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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last month, Portland agreed to have about five dozen of its police officers deputized as federal agents by the Marshals Service in advance of a rally planned in the city by the right-wing group Proud Boys. The city anticipated potential clashes between left- and right-wing protesters. Troopers from the Oregon State Police and a local sheriff’s department were also deputized.\u003c/p>\n\u003cp>City leaders have since said that they believed the police officers would only be federally deputized for that weekend and sought to cancel the agreement after the rally was over. But the U.S. Attorney for Oregon and the Marshals Service have refused to cancel the deputization, which officially expires on Dec. 31.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The lawsuit also alleges that the U.S. government has illegally erected a fence around the Mark O. Hatfield Courthouse, which is federal property, against the city’s wishes. The fence blocks a major bike thoroughfare that is city property, according to Portland officials.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Alameda County Office of Education on Wednesday announced plans to provide timely COVID-19 testing for teachers and staff in the county's 18 K-12 districts, as well as 12 authorized charter schools.\u003c/p>\n\u003cp>Alameda County Superintendent of Schools Karen Monroe said her office had reached a deal with \u003ca href=\"https://curative.com\">Curative, Inc.\u003c/a>, a COVID-19 testing company, which will provide oral tests using self-administered swabs. The tests will be administered at school sites by nurses or other staff, who will put them in sealed bags for pickup, with results available in 48 hours, according to Monroe.\u003c/p>\n\u003cp>While some Bay Area private, parochial and charter schools have announced plans to resume in-person classes for select students — including at least \u003ca href=\"https://docs.google.com/spreadsheets/d/15YjiQ2ZQoAm614xf9IdzAA0s1WkPj98bhKVmkYdzoI4/edit#gid=0\">34 private and parochial elementary schools\u003c/a> in Alameda County —most of the region's largest districts have stuck with distance learning. Many teachers, as well as parents, have expressed concerns over the lack of timely COVID-19 tests for the thousands of school employees who would need to be tested before safely returning to class.\u003c/p>\n\u003cp>[aside tag=\"covid-19,coronavirus\" label=\"more coverage\"]The contract comes at little or no cost to individual school districts; tests cost $100 each, and the testing company will bill teachers’ insurance providers directly, Monroe said. Additional schools will be able to sign up for testing in the future, she added.\u003c/p>\n\u003cp>“There is no cost to the districts, that's essential,” Monroe said. “Particularly in these times of budget uncertainty at the state level and uncertainty for districts. What it's going to mean for districts is the ability to get results that show that their employees are covered free and give the ability when there is a particular case to respond very quickly.\"\u003c/p>\n\u003cp>Administering the test at school sites, she added, “is critical.”\u003c/p>\n\u003cp>The deal also covers juvenile justice programs — like the Butler Academic Academy — and other alternative public schools.\u003c/p>\n\u003cp>Curative — which has already set up testing kiosks in Berkeley and Los Angeles — is currently working to provide tests to some schools in Texas, but has never worked in California schools.\u003c/p>\n\u003cp>Both the state Department of Health and the Alameda County Public Health Department have recommended testing be in place before in-person classes reopen, and that at least 25% of all school staff who might be in contact with students or each other — from teachers to custodians to bus drivers — be tested every two weeks.[ad fullwidth]\u003c/p>\n\u003cp>Districts, however, can’t reopen schools until teachers' unions agree to the working conditions, and in many districts, the two sides are currently negotiating this.\u003c/p>\n\u003cp>\"Since the pandemic began, we've realized how important it is to have timely and accurate testing,\" Monroe said. \"And because I have the ability to be in meetings and hear conversations at the state level, it became very clear to me that we really did not have a good solution for this. So I began talking to different companies and potential partners to see if we could solve this problem.\"\u003c/p>\n\u003cp>Monroe said the next step is to procure tests for students.\u003c/p>\n\u003cp>But some teachers still have concerns about reopening too soon, despite the new testing plans.\u003c/p>\n\u003cp>“Testing does nothing to mitigate the risk factors that exist for me and my students: Our zip code has one of the highest infection rates in the county, our classrooms are tiny and lack adequate ventilation, [there are] high rates of asthma and other underlying conditions in our student and staff population,\" said Maya Brodkey, a teacher at Fremont High School in Oakland. “Distance learning isn’t serving our kids, but I would rather they get a spotty education than risk them (or our staff) getting sick.”\u003c/p>\n\u003cp>Along with testing, many parents and teachers have demanded that districts provide adequate PPE, emergency contact tracing plans and deep cleaning plans, as well as clearly communicated plans for staggered drop offs. Public health recommendations also include restricting classes to small cohorts of students who should remain isolated during lunch, recess and bathroom breaks. Schools and districts are also encouraged to develop contingency plans should an outbreak occur.\u003c/p>\n\u003cp>Schools in California can reopen for in-person instruction at any time if they are located in counties that have not been on the \u003ca href=\"https://covid19.ca.gov/safer-economy/\">state's monitoring list\u003c/a> within the last 14 days.\u003c/p>\n\u003cp>California has approved over 900 public and private elementary schools for in-person learning, according the Department of Public Health. Alameda and Santa Clara counties will join San Francisco in the orange tier — which allows schools to reopen physical classrooms — as long as they follow \u003ca href=\"https://files.covid19.ca.gov/pdf/guidance-schools--en.pdf\">state guidance\u003c/a> on how to do so safely. As a condition for reopening, several Bay Area teachers unions are pushing for worksite-specific COVID-19 prevention plans that outline how schools will conduct timely testing and contact tracing.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond on Thursday said there is no one-size-fits-all solution to making sure every school can reopen safely.\u003c/p>\n\u003cp>“Until we learn more about what we’re dealing with, with the coronavirus, until there's a vaccine, we have to continue to do the things that are proven and that can keep us safe,” he said.\u003c/p>\n\u003cp>\u003cem>This post has been updated. It includes reporting from KQED's Marco Siler-Gonzales.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The contract comes at little or no cost to individual school districts; tests cost $100 each, and the testing company will bill teachers’ insurance providers directly, Monroe said. Additional schools will be able to sign up for testing in the future, she added.\u003c/p>\n\u003cp>“There is no cost to the districts, that's essential,” Monroe said. “Particularly in these times of budget uncertainty at the state level and uncertainty for districts. What it's going to mean for districts is the ability to get results that show that their employees are covered free and give the ability when there is a particular case to respond very quickly.\"\u003c/p>\n\u003cp>Administering the test at school sites, she added, “is critical.”\u003c/p>\n\u003cp>The deal also covers juvenile justice programs — like the Butler Academic Academy — and other alternative public schools.\u003c/p>\n\u003cp>Curative — which has already set up testing kiosks in Berkeley and Los Angeles — is currently working to provide tests to some schools in Texas, but has never worked in California schools.\u003c/p>\n\u003cp>Both the state Department of Health and the Alameda County Public Health Department have recommended testing be in place before in-person classes reopen, and that at least 25% of all school staff who might be in contact with students or each other — from teachers to custodians to bus drivers — be tested every two weeks.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Districts, however, can’t reopen schools until teachers' unions agree to the working conditions, and in many districts, the two sides are currently negotiating this.\u003c/p>\n\u003cp>\"Since the pandemic began, we've realized how important it is to have timely and accurate testing,\" Monroe said. \"And because I have the ability to be in meetings and hear conversations at the state level, it became very clear to me that we really did not have a good solution for this. So I began talking to different companies and potential partners to see if we could solve this problem.\"\u003c/p>\n\u003cp>Monroe said the next step is to procure tests for students.\u003c/p>\n\u003cp>But some teachers still have concerns about reopening too soon, despite the new testing plans.\u003c/p>\n\u003cp>“Testing does nothing to mitigate the risk factors that exist for me and my students: Our zip code has one of the highest infection rates in the county, our classrooms are tiny and lack adequate ventilation, [there are] high rates of asthma and other underlying conditions in our student and staff population,\" said Maya Brodkey, a teacher at Fremont High School in Oakland. “Distance learning isn’t serving our kids, but I would rather they get a spotty education than risk them (or our staff) getting sick.”\u003c/p>\n\u003cp>Along with testing, many parents and teachers have demanded that districts provide adequate PPE, emergency contact tracing plans and deep cleaning plans, as well as clearly communicated plans for staggered drop offs. Public health recommendations also include restricting classes to small cohorts of students who should remain isolated during lunch, recess and bathroom breaks. Schools and districts are also encouraged to develop contingency plans should an outbreak occur.\u003c/p>\n\u003cp>Schools in California can reopen for in-person instruction at any time if they are located in counties that have not been on the \u003ca href=\"https://covid19.ca.gov/safer-economy/\">state's monitoring list\u003c/a> within the last 14 days.\u003c/p>\n\u003cp>California has approved over 900 public and private elementary schools for in-person learning, according the Department of Public Health. Alameda and Santa Clara counties will join San Francisco in the orange tier — which allows schools to reopen physical classrooms — as long as they follow \u003ca href=\"https://files.covid19.ca.gov/pdf/guidance-schools--en.pdf\">state guidance\u003c/a> on how to do so safely. As a condition for reopening, several Bay Area teachers unions are pushing for worksite-specific COVID-19 prevention plans that outline how schools will conduct timely testing and contact tracing.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond on Thursday said there is no one-size-fits-all solution to making sure every school can reopen safely.\u003c/p>\n\u003cp>“Until we learn more about what we’re dealing with, with the coronavirus, until there's a vaccine, we have to continue to do the things that are proven and that can keep us safe,” he said.\u003c/p>\n\u003cp>\u003cem>This post has been updated. It includes reporting from KQED's Marco Siler-Gonzales.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The night before the first day of in-person instruction for elementary students in San Diego County’s Poway Unified School District, principals sent families detailed instructions on how to drop off their children.