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Munck Elementary School in Oakland.\u003c/p>\n\u003cp>Newsom said the mandate would apply to staff as well as teachers, including “custodial staff, the bus drivers, folks that are critical to supporting the entire school ecosystem.”\u003c/p>\n\u003cp>Until now, Newsom had stopped short of such a requirement: He spent the past several months voicing confidence in school safety protocols that were based on increased ventilation and masking, while urging all school employees to be vaccinated.\u003c/p>\n\u003cp>At the Wednesday press conference, Newsom was flanked by Oakland school officials and representatives, including Democratic Rep. Barbara Lee, who said there was “no substitute” for in-person learning, which vaccines make possible.\u003c/p>\n\u003cp>“Our children, especially children from low-income communities — they cannot afford to take steps backward on their education,” she said. “As one of the greatest artists of all time, Marvin Gaye, reminded us: \u003ca href=\"https://www.youtube.com/watch?v=ELNL_vRX4eQ\">Save the children\u003c/a>.”\u003c/p>\n\u003cp>Children under 12 are not yet eligible for the vaccine.\u003c/p>\n\u003cp>Staffers at schools statewide will have various options to prove they’ve been vaccinated, \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/Order-of-the-State-Public-Health-Officer-Vaccine-Verification-for-Workers-in-Schools.aspx\">according to the state’s health order\u003c/a>: They can present either a COVID-19 vaccination record card, a photocopy of the card, a photo of their vaccination card on a phone (or another electronic device), alternate documentation of vaccination from a health care provider, a digital record with a QR code compatible with a SMART Health Card reader, or documentation of vaccination from other contracted employers.\u003c/p>\n\u003cp>Staffers who are unvaccinated, even if they don’t have symptoms, must get COVID-19 tests at least once weekly with PCR or antigen testing, according to the California Department of Public Health. Those previously infected with the coronavirus are not exempt from the testing or vaccine requirements.\u003c/p>\n\u003cp>Additionally, schools will be required to have a plan in place to track which workers are vaccinated and to track the testing. Schools also must report this data to local public health departments.\u003c/p>\n\u003cp>The state’s health order applies only to K-12 schools, not higher education. Some funding is available to help schools implement the new requirements, including subsidized COVID-19 testing provided by the California Department of Public Health.\u003c/p>\n\u003cp>https://twitter.com/CAgovernor/status/1425513813869170694\u003c/p>\n\u003cp>Before the announcement, districts across the state formed a patchwork of various vaccination rules for school employees. San José Unified, San Francisco Unified, San Diego Unified and others were already requiring teachers to either be vaccinated or undergo regular testing. Other districts throughout California were requiring neither.\u003c/p>\n\u003cp>[aside postID=news_11884547]Both the University of California and California State University systems have issued vaccine mandates for students. The UC will also require faculty to be vaccinated.\u003c/p>\n\u003cp>Megan Bacigalupi, the founder and executive director of OpenSchoolsCA, said this requirement should have come sooner. Her children’s district, Oakland Unified, started its school year on Monday.\u003c/p>\n\u003cp>“I wish this vaccine requirement would have happened earlier in the summer when it could’ve had a bigger impact,” she said. “I’m certainly happy to see [Newsom] do it, but I don’t know why it took this long.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Before the mandate, California teacher vaccines and testing vaccine requirements were negotiated between teachers unions and local school districts. One legal expert \u003ca href=\"https://calmatters.org/education/2021/08/california-vaccines-teachers-mandate/\">told CalMatters\u003c/a> that because the vaccines were not yet fully approved by the U.S. Food and Drug Administration, a unilateral mandate from either the state or local districts could be vulnerable to legal challenges.\u003c/p>\n\u003cp>At Sacramento City Unified, district administrators and the teachers union met on Tuesday afternoon to discuss a vaccine or testing requirement for teachers. According to David Fisher, president of the Sacramento City Teachers Association, no formal agreement was reached, but he said the union and the district appeared to be on the same page.\u003c/p>\n\u003cp>Fisher said that with the delta variant, vaccinations alone aren’t enough. He said SCTA is calling for weekly testing for even vaccinated teachers who could pass the more contagious delta variant to unvaccinated students or staff.\u003c/p>\n\u003cp>“I think there should be an increased emphasis on testing,” he said. “While the science becomes more clear, we think universal testing should be a goal.”\u003c/p>\n\u003cp>https://twitter.com/CAgovernor/status/1425522323126329346\u003c/p>\n\u003cp>In the past two weeks, the state also issued \u003ca href=\"https://www.gov.ca.gov/2021/07/26/california-implements-first-in-the-nation-measures-to-encourage-state-employees-and-health-care-workers-to-get-vaccinated/\">vaccination or regular testing mandates for state employees and health care workers\u003c/a>. On Sunday, Randi Weingarten, president of the American Federation of Teachers, the country’s second largest teachers union, added to this momentum by calling for vaccine requirements for educators.\u003c/p>\n\u003cp>Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases and President Biden’s chief medical adviser on COVID-19, said Tuesday morning in an \u003ca href=\"https://www.msnbc.com/morning-joe/watch/dr-fauci-there-s-no-doubt-these-vaccines-will-be-fully-approved-by-fda-118264901984\">interview on MSNBC,\u003c/a> “I’m going to upset some people on this, but I think we should [require teacher vaccinations]. We’ve had 615,000-plus deaths, and we are in a major surge now as we’re going into the fall, into the school season. This is very serious business.”\u003c/p>\n\u003cp>Bacigalupi said she’s hoping Newsom will issue a stronger vaccination mandate once the vaccines are officially approved by the FDA.\u003c/p>\n\u003cp>“I’m assuming that districts and the governor are potentially waiting for the vaccine to be fully authorized,” she said. “Once it’s fully authorized, I don’t understand why it wouldn’t be fully mandated.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Both the University of California and California State University systems have issued vaccine mandates for students. The UC will also require faculty to be vaccinated.\u003c/p>\n\u003cp>Megan Bacigalupi, the founder and executive director of OpenSchoolsCA, said this requirement should have come sooner. Her children’s district, Oakland Unified, started its school year on Monday.\u003c/p>\n\u003cp>“I wish this vaccine requirement would have happened earlier in the summer when it could’ve had a bigger impact,” she said. “I’m certainly happy to see [Newsom] do it, but I don’t know why it took this long.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Before the mandate, California teacher vaccines and testing vaccine requirements were negotiated between teachers unions and local school districts. One legal expert \u003ca href=\"https://calmatters.org/education/2021/08/california-vaccines-teachers-mandate/\">told CalMatters\u003c/a> that because the vaccines were not yet fully approved by the U.S. Food and Drug Administration, a unilateral mandate from either the state or local districts could be vulnerable to legal challenges.\u003c/p>\n\u003cp>At Sacramento City Unified, district administrators and the teachers union met on Tuesday afternoon to discuss a vaccine or testing requirement for teachers. According to David Fisher, president of the Sacramento City Teachers Association, no formal agreement was reached, but he said the union and the district appeared to be on the same page.\u003c/p>\n\u003cp>Fisher said that with the delta variant, vaccinations alone aren’t enough. He said SCTA is calling for weekly testing for even vaccinated teachers who could pass the more contagious delta variant to unvaccinated students or staff.\u003c/p>\n\u003cp>“I think there should be an increased emphasis on testing,” he said. “While the science becomes more clear, we think universal testing should be a goal.”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>In the past two weeks, the state also issued \u003ca href=\"https://www.gov.ca.gov/2021/07/26/california-implements-first-in-the-nation-measures-to-encourage-state-employees-and-health-care-workers-to-get-vaccinated/\">vaccination or regular testing mandates for state employees and health care workers\u003c/a>. On Sunday, Randi Weingarten, president of the American Federation of Teachers, the country’s second largest teachers union, added to this momentum by calling for vaccine requirements for educators.\u003c/p>\n\u003cp>Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases and President Biden’s chief medical adviser on COVID-19, said Tuesday morning in an \u003ca href=\"https://www.msnbc.com/morning-joe/watch/dr-fauci-there-s-no-doubt-these-vaccines-will-be-fully-approved-by-fda-118264901984\">interview on MSNBC,\u003c/a> “I’m going to upset some people on this, but I think we should [require teacher vaccinations]. We’ve had 615,000-plus deaths, and we are in a major surge now as we’re going into the fall, into the school season. This is very serious business.”\u003c/p>\n\u003cp>Bacigalupi said she’s hoping Newsom will issue a stronger vaccination mandate once the vaccines are officially approved by the FDA.\u003c/p>\n\u003cp>“I’m assuming that districts and the governor are potentially waiting for the vaccine to be fully authorized,” she said. “Once it’s fully authorized, I don’t understand why it wouldn’t be fully mandated.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Bay Area teachers have been preparing to teach in-person again. There’s so much to get ready for — whether it’s taking steps to keep people safe from COVID-19, or figuring out how to navigate student group projects. But above all, these two Bay Area teachers are excited to return to what was lost: connecting in person with their students.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guests\u003c/b>\u003cspan style=\"font-weight: 400\">: Andreanna Yanez-Vierra, 1st grade teacher at Hoover Elementary School in Burlingame; Ralph Bedwell, English teacher at Pinole Valley High \u003c/span>\u003c/p>\n\u003cp>Transcript \u003ca href=\"https://bit.ly/3fRDmHO\">here\u003c/a>.\u003c/p>\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC2557226990&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003ci>Follow \u003c/i>\u003ca href=\"https://www.kqed.org/news/tag/the-bay\">\u003ci>The Bay\u003c/i>\u003c/a>\u003ci> to hear more local Bay Area stories like this one. New episodes are released Monday, Wednesday and Friday at 3 a.m. Find The Bay on \u003c/i>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-bay/id1350043452?mt=2\">\u003ci>Apple Podcasts\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ\">\u003ci>Spotify\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.stitcher.com/podcast/kqed/the-bay\">\u003ci>Stitcher\u003c/i>\u003c/a>\u003ci>, NPR One or via \u003c/i>\u003ca href=\"https://www.amazon.com/KQED-The-Bay-Flash-Briefing/dp/B07H6YYV23\">\u003ci>Alexa\u003c/i>\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cp>The San Francisco Unified School District will require all of its employees to be fully vaccinated against COVID-19 or get tested for the coronavirus at least weekly, \u003ca href=\"https://www.sfusd.edu/announcements/2021-08-10-new-vaccination-requirement-all-sfusd-employees\">district officials announced Tuesday\u003c/a>.\u003c/p>\n\u003cp>The new policy, which takes effect on Sept. 7, affects approximately 10,000 workers, but does not apply to students.\u003c/p>\n\u003cp>SFUSD is giving its employees until Aug. 31 to submit their vaccination verification. More than half of SFUSD staff has been vaccinated to date, according to the announcement.\u003c/p>\n\u003cp>The union representing city teachers, United Educators of San Francisco, has advocated for a vaccine mandate, and supported the decision.\u003c/p>\n\u003cp>\"As we all return to school buildings in person, we are glad that we can move forward welcoming students and families with excitement and ensuring the safety conditions possible in the midst of this continuing pandemic,\" UESF President Cassondra Curiel said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Curiel acknowledged there would be disagreement over the decision.\u003c/p>\n\u003cp>\"But ultimately, I believe that the majority of educators are in line with this kind of policy and also wanting to do what’s best for a great number of our population, which is students that aren’t yet eligible for the vaccine and also for people in our population who might be medically vulnerable and cannot obtain that vaccine yet or ever,\" Curiel told KQED.\u003c/p>\n\u003cp>Tuesday marked the first day back to work for SFUSD staff, while students return to class Monday, Aug. 16.\u003c/p>\n\u003cp>All students and staff will continue to have access to COVID-19 testing through SFUSD’s \u003ca href=\"https://www.color.com/sfusd\">partnership with Color\u003c/a>, district officials said.\u003c/p>\n\u003cp>As cases continue to climb throughout the city and the nation, district leaders said the move is necessary.\u003c/p>\n\u003cp>\"As we move to a full return to in-person learning on August 16, we are doing so with all of the current health and safety requirements in place,\" SFUSD Superintendent Vincent Matthews said in a statement. \"Given that we are in the midst of rising cases and new variants in our community, a vaccine requirement is a necessary step to keeping our students, staff and families safe.\"\u003c/p>\n\u003cp>[aside tag=\"coronavirus, COVID-19\" label=\"Related Posts\"]\u003c/p>\n\u003cp>In addition to the vaccination requirement for staff, students and staff will also have to adhere to indoor mask mandates — regardless of vaccination status — in alignment with the citywide health order that went into effect last week.\u003c/p>\n\u003cp>San José and Long Beach unified school districts have issued similar requirements in recent days. Los Angeles Unified, the state’s largest district, is requiring all students and employees to undergo weekly COVID-19 testing, regardless of vaccination status.\u003c/p>\n\u003cp>In the past few weeks, Gov. Gavin Newsom has mandated that state employees and health care workers must be fully vaccinated for employment. For schools, Newsom has issued a mandatory mask mandate for indoor classes that applies to teachers and students but has left the decision of whether to require vaccines up to local districts.\u003c/p>\n\u003cp>Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases and President Biden's chief medical adviser on COVID-19, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/08/10/1026384528/fauci-teachers-vaccination-mandates-schools-students-covid\">said on Tuesday that COVID-19 vaccines should be mandatory for school teachers\u003c/a>, citing the need to protect children who are too young to be vaccinated during a pandemic that has grown worse with the spread of the delta variant.\u003c/p>\n\u003cp>\"I'm going to upset some people on this, but I think we should [require teacher vaccinations],\" Fauci said in an interview on MSNBC.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED's Don Clyde and Kaushikee Nayudu, NPR, The Associated Press and Bay City News.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In addition to the vaccination requirement for staff, students and staff will also have to adhere to indoor mask mandates — regardless of vaccination status — in alignment with the citywide health order that went into effect last week.\u003c/p>\n\u003cp>San José and Long Beach unified school districts have issued similar requirements in recent days. Los Angeles Unified, the state’s largest district, is requiring all students and employees to undergo weekly COVID-19 testing, regardless of vaccination status.\u003c/p>\n\u003cp>In the past few weeks, Gov. Gavin Newsom has mandated that state employees and health care workers must be fully vaccinated for employment. For schools, Newsom has issued a mandatory mask mandate for indoor classes that applies to teachers and students but has left the decision of whether to require vaccines up to local districts.\u003c/p>\n\u003cp>Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases and President Biden's chief medical adviser on COVID-19, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/08/10/1026384528/fauci-teachers-vaccination-mandates-schools-students-covid\">said on Tuesday that COVID-19 vaccines should be mandatory for school teachers\u003c/a>, citing the need to protect children who are too young to be vaccinated during a pandemic that has grown worse with the spread of the delta variant.\u003c/p>\n\u003cp>\"I'm going to upset some people on this, but I think we should [require teacher vaccinations],\" Fauci said in an interview on MSNBC.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED's Don Clyde and Kaushikee Nayudu, NPR, The Associated Press and Bay City News.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Many Bay Area students are starting school this week, and in California, classes will mostly be in person. At the same time, COVID cases are rising due to the delta variant. But after a year of remote learning, families and students have mixed feelings about going back to school.\u003c/span>\u003c/p>\n\u003ch5 id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC3356127210&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003c/h5>\n\u003cp>Read the episode transcript \u003ca href=\"https://bit.ly/3fJi3bE\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guest: Julia McEvoy, KQED senior editor of education and equity\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Follow \u003c/span>\u003c/i>\u003ca href=\"https://www.kqed.org/news/tag/the-bay\">\u003ci>\u003cspan style=\"font-weight: 400\">The Bay\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> to hear more local Bay Area stories like this one. New episodes are released Monday, Wednesday and Friday at 3 a.m. Find The Bay on \u003c/span>\u003c/i>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-bay/id1350043452?mt=2\">\u003ci>\u003cspan style=\"font-weight: 400\">Apple Podcasts\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003ca href=\"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ\">\u003ci>\u003cspan style=\"font-weight: 400\">Spotify\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003c/i>\u003ca href=\"https://www.stitcher.com/podcast/kqed/the-bay\">\u003ci>\u003cspan style=\"font-weight: 400\">Stitcher\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, or NPR One or via \u003c/span>\u003c/i>\u003ca href=\"https://www.amazon.com/KQED-The-Bay-Flash-Briefing/dp/B07H6YYV23\">\u003ci>\u003cspan style=\"font-weight: 400\">Alexa\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>The U.S. Department of Education announced that federal student loan payments will remain on pause through the end of January.\u003c/p>\n\u003cp>Loan payments, interest accruals and collections of defaulted federal student loans have all been on hold since the start of the pandemic — first thanks to the CARES Act, then \u003ca href=\"https://www.npr.org/sections/inauguration-day-live-updates/2021/01/20/958845207/president-biden-will-extend-student-loan-payment-freeze-through-september-30\">due to\u003c/a> \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/12/04/943293547/education-dept-extends-student-loan-payment-freeze-through-january\" target=\"_blank\" rel=\"noopener noreferrer\">extensions\u003c/a> from former President Donald Trump, former Education Secretary Betsy DeVos and President Biden.[aside tag=\"education, loans\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>Before Friday's announcement of the Jan. 31 extension, payments were set to resume in October.\u003c/p>\n\u003cp>The Education Department called this latest extension the final one.\u003c/p>\n\u003cp>\"The payment pause has been a lifeline that allowed millions of Americans to focus on their families, health, and finances instead of student loans during the national emergency,\" U.S. Education Secretary Miguel Cardona said in a news release. \"As our nation's economy continues to recover from a deep hole, this final extension will give students and borrowers the time they need to plan for restart and ensure a smooth pathway back to repayment.\"\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/articles/2021/07/15/many-student-loan-borrowers-will-need-help-when-federal-pause-ends-survey-shows\" target=\"_blank\" rel=\"noopener noreferrer\">Pew Charitable Trusts survey conducted this spring\u003c/a>, when the moratorium was still set to expire on Sept. 30, two-thirds of respondents said they'd have a tough time affording payments once the freeze was lifted. [ad fullwidth]\u003c/p>\n\u003cp>Democratic lawmakers — including Sen. Elizabeth Warren, D-Mass., Rep. Ayanna Pressley, D-Mass., and Senate Majority Leader Chuck Schumer, D-N.Y. — \u003ca href=\"https://www.warren.senate.gov/newsroom/press-releases/warren-schumer-pressley-courtney-lead-call-on-biden-to-extend-pause-on-student-loan-payments\" target=\"_blank\" rel=\"noopener noreferrer\">had previously urged\u003c/a> the Biden administration to extend the moratorium through at least March.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Education+Department+Announces+%27Final+Extension%27+Of+Student+Loan+Payment+Freeze&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\n",
