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"content": "\u003cp>Seattle-based essayist and journalism professor Sonora Jha’s latest book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/658292/how-to-raise-a-feminist-son-by-sonora-jha/\" target=\"_blank\" rel=\"noopener noreferrer\">How to Raise a Feminist Son: Motherhood, Masculinity and the Making of My Family\u003c/a>,” is both a memoir and clear set of instructions for raising an emotionally intelligent son, aimed at everyone involved in the raising of children — aunties and uncles included.\u003c/p>\n\u003cp>Jha’s first book, “Foreign,” published in 2013, is a novel with storyline that touches farmer suicides in India, as well as a mother-son relationship. But her latest book tackles topics some might see as too taboo or uncomfortable to talk to kids about, such as sex, and race, with a chapter on nursery rhymes and storytelling called “Has Mother Goose Ever Heard of Feminism?” and “Do I Really Have to Talk to Him About Sex?” Each chapter folds in Jha’s own experiences growing up in India, working as a journalist and becoming an academic in the U.S., and uses her first-hand accounts of polio, marriage, racism, divorce and everything in between. [pullquote size=\"medium\" align=\"right\" citation=\"Sonora Jha, author of 'How to Raise a Feminist Son'\"]‘I wanted my son to be able to cry … to express heartbreak and not feel like he has to hide it.’[/pullquote]\u003c/p>\n\u003cp>Jha’s words are powerful. Even before she began writing her most recent book — a \u003ca href=\"https://medium.com/@sonorajha/dear-india-when-youre-done-marching-for-asifa-clean-up-your-homes-42ed8abb5a04\" target=\"_blank\" rel=\"noopener noreferrer\">2018 essay\u003c/a> she wrote in a state of rage nearly three years ago prompted her mother to stop speaking to her. In conversation with KQED, she said her mother has yet to speak to her. The essay mentions Jha’s own Me Too experience and uncovers some of the violence within her family. She calls out incidences of violence in the home that go without consequences, which can lead to public violence as in the case of an 8-year-old girl named \u003ca href=\"https://www.bbc.com/news/world-asia-india-43722714\" target=\"_blank\" rel=\"noopener noreferrer\">Asifa Bano\u003c/a>. That essay garnered extensive attention and a BBC Asia interview that helped solidify her desire to continue sharing her story.\u003c/p>\n\u003cp>While Jha’s book looks at different family members, the central focus is her relationship with her son, Gibran, who is now an adult, and how she has intentionally raised him to be a feminist. “I wanted my son to be able to cry … to express heartbreak and not feel like he has to hide it,” she said.\u003c/p>\n\u003cp>Throughout the book, she weaves in her son’s perspectives, thoughts and growing feminist sensibilities, alongside interviews with researchers. “If boys are not able to talk about heartbreak, if they’re not able to cry when either they physically hurt or they see a moving piece of art … then we are just telling them to be less human,” Jha said. Educating boys, and all young people, with an eye toward emotional intelligence is good for boys themselves as well as the broader community. “These boys grow into men and they’re more emotionally available … And so they make better human beings, partners, parents and everything else,” Jha said. [aside tag=\"books, feminism\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The project of raising feminist boys is also an act of responding to toxic masculinity. For Jha, the effort to raise a feminist son has included telling her son her own Me Too stories at an age-appropriate time. “It’s only hard until it gets easier,” she said of sharing her experiences. “It’s going to be hard to talk about these things with our kids, and especially with our boys. But if we know that everyone else is doing it …f then it becomes easier,” she said. “These things are only hard because they’re forbidden.”\u003c/p>\n\u003cp>Jha has been writing her memoir in “fits and starts” for a while now. But she wanted to combine her feminist scholarship, as well as her lived experience as a mother. Some of the chapters started as political essays in response to controversies surrounding \u003ca href=\"https://theestablishment.co/to-raise-a-feminist-son-talk-to-him-about-aziz-ansari-1ae7fd41b074/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Aziz Ansari\u003c/a> and \u003ca href=\"https://theestablishment.co/serena-williams-naomi-osaka-and-the-right-kind-of-woman/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Serena Williams, \u003c/a>writing about different intersections of masculinity, motherhood and feminism. “There’s such a hunger in society to talk about boys and to talk about how we raise boys,” she said. “So much of my identity as a mother and as a scholar and writer is tied in with these questions.” Once she knew that was the heart of the book, it took about a year and a half to write. The final product is, as Rebecca Solnit \u003ca href=\"https://www.sonorajha.com/\" target=\"_blank\" rel=\"noopener noreferrer\">describes it\u003c/a>, “a beautiful hybrid of memoir, manifesto, instruction manual, and rumination.”\u003c/p>\n\u003cp>While the family details are some of the most heartbreaking and powerful storytelling nuggets, Jha admits that memoir is hard, and she has faced some occasional sleepless nights. Even though she has changed most people’s names in the book, “they know who they are.” But she sees this aspect of memoir as important — being able to recognize your own story in someone else’s. The book will also be published in India. That’s because for her, it’s even more important for South Asian women to tell their stories, both in the diaspora and in South Asia. “We need more personal stories, and we need more memoirs — because we really need to either be whistleblowers or say, ‘Hey, enough of the silence and the shame.’ ”\u003c/p>\n\u003cp>https://www.instagram.com/p/CNP5AGcjoiv/\u003c/p>\n\u003cp>For Jha, who is now in her early 50s, trying to break the silence and shame is part of what calls her to write, and act in solidarity. “Let’s just explode some of these things about shame that keep us back,” she said.\u003c/p>\n\u003cp>Jha’s writing is the kind that is pleasant to read, and her way with words means that even the uncomfortable parts are brought together with care. The way she deftly interweaves her own story, alongside educational anecdotes and academic research reminds me of taking long road trips with my mother, in which no thought or discussion is off the table, and everything comes back to our relationships with one another, and society at large.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Jha said, “Living a feminist life … is really about making feminist choices and knowing that those only leads to good things,” she said, “once you start to live a feminist life, things do get better for all of us, and for our families.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The project of raising feminist boys is also an act of responding to toxic masculinity. For Jha, the effort to raise a feminist son has included telling her son her own Me Too stories at an age-appropriate time. “It’s only hard until it gets easier,” she said of sharing her experiences. “It’s going to be hard to talk about these things with our kids, and especially with our boys. But if we know that everyone else is doing it …f then it becomes easier,” she said. “These things are only hard because they’re forbidden.”\u003c/p>\n\u003cp>Jha has been writing her memoir in “fits and starts” for a while now. But she wanted to combine her feminist scholarship, as well as her lived experience as a mother. Some of the chapters started as political essays in response to controversies surrounding \u003ca href=\"https://theestablishment.co/to-raise-a-feminist-son-talk-to-him-about-aziz-ansari-1ae7fd41b074/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Aziz Ansari\u003c/a> and \u003ca href=\"https://theestablishment.co/serena-williams-naomi-osaka-and-the-right-kind-of-woman/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Serena Williams, \u003c/a>writing about different intersections of masculinity, motherhood and feminism. “There’s such a hunger in society to talk about boys and to talk about how we raise boys,” she said. “So much of my identity as a mother and as a scholar and writer is tied in with these questions.” Once she knew that was the heart of the book, it took about a year and a half to write. The final product is, as Rebecca Solnit \u003ca href=\"https://www.sonorajha.com/\" target=\"_blank\" rel=\"noopener noreferrer\">describes it\u003c/a>, “a beautiful hybrid of memoir, manifesto, instruction manual, and rumination.”\u003c/p>\n\u003cp>While the family details are some of the most heartbreaking and powerful storytelling nuggets, Jha admits that memoir is hard, and she has faced some occasional sleepless nights. Even though she has changed most people’s names in the book, “they know who they are.” But she sees this aspect of memoir as important — being able to recognize your own story in someone else’s. The book will also be published in India. That’s because for her, it’s even more important for South Asian women to tell their stories, both in the diaspora and in South Asia. “We need more personal stories, and we need more memoirs — because we really need to either be whistleblowers or say, ‘Hey, enough of the silence and the shame.’ ”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cp>San Francisco public schools are preparing to reopen their doors to students this month – for the first time in over a year. But much of the news about the district has been laser focused on its embattled school board, and most recently, on one particular commissioner.\u003c/p>\n\u003cp>Late last week, the board, in a 5-2 no-confidence vote, removed Alison Collins as board vice president, and stripped her of her committee positions. The move came after a parent group pushing to recall Collins and two other board members circulated a series of controversial tweets she wrote in 2016 that criticize Asian Americans for not supporting other minority groups and for using “white supremacist thinking” to get ahead.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that killed six Asian women and two others.[pullquote align=\"right\" size=\"medium\" citation=\"Shavonne Hines-Foster, Lowell High School senior\"]‘A lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty.’[/pullquote]The story \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">further blew up\u003c/a> this week, when Collins sued the district and her fellow board members, accusing them of violating her constitutional rights and inflicting “irreparable harm.” The suit demands that she be reinstated to her leadership positions and seeks nearly $90 million in damages.\u003c/p>\n\u003cp>Adults have taken center stage in this and the many other controversies enveloping the school board this year, leaving the voices of students — those with most at stake — notably underrepresented.\u003c/p>\n\u003cp>That was evident in a school board meeting earlier this month, just days after the Collins tweets were unearthed. During the palpably tense meeting, attended by around 1,000 people, only a few students offered comments.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of them was Shavonne Hines-Foster, a Lowell High School senior and student delegate for the district.\u003c/p>\n\u003ch3>‘Just Encouraging People Not to Be Nasty’\u003c/h3>\n\u003cp>“I’m not offering a statement, I’m offering really a project that me and my friends were able to create amidst everything that’s happening,” Hines-Foster said during the meeting, introducing an analysis she produced with two other students, titled “A Balanced Analysis of Commissioner Collins’ Tweets.”\u003c/p>\n\u003cp>“Really just encouraging people not to be nasty,” she told attendees. “A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic.”\u003c/p>\n\u003cp>Hines-Foster, a member of Lowell’s Black Student Union, has been shouted down by adults during a board meeting when calling out racism at her own school.\u003c/p>\n\u003cp>“So a lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11866865\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11866865\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\" alt=\"\" width=\"1920\" height=\"1408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg 2547w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-800x587.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1020x748.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-160x117.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1536x1127.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-2048x1502.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1920x1408.jpeg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vishal Krishnaiah, a junior at Lowell High School, said he understood the message Alison Collins was getting at in her 2016 tweets, “but the way she said it is atrocious.” \u003ccite>(Courtesy of Vishal Krishnaiah)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell High School junior Vishal Krishnaiah, who also worked on the presentation, says that while Collins had drawn attention to a serious issue, the tweets she wrote crossed the line — and were grounds for her resignation.\u003c/p>\n\u003cp>“I understand the message she was trying to get to. Just you know, anti-Blackness in the Asian community,” he said. “I think it’s a very real thing. I understand the message, but the way she said it is atrocious.\u003c/p>\n\u003cp>George Washington High School senior Madeline Cho, the third student working on the project, offered a different perspective, arguing that the media coverage of the tweets has only shown one side of the issue. In reading Collins’ tweets, Cho says, she saw a mother pleading for people to come together to dismantle racism.\u003c/p>\n\u003cp>To really engage in a constructive conversation, she said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"sfusd\"]“There needs to be just an open mindedness and a setting down of ego and pride, especially by a lot of politicians and particularly parents, who seem the most hesitant to just calm down and just listen,” she said.\u003c/p>\n\u003cp>Cho also said the context around the posts is important. When Collins made the tweets in 2016, there were a lot of conversations in the community about people of color who were supportive of policies being espoused by Donald Trump and those of other conservative politicians, she said.\u003c/p>\n\u003cp>Cho, who doesn’t think Collins should resign, also says the tweets never would have resurfaced if some alumni and parents weren’t so upset about the board’s recent vote to change Lowell’s admissions policies.\u003c/p>\n\u003cp>Collins championed ending the elite school’s merit-based admissions policy, one that she argued perpetuated segregation and exclusion. Less than 2% of the school’s students are Black, while more than half are Asian American.\u003c/p>\n\u003cp>In February, also in a 5-2 vote, the school board voted to strip Lowell of that admissions system, one that has been in place for decades. In their presentation, the three students pointed out that the tweets were dug up by Lowell alum Diane Yap, someone who they say deserves some scrutiny for her own previous social media posts. Yap is also vice president of the Friends of Lowell Foundation, a recently formed group looking to reinstate the school’s grade-based admissions policy.\u003c/p>\n\u003ch3>‘Drowned Out’\u003c/h3>\n\u003cp>Cho said she’s sickened by the idea that someone was purposefully digging up dirt on Collins.\u003c/p>\n\u003cp>In the weeks before the tweets resurfaced, Cho said, she had been feeling deeply troubled and scared by the ongoing attacks against the AAPI community, particularly the ones targeting elders. But she said the conversation about Collins has been reduced to something it isn’t.\u003c/p>\n\u003cp>“I’m particularly upset, and rather disgusted I think, at a lot of people’s use of Asian American pain right now as a political wedge, and a way to push the political agenda,” she said.\u003c/p>\n\u003cp>Cho said she too is worried about being attacked for expressing her views, particularly after a controversy she experienced a few years ago at her own school.\u003c/p>\n\u003cfigure id=\"attachment_11867980\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11867980\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg\" alt=\"Madeline Cho, a senior at George Washington High School,\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho.jpg 802w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Madeline Cho, a senior at George Washington High School, is calling for a serious dialogue on race in San Francisco schools. \u003ccite>(Courtesy of Madeline Cho)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back in 2019, before Lowell dominated headlines, George Washington High School became a political flashpoint, when the \u003ca href=\"https://www.nytimes.com/2019/08/14/arts/san-francisco-murals-george-washington.html\">school board voted\u003c/a> to paint over Depression-era murals that depict Washington as a slave owner. After a furious backlash, the board ultimately moved to simply cover them up.\u003c/p>\n\u003cp>“It was very saddening to see,” Cho said. “I think the adult voices really, really, really just totally drowned out the student voices. Nobody really was asking us what we thought.”\u003c/p>\n\u003ch3>The Equity Issue\u003c/h3>\n\u003cp>The admissions changes at Lowell that Collins spearheaded seem to have already had an impact. The preliminary data show the share of Hispanic students accepted into Lowell for the next school year grew by 10 percentage points, while the share of Black students grew by nearly 3 percentage points.\u003c/p>\n\u003cp>Meanwhile, the share of incoming white and Asian students at the school — who still make up the vast majority — fell slightly.\u003c/p>\n\u003cp>But students like Cho and Krishnaiah both agree that changing who gets into Lowell won’t solve the bigger systemic issues they care about, like making education more equitable for all students.\u003c/p>\n\u003cp>And that’s the dialogue they want their city leaders to have.\u003c/p>\n\u003cp>That sentiment was echoed by Amy Chang, a senior at Lowell, who said that her school and the district as a whole have been used as fodder to push partisan issues while many students continue to struggle.\u003c/p>\n\u003cp>In fifth grade, she says, she was among only four students in her class of almost 30 who could read at grade level. The education offered at Lowell is the baseline that should be provided to all students, she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These are the lives of actual students,” she said. “These are actual students that are coming into school … that are not getting the education they deserve.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco public schools are preparing to reopen their doors to students this month – for the first time in over a year. But much of the news about the district has been laser focused on its embattled school board, and most recently, on one particular commissioner.\u003c/p>\n\u003cp>Late last week, the board, in a 5-2 no-confidence vote, removed Alison Collins as board vice president, and stripped her of her committee positions. The move came after a parent group pushing to recall Collins and two other board members circulated a series of controversial tweets she wrote in 2016 that criticize Asian Americans for not supporting other minority groups and for using “white supremacist thinking” to get ahead.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that killed six Asian women and two others.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The story \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">further blew up\u003c/a> this week, when Collins sued the district and her fellow board members, accusing them of violating her constitutional rights and inflicting “irreparable harm.” The suit demands that she be reinstated to her leadership positions and seeks nearly $90 million in damages.\u003c/p>\n\u003cp>Adults have taken center stage in this and the many other controversies enveloping the school board this year, leaving the voices of students — those with most at stake — notably underrepresented.\u003c/p>\n\u003cp>That was evident in a school board meeting earlier this month, just days after the Collins tweets were unearthed. During the palpably tense meeting, attended by around 1,000 people, only a few students offered comments.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of them was Shavonne Hines-Foster, a Lowell High School senior and student delegate for the district.\u003c/p>\n\u003ch3>‘Just Encouraging People Not to Be Nasty’\u003c/h3>\n\u003cp>“I’m not offering a statement, I’m offering really a project that me and my friends were able to create amidst everything that’s happening,” Hines-Foster said during the meeting, introducing an analysis she produced with two other students, titled “A Balanced Analysis of Commissioner Collins’ Tweets.”\u003c/p>\n\u003cp>“Really just encouraging people not to be nasty,” she told attendees. “A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic.”\u003c/p>\n\u003cp>Hines-Foster, a member of Lowell’s Black Student Union, has been shouted down by adults during a board meeting when calling out racism at her own school.\u003c/p>\n\u003cp>“So a lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11866865\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11866865\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\" alt=\"\" width=\"1920\" height=\"1408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg 2547w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-800x587.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1020x748.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-160x117.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1536x1127.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-2048x1502.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1920x1408.jpeg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vishal Krishnaiah, a junior at Lowell High School, said he understood the message Alison Collins was getting at in her 2016 tweets, “but the way she said it is atrocious.” \u003ccite>(Courtesy of Vishal Krishnaiah)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell High School junior Vishal Krishnaiah, who also worked on the presentation, says that while Collins had drawn attention to a serious issue, the tweets she wrote crossed the line — and were grounds for her resignation.\u003c/p>\n\u003cp>“I understand the message she was trying to get to. Just you know, anti-Blackness in the Asian community,” he said. “I think it’s a very real thing. I understand the message, but the way she said it is atrocious.\u003c/p>\n\u003cp>George Washington High School senior Madeline Cho, the third student working on the project, offered a different perspective, arguing that the media coverage of the tweets has only shown one side of the issue. In reading Collins’ tweets, Cho says, she saw a mother pleading for people to come together to dismantle racism.\u003c/p>\n\u003cp>To really engage in a constructive conversation, she said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“There needs to be just an open mindedness and a setting down of ego and pride, especially by a lot of politicians and particularly parents, who seem the most hesitant to just calm down and just listen,” she said.\u003c/p>\n\u003cp>Cho also said the context around the posts is important. When Collins made the tweets in 2016, there were a lot of conversations in the community about people of color who were supportive of policies being espoused by Donald Trump and those of other conservative politicians, she said.\u003c/p>\n\u003cp>Cho, who doesn’t think Collins should resign, also says the tweets never would have resurfaced if some alumni and parents weren’t so upset about the board’s recent vote to change Lowell’s admissions policies.\u003c/p>\n\u003cp>Collins championed ending the elite school’s merit-based admissions policy, one that she argued perpetuated segregation and exclusion. Less than 2% of the school’s students are Black, while more than half are Asian American.\u003c/p>\n\u003cp>In February, also in a 5-2 vote, the school board voted to strip Lowell of that admissions system, one that has been in place for decades. In their presentation, the three students pointed out that the tweets were dug up by Lowell alum Diane Yap, someone who they say deserves some scrutiny for her own previous social media posts. Yap is also vice president of the Friends of Lowell Foundation, a recently formed group looking to reinstate the school’s grade-based admissions policy.\u003c/p>\n\u003ch3>‘Drowned Out’\u003c/h3>\n\u003cp>Cho said she’s sickened by the idea that someone was purposefully digging up dirt on Collins.\u003c/p>\n\u003cp>In the weeks before the tweets resurfaced, Cho said, she had been feeling deeply troubled and scared by the ongoing attacks against the AAPI community, particularly the ones targeting elders. But she said the conversation about Collins has been reduced to something it isn’t.\u003c/p>\n\u003cp>“I’m particularly upset, and rather disgusted I think, at a lot of people’s use of Asian American pain right now as a political wedge, and a way to push the political agenda,” she said.\u003c/p>\n\u003cp>Cho said she too is worried about being attacked for expressing her views, particularly after a controversy she experienced a few years ago at her own school.\u003c/p>\n\u003cfigure id=\"attachment_11867980\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11867980\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg\" alt=\"Madeline Cho, a senior at George Washington High School,\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho.jpg 802w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Madeline Cho, a senior at George Washington High School, is calling for a serious dialogue on race in San Francisco schools. \u003ccite>(Courtesy of Madeline Cho)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back in 2019, before Lowell dominated headlines, George Washington High School became a political flashpoint, when the \u003ca href=\"https://www.nytimes.com/2019/08/14/arts/san-francisco-murals-george-washington.html\">school board voted\u003c/a> to paint over Depression-era murals that depict Washington as a slave owner. After a furious backlash, the board ultimately moved to simply cover them up.\u003c/p>\n\u003cp>“It was very saddening to see,” Cho said. “I think the adult voices really, really, really just totally drowned out the student voices. Nobody really was asking us what we thought.”\u003c/p>\n\u003ch3>The Equity Issue\u003c/h3>\n\u003cp>The admissions changes at Lowell that Collins spearheaded seem to have already had an impact. The preliminary data show the share of Hispanic students accepted into Lowell for the next school year grew by 10 percentage points, while the share of Black students grew by nearly 3 percentage points.\u003c/p>\n\u003cp>Meanwhile, the share of incoming white and Asian students at the school — who still make up the vast majority — fell slightly.\u003c/p>\n\u003cp>But students like Cho and Krishnaiah both agree that changing who gets into Lowell won’t solve the bigger systemic issues they care about, like making education more equitable for all students.\u003c/p>\n\u003cp>And that’s the dialogue they want their city leaders to have.\u003c/p>\n\u003cp>That sentiment was echoed by Amy Chang, a senior at Lowell, who said that her school and the district as a whole have been used as fodder to push partisan issues while many students continue to struggle.\u003c/p>\n\u003cp>In fifth grade, she says, she was among only four students in her class of almost 30 who could read at grade level. The education offered at Lowell is the baseline that should be provided to all students, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "'Sacred Land': How Mills College's Proposed Transformation Sits With its Proud LGBTQ Legacy",