\u003c/p>\n\u003cp>The following Thursday morning, “welcome back” balloons adorned campuses’ front gates and school employees took students’ temperatures as they waited inside their parents’ cars. Principals from other schools in the district watched the process unfold, looking for processes they could implement at their own soon-to-reopen schools.\u003c/p>\n\u003cp>So began for Poway the hybrid learning experiment playing out \u003ca href=\"https://www.nytimes.com/2020/09/25/nyregion/all-eyes-are-on-new-york-can-it-pull-off-hybrid-learning-in-schools.html\" target=\"_blank\" rel=\"noreferrer noopener\">across the country\u003c/a>.\u003c/p>\n\u003cp>In Poway, one of the largest California school districts to attempt reopening campuses, elementary students learning in person will attend their school in cohorts for part of each weekday — either morning or afternoon — and learn asynchronously, or on their own, the rest of the school day. Families also have the choice to keep their students in full-time remote learning programs.\u003c/p>\n\u003cp>All of Poway’s 26 elementary schools will be open for a hybrid learning option Oct. 12. While the smaller continuation high school will launch its hybrid program this week — kids will alternate days on campus — still to be determined is how the district of more than 36,000 students will bring back its middle- and high-school students on campuses.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s not even that you’re building the plane as you’re flying,” Marian Kim Phelps, Poway’s superintendent, said. “We’re actually flying the plane and inventing what we’re building as we’re going.”\u003c/p>\n\u003ch3>Can’t please everyone\u003c/h3>\n\u003cp>As more California schools gain permission from the state to offer in-person instruction, they are grappling with a massive logistical puzzle: How, exactly, do you operate schools within schools, where some students attend classes in person in some form while others learn remotely full-time?\u003c/p>\n\u003cp>Giving families the option to choose between a hybrid, or blended, model — meaning students split their time learning on campus and at home — and full-time remote learning appears to be the course that many of the state’s school districts are charting toward. [pullquote size=\"medium\" align=\"right\" citation=\"Jim hanlon, Chico Unified School District\"]‘We have parents on one end of the spectrum begging us to reopen the schools, and we have parents clearly on the other side saying it is absolutely foolish to open the schools. And then there’s a whole bunch of people in between.’[/pullquote]\u003c/p>\n\u003cp>Some of that is born out of necessity. The state \u003ca href=\"https://calmatters.org/education/2020/06/california-schools-reopening-guidelines/\">signaled this summer\u003c/a> that schools would likely have to implement some form of \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/documents/strongertogether.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">hybrid scheduling\u003c/a> in order to reduce class sizes and implement the social distancing and \u003ca href=\"https://calmatters.org/education/2020/09/california-school-reopening/\">safety measures\u003c/a> that help mitigate the spread of the coronavirus.\u003c/p>\n\u003cp>The plans to give families a choice also reflect the fact that, in any given community across the state, there are widely diverging thoughts from families and educators on when, how and if schools should physically reopen.\u003c/p>\n\u003cp>“We have parents on one end of the spectrum begging us to reopen the schools, and we have parents clearly on the other side saying it is absolutely foolish to open the schools. And then there’s a whole bunch of people in between,” said Jim Hanlon, an assistant superintendent in Chico Unified.\u003c/p>\n\u003cp>The largest school district in Butte County has tentatively circled Oct. 19 as its transition date toward a hybrid learning option. Hanlon said while it’s not possible to satisfy everyone in the community, the district plans to “offer options where everyone along that spectrum can have a choice that they’re at least OK with.”\u003c/p>\n\u003cp>Adding to the complexity, the preferences from teachers and parents do not neatly align in some Poway campuses, Phelps said, noting that at one campus, 80% of staff want to return in person, compared with 40% of families at that school.\u003c/p>\n\u003cp>Meanwhile, secondary schools present an altogether different challenge in a district the size of Poway’s because older students have multiple teachers, likely requiring a different approach from elementary schools. One possibility could be “simultaneous learning,” Phelps said, in which teachers instruct a cohort of students in person while another group of pupils tune into lessons online at home.\u003c/p>\n\u003ch3>Hybrid headaches\u003c/h3>\n\u003cp>Hybrid models vary widely across the state, with some school systems offering to bring students back one day a week, others planning on doing so on alternating days and still other schools planning on five days a week under a shortened schedule.\u003c/p>\n\u003cp>Western Placer Unified, a district of 9,700 students, settled on the latter option as it began its hybrid program Tuesday, in part because most parents in the community told the district a 5-day schedule gave their families the most stability, according to district superintendent Scott Leaman. With roughly 30% of students enrolled in full-time remote learning, teachers in Western Placer will have groups of students both learning in-person and remotely, he said.\u003c/p>\n\u003cp>Teachers will have the flexibility to determine how they will handle the two cohorts, with some potentially teaching their in-person cohort in the mornings and remote group in the afternoon, or simultaneously.\u003c/p>\n\u003cp>“When you look from district to district, everyone’s making decisions based on their student population and how they need to service their students,” Leaman said.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11841869 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/10/Screen-Shot-2020-10-11-at-10.18.04-AM.png\" alt=\"\" width=\"388\" height=\"673\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/10/Screen-Shot-2020-10-11-at-10.18.04-AM.png 388w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/10/Screen-Shot-2020-10-11-at-10.18.04-AM-160x278.png 160w\" sizes=\"(max-width: 388px) 100vw, 388px\">\u003c/p>\n\u003cp>As schools attempt to move toward hybrid schedules, the thorniest issues are ones that schools did not have to contemplate in normal times. Mid-year recalibrations to school schedules could make it difficult for some students to remain with the same teacher or even in the same school, as some districts mull whether to \u003ca href=\"https://www.desertsun.com/story/news/education/2020/10/06/desert-sands-set-vote-hybrid-school-reopening-plan-protest/3631002001/\" target=\"_blank\" rel=\"noreferrer noopener\">dedicate separate virtual schools\u003c/a> to educate students in remote learning.\u003c/p>\n\u003cp>Several school districts are hiring more personnel to handle the \u003ca href=\"https://www.chalkbeat.org/2020/10/1/21497795/teaching-in-person-and-virtual-students-at-once-is-an-instructional-nightmare-some-educators-say\" target=\"_blank\" rel=\"noreferrer noopener\">demanding workloads\u003c/a> of teachers in hybrid classrooms. Chico, for instance, hired 12 extra teachers to help operate its online academy, where enrollment this year shot up, and has reclassified some of its classified employees to help clean and sanitize classrooms as cohorts of elementary students switch out during the school day.\u003c/p>\n\u003cp>Poway, among the largest 25 districts in the state, added custodial staff and 28 teachers for its elementary schools, alone. Teachers there have the option to teach in person or remotely, said Phelps, the superintendent, with in-person elementary teachers leading two cohorts of students each weekday in the morning and afternoon.\u003c/p>\n\u003ch3>Fall of uncertainty\u003c/h3>\n\u003cp>As of Tuesday October 6, 43 counties have moved out of the state’s most restrictive tier in the \u003ca href=\"https://covid19.ca.gov/safer-economy/\" target=\"_blank\" rel=\"noreferrer noopener\">four color-coded list\u003c/a> governing business and school reopenings. That means that, theoretically, schools representing 59% of the state’s 6.1 million K-12 students will be allowed by the state to offer in-person instruction by the end of the October if their counties remain outside of the purple tier, the most restrictive tier signaling “widespread” transmission of the virus.\u003c/p>\n\u003cp>But for the first time since the state introduced its tiered list in \u003ca href=\"https://www.latimes.com/california/story/2020-08-29/when-can-schools-reopen-under-new-state-rules-its-all-about-color-tiers-and-waivers\" target=\"_blank\" rel=\"noreferrer noopener\">late August\u003c/a>,\u003cstrong> \u003c/strong>some counties have \u003ca href=\"https://www.latimes.com/california/story/2020-10-06/2-counties-move-back-on-states-covid-19-reopening-plan\" target=\"_blank\" rel=\"noreferrer noopener\">fallen back\u003c/a> into more restrictive tiers, highlighting the fluidity of local public-health pictures. With flu season underway and coronavirus cases across the state plateauing, it’s not clear whether infections across California will stay low enough for sustained runs at in-person learning before the end of the calendar year.\u003c/p>\n\u003cp>The state’s top health official said on October 6 that school reopenings \u003ca href=\"https://www.sacbee.com/news/coronavirus/article246264885.html\" target=\"_blank\" rel=\"noreferrer noopener\">have not factored\u003c/a> toward rising cases in California.[aside tag=\"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>Currently, a large majority of California school districts are doing full-time remote learning. Several large, urban districts have begun to set target dates for in-person instruction, though timelines are uncertain for some of the state’s largest district. Some \u003ca href=\"https://calmatters.org/education/2020/08/rural-california-schools-in-person/\">small and rural schools\u003c/a> are already doing hybrid learning.\u003c/p>\n\u003cp>Several school systems that have green lights for reopening are holding off on immediate reopenings as they wrestle with \u003ca href=\"https://calmatters.org/health/2020/09/schools-questions-covid-testing-costs/\">how to test employees and students for the virus\u003c/a> and trace cases. State and federal governments have largely taken a hands-off approach on these pressing issues, adding to local tensions.\u003c/p>\n\u003cp>In Poway, bringing students back on campuses was a decision that was “in the best educational and social wellness for our children,” Phelps said.\u003c/p>\n\u003cp>Still, limited staffing and classroom space could cap the extent to which students might be able to return on campus. Education leaders and advocates have urged the federal government to help reopen schools with added safety measures, such as testing, though latest discussions \u003ca href=\"https://www.bbc.com/news/world-us-canada-54443057\" target=\"_blank\" rel=\"noreferrer noopener\">have stalled\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We don’t have (the) kind of money to pay for hiring a whole new staff essentially to run a whole new school for every one school, two schools within a school,” Phelps said.\u003c/p>\n\u003cdiv class=\"wp-block-group newspack-pattern donation__style-2\">\n\u003cdiv class=\"wp-block-group__inner-container\">\u003c/div>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The night before the first day of in-person instruction for elementary students in San Diego County’s Poway Unified School District, principals sent families detailed instructions on how to drop off their children.\u003c/p>\n\u003cp>The following Thursday morning, “welcome back” balloons adorned campuses’ front gates and school employees took students’ temperatures as they waited inside their parents’ cars. Principals from other schools in the district watched the process unfold, looking for processes they could implement at their own soon-to-reopen schools.