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"content": "\u003cp>Jocelyn Barajas is bent over a soup of crushed strawberries, holding a pipette.\u003c/p>\n\u003cp>She’s a rising high school freshman in Castro Valley taking summer classes this year. Her science class has started a new experiment, with their goal being to extract DNA from strawberries.\u003c/p>\n\u003cp>At first, Jocelyn was not thrilled with the idea of summer school. Going through her last year of middle school during a pandemic made her lose some faith in education. All her classes were online and she says teachers never gave kids a chance to share what they were going through.\u003c/p>\n\u003cp>“People probably went through depression and we didn’t know about it because we always had our camera offs,” she said. “We never had or could have spoken because there was so little time in all of our virtual classes.”\u003cbr>\n[ad fullwidth]\u003cbr>\nSeveral of Jocelyn’s classmates at Castro Valley High School feel the same way. Online learning made it really difficult for them to engage with what they were learning about.\u003c/p>\n\u003cp>“Every time I was on a Zoom call or a Google Meet call, I would just storm out and go to a different couch and just watch YouTube,” said Rico Lupian, another incoming freshman.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jocelyn Barajas, Rising High School Freshman\"]‘People probably went through depression and we didn’t know about it because we always had our cameras off.’[/pullquote]Months of isolation away from the classroom has helped bring down the emotional well-being among many students in the Castro Valley Unified School District, they and their teachers told KQED. School officials hope to start the healing process through art and increased access to mental health professionals.\u003c/p>\n\u003cp>To help students readjust to classroom life before the new school year, officials at CVUSD tripled summer school attendance. But experienced educators, like Jazz Monique Hudson, noticed something was off when the students started coming in.\u003c/p>\n\u003cp>She is an \u003ca href=\"http://www.jazzhudson.com/about/\">arts educator \u003c/a>who teaches writing and poetry as part of the \u003ca href=\"https://www.fsmei.org\">Freedom Soul Media Education Initiatives\u003c/a>, which uses a culturally relevant curriculum. “We cannot approach education the same way we did before,” she said. “Not at all.”\u003c/p>\n\u003cfigure id=\"attachment_11884099\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11884099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/08/IMG_5449-scaled.jpg\" alt=\"A head shot of Jazz Monique Hudson. She is wearing a dark-colored jacket and is smiling at the camera. Behind her is a school building.\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Jazz Monique Hudson is an arts educator and Oakland youth poet laureate who teaches writing and poetry in Castro Valley Unified School District. For her, working with kids in person again has been an opportunity to learn more about how they’ve been processing trauma and what she can do to support them. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[We must process] things around anxiety and, like, learning how to be back in the classroom,” she explained. “Let alone use a pencil and paper, because it’s been all on a Chromebook.”\u003c/p>\n\u003cp>Hudson gave her students a writing assignment the first week: to write down who they are. When she noticed that a lot of them were struggling to get something down on paper, she stopped the whole lesson and asked them to share instead what they were feeling at the moment.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jazz Monique Hudson, Artist and Educator\"]‘The pandemic was a trauma and a harm and it should be treated as such.’[/pullquote]“A lot of the journal prompts were, ‘I’m feeling anxiety about being in a classroom. I don’t know how to talk to people. I don’t know how to make friends’,” she said.\u003c/p>\n\u003cp>In teaching, Hudson explains, resiliency among children can sometimes be understood as the process of a person learning how to restore themselves back to a feeling of wholeness after a difficult or traumatic event.\u003c/p>\n\u003cp>“But I’ve never seen a situation of a person moving into resiliency and going back to who they were before that trauma or before that harm,” she said. “The pandemic was a trauma and a harm and it should be treated as such.”\u003c/p>\n\u003cfigure id=\"attachment_11884098\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11884098 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/08/IMG_5387-scaled.jpg\" alt=\"A whiteboard with a big piece of paper attached to it. On the big piece of paper, there are several categories drawn with a marker. The large piece of paper is titled 'Mental Health,' and the categories are, 'I'm great!', 'I'm okay,' 'I'm meh,' 'I'm struggling,' and 'Please check-in.' There are many post-its in the first two categories.\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Daily activities, like sharing with the class how you’re feeling, are meant to help students stay connected to their emotions and articulate what’s going in their lives. Jazz Monique Hudson, educator at Castro Valley Unified, says that months of online learning and isolation have made it harder for students to communicate. “We cannot approach education the same way we did before,” she said. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Fostering Mental Wellness\u003c/h3>\n\u003cp>As part of the summer school experience, the district enlisted a team of artists to teach writing courses over the summer, where students could talk about their emotions.\u003c/p>\n\u003cp>One of these artists is a 2016 Oakland Youth Poet Laureate, \u003ca href=\"https://www.youtube.com/watch?v=dLml8bvLnmY\">Azariah Cole-Shephard\u003c/a>. She’s had conversations with several of her students to learn how they’ve dealt with everything that’s happened during the pandemic. What’s struck her is how the past year has so deeply eroded their sense of self-worth.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Azariah Cole-Shepard, Artist and Educator\"]‘Poetry is an important vehicle for trauma management and mental wellness because it teaches you how to cope with the things that are going on around you.’[/pullquote]Some of her students have complicated relationships with their parents or family members, and being in close quarters with them for over a year has affected their well-being.\u003c/p>\n\u003cp>Many openly hear, she said, “that they’re incapable of things.”\u003c/p>\n\u003cp>In Cole-Shephard’s classroom, students can write about what’s been going on in their lives, using poetry as a tool to understand a little more what they’re feeling.\u003c/p>\n\u003cp>“Poetry is an important vehicle for trauma management and mental wellness because it teaches you how to cope with the things that are going on around you, but then also serves as a vehicle for guidance in the healing process,” she said.\u003c/p>\n\u003cp>She hopes that in her class, students can understand that just because they’re going through a dark time in life, they don’t need to stay in it.\u003c/p>\n\u003cp>“Giving them the ability to do things like create images to go along with the poetry or create comic strips that incorporate a story,” she said, are activities that are resonating with the students.\u003c/p>\n\u003cp>KQED spoke with several students enrolled in the summer school program to understand what’s on their minds a few days before the fall semester starts on Aug. 10.\u003c/p>\n\u003cp>Jocelyn, the incoming high school freshman, said most of her family came down with COVID-19. Her brother is rarely home because he has to work.\u003c/p>\n\u003cp>“So I was pretty lonely, which is why I had to move in with my grandparents,” Jocelyn said.\u003c/p>\n\u003cp>Jocelyn’s grades also suffered while she struggled with learning from home. She said the quality of her educational experience dropped.\u003c/p>\n\u003cp>“We didn’t learn a lot,” Jocelyn said. “We got less than what we deserved.”\u003c/p>\n\u003cp>One of her classmates, Gracelynn Nichol, also had to move in with her grandparents after her mother lost her job. “It was rough. My mom still doesn’t have a job,” she said. “My mental health was so messed up during the whole pandemic.”\u003c/p>\n\u003cp>And for Rico Lupian, being at home all the time made it harder to process the hard news of COVID-19 infections in his family. “My mom’s sister got COVID. She’s cured now,” he said. “And then her whole family got COVID.”\u003c/p>\n\u003cfigure id=\"attachment_11884100\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11884100 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/08/IMG_5396-scaled.jpg\" alt=\"A teacher explains something to a student at the student's desk. The teacher has long, curly hair and is wearing a white shirt. The teacher reads and points to some papers. The student is sitting down at their desk and looks at what the teacher points at.\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A writing class at Castro Valley High’s summer school program. \u003ccite>(Julia McEvoy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>‘A Veil Has Been Lifted Off the Adults’ Eyes’\u003c/h3>\n\u003cp>While many students kept their computer cameras off during distance learning, others did not. In those cases, distance learning allowed teachers to see inside kids’ homes, giving them a real look — albeit through computer screens — at what some families and students were experiencing during the pandemic.\u003c/p>\n\u003cp>Marion Meadows, the district’s head of behavioral health, shared what some of the teachers noticed through their virtual classrooms.\u003c/p>\n\u003cp>“They could see depression,” she said. “They could see kids using drugs in the background, they could see their family life.”\u003c/p>\n\u003cp>Learning more about how students are experiencing the pandemic was a wake-up call for teachers, who in turn relayed what they saw to administrators.\u003c/p>\n\u003cp>“It’s like a veil has been lifted off the adults’ eyes,” Meadows said.\u003c/p>\n\u003cp>Besides preparing classroom discussions about mental health and trauma management, Meadows says district teachers spent the past year developing anti-racist lesson plans for every single grade. If teachers intend to connect with their students, she says, they’ve got to understand how the pandemic replicated racist systems already in place.\u003c/p>\n\u003cp>[aside label ='Related Coverage' tag='distance-learning']“Lack of access to health care, socioeconomic disparities, health disparities,” she explained. “The pandemic worsened it and then added an academic piece on it and an isolation piece on it.”\u003c/p>\n\u003cp>Thanks to the \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">Elementary and Secondary School Emergency Relief Fund\u003c/a>, part of the federal government’s CARES Act, the district has money to actually translate the teachers’ plans into action.\u003c/p>\n\u003cp>It spent some of those dollars to hire more social workers and restorative justice practitioners who could train teachers on how to create spaces where students feel safe talking about what’s bothering them. It even launched parent support circles to help families cope with stress.\u003c/p>\n\u003cp>For many students, going back to school itself is the start of healing. Seeing the inside of a classroom once again signaled that things are going back to normal. Rico thinks there is something to that.\u003c/p>\n\u003cp>“I finally get to see all my friends,” he said. “I get to make new friends and it just feels good just to be in school.”\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jocelyn Barajas is bent over a soup of crushed strawberries, holding a pipette.\u003c/p>\n\u003cp>She’s a rising high school freshman in Castro Valley taking summer classes this year. Her science class has started a new experiment, with their goal being to extract DNA from strawberries.\u003c/p>\n\u003cp>At first, Jocelyn was not thrilled with the idea of summer school. Going through her last year of middle school during a pandemic made her lose some faith in education. All her classes were online and she says teachers never gave kids a chance to share what they were going through.\u003c/p>\n\u003cp>“People probably went through depression and we didn’t know about it because we always had our camera offs,” she said. “We never had or could have spoken because there was so little time in all of our virtual classes.”\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nSeveral of Jocelyn’s classmates at Castro Valley High School feel the same way. Online learning made it really difficult for them to engage with what they were learning about.\u003c/p>\n\u003cp>“Every time I was on a Zoom call or a Google Meet call, I would just storm out and go to a different couch and just watch YouTube,” said Rico Lupian, another incoming freshman.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Months of isolation away from the classroom has helped bring down the emotional well-being among many students in the Castro Valley Unified School District, they and their teachers told KQED. School officials hope to start the healing process through art and increased access to mental health professionals.\u003c/p>\n\u003cp>To help students readjust to classroom life before the new school year, officials at CVUSD tripled summer school attendance. But experienced educators, like Jazz Monique Hudson, noticed something was off when the students started coming in.\u003c/p>\n\u003cp>She is an \u003ca href=\"http://www.jazzhudson.com/about/\">arts educator \u003c/a>who teaches writing and poetry as part of the \u003ca href=\"https://www.fsmei.org\">Freedom Soul Media Education Initiatives\u003c/a>, which uses a culturally relevant curriculum. “We cannot approach education the same way we did before,” she said. “Not at all.”\u003c/p>\n\u003cfigure id=\"attachment_11884099\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11884099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/08/IMG_5449-scaled.jpg\" alt=\"A head shot of Jazz Monique Hudson. She is wearing a dark-colored jacket and is smiling at the camera. Behind her is a school building.\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5449-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Jazz Monique Hudson is an arts educator and Oakland youth poet laureate who teaches writing and poetry in Castro Valley Unified School District. For her, working with kids in person again has been an opportunity to learn more about how they’ve been processing trauma and what she can do to support them. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[We must process] things around anxiety and, like, learning how to be back in the classroom,” she explained. “Let alone use a pencil and paper, because it’s been all on a Chromebook.”\u003c/p>\n\u003cp>Hudson gave her students a writing assignment the first week: to write down who they are. When she noticed that a lot of them were struggling to get something down on paper, she stopped the whole lesson and asked them to share instead what they were feeling at the moment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“A lot of the journal prompts were, ‘I’m feeling anxiety about being in a classroom. I don’t know how to talk to people. I don’t know how to make friends’,” she said.\u003c/p>\n\u003cp>In teaching, Hudson explains, resiliency among children can sometimes be understood as the process of a person learning how to restore themselves back to a feeling of wholeness after a difficult or traumatic event.\u003c/p>\n\u003cp>“But I’ve never seen a situation of a person moving into resiliency and going back to who they were before that trauma or before that harm,” she said. “The pandemic was a trauma and a harm and it should be treated as such.”\u003c/p>\n\u003cfigure id=\"attachment_11884098\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11884098 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/08/IMG_5387-scaled.jpg\" alt=\"A whiteboard with a big piece of paper attached to it. On the big piece of paper, there are several categories drawn with a marker. The large piece of paper is titled 'Mental Health,' and the categories are, 'I'm great!', 'I'm okay,' 'I'm meh,' 'I'm struggling,' and 'Please check-in.' There are many post-its in the first two categories.