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"headTitle": "‘Sacred Land’: How Mills College’s Proposed Transformation Sits With its Proud LGBTQ Legacy | KQED",
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"content": "\u003cp>In May 1990, Bay Area high school dropout and single mom \u003ca href=\"https://arielgore.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Ariel Gore\u003c/a> was casting about for a place to get her undergraduate degree. She turned on the TV and saw \u003ca href=\"https://www.mills.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Mills College\u003c/a> students protesting a decision to make the historically women’s college based in Oakland co-ed.\u003c/p>\n\u003cp>“And I was like, ‘Oh, my God! There are feminists at Mills and they’re having a big protest! They look like lesbians! I should go there!” Gore said. “And so I did.”\u003c/p>\n\u003cp>Gore went on to author more than 10 books and launch \u003ca href=\"http://hipmamazine.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Hip Mama\u003c/a>, an award-winning magazine about the culture and politics of motherhood. She said she was a natural introvert before she arrived at Mills. The school helped pull her out of her shell and transform her into the opinionated public figure she is today.\u003c/p>\n\u003cfigure id=\"attachment_11867436\" class=\"wp-caption alignright\" style=\"max-width: 602px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867436\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg\" alt=\"\" width=\"602\" height=\"399\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg 602w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut-160x106.jpg 160w\" sizes=\"auto, (max-width: 602px) 100vw, 602px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Ariel Gore \u003ccite>(Courtesy Debbie Baxter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My sort of invisibility, I could get away with that in a co-ed environment in a way that wasn’t really allowed at Mills,” Gore said. “You know, every professor in these small classes was like, ‘Well, Ariel, what do you think?'”\u003c/p>\n\u003cp>Gore is among many members of Mills’ large LGBTQ community currently processing the \u003ca href=\"https://www.kqed.org/news/11865408/mills-college-to-stop-offering-degrees-cites-low-enrollment-financial-woes\">college’s announcement\u003c/a> that it will stop granting degrees in 2023, transform itself into a “research institute,” and \u003ca href=\"https://www.eastbaytimes.com/2021/03/25/amid-an-uncertain-future-mills-college-campus-will-be-home-to-hundreds-of-uc-berkeley-students/\" target=\"_blank\" rel=\"noopener noreferrer\">allow hundreds of UC Berkeley undergrads\u003c/a> of all genders to begin living on its campus this fall.\u003c/p>\n\u003cp>Fearing a unique legacy will be lost, Mills students, alumni and faculty are protesting the changes to the college, which \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">today serves\u003c/a> 609 women and non-binary-identifying undergraduates and 352 graduate students of all genders. At a rally outside campus last Friday, more than 100 Mills students and alumni \u003ca href=\"https://www.sfchronicle.com/education/article/Shocked-students-alumnae-set-to-protest-closure-16056798.php\">demanded trustees reverse their decision\u003c/a>.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Cassandra James, Mills College undergraduate\"]‘They’re going to have people walking around on sacred land. Do they understand the concept of Mills’ values and Mills’ morals? ‘[/pullquote]The growing coziness between UC Berkeley and Mills is also upsetting some students, who say they haven’t been consulted about the changes and worry that admitting hundreds of Berkeley students to campus could undermine the college’s powerful identity as a safe harbor for women and nonbinary individuals.\u003c/p>\n\u003cp>“They’re going to have people walking around on sacred land,” said Mills undergraduate Cassandra James, who joined the rally on Friday. “And it’s like, do they understand the concept of Mills’ values and Mills’ morals?”\u003c/p>\n\u003ch3>A Legacy of Inclusivity\u003c/h3>\n\u003cp>Mills, \u003ca href=\"https://www.mills.edu/uniquely-mills/history-traditions/timeline.php\" target=\"_blank\" rel=\"noopener noreferrer\">founded in 1852\u003c/a>, has long shed its perfumed reputation as a finishing school for wealthy white ladies. But it took until the 1970s and ’80s for the college to become more racially inclusive thanks to the efforts of students and faculty of color.\u003c/p>\n\u003cp>“I look at how diverse it is now and it just warms my soul, because that was not my experience in the late ’70s,” said \u003ca href=\"https://sfgiants.mlblogs.com/employee-spotlight-renel-brooks-moon-aa59cb0cba4c\" target=\"_blank\" rel=\"noopener noreferrer\">Renel Brooks-Moon\u003c/a>, who graduated from Mills in 1981 and went on to become the public address announcer for the \u003ca href=\"https://www.mlb.com/giants\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Giants\u003c/a>. (The Baseball Hall of Fame \u003ca href=\"https://www.mlb.com/cut4/renel-brooks-moon-first-female-announcer-in-pro-sport-c297857850\" target=\"_blank\" rel=\"noopener noreferrer\">recognized\u003c/a> Brooks-Moon as the first female announcer of a championship game in any professional sport for her role in the 2002 World Series.)\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Renel Brooks-Moon, SF Giants announcer and Mills alumn\"]‘My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.’[/pullquote]Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">34% of Mills students identify as Latinx/Hispanic and 12% as Black or African American\u003c/a>. But Brooks-Moon said when she was studying for an English literature degree, there were very few students and faculty of color.\u003c/p>\n\u003cp>“We fought to be seen and to be heard,” Brooks-Moon said, adding that Mills’ emerging LGBTQ and BIPOC communities often came together to push the campus to be more inclusive. “My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.”\u003c/p>\n\u003cp>Podcaster and author \u003ca href=\"http://www.niaking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Nia King\u003c/a>, who graduated from Mills in 2011, said she was drawn to school because of its inclusivity.\u003c/p>\n\u003cp>“I’m a Black, Lebanese, Hungarian, Jewish, queer and cis-gender woman from the Boston area,” said King, who has for the past eight years hosted and produced \u003ca href=\"https://directory.libsyn.com/shows/view/id/qtpocart\" target=\"_blank\" rel=\"noopener noreferrer\">We Want the Airwaves\u003c/a>, a podcast featuring interviews with queer and trans artists of color.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And she appreciated the school’s academic rigor. King said the politically engaged ethnic studies undergrad curriculum helped shape her both as a thinker and a leader.\u003c/p>\n\u003cp>“Looking at how research has been used as a tool of colonization in the past taught me how to take embedded assumptions out of questions,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11867437\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867437\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Nia King, center, at a book reading in Oakland. \u003ccite>(Courtesy Tim Abad)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But despite the strides towards racial inclusivity Brooks-Moon and her generation made at Mills, King said a legacy of feminist transphobia persisted well into the 21st century on campus.\u003c/p>\n\u003cp>“A lot of the rhetoric about it being an all-women’s school was very exclusionary to people that were male-identified trans students and also nonbinary trans students,” King said.\u003c/p>\n\u003cp>King said trans student activists like her then-partner, a trans man, fought hard to be heard. Their efforts paid off when Mills \u003ca href=\"https://www.kqed.org/news/145337/all-womens-mills-college-welcomes-transgender-students\">became the first women’s college in the U.S. to adopt a transgender admissions policy\u003c/a> in 2014. Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">more than half\u003c/a> of Mills students identify as LGBTQ.\u003c/p>\n\u003cp>“Mills was the trendsetter there,” said Emerald Archer, executive director of the \u003ca href=\"https://www.womenscolleges.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Women’s College Coalition\u003c/a>. “And many of our institutions were looking at their policy as a model of what we could do at other institutions across the country.”\u003c/p>\n\u003ch3>‘One Fewer Resource’ as Women’s Colleges Struggle\u003c/h3>\n\u003cp>Archer said the number of women’s colleges in the U.S. has dropped from 230 in 1960, to 36 in 2020. Ten schools shuttered in the last six years alone. Many have had to go co-ed to stay afloat. Small schools with strong identities like Mills have struggled financially and lost students. Archer said the COVID-19 pandemic has only made matters worse.\u003c/p>\n\u003cp>“The pandemic is really challenging [school] presidents and their administrations to make sure that their institutions are alive on the other side,” Archer said.\u003c/p>\n\u003cp>Archer said the pandemic has also been particularly tough on people who identify as women. It’s driven millions out of the workforce – especially women of color.\u003c/p>\n\u003cp>[aside postID=news_11867137 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48245_007_Oakland_MillsCollege_03242021-qut-1020x680.jpg']“This is where women’s institutions kind of get it right,” said Archer of the need for schools like Mills, where many students are the first in their families to attend college – \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">44% of Mills undergrads are first-generation college students\u003c/a>. “Places like Mills, they can catch those students. And if Mills isn’t there, that’s just one fewer resource that folks can draw on.”\u003c/p>\n\u003cp>The current talks with UC Berkeley do seem to offer one possibility for Mills’ future.\u003c/p>\n\u003cp>The plan to house 200 Berkeley undergraduates of all genders on the Mills campus this fall is just the latest in a \u003ca href=\"https://www.mills.edu/news/press-releases/us-berkeley-mills-collaboration-address-campus-challenges.php\" target=\"_blank\" rel=\"noopener noreferrer\">long list\u003c/a> of collaborative efforts between the small private collage and large public university. In recent years, Mills students have participated in UC Berkeley study abroad programs, and Cal students have taken biology classes on the Mills campus.\u003c/p>\n\u003cp>“To continue its mission, Mills will need to work with other academic institutions, and UC Berkeley is a great institution here in the Bay Area who we’ve worked with for a long time,” said \u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/office-of-the-president/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">Mills President Elizabeth Hillman\u003c/a>. “And we are in conversations about what we might be able to do together that we can’t do apart.”\u003c/p>\n\u003cfigure id=\"attachment_11867440\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867440\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg\" alt=\"Chicora Martin stands on grassy quad on Mills campus\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chicora Martin, vice president of student life and dean of students at Mills College in Oakland on March 24, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, campus officials are speaking only in the vaguest terms about what Mills’ future as an institute will look like.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/mills-college-officers/chicora-martin.php\" target=\"_blank\" rel=\"noopener noreferrer\">Chicora Martin\u003c/a>, vice president of student life and dean of students, said whatever form the institute takes, Mills will still continue onward with its core mission of pushing for social justice.\u003c/p>\n\u003cp>“Because we can’t grant degrees may not necessarily mean that we don’t lose what Mills can offer,” Martin said. “I’m hoping a lot of what makes Mills Mills will not be lost.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In May 1990, Bay Area high school dropout and single mom \u003ca href=\"https://arielgore.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Ariel Gore\u003c/a> was casting about for a place to get her undergraduate degree. She turned on the TV and saw \u003ca href=\"https://www.mills.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Mills College\u003c/a> students protesting a decision to make the historically women’s college based in Oakland co-ed.\u003c/p>\n\u003cp>“And I was like, ‘Oh, my God! There are feminists at Mills and they’re having a big protest! They look like lesbians! I should go there!” Gore said. “And so I did.”\u003c/p>\n\u003cp>Gore went on to author more than 10 books and launch \u003ca href=\"http://hipmamazine.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Hip Mama\u003c/a>, an award-winning magazine about the culture and politics of motherhood. She said she was a natural introvert before she arrived at Mills. The school helped pull her out of her shell and transform her into the opinionated public figure she is today.\u003c/p>\n\u003cfigure id=\"attachment_11867436\" class=\"wp-caption alignright\" style=\"max-width: 602px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867436\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg\" alt=\"\" width=\"602\" height=\"399\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg 602w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut-160x106.jpg 160w\" sizes=\"auto, (max-width: 602px) 100vw, 602px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Ariel Gore \u003ccite>(Courtesy Debbie Baxter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My sort of invisibility, I could get away with that in a co-ed environment in a way that wasn’t really allowed at Mills,” Gore said. “You know, every professor in these small classes was like, ‘Well, Ariel, what do you think?'”\u003c/p>\n\u003cp>Gore is among many members of Mills’ large LGBTQ community currently processing the \u003ca href=\"https://www.kqed.org/news/11865408/mills-college-to-stop-offering-degrees-cites-low-enrollment-financial-woes\">college’s announcement\u003c/a> that it will stop granting degrees in 2023, transform itself into a “research institute,” and \u003ca href=\"https://www.eastbaytimes.com/2021/03/25/amid-an-uncertain-future-mills-college-campus-will-be-home-to-hundreds-of-uc-berkeley-students/\" target=\"_blank\" rel=\"noopener noreferrer\">allow hundreds of UC Berkeley undergrads\u003c/a> of all genders to begin living on its campus this fall.\u003c/p>\n\u003cp>Fearing a unique legacy will be lost, Mills students, alumni and faculty are protesting the changes to the college, which \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">today serves\u003c/a> 609 women and non-binary-identifying undergraduates and 352 graduate students of all genders. At a rally outside campus last Friday, more than 100 Mills students and alumni \u003ca href=\"https://www.sfchronicle.com/education/article/Shocked-students-alumnae-set-to-protest-closure-16056798.php\">demanded trustees reverse their decision\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The growing coziness between UC Berkeley and Mills is also upsetting some students, who say they haven’t been consulted about the changes and worry that admitting hundreds of Berkeley students to campus could undermine the college’s powerful identity as a safe harbor for women and nonbinary individuals.\u003c/p>\n\u003cp>“They’re going to have people walking around on sacred land,” said Mills undergraduate Cassandra James, who joined the rally on Friday. “And it’s like, do they understand the concept of Mills’ values and Mills’ morals?”\u003c/p>\n\u003ch3>A Legacy of Inclusivity\u003c/h3>\n\u003cp>Mills, \u003ca href=\"https://www.mills.edu/uniquely-mills/history-traditions/timeline.php\" target=\"_blank\" rel=\"noopener noreferrer\">founded in 1852\u003c/a>, has long shed its perfumed reputation as a finishing school for wealthy white ladies. But it took until the 1970s and ’80s for the college to become more racially inclusive thanks to the efforts of students and faculty of color.\u003c/p>\n\u003cp>“I look at how diverse it is now and it just warms my soul, because that was not my experience in the late ’70s,” said \u003ca href=\"https://sfgiants.mlblogs.com/employee-spotlight-renel-brooks-moon-aa59cb0cba4c\" target=\"_blank\" rel=\"noopener noreferrer\">Renel Brooks-Moon\u003c/a>, who graduated from Mills in 1981 and went on to become the public address announcer for the \u003ca href=\"https://www.mlb.com/giants\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Giants\u003c/a>. (The Baseball Hall of Fame \u003ca href=\"https://www.mlb.com/cut4/renel-brooks-moon-first-female-announcer-in-pro-sport-c297857850\" target=\"_blank\" rel=\"noopener noreferrer\">recognized\u003c/a> Brooks-Moon as the first female announcer of a championship game in any professional sport for her role in the 2002 World Series.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">34% of Mills students identify as Latinx/Hispanic and 12% as Black or African American\u003c/a>. But Brooks-Moon said when she was studying for an English literature degree, there were very few students and faculty of color.\u003c/p>\n\u003cp>“We fought to be seen and to be heard,” Brooks-Moon said, adding that Mills’ emerging LGBTQ and BIPOC communities often came together to push the campus to be more inclusive. “My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.”\u003c/p>\n\u003cp>Podcaster and author \u003ca href=\"http://www.niaking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Nia King\u003c/a>, who graduated from Mills in 2011, said she was drawn to school because of its inclusivity.\u003c/p>\n\u003cp>“I’m a Black, Lebanese, Hungarian, Jewish, queer and cis-gender woman from the Boston area,” said King, who has for the past eight years hosted and produced \u003ca href=\"https://directory.libsyn.com/shows/view/id/qtpocart\" target=\"_blank\" rel=\"noopener noreferrer\">We Want the Airwaves\u003c/a>, a podcast featuring interviews with queer and trans artists of color.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And she appreciated the school’s academic rigor. King said the politically engaged ethnic studies undergrad curriculum helped shape her both as a thinker and a leader.\u003c/p>\n\u003cp>“Looking at how research has been used as a tool of colonization in the past taught me how to take embedded assumptions out of questions,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11867437\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867437\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Nia King, center, at a book reading in Oakland. \u003ccite>(Courtesy Tim Abad)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But despite the strides towards racial inclusivity Brooks-Moon and her generation made at Mills, King said a legacy of feminist transphobia persisted well into the 21st century on campus.\u003c/p>\n\u003cp>“A lot of the rhetoric about it being an all-women’s school was very exclusionary to people that were male-identified trans students and also nonbinary trans students,” King said.\u003c/p>\n\u003cp>King said trans student activists like her then-partner, a trans man, fought hard to be heard. Their efforts paid off when Mills \u003ca href=\"https://www.kqed.org/news/145337/all-womens-mills-college-welcomes-transgender-students\">became the first women’s college in the U.S. to adopt a transgender admissions policy\u003c/a> in 2014. Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">more than half\u003c/a> of Mills students identify as LGBTQ.\u003c/p>\n\u003cp>“Mills was the trendsetter there,” said Emerald Archer, executive director of the \u003ca href=\"https://www.womenscolleges.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Women’s College Coalition\u003c/a>. “And many of our institutions were looking at their policy as a model of what we could do at other institutions across the country.”\u003c/p>\n\u003ch3>‘One Fewer Resource’ as Women’s Colleges Struggle\u003c/h3>\n\u003cp>Archer said the number of women’s colleges in the U.S. has dropped from 230 in 1960, to 36 in 2020. Ten schools shuttered in the last six years alone. Many have had to go co-ed to stay afloat. Small schools with strong identities like Mills have struggled financially and lost students. Archer said the COVID-19 pandemic has only made matters worse.\u003c/p>\n\u003cp>“The pandemic is really challenging [school] presidents and their administrations to make sure that their institutions are alive on the other side,” Archer said.\u003c/p>\n\u003cp>Archer said the pandemic has also been particularly tough on people who identify as women. It’s driven millions out of the workforce – especially women of color.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This is where women’s institutions kind of get it right,” said Archer of the need for schools like Mills, where many students are the first in their families to attend college – \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">44% of Mills undergrads are first-generation college students\u003c/a>. “Places like Mills, they can catch those students. And if Mills isn’t there, that’s just one fewer resource that folks can draw on.”\u003c/p>\n\u003cp>The current talks with UC Berkeley do seem to offer one possibility for Mills’ future.\u003c/p>\n\u003cp>The plan to house 200 Berkeley undergraduates of all genders on the Mills campus this fall is just the latest in a \u003ca href=\"https://www.mills.edu/news/press-releases/us-berkeley-mills-collaboration-address-campus-challenges.php\" target=\"_blank\" rel=\"noopener noreferrer\">long list\u003c/a> of collaborative efforts between the small private collage and large public university. In recent years, Mills students have participated in UC Berkeley study abroad programs, and Cal students have taken biology classes on the Mills campus.\u003c/p>\n\u003cp>“To continue its mission, Mills will need to work with other academic institutions, and UC Berkeley is a great institution here in the Bay Area who we’ve worked with for a long time,” said \u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/office-of-the-president/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">Mills President Elizabeth Hillman\u003c/a>. “And we are in conversations about what we might be able to do together that we can’t do apart.”\u003c/p>\n\u003cfigure id=\"attachment_11867440\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867440\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg\" alt=\"Chicora Martin stands on grassy quad on Mills campus\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chicora Martin, vice president of student life and dean of students at Mills College in Oakland on March 24, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, campus officials are speaking only in the vaguest terms about what Mills’ future as an institute will look like.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/mills-college-officers/chicora-martin.php\" target=\"_blank\" rel=\"noopener noreferrer\">Chicora Martin\u003c/a>, vice president of student life and dean of students, said whatever form the institute takes, Mills will still continue onward with its core mission of pushing for social justice.\u003c/p>\n\u003cp>“Because we can’t grant degrees may not necessarily mean that we don’t lose what Mills can offer,” Martin said. “I’m hoping a lot of what makes Mills Mills will not be lost.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s an experience most children have not had in a year.\u003c/p>\n\u003cp>Eleven sets of eager eyes are fixed on the teacher who holds court in the center of the circle, storybook in hand and props at the ready. Each child has a ziplock bag packed with supplies: duct tape, plasticine, pipe cleaners, scissors, string and more. The children are about to build a river and forest ecosystem model. And there’s a tricky catch — they can’t let their paper salamander perish. Their excitement is palpable.\u003c/p>\n\u003cp>These Los Angeles Unified School District first to fifth graders are spaced 6 feet apart on the grass of an L.A. city park. Some kids sit, some crouch and one little boy spins about in place. The children have left behind their computers in the Parks and Rec building, where they’ve spent the morning doing virtual instruction with their classroom teachers. Now they are participating in a program run by the district’s Office of Outdoor and Environmental Education. The little students seem thrilled to be discussing salamanders.\u003c/p>\n\u003cp>“We’re covering ecosystems,” said Ashley Storey, one of the program’s outdoor educators. The students “have to come up with a way for a salamander to cross between its two habitats, a river-dwelling and a forest-dwelling, without getting hit by a car.”\u003c/p>\n\u003cp>Hands-on learning like this has been all but impossible during the pandemic, and despite herculean efforts by teachers to adapt their curriculums for Zoom, virtual education hasn’t worked for many children. “We know that learning loss is real during this pandemic,” said Gerry Salazar, who runs outdoor education for the district.\u003c/p>\n\u003cfigure id=\"attachment_11867332\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867332\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Outdoor educators with LAUSD’s Eco Van program encourage the children, spaced 6 feet apart in the Jim Gilliam Park of Los Angeles to think creatively about how the salamander will cross the road safely. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A national study found the educational slide has been widespread as children log in to school from home. Zoom school just isn’t providing what all kids need, and children of color are falling further behind their white peers. It is hoped that the return to in-person schooling will help children catch up, yet even in hybrid learning, most students will still be zooming with their teachers for some portion of the day. The problem is acute for the youngest students because hands-on learning has been almost impossible in the virtual environment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enter a unique idea, the brainchild of Gerry Salazar, born after the pandemic forced Camp Skyhook — LAUSD’s outdoor learning center located in the Los Angeles mountains — to close.\u003c/p>\n\u003cp>Salazar and his team wanted a program where science learning fun could travel to the kids. The idea was to bring the mountains and forests to where the students were, and not via a computer screen. \u003ca href=\"https://skyhookfoundation.org/2021/02/a-covid-19-story-in-three-acts-the-origin-of-the-lausd-skyhook-eco-vans/\">The Skyhook Eco Van program\u003c/a> is where Los Angeles kids from across the district do exactly that.\u003c/p>\n\u003cp>Salazar managed to acquire four sleek black vans — a donation from the Skyhook Foundation — and his team of outdoor educators equipped each one with plastic tubs full of science learning materials.