\u003c/p>\n\u003cp>So began for Poway the hybrid learning experiment playing out \u003ca href=\"https://www.nytimes.com/2020/09/25/nyregion/all-eyes-are-on-new-york-can-it-pull-off-hybrid-learning-in-schools.html\" target=\"_blank\" rel=\"noreferrer noopener\">across the country\u003c/a>.\u003c/p>\n\u003cp>In Poway, one of the largest California school districts to attempt reopening campuses, elementary students learning in person will attend their school in cohorts for part of each weekday — either morning or afternoon — and learn asynchronously, or on their own, the rest of the school day. Families also have the choice to keep their students in full-time remote learning programs.\u003c/p>\n\u003cp>All of Poway’s 26 elementary schools will be open for a hybrid learning option Oct. 12. While the smaller continuation high school will launch its hybrid program this week — kids will alternate days on campus — still to be determined is how the district of more than 36,000 students will bring back its middle- and high-school students on campuses.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not even that you’re building the plane as you’re flying,” Marian Kim Phelps, Poway’s superintendent, said. “We’re actually flying the plane and inventing what we’re building as we’re going.”\u003c/p>\n\u003ch3>Can’t please everyone\u003c/h3>\n\u003cp>As more California schools gain permission from the state to offer in-person instruction, they are grappling with a massive logistical puzzle: How, exactly, do you operate schools within schools, where some students attend classes in person in some form while others learn remotely full-time?\u003c/p>\n\u003cp>Giving families the option to choose between a hybrid, or blended, model — meaning students split their time learning on campus and at home — and full-time remote learning appears to be the course that many of the state’s school districts are charting toward. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some of that is born out of necessity. The state \u003ca href=\"https://calmatters.org/education/2020/06/california-schools-reopening-guidelines/\">signaled this summer\u003c/a> that schools would likely have to implement some form of \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/documents/strongertogether.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">hybrid scheduling\u003c/a> in order to reduce class sizes and implement the social distancing and \u003ca href=\"https://calmatters.org/education/2020/09/california-school-reopening/\">safety measures\u003c/a> that help mitigate the spread of the coronavirus.\u003c/p>\n\u003cp>The plans to give families a choice also reflect the fact that, in any given community across the state, there are widely diverging thoughts from families and educators on when, how and if schools should physically reopen.\u003c/p>\n\u003cp>“We have parents on one end of the spectrum begging us to reopen the schools, and we have parents clearly on the other side saying it is absolutely foolish to open the schools. And then there’s a whole bunch of people in between,” said Jim Hanlon, an assistant superintendent in Chico Unified.\u003c/p>\n\u003cp>The largest school district in Butte County has tentatively circled Oct. 19 as its transition date toward a hybrid learning option. Hanlon said while it’s not possible to satisfy everyone in the community, the district plans to “offer options where everyone along that spectrum can have a choice that they’re at least OK with.”\u003c/p>\n\u003cp>Adding to the complexity, the preferences from teachers and parents do not neatly align in some Poway campuses, Phelps said, noting that at one campus, 80% of staff want to return in person, compared with 40% of families at that school.\u003c/p>\n\u003cp>Meanwhile, secondary schools present an altogether different challenge in a district the size of Poway’s because older students have multiple teachers, likely requiring a different approach from elementary schools. One possibility could be “simultaneous learning,” Phelps said, in which teachers instruct a cohort of students in person while another group of pupils tune into lessons online at home.\u003c/p>\n\u003ch3>Hybrid headaches\u003c/h3>\n\u003cp>Hybrid models vary widely across the state, with some school systems offering to bring students back one day a week, others planning on doing so on alternating days and still other schools planning on five days a week under a shortened schedule.\u003c/p>\n\u003cp>Western Placer Unified, a district of 9,700 students, settled on the latter option as it began its hybrid program Tuesday, in part because most parents in the community told the district a 5-day schedule gave their families the most stability, according to district superintendent Scott Leaman. With roughly 30% of students enrolled in full-time remote learning, teachers in Western Placer will have groups of students both learning in-person and remotely, he said.\u003c/p>\n\u003cp>Teachers will have the flexibility to determine how they will handle the two cohorts, with some potentially teaching their in-person cohort in the mornings and remote group in the afternoon, or simultaneously.\u003c/p>\n\u003cp>“When you look from district to district, everyone’s making decisions based on their student population and how they need to service their students,” Leaman said.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11841869 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/10/Screen-Shot-2020-10-11-at-10.18.04-AM.png\" alt=\"\" width=\"388\" height=\"673\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/10/Screen-Shot-2020-10-11-at-10.18.04-AM.png 388w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/10/Screen-Shot-2020-10-11-at-10.18.04-AM-160x278.png 160w\" sizes=\"(max-width: 388px) 100vw, 388px\">\u003c/p>\n\u003cp>As schools attempt to move toward hybrid schedules, the thorniest issues are ones that schools did not have to contemplate in normal times. Mid-year recalibrations to school schedules could make it difficult for some students to remain with the same teacher or even in the same school, as some districts mull whether to \u003ca href=\"https://www.desertsun.com/story/news/education/2020/10/06/desert-sands-set-vote-hybrid-school-reopening-plan-protest/3631002001/\" target=\"_blank\" rel=\"noreferrer noopener\">dedicate separate virtual schools\u003c/a> to educate students in remote learning.\u003c/p>\n\u003cp>Several school districts are hiring more personnel to handle the \u003ca href=\"https://www.chalkbeat.org/2020/10/1/21497795/teaching-in-person-and-virtual-students-at-once-is-an-instructional-nightmare-some-educators-say\" target=\"_blank\" rel=\"noreferrer noopener\">demanding workloads\u003c/a> of teachers in hybrid classrooms. Chico, for instance, hired 12 extra teachers to help operate its online academy, where enrollment this year shot up, and has reclassified some of its classified employees to help clean and sanitize classrooms as cohorts of elementary students switch out during the school day.\u003c/p>\n\u003cp>Poway, among the largest 25 districts in the state, added custodial staff and 28 teachers for its elementary schools, alone. Teachers there have the option to teach in person or remotely, said Phelps, the superintendent, with in-person elementary teachers leading two cohorts of students each weekday in the morning and afternoon.\u003c/p>\n\u003ch3>Fall of uncertainty\u003c/h3>\n\u003cp>As of Tuesday October 6, 43 counties have moved out of the state’s most restrictive tier in the \u003ca href=\"https://covid19.ca.gov/safer-economy/\" target=\"_blank\" rel=\"noreferrer noopener\">four color-coded list\u003c/a> governing business and school reopenings. That means that, theoretically, schools representing 59% of the state’s 6.1 million K-12 students will be allowed by the state to offer in-person instruction by the end of the October if their counties remain outside of the purple tier, the most restrictive tier signaling “widespread” transmission of the virus.\u003c/p>\n\u003cp>But for the first time since the state introduced its tiered list in \u003ca href=\"https://www.latimes.com/california/story/2020-08-29/when-can-schools-reopen-under-new-state-rules-its-all-about-color-tiers-and-waivers\" target=\"_blank\" rel=\"noreferrer noopener\">late August\u003c/a>,\u003cstrong> \u003c/strong>some counties have \u003ca href=\"https://www.latimes.com/california/story/2020-10-06/2-counties-move-back-on-states-covid-19-reopening-plan\" target=\"_blank\" rel=\"noreferrer noopener\">fallen back\u003c/a> into more restrictive tiers, highlighting the fluidity of local public-health pictures. With flu season underway and coronavirus cases across the state plateauing, it’s not clear whether infections across California will stay low enough for sustained runs at in-person learning before the end of the calendar year.\u003c/p>\n\u003cp>The state’s top health official said on October 6 that school reopenings \u003ca href=\"https://www.sacbee.com/news/coronavirus/article246264885.html\" target=\"_blank\" rel=\"noreferrer noopener\">have not factored\u003c/a> toward rising cases in California.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Currently, a large majority of California school districts are doing full-time remote learning. Several large, urban districts have begun to set target dates for in-person instruction, though timelines are uncertain for some of the state’s largest district. Some \u003ca href=\"https://calmatters.org/education/2020/08/rural-california-schools-in-person/\">small and rural schools\u003c/a> are already doing hybrid learning.\u003c/p>\n\u003cp>Several school systems that have green lights for reopening are holding off on immediate reopenings as they wrestle with \u003ca href=\"https://calmatters.org/health/2020/09/schools-questions-covid-testing-costs/\">how to test employees and students for the virus\u003c/a> and trace cases. State and federal governments have largely taken a hands-off approach on these pressing issues, adding to local tensions.\u003c/p>\n\u003cp>In Poway, bringing students back on campuses was a decision that was “in the best educational and social wellness for our children,” Phelps said.\u003c/p>\n\u003cp>Still, limited staffing and classroom space could cap the extent to which students might be able to return on campus. Education leaders and advocates have urged the federal government to help reopen schools with added safety measures, such as testing, though latest discussions \u003ca href=\"https://www.bbc.com/news/world-us-canada-54443057\" target=\"_blank\" rel=\"noreferrer noopener\">have stalled\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We don’t have (the) kind of money to pay for hiring a whole new staff essentially to run a whole new school for every one school, two schools within a school,” Phelps said.\u003c/p>\n\u003cdiv class=\"wp-block-group newspack-pattern donation__style-2\">\n\u003cdiv class=\"wp-block-group__inner-container\">\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Orange County, Fla., has 8,000 missing students. The Miami-Dade County public schools have 16,000 fewer than last year. Los Angeles Unified — the nation's second largest school system — is down nearly 11,000. Charlotte-Mecklenburg in North Carolina has 5,000 missing. Utah, Virginia and Washington are reporting declines statewide.\u003c/p>\n\u003cp>Comprehensive national data aren't available yet, but reporting by NPR and our member stations, along with media reports from around the country, shows enrollment declines in dozens of school districts across 20 states. Large and small, rich and poor, urban and rural — in most of these districts the decline is a departure from recent trends. Over the past 15 years, data from the U.S. Education Department show that small and steady annual increases in public school enrollment have been the rule.