\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5387-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Daily activities, like sharing with the class how you’re feeling, are meant to help students stay connected to their emotions and articulate what’s going in their lives. Jazz Monique Hudson, educator at Castro Valley Unified, says that months of online learning and isolation have made it harder for students to communicate. “We cannot approach education the same way we did before,” she said. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Fostering Mental Wellness\u003c/h3>\n\u003cp>As part of the summer school experience, the district enlisted a team of artists to teach writing courses over the summer, where students could talk about their emotions.\u003c/p>\n\u003cp>One of these artists is a 2016 Oakland Youth Poet Laureate, \u003ca href=\"https://www.youtube.com/watch?v=dLml8bvLnmY\">Azariah Cole-Shephard\u003c/a>. She’s had conversations with several of her students to learn how they’ve dealt with everything that’s happened during the pandemic. What’s struck her is how the past year has so deeply eroded their sense of self-worth.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Some of her students have complicated relationships with their parents or family members, and being in close quarters with them for over a year has affected their well-being.\u003c/p>\n\u003cp>Many openly hear, she said, “that they’re incapable of things.”\u003c/p>\n\u003cp>In Cole-Shephard’s classroom, students can write about what’s been going on in their lives, using poetry as a tool to understand a little more what they’re feeling.\u003c/p>\n\u003cp>“Poetry is an important vehicle for trauma management and mental wellness because it teaches you how to cope with the things that are going on around you, but then also serves as a vehicle for guidance in the healing process,” she said.\u003c/p>\n\u003cp>She hopes that in her class, students can understand that just because they’re going through a dark time in life, they don’t need to stay in it.\u003c/p>\n\u003cp>“Giving them the ability to do things like create images to go along with the poetry or create comic strips that incorporate a story,” she said, are activities that are resonating with the students.\u003c/p>\n\u003cp>KQED spoke with several students enrolled in the summer school program to understand what’s on their minds a few days before the fall semester starts on Aug. 10.\u003c/p>\n\u003cp>Jocelyn, the incoming high school freshman, said most of her family came down with COVID-19. Her brother is rarely home because he has to work.\u003c/p>\n\u003cp>“So I was pretty lonely, which is why I had to move in with my grandparents,” Jocelyn said.\u003c/p>\n\u003cp>Jocelyn’s grades also suffered while she struggled with learning from home. She said the quality of her educational experience dropped.\u003c/p>\n\u003cp>“We didn’t learn a lot,” Jocelyn said. “We got less than what we deserved.”\u003c/p>\n\u003cp>One of her classmates, Gracelynn Nichol, also had to move in with her grandparents after her mother lost her job. “It was rough. My mom still doesn’t have a job,” she said. “My mental health was so messed up during the whole pandemic.”\u003c/p>\n\u003cp>And for Rico Lupian, being at home all the time made it harder to process the hard news of COVID-19 infections in his family. “My mom’s sister got COVID. She’s cured now,” he said. “And then her whole family got COVID.”\u003c/p>\n\u003cfigure id=\"attachment_11884100\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11884100 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/08/IMG_5396-scaled.jpg\" alt=\"A teacher explains something to a student at the student's desk. The teacher has long, curly hair and is wearing a white shirt. The teacher reads and points to some papers. The student is sitting down at their desk and looks at what the teacher points at.\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/08/IMG_5396-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A writing class at Castro Valley High’s summer school program. \u003ccite>(Julia McEvoy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>‘A Veil Has Been Lifted Off the Adults’ Eyes’\u003c/h3>\n\u003cp>While many students kept their computer cameras off during distance learning, others did not. In those cases, distance learning allowed teachers to see inside kids’ homes, giving them a real look — albeit through computer screens — at what some families and students were experiencing during the pandemic.\u003c/p>\n\u003cp>Marion Meadows, the district’s head of behavioral health, shared what some of the teachers noticed through their virtual classrooms.\u003c/p>\n\u003cp>“They could see depression,” she said. “They could see kids using drugs in the background, they could see their family life.”\u003c/p>\n\u003cp>Learning more about how students are experiencing the pandemic was a wake-up call for teachers, who in turn relayed what they saw to administrators.\u003c/p>\n\u003cp>“It’s like a veil has been lifted off the adults’ eyes,” Meadows said.\u003c/p>\n\u003cp>Besides preparing classroom discussions about mental health and trauma management, Meadows says district teachers spent the past year developing anti-racist lesson plans for every single grade. If teachers intend to connect with their students, she says, they’ve got to understand how the pandemic replicated racist systems already in place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Lack of access to health care, socioeconomic disparities, health disparities,” she explained. “The pandemic worsened it and then added an academic piece on it and an isolation piece on it.”\u003c/p>\n\u003cp>Thanks to the \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">Elementary and Secondary School Emergency Relief Fund\u003c/a>, part of the federal government’s CARES Act, the district has money to actually translate the teachers’ plans into action.\u003c/p>\n\u003cp>It spent some of those dollars to hire more social workers and restorative justice practitioners who could train teachers on how to create spaces where students feel safe talking about what’s bothering them. It even launched parent support circles to help families cope with stress.\u003c/p>\n\u003cp>For many students, going back to school itself is the start of healing. Seeing the inside of a classroom once again signaled that things are going back to normal. Rico thinks there is something to that.\u003c/p>\n\u003cp>“I finally get to see all my friends,” he said. “I get to make new friends and it just feels good just to be in school.”\u003cbr>\n\u003c/p>\u003c/div>",
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"disqusTitle": "Why Some Schools Are Mandating COVID Tests While Others Aren’t",
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"content": "\u003cp>As students in California prepare to return to in-person instruction, schools are piecing together COVID-19 testing and vaccination measures that are as varied as the state itself.\u003c/p>\n\u003cp>The state is \u003ca href=\"https://schools.covid19.ca.gov/\">urging schools\u003c/a> to test students and staff regularly and encourage everyone on campus who’s eligible to get vaccinated. But neither vaccinations nor testing is required, and schools have flexibility as to how they implement measures to prevent COVID outbreaks.\u003c/p>\n\u003cp>The result is a patchwork of safety plans that are likely to change as conditions evolve. \u003ca href=\"https://achieve.lausd.net/latestnews\">Los Angeles Unified School District\u003c/a>, for example, is testing all students and staff weekly, regardless of whether they’ve been vaccinated. \u003ca href=\"https://docs.google.com/document/d/1DKIgwCu4tWuWCijywMNW-pAKDMoA9GhzdPol3bAtjPw/edit\">San Francisco Unified\u003c/a>, meanwhile, is recommending that students and staff get tested if they have symptoms, but is not requiring tests.\u003c/p>\n\u003cp>“Testing is an important part of tracking the spread of COVID,” said Dr. Robert Schooley, an infectious disease specialist at UC San Diego's School of Medicine and co-creator of the university’s coronavirus safety plan. “There’s no optimal way for schools to use testing, but we do know that it should be targeted and done frequently enough for school and public health officials to know what’s going on with the school population.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Dr. Robert Schooley, infectious disease specialist at UC San Diego's School of Medicine\"]'Testing is an important part of tracking the spread of COVID. There’s no optimal way for schools to use testing, but we do know that it should be targeted and done frequently enough for school and public health officials to know what’s going on with the school population.’[/pullquote]\u003c/p>\n\u003cp>The rapidly changing safety plans come amid a surge of COVID cases linked to the delta variant, a dramatically more transmissible strain of the original coronavirus that’s now dominant in California. Over the past month, new COVID infections in California grew by more than 400%, with young people leading the surge, according to the \u003ca href=\"https://covid19.ca.gov/state-dashboard/#todays-update\">California Department of Public Health\u003c/a>.\u003c/p>\n\u003cp>As a result, many California counties have reinstituted indoor mask mandates, even for people who are vaccinated.\u003c/p>\n\u003cp>Many employers, including California-based companies Google, Apple, Lyft, Uber and Twitter, have delayed plans to bring employees back to the office, according to \u003ca href=\"https://www.nytimes.com/2021/08/02/business/vaccine-return-to-office.html\">The New York Times\u003c/a>. Disneyland is requiring most of its employees to be vaccinated. On July 26, Gov. Gavin Newsom announced all state employees are required to be vaccinated or face weekly COVID tests.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But for most schools, tests are only one part of a broader safety plan. Vaccinations, social distancing, ventilation, regular cleaning, contact tracing and masking are also important ways to stop the spread of COVID, public health officials said. The only measure that the state requires is masking. Everyone on campus, regardless of whether they’re vaccinated, must wear masks indoors, the state announced last month.\u003c/p>\n\u003cp>Public health experts \u003ca href=\"https://news.usc.edu/188998/covid-delta-variant-schools-vaccination-mandates-usc-experts/\">predict\u003c/a> a jump in COVID cases linked to schools reopening. Although children are less likely than adults to get sick or die from COVID, they’re also less likely to be vaccinated. Vaccines are only available to those ages 12 and older, and only 11.5% of 12-to-18-year-olds nationwide have been fully vaccinated, according to the \u003ca href=\"https://www.mayoclinic.org/coronavirus-covid-19/vaccine-tracker\">Mayo Clinic\u003c/a>.\u003c/p>\n\u003cp>Children are also at risk of contracting a rare disorder called multisystem inflammatory syndrome, a potentially deadly condition linked to COVID. So far, more than 300 children in California, and 4,196 nationwide, have been diagnosed with MIS-C, according to the \u003ca href=\"https://www.cdc.gov/mis/cases/index.html\">Centers for Disease Control and Prevention\u003c/a>. At least 37 nationally have died.\u003c/p>\n\u003cp>Testing in K-12 schools “remains a powerful tool” for preventing transmission of COVID, according to state public health authorities. The state is offering free tests for all public, charter and private schools in California and suggesting schools use one of four \u003ca href=\"https://testing.covid19.ca.gov/wp-content/uploads/sites/332/2021/07/School-Testing-Considerations.pdf\">testing protocols\u003c/a> depending on the infection rate in the community or if there’s an outbreak at school:\u003c/p>\n\u003cul>\n\u003cli>Low community rate: periodic testing of asymptomatic students and staff\u003c/li>\n\u003cli>High community rate: weekly or biweekly testing of everyone who’s unvaccinated\u003c/li>\n\u003cli>Outbreak at school: testing every unvaccinated person who’s been in close contact with someone who’s tested positive\u003c/li>\n\u003cli>Symptomatic individuals: testing anyone who has symptoms of COVID\u003c/li>\n\u003c/ul>\n\u003cp>Another choice facing schools is the type of test to offer: either polymerase chain reaction, also called a PCR test, or a rapid test. Both are done by inserting a cotton swab in the nose. PCR tests are slightly more accurate but take about 48 hours to produce a result. Rapid tests are less accurate but might be more convenient for schools trying to test large numbers of people, Schooley said.\u003c/p>\n\u003cp>Vaccination policies are up to each individual district, and in many cases are subject to union approval. Teachers and other school staff are exempt from the state’s vaccination requirement because they’re employees of their districts.\u003c/p>\n\u003cp>Meanwhile, districts are adopting a variety of testing policies.\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/mercedcsd.org/mcsdcovid-19inforesources/home\">Merced City Schools\u003c/a> is offering free tests to students and staff but isn’t requiring tests unless there’s been an outbreak. In that case, the district will test anyone who’s been in contact with someone who’s tested positive or has symptoms.\u003c/p>\n\u003cp>[aside tag=\"coronavirus\" label=\"Related Posts\"]\u003c/p>\n\u003cp>The decision was a collaborative effort between school and local public health authorities, said Sergio Mendez, the district’s director of pupil services.\u003c/p>\n\u003cp>“We’re feeling very confident in the layers of mitigation we’ve put in. Testing is a big part of it,” Mendez said.\u003c/p>\n\u003cp>\u003ca href=\"https://sbcusd.com/cms/One.aspx?portalId=59953&pageId=36986778\">San Bernardino City Schools\u003c/a> is assigning “COVID liaisons” to coordinate testing and contact tracing at each school campus. The liaisons, who work for an outside company, will “be responsible for responding to COVID-19 concerns at the school level, providing guidance and information for students, families and staff. Liaisons will also play a key role in mitigation and management,” said district spokeswoman Maria Garcia.\u003c/p>\n\u003cp>Testing will be available for free at each school, but it won’t be required. The district is also asking children and their families to complete a health assessment every day before school.\u003c/p>\n\u003cp>San Jose Unified is \u003ca href=\"https://edsource.org/news-updates#san-jose-unified-to-require-staff-to-be-vaccinated-or-tested-twice-weekly-for-covid\">requiring\u003c/a> teachers and school staff to get tested twice a week for COVID if they’re not vaccinated. \u003ca href=\"https://www.wccusd.net/cms/lib/CA01001466/Centricity/Domain/3328/REOPENING%20PRESENTATION.pdf\">West Contra Costa Unified\u003c/a>, in the East Bay Area, is strongly encouraging — but not requiring — regular tests for those who are unvaccinated. The district is only testing those who have symptoms.\u003c/p>\n\u003cp>Los Angeles Unified’s interim superintendent, Megan Reilly, last week announced the district’s requirement that all students and staff be tested weekly, citing recommendations from the Los Angeles County Department of Public Health. The \u003ca href=\"https://achieve.lausd.net/covidtestingappt\">district is offering free tests\u003c/a> at a dozen locations around the city, as well as a mobile testing clinic that will visit school campuses. It’s also upgrading its ventilation systems, encouraging social distancing, regularly cleaning classrooms and urging everyone to get vaccinated.\u003c/p>\n\u003cp>“We believe Los Angeles Unified has the highest COVID safety standards of any public school district in the nation,” Reilly wrote in a letter to parents last week.\u003cbr>\n\u003cem>\u003cbr>\nEdSource's Ali Tadayon contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/\">EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As students in California prepare to return to in-person instruction, schools are piecing together COVID-19 testing and vaccination measures that are as varied as the state itself.\u003c/p>\n\u003cp>The state is \u003ca href=\"https://schools.covid19.ca.gov/\">urging schools\u003c/a> to test students and staff regularly and encourage everyone on campus who’s eligible to get vaccinated. But neither vaccinations nor testing is required, and schools have flexibility as to how they implement measures to prevent COVID outbreaks.\u003c/p>\n\u003cp>The result is a patchwork of safety plans that are likely to change as conditions evolve. \u003ca href=\"https://achieve.lausd.net/latestnews\">Los Angeles Unified School District\u003c/a>, for example, is testing all students and staff weekly, regardless of whether they’ve been vaccinated. \u003ca href=\"https://docs.google.com/document/d/1DKIgwCu4tWuWCijywMNW-pAKDMoA9GhzdPol3bAtjPw/edit\">San Francisco Unified\u003c/a>, meanwhile, is recommending that students and staff get tested if they have symptoms, but is not requiring tests.\u003c/p>\n\u003cp>“Testing is an important part of tracking the spread of COVID,” said Dr. Robert Schooley, an infectious disease specialist at UC San Diego's School of Medicine and co-creator of the university’s coronavirus safety plan. “There’s no optimal way for schools to use testing, but we do know that it should be targeted and done frequently enough for school and public health officials to know what’s going on with the school population.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The rapidly changing safety plans come amid a surge of COVID cases linked to the delta variant, a dramatically more transmissible strain of the original coronavirus that’s now dominant in California. Over the past month, new COVID infections in California grew by more than 400%, with young people leading the surge, according to the \u003ca href=\"https://covid19.ca.gov/state-dashboard/#todays-update\">California Department of Public Health\u003c/a>.\u003c/p>\n\u003cp>As a result, many California counties have reinstituted indoor mask mandates, even for people who are vaccinated.\u003c/p>\n\u003cp>Many employers, including California-based companies Google, Apple, Lyft, Uber and Twitter, have delayed plans to bring employees back to the office, according to \u003ca href=\"https://www.nytimes.com/2021/08/02/business/vaccine-return-to-office.html\">The New York Times\u003c/a>. Disneyland is requiring most of its employees to be vaccinated. On July 26, Gov. Gavin Newsom announced all state employees are required to be vaccinated or face weekly COVID tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But for most schools, tests are only one part of a broader safety plan. Vaccinations, social distancing, ventilation, regular cleaning, contact tracing and masking are also important ways to stop the spread of COVID, public health officials said. The only measure that the state requires is masking. Everyone on campus, regardless of whether they’re vaccinated, must wear masks indoors, the state announced last month.