\u003c/p>\n\u003cp>Getting kids outside to learn is at the heart of everything Salazar does. “We know that the outdoors are therapeutic for all of these kids,” Salazar said. During the stay-home periods, he didn’t want students to lose access to nature altogether.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Gerry Salazar, LAUSD\"]‘I’ve always felt that the outdoors is a bit of a human equalizer … [Nature] provides opportunities for children to be able to lower their anxiety, to lower their stress levels.’[/pullquote]\u003c/p>\n\u003cp>It’s a program that relied on donations to be realized. Salazar would like to see it grow but knows the funding realities might not allow this long term. “We are mindful that ongoing costs may not have the future funding, post CARES Act, necessary to operate.”\u003c/p>\n\u003cp>While the one-time cost of the vans was covered by philanthropists, including Kareem Abdul-Jabbar, the district has to cover the staffing and gas costs. “The current fleet of four may be sufficient when considering the entirety of outdoor and environmental education programs offered,” Salazar said.\u003c/p>\n\u003cp>This salamander lesson at Baldwin Hills’ Jim Gilliam Park is the second time the Eco Van has come to work with this group of children, all made possible due to LAUSD’s partnership with the city’s Department of Recreation and Parks where students come daily to utilize the Wi-Fi and child care.\u003c/p>\n\u003cp>The children look eagerly at one outdoor educator, who they call Ms. Willow, as she peppers them with questions. “What is a salamander? Has anybody ever seen a salamander?” There are some guesses, some giggles and then a first grader responds correctly. “It is definitely a lizard.”\u003c/p>\n\u003cp>This little boy is wiggling about, raking his fingers back and forth through the grass around him.\u003c/p>\n\u003cp>He is eager to open his ziplock and get to work. “I’m going to build a house that protects the salamander from the wind,” he said.\u003c/p>\n\u003cp>Storey said they tweaked the usual lessons they would give the kids to reflect that in the mountains, they’d really encounter animals. “Salamanders are small,” she said. “They are important to the ecosystem.” For the park lesson, children get a paper salamander. Step one? Color it in. It’s a task the children gleefully attack.\u003c/p>\n\u003cp>[aside postID=\"news_11851837\" label=\"More on education during the pandemic\"]\u003c/p>\n\u003cp>Being outdoors to learn is more than just nice, said Salazar. “I’ve always felt that the outdoors is a bit of a human equalizer.” Nature “provides opportunities for children to be able to lower their anxiety, to lower their stress levels,” Salazar said. \u003c/p>\n\u003cp>He predicts other long-term benefits as well. “They may look to these open spaces like these neighborhood parks to seek out their own wellness and it [may] empower them to be responsible for their own general health.”\u003c/p>\n\u003cp>The learning benefits are tangible, said Ashley Storey. “First graders are jumping ahead as they are grasping onto concepts that probably wouldn’t even come to them until later grades [like] third, fourth grade.”\u003c/p>\n\u003cp>This stands in contrast to data analyzed late last year by McKinsey & Company that found by the end of the fall, students had only learned 67% of the math compared to same-age peers the previous fall. That equated to about three months of learning loss, according to researchers. For schools with predominantly children of color, that math level fell to 59% of what was learned in the same period the year before. There was a learning loss in reading ability of up to two months.\u003c/p>\n\u003cp>Learning about ecosystems is clearly more engaging when taught as an engineering project. The tactile nature of all these lessons makes learning, especially for very young children, a much more meaningful experience.\u003c/p>\n\u003cp>Other lessons contained in large plastic tubs in the back of the Eco Van include a “skull lab.” Storey said, “Students get a replica skull of different animals and they have to try to figure out which animal the skull belonged to” by measuring it, looking at the kind of teeth it has, and asking questions to narrow down an answer.\u003c/p>\n\u003cfigure id=\"attachment_11867335\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867335\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">LAUSD outdoor educator Ashley Storey holds a replica skull of a small squirrel. She stands inside the back of the Eco Van, which takes STEM education to children in parks across Los Angeles. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In all the activities the outdoor educators do with students, Salazar said many STEM standards are checked off, and the same activity can be made more sophisticated for higher grades, or simplified for kindergarteners.\u003c/p>\n\u003cp>The goal, Salazar said, is to provide an “introduction to learning about their environment and how they influence that environment and how they are influenced by it as well.”\u003c/p>\n\u003cp>That’s a goal that used to be met when students came up to Camp Skyhook and spent days learning outside. But during this year-plus of distance learning, that hasn’t been possible, so the Eco Vans have filled in some of that gap. And they will continue to operate for the rest of this school year, pulling up to parks and school campuses where children are learning.\u003c/p>\n\u003cp>[aside postID=\"news_11866954\" label=\"Bay Area education resumes in-person learning\"]\u003c/p>\n\u003cp>Beyond this school year, however, like much of the education world, Salazar doesn’t know what the future holds.\u003c/p>\n\u003cp>For now, at least, this handful of children is learning in the great outdoors. When their Zoom school day finished and the Eco Van arrived, the kids started with the building blocks of their lessons: cardboard, duct tape, plasticine, pipe cleaners and toilet rolls. But in this bucolic outdoor classroom in the park, students have mixed those materials into a diorama of a forest, with duct tape as the busy road the salamander has to cross. The perfect salamander crossing.\u003c/p>\n\u003cp>These children-built ecosystem models allowed paper salamanders to cross the road, safely, under a real beaming sun, surrounded by the little smiling student engineers. Mission accomplished for Storey and her team.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Deepa Fernandes is a reporting fellow at Pacific Oaks College, which is funded in part by First 5 LA.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s an experience most children have not had in a year.\u003c/p>\n\u003cp>Eleven sets of eager eyes are fixed on the teacher who holds court in the center of the circle, storybook in hand and props at the ready. Each child has a ziplock bag packed with supplies: duct tape, plasticine, pipe cleaners, scissors, string and more. The children are about to build a river and forest ecosystem model. And there’s a tricky catch — they can’t let their paper salamander perish. Their excitement is palpable.\u003c/p>\n\u003cp>These Los Angeles Unified School District first to fifth graders are spaced 6 feet apart on the grass of an L.A. city park. Some kids sit, some crouch and one little boy spins about in place. The children have left behind their computers in the Parks and Rec building, where they’ve spent the morning doing virtual instruction with their classroom teachers. Now they are participating in a program run by the district’s Office of Outdoor and Environmental Education. The little students seem thrilled to be discussing salamanders.\u003c/p>\n\u003cp>“We’re covering ecosystems,” said Ashley Storey, one of the program’s outdoor educators. The students “have to come up with a way for a salamander to cross between its two habitats, a river-dwelling and a forest-dwelling, without getting hit by a car.”\u003c/p>\n\u003cp>Hands-on learning like this has been all but impossible during the pandemic, and despite herculean efforts by teachers to adapt their curriculums for Zoom, virtual education hasn’t worked for many children. “We know that learning loss is real during this pandemic,” said Gerry Salazar, who runs outdoor education for the district.\u003c/p>\n\u003cfigure id=\"attachment_11867332\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867332\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Outdoor educators with LAUSD’s Eco Van program encourage the children, spaced 6 feet apart in the Jim Gilliam Park of Los Angeles to think creatively about how the salamander will cross the road safely. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A national study found the educational slide has been widespread as children log in to school from home. Zoom school just isn’t providing what all kids need, and children of color are falling further behind their white peers. It is hoped that the return to in-person schooling will help children catch up, yet even in hybrid learning, most students will still be zooming with their teachers for some portion of the day. The problem is acute for the youngest students because hands-on learning has been almost impossible in the virtual environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enter a unique idea, the brainchild of Gerry Salazar, born after the pandemic forced Camp Skyhook — LAUSD’s outdoor learning center located in the Los Angeles mountains — to close.\u003c/p>\n\u003cp>Salazar and his team wanted a program where science learning fun could travel to the kids. The idea was to bring the mountains and forests to where the students were, and not via a computer screen. \u003ca href=\"https://skyhookfoundation.org/2021/02/a-covid-19-story-in-three-acts-the-origin-of-the-lausd-skyhook-eco-vans/\">The Skyhook Eco Van program\u003c/a> is where Los Angeles kids from across the district do exactly that.\u003c/p>\n\u003cp>Salazar managed to acquire four sleek black vans — a donation from the Skyhook Foundation — and his team of outdoor educators equipped each one with plastic tubs full of science learning materials.\u003c/p>\n\u003cp>Getting kids outside to learn is at the heart of everything Salazar does. “We know that the outdoors are therapeutic for all of these kids,” Salazar said. During the stay-home periods, he didn’t want students to lose access to nature altogether.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘I’ve always felt that the outdoors is a bit of a human equalizer … [Nature] provides opportunities for children to be able to lower their anxiety, to lower their stress levels.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s a program that relied on donations to be realized. Salazar would like to see it grow but knows the funding realities might not allow this long term. “We are mindful that ongoing costs may not have the future funding, post CARES Act, necessary to operate.”\u003c/p>\n\u003cp>While the one-time cost of the vans was covered by philanthropists, including Kareem Abdul-Jabbar, the district has to cover the staffing and gas costs. “The current fleet of four may be sufficient when considering the entirety of outdoor and environmental education programs offered,” Salazar said.\u003c/p>\n\u003cp>This salamander lesson at Baldwin Hills’ Jim Gilliam Park is the second time the Eco Van has come to work with this group of children, all made possible due to LAUSD’s partnership with the city’s Department of Recreation and Parks where students come daily to utilize the Wi-Fi and child care.\u003c/p>\n\u003cp>The children look eagerly at one outdoor educator, who they call Ms. Willow, as she peppers them with questions. “What is a salamander? Has anybody ever seen a salamander?” There are some guesses, some giggles and then a first grader responds correctly. “It is definitely a lizard.”\u003c/p>\n\u003cp>This little boy is wiggling about, raking his fingers back and forth through the grass around him.\u003c/p>\n\u003cp>He is eager to open his ziplock and get to work. “I’m going to build a house that protects the salamander from the wind,” he said.\u003c/p>\n\u003cp>Storey said they tweaked the usual lessons they would give the kids to reflect that in the mountains, they’d really encounter animals. “Salamanders are small,” she said. “They are important to the ecosystem.” For the park lesson, children get a paper salamander. Step one? Color it in. It’s a task the children gleefully attack.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Being outdoors to learn is more than just nice, said Salazar. “I’ve always felt that the outdoors is a bit of a human equalizer.” Nature “provides opportunities for children to be able to lower their anxiety, to lower their stress levels,” Salazar said. \u003c/p>\n\u003cp>He predicts other long-term benefits as well. “They may look to these open spaces like these neighborhood parks to seek out their own wellness and it [may] empower them to be responsible for their own general health.”\u003c/p>\n\u003cp>The learning benefits are tangible, said Ashley Storey. “First graders are jumping ahead as they are grasping onto concepts that probably wouldn’t even come to them until later grades [like] third, fourth grade.”\u003c/p>\n\u003cp>This stands in contrast to data analyzed late last year by McKinsey & Company that found by the end of the fall, students had only learned 67% of the math compared to same-age peers the previous fall. That equated to about three months of learning loss, according to researchers. For schools with predominantly children of color, that math level fell to 59% of what was learned in the same period the year before. There was a learning loss in reading ability of up to two months.\u003c/p>\n\u003cp>Learning about ecosystems is clearly more engaging when taught as an engineering project. The tactile nature of all these lessons makes learning, especially for very young children, a much more meaningful experience.\u003c/p>\n\u003cp>Other lessons contained in large plastic tubs in the back of the Eco Van include a “skull lab.” Storey said, “Students get a replica skull of different animals and they have to try to figure out which animal the skull belonged to” by measuring it, looking at the kind of teeth it has, and asking questions to narrow down an answer.\u003c/p>\n\u003cfigure id=\"attachment_11867335\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867335\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">LAUSD outdoor educator Ashley Storey holds a replica skull of a small squirrel. She stands inside the back of the Eco Van, which takes STEM education to children in parks across Los Angeles. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In all the activities the outdoor educators do with students, Salazar said many STEM standards are checked off, and the same activity can be made more sophisticated for higher grades, or simplified for kindergarteners.\u003c/p>\n\u003cp>The goal, Salazar said, is to provide an “introduction to learning about their environment and how they influence that environment and how they are influenced by it as well.”\u003c/p>\n\u003cp>That’s a goal that used to be met when students came up to Camp Skyhook and spent days learning outside. But during this year-plus of distance learning, that hasn’t been possible, so the Eco Vans have filled in some of that gap. And they will continue to operate for the rest of this school year, pulling up to parks and school campuses where children are learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Beyond this school year, however, like much of the education world, Salazar doesn’t know what the future holds.\u003c/p>\n\u003cp>For now, at least, this handful of children is learning in the great outdoors. When their Zoom school day finished and the Eco Van arrived, the kids started with the building blocks of their lessons: cardboard, duct tape, plasticine, pipe cleaners and toilet rolls. But in this bucolic outdoor classroom in the park, students have mixed those materials into a diorama of a forest, with duct tape as the busy road the salamander has to cross. The perfect salamander crossing.\u003c/p>\n\u003cp>These children-built ecosystem models allowed paper salamanders to cross the road, safely, under a real beaming sun, surrounded by the little smiling student engineers. Mission accomplished for Storey and her team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Deepa Fernandes is a reporting fellow at Pacific Oaks College, which is funded in part by First 5 LA.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "im-going-to-learn-a-lot-more-here-first-wave-of-students-return-to-oakland-public-schools",
"title": "'I'm Going to Learn a Lot More Here': Oakland's Youngest Public School Students Return to the Classroom",
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"headTitle": "‘I’m Going to Learn a Lot More Here’: Oakland’s Youngest Public School Students Return to the Classroom | KQED",
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"content": "\u003cp>Thousands of Oakland’s youngest public school students returned to their classes on Tuesday, many of them seeing their teachers and classmates in person for the first time in more than a year.\u003c/p>\n\u003cp>Following months of tense negotiations with the teachers union, the Oakland Unified School District reopened its doors this week to most pre-K through second graders, as well as some of the highest-needs students in older grades.\u003c/p>\n\u003cp>At Montclair Elementary School in the Oakland Hills, parents and kids were greeted with music, soap bubbles and energetic cheering from teachers welcoming them back. Families in staged drop-off lines approached sign-in tables festooned with small, stuffed animal otters, the school’s mascot.\u003c/p>\n\u003cp>Classes began in the early afternoon for about 100 students whose families opted for them to return to in-person instruction. They will, however, continue to do distance learning from home in the mornings.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Maite Barloga, Montclair Elementary School principal\"]‘Welcome to the first day of school like we’ve never seen before!’[/pullquote]\u003c/p>\n\u003cp>At Montclair, like most other elementary schools in the district, students will only initially attend school in person two days a week, as part of a rotating hybrid model to maintain small class sizes.\u003c/p>\n\u003cp>Muneer Hassan, who was dropping off his two children in fourth and fifth grades, said rearranging his work schedule to make sure his kids were back in school was a small price to pay. Both of his kids, he said, have been struggling with distance learning and are falling behind.\u003c/p>\n\u003cp>“I think even with any schedule challenges, getting in here is of the greatest priority because they need that help and assistance,” Hassan said.\u003c/p>\n\u003cfigure id=\"attachment_11867256\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867256\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell.jpg 2016w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1920x1440.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montclair Elementary School parent John Mitchell drops off his son Duke for in-person classes on Tuesday — the first time back in the classroom this year. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another parent, John Mitchell, also expressed relief to be dropping off his third grader at an actual physical school building.\u003c/p>\n\u003cp>“I think the screen time has kind of taken over our house a little bit,” he said.\u003c/p>\n\u003cp>Mitchell said he’s been impressed with how the school and the district have kept parents updated through the constant changes over the last few months.\u003c/p>\n\u003cp>“They’ve done a really good job and I understand most of the sides of the discussion,” he said. “So, yeah, 100% sympathy for teachers, sympathy for the parents. Like everybody’s got, you know, multiple generations of families living at home. And we just want to go slow and be safe.”\u003c/p>\n\u003cp>On the ride to school, Mitchell said, his son Duke “was trembling in the car he was so excited.”\u003c/p>\n\u003cp>“I’ve actually hardly been learning anything at all on Zoom. I feel like I’m going to learn a lot more here at Montclair,” Duke said.\u003c/p>\n\u003cp>Maite Barloga, the school’s principal, stood outside, enthusiastically greeting the long line of families.\u003c/p>\n\u003cp>“Welcome to the first day of school like we’ve never seen before!” Barloga said, beaming.\u003c/p>\n\u003cfigure id=\"attachment_11867401\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867401\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families pick up their children from Montclair Elementary School on March 30, 2021 after the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents, she said, are being required to use a new health screening app and to fill out a safety agreement as part of the sign-in process.\u003c/p>\n\u003cp>Barloga said that, unlike in some other district elementary schools, most of her teachers agreed to return to the classroom over the next seven school days — the period during which in-person instruction is voluntary for teachers, per the district’s \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">recently approved agreement\u003c/a> with the union.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ousd\"]A\u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\"> truncated reopening timeline\u003c/a> and unanswered questions about the process prompted a majority of teachers districtwide to opt out of returning to their classrooms this week, leaving scores of parents in limbo and administrators scrambling to prepare.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1H5r0YxxQ_o5MwBxUhKYUhOLXlSd6snAayykv_RL_Ca4/edit?ts=605cb414\">According to the district\u003c/a>, some 30 pre-K and elementary schools have enough teachers to reopen as planned, while about 30 others will reopen on more limited basis because only a small percentage of teachers have opted in. Meanwhile, 15 other district schools that had planned to open this week will remain shuttered until mid-April due to the lack of teachers currently willing to return in person.\u003c/p>\n\u003cp>“We know that some parents are going to see how today goes, talk with other parents, and then they’ll decide,” said Montclair fifth grade teacher Jamila Brooks. “Or they may decide they don’t want to do it. This is all optional for parents and teachers right now.”\u003c/p>\n\u003cp>Brooks is also her school’s union representative, and has been in the thick of negotiations between the district and teachers.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>“We’re figuring it out. I’m trying to have a positive attitude,” she said. “I’m just happy to be back in school. Everybody looks very happy. So that’s good. That’s good to feel. And it feels good to be back.”\u003c/p>\n\u003cp>The new schedule made for a complicated day for Brooks, who taught her morning Zoom class at home until 11:30 a.m., alongside her daughter, who also attends Montclair, before driving to school to greet her students in person — for the first time this year.\u003c/p>\n\u003cp>Kyle Moss, a fourth grade teacher at Montclair Elementary, wore a double mask, sweating slightly in the hot afternoon sun, as he greeted students on Tuesday. This week, he said, he’ll be teaching a mixed-age cohort of higher-needs students, with lots of outdoor activities planned — including a good chunk of time devoted to practicing how to take bathroom breaks and avoid sharing materials.\u003c/p>\n\u003cp>“I’m glad that we’re back at school,” Moss said. “I wish that it felt a little bit more organized. I mean, the first day of school always feels a little bit chaotic, and so there’s just kind of some additional pressures and things to worry about here.”\u003c/p>\n\u003cfigure id=\"attachment_11867403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867403\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A sign in front of Sankofa United Elementary School welcoming students back. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Down the hill, in the flatlands of North Oakland, a similar scene played out on Tuesday at Sankofa United Elementary School, which is located in a less affluent neighborhood and serves a higher percentage of Black and brown students.\u003c/p>\n\u003cp>For her first day of in-person kindergarten, Latacha Roberson dressed her daughter, Montana, in a special pink T-shirt with white letters that read “Social Distancing Expert.”\u003c/p>\n\u003cp>“I’m excited because it’s her first time coming into the school,” she said.\u003c/p>\n\u003cp>Despite still feeling nervous about health conditions, Roberson said school officials have done a good job reassuring her that Montana will be in a safe environment.\u003c/p>\n\u003cp>“They talked about really keeping things sanitized and making sure that [the kids] stay social distancing,” she said. “I feel safe with her being here, so that’s a good thing.”[pullquote align=\"right\" size=\"medium\" citation=\"Peter Wilson, Sankofa United Elementary School fourth grade teacher\"]‘I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.’[/pullquote]About three hours later, students emerged from the building and ran to greet their eagerly awaiting parents.\u003c/p>\n\u003cp>Sankofa fourth grade teacher Peter Wilson said there were only eight students in his class that day, sitting at desks spaced far apart and separated with plexiglass. He is fully vaccinated and said the school provided enough personal protective equipment for him to feel safe.\u003c/p>\n\u003cp>“It was a great day,” he said. “No heavy-duty academics, because this is the first time I’ve really seen them. I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.”\u003c/p>\n\u003cp>Derrick Wesby, known as Mr. D, who is Sankofa’s after-school program coordinator and safety lead in charge of parent health screenings, said the process went better than he had expected.\u003c/p>\n\u003cp>“I had a lot of anxiety around it, just thinking leading up to it and just really trying to do a lot of pre-intervention work before this day — reaching out to parents, sending them little tutorials on how to do it. So I really think that worked,” Wesby said.\u003c/p>\n\u003cfigure id=\"attachment_11867404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867404\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lisimba Yazid drops off his daughter Seneca Jahi at Sankofa United on March 30, 2021, the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every pre-K through second grade teacher at Sankofa, he said, opted to come back to school during this voluntary period.\u003c/p>\n\u003cp>“We were really lucky and just really blessed to be able to have a 100% teacher return,” Wesby said. “It just shows that the community and the teachers came together and we really tried to pull through for the students.”\u003c/p>\n\u003cp>For Roberson, bringing her daughter back to school just two half days a week is worth the hassle, but still far from ideal.\u003c/p>\n\u003cp>“I have to work around it. I’m trying to put it all together right now,” she said after picking up her daughter. “Today was an OK day, but the rest of the time it’s probably going to be a little bit of a struggle for me.”\u003c/p>\n\u003cp>Roberson asked her daughter what she learned in school that day.\u003c/p>\n\u003cp>“We learned about and read a book,” Montana answered. They also ate lunch in the school garden, she added, and “went outside and played.”\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed reporting to this article.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Scores of Oakland's youngest students returned to in-person classes on Tuesday for the first time in more than a year. More than 60 pre-K and elementary schools reopened their doors, offering afternoon classes.",