\u003c/p>\n\u003cp>[pullquote citation=\"Chris Reykdal, Washington state superintendent of public instruction\"]'As our nation continues to fight the spread of COVID-19, states across the country are seeing changes in K–12 enrollment as families make decisions about the safest and most effective learning environments for their children.'[/pullquote]\u003c/p>\n\u003cp>Six months after schools around the country shut their doors amid coronavirus lockdowns, these fall enrollment declines come as schools have been scrambling to improve remote learning offerings and to adopt safety procedures to allow buildings to open for in-person classes, sometimes just a few days a week. In many parts of the country the start of the year has been marked by multiple changes in plans, widespread confusion among teachers and families, deep concerns about safety and worries about unequal access to technology.\u003c/p>\n\u003cp>\"We are not alone in this,\" Chris Reykdal, Washington state's superintendent of public instruction, said in a statement this week announcing a 2.82% decrease in enrollment statewide, driven by a 14% drop in kindergarten. \"As our nation continues to fight the spread of COVID-19, states across the country are seeing changes in K–12 enrollment as families make decisions about the safest and most effective learning environments for their children.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Reykdal said operational cuts might be looming, and schools would lobby the state for stopgap funds. \"Counts are taken every month, and if these trends continue, many of our districts will need to make adjustments in the short term even as they plan for booming kindergarten and first grade classes next year.\u003c/p>\n\u003ch3>Kindergarten and Pre-K Stand Out\u003c/h3>\n\u003cp>In many places, the enrollment drops are especially noticeable in kindergarten and pre-K. For our reporting, we reached out to more than 100 districts and heard back from more than 60. In our sample, the average kindergarten enrollment drop was 16%.\u003c/p>\n\u003cp>Many education experts are skeptical about the virtues of remote learning for very young children, and lots of parents seem to feel the same way.\u003c/p>\n\u003cp>\"It was either going to be virtual or hybrid, or if they were in person it was going to be weirdly socially distant and masked,\" said Megan Olshavsky, whose son was scheduled to start kindergarten this fall in Austin, Texas. \"And he wouldn't be able to interact, really, with other kids.\"\u003c/p>\n\u003cp>Instead, her son Jonah, who is almost 6, is staying in his small private Montessori school for kindergarten, where he'll attend in person, full time.\u003c/p>\n\u003cp>\"We had signed him up to start in Austin in the beginning of the year and then, you know, in the late spring and the summer, we kind of realized that school wasn't going to look normal,\" Olshavsky said. The school district started the year with four weeks of virtual learning before phasing in small groups of students.\u003c/p>\n\u003cp>Jonah's Montessori school cut class sizes to fewer than 10 students to reduce the risk of COVID-19 spread. And since it's licensed as a day care, the children aren't required to wear masks. Meanwhile, the Austin Independent School District is down 5,000 students this fall, a 6% drop.\u003c/p>\n\u003cp>Olshavsky says she and her husband will have to tighten their belts to afford another year of private school tuition.\u003c/p>\n\u003cp>And school districts stand to lose money as well.\u003c/p>\n\u003cp>Public schools are generally funded by states on a per-pupil basis. The first week of October marks the first of two \"count days\" in many states — a day in the fall, right at the start of the new fiscal year, where school districts must submit an official enrollment count to determine their funding for the subsequent year.\u003c/p>\n\u003cp>That system tends to favor schools in better-off communities, which get more of their funding from local property taxes, explained Bruce Baker, an education professor at Rutgers University. It's the less well-funded districts that are more dependent on state aid.\u003c/p>\n\u003cp>\"If you've got a district where 70, 80% of the money is coming in state aid based on some enrollment count number, which would tend to be a poorer district serving a higher share of low-income and minority students,\" he explained, \"those districts stand to lose a lot if the state decides to follow through with using this year's enrollment counts as a basis for funding in the future.\"\u003c/p>\n\u003cp>The potential loss is a hardship for school districts that already are facing the costs of schooling during a pandemic — from masks and hand sanitizer to hiring additional teachers to run both in-person and virtual programs. On top of that, the coronavirus-induced recession has already driven education budget cuts across the country.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"related coverage\"]\u003c/p>\n\u003cp>Stephanie Elizalde, the superintendent of Austin ISD, told NPR that the state of Texas has agreed to \"hold the district harmless\" for enrollment declines for the fall semester only. She is hoping that students start to show up in greater numbers now that the school doors are open a few days a week. Otherwise, she said, \"We could have huge cuts.\"\u003c/p>\n\u003cp>\"I don't think there's ever been a time I can recall where I visited with colleagues and all of us are like, how are we going to manage this? ... Knowing that you have these cuts during the most economically challenged times and a pandemic is — I mean, that's just unheard of,\" she said.\u003c/p>\n\u003cp>Baker agrees that a downturn in enrollment this fall does not automatically equal a budget cut next year — states have time to pass measures in the spring to help schools make up the gap in funds.\u003c/p>\n\u003cp>But in the meantime, budget pressures may push schools to make reopening decisions that they wouldn't otherwise. In Florida, for example, enrollment in Miami-Dade, Broward County and Orange County — all of which are in the top 10 largest districts nationwide — has dropped by several thousand students each.\u003c/p>\n\u003cp>Back in July, on the same day President Trump implored schools on Twitter to open in the fall, the Florida Department of Education offered school districts the following deal: Reopen and get funded based on the much higher enrollment levels from before the pandemic, or don't, and get funded based on the actual number of students. Plus, districts will get about $2,500 less for every student who remains online-only.\u003c/p>\n\u003cp>Judith Marte, the chief financial officer of Broward County schools, said at a recent school board meeting that the expected enrollment drops of 8,500 students could lead to a significant reduction in a district budget that is already \"disgustingly low.\" And that shortfall, she added, could lead to potentially cutting thousands of jobs.\u003c/p>\n\u003cp>On the other hand, echoing the difficult decisions educators around the country have faced, Marte said she worries about the safety of returning students to buildings full time. \"This is also incredibly stressful for staff, it's incredibly stressful for this board and the superintendent ... To do what's right for our community, it's a very, very difficult place to sit,\" she said.\u003c/p>\n\u003ch3>Bay Area Schools Holding Steady, For Now\u003c/h3>\n\u003cp>The Bay Area’s two largest school districts have reported drops in enrollment, but say the decreases are not greater than typical yearly fluctuations.\u003c/p>\n\u003cp>Four weeks into the school year, San Francisco Unified reported 505 fewer students enrolled compared to the same time a year ago. Similarly, Oakland Unified reported 749 fewer students enrolled. Oakland school districts spokesman John Sasaki said enrollment had been flat for the past few years, and called this drop “a larger change than normal, but not huge.”\u003c/p>\n\u003cp>While state funding is tied to enrollment levels, California schools are not facing reductions thanks to the state Legislature, which is holding funding levels to the previous years’ enrollment figures.\u003c/p>\n\u003cp>Some charter schools, however, which are seeing significant increases in enrollment this fall — likely due to the pandemic, have sued the state to try and capture more funding to help them serve these additional students.\u003c/p>\n\u003ch3>Concerns About the Youngest Students\u003c/h3>\n\u003cp>If students are not showing up at their public schools, where are they going? Possibly to private school, though dozens of private schools have shuttered since the start of the pandemic. Child care centers, which may accept pre-K and kindergarten students, are threatened as well. But there are some reports of private schools gaining students even as public schools are losing them, in places where private schools are in person and public schools are virtual or hybrid.\u003c/p>\n\u003cp>\"The inequity of the situation is just really staggering,\" said Olshavsky, the mother in Austin. \"We were basically able to pay to keep our kid in a safe learning environment.\"\u003c/p>\n\u003cp>Austin Superintendent Elizalde agrees that her main concern is an \"exacerbation ... of opportunity gaps in students from different economic backgrounds.\"\u003c/p>\n\u003cp>Not all families have the means to send their children to private school, or devote a parent to home schooling full time. Some families, Elizalde said, will be leaving children home with older siblings or to sit in front of the TV.\u003c/p>\n\u003cp>Jessica Diaz is a nurse in Tampa, Fla., married to a firefighter, with three daughters. Since she and her husband work in high-risk environments, they don't want to send her children to school in person. But she's struggling with the district's online learning offerings, too. Her children's nanny is Spanish-speaking and has trouble with tasks like navigating Zoom class meetings.\u003c/p>\n\u003cp>\"I don't think [virtual school] is a sustainable option for our family at this point,\" she told NPR. \"For all of the burden of constant emailing, changes in schedules, assignments and submissions, etc., we feel the content of the education that is being delivered is far below our girls' capabilities and not worth the trouble at this point.\"\u003c/p>\n\u003cp>She plans to pull them out and home-school after the winter break, when she hopes she'll have time to put together a curriculum; but she'll have to do the actual teaching herself in the evening hours after work.\u003c/p>\n\u003cp>Experts in early childhood education agree with Elizalde that keeping kids out of kindergarten and pre-K, in particular, is likely to exacerbate existing inequalities. Kindergarten is not compulsory in most states. That means children can sit out the year without necessarily doing formal home schooling or private school.\u003c/p>\n\u003cp>They may enter next year as first-graders, or simply delay the start of kindergarten — a practice sometimes called redshirting and, in normal times, more popular among affluent families and boys.\u003c/p>\n\u003cp>Diane Schanzenbach, an economist at Northwestern University who studies redshirting, says starting kindergarten late has no long-lasting educational advantages and may even have some drawbacks, for example in lifetime earnings. And Chloe Gibbs, an economist at the University of Notre Dame, says decades of research have underlined the importance of early childhood enrichment for all children, and especially for children from lower-income and less educated families.\u003c/p>\n\u003cp>\"We have consistent evidence that these kinds of interventions can have big effects on children's both short-term skill development, but really importantly, their long-term life chances,\" Gibbs said.\u003c/p>\n\u003cp>In other words, pre-K and kindergarten are the rare educational interventions that both narrow gaps and lift all boats.\u003c/p>\n\u003cp>When families keep children home, the opposite may be true, said Gibbs.