\u003c/p>\n\u003cp>Public health experts \u003ca href=\"https://news.usc.edu/188998/covid-delta-variant-schools-vaccination-mandates-usc-experts/\">predict\u003c/a> a jump in COVID cases linked to schools reopening. Although children are less likely than adults to get sick or die from COVID, they’re also less likely to be vaccinated. Vaccines are only available to those ages 12 and older, and only 11.5% of 12-to-18-year-olds nationwide have been fully vaccinated, according to the \u003ca href=\"https://www.mayoclinic.org/coronavirus-covid-19/vaccine-tracker\">Mayo Clinic\u003c/a>.\u003c/p>\n\u003cp>Children are also at risk of contracting a rare disorder called multisystem inflammatory syndrome, a potentially deadly condition linked to COVID. So far, more than 300 children in California, and 4,196 nationwide, have been diagnosed with MIS-C, according to the \u003ca href=\"https://www.cdc.gov/mis/cases/index.html\">Centers for Disease Control and Prevention\u003c/a>. At least 37 nationally have died.\u003c/p>\n\u003cp>Testing in K-12 schools “remains a powerful tool” for preventing transmission of COVID, according to state public health authorities. The state is offering free tests for all public, charter and private schools in California and suggesting schools use one of four \u003ca href=\"https://testing.covid19.ca.gov/wp-content/uploads/sites/332/2021/07/School-Testing-Considerations.pdf\">testing protocols\u003c/a> depending on the infection rate in the community or if there’s an outbreak at school:\u003c/p>\n\u003cul>\n\u003cli>Low community rate: periodic testing of asymptomatic students and staff\u003c/li>\n\u003cli>High community rate: weekly or biweekly testing of everyone who’s unvaccinated\u003c/li>\n\u003cli>Outbreak at school: testing every unvaccinated person who’s been in close contact with someone who’s tested positive\u003c/li>\n\u003cli>Symptomatic individuals: testing anyone who has symptoms of COVID\u003c/li>\n\u003c/ul>\n\u003cp>Another choice facing schools is the type of test to offer: either polymerase chain reaction, also called a PCR test, or a rapid test. Both are done by inserting a cotton swab in the nose. PCR tests are slightly more accurate but take about 48 hours to produce a result. Rapid tests are less accurate but might be more convenient for schools trying to test large numbers of people, Schooley said.\u003c/p>\n\u003cp>Vaccination policies are up to each individual district, and in many cases are subject to union approval. Teachers and other school staff are exempt from the state’s vaccination requirement because they’re employees of their districts.\u003c/p>\n\u003cp>Meanwhile, districts are adopting a variety of testing policies.\u003c/p>\n\u003cp>\u003ca href=\"https://sites.google.com/mercedcsd.org/mcsdcovid-19inforesources/home\">Merced City Schools\u003c/a> is offering free tests to students and staff but isn’t requiring tests unless there’s been an outbreak. In that case, the district will test anyone who’s been in contact with someone who’s tested positive or has symptoms.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The decision was a collaborative effort between school and local public health authorities, said Sergio Mendez, the district’s director of pupil services.\u003c/p>\n\u003cp>“We’re feeling very confident in the layers of mitigation we’ve put in. Testing is a big part of it,” Mendez said.\u003c/p>\n\u003cp>\u003ca href=\"https://sbcusd.com/cms/One.aspx?portalId=59953&pageId=36986778\">San Bernardino City Schools\u003c/a> is assigning “COVID liaisons” to coordinate testing and contact tracing at each school campus. The liaisons, who work for an outside company, will “be responsible for responding to COVID-19 concerns at the school level, providing guidance and information for students, families and staff. Liaisons will also play a key role in mitigation and management,” said district spokeswoman Maria Garcia.\u003c/p>\n\u003cp>Testing will be available for free at each school, but it won’t be required. The district is also asking children and their families to complete a health assessment every day before school.\u003c/p>\n\u003cp>San Jose Unified is \u003ca href=\"https://edsource.org/news-updates#san-jose-unified-to-require-staff-to-be-vaccinated-or-tested-twice-weekly-for-covid\">requiring\u003c/a> teachers and school staff to get tested twice a week for COVID if they’re not vaccinated. \u003ca href=\"https://www.wccusd.net/cms/lib/CA01001466/Centricity/Domain/3328/REOPENING%20PRESENTATION.pdf\">West Contra Costa Unified\u003c/a>, in the East Bay Area, is strongly encouraging — but not requiring — regular tests for those who are unvaccinated. The district is only testing those who have symptoms.\u003c/p>\n\u003cp>Los Angeles Unified’s interim superintendent, Megan Reilly, last week announced the district’s requirement that all students and staff be tested weekly, citing recommendations from the Los Angeles County Department of Public Health. The \u003ca href=\"https://achieve.lausd.net/covidtestingappt\">district is offering free tests\u003c/a> at a dozen locations around the city, as well as a mobile testing clinic that will visit school campuses. It’s also upgrading its ventilation systems, encouraging social distancing, regularly cleaning classrooms and urging everyone to get vaccinated.\u003c/p>\n\u003cp>“We believe Los Angeles Unified has the highest COVID safety standards of any public school district in the nation,” Reilly wrote in a letter to parents last week.\u003cbr>\n\u003cem>\u003cbr>\nEdSource's Ali Tadayon contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/\">EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Jaime Barrientos, a psychology student at Los Angeles Mission College, was searching for information on fall classes a couple weeks ago when he noticed that coronavirus vaccines were being offered during on-campus registration. He messaged a friend who was also unvaccinated and hadn’t planned on getting the shot, and the two of them spent the afternoon in the school’s library filling out paperwork for their first dose of the Pfizer regimen.\u003c/p>\n\u003cp>What got Barrientos and his skeptical friend out of the house to get vaccinated?\u003c/p>\n\u003cp>“The money,” the duo said in unison.\u003c/p>\n\u003cp>In an effort to increase vaccination among its 250,000 students, the Los Angeles Community College District offered $75 to each student who got vaccinated at two campus events — one July 21 at L.A. Mission and another at Los Angeles Valley College on July 31. Students who brought along a friend or family member could earn $150.\u003c/p>\n\u003cp>While the University of California and California State University have both mandated vaccination for students, faculty and staff who spend time on campus, most of California’s 73 community college districts are choosing instead to encourage or incentivize vaccination. Some are offering money, textbooks or other inducements to get students to sign up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The California Community Colleges Chancellor’s Office released an \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/Files/General-Counsel/2021-01-advisory-mandated-covid-19-vaccinations-a11y.pdf?la=en&hash=80473DB866E97BE0A9650603A745C3FC85871377\">advisory\u003c/a> strongly urging all community college districts to adopt vaccination mandates, citing the surge in COVID-19 cases fueled by the delta variant. But system officials say they lack the legal authority to require vaccinations for students and staff across the state.\u003c/p>\n\u003cp>That power rests with the individual California community colleges districts. At least seven districts — San Diego, Grossmont-Cuyamaca, Foothill-De Anza, Long Beach City College, Cabrillo College, Pasadena City College and MiraCosta College — have announced a vaccine requirement for the fall term.\u003c/p>\n\u003cp>Some have added other safety measures. For example, at the San Diego Community College District, where 25% of classes are in person, students must wear a mask while on campus, regardless of vaccination status.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"higher-education\"]The vaccine requirements have been contentious. San Joaquin Delta College in Stockton considered a \u003ca href=\"https://go.boarddocs.com/ca/delta/Board.nsf/files/C4NV7N7F61D6/%24file/Delta%20-%20Return%20to%20Campus%20Plan%202021%20-%20070621e.pdf\">return-to-campus plan\u003c/a> that required vaccination, but trustees voted against the mandate in a July 6 \u003ca href=\"https://deltacollege-edu.zoom.us/rec/play/yMB7pSwIrWIsxKSRAS4oO3DhO7BRiAFcoiEkt3ktbpkxfZqKmN8wsKPmQCuSMKIm_AL2V2PBJ5Eflc_G.oAbMomnUhkhLBC4p?startTime=1625617854000&_x_zm_rtaid=e2AEKtdMQQG0CW7o8baRlA.1626905291513.e89be48aaec840fc91c76bfb65518780&_x_zm_rhtaid=856\">board meeting\u003c/a> after community members voiced concern about the safety of the vaccine and a timeline requiring that students be vaccinated by Aug. 13. Instead, the college is telling students to mask up and social distance, and offering \u003ca href=\"https://fox40.com/news/local-news/delta-college-offers-free-textbooks-parking-for-vaccinated-students/\">free textbooks\u003c/a> to those who are vaccinated.\u003c/p>\n\u003cp>Most of the state’s 116 community colleges will offer some combination of in-person and online classes this fall, with the balance varying by district.\u003c/p>\n\u003cp>At Los Angeles Mission College registration, the cash rewards for vaccination seemed to be having some impact. About three-quarters of people who received vaccines asked specifically about their incentives, said Dana Walker, a nurse administering the shots. With an hour left in the event, about 35 people had been vaccinated, she said.\u003c/p>\n\u003cp>In addition to the $75, students vaccinated at the event received a free pass to Six Flags Magic Mountain provided by a grant from Kaiser Permanente.\u003c/p>\n\u003cp>More vaccination clinics will be offered during registration fairs at the Los Angeles Community College District’s other campuses on Aug. 7, said district spokesperson William Boyer. But the district, the state’s largest, is not requiring vaccination for students, faculty and staff. Instead, they’ll be required to wear masks while on campus — about half of fall classes will be held in person — and watch a training video on COVID safety protocols.\u003c/p>\n\u003cp>That’s because the vaccine has yet to be approved by the U.S. Food and Drug Use Administration for non-emergency use, Boyer said.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"William Boyer, Los Angeles Community College District spokesperson \"]‘The best legal advice we had was that you cannot mandate a vaccine that has only been approved under emergency-use conditions.’[/pullquote]\u003c/p>\n\u003cp>“The best legal advice we had was that you cannot mandate a vaccine that has only been approved under emergency-use conditions,” he said. “There has been no FDA approval for these vaccines to be used in regular life.”\u003c/p>\n\u003cp>But LACCD’s understanding of the law is different from that of the UC and CSU systems, which are both mandating vaccination for students before full FDA approval, after first saying that they would wait for it.\u003c/p>\n\u003cp>California State University announced its decision last week, after over 1,000 professors signed an \u003ca href=\"https://www.fresnobee.com/opinion/readers-opinion/article252967388.html\">open letter\u003c/a> to the chancellor’s office calling for the vaccine requirement.\u003c/p>\n\u003cp>“With over 480,000 students, it makes sense to implement a vaccine mandate because we have an enormous impact, not only within our own campus borders but also within the communities in which we’re located,” said Blain Roberts, a history professor at Fresno State and one of the faculty members who wrote the open letter.\u003c/p>\n\u003cp>The move came as the delta variant fuels a rise in coronavirus cases nationwide. The Centers for Disease Control and Prevention on Tuesday said everyone, regardless of vaccination status, should mask in public indoor spaces in areas where transmission rates are high.\u003c/p>\n\u003cp>There is no legal precedent for requiring vaccines approved under emergency use, which may be why some colleges are reluctant to announce mandates now, said Dorit Reiss, a professor at UC Hastings College of the Law.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Gerardo Chavez, Student Senate for California Community Colleges president\"]‘There are certain student populations who are eager to attend in-person courses because of their mental health and just overall experience with student life, and there’s also hesitancy from students returning back to campus, especially with the increase of infection.’[/pullquote]\u003c/p>\n\u003cp>In June, a federal judge threw out a lawsuit against Houston Methodist Hospital after finding that an employee vaccine mandate did not break any U.S. law. The Texas case offers the closest test of requiring a vaccine approved under emergency use to date, Reiss said.\u003c/p>\n\u003cp>The Student Senate for California Community Colleges hasn’t taken a position on a vaccine requirement, but SSCCC President Gerardo Chavez said student opinion on the issue was mixed.\u003c/p>\n\u003cp>“There are certain student populations who are eager to attend in-person courses because of their mental health and just overall experience with student life, and there’s also hesitancy from students returning back to campus, especially with the increase of infection,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Hall and Reagan are interns with the \u003ca href=\"https://calmatters.org/projects/college-journalism-network/\">CalMatters College Journalism Network\u003c/a>, a collaboration between CalMatters and student journalists from across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jaime Barrientos, a psychology student at Los Angeles Mission College, was searching for information on fall classes a couple weeks ago when he noticed that coronavirus vaccines were being offered during on-campus registration. He messaged a friend who was also unvaccinated and hadn’t planned on getting the shot, and the two of them spent the afternoon in the school’s library filling out paperwork for their first dose of the Pfizer regimen.\u003c/p>\n\u003cp>What got Barrientos and his skeptical friend out of the house to get vaccinated?\u003c/p>\n\u003cp>“The money,” the duo said in unison.\u003c/p>\n\u003cp>In an effort to increase vaccination among its 250,000 students, the Los Angeles Community College District offered $75 to each student who got vaccinated at two campus events — one July 21 at L.A. Mission and another at Los Angeles Valley College on July 31. Students who brought along a friend or family member could earn $150.\u003c/p>\n\u003cp>While the University of California and California State University have both mandated vaccination for students, faculty and staff who spend time on campus, most of California’s 73 community college districts are choosing instead to encourage or incentivize vaccination. Some are offering money, textbooks or other inducements to get students to sign up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The California Community Colleges Chancellor’s Office released an \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/Files/General-Counsel/2021-01-advisory-mandated-covid-19-vaccinations-a11y.pdf?la=en&hash=80473DB866E97BE0A9650603A745C3FC85871377\">advisory\u003c/a> strongly urging all community college districts to adopt vaccination mandates, citing the surge in COVID-19 cases fueled by the delta variant. But system officials say they lack the legal authority to require vaccinations for students and staff across the state.\u003c/p>\n\u003cp>That power rests with the individual California community colleges districts. At least seven districts — San Diego, Grossmont-Cuyamaca, Foothill-De Anza, Long Beach City College, Cabrillo College, Pasadena City College and MiraCosta College — have announced a vaccine requirement for the fall term.\u003c/p>\n\u003cp>Some have added other safety measures. For example, at the San Diego Community College District, where 25% of classes are in person, students must wear a mask while on campus, regardless of vaccination status.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The vaccine requirements have been contentious. San Joaquin Delta College in Stockton considered a \u003ca href=\"https://go.boarddocs.com/ca/delta/Board.nsf/files/C4NV7N7F61D6/%24file/Delta%20-%20Return%20to%20Campus%20Plan%202021%20-%20070621e.pdf\">return-to-campus plan\u003c/a> that required vaccination, but trustees voted against the mandate in a July 6 \u003ca href=\"https://deltacollege-edu.zoom.us/rec/play/yMB7pSwIrWIsxKSRAS4oO3DhO7BRiAFcoiEkt3ktbpkxfZqKmN8wsKPmQCuSMKIm_AL2V2PBJ5Eflc_G.oAbMomnUhkhLBC4p?startTime=1625617854000&_x_zm_rtaid=e2AEKtdMQQG0CW7o8baRlA.1626905291513.e89be48aaec840fc91c76bfb65518780&_x_zm_rhtaid=856\">board meeting\u003c/a> after community members voiced concern about the safety of the vaccine and a timeline requiring that students be vaccinated by Aug. 13. Instead, the college is telling students to mask up and social distance, and offering \u003ca href=\"https://fox40.com/news/local-news/delta-college-offers-free-textbooks-parking-for-vaccinated-students/\">free textbooks\u003c/a> to those who are vaccinated.\u003c/p>\n\u003cp>Most of the state’s 116 community colleges will offer some combination of in-person and online classes this fall, with the balance varying by district.\u003c/p>\n\u003cp>At Los Angeles Mission College registration, the cash rewards for vaccination seemed to be having some impact. About three-quarters of people who received vaccines asked specifically about their incentives, said Dana Walker, a nurse administering the shots. With an hour left in the event, about 35 people had been vaccinated, she said.\u003c/p>\n\u003cp>In addition to the $75, students vaccinated at the event received a free pass to Six Flags Magic Mountain provided by a grant from Kaiser Permanente.\u003c/p>\n\u003cp>More vaccination clinics will be offered during registration fairs at the Los Angeles Community College District’s other campuses on Aug. 7, said district spokesperson William Boyer. But the district, the state’s largest, is not requiring vaccination for students, faculty and staff. Instead, they’ll be required to wear masks while on campus — about half of fall classes will be held in person — and watch a training video on COVID safety protocols.\u003c/p>\n\u003cp>That’s because the vaccine has yet to be approved by the U.S. Food and Drug Use Administration for non-emergency use, Boyer said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The best legal advice we had was that you cannot mandate a vaccine that has only been approved under emergency-use conditions,” he said. “There has been no FDA approval for these vaccines to be used in regular life.”\u003c/p>\n\u003cp>But LACCD’s understanding of the law is different from that of the UC and CSU systems, which are both mandating vaccination for students before full FDA approval, after first saying that they would wait for it.\u003c/p>\n\u003cp>California State University announced its decision last week, after over 1,000 professors signed an \u003ca href=\"https://www.fresnobee.com/opinion/readers-opinion/article252967388.html\">open letter\u003c/a> to the chancellor’s office calling for the vaccine requirement.\u003c/p>\n\u003cp>“With over 480,000 students, it makes sense to implement a vaccine mandate because we have an enormous impact, not only within our own campus borders but also within the communities in which we’re located,” said Blain Roberts, a history professor at Fresno State and one of the faculty members who wrote the open letter.\u003c/p>\n\u003cp>The move came as the delta variant fuels a rise in coronavirus cases nationwide. The Centers for Disease Control and Prevention on Tuesday said everyone, regardless of vaccination status, should mask in public indoor spaces in areas where transmission rates are high.\u003c/p>\n\u003cp>There is no legal precedent for requiring vaccines approved under emergency use, which may be why some colleges are reluctant to announce mandates now, said Dorit Reiss, a professor at UC Hastings College of the Law.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In June, a federal judge threw out a lawsuit against Houston Methodist Hospital after finding that an employee vaccine mandate did not break any U.S. law. The Texas case offers the closest test of requiring a vaccine approved under emergency use to date, Reiss said.\u003c/p>\n\u003cp>The Student Senate for California Community Colleges hasn’t taken a position on a vaccine requirement, but SSCCC President Gerardo Chavez said student opinion on the issue was mixed.\u003c/p>\n\u003cp>“There are certain student populations who are eager to attend in-person courses because of their mental health and just overall experience with student life, and there’s also hesitancy from students returning back to campus, especially with the increase of infection,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Hall and Reagan are interns with the \u003ca href=\"https://calmatters.org/projects/college-journalism-network/\">CalMatters College Journalism Network\u003c/a>, a collaboration between CalMatters and student journalists from across California. This story and other higher education coverage are supported by the College Futures Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Kids Are Heading Back to School. Here's How to Keep Them Safe as Delta Variant Spreads",