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"title": "'I'm Going to Learn a Lot More Here': Oakland's Youngest Public School Students Return to the Classroom | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of Oakland’s youngest public school students returned to their classes on Tuesday, many of them seeing their teachers and classmates in person for the first time in more than a year.\u003c/p>\n\u003cp>Following months of tense negotiations with the teachers union, the Oakland Unified School District reopened its doors this week to most pre-K through second graders, as well as some of the highest-needs students in older grades.\u003c/p>\n\u003cp>At Montclair Elementary School in the Oakland Hills, parents and kids were greeted with music, soap bubbles and energetic cheering from teachers welcoming them back. Families in staged drop-off lines approached sign-in tables festooned with small, stuffed animal otters, the school’s mascot.\u003c/p>\n\u003cp>Classes began in the early afternoon for about 100 students whose families opted for them to return to in-person instruction. They will, however, continue to do distance learning from home in the mornings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Welcome to the first day of school like we’ve never seen before!’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Montclair, like most other elementary schools in the district, students will only initially attend school in person two days a week, as part of a rotating hybrid model to maintain small class sizes.\u003c/p>\n\u003cp>Muneer Hassan, who was dropping off his two children in fourth and fifth grades, said rearranging his work schedule to make sure his kids were back in school was a small price to pay. Both of his kids, he said, have been struggling with distance learning and are falling behind.\u003c/p>\n\u003cp>“I think even with any schedule challenges, getting in here is of the greatest priority because they need that help and assistance,” Hassan said.\u003c/p>\n\u003cfigure id=\"attachment_11867256\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867256\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell.jpg 2016w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1920x1440.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montclair Elementary School parent John Mitchell drops off his son Duke for in-person classes on Tuesday — the first time back in the classroom this year. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another parent, John Mitchell, also expressed relief to be dropping off his third grader at an actual physical school building.\u003c/p>\n\u003cp>“I think the screen time has kind of taken over our house a little bit,” he said.\u003c/p>\n\u003cp>Mitchell said he’s been impressed with how the school and the district have kept parents updated through the constant changes over the last few months.\u003c/p>\n\u003cp>“They’ve done a really good job and I understand most of the sides of the discussion,” he said. “So, yeah, 100% sympathy for teachers, sympathy for the parents. Like everybody’s got, you know, multiple generations of families living at home. And we just want to go slow and be safe.”\u003c/p>\n\u003cp>On the ride to school, Mitchell said, his son Duke “was trembling in the car he was so excited.”\u003c/p>\n\u003cp>“I’ve actually hardly been learning anything at all on Zoom. I feel like I’m going to learn a lot more here at Montclair,” Duke said.\u003c/p>\n\u003cp>Maite Barloga, the school’s principal, stood outside, enthusiastically greeting the long line of families.\u003c/p>\n\u003cp>“Welcome to the first day of school like we’ve never seen before!” Barloga said, beaming.\u003c/p>\n\u003cfigure id=\"attachment_11867401\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867401\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families pick up their children from Montclair Elementary School on March 30, 2021 after the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents, she said, are being required to use a new health screening app and to fill out a safety agreement as part of the sign-in process.\u003c/p>\n\u003cp>Barloga said that, unlike in some other district elementary schools, most of her teachers agreed to return to the classroom over the next seven school days — the period during which in-person instruction is voluntary for teachers, per the district’s \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">recently approved agreement\u003c/a> with the union.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>A\u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\"> truncated reopening timeline\u003c/a> and unanswered questions about the process prompted a majority of teachers districtwide to opt out of returning to their classrooms this week, leaving scores of parents in limbo and administrators scrambling to prepare.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1H5r0YxxQ_o5MwBxUhKYUhOLXlSd6snAayykv_RL_Ca4/edit?ts=605cb414\">According to the district\u003c/a>, some 30 pre-K and elementary schools have enough teachers to reopen as planned, while about 30 others will reopen on more limited basis because only a small percentage of teachers have opted in. Meanwhile, 15 other district schools that had planned to open this week will remain shuttered until mid-April due to the lack of teachers currently willing to return in person.\u003c/p>\n\u003cp>“We know that some parents are going to see how today goes, talk with other parents, and then they’ll decide,” said Montclair fifth grade teacher Jamila Brooks. “Or they may decide they don’t want to do it. This is all optional for parents and teachers right now.”\u003c/p>\n\u003cp>Brooks is also her school’s union representative, and has been in the thick of negotiations between the district and teachers.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re figuring it out. I’m trying to have a positive attitude,” she said. “I’m just happy to be back in school. Everybody looks very happy. So that’s good. That’s good to feel. And it feels good to be back.”\u003c/p>\n\u003cp>The new schedule made for a complicated day for Brooks, who taught her morning Zoom class at home until 11:30 a.m., alongside her daughter, who also attends Montclair, before driving to school to greet her students in person — for the first time this year.\u003c/p>\n\u003cp>Kyle Moss, a fourth grade teacher at Montclair Elementary, wore a double mask, sweating slightly in the hot afternoon sun, as he greeted students on Tuesday. This week, he said, he’ll be teaching a mixed-age cohort of higher-needs students, with lots of outdoor activities planned — including a good chunk of time devoted to practicing how to take bathroom breaks and avoid sharing materials.\u003c/p>\n\u003cp>“I’m glad that we’re back at school,” Moss said. “I wish that it felt a little bit more organized. I mean, the first day of school always feels a little bit chaotic, and so there’s just kind of some additional pressures and things to worry about here.”\u003c/p>\n\u003cfigure id=\"attachment_11867403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867403\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A sign in front of Sankofa United Elementary School welcoming students back. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Down the hill, in the flatlands of North Oakland, a similar scene played out on Tuesday at Sankofa United Elementary School, which is located in a less affluent neighborhood and serves a higher percentage of Black and brown students.\u003c/p>\n\u003cp>For her first day of in-person kindergarten, Latacha Roberson dressed her daughter, Montana, in a special pink T-shirt with white letters that read “Social Distancing Expert.”\u003c/p>\n\u003cp>“I’m excited because it’s her first time coming into the school,” she said.\u003c/p>\n\u003cp>Despite still feeling nervous about health conditions, Roberson said school officials have done a good job reassuring her that Montana will be in a safe environment.\u003c/p>\n\u003cp>“They talked about really keeping things sanitized and making sure that [the kids] stay social distancing,” she said. “I feel safe with her being here, so that’s a good thing.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>About three hours later, students emerged from the building and ran to greet their eagerly awaiting parents.\u003c/p>\n\u003cp>Sankofa fourth grade teacher Peter Wilson said there were only eight students in his class that day, sitting at desks spaced far apart and separated with plexiglass. He is fully vaccinated and said the school provided enough personal protective equipment for him to feel safe.\u003c/p>\n\u003cp>“It was a great day,” he said. “No heavy-duty academics, because this is the first time I’ve really seen them. I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.”\u003c/p>\n\u003cp>Derrick Wesby, known as Mr. D, who is Sankofa’s after-school program coordinator and safety lead in charge of parent health screenings, said the process went better than he had expected.\u003c/p>\n\u003cp>“I had a lot of anxiety around it, just thinking leading up to it and just really trying to do a lot of pre-intervention work before this day — reaching out to parents, sending them little tutorials on how to do it. So I really think that worked,” Wesby said.\u003c/p>\n\u003cfigure id=\"attachment_11867404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867404\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lisimba Yazid drops off his daughter Seneca Jahi at Sankofa United on March 30, 2021, the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every pre-K through second grade teacher at Sankofa, he said, opted to come back to school during this voluntary period.\u003c/p>\n\u003cp>“We were really lucky and just really blessed to be able to have a 100% teacher return,” Wesby said. “It just shows that the community and the teachers came together and we really tried to pull through for the students.”\u003c/p>\n\u003cp>For Roberson, bringing her daughter back to school just two half days a week is worth the hassle, but still far from ideal.\u003c/p>\n\u003cp>“I have to work around it. I’m trying to put it all together right now,” she said after picking up her daughter. “Today was an OK day, but the rest of the time it’s probably going to be a little bit of a struggle for me.”\u003c/p>\n\u003cp>Roberson asked her daughter what she learned in school that day.\u003c/p>\n\u003cp>“We learned about and read a book,” Montana answered. They also ate lunch in the school garden, she added, and “went outside and played.”\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed reporting to this article.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s been a big day for some Berkeley students and parents who have endured a challenging, seemingly endless year of closed classrooms and online learning. On Monday, nearly all Berkeley public elementary schools resumed in-person classes, opening their doors to children in pre-K through second grade — one of the first districts in the region to do so.\u003c/p>\n\u003cp>Getting to this point has been no small feat, involving months of tense negotiations between the Berkeley Unified School District and the teachers union, as well as sometimes strained involvement from groups of passionate, increasingly frustrated parents.\u003c/p>\n\u003cp>The day was a moment of excitement and a huge relief, if not some trepidation, for scores of students and parents, especially those who have staunchly advocated for schools to reopen.\u003c/p>\n\u003cp>In all, more than 76% of Berkeley students in pre-K through second grade plan to return to in-person learning, according to \u003ca href=\"https://www.berkeleyschools.net/2021/03/reopening-information-sessions-and-solidarity-reapertura-sesiones-informativas-y-solidaridad/\">district enrollment data\u003c/a>, while more than 18% of students are expected to continue with distance learning. About 5% of students’ families didn’t respond.\u003c/p>\n\u003cp>Caroline Francis, who has a first grader at Berkeley’s Malcolm X Elementary School, said she trusts that the district has the process under control.\u003c/p>\n\u003cp>“I’ve been following the school board meetings and reading the documents that they send us, and I know that they’ve done a ton of work to prepare and that the city public health department has been really involved,” she said. “So I’m very confident that they’re ready for this.”\u003c/p>\n\u003cfigure id=\"attachment_11867039\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867039 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A long line of students and parents outside of Berkeley Arts Magnet School on Monday morning, March 29, the first day of in-person classes in over a year. \u003ccite>(Matthew Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The safety of students and staff will be top of mind, BUSD Superintendent Brent Stephens told KQED. Everyone, he said, will be given a “health screener” each morning, and will be required to wear face coverings — except when eating and drinking — and remain socially distanced, \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">among a bevy of other precautions\u003c/a>.\u003c/p>\n\u003cp>“This particular return, for pre-K through grade two, represents a lot of collaboration, a lot of problem solving, and we’re very happy that the day has finally arrived,” Stephens said.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"busd\"]Alexandra Phillips, a first grade teacher at Malcolm X Elementary, said she was nervous but happy, as she welcomed her students back to campus — many of whom she’s never actually met in person.\u003c/p>\n\u003cp>“At this point, I think I’m excited,” she said. “It’s been such a long haul and so many stops and starts and reshuffles and back to the drawing board, and there was some trepidation at first. But now seeing the excitement on my kids’ faces over Zoom, I’m just looking forward to seeing them all in person.”\u003c/p>\n\u003cp>If all goes according to plan, this week is just the beginning of a gradual \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">return to in-person learning\u003c/a> for most Berkeley public school students who choose to participate. Students in third through eighth grade, and some older students in specialized learning programs, will have the option to begin returning to classrooms on April 12, and some high schoolers will begin returning on April 19.\u003c/p>\n\u003cp>But not everyone is choosing to come back, and the demographic breakdown of students returning to classes is not completely representative of Berkeley’s overall public school population.\u003c/p>\n\u003cp>“Among Berkeley families, white families are selecting to return to campus at the highest rate,” Stephens said.\u003c/p>\n\u003cp>As KQED \u003ca href=\"https://www.kqed.org/news/11865148/berkeley-distance-learning-families-feel-some-relief-after-complaints-about-being-overlooked\">highlighted previously,\u003c/a> families in Berkeley opting to keep their children at home, in distanced learning, are more likely to be from communities of color and often be in lower-income groups.\u003cbr>\n[ad fullwidth]\u003cbr>\nThat gap is widest between white and Black families, with about 84% of white Berkeley families with children in pre-K through second grade opting to send their children back to the classroom, compared with less than 60% of Black families.\u003c/p>\n\u003cp>“It’s worth noting that it’s the majority of every group that is selected to come back. But these differences are present and they’re concerning,” Stephens said. In a town hall earlier this month, he reassured concerned families who have opted out of in-person schooling that their children would continue to receive online instruction from their regular teachers — not from substitutes, as some had feared.\u003c/p>\n\u003cp>“It’s been very important to us that we acknowledge that some families are simply not ready and that we must provide a high-quality alternative for those families,” Stephens said.\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño and Lily Jamali contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s been a big day for some Berkeley students and parents who have endured a challenging, seemingly endless year of closed classrooms and online learning. On Monday, nearly all Berkeley public elementary schools resumed in-person classes, opening their doors to children in pre-K through second grade — one of the first districts in the region to do so.\u003c/p>\n\u003cp>Getting to this point has been no small feat, involving months of tense negotiations between the Berkeley Unified School District and the teachers union, as well as sometimes strained involvement from groups of passionate, increasingly frustrated parents.\u003c/p>\n\u003cp>The day was a moment of excitement and a huge relief, if not some trepidation, for scores of students and parents, especially those who have staunchly advocated for schools to reopen.\u003c/p>\n\u003cp>In all, more than 76% of Berkeley students in pre-K through second grade plan to return to in-person learning, according to \u003ca href=\"https://www.berkeleyschools.net/2021/03/reopening-information-sessions-and-solidarity-reapertura-sesiones-informativas-y-solidaridad/\">district enrollment data\u003c/a>, while more than 18% of students are expected to continue with distance learning. About 5% of students’ families didn’t respond.\u003c/p>\n\u003cp>Caroline Francis, who has a first grader at Berkeley’s Malcolm X Elementary School, said she trusts that the district has the process under control.\u003c/p>\n\u003cp>“I’ve been following the school board meetings and reading the documents that they send us, and I know that they’ve done a ton of work to prepare and that the city public health department has been really involved,” she said. “So I’m very confident that they’re ready for this.”\u003c/p>\n\u003cfigure id=\"attachment_11867039\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867039 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A long line of students and parents outside of Berkeley Arts Magnet School on Monday morning, March 29, the first day of in-person classes in over a year. \u003ccite>(Matthew Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The safety of students and staff will be top of mind, BUSD Superintendent Brent Stephens told KQED. Everyone, he said, will be given a “health screener” each morning, and will be required to wear face coverings — except when eating and drinking — and remain socially distanced, \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">among a bevy of other precautions\u003c/a>.\u003c/p>\n\u003cp>“This particular return, for pre-K through grade two, represents a lot of collaboration, a lot of problem solving, and we’re very happy that the day has finally arrived,” Stephens said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Alexandra Phillips, a first grade teacher at Malcolm X Elementary, said she was nervous but happy, as she welcomed her students back to campus — many of whom she’s never actually met in person.\u003c/p>\n\u003cp>“At this point, I think I’m excited,” she said. “It’s been such a long haul and so many stops and starts and reshuffles and back to the drawing board, and there was some trepidation at first. But now seeing the excitement on my kids’ faces over Zoom, I’m just looking forward to seeing them all in person.”\u003c/p>\n\u003cp>If all goes according to plan, this week is just the beginning of a gradual \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">return to in-person learning\u003c/a> for most Berkeley public school students who choose to participate. Students in third through eighth grade, and some older students in specialized learning programs, will have the option to begin returning to classrooms on April 12, and some high schoolers will begin returning on April 19.\u003c/p>\n\u003cp>But not everyone is choosing to come back, and the demographic breakdown of students returning to classes is not completely representative of Berkeley’s overall public school population.\u003c/p>\n\u003cp>“Among Berkeley families, white families are selecting to return to campus at the highest rate,” Stephens said.\u003c/p>\n\u003cp>As KQED \u003ca href=\"https://www.kqed.org/news/11865148/berkeley-distance-learning-families-feel-some-relief-after-complaints-about-being-overlooked\">highlighted previously,\u003c/a> families in Berkeley opting to keep their children at home, in distanced learning, are more likely to be from communities of color and often be in lower-income groups.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nThat gap is widest between white and Black families, with about 84% of white Berkeley families with children in pre-K through second grade opting to send their children back to the classroom, compared with less than 60% of Black families.\u003c/p>\n\u003cp>“It’s worth noting that it’s the majority of every group that is selected to come back. But these differences are present and they’re concerning,” Stephens said. In a town hall earlier this month, he reassured concerned families who have opted out of in-person schooling that their children would continue to receive online instruction from their regular teachers — not from substitutes, as some had feared.\u003c/p>\n\u003cp>“It’s been very important to us that we acknowledge that some families are simply not ready and that we must provide a high-quality alternative for those families,” Stephens said.\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño and Lily Jamali contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Oakland and Marin County are the latest California jurisdictions to announce plans to launch guaranteed income pilot programs. The idea is to give money to hundreds of low-income residents of color, every month, with no strings attached.\u003c/p>\n\u003cp>The two projects have their similarities and differences. But in general, supporters that the results will build a bigger case for even bigger guaranteed income projects in the future.\u003c/p>\n\u003cp>\u003cstrong>Guest\u003c/strong>: \u003ca href=\"https://twitter.com/GuyMarzorati\">Guy Marzorati\u003c/a>, KQED politics reporter and producer for the \u003ca href=\"https://www.kqed.org/podcasts/politicalbreakdown\">Political Breakdown\u003c/a> podcast.\u003c/p>\n\u003cp>\u003cem>Episode transcript \u003ca href=\"https://bit.ly/3ff7n4P\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>More Resources:\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.kqed.org/arts/13894521/san-francisco-launches-guaranteed-income-pilot-program-for-struggling-artists\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Launches ‘Guaranteed Income’ Pilot Program for Struggling Artists\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Click \u003ca href=\"http://kqed.org/thebaynewsletter\">here\u003c/a> to subscribe to our weekly newsletter!\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Subscribe to \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\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland and Marin County are the latest California jurisdictions to announce plans to launch guaranteed income pilot programs. The idea is to give money to hundreds of low-income residents of color, every month, with no strings attached.\u003c/p>\n\u003cp>The two projects have their similarities and differences. But in general, supporters that the results will build a bigger case for even bigger guaranteed income projects in the future.\u003c/p>\n\u003cp>\u003cstrong>Guest\u003c/strong>: \u003ca href=\"https://twitter.com/GuyMarzorati\">Guy Marzorati\u003c/a>, KQED politics reporter and producer for the \u003ca href=\"https://www.kqed.org/podcasts/politicalbreakdown\">Political Breakdown\u003c/a> podcast.\u003c/p>\n\u003cp>\u003cem>Episode transcript \u003ca href=\"https://bit.ly/3ff7n4P\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>More Resources:\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.kqed.org/arts/13894521/san-francisco-launches-guaranteed-income-pilot-program-for-struggling-artists\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Launches ‘Guaranteed Income’ Pilot Program for Struggling Artists\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Click \u003ca href=\"http://kqed.org/thebaynewsletter\">here\u003c/a> to subscribe to our weekly newsletter!\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>Subscribe to \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\n\u003c/div>\u003c/p>",
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"slug": "how-generations-of-berkeley-high-students-forced-a-reckoning-about-sexual-abuse",
"title": "How Generations of Berkeley High Students Forced a Reckoning About Sexual Abuse",