\u003c/p>\n\u003cp>\"Parents may be choosing not to send their kids to pre-K or to hold back their age-eligible kids from kindergarten,\" she said. \"And that could be fine for kids in terms of their skill development, if they are in homes where they're ... reading a lot.\"\u003c/p>\n\u003cp>But, she added, what experts really worry about are kids \"for whom this early childhood landscape has changed so much. And what are they getting kind of in the absence of having those important early experiences?\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Julia McEvoy of KQED, Ann Doss Helms of WFAE, Claire McInerny of KUT, and Rob Manning and Elizabeth Miller of OPB contributed to this story.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Orange County, Fla., has 8,000 missing students. The Miami-Dade County public schools have 16,000 fewer than last year. Los Angeles Unified — the nation's second largest school system — is down nearly 11,000. Charlotte-Mecklenburg in North Carolina has 5,000 missing. Utah, Virginia and Washington are reporting declines statewide.\u003c/p>\n\u003cp>Comprehensive national data aren't available yet, but reporting by NPR and our member stations, along with media reports from around the country, shows enrollment declines in dozens of school districts across 20 states. Large and small, rich and poor, urban and rural — in most of these districts the decline is a departure from recent trends. Over the past 15 years, data from the U.S. Education Department show that small and steady annual increases in public school enrollment have been the rule.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Six months after schools around the country shut their doors amid coronavirus lockdowns, these fall enrollment declines come as schools have been scrambling to improve remote learning offerings and to adopt safety procedures to allow buildings to open for in-person classes, sometimes just a few days a week. In many parts of the country the start of the year has been marked by multiple changes in plans, widespread confusion among teachers and families, deep concerns about safety and worries about unequal access to technology.\u003c/p>\n\u003cp>\"We are not alone in this,\" Chris Reykdal, Washington state's superintendent of public instruction, said in a statement this week announcing a 2.82% decrease in enrollment statewide, driven by a 14% drop in kindergarten. \"As our nation continues to fight the spread of COVID-19, states across the country are seeing changes in K–12 enrollment as families make decisions about the safest and most effective learning environments for their children.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Reykdal said operational cuts might be looming, and schools would lobby the state for stopgap funds. \"Counts are taken every month, and if these trends continue, many of our districts will need to make adjustments in the short term even as they plan for booming kindergarten and first grade classes next year.\u003c/p>\n\u003ch3>Kindergarten and Pre-K Stand Out\u003c/h3>\n\u003cp>In many places, the enrollment drops are especially noticeable in kindergarten and pre-K. For our reporting, we reached out to more than 100 districts and heard back from more than 60. In our sample, the average kindergarten enrollment drop was 16%.\u003c/p>\n\u003cp>Many education experts are skeptical about the virtues of remote learning for very young children, and lots of parents seem to feel the same way.\u003c/p>\n\u003cp>\"It was either going to be virtual or hybrid, or if they were in person it was going to be weirdly socially distant and masked,\" said Megan Olshavsky, whose son was scheduled to start kindergarten this fall in Austin, Texas. \"And he wouldn't be able to interact, really, with other kids.\"\u003c/p>\n\u003cp>Instead, her son Jonah, who is almost 6, is staying in his small private Montessori school for kindergarten, where he'll attend in person, full time.\u003c/p>\n\u003cp>\"We had signed him up to start in Austin in the beginning of the year and then, you know, in the late spring and the summer, we kind of realized that school wasn't going to look normal,\" Olshavsky said. The school district started the year with four weeks of virtual learning before phasing in small groups of students.\u003c/p>\n\u003cp>Jonah's Montessori school cut class sizes to fewer than 10 students to reduce the risk of COVID-19 spread. And since it's licensed as a day care, the children aren't required to wear masks. Meanwhile, the Austin Independent School District is down 5,000 students this fall, a 6% drop.\u003c/p>\n\u003cp>Olshavsky says she and her husband will have to tighten their belts to afford another year of private school tuition.\u003c/p>\n\u003cp>And school districts stand to lose money as well.\u003c/p>\n\u003cp>Public schools are generally funded by states on a per-pupil basis. The first week of October marks the first of two \"count days\" in many states — a day in the fall, right at the start of the new fiscal year, where school districts must submit an official enrollment count to determine their funding for the subsequent year.\u003c/p>\n\u003cp>That system tends to favor schools in better-off communities, which get more of their funding from local property taxes, explained Bruce Baker, an education professor at Rutgers University. It's the less well-funded districts that are more dependent on state aid.\u003c/p>\n\u003cp>\"If you've got a district where 70, 80% of the money is coming in state aid based on some enrollment count number, which would tend to be a poorer district serving a higher share of low-income and minority students,\" he explained, \"those districts stand to lose a lot if the state decides to follow through with using this year's enrollment counts as a basis for funding in the future.\"\u003c/p>\n\u003cp>The potential loss is a hardship for school districts that already are facing the costs of schooling during a pandemic — from masks and hand sanitizer to hiring additional teachers to run both in-person and virtual programs. On top of that, the coronavirus-induced recession has already driven education budget cuts across the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stephanie Elizalde, the superintendent of Austin ISD, told NPR that the state of Texas has agreed to \"hold the district harmless\" for enrollment declines for the fall semester only. She is hoping that students start to show up in greater numbers now that the school doors are open a few days a week. Otherwise, she said, \"We could have huge cuts.\"\u003c/p>\n\u003cp>\"I don't think there's ever been a time I can recall where I visited with colleagues and all of us are like, how are we going to manage this? ... Knowing that you have these cuts during the most economically challenged times and a pandemic is — I mean, that's just unheard of,\" she said.\u003c/p>\n\u003cp>Baker agrees that a downturn in enrollment this fall does not automatically equal a budget cut next year — states have time to pass measures in the spring to help schools make up the gap in funds.\u003c/p>\n\u003cp>But in the meantime, budget pressures may push schools to make reopening decisions that they wouldn't otherwise. In Florida, for example, enrollment in Miami-Dade, Broward County and Orange County — all of which are in the top 10 largest districts nationwide — has dropped by several thousand students each.\u003c/p>\n\u003cp>Back in July, on the same day President Trump implored schools on Twitter to open in the fall, the Florida Department of Education offered school districts the following deal: Reopen and get funded based on the much higher enrollment levels from before the pandemic, or don't, and get funded based on the actual number of students. Plus, districts will get about $2,500 less for every student who remains online-only.\u003c/p>\n\u003cp>Judith Marte, the chief financial officer of Broward County schools, said at a recent school board meeting that the expected enrollment drops of 8,500 students could lead to a significant reduction in a district budget that is already \"disgustingly low.\" And that shortfall, she added, could lead to potentially cutting thousands of jobs.\u003c/p>\n\u003cp>On the other hand, echoing the difficult decisions educators around the country have faced, Marte said she worries about the safety of returning students to buildings full time. \"This is also incredibly stressful for staff, it's incredibly stressful for this board and the superintendent ... To do what's right for our community, it's a very, very difficult place to sit,\" she said.\u003c/p>\n\u003ch3>Bay Area Schools Holding Steady, For Now\u003c/h3>\n\u003cp>The Bay Area’s two largest school districts have reported drops in enrollment, but say the decreases are not greater than typical yearly fluctuations.\u003c/p>\n\u003cp>Four weeks into the school year, San Francisco Unified reported 505 fewer students enrolled compared to the same time a year ago. Similarly, Oakland Unified reported 749 fewer students enrolled. Oakland school districts spokesman John Sasaki said enrollment had been flat for the past few years, and called this drop “a larger change than normal, but not huge.”\u003c/p>\n\u003cp>While state funding is tied to enrollment levels, California schools are not facing reductions thanks to the state Legislature, which is holding funding levels to the previous years’ enrollment figures.\u003c/p>\n\u003cp>Some charter schools, however, which are seeing significant increases in enrollment this fall — likely due to the pandemic, have sued the state to try and capture more funding to help them serve these additional students.\u003c/p>\n\u003ch3>Concerns About the Youngest Students\u003c/h3>\n\u003cp>If students are not showing up at their public schools, where are they going? Possibly to private school, though dozens of private schools have shuttered since the start of the pandemic. Child care centers, which may accept pre-K and kindergarten students, are threatened as well. But there are some reports of private schools gaining students even as public schools are losing them, in places where private schools are in person and public schools are virtual or hybrid.\u003c/p>\n\u003cp>\"The inequity of the situation is just really staggering,\" said Olshavsky, the mother in Austin. \"We were basically able to pay to keep our kid in a safe learning environment.\"\u003c/p>\n\u003cp>Austin Superintendent Elizalde agrees that her main concern is an \"exacerbation ... of opportunity gaps in students from different economic backgrounds.\"\u003c/p>\n\u003cp>Not all families have the means to send their children to private school, or devote a parent to home schooling full time. Some families, Elizalde said, will be leaving children home with older siblings or to sit in front of the TV.\u003c/p>\n\u003cp>Jessica Diaz is a nurse in Tampa, Fla., married to a firefighter, with three daughters. Since she and her husband work in high-risk environments, they don't want to send her children to school in person. But she's struggling with the district's online learning offerings, too. Her children's nanny is Spanish-speaking and has trouble with tasks like navigating Zoom class meetings.\u003c/p>\n\u003cp>\"I don't think [virtual school] is a sustainable option for our family at this point,\" she told NPR. \"For all of the burden of constant emailing, changes in schedules, assignments and submissions, etc., we feel the content of the education that is being delivered is far below our girls' capabilities and not worth the trouble at this point.\"\u003c/p>\n\u003cp>She plans to pull them out and home-school after the winter break, when she hopes she'll have time to put together a curriculum; but she'll have to do the actual teaching herself in the evening hours after work.\u003c/p>\n\u003cp>Experts in early childhood education agree with Elizalde that keeping kids out of kindergarten and pre-K, in particular, is likely to exacerbate existing inequalities. Kindergarten is not compulsory in most states. That means children can sit out the year without necessarily doing formal home schooling or private school.