"title": "Kids Are Heading Back to School. Here's How to Keep Them Safe as Delta Variant Spreads",
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"content": "\u003cp>California's \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">current rules\u003c/a> for schools require all staff, students and visitors to wear masks inside school buildings when classes begin in just a few weeks. It's a big moment for kids and families as many children will be seeing the inside of a classroom for the first time in 18 months — but returning to school comes in the shadow of the delta variant.\u003c/p>\n\u003cp>KQED's Natalia Navarro spoke with pediatrician and UCSF associate professor Sunitha Kaiser about how to keep kids safe from COVID-19 as they head back to class.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>KQED's Natalia Navarro: Do you think schools can reopen safely — and how will that work?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Professor Sunitha Kaiser:\u003c/strong> Yes, we're confident that schools can reopen safely. But each school district will be monitoring very closely for rises in COVID infections over time, and anything concerning. They'll be keeping a very close eye to continue to ensure safety.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We know how to keep kids safe from this virus: continue to have schools tackle multiple strategies of minimizing the risks, keeping kids and adults masked, trying to promote physical distance and ventilation, and keeping folks out of school when they have symptoms.\u003c/p>\n\u003cp>But we also know vaccines are incredibly effective. We know that most kids are actually getting COVID at home from close household contacts. The best way to boost safety is for whoever is eligible to get vaccinated — close household contacts and family members — to get vaccinated.\u003c/p>\n\u003cp>\u003cstrong>Do you think FDA approval for Pfizer for children under 12 is coming soon?\u003c/strong>\u003c/p>\n\u003cp>I hope so. We think that it will come by the end of this calendar year. But it does depend on the pace and findings of the trials in children, which are still ongoing. We do hope that by the end of the year, even the youngest children will be able to get vaccinated. But it already makes a tremendous difference in school settings for children 12 and older to be vaccinated.\u003c/p>\n\u003cp>\u003cstrong>From your research during last winter's surge before vaccines, what works to prevent transmission between kids?\u003c/strong>\u003c/p>\n\u003cp>We studied over 50 sites around San Francisco that supported kids and coming in person to do their online learning. We studied them for four months during the highest peak in San Francisco, much higher than current levels when vaccinations were not yet widely available. We observed over 1,700 children and over 200 adults, and there was only one case of hub-based COVID transmission and adult-to-adult case.\u003c/p>\n\u003cp>It really signified an overwhelming level of safety with the strategies they had in place, which at the time did not include vaccinations. The core principles we've learned that prevent COVID are masking, maximizing physical distance, keeping kids and adults out that have any COVID symptoms and maximizing ventilation.\u003c/p>\n\u003cp>\u003cstrong>What questions should parents and caregivers be asking their districts going into this fall?\u003c/strong>\u003c/p>\n\u003cp>They should be asking their districts what their COVID prevention strategies are, including the ones we've discussed, and how they're going to monitor and ensure our safety going forward. They should also ask proactively how the school is going to work in partnership with health care entities or others to ensure the availability of testing for rapid testing for any children or adults who need it, which will continue to add a layer of safety. There's much better infrastructure for that now than there has been in the past. [aside tag=\"coronavirus\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>\u003cstrong>You mentioned that COVID transmission is more common between adults than between kids. If you were a teacher, would you be nervous right now?\u003c/strong>\u003c/p>\n\u003cp>The best thing teachers can do to ease their anxiety is get vaccinated. That's the biggest thing we can do to decrease our own personal risk, regardless of our work situation, because we know that we have these incredibly effective vaccines. Thus far, even against delta, they show really strong protection against severe disease.\u003c/p>\n\u003cp>Then I would encourage them to be increasingly secure in the fact that now we have recommendations around keeping everyone masked indoors regardless of vaccination status. And we're going to have a growing portion of folks getting vaccinated which can drive down community problems and overall risk.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Unvaccinated Californians can go to \u003ca title=\"myturn.ca.gov\" href=\"https://myturn.ca.gov/\" target=\"_blank\" rel=\"noopener noreferrer\" data-auth=\"NotApplicable\" data-linkindex=\"6\">myturn.ca.gov\u003c/a> or call (833) 422-4255 to schedule their appointment or go to \u003ca title=\"myturn.ca.gov/clinic\" href=\"https://myturn.ca.gov/clinic.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-auth=\"NotApplicable\" data-linkindex=\"7\">myturn.ca.gov/clinic\u003c/a> to find a walk-in clinic in their county.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California's \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">current rules\u003c/a> for schools require all staff, students and visitors to wear masks inside school buildings when classes begin in just a few weeks. It's a big moment for kids and families as many children will be seeing the inside of a classroom for the first time in 18 months — but returning to school comes in the shadow of the delta variant.\u003c/p>\n\u003cp>KQED's Natalia Navarro spoke with pediatrician and UCSF associate professor Sunitha Kaiser about how to keep kids safe from COVID-19 as they head back to class.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>KQED's Natalia Navarro: Do you think schools can reopen safely — and how will that work?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Professor Sunitha Kaiser:\u003c/strong> Yes, we're confident that schools can reopen safely. But each school district will be monitoring very closely for rises in COVID infections over time, and anything concerning. They'll be keeping a very close eye to continue to ensure safety.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We know how to keep kids safe from this virus: continue to have schools tackle multiple strategies of minimizing the risks, keeping kids and adults masked, trying to promote physical distance and ventilation, and keeping folks out of school when they have symptoms.\u003c/p>\n\u003cp>But we also know vaccines are incredibly effective. We know that most kids are actually getting COVID at home from close household contacts. The best way to boost safety is for whoever is eligible to get vaccinated — close household contacts and family members — to get vaccinated.\u003c/p>\n\u003cp>\u003cstrong>Do you think FDA approval for Pfizer for children under 12 is coming soon?\u003c/strong>\u003c/p>\n\u003cp>I hope so. We think that it will come by the end of this calendar year. But it does depend on the pace and findings of the trials in children, which are still ongoing. We do hope that by the end of the year, even the youngest children will be able to get vaccinated. But it already makes a tremendous difference in school settings for children 12 and older to be vaccinated.\u003c/p>\n\u003cp>\u003cstrong>From your research during last winter's surge before vaccines, what works to prevent transmission between kids?\u003c/strong>\u003c/p>\n\u003cp>We studied over 50 sites around San Francisco that supported kids and coming in person to do their online learning. We studied them for four months during the highest peak in San Francisco, much higher than current levels when vaccinations were not yet widely available. We observed over 1,700 children and over 200 adults, and there was only one case of hub-based COVID transmission and adult-to-adult case.\u003c/p>\n\u003cp>It really signified an overwhelming level of safety with the strategies they had in place, which at the time did not include vaccinations. The core principles we've learned that prevent COVID are masking, maximizing physical distance, keeping kids and adults out that have any COVID symptoms and maximizing ventilation.\u003c/p>\n\u003cp>\u003cstrong>What questions should parents and caregivers be asking their districts going into this fall?\u003c/strong>\u003c/p>\n\u003cp>They should be asking their districts what their COVID prevention strategies are, including the ones we've discussed, and how they're going to monitor and ensure our safety going forward. They should also ask proactively how the school is going to work in partnership with health care entities or others to ensure the availability of testing for rapid testing for any children or adults who need it, which will continue to add a layer of safety. There's much better infrastructure for that now than there has been in the past. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>You mentioned that COVID transmission is more common between adults than between kids. If you were a teacher, would you be nervous right now?\u003c/strong>\u003c/p>\n\u003cp>The best thing teachers can do to ease their anxiety is get vaccinated. That's the biggest thing we can do to decrease our own personal risk, regardless of our work situation, because we know that we have these incredibly effective vaccines. Thus far, even against delta, they show really strong protection against severe disease.\u003c/p>\n\u003cp>Then I would encourage them to be increasingly secure in the fact that now we have recommendations around keeping everyone masked indoors regardless of vaccination status. And we're going to have a growing portion of folks getting vaccinated which can drive down community problems and overall risk.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Unvaccinated Californians can go to \u003ca title=\"myturn.ca.gov\" href=\"https://myturn.ca.gov/\" target=\"_blank\" rel=\"noopener noreferrer\" data-auth=\"NotApplicable\" data-linkindex=\"6\">myturn.ca.gov\u003c/a> or call (833) 422-4255 to schedule their appointment or go to \u003ca title=\"myturn.ca.gov/clinic\" href=\"https://myturn.ca.gov/clinic.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-auth=\"NotApplicable\" data-linkindex=\"7\">myturn.ca.gov/clinic\u003c/a> to find a walk-in clinic in their county.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>With \u003ca href=\"https://www.feedingamerica.org/sites/default/files/2021-03/National%20Projections%20Brief_3.9.2021_0.pdf\">1 in every 6 children\u003c/a> facing hunger in the U.S., California is the first state to promise every public school student — all \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr21/yr21rel32.asp\">6 million of them\u003c/a> — free school meals.\u003c/p>\n\u003cp>The universal school meals program, which will launch in the 2022-2023 school year, is part of the landmark state budget agreement reached between Gov. Gavin Newsom and the Legislature last month. Days later, \u003ca href=\"https://www.newscentermaine.com/article/news/local/as-seen-on-tv/new-law-requires-free-school-meals-for-all-maine-public-students-regardless-of-family-income-starting-2022-2023/97-4e822474-cd25-4641-958e-c0c8599971c3\">Maine\u003c/a> became the second state to commit to offering a universal school meals program with the signing of its budget.\u003c/p>\n\u003cp>The program ensures that all students will be offered breakfast and lunch at their school, which state Sen. Nancy Skinner, D-Berkeley, said is “essential to learning.” Skinner has led the effort to establish a universal school meal program.\u003c/p>\n\u003cp>“We know that many California children are food insecure, and if you’re hungry you cannot learn well,” Skinner said. “The whole point of school is learning, and everything we can do to create an environment that allows children to thrive and learn is what we need to do.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Skinner \u003ca href=\"https://edsource.org/2021/california-moving-to-pioneer-free-meals-for-all-students/652779\">introduced a bill\u003c/a> in March that would have established a universal school meal program.\u003c/p>\n\u003cp>After the program garnered bipartisan support and the California Department of Finance forecast \u003ca href=\"https://edsource.org/2021/here-are-the-highlights-of-the-may-state-budget-revision/654773\">unexpectedly large projected revenues\u003c/a>, lawmakers opted to include it in the state budget rather than as a separate bill.\u003c/p>\n\u003cp>The final agreement between Newsom and the Legislature calls for $650 million through the Proposition 98 fund each year to reimburse school districts starting in 2022, as well as $54 million in the 2021-22 fiscal year to supplement state meal reimbursements. Proposition 98 is the formula that determines what portion of the general fund goes to community colleges and K-12 schools.\u003c/p>\n\u003cp>The state program is set to begin in the 2022-23 school year because the U.S. Department of Agriculture has already \u003ca href=\"https://edsource.org/2021/usda-extends-free-meals-through-next-school-year/653335\">committed\u003c/a> to paying for school meals for all students through the 2021-22 school year.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"State Sen. Nancy Skinner, D-Berkeley\"]‘The whole point of school is learning, and everything we can do to create an environment that allows children to thrive and learn is what we need to do.’[/pullquote]The USDA has reimbursed districts for providing free meals to all students since the start of the pandemic. Before the pandemic, districts were only reimbursed for feeding students who were enrolled in the National School Lunch Program. Advocates said being able to feed students without having to check whether they qualified for free lunches allowed districts to serve more families at a time when many faced hunger and hardship.\u003c/p>\n\u003cp>Waiving the eligibility requirements allowed the Oakland Unified School District, for example, to distribute as many as 18,000 \u003ca href=\"https://edsource.org/2020/grab-and-go-and-drive-up-allow-families-to-pick-up-food-at-closed-california-schools/626088\">grab-and-go meals\u003c/a> a day during the pandemic, said OUSD spokesman John Sasaki.\u003c/p>\n\u003cp>“That just goes to show the need that was there,” Sasaki said.\u003c/p>\n\u003cp>Previously, as part of the National School Lunch Program \u003ca href=\"https://www.fns.usda.gov/cn/applying-free-and-reduced-price-school-meals\">application process\u003c/a>, families had to disclose their household income, how many people lived in the household, their children’s immigration status or if their children were homeless or runaways. Some families feared giving out that information, and students may have felt embarrassed to receive a free meal while others paid for it.\u003c/p>\n\u003cp>[aside label=\"More Education Stories\" tag=\"education\"]Schools in New York City began serving free meals to all students in 2017 after finding that some students would rather go hungry than admit they didn’t have enough money to pay for lunch. The decision followed a national outcry over \u003ca href=\"https://www.nytimes.com/2017/04/30/well/family/lunch-shaming-children-parents-school-bills.html)\">“lunch shaming”\u003c/a> — publicly shaming students for unpaid school meal bills, or even school staff throwing away their lunches rather than allowing them to eat.\u003c/p>\n\u003cp>Advocates believed that though \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr20/yr20rel29.asp\">3.9 million students\u003c/a> — 63% of California’s student body — participated in the program, the need was actually much higher.\u003c/p>\n\u003cp>“It’s such good news that everybody gets food with no strings attached, but to be able to do it in a way that nobody is called out is the best thing about this,” Sasaki said. “We want to make sure kids are never given a hard time for being who they are or being in the situation they are in.”