href=\"https://www.nationalreview.com/2021/09/the-folly-of-woke-math/\" target=\"_blank\" rel=\"noopener noreferrer\">National Review\u003c/a> have objected to the framework’s occasional citation of “\u003ca href=\"https://equitablemath.org/\" target=\"_blank\" rel=\"noopener noreferrer\">A Pathway to Equitable Math Instruction\u003c/a>,” a manual that aims to show math teachers how they can use their class to combat white supremacy. The manual asserts that current math pedagogy in the U.S. reinforces white supremacy in a variety of ways, but its critics say numbers are numbers, so how can there be racism in math?\u003c/p>\n\u003cp>The authors removed references to the manual shortly thereafter.\u003c/p>\n\u003cp>Critics have also attacked recommended assignments that try to apply math concepts to social science topics.\u003c/p>\n\u003cp>But Brian Lindamann, one of the authors of the framework, said divisions between the two fields are often “artificial.”\u003c/p>\n\u003cp>“For example, something like understanding how cost-of-living works — that’s both mathematics and social justice,” he said. “The intersectionalities of many of these disciplines are the very things that propel society as a whole. Why not have an economics teacher and a math teacher teach a class together?”\u003c/p>\n\u003cp>She noted that an earlier draft of the framework included sample lessons on calculating a school cafeteria’s food waste — but that many of her students would have found the entire exercise alienating because they lack food security at home.\u003c/p>\n\u003ch3>\u003cstrong>Bigger, structural problems\u003c/strong>\u003c/h3>\n\u003cp>The framework committee met several times over eight months. Pariso describes the meetings as an “intense” collaboration between math teachers, school district administrators and math education experts.\u003c/p>\n\u003cp>The authors, five professors from across the state, wrote an 800-page draft that generated both praise and criticism.\u003c/p>\n\u003cp>After absorbing blowback in hours of public testimony, the California State Board of Education delayed the approval process by two months.\u003c/p>\n\u003cp>Whatever impact a new framework has, California public schools still face systemic challenges.\u003c/p>\n\u003cp>Aris Biegler, a Los Angeles math teacher who helped design the framework, said smaller classes are key: “If a kid isn’t comfortable multiplying six times four, I can sort of reinforce them without shaming them.”\u003c/p>\n\u003cp>But amid an \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\" target=\"_blank\" rel=\"noopener noreferrer\">ongoing teacher shortage\u003c/a>, teaching is less appealing for those graduating college with STEM degrees.\u003c/p>\n\u003cp>“I have students who are very passionate about teaching… But they would prefer the higher paying STEM jobs,” Jitomirskaya said.\u003c/p>\n\u003cp>Still, not all districts will fully implement the new framework’s recommendations — even so, Pariso said it’s a step in the right direction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I used to value and make a big deal about students who got 100%,” she said. After learning about Jo Boaler’s tools, she realized she needed to celebrate the students who are progressing. “I don’t really talk about the one-hundred-percenters any more. I say ‘Wow, look how far you’ve come.’”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/la-uc-abandona-oficialmente-cualquier-prueba-para-las-admisiones-de-pregrado/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The University of California will not require any kind of admissions test for students trying to gain entry as undergraduates, system leaders reiterated Thursday.\u003c/p>\n\u003cp>Though the system \u003ca href=\"https://calmatters.org/education/higher-education/2020/05/uc-sat-act-standardized-test-requirements/\" target=\"_blank\" rel=\"noopener noreferrer\">voted last year to do away with requiring the SAT and ACT admissions tests\u003c/a>, still up in the air was whether the UC would decide to use any other test.\u003c/p>\n\u003cp>Signs already strongly suggested that the answer was no. A December 2020 report and more recent September report stated that creating a new test and using an existing assessment 11th graders have to take already aren’t feasible. On Thursday, UC leaders reaffirmed that the system will be test-free for undergraduate admissions going forward.\u003c/p>\n\u003cp>“We don’t have an assessment now that we believe we can use effectively,” said UC President Michael Drake at Thursday’s UC Board of Regents meeting.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Board of Regents agreed with the move, said its chair, Cecilia Estolano. “We reached a conclusive decision that there isn’t right now a test or an assessment that we feel comfortable using in our admissions process.”