\u003c/p>\n\u003cp>They may enter next year as first-graders, or simply delay the start of kindergarten — a practice sometimes called redshirting and, in normal times, more popular among affluent families and boys.\u003c/p>\n\u003cp>Diane Schanzenbach, an economist at Northwestern University who studies redshirting, says starting kindergarten late has no long-lasting educational advantages and may even have some drawbacks, for example in lifetime earnings. And Chloe Gibbs, an economist at the University of Notre Dame, says decades of research have underlined the importance of early childhood enrichment for all children, and especially for children from lower-income and less educated families.\u003c/p>\n\u003cp>\"We have consistent evidence that these kinds of interventions can have big effects on children's both short-term skill development, but really importantly, their long-term life chances,\" Gibbs said.\u003c/p>\n\u003cp>In other words, pre-K and kindergarten are the rare educational interventions that both narrow gaps and lift all boats.\u003c/p>\n\u003cp>When families keep children home, the opposite may be true, said Gibbs.\u003c/p>\n\u003cp>\"Parents may be choosing not to send their kids to pre-K or to hold back their age-eligible kids from kindergarten,\" she said. \"And that could be fine for kids in terms of their skill development, if they are in homes where they're ... reading a lot.\"\u003c/p>\n\u003cp>But, she added, what experts really worry about are kids \"for whom this early childhood landscape has changed so much. And what are they getting kind of in the absence of having those important early experiences?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Playgrounds across California \u003ca href=\"http://bit.ly/fioreplaygrounds\">can now reopen\u003c/a> after being closed for six months due to COVID-19.\u003c/p>\n\u003cp>No matter what reopening \u003ca href=\"https://covid19.ca.gov/safer-economy/\">tier\u003c/a> a county is in, any outdoor playground can now be used as long as certain guidelines are followed.\u003c/p>\n\u003cp>Among the rules: face masks are a must, social distancing is definitely in effect – and don’t play longer than 30 minutes if other people are using the playground.\u003c/p>\n\u003cp>Now if we could just close down the wildfires instead.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Wealthy, well-connected students got special treatment according to an audit that highlighted \u003ca href=\"http://bit.ly/fioreucadmissions\">scores of “improperly admitted” students\u003c/a> across the University of California system, including 55 at UC Berkeley.\u003c/p>\n\u003cp>Some of the most egregious examples (and best for cartoon material) were students admitted as student-athletes who “had little or no athletic skills.”\u003c/p>\n\u003cp>It makes me wonder, if you were admitted as a student-athlete because of daddy’s money, how weird do you feel showing up for your first day of soccer practice?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Third grade teacher Alena Anberg cruised down Highway 99 in her Ford F-150, past acres of almond orchards that split the terrain just outside her hometown of Arbuckle in Colusa County. She grew up in this town of 3,000 and knows the back roads well, which helped as she made several stops to deliver iPads, laptops and old smart phones with SIM cards installed to turn them into Wi-Fi hot spots.\u003c/p>\n\u003cp>In the days shortly after the coronavirus pandemic shut down schools, this was Anberg’s daily routine: helping students connect to their teachers online, by any means necessary.\u003c/p>\n\u003cp>Waiting outside his trailer home for the delivery was third grader Antonio Campos and his mom. He smiled shyly when Anberg walked up. The family had Wi-Fi thanks to the hot spot Anberg set them up with earlier, but they didn’t know how to use the Chromebook. Anberg had returned to help.\u003c/p>\n\u003cfigure id=\"attachment_11838846\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11838846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/IMG_1729_v2-800x450.jpg\" alt=\"Alena Anberg's roots in rural Arbuckle fueled her commitment to get the school district's students connected to reliable and affordable internet.\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Alena Anberg’s roots in rural Arbuckle fueled her commitment to get the school district’s students connected to reliable and affordable internet. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Weeks into the school year, some 1.2 million students across the state still lack adequate internet access, and in rural California, about a third of families are not connected, according to \u003ca href=\"https://edsource.org/2019/disconnected-internet-stops-once-school-ends-for-many-rural-california-students/620825\" target=\"_blank\" rel=\"noopener noreferrer\">an EdSource analysis\u003c/a>.\u003c/p>\n\u003cp>Anberg has been laser focused on getting local internet providers to do more to connect people in her rural county, parts of which have been without reliable internet for decades.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“My third graders are eight years old and they’re being held back academically by not having access,” Anberg said. “I want it solved, because it was an issue before the coronavirus, for like 25 years. In the super rural places that don’t have any kind of cell towers, they’re really without a solution.”\u003c/p>\n\u003cp>It’s a battle Anberg has taken on in earnest over the last six months, and now she and the school district may be on the brink of a major victory that would ensure that the all of the district’s approximately 1,300 students have access to high quality, affordable internet service.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Alena Anberg, third grade teacher at Arbuckle Elementary School\"]‘I hunted down all the internet company owners until I got their cell phone numbers and I called every single one of them.’[/pullquote]\u003c/p>\n\u003cp>Decades earlier, Anberg herself was a victim of spotty internet and low speed service in her home town. It was a thorn in her side when she was a teen mom working and trying to complete her bachelor’s degree online. As a graduate student, she would hunt for cell phone hot spots to take night classes, sometimes sitting in her car in a parking lot, while waiting for her son to finish his classes at the local community college.\u003c/p>\n\u003cp>“My mom was a police officer, a sergeant here, for the local sheriff’s office for a lot of years. My dad was a crane operator,” she said. “I believe education is a catalyst out of poverty for many families. I had kids young myself, so I know what it is to have that struggle.”\u003c/p>\n\u003cp>After shelter-in-place orders were issued in March, Anberg became increasingly worried about her students who were not connected to the internet. As a third grade teacher trying to instruct her students via distance learning, the problem of families not having reliable Internet service, or no service at all, galvanized her into action.\u003c/p>\n\u003cp>“This is our community, the families who are here,” she said. “I feel we need to serve them.”\u003c/p>\n\u003ch3>Mapping Arbuckle’s Internet\u003c/h3>\n\u003cp>Anberg began going from home to home, knocking on doors and finding out which families had internet service. She made spreadsheets that mapped it all out, including students’ siblings, then pinned each location in a Google map of internet coverage for her district, Pierce Joint Unified.\u003c/p>\n\u003cp>Many school districts across the country are currently struggling to get this kind of detailed information about their own students, according to Keith Krueger, CEO of the Consortium for School Networking (CoSN).\u003c/p>\n\u003cp>“What you really need is actionable data,” Krueger said. “Which means you have to know student by student, family by family, and that’s highly private.”\u003c/p>\n\u003cp>Families trusted Anberg, and eventually she knew which hot spot, carrier and brand worked at which address.\u003c/p>\n\u003cp>She did this all while teaching during the day and tutoring students remotely after school. In talking with families, Anberg quickly realized a bigger problem was affordability: Many companies were charging a $200 enrollment fee, and while some were offering deals during the pandemic, many local families didn’t know about them.\u003c/p>\n\u003cp>At first, Anberg thought the easiest solution would be hot spots, which could help families with cell phones connect more cheaply. She helped the school district procure 200 Wi-Fi hot spots from T-Mobile’s Education Empowerment Program, which arrived in June, free to families.\u003c/p>\n\u003cp>“The hot spots would have been a solution if we ever had enough, if we had one to one, and if we had the right brand at the right house,” Anberg said.\u003c/p>\n\u003cp>Families began telling her that their hot spots weren’t working because their homes were in places where T-Mobile didn’t reach or because siblings were trying to share a single hot spot for class.\u003c/p>\n\u003cp>The district recently received 300 more hot spots from Verizon, which are being configured to meet privacy requirements before being distributed to families living in areas Verizon serves.\u003c/p>\n\u003cfigure id=\"attachment_11838845\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11838845\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/IMG_1711-scaled_v2-800x800.jpg\" alt=\"Adrian Avila and his younger siblings share one hot spot and two computers among them.\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-1472x1472.jpg 1472w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-1104x1104.jpg 1104w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-912x912.jpg 912w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-550x550.jpg 550w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-470x470.jpg 470w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Adrian Avila, 14 years-old (front) and his younger siblings share one hot spot and two computers. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, Anberg had a bigger vision, said Carol Geyer, superintendent of Pierce Joint Unified, who said the district began to rely on Anberg’s expertise.\u003c/p>\n\u003cp>“She was helping my teachers who didn’t have reliable internet, maybe at home for themselves or for their own children,” said Geyer. “Then she said, ‘Wow, kids aren’t connecting with school. What about their parents?'” Geyer said.\u003c/p>\n\u003cp>Anberg knew many families’ livelihoods during COVID-19 depended on reliable internet.\u003c/p>\n\u003cp>“So I hunted down all the internet company owners until I got their cell phone numbers and I called every single one of them,” Anberg said.\u003c/p>\n\u003cp>She finally found a sympathetic ear in the smaller, local company \u003ca href=\"https://succeed.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Succeed.Net\u003c/a>, headed by Robert Lavelock.\u003c/p>\n\u003cp>“She’s an amazing person. She really cares about her community,” Lavelock said of Anberg. “It’s kind of interesting that a teacher would take this on herself.”\u003c/p>\n\u003cp>[aside tag=\"digital-divide\" label=\"related coverage\"]\u003c/p>\n\u003cp>Anberg has convinced several local people to allow Succeed.Net to put up equipment on their land. Lavelock has agreed to lease space from them and install wireless radio equipment needed to relay signals from tower to tower, which will finally bring high speed internet to those areas. And he will waive enrollment fees for new customers.\u003c/p>\n\u003cp>By helping Anberg, Succeed.Net will fill in a few of its own coverage gaps, said Lavelock, who grew up in the area and founded his company in 1995.\u003cem> \u003c/em>\u003c/p>\n\u003cp>“It’s not really a big money thing. I’m at the stage where I can now do things just to help the communities,” Lavelock said.