\u003c/p>\n\u003cp>Districts will still be asking families to fill out household income eligibility forms, however. That’s because the number of families in the district that make so little that they qualify for the federal free and reduced-price lunch program remains a \u003ca href=\"https://www.cde.ca.gov/fg/aa/lc/index.asp\">key factor\u003c/a> in the state’s \u003ca href=\"https://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">Local Control Funding Formula\u003c/a>. The formula gives additional state funds to districts based on the number of low-income students, English learners, foster children and homeless youth they serve.\u003c/p>\n\u003cp>Tony Wold, West Contra Costa Unified School District associate superintendent of business services, said the district was concerned that fewer families would fill out the household income eligibility forms because they didn’t have to in order to receive free meals. That could have potentially led to a reduction in supplemental funds for the cash-strapped district. To help solve the problem, the district had outreach workers call families directly, explaining why it was important for families to submit the information.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Spokesman John Sasaki, Oakland Unified School District\"]‘We want to make sure kids are never given a hard time for being who they are or being in the situation they are in.’[/pullquote]\u003c/p>\n\u003cp>The outreach workers’ “big lift” resulted in more families filling out the forms than the previous year, Wold said, which kept the district’s unduplicated pupils percentage constant. That statistic measures the share of a district’s students who are low-income, homeless, foster youth or English learners — all of which drive the Local Control Funding Formula.\u003c/p>\n\u003cp>Outreach workers at Oakland Unified emphasize to families who are skeptical about the forms that they determine how much money goes to the classroom, Sasaki said.\u003c/p>\n\u003cp>California School Boards Association spokesman Troy Flint said the organization anticipates it will be harder for districts to collect income eligibility forms with the new universal meals program. The association hopes the state will provide some support to schools’ “diligent and creative efforts” to collect the forms, though the group isn’t calling for any specific change.\u003c/p>\n\u003cp>“This administration has prioritized steering additional money toward high-need students, particularly into concentration grants, so there’s reason to believe they might be willing to work toward a modification here,” Flint said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With \u003ca href=\"https://www.feedingamerica.org/sites/default/files/2021-03/National%20Projections%20Brief_3.9.2021_0.pdf\">1 in every 6 children\u003c/a> facing hunger in the U.S., California is the first state to promise every public school student — all \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr21/yr21rel32.asp\">6 million of them\u003c/a> — free school meals.\u003c/p>\n\u003cp>The universal school meals program, which will launch in the 2022-2023 school year, is part of the landmark state budget agreement reached between Gov. Gavin Newsom and the Legislature last month. Days later, \u003ca href=\"https://www.newscentermaine.com/article/news/local/as-seen-on-tv/new-law-requires-free-school-meals-for-all-maine-public-students-regardless-of-family-income-starting-2022-2023/97-4e822474-cd25-4641-958e-c0c8599971c3\">Maine\u003c/a> became the second state to commit to offering a universal school meals program with the signing of its budget.\u003c/p>\n\u003cp>The program ensures that all students will be offered breakfast and lunch at their school, which state Sen. Nancy Skinner, D-Berkeley, said is “essential to learning.” Skinner has led the effort to establish a universal school meal program.\u003c/p>\n\u003cp>“We know that many California children are food insecure, and if you’re hungry you cannot learn well,” Skinner said. “The whole point of school is learning, and everything we can do to create an environment that allows children to thrive and learn is what we need to do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Skinner \u003ca href=\"https://edsource.org/2021/california-moving-to-pioneer-free-meals-for-all-students/652779\">introduced a bill\u003c/a> in March that would have established a universal school meal program.\u003c/p>\n\u003cp>After the program garnered bipartisan support and the California Department of Finance forecast \u003ca href=\"https://edsource.org/2021/here-are-the-highlights-of-the-may-state-budget-revision/654773\">unexpectedly large projected revenues\u003c/a>, lawmakers opted to include it in the state budget rather than as a separate bill.\u003c/p>\n\u003cp>The final agreement between Newsom and the Legislature calls for $650 million through the Proposition 98 fund each year to reimburse school districts starting in 2022, as well as $54 million in the 2021-22 fiscal year to supplement state meal reimbursements. Proposition 98 is the formula that determines what portion of the general fund goes to community colleges and K-12 schools.\u003c/p>\n\u003cp>The state program is set to begin in the 2022-23 school year because the U.S. Department of Agriculture has already \u003ca href=\"https://edsource.org/2021/usda-extends-free-meals-through-next-school-year/653335\">committed\u003c/a> to paying for school meals for all students through the 2021-22 school year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The USDA has reimbursed districts for providing free meals to all students since the start of the pandemic. Before the pandemic, districts were only reimbursed for feeding students who were enrolled in the National School Lunch Program. Advocates said being able to feed students without having to check whether they qualified for free lunches allowed districts to serve more families at a time when many faced hunger and hardship.\u003c/p>\n\u003cp>Waiving the eligibility requirements allowed the Oakland Unified School District, for example, to distribute as many as 18,000 \u003ca href=\"https://edsource.org/2020/grab-and-go-and-drive-up-allow-families-to-pick-up-food-at-closed-california-schools/626088\">grab-and-go meals\u003c/a> a day during the pandemic, said OUSD spokesman John Sasaki.\u003c/p>\n\u003cp>“That just goes to show the need that was there,” Sasaki said.\u003c/p>\n\u003cp>Previously, as part of the National School Lunch Program \u003ca href=\"https://www.fns.usda.gov/cn/applying-free-and-reduced-price-school-meals\">application process\u003c/a>, families had to disclose their household income, how many people lived in the household, their children’s immigration status or if their children were homeless or runaways. Some families feared giving out that information, and students may have felt embarrassed to receive a free meal while others paid for it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Schools in New York City began serving free meals to all students in 2017 after finding that some students would rather go hungry than admit they didn’t have enough money to pay for lunch. The decision followed a national outcry over \u003ca href=\"https://www.nytimes.com/2017/04/30/well/family/lunch-shaming-children-parents-school-bills.html)\">“lunch shaming”\u003c/a> — publicly shaming students for unpaid school meal bills, or even school staff throwing away their lunches rather than allowing them to eat.\u003c/p>\n\u003cp>Advocates believed that though \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr20/yr20rel29.asp\">3.9 million students\u003c/a> — 63% of California’s student body — participated in the program, the need was actually much higher.\u003c/p>\n\u003cp>“It’s such good news that everybody gets food with no strings attached, but to be able to do it in a way that nobody is called out is the best thing about this,” Sasaki said. “We want to make sure kids are never given a hard time for being who they are or being in the situation they are in.”\u003c/p>\n\u003cp>Districts will still be asking families to fill out household income eligibility forms, however. That’s because the number of families in the district that make so little that they qualify for the federal free and reduced-price lunch program remains a \u003ca href=\"https://www.cde.ca.gov/fg/aa/lc/index.asp\">key factor\u003c/a> in the state’s \u003ca href=\"https://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">Local Control Funding Formula\u003c/a>. The formula gives additional state funds to districts based on the number of low-income students, English learners, foster children and homeless youth they serve.\u003c/p>\n\u003cp>Tony Wold, West Contra Costa Unified School District associate superintendent of business services, said the district was concerned that fewer families would fill out the household income eligibility forms because they didn’t have to in order to receive free meals. That could have potentially led to a reduction in supplemental funds for the cash-strapped district. To help solve the problem, the district had outreach workers call families directly, explaining why it was important for families to submit the information.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The outreach workers’ “big lift” resulted in more families filling out the forms than the previous year, Wold said, which kept the district’s unduplicated pupils percentage constant. That statistic measures the share of a district’s students who are low-income, homeless, foster youth or English learners — all of which drive the Local Control Funding Formula.\u003c/p>\n\u003cp>Outreach workers at Oakland Unified emphasize to families who are skeptical about the forms that they determine how much money goes to the classroom, Sasaki said.\u003c/p>\n\u003cp>California School Boards Association spokesman Troy Flint said the organization anticipates it will be harder for districts to collect income eligibility forms with the new universal meals program. The association hopes the state will provide some support to schools’ “diligent and creative efforts” to collect the forms, though the group isn’t calling for any specific change.\u003c/p>\n\u003cp>“This administration has prioritized steering additional money toward high-need students, particularly into concentration grants, so there’s reason to believe they might be willing to work toward a modification here,” Flint said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California has almost 3 million children 5 years old and younger. As many parents of young children know, finding affordable, high-quality child care is hard to find — especially in the Bay Area.\u003c/p>\n\u003cp>Hundreds of thousands of families who qualify for child care programs can’t access them because there simply aren’t enough slots. The pandemic, which led to the \u003ca href=\"https://calmatters.org/children-and-youth/2021/03/child-care-centers-close/\" target=\"_blank\" rel=\"noopener noreferrer\">closure of 8,500 care facilities\u003c/a>, only worsened the bottleneck. [pullquote size=\"medium\" align=\"right\" citation=\"Deborah Stipek, professor, Stanford University Graduate School of Education\"]‘Every dollar we invest in those first five years comes back to us multiple times.’[/pullquote]\u003c/p>\n\u003cp>Lack of child care means that in many households, at least one parent, usually the mother, according to labor statistics, isn’t able to work. The pandemic caused a “she-cession” rather than a recession, by disproportionately pulling women out of the workforce for lack of child care, said Democratic state Sen. Nancy Skinner, D-Berkeley, who chairs the California Senate Budget and Fiscal Review Committee.\u003c/p>\n\u003cp>On July 23, California signed a \u003ca href=\"https://apnews.com/article/lifestyle-business-health-government-and-politics-california-ecf40600c46de16e7fb12c3d70d390bf\" target=\"_blank\" rel=\"noopener noreferrer\">first-time contract with 40,000 child care providers\u003c/a> under a new collective bargaining agreement.\u003c/p>\n\u003cp>The contract with \u003ca href=\"https://apnews.com/article/lifestyle-business-health-government-and-politics-california-ecf40600c46de16e7fb12c3d70d390bf\" target=\"_blank\" rel=\"noopener noreferrer\">Child Care Providers United\u003c/a> increased wage rates and began phasing in 200,000 subsidized child care slots that the governor and advocates said are crucial to reopening a state economy pummeled by the pandemic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB131\" target=\"_blank\" rel=\"noopener noreferrer\">bill\u003c/a> also includes $40 million to help providers with training and professional development and $579 million to help child care and preschool providers who suffered during the pandemic.\u003c/p>\n\u003cp>With the new law, “women and parents can get back to work in California,” Skinner said.\u003c/p>\n\u003cp>The bargaining agreement also empowers caregivers who are primarily women, many of them women of color, Gov. Gavin Newsom said.\u003c/p>\n\u003cp>“This is about fundamental infrastructure — the human capital — that’s as important as roads and bridges,” he said.\u003c/p>\n\u003cp>On July 19, \u003ca href=\"https://www.kqed.org/forum/2010101884471/next-steps-for-a-childcare-system-in-crisis\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Forum host Alexis Madrigal\u003c/a> spoke with the following guests to gain a better understanding of some of the child care issues facing the state.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Lea Austin\u003c/strong>, executive director, UC Berkeley Center for the Study of Child Care Employment\u003c/li>\n\u003cli>\u003cstrong>Eileen Boris\u003c/strong>, Hull professor and distinguished professor of feminist studies, UC Santa Barbara\u003c/li>\n\u003cli>\u003cstrong>Deborah Stipek\u003c/strong>, professor, Stanford University Graduate School of Education\u003c/li>\n\u003cli>\u003cstrong>Micaela Mota\u003c/strong>, mother, parent leader, Parent Voices California\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>The following interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Alexis Madrigal:\u003c/strong> \u003cem>What ugly truth did the pandemic reveal about America’s child care system?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Lea Austin: \u003c/strong>It really revealed just how fragile and broken our child care system is. We had a system coming into the pandemic where we didn’t have enough child care available for families. It’s incredibly expensive for families, but that still doesn’t actually cover the full cost of what it takes to provide early care and education services. We’re relying on a market and the market doesn’t work. So what that means is the system gets subsidized on the backs of the people doing the work — with incredibly low wages.\u003c/p>\n\u003ch3>The True Cost of Child Care\u003c/h3>\n\u003cp>\u003cem>Your center has done some research into the true cost of child care for very young children. Could you walk us through what those estimates showed?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Lea Austin:\u003c/strong> If we were covering the full cost of early care and education in California on the low end, that’s about $30 billion a year for child care and early learning. That’s a system that is acceptable for families, that is universal and a system that is paying the people, mostly women, living wages.\u003c/p>\n\u003cp>Today we have a system where our workforce in child care is 80% of what it was in March of 2020. We didn’t have enough before. We don’t have enough now. And there’s just not enough incentive for people to stay doing this work and to support the robust system that we need.\u003c/p>\n\u003cp>\u003cem>Have we ever done child care well in the United States?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Eileen Boris:\u003c/strong> WWII. War has a way of people focusing on what the government can do. It was during WWII, in 1943, that federal money for public facilities was used for child care. After the war, these funds dissipated from the federal government. But California parents and teachers and public organizations running the gamut came together to continue these child care centers in California. In 1957, they actually became part of the Department of Education.\u003c/p>\n\u003cp>But there was a hitch. Once you move from a program, which could benefit us all, to a program that is targeted for those of us with the least resources, then the program becomes stigmatized and it becomes associated not with education, but with uplifting of the poor.\u003c/p>\n\u003cp>\u003cem>As a parent, from your perspective, what would you like to see done?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Micaela Mota: \u003c/strong>What I would like to see done is that our country is able to see the importance of what child care means for our nation. I am now a school psychologist and continue to be a mental health provider and child care actually provides the foundation for all of the necessary skills that our children need once they enter school. I want for us to all know the importance of child care. I want us to all to be able to afford child care and see that it’s a necessity — it’s essential.\u003c/p>\n\u003ch3>What California Is Currently Doing\u003c/h3>\n\u003cp>\u003cem>Deborah Stipek, a professor at the Stanford University Graduate School of Education, can you to talk briefly about what California is doing at this moment in time?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Deborah Stipek:\u003c/strong> This is really a wonderful time in California because we have a Legislature and governor who I think really appreciates the importance of those early years and the value in investing in the high-quality experiences for children in those early years. The current budget has a number of funding that it points to addressing some of the access problems that we’ve been talking about and also some strategies for increasing quality. These early years in children’s development are laying the foundation for their future social and academic emotional development.\u003c/p>\n\u003cp>We know now with the research, that an enormous amount of brain development occurs in those first five years. The other thing that points to the importance of quality is that if you look at all of the evidence on the long-term benefits of preschool, it comes from very high-quality preschool programs. We can’t assume that just increasing preschool or increasing child care is necessarily going to promote better experiences or long-term benefits for children. We really need to invest also in the quality of that care and those educational programs.\u003c/p>\n\u003ch3>How Important Is Early Childhood Education?\u003c/h3>\n\u003cp>\u003cem>One thing we haven’t touched on is the importance of this kind of early childhood education for educational and life outcomes for kids. How big of a lever is this?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Deborah Stipek:\u003c/strong> It can be a pretty big lever. One thing I wanted to mention that I don’t think many people know, is that the achievement gap that we worry about for children in K-12 actually exists before they enter kindergarten. California has a larger achievement gap than most other states in K-12. But the reason it is larger than most other states is that it has an unusually large gap between lower-income children and middle- and upper-income children when they enter kindergarten.