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"content": "\u003cp>The Women’s Student Union at Berkeley High School \u003ca href=\"https://www.berkeleyside.com/2021/03/11/womens-student-union-at-berkeley-high-sues-dept-of-ed-to-overturn-trump-era-sexual-misconduct-rules\">sued the U.S. Department of Education earlier this month\u003c/a> over Title IX rules adopted during the Trump administration that govern how schools respond to cases of sexual harassment and assault.\u003c/p>\n\u003cp>Those rules, \u003ca href=\"https://www.npr.org/2020/05/06/851733630/federal-rules-give-more-protection-to-students-accused-of-sexual-assault\">announced last May and implemented in August under former Secretary of Education Betsy DeVos \u003c/a>, offer more protections for students who are accused of sexual misconduct. They apply to colleges as well as K-12 schools. The Women’s Student Union – a student-founded and student-led group that advocates for policies to reduce sexual harassment on Berkeley High’s campus – argued in its \u003ca href=\"https://www.documentcloud.org/documents/20517245-20210308-doc-1-complaint\">lawsuit\u003c/a> that the policy discourages students from reporting harassment and schools from investigating complaints.\u003c/p>\n\u003cp>This latest action by students comes more than a year after victims and advocates at Berkeley High organized a \u003ca href=\"https://www.kqed.org/news/11801840/reckoning-with-sexual-assault-at-berkeley-high-school\">walkout\u003c/a> in February 2020 to demand changes over how misconduct was handled on their own campus.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Ayisha Friedman, Berkeley High alum\"]‘I was always seeing somebody who had done something or experienced something or a hallway where something had been done. It’s always on your mind and it’s always breaking your heart.’[/pullquote]“We were realizing that a lot of the issues that students at Berkeley High were facing stemmed from national policies,” said Ava, a junior at Berkeley High and one of the students who filed the lawsuit. “And if we could change national policies, we could help people at every school in the United States, not just Berkeley High.” KQED is identifying Ava by only her first name over fears she could face harassment.\u003c/p>\n\u003cp>In the year since the walkout, the Berkeley Unified School District has adopted some changes in response to students’ demands. In December, the district \u003ca href=\"https://berkeleyhighjacket.com/2020/features/busd-implements-title-ix-reform-demanded-by-students/\">announced\u003c/a> they had hired a full-time Title IX coordinator and investigator, and set up a committee of mostly Berkeley High School students to lead some of the changes around consent education.\u003c/p>\n\u003cp>It’s not the first time the district’s students and adult advocates have demanded changes in how their schools handle misconduct complaints.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>A History of Activism at Berkeley High\u003c/h3>\n\u003cp>In 2014, Berkeley High alum Liana Thomason and her classmates \u003ca href=\"https://www.kqed.org/news/10392296/berkeley-high-students-trying-to-change-schools-sexual-harassment-policy\">started the group BHS Stop Harassing\u003c/a>. She said they founded the group after comments made during a school assembly seemed to blame harassment on the ways students dressed. But Thomason said the need was about more than just those comments.\u003c/p>\n\u003cp>“The unofficial story is that there had just been this culture of harassment in Berkeley High and middle school. There was Slap Ass Friday where boys would slap the girls’ asses on Friday,” Thomason said. “And it was just like, ‘This is what the world is like. That’s fine.’ ”\u003c/p>\n\u003cp>After the assembly, Thomason invited a group of female friends to her house to talk about what they saw as a culture of unchecked harassment.\u003c/p>\n\u003cp>“We realized that we had to say something. We had to let the school know that it was not OK,” she said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Maha Ibrahim, attorney with Equal Rights Advocates\"]‘Not only was there an assumption that students wouldn’t face these issues at school, but there was a resistance to admit it could possibly be a problem. It was sort of like, ‘Well, this can’t be us. We’re Berkeley.”[/pullquote]Berkeley High students had also \u003ca href=\"https://www.dailycal.org/2015/10/02/berkeley-unified-school-district-inadequately-handles-sexual-harassment/\">created\u003c/a> an Instagram account on which some female students were referred to as “sluts” alongside degrading photos of them. Thomason was also motivated to address these issues after her sister was sexually assaulted at a middle school bike cage in 2014. She said the school responded by setting up a restorative justice circle that traumatized her sister even more.\u003c/p>\n\u003cp>Thomason’s mother, Heidi Goldstein, became an adviser for BHS Stop Harassing and is still working on these issues today.\u003c/p>\n\u003cp>“I started researching Title IX and school district policies,” Goldstein said. “And that’s where I came to the conclusion that the whole system was just in disarray. There was no system and there really was no process.”\u003c/p>\n\u003cfigure id=\"attachment_11865854\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865854\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Liana Thomason, right, a Berkeley High alum, founded the group BHS Stop Harassing. Her mother Heidi Goldstein continues to be an adult adviser for the group. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Goldstein filed a \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2015/02/OCR-Letter-1-14-2015.pdf\">complaint\u003c/a> with the U.S Department of Education’s Office for Civil Rights about how the school handled misconduct complaints, prompting an investigation.\u003c/p>\n\u003cp>Members of BHS Stop Harassing began showing up at school board meetings to demand better policies around sexual harassment and more training for teachers as well as education for students.\u003c/p>\n\u003cp>“The Berkeley Public School District places an immense value on student safety and well-being,” former BUSD Superintendent Donald Evans and BUSD Board President Judy Appel wrote in a \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2015/02/Sexual-Harrassment-Letter-v4c-1-7-.pdf\">letter\u003c/a> to district families at the time. “Based on student, teacher, and community feedback about this and other related issues, we have come to realize that there is an urgent need to work on developing a culture focused on prevention of sexual harassment, not simply reacting to it.”\u003c/p>\n\u003ch3>The Wild West of Title IX Regulations\u003c/h3>\n\u003cp>Maha Ibrahim, an attorney with Equal Rights Advocates, a nonprofit that advocates for gender equity in schools, has worked with Berkeley High students. She said few schools do a sufficient job responding to sexual harassment or assault claims.\u003c/p>\n\u003cp>“The federal rules and regulations for Title IX have been written for universities – and schools K-12 were an afterthought,” Ibrahim said. “It’s like the Wild West. It’s a lot of individual adults who are shooting from the hip when approached with difficult or traumatic experiences of their students.”\u003c/p>\n\u003cp>[aside postID=news_11859164 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS46527_003_SanFrancisco_LowellHS_01092021-qut-1038x576.jpg']According to a new \u003ca href=\"https://www.knowyourix.org/wp-content/uploads/2021/03/Know-Your-IX-2021-Report-Final-Copy.pdf\">report\u003c/a> from the advocacy group Know Your IX, a survey of more than 100 students found that 20% of students who reported sexual violence to their school transferred schools, and nearly 10% dropped out entirely.\u003c/p>\n\u003cp>But she said Berkeley’s progressive image also made it difficult for some to acknowledge that some students felt unsafe.\u003c/p>\n\u003cp>“Not only was there an assumption that students wouldn’t face these issues at school, but there was a resistance to admit it could possibly be a problem,” Ibrahim said. “It was sort of like, ‘Well, this can’t be us. We’re Berkeley.’ ”\u003c/p>\n\u003cp>In response to demands from students made in 2014, the district \u003ca href=\"https://www.berkeleyschools.net/wp-content/uploads/2015/03/ActionStepstoAddressSexualHarassment3.8.17.docx-1.pdf\">said\u003c/a> it expanded an advisory committee to create a comprehensive sexual harassment policy, held restorative justice circles for students who were targeted by sexual harassment and established a Title IX coordinator and compliance officer position.\u003c/p>\n\u003ch3>A Lawsuit and a Sexual Assault Reported on Campus\u003c/h3>\n\u003cp>But students say the problems continued. The district was sued by a student over its handling of a sexual assault allegation last year.\u003c/p>\n\u003cp>The lawsuit alleges a student was sexually assaulted by another student during school hours in an unlocked classroom at Berkeley High in 2019. It claims the district failed to take steps to adequately ensure the victim’s safety. KQED is identifying the student as “Faith” to protect her identity over concerns for her safety. In the lawsuit, she is identified as “Jane Doe.”\u003c/p>\n\u003cp>Faith said she kept seeing her assailant on campus after the assault, and that he continued to sexually harass her. She said she had meltdowns for months.\u003c/p>\n\u003cp>“Usually, I’m a happy, goofy person. My teachers were just worried, and they would always just look at me and they’re like, ‘You look so sad,’ ” Faith said. “They would try to help me get back to how I used to be. And it was just hard.”\u003c/p>\n\u003cfigure id=\"attachment_11865919\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865919\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut.jpg\" alt=\"Faith sits with hands on knees, only legs and shoes visible\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Faith, a former Berkeley High student, sued the district in January 2020 over its handling of her sexual assault allegations against a fellow student. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eventually, Faith and her parents decided it was too much, and she transferred into an independent studies program. Attorneys for the district argued in a court filing that administrators worked with Faith to make sure she was safe, and they tried to limit the potential for contact between the two students. They said district personnel were responsive to Faith’s complaints.\u003c/p>\n\u003cp>Faith \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2020/02/RG20052743-Doe-VS-Berkeley-Unified-School-District.pdf\">sued the district\u003c/a> in January 2020 before she left Berkeley High the next month, and she said students at the school began talking about the case, trying to guess the identity of Jane Doe. She said it was scary, but that she also felt resilient knowing she had helped spark a larger conversation about safety on campus.\u003c/p>\n\u003cp>“I just want there to be a change, especially being a person of color. I became a person of color who was also assaulted,” Faith said. “It was just something I had to speak up on, because my voice is not heard by a lot of people.”\u003c/p>\n\u003ch3>The Names on the Bathroom Stall\u003c/h3>\n\u003cp>Some Berkeley High students had already thought the school had a culture where sexual misconduct was swept under the rug, but the lawsuit Faith filed seemed to break something open.\u003c/p>\n\u003cp>Days after the lawsuit was filed, a group of Berkeley High students began writing the names of alleged perpetrators on a bathroom stall. In black ink, they wrote “Boys To Watch Out 4,” followed by several names and the words “rapist” and “abuser.”\u003c/p>\n\u003cfigure id=\"attachment_11864779\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11864779\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/IMG_0893-e1616451221449.jpg\" alt=\"Ayisha Friedman sitting outside, arms crossed\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Ayisha Friedman organized a walkout over sexual harassment and assault at Berkeley High in February 2020. \u003ccite>(Courtesy of Ayisha Friedman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ayisha Friedman, a senior at Berkeley High during this time, said she saw the list during first or second period. Reading the list, Friedman thought about her friends who’d been harassed or assaulted.\u003c/p>\n\u003cp>“I was always seeing somebody who had done something or experienced something or a hallway where something had been done. It’s always on your mind and it’s always breaking your heart,” Friedman said.\u003c/p>\n\u003cp>Friedman said a lot of the boys were popular and known for inappropriate behavior around young women. She said the list was impossible to ignore. By the end of the school day, a picture of the stall had been shared on Instagram, and it felt like everyone in the school had seen it and had something to say.\u003c/p>\n\u003cp>“And that goes both ways. That goes people who were defending these women and who are saying, ‘I believe you, I am here for you,’ ” Friedman said. “And then people on the other side who were like, ‘Anybody could have written this. And this is a lie.’ ”\u003c/p>\n\u003ch3>A Walkout Gets the District’s Attention\u003c/h3>\n\u003cp>Several students who spoke to KQED described a climate at the high school where victims who reported their assaults to administrators were questioned or doubted by their peers. Students wanted the school district to do more to support victims and keep them safe on campus. Friedman and others began organizing a walkout.\u003c/p>\n\u003cp>Mia Redmond, one of the organizers, reported her own sexual assault about a week before the walkout in February 2020.\u003c/p>\n\u003cp>“This was in the midst of a really hard situation. But we were all coming together and working on something that we really cared about,” Redmond said.\u003c/p>\n\u003cp>She said she found a supportive community during a time when others were gossiping about her experience.\u003c/p>\n\u003cp>“It was so tense,” said Sophia Kerievsky, another organizer and friend of Redmond. “I remember people were pointing at me in the courtyard, and just really attacking my character, and especially her character. It was this strange energy. It was a lot of girls who were standing up for her, and then a huge group of boys standing by his side.”\u003c/p>\n\u003cfigure id=\"attachment_11864969\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11864969\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BHS_Rape_Walkout-17-1-1-scaled-e1616451482414.jpg\" alt=\"BHS students behind podium during walkout\" width=\"1920\" height=\"1353\">\u003cfigcaption class=\"wp-caption-text\">Berkeley High School students organized a walkout in February 2020 to address sexual harassment and assault on campus. \u003ccite>(Courtesy Mia Redmond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The day of the walkout, Redmond wasn’t sure how many people would show up. So when she looked out at the courtyard, she was stunned by the support, and said the entire courtyard was filled with students, staff and administration.\u003c/p>\n\u003cp>“It made me feel like I wasn’t alone in it. At the time I was feeling a lot of lack of understanding,” Redmond said. “And it definitely gave me a group of people who I was like, ‘I can trust these people. These people support me, and I want to support these people.’ ”\u003c/p>\n\u003ch3>A Practical and Philosophical Set of Demands\u003c/h3>\n\u003cp>The students drafted up specific demands, such as more resources for the Title IX office handling misconduct complaints, expanded consent education and policies stating that perpetrators found to be guilty by the school would be suspended from school-sanctioned events. They wanted to create a culture where victims could heal, and for the school to continue the conversation long after they had graduated.\u003c/p>\n\u003cp>Superintendent Brent Stephens had begun working for the district less than a year before the walkout, and he said many of the students’ requests were practical, and that change felt necessary. There had also been high turnover in the district’s Title IX coordinator role, with at least six different people working in that position from 2015 to 2020.\u003c/p>\n\u003cp>The students, he said, had done their homework, and met with teachers, staff and adult advocates.\u003c/p>\n\u003cp>“And so when they came with a set of demands, they were sort of philosophical in nature, but they were very pragmatic as well,” Stephens said. “It was … a political moment, but it resonated with what I and many others saw as legitimate needs of the district.”\u003c/p>\n\u003ch3>The Conversation Continues Online\u003c/h3>\n\u003cp>Just weeks after the walkout, schools shut down because of COVID-19. And as everyone focused on the pandemic, the momentum began to fade.\u003c/p>\n\u003cp>Then, Annette Kwon, a former Berkeley High student now at Branham High School in San Jose, decided to find another way to restart the conversation. Over the summer, she made a TikTok video showing the faces of alleged perpetrators at Berkeley High and Lowell High School in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_11865849\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865849\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/IMG_6669.jpg\" alt=\"\" width=\"800\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/IMG_6669.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/IMG_6669-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Annette Kwon, a former Berkeley High student, created a TikTok video to continue a public conversation around sexual harassment and assault in high school. \u003ccite>(Courtesy Annette Kwon)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When the quarantine started, everything died down,” she said. “And I just felt like it was necessary that the topic stays relevant, because if it had faded out once again, nothing would change.”\u003c/p>\n\u003cp>The video received over 100,000 views, and soon students throughout the Bay Area launched Instagram accounts for people to post their experiences of harassment and assault anonymously.\u003c/p>\n\u003cp>Mia Redmond remembered seeing dozens of stories of harassment and assault posted on an Instagram account called BHS Protectors.\u003c/p>\n\u003cp>“It just felt like everyone was coming together again, and addressing the issue again that we had done in February,” Redmond said. “It was powerful to see not only so many people at Berkeley High being able to tell their stories, that they couldn’t talk about before, but also other schools following that, too.”\u003c/p>\n\u003cp>[aside label='Education Coverage' tag='education']But for others, the account was also overwhelming, especially during a pandemic that left so many people isolated.\u003c/p>\n\u003cp>“A lot of people were like, ‘I’m in a pandemic, I’m in my room 24/7. This is already messing with my mental health. And everyday I open my Instagram and I’m reminded of my own trauma,’ ” said Ayisha Friedman, another walkout organizer, of people she knew who had seen the account. “Where does the conversation go? You’re stuck in your room with no support.”\u003c/p>\n\u003cp>Trish McDermott, a spokesperson for the Berkeley Unified School District, said in a statement that administrators reached out to those who posted about incidents of sexual harm, discrimination or racism, and those who were named in the posts. She said administrators also informed police and Child Protective Services about the account and specific allegations that could be traced to any students.\u003c/p>\n\u003cp>The account has since been removed, and now students who participated in the walkout are hoping some of the cultural shifts inspired by their organizing will last when the pandemic is over.\u003c/p>\n\u003ch3>District Announces Changes, and the Culture Begins to Shift\u003c/h3>\n\u003cp>Ultraviolet Schneider-Dwyer, a senior at Berkeley High, said that before the walkout a lot of the incidents of harassment and assault occurred during parties where young people were too intoxicated to consent. She’s hopeful her peers will no longer tolerate that culture after so many students shared their experiences of abuse.\u003c/p>\n\u003cp>“There will be more social consequences than there are administrative or academically,” she said. “At the same time, I’m just making sure that they’re not doing it out of fear of not being accepted, but they’re doing it because it’s the right thing to do.”\u003c/p>\n\u003cp>Now, Mia Redmond is a part of a committee to give students a chance to provide the school with input on issues like harassment and consent education. She feels like the district is taking students’ demands seriously. She’s graduating this year and plans to continue her advocacy after high school. And she said it will be up to future generations of Berkeley High students as well as administrators to make sure the changes she and others started will last.\u003c/p>\n\u003cp>“I can’t say for certain whether [the walkout] changed the culture at Berkeley High, but it definitely brought up a conversation that wasn’t being had before,” Redmond said. “It was such a monumental thing in Berkeley High history that everyone who experienced it, they’re not going to forget about it.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://revealnews.org/podcast/protecting-kids-from-abuse/\">This story\u003c/a> was reported in collaboration with Reveal from The Center for Investigative Reporting and PRX. It was produced as a project for the USC Annenberg Center for Health Journalism Impact Fund.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Women’s Student Union at Berkeley High School \u003ca href=\"https://www.berkeleyside.com/2021/03/11/womens-student-union-at-berkeley-high-sues-dept-of-ed-to-overturn-trump-era-sexual-misconduct-rules\">sued the U.S. Department of Education earlier this month\u003c/a> over Title IX rules adopted during the Trump administration that govern how schools respond to cases of sexual harassment and assault.\u003c/p>\n\u003cp>Those rules, \u003ca href=\"https://www.npr.org/2020/05/06/851733630/federal-rules-give-more-protection-to-students-accused-of-sexual-assault\">announced last May and implemented in August under former Secretary of Education Betsy DeVos \u003c/a>, offer more protections for students who are accused of sexual misconduct. They apply to colleges as well as K-12 schools. The Women’s Student Union – a student-founded and student-led group that advocates for policies to reduce sexual harassment on Berkeley High’s campus – argued in its \u003ca href=\"https://www.documentcloud.org/documents/20517245-20210308-doc-1-complaint\">lawsuit\u003c/a> that the policy discourages students from reporting harassment and schools from investigating complaints.\u003c/p>\n\u003cp>This latest action by students comes more than a year after victims and advocates at Berkeley High organized a \u003ca href=\"https://www.kqed.org/news/11801840/reckoning-with-sexual-assault-at-berkeley-high-school\">walkout\u003c/a> in February 2020 to demand changes over how misconduct was handled on their own campus.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘I was always seeing somebody who had done something or experienced something or a hallway where something had been done. It’s always on your mind and it’s always breaking your heart.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We were realizing that a lot of the issues that students at Berkeley High were facing stemmed from national policies,” said Ava, a junior at Berkeley High and one of the students who filed the lawsuit. “And if we could change national policies, we could help people at every school in the United States, not just Berkeley High.” KQED is identifying Ava by only her first name over fears she could face harassment.\u003c/p>\n\u003cp>In the year since the walkout, the Berkeley Unified School District has adopted some changes in response to students’ demands. In December, the district \u003ca href=\"https://berkeleyhighjacket.com/2020/features/busd-implements-title-ix-reform-demanded-by-students/\">announced\u003c/a> they had hired a full-time Title IX coordinator and investigator, and set up a committee of mostly Berkeley High School students to lead some of the changes around consent education.\u003c/p>\n\u003cp>It’s not the first time the district’s students and adult advocates have demanded changes in how their schools handle misconduct complaints.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>A History of Activism at Berkeley High\u003c/h3>\n\u003cp>In 2014, Berkeley High alum Liana Thomason and her classmates \u003ca href=\"https://www.kqed.org/news/10392296/berkeley-high-students-trying-to-change-schools-sexual-harassment-policy\">started the group BHS Stop Harassing\u003c/a>. She said they founded the group after comments made during a school assembly seemed to blame harassment on the ways students dressed. But Thomason said the need was about more than just those comments.\u003c/p>\n\u003cp>“The unofficial story is that there had just been this culture of harassment in Berkeley High and middle school. There was Slap Ass Friday where boys would slap the girls’ asses on Friday,” Thomason said. “And it was just like, ‘This is what the world is like. That’s fine.’ ”\u003c/p>\n\u003cp>After the assembly, Thomason invited a group of female friends to her house to talk about what they saw as a culture of unchecked harassment.\u003c/p>\n\u003cp>“We realized that we had to say something. We had to let the school know that it was not OK,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Not only was there an assumption that students wouldn’t face these issues at school, but there was a resistance to admit it could possibly be a problem. It was sort of like, ‘Well, this can’t be us. We’re Berkeley.”",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Berkeley High students had also \u003ca href=\"https://www.dailycal.org/2015/10/02/berkeley-unified-school-district-inadequately-handles-sexual-harassment/\">created\u003c/a> an Instagram account on which some female students were referred to as “sluts” alongside degrading photos of them. Thomason was also motivated to address these issues after her sister was sexually assaulted at a middle school bike cage in 2014. She said the school responded by setting up a restorative justice circle that traumatized her sister even more.\u003c/p>\n\u003cp>Thomason’s mother, Heidi Goldstein, became an adviser for BHS Stop Harassing and is still working on these issues today.\u003c/p>\n\u003cp>“I started researching Title IX and school district policies,” Goldstein said. “And that’s where I came to the conclusion that the whole system was just in disarray. There was no system and there really was no process.”\u003c/p>\n\u003cfigure id=\"attachment_11865854\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865854\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47860_015_Berkeley_LianaThomason_03162021-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Liana Thomason, right, a Berkeley High alum, founded the group BHS Stop Harassing. Her mother Heidi Goldstein continues to be an adult adviser for the group. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Goldstein filed a \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2015/02/OCR-Letter-1-14-2015.pdf\">complaint\u003c/a> with the U.S Department of Education’s Office for Civil Rights about how the school handled misconduct complaints, prompting an investigation.\u003c/p>\n\u003cp>Members of BHS Stop Harassing began showing up at school board meetings to demand better policies around sexual harassment and more training for teachers as well as education for students.\u003c/p>\n\u003cp>“The Berkeley Public School District places an immense value on student safety and well-being,” former BUSD Superintendent Donald Evans and BUSD Board President Judy Appel wrote in a \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2015/02/Sexual-Harrassment-Letter-v4c-1-7-.pdf\">letter\u003c/a> to district families at the time. “Based on student, teacher, and community feedback about this and other related issues, we have come to realize that there is an urgent need to work on developing a culture focused on prevention of sexual harassment, not simply reacting to it.”\u003c/p>\n\u003ch3>The Wild West of Title IX Regulations\u003c/h3>\n\u003cp>Maha Ibrahim, an attorney with Equal Rights Advocates, a nonprofit that advocates for gender equity in schools, has worked with Berkeley High students. She said few schools do a sufficient job responding to sexual harassment or assault claims.\u003c/p>\n\u003cp>“The federal rules and regulations for Title IX have been written for universities – and schools K-12 were an afterthought,” Ibrahim said. “It’s like the Wild West. It’s a lot of individual adults who are shooting from the hip when approached with difficult or traumatic experiences of their students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>According to a new \u003ca href=\"https://www.knowyourix.org/wp-content/uploads/2021/03/Know-Your-IX-2021-Report-Final-Copy.pdf\">report\u003c/a> from the advocacy group Know Your IX, a survey of more than 100 students found that 20% of students who reported sexual violence to their school transferred schools, and nearly 10% dropped out entirely.\u003c/p>\n\u003cp>But she said Berkeley’s progressive image also made it difficult for some to acknowledge that some students felt unsafe.\u003c/p>\n\u003cp>“Not only was there an assumption that students wouldn’t face these issues at school, but there was a resistance to admit it could possibly be a problem,” Ibrahim said. “It was sort of like, ‘Well, this can’t be us. We’re Berkeley.’ ”\u003c/p>\n\u003cp>In response to demands from students made in 2014, the district \u003ca href=\"https://www.berkeleyschools.net/wp-content/uploads/2015/03/ActionStepstoAddressSexualHarassment3.8.17.docx-1.pdf\">said\u003c/a> it expanded an advisory committee to create a comprehensive sexual harassment policy, held restorative justice circles for students who were targeted by sexual harassment and established a Title IX coordinator and compliance officer position.\u003c/p>\n\u003ch3>A Lawsuit and a Sexual Assault Reported on Campus\u003c/h3>\n\u003cp>But students say the problems continued. The district was sued by a student over its handling of a sexual assault allegation last year.