\u003c/p>\n\u003cp>“This will have national implications,” she added.\u003c/p>\n\u003cp>The SAT and ACT have long been the focus of critics who say they are racially biased and give a leg up to wealthier students whose families can afford pricey test preparation.\u003c/p>\n\u003cp>Having no testing requirement is also seen as one reason why the UC \u003ca href=\"https://apnews.com/article/education-race-and-ethnicity-79f7d0e7eb812ce36538b9e112c38956\" target=\"_blank\" rel=\"noopener noreferrer\">admitted its most diverse class for this fall\u003c/a>, \u003ca href=\"https://www.universityofcalifornia.edu/press-room/uc-admissions-reach-record-highs-california-freshmen-underrepresented-students-and\" target=\"_blank\" rel=\"noopener noreferrer\">according to a July press statement from President Drake’s office\u003c/a>. The number of low-income students who were admitted to a UC campus jumped by 10% since 2020.\u003c/p>\n\u003ch3>How we got here\u003c/h3>\n\u003cp>The creation of a \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/jan21/b2attach5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">new test is out of the question because it would take too long to develop\u003c/a>, a December 2020 academic report to the UC Office of the President said. The Board of Regents’ vote last year to get rid of the SAT included the possibility of having a replacement test by 2024. But another academic report indicated creating a new test would take nine years. In effect, the Board of Regents’ tight deadline ruled out a new test, the December 2020 report said. [pullquote size=\"medium\" align=\"right\" citation=\"Cecilia Estolano, Chair, UC Board Of Regents\"]'This will have national implications.’[/pullquote]\u003c/p>\n\u003cp>The UC’s focus then shifted to using an existing test called Smarter Balanced. It’s an assessment federal law requires that California public school students take for free in classrooms in grades 3 through 8 and 11. Unlike the SAT, though, the Smarter Balanced isn’t a “high stakes” test that determines a student’s academic fate. It’s chiefly used by state and district officials to measure whether students are making academic progress. Generally, it’s not a test K-12 students stress over.\u003c/p>\n\u003ch3>\"This will have national implications\"\u003c/h3>\n\u003cp>After months of meetings, a working group of the UC Academic Senate recommended in September that the \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b3attach2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">UC not adopt the test for admissions\u003c/a>. Its report said overhauling the Smarter Balanced assessment as an admissions test would just recreate the same issues that prompted the UC Board of Regents to get rid of the SAT and ACT.[aside tag=\"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>For one, using it for admissions would turn the Smarter Balanced assessment into a major source of anxiety for students given its sudden high-stakes nature. Next, making Smarter Balanced an admissions tool would create a new marketplace for test-prep, which the Academic Senate group said would result in wealthier families hiring tutors and purchasing other materials to give their students a leg up.\u003c/p>\n\u003cp>Overall, Smarter Balanced “captures the inequities in opportunities to learn across California schools that are pronounced by race and socioeconomic status,” \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b3attach2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">the Academic Senate group’s September report said\u003c/a>.\u003c/p>\n\u003cp>President Drake last month \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/Letter-from-President-Drake-Horwitz-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">agreed with that recommendation\u003c/a>.\u003c/p>\n\u003ch3>Are admissions tests at the UC gone forever?\u003c/h3>\n\u003cp>Could the UC change its stance and adopt an admissions test again? Maybe, Drake said. If a test comes along and “does what we believe it should do in a way that we believe it’s effective, we certainly could consider adopting such a thing in the future.”\u003c/p>\n\u003cp>At least one Regent thought keeping the door slightly open for another testing requirement is ill-advised, given how much work is required to overhaul admissions requirements.\u003c/p>\n\u003cp>“We would have to rewrite our entire admissions system again,” said Alexis Atsilvsgi Zaragoza, a Berkeley student and Regents member, who noted that admissions offices at the UC scrambled to adjust their criteria for letting students in after the Regents removed the SAT requirement.