\u003c/p>\n\u003cp>By providing high-quality early childhood educational opportunities, we can actually reduce those costs. Not only is the individual benefiting, but society is benefiting. Every dollar we invest in those first five years comes back to us multiple times. It’s just hard to make an argument, I think, for people, for legislators who tend to think short term to get them focused on the long term. [pullquote size=\"medium\" align=\"right\" citation=\"Lea Austin, executive director, UC Berkeley Center for the Study of Child Care Employment\"]‘The problem is a commitment and a valuing of early care and education in California and in this country.’[/pullquote]\u003c/p>\n\u003cp>\u003cem>There is going to be a universal transitional program here in California. Can you tell us a little more about it, and whether you think it’s really going to to make a big impact?\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Deborah Stipek: \u003c/strong>\u003c/em>Providing care only to people who are eligible because of their very low income, such as in Head Start or in state pre-K is segregating low-income children — which the research suggests is not a good idea.\u003c/p>\n\u003cp>The research has shown that transitional kindergarten actually has many benefits for children. And when the studies have compared children who are in transitional kindergarten to same-age children who are in preschool settings, transitional kindergarten children actually are better prepared academically and they’re no different socially and emotionally.\u003c/p>\n\u003cp>Again, I go back to the training and support of the teachers right now. As you all know, 4-year-olds are very different from 11-year-olds. People need to be well prepared to meet their developmental needs and to provide an appropriate and developmentally appropriate program. I would prefer having what most states have, which is an early childhood teacher credential that really prepares people to focus on young children.\u003c/p>\n\u003ch3>Shifting Value\u003c/h3>\n\u003cp>\u003cem>What’s the way out of this logjam?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Lea Austin:\u003c/strong> It’s not that hard. The problem is a commitment and a valuing of early care and education in California and in this country. We know how technically to solve the problem. [aside tag=\"child-care\" label=\"related coverage\"]\u003c/p>\n\u003cp>It’s a matter of saying this is a critical part of our infrastructure. It’s necessary to support families, it’s necessary to support our economy, and it’s necessary to make sure the people doing this work are not worried about feeding their own families. The problem is getting movement on that, getting the general public, and our legislators to support that in full.\u003c/p>\n\u003cp>Some of my colleagues at the Economic Policy Institute have done some estimates to help us understand what the harm is and what the loss is for not doing that. They’ve estimated that parents are foregoing $30-$35 billion in income and lost household income because they either have to leave the labor force, or reduce their hours.\u003c/p>\n\u003cp>There’s a lot that we’re losing now, there’s ways in which people are harmed and there’s a lot we can be doing to make change and improve the system.\u003c/p>\n\u003cp>\u003cem>Listen to \u003ca href=\"https://www.kqed.org/forum/2010101884471/next-steps-for-a-childcare-system-in-crisis\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Forum\u003c/a> to hear the full episode.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Additional reporting from The Associated Press’s Don Thompson used in this report.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lack of child care means that in many households, at least one parent, usually the mother, according to labor statistics, isn’t able to work. The pandemic caused a “she-cession” rather than a recession, by disproportionately pulling women out of the workforce for lack of child care, said Democratic state Sen. Nancy Skinner, D-Berkeley, who chairs the California Senate Budget and Fiscal Review Committee.\u003c/p>\n\u003cp>On July 23, California signed a \u003ca href=\"https://apnews.com/article/lifestyle-business-health-government-and-politics-california-ecf40600c46de16e7fb12c3d70d390bf\" target=\"_blank\" rel=\"noopener noreferrer\">first-time contract with 40,000 child care providers\u003c/a> under a new collective bargaining agreement.\u003c/p>\n\u003cp>The contract with \u003ca href=\"https://apnews.com/article/lifestyle-business-health-government-and-politics-california-ecf40600c46de16e7fb12c3d70d390bf\" target=\"_blank\" rel=\"noopener noreferrer\">Child Care Providers United\u003c/a> increased wage rates and began phasing in 200,000 subsidized child care slots that the governor and advocates said are crucial to reopening a state economy pummeled by the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A state \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB131\" target=\"_blank\" rel=\"noopener noreferrer\">bill\u003c/a> also includes $40 million to help providers with training and professional development and $579 million to help child care and preschool providers who suffered during the pandemic.\u003c/p>\n\u003cp>With the new law, “women and parents can get back to work in California,” Skinner said.\u003c/p>\n\u003cp>The bargaining agreement also empowers caregivers who are primarily women, many of them women of color, Gov. Gavin Newsom said.\u003c/p>\n\u003cp>“This is about fundamental infrastructure — the human capital — that’s as important as roads and bridges,” he said.\u003c/p>\n\u003cp>On July 19, \u003ca href=\"https://www.kqed.org/forum/2010101884471/next-steps-for-a-childcare-system-in-crisis\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Forum host Alexis Madrigal\u003c/a> spoke with the following guests to gain a better understanding of some of the child care issues facing the state.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Lea Austin\u003c/strong>, executive director, UC Berkeley Center for the Study of Child Care Employment\u003c/li>\n\u003cli>\u003cstrong>Eileen Boris\u003c/strong>, Hull professor and distinguished professor of feminist studies, UC Santa Barbara\u003c/li>\n\u003cli>\u003cstrong>Deborah Stipek\u003c/strong>, professor, Stanford University Graduate School of Education\u003c/li>\n\u003cli>\u003cstrong>Micaela Mota\u003c/strong>, mother, parent leader, Parent Voices California\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>The following interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Alexis Madrigal:\u003c/strong> \u003cem>What ugly truth did the pandemic reveal about America’s child care system?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Lea Austin: \u003c/strong>It really revealed just how fragile and broken our child care system is. We had a system coming into the pandemic where we didn’t have enough child care available for families. It’s incredibly expensive for families, but that still doesn’t actually cover the full cost of what it takes to provide early care and education services. We’re relying on a market and the market doesn’t work. So what that means is the system gets subsidized on the backs of the people doing the work — with incredibly low wages.\u003c/p>\n\u003ch3>The True Cost of Child Care\u003c/h3>\n\u003cp>\u003cem>Your center has done some research into the true cost of child care for very young children. Could you walk us through what those estimates showed?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Lea Austin:\u003c/strong> If we were covering the full cost of early care and education in California on the low end, that’s about $30 billion a year for child care and early learning. That’s a system that is acceptable for families, that is universal and a system that is paying the people, mostly women, living wages.\u003c/p>\n\u003cp>Today we have a system where our workforce in child care is 80% of what it was in March of 2020. We didn’t have enough before. We don’t have enough now. And there’s just not enough incentive for people to stay doing this work and to support the robust system that we need.\u003c/p>\n\u003cp>\u003cem>Have we ever done child care well in the United States?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Eileen Boris:\u003c/strong> WWII. War has a way of people focusing on what the government can do. It was during WWII, in 1943, that federal money for public facilities was used for child care. After the war, these funds dissipated from the federal government. But California parents and teachers and public organizations running the gamut came together to continue these child care centers in California. In 1957, they actually became part of the Department of Education.\u003c/p>\n\u003cp>But there was a hitch. Once you move from a program, which could benefit us all, to a program that is targeted for those of us with the least resources, then the program becomes stigmatized and it becomes associated not with education, but with uplifting of the poor.\u003c/p>\n\u003cp>\u003cem>As a parent, from your perspective, what would you like to see done?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Micaela Mota: \u003c/strong>What I would like to see done is that our country is able to see the importance of what child care means for our nation. I am now a school psychologist and continue to be a mental health provider and child care actually provides the foundation for all of the necessary skills that our children need once they enter school. I want for us to all know the importance of child care. I want us to all to be able to afford child care and see that it’s a necessity — it’s essential.\u003c/p>\n\u003ch3>What California Is Currently Doing\u003c/h3>\n\u003cp>\u003cem>Deborah Stipek, a professor at the Stanford University Graduate School of Education, can you to talk briefly about what California is doing at this moment in time?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Deborah Stipek:\u003c/strong> This is really a wonderful time in California because we have a Legislature and governor who I think really appreciates the importance of those early years and the value in investing in the high-quality experiences for children in those early years. The current budget has a number of funding that it points to addressing some of the access problems that we’ve been talking about and also some strategies for increasing quality. These early years in children’s development are laying the foundation for their future social and academic emotional development.\u003c/p>\n\u003cp>We know now with the research, that an enormous amount of brain development occurs in those first five years. The other thing that points to the importance of quality is that if you look at all of the evidence on the long-term benefits of preschool, it comes from very high-quality preschool programs. We can’t assume that just increasing preschool or increasing child care is necessarily going to promote better experiences or long-term benefits for children. We really need to invest also in the quality of that care and those educational programs.\u003c/p>\n\u003ch3>How Important Is Early Childhood Education?\u003c/h3>\n\u003cp>\u003cem>One thing we haven’t touched on is the importance of this kind of early childhood education for educational and life outcomes for kids. How big of a lever is this?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Deborah Stipek:\u003c/strong> It can be a pretty big lever. One thing I wanted to mention that I don’t think many people know, is that the achievement gap that we worry about for children in K-12 actually exists before they enter kindergarten. California has a larger achievement gap than most other states in K-12. But the reason it is larger than most other states is that it has an unusually large gap between lower-income children and middle- and upper-income children when they enter kindergarten.\u003c/p>\n\u003cp>By providing high-quality early childhood educational opportunities, we can actually reduce those costs. Not only is the individual benefiting, but society is benefiting. Every dollar we invest in those first five years comes back to us multiple times. It’s just hard to make an argument, I think, for people, for legislators who tend to think short term to get them focused on the long term. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>There is going to be a universal transitional program here in California. Can you tell us a little more about it, and whether you think it’s really going to to make a big impact?\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Deborah Stipek: \u003c/strong>\u003c/em>Providing care only to people who are eligible because of their very low income, such as in Head Start or in state pre-K is segregating low-income children — which the research suggests is not a good idea.\u003c/p>\n\u003cp>The research has shown that transitional kindergarten actually has many benefits for children. And when the studies have compared children who are in transitional kindergarten to same-age children who are in preschool settings, transitional kindergarten children actually are better prepared academically and they’re no different socially and emotionally.\u003c/p>\n\u003cp>Again, I go back to the training and support of the teachers right now. As you all know, 4-year-olds are very different from 11-year-olds. People need to be well prepared to meet their developmental needs and to provide an appropriate and developmentally appropriate program. I would prefer having what most states have, which is an early childhood teacher credential that really prepares people to focus on young children.\u003c/p>\n\u003ch3>Shifting Value\u003c/h3>\n\u003cp>\u003cem>What’s the way out of this logjam?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Lea Austin:\u003c/strong> It’s not that hard. The problem is a commitment and a valuing of early care and education in California and in this country. We know how technically to solve the problem. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s a matter of saying this is a critical part of our infrastructure. It’s necessary to support families, it’s necessary to support our economy, and it’s necessary to make sure the people doing this work are not worried about feeding their own families. The problem is getting movement on that, getting the general public, and our legislators to support that in full.\u003c/p>\n\u003cp>Some of my colleagues at the Economic Policy Institute have done some estimates to help us understand what the harm is and what the loss is for not doing that. They’ve estimated that parents are foregoing $30-$35 billion in income and lost household income because they either have to leave the labor force, or reduce their hours.\u003c/p>\n\u003cp>There’s a lot that we’re losing now, there’s ways in which people are harmed and there’s a lot we can be doing to make change and improve the system.\u003c/p>\n\u003cp>\u003cem>Listen to \u003ca href=\"https://www.kqed.org/forum/2010101884471/next-steps-for-a-childcare-system-in-crisis\" target=\"_blank\" rel=\"noopener noreferrer\">KQED Forum\u003c/a> to hear the full episode.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Additional reporting from The Associated Press’s Don Thompson used in this report.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "UC Tuition Hike: Regents Approve 'Forever' Increase",
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"content": "\u003cp>\u003cstrong>Update, 5 p.m. Thursday, July 22:\u003c/strong>\u003cbr>\nThe University of California Board of Regents voted to begin increasing tuition in 2022-23. The Board of Regents voted to largely keep the proposal as laid out below, but with some modifications, including that the hike is no longer indefinite and will be voted on again in five years, and that a greater share of revenue from the increase will go to financial aid for in-state students.\u003c/p>\n\u003cp>\u003cstrong>Original story:\u003c/strong>\u003cbr>\nGet ready for whiplash: After receiving \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/p2.pdf\">$1.3 billion in new money\u003c/a> from lawmakers this year, the University of California now wants to raise tuition on each incoming undergraduate class. Every year. Indefinitely.\u003c/p>\n\u003cp>Once tuition spikes for an incoming class, it would stay flat for six years for that class — allowing students to more reliably calculate the multiyear cost of a degree.\u003c/p>\n\u003cp>The UC Board of Regents will vote Thursday on a tuition-hike plan two years in the works that was initially derailed by the COVID-19 pandemic but has since been resuscitated.\u003c/p>\n\u003cp>UC officials project that in-state tuition and systemwide fees \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach4.pdf#page=7\">would grow by $534 in 2022-23\u003c/a> and increase by a slightly lower amount for each subsequent incoming class of undergraduate students.\u003c/p>\n\u003cp>The upshot is that in 2026-27, California undergraduates entering the UC would owe a projected $15,078 in annual tuition and statewide fees — about $2,500 more than what in-state undergraduates pay now.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/_/Uj9MnXqdgAi2JUNhVCPX?src=embed\" title=\"Projected tuition increases at the UC\" width=\"800\" height=\"925\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The proposal is a complicated one, stippled with tuition hike estimates pegged to inflation and studded with various exemptions meant to cap what students would ultimately owe. But what’s definite is that this marks a dramatic departure for the UC: After doubling tuition during the great recession in response to deep state cuts, the UC raised tuition just once since 2011.\u003c/p>\n\u003cp>“I do believe (the tuition increase is) likely to pass even though I would not like it to,” said Alexis Atsilvsgi Zaragoza, a UC Berkeley undergraduate and a student voting member of the Board of Regents who’ll be casting her first vote at this week’s meeting. \u003c/p>\n\u003cp>Her dissent has powerful allies. Speaker of the Assembly Anthony Rendon, a Long Beach Democrat, and Senate President Pro Tempore Toni G. Atkins, the two leaders of the Legislature, oppose the tuition increases at this time, they told CalMatters in emails. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Families have been struggling during this pandemic and this year has been difficult enough for so many Californians,” said Atkins, a San Diego Democrat.\u003c/p>\n\u003cp>UC President Michael V. Drake declined to be interviewed for this story. \u003ca href=\"https://www.youtube.com/watch?v=vgiyF6R9NTE&t=12350s\">At the May Regents meeting\u003c/a>, Drake said the tuition plan will “help campuses preserve academic excellence and critical support services.\u003c/p>\n\u003cp>“It’s no secret that UC’s funding has been unstable for years.”