\u003c/p>\n\u003cp>The lawsuit alleges a student was sexually assaulted by another student during school hours in an unlocked classroom at Berkeley High in 2019. It claims the district failed to take steps to adequately ensure the victim’s safety. KQED is identifying the student as “Faith” to protect her identity over concerns for her safety. In the lawsuit, she is identified as “Jane Doe.”\u003c/p>\n\u003cp>Faith said she kept seeing her assailant on campus after the assault, and that he continued to sexually harass her. She said she had meltdowns for months.\u003c/p>\n\u003cp>“Usually, I’m a happy, goofy person. My teachers were just worried, and they would always just look at me and they’re like, ‘You look so sad,’ ” Faith said. “They would try to help me get back to how I used to be. And it was just hard.”\u003c/p>\n\u003cfigure id=\"attachment_11865919\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865919\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut.jpg\" alt=\"Faith sits with hands on knees, only legs and shoes visible\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS47697_008_Berkeley_AnonymousFormerStudent_03122021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Faith, a former Berkeley High student, sued the district in January 2020 over its handling of her sexual assault allegations against a fellow student. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eventually, Faith and her parents decided it was too much, and she transferred into an independent studies program. Attorneys for the district argued in a court filing that administrators worked with Faith to make sure she was safe, and they tried to limit the potential for contact between the two students. They said district personnel were responsive to Faith’s complaints.\u003c/p>\n\u003cp>Faith \u003ca href=\"https://www.berkeleyside.com/wp-content/uploads/2020/02/RG20052743-Doe-VS-Berkeley-Unified-School-District.pdf\">sued the district\u003c/a> in January 2020 before she left Berkeley High the next month, and she said students at the school began talking about the case, trying to guess the identity of Jane Doe. She said it was scary, but that she also felt resilient knowing she had helped spark a larger conversation about safety on campus.\u003c/p>\n\u003cp>“I just want there to be a change, especially being a person of color. I became a person of color who was also assaulted,” Faith said. “It was just something I had to speak up on, because my voice is not heard by a lot of people.”\u003c/p>\n\u003ch3>The Names on the Bathroom Stall\u003c/h3>\n\u003cp>Some Berkeley High students had already thought the school had a culture where sexual misconduct was swept under the rug, but the lawsuit Faith filed seemed to break something open.\u003c/p>\n\u003cp>Days after the lawsuit was filed, a group of Berkeley High students began writing the names of alleged perpetrators on a bathroom stall. In black ink, they wrote “Boys To Watch Out 4,” followed by several names and the words “rapist” and “abuser.”\u003c/p>\n\u003cfigure id=\"attachment_11864779\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11864779\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/IMG_0893-e1616451221449.jpg\" alt=\"Ayisha Friedman sitting outside, arms crossed\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Ayisha Friedman organized a walkout over sexual harassment and assault at Berkeley High in February 2020. \u003ccite>(Courtesy of Ayisha Friedman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ayisha Friedman, a senior at Berkeley High during this time, said she saw the list during first or second period. Reading the list, Friedman thought about her friends who’d been harassed or assaulted.\u003c/p>\n\u003cp>“I was always seeing somebody who had done something or experienced something or a hallway where something had been done. It’s always on your mind and it’s always breaking your heart,” Friedman said.\u003c/p>\n\u003cp>Friedman said a lot of the boys were popular and known for inappropriate behavior around young women. She said the list was impossible to ignore. By the end of the school day, a picture of the stall had been shared on Instagram, and it felt like everyone in the school had seen it and had something to say.\u003c/p>\n\u003cp>“And that goes both ways. That goes people who were defending these women and who are saying, ‘I believe you, I am here for you,’ ” Friedman said. “And then people on the other side who were like, ‘Anybody could have written this. And this is a lie.’ ”\u003c/p>\n\u003ch3>A Walkout Gets the District’s Attention\u003c/h3>\n\u003cp>Several students who spoke to KQED described a climate at the high school where victims who reported their assaults to administrators were questioned or doubted by their peers. Students wanted the school district to do more to support victims and keep them safe on campus. Friedman and others began organizing a walkout.\u003c/p>\n\u003cp>Mia Redmond, one of the organizers, reported her own sexual assault about a week before the walkout in February 2020.\u003c/p>\n\u003cp>“This was in the midst of a really hard situation. But we were all coming together and working on something that we really cared about,” Redmond said.\u003c/p>\n\u003cp>She said she found a supportive community during a time when others were gossiping about her experience.\u003c/p>\n\u003cp>“It was so tense,” said Sophia Kerievsky, another organizer and friend of Redmond. “I remember people were pointing at me in the courtyard, and just really attacking my character, and especially her character. It was this strange energy. It was a lot of girls who were standing up for her, and then a huge group of boys standing by his side.”\u003c/p>\n\u003cfigure id=\"attachment_11864969\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11864969\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BHS_Rape_Walkout-17-1-1-scaled-e1616451482414.jpg\" alt=\"BHS students behind podium during walkout\" width=\"1920\" height=\"1353\">\u003cfigcaption class=\"wp-caption-text\">Berkeley High School students organized a walkout in February 2020 to address sexual harassment and assault on campus. \u003ccite>(Courtesy Mia Redmond)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The day of the walkout, Redmond wasn’t sure how many people would show up. So when she looked out at the courtyard, she was stunned by the support, and said the entire courtyard was filled with students, staff and administration.\u003c/p>\n\u003cp>“It made me feel like I wasn’t alone in it. At the time I was feeling a lot of lack of understanding,” Redmond said. “And it definitely gave me a group of people who I was like, ‘I can trust these people. These people support me, and I want to support these people.’ ”\u003c/p>\n\u003ch3>A Practical and Philosophical Set of Demands\u003c/h3>\n\u003cp>The students drafted up specific demands, such as more resources for the Title IX office handling misconduct complaints, expanded consent education and policies stating that perpetrators found to be guilty by the school would be suspended from school-sanctioned events. They wanted to create a culture where victims could heal, and for the school to continue the conversation long after they had graduated.\u003c/p>\n\u003cp>Superintendent Brent Stephens had begun working for the district less than a year before the walkout, and he said many of the students’ requests were practical, and that change felt necessary. There had also been high turnover in the district’s Title IX coordinator role, with at least six different people working in that position from 2015 to 2020.\u003c/p>\n\u003cp>The students, he said, had done their homework, and met with teachers, staff and adult advocates.\u003c/p>\n\u003cp>“And so when they came with a set of demands, they were sort of philosophical in nature, but they were very pragmatic as well,” Stephens said. “It was … a political moment, but it resonated with what I and many others saw as legitimate needs of the district.”\u003c/p>\n\u003ch3>The Conversation Continues Online\u003c/h3>\n\u003cp>Just weeks after the walkout, schools shut down because of COVID-19. And as everyone focused on the pandemic, the momentum began to fade.\u003c/p>\n\u003cp>Then, Annette Kwon, a former Berkeley High student now at Branham High School in San Jose, decided to find another way to restart the conversation. Over the summer, she made a TikTok video showing the faces of alleged perpetrators at Berkeley High and Lowell High School in San Francisco.\u003c/p>\n\u003cfigure id=\"attachment_11865849\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11865849\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/IMG_6669.jpg\" alt=\"\" width=\"800\" height=\"537\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/IMG_6669.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/IMG_6669-160x107.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Annette Kwon, a former Berkeley High student, created a TikTok video to continue a public conversation around sexual harassment and assault in high school. \u003ccite>(Courtesy Annette Kwon)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When the quarantine started, everything died down,” she said. “And I just felt like it was necessary that the topic stays relevant, because if it had faded out once again, nothing would change.”\u003c/p>\n\u003cp>The video received over 100,000 views, and soon students throughout the Bay Area launched Instagram accounts for people to post their experiences of harassment and assault anonymously.\u003c/p>\n\u003cp>Mia Redmond remembered seeing dozens of stories of harassment and assault posted on an Instagram account called BHS Protectors.\u003c/p>\n\u003cp>“It just felt like everyone was coming together again, and addressing the issue again that we had done in February,” Redmond said. “It was powerful to see not only so many people at Berkeley High being able to tell their stories, that they couldn’t talk about before, but also other schools following that, too.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But for others, the account was also overwhelming, especially during a pandemic that left so many people isolated.\u003c/p>\n\u003cp>“A lot of people were like, ‘I’m in a pandemic, I’m in my room 24/7. This is already messing with my mental health. And everyday I open my Instagram and I’m reminded of my own trauma,’ ” said Ayisha Friedman, another walkout organizer, of people she knew who had seen the account. “Where does the conversation go? You’re stuck in your room with no support.”\u003c/p>\n\u003cp>Trish McDermott, a spokesperson for the Berkeley Unified School District, said in a statement that administrators reached out to those who posted about incidents of sexual harm, discrimination or racism, and those who were named in the posts. She said administrators also informed police and Child Protective Services about the account and specific allegations that could be traced to any students.\u003c/p>\n\u003cp>The account has since been removed, and now students who participated in the walkout are hoping some of the cultural shifts inspired by their organizing will last when the pandemic is over.\u003c/p>\n\u003ch3>District Announces Changes, and the Culture Begins to Shift\u003c/h3>\n\u003cp>Ultraviolet Schneider-Dwyer, a senior at Berkeley High, said that before the walkout a lot of the incidents of harassment and assault occurred during parties where young people were too intoxicated to consent. She’s hopeful her peers will no longer tolerate that culture after so many students shared their experiences of abuse.\u003c/p>\n\u003cp>“There will be more social consequences than there are administrative or academically,” she said. “At the same time, I’m just making sure that they’re not doing it out of fear of not being accepted, but they’re doing it because it’s the right thing to do.”\u003c/p>\n\u003cp>Now, Mia Redmond is a part of a committee to give students a chance to provide the school with input on issues like harassment and consent education. She feels like the district is taking students’ demands seriously. She’s graduating this year and plans to continue her advocacy after high school. And she said it will be up to future generations of Berkeley High students as well as administrators to make sure the changes she and others started will last.\u003c/p>\n\u003cp>“I can’t say for certain whether [the walkout] changed the culture at Berkeley High, but it definitely brought up a conversation that wasn’t being had before,” Redmond said. “It was such a monumental thing in Berkeley High history that everyone who experienced it, they’re not going to forget about it.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://revealnews.org/podcast/protecting-kids-from-abuse/\">This story\u003c/a> was reported in collaboration with Reveal from The Center for Investigative Reporting and PRX. It was produced as a project for the USC Annenberg Center for Health Journalism Impact Fund.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Oakland and Marin County this Tuesday became the latest jurisdictions in California to launch a guaranteed income program for hundreds of low-income residents, joining a growing progressive movement around the country that views direct cash payments as a crucial strategy in lifting families out of poverty.\u003c/p>\n\u003cp>Building on \u003ca href=\"https://www.kqed.org/news/11863446/like-being-able-to-breathe-stocktons-universal-basic-income-experiment-paid-off-study-finds\">a high-profile guaranteed income experiment\u003c/a> conducted in Stockton, the pilot programs in Marin County and Oakland will be among the first in the nation to send aid exclusively to residents of color.\u003c/p>\n\u003cp>“Our vision is an Oakland that has closed the racial wealth gap, and where all families thrive,” Oakland Mayor Libby Schaaf said at a Tuesday morning press conference. “We believe that guaranteed income is the most transformative policy that can achieve this vision and whose time has come.”\u003c/p>\n\u003cp>A key premise of the basic income experiments is to let residents use the payments however they see fit, bucking the post-welfare reform trend of placing requirements or restrictions around government aid.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Boosted by Stockton’s results, our goal is to add to the body of evidence that unrestricted cash to our lowest-income residents – and particularly those who’ve suffered from historical racial inequity – can improve outcomes + change systems.\u003c/p>\n\u003cp>— Libby Schaaf (@LibbySchaaf) \u003ca href=\"https://twitter.com/LibbySchaaf/status/1374459810205241347?ref_src=twsrc%5Etfw\">March 23, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Guaranteed income is based on the belief that those in poverty are best able to identify what they need to escape that poverty,” said Oakland City Councilmember Loren Taylor. “If someone is tethered to a life of poverty, we can’t untether them by tying them down with more strings.”\u003c/p>\n\u003cp>The Oakland Resilient Families program will send $500 a month for 18 months to 600 families that identify as Black, Indigenous or as other people of color, chosen at random from a pool of applicants.\u003c/p>\n\u003cp>Half of the spots will be reserved for families with a household income at or below 50% of the area median income (roughly $65,000 a year for a family of four), with the other half for families earning below 138% of the federal poverty level (about $36,000 annually for a family of four).\u003c/p>\n\u003cp>Additionally, the participants will be split into two groups: one comprised of East Oakland residents and a separate group made up of residents from other parts of the city. Residents interested in applying for the basic income program can visit \u003ca href=\"https://oaklandresilientfamilies.org/faqs\">the website of Oakland Resilient Families\u003c/a>.\u003c/p>\n\u003cp>The program will be funded by donations, chiefly from the nonprofit Blue Meridian Partners.\u003c/p>\n\u003cp>Jesús Gerena, CEO of the Family Independence Initiative, an anti-poverty nonprofit, said $6.75 million has been raised so far to begin payments to families this spring.\u003c/p>\n\u003cp>Gerena affirmed that this initiative, with its explicit focus on racial disparities in a \u003ca href=\"https://www.ppic.org/publication/income-inequality-in-california/\" target=\"_blank\" rel=\"noopener noreferrer\">region beset by income inequality\u003c/a>, recognizes “the value of our under-resourced communities and their contributions.”\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003ch3>Cash Aid Paired With Social Services\u003c/h3>\n\u003cp>Hours after the Oakland announcement, the Marin County Board of Supervisors signed off on a guaranteed income program for dozens of low-income mothers of color.\u003c/p>\n\u003cp>On a 5-0 vote, the board agreed to spend $400,000 on a two-year pilot initiative, in partnership with the \u003ca href=\"https://www.marincf.org/\">Marin Community Foundation\u003c/a>.\u003c/p>\n\u003cp>Monthly payments of $1,000 would be sent to 125 women whose children are younger than 18.\u003c/p>\n\u003cp>Participants will be chosen at random, but program organizers said they are hoping to source candidates from four underserved areas of the county: Marin City, Novato, the Canal area in San Rafael and West Marin.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jonathan Logan, vice president of community engagement at Marin Community Foundation\"]‘Philanthropy is at its best when it’s testing out things, providing laboratories, if you will, to come up with great social policy or proof points that ultimately become policy.’[/pullquote]The novel feature of Marin’s program is that the cash aid will be paired with optional wrap-around services for eligible mothers: The county’s share of the investment will go to services such as job training and placement.\u003c/p>\n\u003cp>The county, along with MCF, is currently ironing out the details on how eligible residents can apply. \u003c/p>\n\u003cp>“We are still probably in the tail end of the design phase,” said Barbara Clifton Zarate, director for economic opportunity at MCF.\u003c/p>\n\u003cp>“The opportunity to test out and be part of new social policy is very exciting and it’s the right thing for Marin County to do,” said Supervisor Stephanie Moulton-Peters.\u003c/p>\n\u003cp>As in Oakland, the Marin payments are financed by significant private investment, mitigating any potential spending concerns on the part of local officials.\u003c/p>\n\u003cp>But Jonathan Logan, vice president of community engagement at MCF said the long-term goal is for the public sector to take an increasing role in funding guaranteed income.\u003c/p>\n\u003cp>“Philanthropy is at its best when it’s testing out things, providing laboratories, if you will, to come up with great social policy or proof points that ultimately become policy,” he said.\u003c/p>\n\u003ch3>‘An Investment Directly to Our People’\u003c/h3>\n\u003cp>Proposals to funnel basic income payments to residents have been \u003ca href=\"https://www.kqed.org/news/11643575/stockton-gets-ready-to-experiment-with-universal-basic-income\" target=\"_blank\" rel=\"noopener noreferrer\">floated for decades\u003c/a> — including by the \u003ca href=\"https://blackpower.web.unc.edu/2017/04/the-black-panthers-10-point-program/\" target=\"_blank\" rel=\"noopener noreferrer\">Black Panther Party\u003c/a> — but this policy idea \u003ca href=\"https://www.kqed.org/news/11818088/stockton-mayor-tubbs-how-residents-are-using-guaranteed-income-during-the-pandemic\">gathered momentum\u003c/a> when the city of Stockton took on a \u003ca href=\"https://www.kqed.org/news/11732253/stocktons-guaranteed-income-experiment-why-mayor-tubbs-is-doing-it\" target=\"_blank\" rel=\"noopener noreferrer\">two-year experiment\u003c/a> of sending $500 payments to residents.\u003c/p>\n\u003cp>[aside postID=\"news_11864244\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/iStock_daycare_01-1020x680.jpeg\"]Researchers found that recipients in Stockton had \u003ca href=\"https://www.kqed.org/news/11863446/like-being-able-to-breathe-stocktons-universal-basic-income-experiment-paid-off-study-finds\" target=\"_blank\" rel=\"noopener noreferrer\">increased rates of employment\u003c/a>, along with better physical and emotional health outcomes. And the cash payments seemed to stabilize fluctuations in household incomes from month to month.\u003c/p>\n\u003cp>The pilot in Stockton was spearheaded by the city’s former mayor, Michael Tubbs, who has founded the advocacy group Mayors for a Guaranteed Income to encourage the policy’s adoption across the country.\u003c/p>\n\u003cp>The promise of a universal basic income was a central plank of Democrat Andrew Yang’s run for president in 2020. And the American Rescue Plan Act recently signed into law by President Biden relies on forms of direct aid including $1,400 checks for individuals and a child tax credit for parents.\u003c/p>\n\u003cp>Tubbs, who joined Mayor Schaaf Tuesday for the announcement, said, “We truly believe the most important investment we can make as a government is an investment directly to our people.”\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland and Marin County this Tuesday became the latest jurisdictions in California to launch a guaranteed income program for hundreds of low-income residents, joining a growing progressive movement around the country that views direct cash payments as a crucial strategy in lifting families out of poverty.\u003c/p>\n\u003cp>Building on \u003ca href=\"https://www.kqed.org/news/11863446/like-being-able-to-breathe-stocktons-universal-basic-income-experiment-paid-off-study-finds\">a high-profile guaranteed income experiment\u003c/a> conducted in Stockton, the pilot programs in Marin County and Oakland will be among the first in the nation to send aid exclusively to residents of color.\u003c/p>\n\u003cp>“Our vision is an Oakland that has closed the racial wealth gap, and where all families thrive,” Oakland Mayor Libby Schaaf said at a Tuesday morning press conference. “We believe that guaranteed income is the most transformative policy that can achieve this vision and whose time has come.”\u003c/p>\n\u003cp>A key premise of the basic income experiments is to let residents use the payments however they see fit, bucking the post-welfare reform trend of placing requirements or restrictions around government aid.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Boosted by Stockton’s results, our goal is to add to the body of evidence that unrestricted cash to our lowest-income residents – and particularly those who’ve suffered from historical racial inequity – can improve outcomes + change systems.\u003c/p>\n\u003cp>— Libby Schaaf (@LibbySchaaf) \u003ca href=\"https://twitter.com/LibbySchaaf/status/1374459810205241347?ref_src=twsrc%5Etfw\">March 23, 2021\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Guaranteed income is based on the belief that those in poverty are best able to identify what they need to escape that poverty,” said Oakland City Councilmember Loren Taylor. “If someone is tethered to a life of poverty, we can’t untether them by tying them down with more strings.”\u003c/p>\n\u003cp>The Oakland Resilient Families program will send $500 a month for 18 months to 600 families that identify as Black, Indigenous or as other people of color, chosen at random from a pool of applicants.\u003c/p>\n\u003cp>Half of the spots will be reserved for families with a household income at or below 50% of the area median income (roughly $65,000 a year for a family of four), with the other half for families earning below 138% of the federal poverty level (about $36,000 annually for a family of four).\u003c/p>\n\u003cp>Additionally, the participants will be split into two groups: one comprised of East Oakland residents and a separate group made up of residents from other parts of the city. Residents interested in applying for the basic income program can visit \u003ca href=\"https://oaklandresilientfamilies.org/faqs\">the website of Oakland Resilient Families\u003c/a>.\u003c/p>\n\u003cp>The program will be funded by donations, chiefly from the nonprofit Blue Meridian Partners.\u003c/p>\n\u003cp>Jesús Gerena, CEO of the Family Independence Initiative, an anti-poverty nonprofit, said $6.75 million has been raised so far to begin payments to families this spring.\u003c/p>\n\u003cp>Gerena affirmed that this initiative, with its explicit focus on racial disparities in a \u003ca href=\"https://www.ppic.org/publication/income-inequality-in-california/\" target=\"_blank\" rel=\"noopener noreferrer\">region beset by income inequality\u003c/a>, recognizes “the value of our under-resourced communities and their contributions.”\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>Cash Aid Paired With Social Services\u003c/h3>\n\u003cp>Hours after the Oakland announcement, the Marin County Board of Supervisors signed off on a guaranteed income program for dozens of low-income mothers of color.\u003c/p>\n\u003cp>On a 5-0 vote, the board agreed to spend $400,000 on a two-year pilot initiative, in partnership with the \u003ca href=\"https://www.marincf.org/\">Marin Community Foundation\u003c/a>.\u003c/p>\n\u003cp>Monthly payments of $1,000 would be sent to 125 women whose children are younger than 18.\u003c/p>\n\u003cp>Participants will be chosen at random, but program organizers said they are hoping to source candidates from four underserved areas of the county: Marin City, Novato, the Canal area in San Rafael and West Marin.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The novel feature of Marin’s program is that the cash aid will be paired with optional wrap-around services for eligible mothers: The county’s share of the investment will go to services such as job training and placement.\u003c/p>\n\u003cp>The county, along with MCF, is currently ironing out the details on how eligible residents can apply. \u003c/p>\n\u003cp>“We are still probably in the tail end of the design phase,” said Barbara Clifton Zarate, director for economic opportunity at MCF.\u003c/p>\n\u003cp>“The opportunity to test out and be part of new social policy is very exciting and it’s the right thing for Marin County to do,” said Supervisor Stephanie Moulton-Peters.\u003c/p>\n\u003cp>As in Oakland, the Marin payments are financed by significant private investment, mitigating any potential spending concerns on the part of local officials.\u003c/p>\n\u003cp>But Jonathan Logan, vice president of community engagement at MCF said the long-term goal is for the public sector to take an increasing role in funding guaranteed income.\u003c/p>\n\u003cp>“Philanthropy is at its best when it’s testing out things, providing laboratories, if you will, to come up with great social policy or proof points that ultimately become policy,” he said.\u003c/p>\n\u003ch3>‘An Investment Directly to Our People’\u003c/h3>\n\u003cp>Proposals to funnel basic income payments to residents have been \u003ca href=\"https://www.kqed.org/news/11643575/stockton-gets-ready-to-experiment-with-universal-basic-income\" target=\"_blank\" rel=\"noopener noreferrer\">floated for decades\u003c/a> — including by the \u003ca href=\"https://blackpower.web.unc.edu/2017/04/the-black-panthers-10-point-program/\" target=\"_blank\" rel=\"noopener noreferrer\">Black Panther Party\u003c/a> — but this policy idea \u003ca href=\"https://www.kqed.org/news/11818088/stockton-mayor-tubbs-how-residents-are-using-guaranteed-income-during-the-pandemic\">gathered momentum\u003c/a> when the city of Stockton took on a \u003ca href=\"https://www.kqed.org/news/11732253/stocktons-guaranteed-income-experiment-why-mayor-tubbs-is-doing-it\" target=\"_blank\" rel=\"noopener noreferrer\">two-year experiment\u003c/a> of sending $500 payments to residents.