\u003c/p>\n\u003ch3>Limited Choices\u003c/h3>\n\u003cp>Lavelock shares Anberg’s frustration with larger internet service providers (ISPs) which collectively have taken billions of dollars in government money to improve infrastructure in rural parts of the state but have not delivered, according to many industry watchdogs.\u003c/p>\n\u003cp>In Colusa County, the main provider is Frontier Communications, which recently filed for bankruptcy.\u003c/p>\n\u003cp>“Frontier has been the monopoly here for many, many years,” Anberg said. \u003cspan style=\"font-weight: 400\">According to the \u003c/span>\u003ca href=\"https://www.infrastructurereportcard.org/state-item/california/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">2019 California Broadband Infrastructure Report Card\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Colusa County got an F+ grade. That’s the grade given if the provider offers service, but doesn’t meet minimum standards.\u003c/span>\u003c/p>\n\u003cp>Even the school district itself is at the mercy of Frontier, said the superintendent.\u003c/p>\n\u003cp>“Frontier is our provider and and they aren’t always reliable,” Geyer said. “Last week we went a day and a half with no internet whatsoever. We lost connectivity at the district level.”\u003c/p>\n\u003cp>Frontier told KQED that it had responded promptly to resolve the disruption to Pierce Unified’s service and that the trouble was caused by a piece of equipment that was not available until the next day.\u003c/p>\n\u003cp>“In a large, geographically diverse area, service interruptions occur,” the company said in a statement.\u003c/p>\n\u003cfigure id=\"attachment_11838843\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11838843\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/IMG_1734V2-800x450.jpg\" alt=\"Ariel Johnson (right) and her sister Kaileia Johnson said they often must wait until midnight to do their homework because their internet, which is provided by Frontier, is so slow they can't be on it while family members are using it for work during the day.\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ariel Johnson (right) and her sister Kaileia Johnson said they must often wait until midnight to do their homework because their internet, which is provided by Frontier, is so slow they can’t be on it while family members are using it for work during the day. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the years, Anberg has become convinced government should consider internet a public utility like electricity and water, ensuring it is available and affordable to everyone. She had seen effective Wi-Fi networks in rural parts of Costa Rica when she traveled there, and didn’t understand why parts of California, known globally for its tech savvy reuptation, couldn’t make it work. She began to dig into the issue.\u003c/p>\n\u003cp>“I found out that there’s been legislation toward helping rural infrastructure for at least 10 years, in the Connect America I and Connect America II legislation, but that funding went to carriers who absorbed it, but then did not build that infrastructure,” said Anberg. “They weren’t held accountable, because they’re self reporting.”\u003c/p>\n\u003cp>It’s an issue that’s long been on the radar of the non-profit advocacy group \u003ca href=\"https://www.eff.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Electronic Frontier Foundation\u003c/a> (EFF).\u003c/p>\n\u003cp>“A lot of the mapping data that the federal government has been relying on is woefully inaccurate,” said Ernesto Falcon, senior legislative counsel at EFF. “But it’s inaccurate because the industry is supposed to report it and there hasn’t been any sort of investigation in terms of who’s abusing their position on that.”\u003c/p>\n\u003cp>Anberg did her own sleuthing into census-block mapping to find out how Frontier was using its funds. She said Frontier absorbed $140 million in Connect America II funds over four years and claimed it had enhanced broadband to certain addresses in Arbuckle, but when Anberg checked with customers at those addresses they told her their service had not improved.\u003c/p>\n\u003cp>Frontier responded in a statement that it is the Federal Communications Commission, not Frontier, which identifies the specific areas that qualify for funding to enhance broadband services, and that the company is committed to meeting its Connect America Fund obligations according to the program’s requirements.\u003c/p>\n\u003cp>Meanwhile, Frontier continues to apply for and receive state funding. In May it applied for a California Advanced Services Fund (CASF) grant which is being reviewed by the California Public Utilities Commission (CPUC). If approved, Frontier said it is confident it can bring “enhanced broadband to even more of Colusa County.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://public.tableau.com/views/NationalMapofUnconnectedStudentsDynamic_15931159111030/NationalDrilldown?:showVizHome=no&:embed=true\" width=\"1000\" height=\"850\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch3>Public-Private Partnerships\u003c/h3>\n\u003cp>The CPUC recently saw its authority over the state’s broadband industry restored after ten years of deregulation won by the industry expired.\u003c/p>\n\u003cp>“A lot of effort has been happening in California the last couple of years to build up the state’s capacity to regulate these companies themselves,” said EFF’s Falcon. “If the federal government won’t do it, then we should be.”\u003c/p>\n\u003cp>In December, the CPUC approved nearly $11 million for Frontier to deploy “middle mile” fiber and high speed lines in Lassen and Modoc counties. But the connectivity speed the state is requiring is outdated, said the EFF’s Falcon.\u003c/p>\n\u003cp>A bill before the state Legislature this past session, Senate Bill 1130, dubbed “Broadband for All,” would have fixed that, requiring ISPs to provide high speed infrastructure, but it died on the floor in August. State Assembly Speaker Anthony Rendon said a three-way deal could not be reached, while Long Beach’s state Sen. Lena Gonzalez, a Democrat who sponsored the bill, said no explanation was given for killing the bill.\u003c/p>\n\u003cp>While legislators squabble, the state has moved to close the digital divide in other ways. Gov. Gavin Newsom pushed the CPUC to make $25 million available from the California Teleconnect Fund for hot spots and internet service for student households. School districts will be able to apply to receive 50% discounts on the cost of hot spot devices and on monthly recurring service charges until Sept. 30 of this year.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond and state Sen. Connie Leyva, D-Chino, assembled a task force of ISPs in April, asking them to come up with solutions. Thurmond has also \u003ca href=\"https://www.cde.ca.gov/eo/in/techdevices.asp\" target=\"_blank\" rel=\"noopener noreferrer\">cut deals with different companies\u003c/a>, including Apple and T-Mobile, to get tablets equipped with Wi-Fi to students in need.\u003c/p>\n\u003cp>But tired of waiting, some rural school districts across the country are getting creative on their own by figuring out how to bring the internet into students’ homes through public-private partnerships between state agencies and telecoms, \u003ca href=\"https://www.cosn.org/blog/addressing-homework-gap-through-public-private-partnerships\" target=\"_blank\" rel=\"noopener noreferrer\">essentially setting up their own community networks\u003c/a>.\u003c/p>\n\u003cp>That’s what Anberg’s district has just decided to do. Faced with footing the bill for hundreds of students’ hot spots to the tune of $72,000 a year, the district hopes instead to use state funds to establish its own district-wide network by joining \u003ca href=\"http://colusacountywifi.net\" target=\"_blank\" rel=\"noopener noreferrer\">Edunet\u003c/a>, a Colusa County education effort that wants to leverage the educational band of the LTE spectrum to transmit to students’ homes. Anberg was brought in by the superintendent to be part of the talks.\u003c/p>\n\u003cp>“I am super blessed that the families here trusted me with their internet information, and now I get to honor that by getting them connected,” Anberg said.\u003c/p>\n\u003cp>After months of relentless work to get students connected, Anberg said she can’t wait to return to the mobile home park where she started this work to tell the families they might finally have an affordable internet option.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Between the new carrier, bringing awareness of options to families, and the hot spots that we already had going, every address will have internet access!!!” Anberg wrote on Facebook. “Can you believe it? Only took six months!”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Third grade teacher Alena Anberg cruised down Highway 99 in her Ford F-150, past acres of almond orchards that split the terrain just outside her hometown of Arbuckle in Colusa County. She grew up in this town of 3,000 and knows the back roads well, which helped as she made several stops to deliver iPads, laptops and old smart phones with SIM cards installed to turn them into Wi-Fi hot spots.\u003c/p>\n\u003cp>In the days shortly after the coronavirus pandemic shut down schools, this was Anberg’s daily routine: helping students connect to their teachers online, by any means necessary.\u003c/p>\n\u003cp>Waiting outside his trailer home for the delivery was third grader Antonio Campos and his mom. He smiled shyly when Anberg walked up. The family had Wi-Fi thanks to the hot spot Anberg set them up with earlier, but they didn’t know how to use the Chromebook. Anberg had returned to help.\u003c/p>\n\u003cfigure id=\"attachment_11838846\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11838846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/IMG_1729_v2-800x450.jpg\" alt=\"Alena Anberg's roots in rural Arbuckle fueled her commitment to get the school district's students connected to reliable and affordable internet.\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1729_v2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Alena Anberg’s roots in rural Arbuckle fueled her commitment to get the school district’s students connected to reliable and affordable internet. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Weeks into the school year, some 1.2 million students across the state still lack adequate internet access, and in rural California, about a third of families are not connected, according to \u003ca href=\"https://edsource.org/2019/disconnected-internet-stops-once-school-ends-for-many-rural-california-students/620825\" target=\"_blank\" rel=\"noopener noreferrer\">an EdSource analysis\u003c/a>.\u003c/p>\n\u003cp>Anberg has been laser focused on getting local internet providers to do more to connect people in her rural county, parts of which have been without reliable internet for decades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“My third graders are eight years old and they’re being held back academically by not having access,” Anberg said. “I want it solved, because it was an issue before the coronavirus, for like 25 years. In the super rural places that don’t have any kind of cell towers, they’re really without a solution.”\u003c/p>\n\u003cp>It’s a battle Anberg has taken on in earnest over the last six months, and now she and the school district may be on the brink of a major victory that would ensure that the all of the district’s approximately 1,300 students have access to high quality, affordable internet service.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘I hunted down all the internet company owners until I got their cell phone numbers and I called every single one of them.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Decades earlier, Anberg herself was a victim of spotty internet and low speed service in her home town. It was a thorn in her side when she was a teen mom working and trying to complete her bachelor’s degree online. As a graduate student, she would hunt for cell phone hot spots to take night classes, sometimes sitting in her car in a parking lot, while waiting for her son to finish his classes at the local community college.