\u003c/p>\n\u003cp>His office argues that the UC needs stable revenue from tuition to counter the long trend of state disinvestment. The system four decades ago got about 80% of funding to educate students from state support. Today, that share has shrunk to closer to 40%, nearly identical to how much revenue the system collects from tuition. \u003ca href=\"https://calmatters.org/education/2021/06/california-college-budget/\">This year’s massive infusion of state cash to the UC\u003c/a> does little to reverse that trend.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/c4661e74-01b9-4fc0-81a2-1f3a7617df21?src=embed\" title=\"Declining state support for the UC\" width=\"800\" height=\"975\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The UC president’s office projects \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach2.pdf\">soaring costs totaling $2.1 billion by 2026-27\u003c/a> on top of current expenses, a shortfall it argues must be plugged with tuition hikes along with more money from the Legislature. The new added revenue \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach3.pdf\">would pay for more faculty hires\u003c/a>, salary and benefits increases, plus a slew of student support services and programs aiming to \u003ca href=\"https://www.universityofcalifornia.edu/news/uc-s-ambitious-plan-help-more-students-earn-degree\">boost graduation rates\u003c/a>.\u003c/p>\n\u003cp>And the UC maintains that the proposed tuition model is ultimately better for all students. \u003c/p>\n\u003cp>Low-income students who don’t pay tuition anyway because they qualify for financial aid would get even more money for books, housing and food, because about 36% of the revenues from the tuition hikes would go back to student aid. \u003c/p>\n\u003cp>And with tuition growing only once per graduating class and tied to inflation, the cost of attendance will be predictable and stable for higher-income students who’ll pay full freight.\u003c/p>\n\u003ch3>Specifics of the Proposed Tuition Hike\u003c/h3>\n\u003cp>The \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach1.pdf\">proposed plan would increase tuition for each new incoming undergraduate class of students\u003c/a> starting in 2022-23. Every tuition hike would be pegged to inflation. Undergraduate students also would pay a surcharge of 2% or less, which would be phased out within a few years.\u003c/p>\n\u003cp>New and continuing students in state-funded graduate programs would \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf\">see a different kind of tuition hike\u003c/a>: theirs would be annual, rather than occurring once for every incoming class, and grow with inflation starting in 2022-23.\u003c/p>\n\u003cp>The proposal ties tuition growth to a three-year rolling average of inflation. Doing so keeps tuition from changing drastically if consumer prices soar. \u003c/p>\n\u003cp>The proposed hike would cap tuition growth \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf\">in any year at 6%\u003c/a>. Another provision would grow tuition by a smaller amount if state lawmakers increase their share of UC’s budget \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=2\">by more than 5%\u003c/a>. But that kind of increase is rare: UC’s state support has grown by less than 4.6% per year \u003ca href=\"https://www.ucop.edu/operating-budget/_files/rbudget/2020-21-budget-detail.pdf#page=168\">after hitting 5% in 2014-15\u003c/a>.\u003c/p>\n\u003cp>[aside tag=\"university of california,tuition\" label=\"Related Coverage.\"]\u003c/p>\n\u003cp>Zaragoza, the student regent, says a cap of 6% is still too high; she’ll push for a lower threshold. She wants trigger language in the regents’ proposal that would force the UC to pause tuition hikes in extreme cases like, say, a global pandemic. And she’d like the regents to be required to renew the plan regularly — at least once a decade.\u003c/p>\n\u003cp>“We’re using the messaging of a ‘forever hike,’ ” said Josh Lewis, a rising senior at Berkeley and chair of government relations for the UC Student Association. The systemwide student group opposes any tuition increase and is organizing a phalanx of students to protest the proposed hikes at this week’s Board of Regents meeting. The association is also submitting commentary pieces in all UC campus student papers and has met with regents.\u003c/p>\n\u003cp>Lewis said he wants the state to boost its support to the UC in lieu of tuition hikes.\u003c/p>\n\u003cp>And the regents themselves aren’t unified in support. Lt. Gov. Eleni Kounalakis, who serves as a regent, tweeted her opposition while noting how the cost of tuition to UC Berkeley’s Haas School of Business has skyrocketed since she attended in the 1990s.\u003c/p>\n\u003cp>https://twitter.com/EleniForCA/status/1415064500479283203?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1415064500479283203%7Ctwgr%5E%7Ctwcon%5Es1_c10&ref_url=https%3A%2F%2Fcalmatters.org%2Feducation%2Fhigher-education%2F2021%2F07%2Fuc-tuition-hike%2F\u003c/p>\n\u003cp>But at least one influential lawmaker is comfortable with the UC plan. Assemblymember Kevin McCarty, a Sacramento Democrat who chairs the budget subcommittee on education, said \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20210201/video\">at a February hearing\u003c/a> that “moderate and predictable” tuition increases of the kind the regents are considering do “make sense.”\u003c/p>\n\u003cp>There’s at least one kink in the UC’s revenue-boosting arguments. California law gives the governor’s director of finance the power to reduce the state funds headed to the UC (and California State University) if the university raises tuition. That’s because every increase to tuition means the state budget spends more on the Cal Grant, the state’s main student aid grant — something a third of UC undergraduates get, and which is automatically pegged to what the UC charges for tuition.\u003c/p>\n\u003ch3>Most Students Won’t Actually Pay\u003c/h3>\n\u003cp>Currently, \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/\">56% of California undergraduates at the UC\u003c/a> don’t pay any tuition due to a combination of state, federal and university aid. \u003c/p>\n\u003cp>That’s not changing under the proposed UC tuition model. The UC calculates that students who aren’t in wealthier households will ultimately owe less in overall college costs under this increase than if tuition stayed flat. That paradox is due to the fact that the UC plans to spend \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=5\">more than a third of the increased tuition revenue\u003c/a> on student financial aid. That money plus state and federal grants translate into \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=10\">savings of nearly $2,000 a year by 2028-29\u003c/a> for students whose parents earn $120,000 or less.\u003c/p>\n\u003cp>Despite all that financial aid, students in dire need still fall through the cracks. There are \u003ca href=\"https://calmatters.org/education/2018/04/homeless-college-students-california/\">students living out of cars and vans\u003c/a>. A 2020 UC report found that 6% of undergraduates who get federal grant aid \u003ca href=\"https://www.ucop.edu/global-food-initiative/_files/regents-special-committee-basic-needs-report.pdf#page=38\">still experience homelessness\u003c/a>. \u003c/p>\n\u003cp>For families with incomes of $150,000, UC’s tuition increase plan would result in added tuition costs, growing to about $2,000 by 2028-29 for undergraduates. Those costs will grow even more for wealthier families who don’t qualify for the state’s middle-class scholarship.\u003c/p>\n\u003cp>The proposed tuition hike is basically “a progressive tax,” said UC Regent Cecilia Estolano, now the body’s chair, who said she was undecided on the proposal at the May meeting. \u003c/p>\n\u003cp>“You’re going to charge more affluent people a bit more, but you’re going to give them a promise in exchange: Everybody will have the faculty and staff ratio that they expect out of the University of California,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update, 5 p.m. Thursday, July 22:\u003c/strong>\u003cbr>\nThe University of California Board of Regents voted to begin increasing tuition in 2022-23. The Board of Regents voted to largely keep the proposal as laid out below, but with some modifications, including that the hike is no longer indefinite and will be voted on again in five years, and that a greater share of revenue from the increase will go to financial aid for in-state students.\u003c/p>\n\u003cp>\u003cstrong>Original story:\u003c/strong>\u003cbr>\nGet ready for whiplash: After receiving \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/p2.pdf\">$1.3 billion in new money\u003c/a> from lawmakers this year, the University of California now wants to raise tuition on each incoming undergraduate class. Every year. Indefinitely.\u003c/p>\n\u003cp>Once tuition spikes for an incoming class, it would stay flat for six years for that class — allowing students to more reliably calculate the multiyear cost of a degree.\u003c/p>\n\u003cp>The UC Board of Regents will vote Thursday on a tuition-hike plan two years in the works that was initially derailed by the COVID-19 pandemic but has since been resuscitated.\u003c/p>\n\u003cp>UC officials project that in-state tuition and systemwide fees \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach4.pdf#page=7\">would grow by $534 in 2022-23\u003c/a> and increase by a slightly lower amount for each subsequent incoming class of undergraduate students.\u003c/p>\n\u003cp>The upshot is that in 2026-27, California undergraduates entering the UC would owe a projected $15,078 in annual tuition and statewide fees — about $2,500 more than what in-state undergraduates pay now.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/_/Uj9MnXqdgAi2JUNhVCPX?src=embed\" title=\"Projected tuition increases at the UC\" width=\"800\" height=\"925\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The proposal is a complicated one, stippled with tuition hike estimates pegged to inflation and studded with various exemptions meant to cap what students would ultimately owe. But what’s definite is that this marks a dramatic departure for the UC: After doubling tuition during the great recession in response to deep state cuts, the UC raised tuition just once since 2011.\u003c/p>\n\u003cp>“I do believe (the tuition increase is) likely to pass even though I would not like it to,” said Alexis Atsilvsgi Zaragoza, a UC Berkeley undergraduate and a student voting member of the Board of Regents who’ll be casting her first vote at this week’s meeting. \u003c/p>\n\u003cp>Her dissent has powerful allies. Speaker of the Assembly Anthony Rendon, a Long Beach Democrat, and Senate President Pro Tempore Toni G. Atkins, the two leaders of the Legislature, oppose the tuition increases at this time, they told CalMatters in emails. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Families have been struggling during this pandemic and this year has been difficult enough for so many Californians,” said Atkins, a San Diego Democrat.\u003c/p>\n\u003cp>UC President Michael V. Drake declined to be interviewed for this story. \u003ca href=\"https://www.youtube.com/watch?v=vgiyF6R9NTE&t=12350s\">At the May Regents meeting\u003c/a>, Drake said the tuition plan will “help campuses preserve academic excellence and critical support services.\u003c/p>\n\u003cp>“It’s no secret that UC’s funding has been unstable for years.”\u003c/p>\n\u003cp>His office argues that the UC needs stable revenue from tuition to counter the long trend of state disinvestment. The system four decades ago got about 80% of funding to educate students from state support. Today, that share has shrunk to closer to 40%, nearly identical to how much revenue the system collects from tuition. \u003ca href=\"https://calmatters.org/education/2021/06/california-college-budget/\">This year’s massive infusion of state cash to the UC\u003c/a> does little to reverse that trend.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/c4661e74-01b9-4fc0-81a2-1f3a7617df21?src=embed\" title=\"Declining state support for the UC\" width=\"800\" height=\"975\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The UC president’s office projects \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach2.pdf\">soaring costs totaling $2.1 billion by 2026-27\u003c/a> on top of current expenses, a shortfall it argues must be plugged with tuition hikes along with more money from the Legislature. The new added revenue \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach3.pdf\">would pay for more faculty hires\u003c/a>, salary and benefits increases, plus a slew of student support services and programs aiming to \u003ca href=\"https://www.universityofcalifornia.edu/news/uc-s-ambitious-plan-help-more-students-earn-degree\">boost graduation rates\u003c/a>.\u003c/p>\n\u003cp>And the UC maintains that the proposed tuition model is ultimately better for all students. \u003c/p>\n\u003cp>Low-income students who don’t pay tuition anyway because they qualify for financial aid would get even more money for books, housing and food, because about 36% of the revenues from the tuition hikes would go back to student aid. \u003c/p>\n\u003cp>And with tuition growing only once per graduating class and tied to inflation, the cost of attendance will be predictable and stable for higher-income students who’ll pay full freight.\u003c/p>\n\u003ch3>Specifics of the Proposed Tuition Hike\u003c/h3>\n\u003cp>The \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1attach1.pdf\">proposed plan would increase tuition for each new incoming undergraduate class of students\u003c/a> starting in 2022-23. Every tuition hike would be pegged to inflation. Undergraduate students also would pay a surcharge of 2% or less, which would be phased out within a few years.\u003c/p>\n\u003cp>New and continuing students in state-funded graduate programs would \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf\">see a different kind of tuition hike\u003c/a>: theirs would be annual, rather than occurring once for every incoming class, and grow with inflation starting in 2022-23.\u003c/p>\n\u003cp>The proposal ties tuition growth to a three-year rolling average of inflation. Doing so keeps tuition from changing drastically if consumer prices soar. \u003c/p>\n\u003cp>The proposed hike would cap tuition growth \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf\">in any year at 6%\u003c/a>. Another provision would grow tuition by a smaller amount if state lawmakers increase their share of UC’s budget \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=2\">by more than 5%\u003c/a>. But that kind of increase is rare: UC’s state support has grown by less than 4.6% per year \u003ca href=\"https://www.ucop.edu/operating-budget/_files/rbudget/2020-21-budget-detail.pdf#page=168\">after hitting 5% in 2014-15\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zaragoza, the student regent, says a cap of 6% is still too high; she’ll push for a lower threshold. She wants trigger language in the regents’ proposal that would force the UC to pause tuition hikes in extreme cases like, say, a global pandemic. And she’d like the regents to be required to renew the plan regularly — at least once a decade.\u003c/p>\n\u003cp>“We’re using the messaging of a ‘forever hike,’ ” said Josh Lewis, a rising senior at Berkeley and chair of government relations for the UC Student Association. The systemwide student group opposes any tuition increase and is organizing a phalanx of students to protest the proposed hikes at this week’s Board of Regents meeting. The association is also submitting commentary pieces in all UC campus student papers and has met with regents.\u003c/p>\n\u003cp>Lewis said he wants the state to boost its support to the UC in lieu of tuition hikes.\u003c/p>\n\u003cp>And the regents themselves aren’t unified in support. Lt. Gov. Eleni Kounalakis, who serves as a regent, tweeted her opposition while noting how the cost of tuition to UC Berkeley’s Haas School of Business has skyrocketed since she attended in the 1990s.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>But at least one influential lawmaker is comfortable with the UC plan. Assemblymember Kevin McCarty, a Sacramento Democrat who chairs the budget subcommittee on education, said \u003ca href=\"https://www.assembly.ca.gov/media/assembly-budget-subcommittee-2-education-finance-20210201/video\">at a February hearing\u003c/a> that “moderate and predictable” tuition increases of the kind the regents are considering do “make sense.”\u003c/p>\n\u003cp>There’s at least one kink in the UC’s revenue-boosting arguments. California law gives the governor’s director of finance the power to reduce the state funds headed to the UC (and California State University) if the university raises tuition. That’s because every increase to tuition means the state budget spends more on the Cal Grant, the state’s main student aid grant — something a third of UC undergraduates get, and which is automatically pegged to what the UC charges for tuition.\u003c/p>\n\u003ch3>Most Students Won’t Actually Pay\u003c/h3>\n\u003cp>Currently, \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/\">56% of California undergraduates at the UC\u003c/a> don’t pay any tuition due to a combination of state, federal and university aid. \u003c/p>\n\u003cp>That’s not changing under the proposed UC tuition model. The UC calculates that students who aren’t in wealthier households will ultimately owe less in overall college costs under this increase than if tuition stayed flat. That paradox is due to the fact that the UC plans to spend \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=5\">more than a third of the increased tuition revenue\u003c/a> on student financial aid. That money plus state and federal grants translate into \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/july21/b1.pdf#page=10\">savings of nearly $2,000 a year by 2028-29\u003c/a> for students whose parents earn $120,000 or less.\u003c/p>\n\u003cp>Despite all that financial aid, students in dire need still fall through the cracks. There are \u003ca href=\"https://calmatters.org/education/2018/04/homeless-college-students-california/\">students living out of cars and vans\u003c/a>. A 2020 UC report found that 6% of undergraduates who get federal grant aid \u003ca href=\"https://www.ucop.edu/global-food-initiative/_files/regents-special-committee-basic-needs-report.pdf#page=38\">still experience homelessness\u003c/a>. \u003c/p>\n\u003cp>For families with incomes of $150,000, UC’s tuition increase plan would result in added tuition costs, growing to about $2,000 by 2028-29 for undergraduates. Those costs will grow even more for wealthier families who don’t qualify for the state’s middle-class scholarship.\u003c/p>\n\u003cp>The proposed tuition hike is basically “a progressive tax,” said UC Regent Cecilia Estolano, now the body’s chair, who said she was undecided on the proposal at the May meeting. \u003c/p>\n\u003cp>“You’re going to charge more affluent people a bit more, but you’re going to give them a promise in exchange: Everybody will have the faculty and staff ratio that they expect out of the University of California,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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