\u003c/p>\n\u003ch3>More work for admissions offices without a test\u003c/h3>\n\u003cp>Still, without a test, admitting students becomes more challenging because of the workload it represents for admissions officers, Estolano said. That the UC ditched the SAT has already led to record-level applications to the system. For fall 2021, the first season after the UC dropped its testing requirement, the UC received more than 200,000 applications, compared with 172,000 in 2020.\u003c/p>\n\u003cp>Training admissions office staff on the “comprehensive review” process that looks at grades, extra-curriculars, the socio-economic factors in which students grow up and other non-test criteria becomes even more important, Estolano said.\u003c/p>\n\u003cp>Relying more on artificial intelligence may be one way to help with the workload. A report to the Regents this week noted that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b2attach.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">AI plays a small part in admissions and financial aid decisions at campuses\u003c/a>, but its role could be expanded. “Algorithms could be employed to create a predictive score for each applicant, a process that could help to supplement evaluation by admissions staff,” the report said.\u003c/p>\n\u003cp>But there are pitfalls to that approach, the report cautioned.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“However, the potential for adverse outcomes or unintended consequences can be ingrained in AI-enabled tools if they draw on outdated training data or data that is incomplete or unrepresentative of a broad demographic.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Lea este artículo en \u003ca href=\"https://calmatters.org/calmatters-en-espanol/2021/11/la-uc-abandona-oficialmente-cualquier-prueba-para-las-admisiones-de-pregrado/\" target=\"_blank\" rel=\"noopener noreferrer\">español\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The University of California will not require any kind of admissions test for students trying to gain entry as undergraduates, system leaders reiterated Thursday.\u003c/p>\n\u003cp>Though the system \u003ca href=\"https://calmatters.org/education/higher-education/2020/05/uc-sat-act-standardized-test-requirements/\" target=\"_blank\" rel=\"noopener noreferrer\">voted last year to do away with requiring the SAT and ACT admissions tests\u003c/a>, still up in the air was whether the UC would decide to use any other test.\u003c/p>\n\u003cp>Signs already strongly suggested that the answer was no. A December 2020 report and more recent September report stated that creating a new test and using an existing assessment 11th graders have to take already aren’t feasible. On Thursday, UC leaders reaffirmed that the system will be test-free for undergraduate admissions going forward.\u003c/p>\n\u003cp>“We don’t have an assessment now that we believe we can use effectively,” said UC President Michael Drake at Thursday’s UC Board of Regents meeting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Board of Regents agreed with the move, said its chair, Cecilia Estolano. “We reached a conclusive decision that there isn’t right now a test or an assessment that we feel comfortable using in our admissions process.”\u003c/p>\n\u003cp>“This will have national implications,” she added.\u003c/p>\n\u003cp>The SAT and ACT have long been the focus of critics who say they are racially biased and give a leg up to wealthier students whose families can afford pricey test preparation.\u003c/p>\n\u003cp>Having no testing requirement is also seen as one reason why the UC \u003ca href=\"https://apnews.com/article/education-race-and-ethnicity-79f7d0e7eb812ce36538b9e112c38956\" target=\"_blank\" rel=\"noopener noreferrer\">admitted its most diverse class for this fall\u003c/a>, \u003ca href=\"https://www.universityofcalifornia.edu/press-room/uc-admissions-reach-record-highs-california-freshmen-underrepresented-students-and\" target=\"_blank\" rel=\"noopener noreferrer\">according to a July press statement from President Drake’s office\u003c/a>. The number of low-income students who were admitted to a UC campus jumped by 10% since 2020.\u003c/p>\n\u003ch3>How we got here\u003c/h3>\n\u003cp>The creation of a \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/jan21/b2attach5.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">new test is out of the question because it would take too long to develop\u003c/a>, a December 2020 academic report to the UC Office of the President said. The Board of Regents’ vote last year to get rid of the SAT included the possibility of having a replacement test by 2024. But another academic report indicated creating a new test would take nine years. In effect, the Board of Regents’ tight deadline ruled out a new test, the December 2020 report said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The UC’s focus then shifted to using an existing test called Smarter Balanced. It’s an assessment federal law requires that California public school students take for free in classrooms in grades 3 through 8 and 11. Unlike the SAT, though, the Smarter Balanced isn’t a “high stakes” test that determines a student’s academic fate. It’s chiefly used by state and district officials to measure whether students are making academic progress. Generally, it’s not a test K-12 students stress over.