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Researchers found that recipients in Stockton had \u003ca href=\"https://www.kqed.org/news/11863446/like-being-able-to-breathe-stocktons-universal-basic-income-experiment-paid-off-study-finds\" target=\"_blank\" rel=\"noopener noreferrer\">increased rates of employment\u003c/a>, along with better physical and emotional health outcomes. And the cash payments seemed to stabilize fluctuations in household incomes from month to month.\u003c/p>\n\u003cp>The pilot in Stockton was spearheaded by the city’s former mayor, Michael Tubbs, who has founded the advocacy group Mayors for a Guaranteed Income to encourage the policy’s adoption across the country.\u003c/p>\n\u003cp>The promise of a universal basic income was a central plank of Democrat Andrew Yang’s run for president in 2020. And the American Rescue Plan Act recently signed into law by President Biden relies on forms of direct aid including $1,400 checks for individuals and a child tax credit for parents.\u003c/p>\n\u003cp>Tubbs, who joined Mayor Schaaf Tuesday for the announcement, said, “We truly believe the most important investment we can make as a government is an investment directly to our people.”\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>Berkeley parents who were upset about the school district’s plan for families who have chosen to remain in distance learning even as in-person classes resume saw some of their concerns alleviated this week.\u003c/p>\n\u003cp>After families learned last week that children who stay in distance learning would lose their teachers and might be taught by substitutes, a group of predominantly Black and Latino parents expressed outrage that distance learners were being relegated to a “second-class” educational experience.\u003c/p>\n\u003cp>The anger was fueled by a lack of details and a tight timeline to make a decision about whether to send kids back in person, which galvanized parents to form a new parent advocacy group.\u003c/p>\n\u003cp>But at town hall meetings for parents this week, Berkeley Unified School District Superintendent Brent Stephens assured families that although the majority of distance learning students will be assigned new teachers, they would be full-time Berkeley Unified teachers, not substitutes.\u003c/p>\n\u003cp>“They’re our teachers, they have a lot of experience,” Stephens said, adding that distance learning students will be matched with teachers of the same grade level, and those who receive special education, reading intervention or other specialized services will have the same teachers they do now. An extra virtual class per day will also be added for distance learners.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another big change is that parents will now get two opportunities to switch which of the two programs they’re in, once before students begin returning in person on March 29 and again in early May. Parents were previously told their decision would be final.\u003c/p>\n\u003cp>“It looks like things are moving in the right direction,” said Malcolm X Elementary School parent Roberto Santiago, one of the parents who had concerns, in a text. “I am feeling better.”\u003c/p>\n\u003cp>Gladys Ocampo Stout is opting to keep both of her kids home, in part because she has a son with asthma. She and other parents of kids who go to Sylvia Mendez Elementary School were especially worried about how teacher reassignment will affect students in the school’s Spanish immersion program. But at the town hall, Stephens said bilingual teachers from the same school will be available for those who stay in distance learning.\u003c/p>\n\u003cp>That’s a relief for Ocampo Stout. Still, she expressed frustration that the reopening fight in Berkeley had devolved into what felt like parents fighting for their own kids to get back at the expense of hers.\u003c/p>\n\u003cp>“Everybody was talking about equity, and then when it comes down to it, we’re just going to ignore that part,” she said. “I don’t dismiss the importance of opening up. I understand that there are kids that are seriously depressed, there are kids that are suicidal. It’s about understanding and being compassionate — the world doesn’t revolve around you, there are other people here, too.”\u003c/p>\n\u003cp>Superintendent Stephens said reassigning students was one of the most difficult decisions the district had to confront. “I recognize it’s not the same,” he said. “We struggled a lot with this decision. We realize there’s an impact.”\u003c/p>\n\u003cp>The district will aim to keep continuing remote learning students who are in the same class together, but they may now be grouped with kids from other schools. Under the plan, far fewer students returning in person will be assigned new teachers.\u003c/p>\n\u003cp>Overall, only 18% of families are opting to keep their kids in distance learning, according to the district. But some parents say they felt pressured into sending kids back in person, because the distance learning option seemed so inferior.\u003c/p>\n\u003cp>“I felt lots and lots of pressure,” said Maria Moreno, whose son goes to Sylvia Mendez Elementary. Her son has asthma, and she would much prefer to keep him home for the rest of the school year, but was so worried about him losing his teacher that she’s sending him back.\u003c/p>\n\u003cp>“I’m going to try it and see what happens,” she said. “But honestly, I’m still scared.”\u003c/p>\n\u003cp>After much debate, Lizet Lopez, whose three children attend Thousand Oaks and Ruth Acty elementary schools, made the same call.\u003c/p>\n\u003cp>She’s sending her kids back in person even though it makes her uncomfortable. “If they told me I will have my teachers and therapists if I stay online, I would stay online,” Lopez said.\u003c/p>\n\u003cp>Significant differences have emerged in which families are opting to put their kids in a classroom again and which are remaining remote-only: 28% of Black families, 23% of English learner families and 26% of socioeconomically disadvantaged families are opting for distance learning, \u003ca href=\"https://www.berkeleyschools.net/2021/03/reopening-information-sessions-and-solidarity-reapertura-sesiones-informativas-y-solidaridad/\" target=\"_blank\" rel=\"noopener noreferrer\">accordinging to district data\u003c/a>, compared to 13% of white families.\u003c/p>\n\u003cp>“We don’t feel comfortable sending our kids back into this environment because systemic racism already hurt our kids, so what’s it going to look like when you add a pandemic?” Santiago said earlier this week.\u003c/p>\n\u003cp>He’s keeping his kids home out of safety concerns and to make space in the physical classrooms for those who really need to return.\u003c/p>\n\u003cp>When the district announced elementary schools would reopen in person five days a week, parents who spent months organizing rallies and pressuring local and state officials to reopen celebrated a major victory, but some Black and Latino parents were alarmed by a perceived lack of attention to students who will stick with learning from home, leading them to call into question the commitment to equity espoused throughout the reopening debate. Late last week, Santiago and other parents formed the group Berkeley Unified Distance Choice Advocates to bring together parents and teachers as advocates for families who are not sending their kids back to classrooms.\u003c/p>\n\u003cp>Before the district took steps to address their concerns, parent Ludovic Blain said a racial inequity existed. “White parents’ demands were met fully 100%,” he said, referring to those who organized for reopening. “Now we’re left with the scraps to try to piece together a semblance of distance learning.” Months before a reopening deal was reached, the teachers union warned of such a possibility in arguing for a measured approach to reopening that was often criticized as too slow.\u003c/p>\n\u003cp>Blain is not ready to send his 11-year-old son back into a classroom at Sylvia Mendez Elementary School, due to “data-based hesitancy,” he said. As an African American, he’s watched the virus take a disproportionate toll on his community, and his wife is vulnerable because of a recent surgery.\u003c/p>\n\u003cp>Now that the situation appears improved for students like his son, who is in the Spanish immersion program, he’s feeling better, though his frustration with the process hasn’t ebbed. “This is all coming out a week \u003cem>after\u003c/em> families had to choose,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11865153\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11865153 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpeg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-1020x681.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-1536x1026.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Parents who’ve advocated to reopen schools for in-person classes are now focused on getting middle and high school students back to campus full time.\u003c/figcaption>\u003c/figure>\n\u003cp>Lei Levy, who leads a Berkeley parent group that pushed for reopening, expressed regret that the reopening process seemed to pit parents against each other. She takes issue with the characterization of parents who fought hard for the reopening of schools as predominantly affluent and white, and argues framing the issue as a fight between white parents and parents of color is an oversimplification.\u003c/p>\n\u003cp>“We’re just happy that we’re finally at this place that both sides are being considered equally, because it felt like for so long only the distance learning families were being considered,” Levy said. “That’s why our group came into existence; we saw that nobody was advocating for us.”\u003c/p>\n\u003cp>She said she welcomes having another group of parent advocates join the fray.\u003c/p>\n\u003cp>“Parents feel like, ‘Oh, wait, now I have to start advocating for my kids?’ Yeah, you do. We all have to step up right now because lazy policy is being steamrolled over us,” Levy said.\u003c/p>\n\u003cp>Distance Learning teacher assignments will be announced beginning next week.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post was updated with new enrollment decision data released by the district Friday evening. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Berkeley parents who were upset about the school district’s plan for families who have chosen to remain in distance learning even as in-person classes resume saw some of their concerns alleviated this week.\u003c/p>\n\u003cp>After families learned last week that children who stay in distance learning would lose their teachers and might be taught by substitutes, a group of predominantly Black and Latino parents expressed outrage that distance learners were being relegated to a “second-class” educational experience.\u003c/p>\n\u003cp>The anger was fueled by a lack of details and a tight timeline to make a decision about whether to send kids back in person, which galvanized parents to form a new parent advocacy group.\u003c/p>\n\u003cp>But at town hall meetings for parents this week, Berkeley Unified School District Superintendent Brent Stephens assured families that although the majority of distance learning students will be assigned new teachers, they would be full-time Berkeley Unified teachers, not substitutes.\u003c/p>\n\u003cp>“They’re our teachers, they have a lot of experience,” Stephens said, adding that distance learning students will be matched with teachers of the same grade level, and those who receive special education, reading intervention or other specialized services will have the same teachers they do now. An extra virtual class per day will also be added for distance learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another big change is that parents will now get two opportunities to switch which of the two programs they’re in, once before students begin returning in person on March 29 and again in early May. Parents were previously told their decision would be final.\u003c/p>\n\u003cp>“It looks like things are moving in the right direction,” said Malcolm X Elementary School parent Roberto Santiago, one of the parents who had concerns, in a text. “I am feeling better.”\u003c/p>\n\u003cp>Gladys Ocampo Stout is opting to keep both of her kids home, in part because she has a son with asthma. She and other parents of kids who go to Sylvia Mendez Elementary School were especially worried about how teacher reassignment will affect students in the school’s Spanish immersion program. But at the town hall, Stephens said bilingual teachers from the same school will be available for those who stay in distance learning.\u003c/p>\n\u003cp>That’s a relief for Ocampo Stout. Still, she expressed frustration that the reopening fight in Berkeley had devolved into what felt like parents fighting for their own kids to get back at the expense of hers.\u003c/p>\n\u003cp>“Everybody was talking about equity, and then when it comes down to it, we’re just going to ignore that part,” she said. “I don’t dismiss the importance of opening up. I understand that there are kids that are seriously depressed, there are kids that are suicidal. It’s about understanding and being compassionate — the world doesn’t revolve around you, there are other people here, too.”\u003c/p>\n\u003cp>Superintendent Stephens said reassigning students was one of the most difficult decisions the district had to confront. “I recognize it’s not the same,” he said. “We struggled a lot with this decision. We realize there’s an impact.”\u003c/p>\n\u003cp>The district will aim to keep continuing remote learning students who are in the same class together, but they may now be grouped with kids from other schools. Under the plan, far fewer students returning in person will be assigned new teachers.\u003c/p>\n\u003cp>Overall, only 18% of families are opting to keep their kids in distance learning, according to the district. But some parents say they felt pressured into sending kids back in person, because the distance learning option seemed so inferior.\u003c/p>\n\u003cp>“I felt lots and lots of pressure,” said Maria Moreno, whose son goes to Sylvia Mendez Elementary. Her son has asthma, and she would much prefer to keep him home for the rest of the school year, but was so worried about him losing his teacher that she’s sending him back.\u003c/p>\n\u003cp>“I’m going to try it and see what happens,” she said. “But honestly, I’m still scared.”\u003c/p>\n\u003cp>After much debate, Lizet Lopez, whose three children attend Thousand Oaks and Ruth Acty elementary schools, made the same call.\u003c/p>\n\u003cp>She’s sending her kids back in person even though it makes her uncomfortable. “If they told me I will have my teachers and therapists if I stay online, I would stay online,” Lopez said.\u003c/p>\n\u003cp>Significant differences have emerged in which families are opting to put their kids in a classroom again and which are remaining remote-only: 28% of Black families, 23% of English learner families and 26% of socioeconomically disadvantaged families are opting for distance learning, \u003ca href=\"https://www.berkeleyschools.net/2021/03/reopening-information-sessions-and-solidarity-reapertura-sesiones-informativas-y-solidaridad/\" target=\"_blank\" rel=\"noopener noreferrer\">accordinging to district data\u003c/a>, compared to 13% of white families.\u003c/p>\n\u003cp>“We don’t feel comfortable sending our kids back into this environment because systemic racism already hurt our kids, so what’s it going to look like when you add a pandemic?” Santiago said earlier this week.\u003c/p>\n\u003cp>He’s keeping his kids home out of safety concerns and to make space in the physical classrooms for those who really need to return.\u003c/p>\n\u003cp>When the district announced elementary schools would reopen in person five days a week, parents who spent months organizing rallies and pressuring local and state officials to reopen celebrated a major victory, but some Black and Latino parents were alarmed by a perceived lack of attention to students who will stick with learning from home, leading them to call into question the commitment to equity espoused throughout the reopening debate. Late last week, Santiago and other parents formed the group Berkeley Unified Distance Choice Advocates to bring together parents and teachers as advocates for families who are not sending their kids back to classrooms.\u003c/p>\n\u003cp>Before the district took steps to address their concerns, parent Ludovic Blain said a racial inequity existed. “White parents’ demands were met fully 100%,” he said, referring to those who organized for reopening. “Now we’re left with the scraps to try to piece together a semblance of distance learning.” Months before a reopening deal was reached, the teachers union warned of such a possibility in arguing for a measured approach to reopening that was often criticized as too slow.\u003c/p>\n\u003cp>Blain is not ready to send his 11-year-old son back into a classroom at Sylvia Mendez Elementary School, due to “data-based hesitancy,” he said. As an African American, he’s watched the virus take a disproportionate toll on his community, and his wife is vulnerable because of a recent surgery.\u003c/p>\n\u003cp>Now that the situation appears improved for students like his son, who is in the Spanish immersion program, he’s feeling better, though his frustration with the process hasn’t ebbed. “This is all coming out a week \u003cem>after\u003c/em> families had to choose,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11865153\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11865153 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpeg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-1020x681.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut-1536x1026.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS46594_012_KQED_Berkeley_SchoolSitIn_01132021-qut.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Parents who’ve advocated to reopen schools for in-person classes are now focused on getting middle and high school students back to campus full time.\u003c/figcaption>\u003c/figure>\n\u003cp>Lei Levy, who leads a Berkeley parent group that pushed for reopening, expressed regret that the reopening process seemed to pit parents against each other. She takes issue with the characterization of parents who fought hard for the reopening of schools as predominantly affluent and white, and argues framing the issue as a fight between white parents and parents of color is an oversimplification.\u003c/p>\n\u003cp>“We’re just happy that we’re finally at this place that both sides are being considered equally, because it felt like for so long only the distance learning families were being considered,” Levy said. “That’s why our group came into existence; we saw that nobody was advocating for us.”\u003c/p>\n\u003cp>She said she welcomes having another group of parent advocates join the fray.\u003c/p>\n\u003cp>“Parents feel like, ‘Oh, wait, now I have to start advocating for my kids?’ Yeah, you do. We all have to step up right now because lazy policy is being steamrolled over us,” Levy said.\u003c/p>\n\u003cp>Distance Learning teacher assignments will be announced beginning next week.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Local School Boards Have a Lot of Power. Will the Pandemic Change That?",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">School boards in California have historically had a lot of power over decisions at the local level, but the choice to reopen for in-person learning has put that power to the test like never before.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than a thousand California school districts are deciding whether to take advantage of \u003c/span>\u003ca href=\"https://www.kqed.org/news/11863208/california-legislature-approves-plan-to-reopen-schools\">\u003cspan style=\"font-weight: 400\">financial incentives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and reopen classrooms for the youngest and most vulnerable students. Many are facing intense pressure from lawmakers who question the power local school boards have, and from parents who are leading recall efforts.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guest\u003c/b>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://twitter.com/GuyMarzorati\">\u003cspan style=\"font-weight: 400\">Guy Marzorati\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED politics reporter and producer for the \u003ca href=\"https://www.kqed.org/podcasts/politicalbreakdown\">Political Breakdown\u003c/a> podcast\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC6815142613&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Episode transcript \u003ca href=\"http://bit.ly/3rQTf5k\">here\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">School boards in California have historically had a lot of power over decisions at the local level, but the choice to reopen for in-person learning has put that power to the test like never before.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than a thousand California school districts are deciding whether to take advantage of \u003c/span>\u003ca href=\"https://www.kqed.org/news/11863208/california-legislature-approves-plan-to-reopen-schools\">\u003cspan style=\"font-weight: 400\">financial incentives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and reopen classrooms for the youngest and most vulnerable students. Many are facing intense pressure from lawmakers who question the power local school boards have, and from parents who are leading recall efforts.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guest\u003c/b>\u003cspan style=\"font-weight: 400\">: \u003c/span>\u003ca href=\"https://twitter.com/GuyMarzorati\">\u003cspan style=\"font-weight: 400\">Guy Marzorati\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, KQED politics reporter and producer for the \u003ca href=\"https://www.kqed.org/podcasts/politicalbreakdown\">Political Breakdown\u003c/a> podcast\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC6815142613&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Episode transcript \u003ca href=\"http://bit.ly/3rQTf5k\">here\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>When Gov. Gavin Newsom signed Assembly Bill 86 into law on Friday, he marshaled the state’s mighty resources to facilitate a return to classroom learning in thousands of public schools.\u003c/p>\n\u003cp>His signature also ends, for now, the state government’s direct involvement in California’s clamorous school reopening dispute — the latest skirmish in a decades-long debate over whether school policy in California should be driven by state or local officials.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11863208/california-legislature-approves-plan-to-reopen-schools\">Under the legislation\u003c/a>, the state is paying for improved school ventilation, cleaning, tutoring and counseling needed to bring the state’s youngest kids back to class in the next month.\u003c/p>\n\u003cp>But the bill does \u003cem>not\u003c/em> force districts to bring back in-person education, thus leaving the most important details for many parents and students (reopening dates, school-day length, classroom setup) in the hands of locally elected school boards.[pullquote align=\"right\" size=\"medium\" citation=\"Pat Reilly, Democratic political consultant\"]‘Having individual school districts try to negotiate with their labor partners in the thousand-plus school districts in California, from my perspective, is like setting off a bunch of brush fires across the state.’[/pullquote]Legislators of both parties hailed AB 86 as a victory for local control, the concept of leaving decision-making power to officials closest to the voters.\u003c/p>\n\u003cp>“Everybody loves to talk about local control, it’s kind of like something sacred, like motherhood and apple pie,” said Gloria Romero, the former Democratic chair of the state Senate Education Committee.\u003c/p>\n\u003cp>But critics of the approach believe many school boards are proving ineffectual\u003ca href=\"https://www.kqed.org/news/11861466/sfusd-isnt-alone-escalating-pressures-facing-lawmakers-in-school-reopening-debate-across-bay-area\" target=\"_blank\" rel=\"noopener noreferrer\"> in the face of competing local pressures\u003c/a>. In San Francisco, parent groups want to change how school boards are constructed, arguing that a switch to mayoral appointments may produce more competent boards.\u003c/p>\n\u003cp>Others think that the decision to reopen schools is simply too important to delegate to an entanglement of forces working between the Capitol building and California classrooms — what Romero calls the “Byzantine labyrinth” that includes elected school boards, powerful teachers unions, county and state offices of education and the independently elected superintendent of public instruction.\u003c/p>\n\u003cp>“We’re finding out that local control … there are so many fingers in the pot stirring it, blocking it, adding in poison pills,” said Romero, a longtime charter school advocate. “Despite how convoluted that is, the governor has the bully pulpit.”\u003c/p>\n\u003ch3>\u003cstrong>Fear of Local ‘Brush Fires’\u003c/strong>\u003c/h3>\n\u003cp>Critics of Newsom have for months called on him to use executive authority to force teachers back into the classroom — potentially by \u003ca href=\"https://edsource.org/2021/to-help-get-kids-back-in-school-california-should-temporarily-suspend-local-collective-bargaining/646857\" target=\"_blank\" rel=\"noopener noreferrer\">suspending collective bargaining\u003c/a> at the local level.\u003c/p>\n\u003cp>“He should have shown leadership,” said Romero. “He was just, I think, embarrassingly weak and without a backbone.”\u003c/p>\n\u003cp>Now, the fate of reopening will likely be decided through the contentious negotiations taking place between school districts and unions representing teachers, bus drivers, custodians and administrators. Many large districts, including Los Angeles, San Diego and San Francisco, are unlikely to reopen by April 1, after which, the amount of grant funding in AB 86 starts to decline.\u003c/p>\n\u003cp>“Having individual school districts try to negotiate with their labor partners in the thousand-plus school districts in California, from my perspective, is like setting off a bunch of brush fires across the state,” said Pat Reilly, a Democratic political consultant and advocate with the group \u003ca href=\"https://www.openschoolsca.com/\">OpenSchoolsCA\u003c/a>.\u003c/p>\n\u003cp>After months of distance learning, legislative leaders grew impatient with the progress of local reopening talks. Some appeared flummoxed that districts hadn’t done more to resume in-person schooling when infection rates ebbed in September and October.\u003c/p>\n\u003cp>“I am normally a huge proponent of local control, but this year, local control has been a complete failure,” said state Assembly Budget Chair Phil Ting, D-San Francisco, in a hearing last month on the school reopening plan.\u003c/p>\n\u003ch3>\u003cstrong>‘A First Step’\u003c/strong>\u003c/h3>\n\u003cp>In the end, however, local control carried the day. Lawmakers hailed AB 86 for setting a uniform standard of “flexibility.”\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"school-reopening\"]But without a mandate, the bill might not move the needle in the most stubborn negotiations. And the legislation has no effect at all on the vast majority of middle and high school students. The plan only provides grants to bring back elementary school grades, along with one grade of middle or high school.\u003c/p>\n\u003cp>At Friday’s virtual bill-signing ceremony, Ting was left to describe the bill he authored as “a first step.”\u003c/p>\n\u003cp>“We’re going to go home to all our districts and beg all our districts to open up, use this money,” he added.\u003c/p>\n\u003cp>To be sure, the deference that Newsom and the Legislature have given to local decision-making is borne of the vast differences in public schools throughout the state.\u003c/p>\n\u003cp>“When you look at 58 counties, a thousand-plus school districts, this truly is a challenge at scale that no other state in the country is faced with,” Newsom said as he signed the legislation.\u003c/p>\n\u003cp>By comparison, former Rhode Island Gov. Gina Raimondo, a Democrat who \u003ca href=\"https://www.nytimes.com/2021/02/10/magazine/school-reopenings-rhode-island.html\" target=\"_blank\" rel=\"noopener noreferrer\">gained national recognition\u003c/a> for her work in reopening schools last year, dealt with roughly 60 districts — and the state already had control over its largest school district, in Providence.\u003c/p>\n\u003cp>California’s new legislation ensures the state will not be a hurdle for districts keen on opening their doors: There are no mandates to vaccinate teachers or reach collective bargaining agreements with unions — and districts located in counties outside of California’s purple COVID-19 tier will not be required to test students and staff for the virus.\u003c/p>\n\u003cp>Ultimately, the bill’s guarantee that 10% of the state’s vaccine doses be set aside for school employees (codifying an earlier promise made by Newsom) may be the most important provision in nudging teachers back into the classroom. In just the last week, an increasing vaccine supply and the hope of a continued decline in infections has accelerated the progress of reopening schools in large districts like \u003ca href=\"https://www.kqed.org/news/11863665/questions-linger-as-san-francisco-schools-aim-to-reopen-next-month\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco\u003c/a> and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article249615263.html\" target=\"_blank\" rel=\"noopener noreferrer\">Fresno\u003c/a>.\u003c/p>\n\u003cp>Republicans are generally supportive of handing authority to local governments; the leading Republicans seeking to challenge Newsom in a potential recall election this year said they would also not have suspended collective bargaining rights to force reopenings. Just four GOP legislators in the state Senate and Assembly voted against the plan.\u003c/p>\n\u003cp>State Sen. Rosilicie Ochoa Bogh, R-Yucaipa, argued that “it is essential that we have local control.”\u003c/p>\n\u003cp>She recalled a recent meeting with constituents, when a frustrated audience member asked her who bears responsibility for the decisions being made at his local school.\u003c/p>\n\u003cp>“I said, ‘You are, you are ultimately in control of your local schools,’ ” said Ochoa Bogh, who served on the Yucaipa-Calimesa Joint Unified School District before her election to the Senate last year.\u003c/p>\n\u003cp>“If you’re not happy then, lo and behold, go ahead and find candidates that reflect your values and your vision of education and get them elected,” she said.\u003c/p>\n\u003ch3>\u003cstrong>Attention on School Boards \u003c/strong>\u003c/h3>\n\u003cp>In a number of cities across the state, many parents aren’t waiting for the next election to decide the fate of their school boards. Recall campaigns against individual board members have been launched in Benicia, La Mesa and San Ramon. And in San Francisco, critics of the board are pursuing a recall and a wholesale change in how members are selected.\u003c/p>\n\u003cp>Facing both impatient Sacramento lawmakers and exasperated parents, “school boards have really been stuck in the middle,” said Troy Flint, senior director of communications for the California School Boards Association.\u003c/p>\n\u003cp>“They’re dealing with parent communities which are often rife with division on this issue,” he said. “And they don’t really have the framework needed to effectively pursue negotiations on reopening, because there hasn’t until now been the standard for the state on what acceptable measures of safety are to reopen.”\u003cbr>\n[ad fullwidth]\u003cbr>\nBy and large, parents furious with the lack of progress on reopenings argue their elected boards are too aligned with local teachers unions — and thus more likely to prioritize the safety of educators over the education and \u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/18/953581851/ive-tried-everything-pandemic-has-cut-options-for-kids-with-mental-illness\" target=\"_blank\" rel=\"noopener noreferrer\">mental well-being\u003c/a> of students, which have \u003ca href=\"https://www.ppic.org/publication/who-is-losing-ground-with-distance-learning-in-california/\" target=\"_blank\" rel=\"noopener noreferrer\">suffered greatly\u003c/a> during the pandemic.\u003c/p>\n\u003cp>That perceived imbalance is likely a result of shifts in education decision-making over the last half century, said Gary Hart, the former state secretary of education under Gov. Gray Davis.\u003c/p>\n\u003cp>Until the 1970s, school boards had greater control over decisions to tax and spend on local schools. That provided an incentive for business-minded community members to run for seats on the board to provide a check on members more sympathetic to teachers.\u003c/p>\n\u003cp>That began to change in 1971, when the California Supreme Court ruled that the state’s education funding scheme \u003ca href=\"https://scocal.stanford.edu/opinion/serrano-v-priest-27628\" target=\"_blank\" rel=\"noopener noreferrer\">disadvantaged students in low-income neighborhoods\u003c/a> where fewer local taxes could be raised to pay for schools. Then, in 1978, voters overwhelmingly approved Proposition 13, the landmark initiative that dramatically shrunk the amount of local property tax revenue that schools had traditionally relied on, forcing districts to feed from the trough of state revenue controlled by the Legislature and governor.\u003c/p>\n\u003cp>“School boards no longer had much overall control of their school budgets, particularly as it related to increases in spending,” Hart said. “So as a result of that, I think there was a diminishment of civic leaders serving on school boards.”\u003c/p>\n\u003cp>In their place, he said, emerged increasingly diverse school board candidates who were more aligned with the California Teachers Association.\u003c/p>\n\u003ch3>\u003cstrong>Mayoral Involvement\u003c/strong>\u003c/h3>\n\u003cp>Beyond recall campaigns, parent advocates and some supervisors in San Francisco say the answer is to \u003ca href=\"https://www.kqed.org/coronavirusliveupdates/news/11861151/new-pac-targets-san-francisco-school-board-over-reopening\" target=\"_blank\" rel=\"noopener noreferrer\">move away from a citywide election of school board members\u003c/a> — either by splitting the election into districts, or by \u003ca href=\"https://www.sfchronicle.com/local/heatherknight/article/Should-S-F-City-Hall-control-the-school-board-16005019.php\" target=\"_blank\" rel=\"noopener noreferrer\">giving the mayor direct power\u003c/a> to appoint the board.\u003c/p>\n\u003cp>“I think that there needs to be some change, what that change is, is yet to be determined,” San Francisco Mayor London Breed said in a \u003ca href=\"https://www.kqed.org/forum/2010101882236/2010101882236\" target=\"_blank\" rel=\"noopener noreferrer\">recent interview on KQED Forum\u003c/a>, when asked about the possibility of appointing the board. “I know that folks who don’t even have kids in the school district are paying very close attention to the fact that the leaders of our school district are not up for the task of doing what’s necessary to get our kids back in school.”\u003c/p>\n\u003cp>Oakland Mayor Libby Schaaf, who has joined parents at recent rallies to support reopening, was reluctant to endorse more mayoral control over schools. She told KQED she believes “shared governance in our city is the best model right now.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"San Francisco Mayor London Breed\"]‘I think that there needs to be some change, what that change is, is yet to be determined.’[/pullquote]Mayors in cities such as Chicago and New York (where schools have opened) appoint a controlling share of their local school boards. But in California, efforts by mayors to play a larger role in school policy have largely fallen flat.\u003c/p>\n\u003cp>In 2000, then-Oakland Mayor Jerry Brown \u003ca href=\"https://www.kqed.org/news/11795095/direct-action\" target=\"_blank\" rel=\"noopener noreferrer\">convinced voters to pass Measure D\u003c/a>, giving him three appointments to the school board. But still lacking a majority, Brown wrestled with the board for the next few years before turning his attention to creating his own charter schools.\u003c/p>\n\u003cp>And in Los Angeles, former Mayor Antonio Villaraigosa, an adamant proponent of charter schools, received permission from the Legislature to take control of individual schools and hire the district’s superintendent. But months after those changes were enacted, \u003ca href=\"https://www.npr.org/templates/story/story.php?storyId=6663370\" target=\"_blank\" rel=\"noopener noreferrer\">they were ruled unconstitutional \u003c/a>by a Superior Court judge.\u003c/p>\n\u003cp>In recent years, school boards have trended toward even greater localized control — with hundreds of districts \u003ca href=\"https://edsource.org/2019/california-school-district-latest-to-change-board-elections-to-better-reflect-diversity-of-community/609854\" target=\"_blank\" rel=\"noopener noreferrer\">switching to electing members\u003c/a> from individual geographic districts, rather than through citywide elections. Most recently, voters in San Diego (who rejected the idea of appointed school board members in 2010), \u003ca href=\"https://www.kpbs.org/news/2020/nov/03/election-2020-san-diego-measures-c-d/\" target=\"_blank\" rel=\"noopener noreferrer\">opted to move away\u003c/a> from at-large elections altogether.\u003c/p>\n\u003cp>The debate over reopening schools brings to a head the conflicting feelings of voters, said Larry Tramutola, a political strategist known for his work in school campaigns.\u003c/p>\n\u003cp>“People would like to have school boards to be more competent and represent all people,” he said. “But on the other hand, they want district elections, where school board members are elected by basically small neighborhoods, so it’s often difficult to find quality people — experienced, knowledgeable — to run for these seats.”\u003c/p>\n\u003cp>Those school board seats often become launching pads for elected officials aspiring to reach higher office — though the reopening debate is certain to test the veracity of that narrative.\u003c/p>\n\u003cp>“They can be a stepping stone,” Tramutola said. “But it can be a step into quicksand, too.”\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Hossaini contributed to this report. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Gov. Gavin Newsom signed Assembly Bill 86 into law on Friday, he marshaled the state’s mighty resources to facilitate a return to classroom learning in thousands of public schools.\u003c/p>\n\u003cp>His signature also ends, for now, the state government’s direct involvement in California’s clamorous school reopening dispute — the latest skirmish in a decades-long debate over whether school policy in California should be driven by state or local officials.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11863208/california-legislature-approves-plan-to-reopen-schools\">Under the legislation\u003c/a>, the state is paying for improved school ventilation, cleaning, tutoring and counseling needed to bring the state’s youngest kids back to class in the next month.\u003c/p>\n\u003cp>But the bill does \u003cem>not\u003c/em> force districts to bring back in-person education, thus leaving the most important details for many parents and students (reopening dates, school-day length, classroom setup) in the hands of locally elected school boards.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Legislators of both parties hailed AB 86 as a victory for local control, the concept of leaving decision-making power to officials closest to the voters.\u003c/p>\n\u003cp>“Everybody loves to talk about local control, it’s kind of like something sacred, like motherhood and apple pie,” said Gloria Romero, the former Democratic chair of the state Senate Education Committee.\u003c/p>\n\u003cp>But critics of the approach believe many school boards are proving ineffectual\u003ca href=\"https://www.kqed.org/news/11861466/sfusd-isnt-alone-escalating-pressures-facing-lawmakers-in-school-reopening-debate-across-bay-area\" target=\"_blank\" rel=\"noopener noreferrer\"> in the face of competing local pressures\u003c/a>. In San Francisco, parent groups want to change how school boards are constructed, arguing that a switch to mayoral appointments may produce more competent boards.\u003c/p>\n\u003cp>Others think that the decision to reopen schools is simply too important to delegate to an entanglement of forces working between the Capitol building and California classrooms — what Romero calls the “Byzantine labyrinth” that includes elected school boards, powerful teachers unions, county and state offices of education and the independently elected superintendent of public instruction.\u003c/p>\n\u003cp>“We’re finding out that local control … there are so many fingers in the pot stirring it, blocking it, adding in poison pills,” said Romero, a longtime charter school advocate. “Despite how convoluted that is, the governor has the bully pulpit.”\u003c/p>\n\u003ch3>\u003cstrong>Fear of Local ‘Brush Fires’\u003c/strong>\u003c/h3>\n\u003cp>Critics of Newsom have for months called on him to use executive authority to force teachers back into the classroom — potentially by \u003ca href=\"https://edsource.org/2021/to-help-get-kids-back-in-school-california-should-temporarily-suspend-local-collective-bargaining/646857\" target=\"_blank\" rel=\"noopener noreferrer\">suspending collective bargaining\u003c/a> at the local level.\u003c/p>\n\u003cp>“He should have shown leadership,” said Romero. “He was just, I think, embarrassingly weak and without a backbone.”\u003c/p>\n\u003cp>Now, the fate of reopening will likely be decided through the contentious negotiations taking place between school districts and unions representing teachers, bus drivers, custodians and administrators. Many large districts, including Los Angeles, San Diego and San Francisco, are unlikely to reopen by April 1, after which, the amount of grant funding in AB 86 starts to decline.\u003c/p>\n\u003cp>“Having individual school districts try to negotiate with their labor partners in the thousand-plus school districts in California, from my perspective, is like setting off a bunch of brush fires across the state,” said Pat Reilly, a Democratic political consultant and advocate with the group \u003ca href=\"https://www.openschoolsca.com/\">OpenSchoolsCA\u003c/a>.\u003c/p>\n\u003cp>After months of distance learning, legislative leaders grew impatient with the progress of local reopening talks. Some appeared flummoxed that districts hadn’t done more to resume in-person schooling when infection rates ebbed in September and October.\u003c/p>\n\u003cp>“I am normally a huge proponent of local control, but this year, local control has been a complete failure,” said state Assembly Budget Chair Phil Ting, D-San Francisco, in a hearing last month on the school reopening plan.\u003c/p>\n\u003ch3>\u003cstrong>‘A First Step’\u003c/strong>\u003c/h3>\n\u003cp>In the end, however, local control carried the day. Lawmakers hailed AB 86 for setting a uniform standard of “flexibility.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But without a mandate, the bill might not move the needle in the most stubborn negotiations. And the legislation has no effect at all on the vast majority of middle and high school students. The plan only provides grants to bring back elementary school grades, along with one grade of middle or high school.\u003c/p>\n\u003cp>At Friday’s virtual bill-signing ceremony, Ting was left to describe the bill he authored as “a first step.”\u003c/p>\n\u003cp>“We’re going to go home to all our districts and beg all our districts to open up, use this money,” he added.\u003c/p>\n\u003cp>To be sure, the deference that Newsom and the Legislature have given to local decision-making is borne of the vast differences in public schools throughout the state.\u003c/p>\n\u003cp>“When you look at 58 counties, a thousand-plus school districts, this truly is a challenge at scale that no other state in the country is faced with,” Newsom said as he signed the legislation.\u003c/p>\n\u003cp>By comparison, former Rhode Island Gov. Gina Raimondo, a Democrat who \u003ca href=\"https://www.nytimes.com/2021/02/10/magazine/school-reopenings-rhode-island.html\" target=\"_blank\" rel=\"noopener noreferrer\">gained national recognition\u003c/a> for her work in reopening schools last year, dealt with roughly 60 districts — and the state already had control over its largest school district, in Providence.\u003c/p>\n\u003cp>California’s new legislation ensures the state will not be a hurdle for districts keen on opening their doors: There are no mandates to vaccinate teachers or reach collective bargaining agreements with unions — and districts located in counties outside of California’s purple COVID-19 tier will not be required to test students and staff for the virus.\u003c/p>\n\u003cp>Ultimately, the bill’s guarantee that 10% of the state’s vaccine doses be set aside for school employees (codifying an earlier promise made by Newsom) may be the most important provision in nudging teachers back into the classroom. In just the last week, an increasing vaccine supply and the hope of a continued decline in infections has accelerated the progress of reopening schools in large districts like \u003ca href=\"https://www.kqed.org/news/11863665/questions-linger-as-san-francisco-schools-aim-to-reopen-next-month\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco\u003c/a> and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article249615263.html\" target=\"_blank\" rel=\"noopener noreferrer\">Fresno\u003c/a>.\u003c/p>\n\u003cp>Republicans are generally supportive of handing authority to local governments; the leading Republicans seeking to challenge Newsom in a potential recall election this year said they would also not have suspended collective bargaining rights to force reopenings. Just four GOP legislators in the state Senate and Assembly voted against the plan.\u003c/p>\n\u003cp>State Sen. Rosilicie Ochoa Bogh, R-Yucaipa, argued that “it is essential that we have local control.”\u003c/p>\n\u003cp>She recalled a recent meeting with constituents, when a frustrated audience member asked her who bears responsibility for the decisions being made at his local school.\u003c/p>\n\u003cp>“I said, ‘You are, you are ultimately in control of your local schools,’ ” said Ochoa Bogh, who served on the Yucaipa-Calimesa Joint Unified School District before her election to the Senate last year.\u003c/p>\n\u003cp>“If you’re not happy then, lo and behold, go ahead and find candidates that reflect your values and your vision of education and get them elected,” she said.\u003c/p>\n\u003ch3>\u003cstrong>Attention on School Boards \u003c/strong>\u003c/h3>\n\u003cp>In a number of cities across the state, many parents aren’t waiting for the next election to decide the fate of their school boards. Recall campaigns against individual board members have been launched in Benicia, La Mesa and San Ramon. And in San Francisco, critics of the board are pursuing a recall and a wholesale change in how members are selected.\u003c/p>\n\u003cp>Facing both impatient Sacramento lawmakers and exasperated parents, “school boards have really been stuck in the middle,” said Troy Flint, senior director of communications for the California School Boards Association.\u003c/p>\n\u003cp>“They’re dealing with parent communities which are often rife with division on this issue,” he said. “And they don’t really have the framework needed to effectively pursue negotiations on reopening, because there hasn’t until now been the standard for the state on what acceptable measures of safety are to reopen.”\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nBy and large, parents furious with the lack of progress on reopenings argue their elected boards are too aligned with local teachers unions — and thus more likely to prioritize the safety of educators over the education and \u003ca href=\"https://www.npr.org/sections/health-shots/2021/01/18/953581851/ive-tried-everything-pandemic-has-cut-options-for-kids-with-mental-illness\" target=\"_blank\" rel=\"noopener noreferrer\">mental well-being\u003c/a> of students, which have \u003ca href=\"https://www.ppic.org/publication/who-is-losing-ground-with-distance-learning-in-california/\" target=\"_blank\" rel=\"noopener noreferrer\">suffered greatly\u003c/a> during the pandemic.\u003c/p>\n\u003cp>That perceived imbalance is likely a result of shifts in education decision-making over the last half century, said Gary Hart, the former state secretary of education under Gov. Gray Davis.\u003c/p>\n\u003cp>Until the 1970s, school boards had greater control over decisions to tax and spend on local schools. That provided an incentive for business-minded community members to run for seats on the board to provide a check on members more sympathetic to teachers.\u003c/p>\n\u003cp>That began to change in 1971, when the California Supreme Court ruled that the state’s education funding scheme \u003ca href=\"https://scocal.stanford.edu/opinion/serrano-v-priest-27628\" target=\"_blank\" rel=\"noopener noreferrer\">disadvantaged students in low-income neighborhoods\u003c/a> where fewer local taxes could be raised to pay for schools. Then, in 1978, voters overwhelmingly approved Proposition 13, the landmark initiative that dramatically shrunk the amount of local property tax revenue that schools had traditionally relied on, forcing districts to feed from the trough of state revenue controlled by the Legislature and governor.\u003c/p>\n\u003cp>“School boards no longer had much overall control of their school budgets, particularly as it related to increases in spending,” Hart said. “So as a result of that, I think there was a diminishment of civic leaders serving on school boards.”\u003c/p>\n\u003cp>In their place, he said, emerged increasingly diverse school board candidates who were more aligned with the California Teachers Association.\u003c/p>\n\u003ch3>\u003cstrong>Mayoral Involvement\u003c/strong>\u003c/h3>\n\u003cp>Beyond recall campaigns, parent advocates and some supervisors in San Francisco say the answer is to \u003ca href=\"https://www.kqed.org/coronavirusliveupdates/news/11861151/new-pac-targets-san-francisco-school-board-over-reopening\" target=\"_blank\" rel=\"noopener noreferrer\">move away from a citywide election of school board members\u003c/a> — either by splitting the election into districts, or by \u003ca href=\"https://www.sfchronicle.com/local/heatherknight/article/Should-S-F-City-Hall-control-the-school-board-16005019.php\" target=\"_blank\" rel=\"noopener noreferrer\">giving the mayor direct power\u003c/a> to appoint the board.\u003c/p>\n\u003cp>“I think that there needs to be some change, what that change is, is yet to be determined,” San Francisco Mayor London Breed said in a \u003ca href=\"https://www.kqed.org/forum/2010101882236/2010101882236\" target=\"_blank\" rel=\"noopener noreferrer\">recent interview on KQED Forum\u003c/a>, when asked about the possibility of appointing the board. “I know that folks who don’t even have kids in the school district are paying very close attention to the fact that the leaders of our school district are not up for the task of doing what’s necessary to get our kids back in school.”\u003c/p>\n\u003cp>Oakland Mayor Libby Schaaf, who has joined parents at recent rallies to support reopening, was reluctant to endorse more mayoral control over schools. She told KQED she believes “shared governance in our city is the best model right now.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Mayors in cities such as Chicago and New York (where schools have opened) appoint a controlling share of their local school boards. But in California, efforts by mayors to play a larger role in school policy have largely fallen flat.\u003c/p>\n\u003cp>In 2000, then-Oakland Mayor Jerry Brown \u003ca href=\"https://www.kqed.org/news/11795095/direct-action\" target=\"_blank\" rel=\"noopener noreferrer\">convinced voters to pass Measure D\u003c/a>, giving him three appointments to the school board. But still lacking a majority, Brown wrestled with the board for the next few years before turning his attention to creating his own charter schools.\u003c/p>\n\u003cp>And in Los Angeles, former Mayor Antonio Villaraigosa, an adamant proponent of charter schools, received permission from the Legislature to take control of individual schools and hire the district’s superintendent. But months after those changes were enacted, \u003ca href=\"https://www.npr.org/templates/story/story.php?storyId=6663370\" target=\"_blank\" rel=\"noopener noreferrer\">they were ruled unconstitutional \u003c/a>by a Superior Court judge.\u003c/p>\n\u003cp>In recent years, school boards have trended toward even greater localized control — with hundreds of districts \u003ca href=\"https://edsource.org/2019/california-school-district-latest-to-change-board-elections-to-better-reflect-diversity-of-community/609854\" target=\"_blank\" rel=\"noopener noreferrer\">switching to electing members\u003c/a> from individual geographic districts, rather than through citywide elections. Most recently, voters in San Diego (who rejected the idea of appointed school board members in 2010), \u003ca href=\"https://www.kpbs.org/news/2020/nov/03/election-2020-san-diego-measures-c-d/\" target=\"_blank\" rel=\"noopener noreferrer\">opted to move away\u003c/a> from at-large elections altogether.\u003c/p>\n\u003cp>The debate over reopening schools brings to a head the conflicting feelings of voters, said Larry Tramutola, a political strategist known for his work in school campaigns.\u003c/p>\n\u003cp>“People would like to have school boards to be more competent and represent all people,” he said. “But on the other hand, they want district elections, where school board members are elected by basically small neighborhoods, so it’s often difficult to find quality people — experienced, knowledgeable — to run for these seats.”\u003c/p>\n\u003cp>Those school board seats often become launching pads for elected officials aspiring to reach higher office — though the reopening debate is certain to test the veracity of that narrative.\u003c/p>\n\u003cp>“They can be a stepping stone,” Tramutola said. “But it can be a step into quicksand, too.”\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Hossaini contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"onourwatch": {
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"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.",
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"possible": {
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"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.",
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"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
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"pri-the-world": {
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
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