\u003c/p>\n\u003ch3>\"This will have national implications\"\u003c/h3>\n\u003cp>After months of meetings, a working group of the UC Academic Senate recommended in September that the \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b3attach2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">UC not adopt the test for admissions\u003c/a>. Its report said overhauling the Smarter Balanced assessment as an admissions test would just recreate the same issues that prompted the UC Board of Regents to get rid of the SAT and ACT.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For one, using it for admissions would turn the Smarter Balanced assessment into a major source of anxiety for students given its sudden high-stakes nature. Next, making Smarter Balanced an admissions tool would create a new marketplace for test-prep, which the Academic Senate group said would result in wealthier families hiring tutors and purchasing other materials to give their students a leg up.\u003c/p>\n\u003cp>Overall, Smarter Balanced “captures the inequities in opportunities to learn across California schools that are pronounced by race and socioeconomic status,” \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b3attach2.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">the Academic Senate group’s September report said\u003c/a>.\u003c/p>\n\u003cp>President Drake last month \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/11/Letter-from-President-Drake-Horwitz-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">agreed with that recommendation\u003c/a>.\u003c/p>\n\u003ch3>Are admissions tests at the UC gone forever?\u003c/h3>\n\u003cp>Could the UC change its stance and adopt an admissions test again? Maybe, Drake said. If a test comes along and “does what we believe it should do in a way that we believe it’s effective, we certainly could consider adopting such a thing in the future.”\u003c/p>\n\u003cp>At least one Regent thought keeping the door slightly open for another testing requirement is ill-advised, given how much work is required to overhaul admissions requirements.\u003c/p>\n\u003cp>“We would have to rewrite our entire admissions system again,” said Alexis Atsilvsgi Zaragoza, a Berkeley student and Regents member, who noted that admissions offices at the UC scrambled to adjust their criteria for letting students in after the Regents removed the SAT requirement.\u003c/p>\n\u003ch3>More work for admissions offices without a test\u003c/h3>\n\u003cp>Still, without a test, admitting students becomes more challenging because of the workload it represents for admissions officers, Estolano said. That the UC ditched the SAT has already led to record-level applications to the system. For fall 2021, the first season after the UC dropped its testing requirement, the UC received more than 200,000 applications, compared with 172,000 in 2020.\u003c/p>\n\u003cp>Training admissions office staff on the “comprehensive review” process that looks at grades, extra-curriculars, the socio-economic factors in which students grow up and other non-test criteria becomes even more important, Estolano said.\u003c/p>\n\u003cp>Relying more on artificial intelligence may be one way to help with the workload. A report to the Regents this week noted that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/nov21/b2attach.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">AI plays a small part in admissions and financial aid decisions at campuses\u003c/a>, but its role could be expanded. “Algorithms could be employed to create a predictive score for each applicant, a process that could help to supplement evaluation by admissions staff,” the report said.\u003c/p>\n\u003cp>But there are pitfalls to that approach, the report cautioned.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“However, the potential for adverse outcomes or unintended consequences can be ingrained in AI-enabled tools if they draw on outdated training data or data that is incomplete or unrepresentative of a broad demographic.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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}
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"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"id": "fresh-air",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "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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