\u003c/p>\n\u003cp>“My mom was a police officer, a sergeant here, for the local sheriff’s office for a lot of years. My dad was a crane operator,” she said. “I believe education is a catalyst out of poverty for many families. I had kids young myself, so I know what it is to have that struggle.”\u003c/p>\n\u003cp>After shelter-in-place orders were issued in March, Anberg became increasingly worried about her students who were not connected to the internet. As a third grade teacher trying to instruct her students via distance learning, the problem of families not having reliable Internet service, or no service at all, galvanized her into action.\u003c/p>\n\u003cp>“This is our community, the families who are here,” she said. “I feel we need to serve them.”\u003c/p>\n\u003ch3>Mapping Arbuckle’s Internet\u003c/h3>\n\u003cp>Anberg began going from home to home, knocking on doors and finding out which families had internet service. She made spreadsheets that mapped it all out, including students’ siblings, then pinned each location in a Google map of internet coverage for her district, Pierce Joint Unified.\u003c/p>\n\u003cp>Many school districts across the country are currently struggling to get this kind of detailed information about their own students, according to Keith Krueger, CEO of the Consortium for School Networking (CoSN).\u003c/p>\n\u003cp>“What you really need is actionable data,” Krueger said. “Which means you have to know student by student, family by family, and that’s highly private.”\u003c/p>\n\u003cp>Families trusted Anberg, and eventually she knew which hot spot, carrier and brand worked at which address.\u003c/p>\n\u003cp>She did this all while teaching during the day and tutoring students remotely after school. In talking with families, Anberg quickly realized a bigger problem was affordability: Many companies were charging a $200 enrollment fee, and while some were offering deals during the pandemic, many local families didn’t know about them.\u003c/p>\n\u003cp>At first, Anberg thought the easiest solution would be hot spots, which could help families with cell phones connect more cheaply. She helped the school district procure 200 Wi-Fi hot spots from T-Mobile’s Education Empowerment Program, which arrived in June, free to families.\u003c/p>\n\u003cp>“The hot spots would have been a solution if we ever had enough, if we had one to one, and if we had the right brand at the right house,” Anberg said.\u003c/p>\n\u003cp>Families began telling her that their hot spots weren’t working because their homes were in places where T-Mobile didn’t reach or because siblings were trying to share a single hot spot for class.\u003c/p>\n\u003cp>The district recently received 300 more hot spots from Verizon, which are being configured to meet privacy requirements before being distributed to families living in areas Verizon serves.\u003c/p>\n\u003cfigure id=\"attachment_11838845\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11838845\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/IMG_1711-scaled_v2-800x800.jpg\" alt=\"Adrian Avila and his younger siblings share one hot spot and two computers among them.\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-1472x1472.jpg 1472w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-1104x1104.jpg 1104w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-912x912.jpg 912w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-550x550.jpg 550w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2-470x470.jpg 470w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1711-scaled_v2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Adrian Avila, 14 years-old (front) and his younger siblings share one hot spot and two computers. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, Anberg had a bigger vision, said Carol Geyer, superintendent of Pierce Joint Unified, who said the district began to rely on Anberg’s expertise.\u003c/p>\n\u003cp>“She was helping my teachers who didn’t have reliable internet, maybe at home for themselves or for their own children,” said Geyer. “Then she said, ‘Wow, kids aren’t connecting with school. What about their parents?'” Geyer said.\u003c/p>\n\u003cp>Anberg knew many families’ livelihoods during COVID-19 depended on reliable internet.\u003c/p>\n\u003cp>“So I hunted down all the internet company owners until I got their cell phone numbers and I called every single one of them,” Anberg said.\u003c/p>\n\u003cp>She finally found a sympathetic ear in the smaller, local company \u003ca href=\"https://succeed.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Succeed.Net\u003c/a>, headed by Robert Lavelock.\u003c/p>\n\u003cp>“She’s an amazing person. She really cares about her community,” Lavelock said of Anberg. “It’s kind of interesting that a teacher would take this on herself.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Anberg has convinced several local people to allow Succeed.Net to put up equipment on their land. Lavelock has agreed to lease space from them and install wireless radio equipment needed to relay signals from tower to tower, which will finally bring high speed internet to those areas. And he will waive enrollment fees for new customers.\u003c/p>\n\u003cp>By helping Anberg, Succeed.Net will fill in a few of its own coverage gaps, said Lavelock, who grew up in the area and founded his company in 1995.\u003cem> \u003c/em>\u003c/p>\n\u003cp>“It’s not really a big money thing. I’m at the stage where I can now do things just to help the communities,” Lavelock said.\u003c/p>\n\u003ch3>Limited Choices\u003c/h3>\n\u003cp>Lavelock shares Anberg’s frustration with larger internet service providers (ISPs) which collectively have taken billions of dollars in government money to improve infrastructure in rural parts of the state but have not delivered, according to many industry watchdogs.\u003c/p>\n\u003cp>In Colusa County, the main provider is Frontier Communications, which recently filed for bankruptcy.\u003c/p>\n\u003cp>“Frontier has been the monopoly here for many, many years,” Anberg said. \u003cspan style=\"font-weight: 400\">According to the \u003c/span>\u003ca href=\"https://www.infrastructurereportcard.org/state-item/california/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">2019 California Broadband Infrastructure Report Card\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Colusa County got an F+ grade. That’s the grade given if the provider offers service, but doesn’t meet minimum standards.\u003c/span>\u003c/p>\n\u003cp>Even the school district itself is at the mercy of Frontier, said the superintendent.\u003c/p>\n\u003cp>“Frontier is our provider and and they aren’t always reliable,” Geyer said. “Last week we went a day and a half with no internet whatsoever. We lost connectivity at the district level.”\u003c/p>\n\u003cp>Frontier told KQED that it had responded promptly to resolve the disruption to Pierce Unified’s service and that the trouble was caused by a piece of equipment that was not available until the next day.\u003c/p>\n\u003cp>“In a large, geographically diverse area, service interruptions occur,” the company said in a statement.\u003c/p>\n\u003cfigure id=\"attachment_11838843\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11838843\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/IMG_1734V2-800x450.jpg\" alt=\"Ariel Johnson (right) and her sister Kaileia Johnson said they often must wait until midnight to do their homework because their internet, which is provided by Frontier, is so slow they can't be on it while family members are using it for work during the day.\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2-1536x864.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/IMG_1734V2.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ariel Johnson (right) and her sister Kaileia Johnson said they must often wait until midnight to do their homework because their internet, which is provided by Frontier, is so slow they can’t be on it while family members are using it for work during the day. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Over the years, Anberg has become convinced government should consider internet a public utility like electricity and water, ensuring it is available and affordable to everyone. She had seen effective Wi-Fi networks in rural parts of Costa Rica when she traveled there, and didn’t understand why parts of California, known globally for its tech savvy reuptation, couldn’t make it work. She began to dig into the issue.\u003c/p>\n\u003cp>“I found out that there’s been legislation toward helping rural infrastructure for at least 10 years, in the Connect America I and Connect America II legislation, but that funding went to carriers who absorbed it, but then did not build that infrastructure,” said Anberg. “They weren’t held accountable, because they’re self reporting.”\u003c/p>\n\u003cp>It’s an issue that’s long been on the radar of the non-profit advocacy group \u003ca href=\"https://www.eff.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Electronic Frontier Foundation\u003c/a> (EFF).\u003c/p>\n\u003cp>“A lot of the mapping data that the federal government has been relying on is woefully inaccurate,” said Ernesto Falcon, senior legislative counsel at EFF. “But it’s inaccurate because the industry is supposed to report it and there hasn’t been any sort of investigation in terms of who’s abusing their position on that.”\u003c/p>\n\u003cp>Anberg did her own sleuthing into census-block mapping to find out how Frontier was using its funds. She said Frontier absorbed $140 million in Connect America II funds over four years and claimed it had enhanced broadband to certain addresses in Arbuckle, but when Anberg checked with customers at those addresses they told her their service had not improved.\u003c/p>\n\u003cp>Frontier responded in a statement that it is the Federal Communications Commission, not Frontier, which identifies the specific areas that qualify for funding to enhance broadband services, and that the company is committed to meeting its Connect America Fund obligations according to the program’s requirements.\u003c/p>\n\u003cp>Meanwhile, Frontier continues to apply for and receive state funding. In May it applied for a California Advanced Services Fund (CASF) grant which is being reviewed by the California Public Utilities Commission (CPUC). If approved, Frontier said it is confident it can bring “enhanced broadband to even more of Colusa County.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://public.tableau.com/views/NationalMapofUnconnectedStudentsDynamic_15931159111030/NationalDrilldown?:showVizHome=no&:embed=true\" width=\"1000\" height=\"850\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003ch3>Public-Private Partnerships\u003c/h3>\n\u003cp>The CPUC recently saw its authority over the state’s broadband industry restored after ten years of deregulation won by the industry expired.\u003c/p>\n\u003cp>“A lot of effort has been happening in California the last couple of years to build up the state’s capacity to regulate these companies themselves,” said EFF’s Falcon. “If the federal government won’t do it, then we should be.”\u003c/p>\n\u003cp>In December, the CPUC approved nearly $11 million for Frontier to deploy “middle mile” fiber and high speed lines in Lassen and Modoc counties. But the connectivity speed the state is requiring is outdated, said the EFF’s Falcon.\u003c/p>\n\u003cp>A bill before the state Legislature this past session, Senate Bill 1130, dubbed “Broadband for All,” would have fixed that, requiring ISPs to provide high speed infrastructure, but it died on the floor in August. State Assembly Speaker Anthony Rendon said a three-way deal could not be reached, while Long Beach’s state Sen. Lena Gonzalez, a Democrat who sponsored the bill, said no explanation was given for killing the bill.\u003c/p>\n\u003cp>While legislators squabble, the state has moved to close the digital divide in other ways. Gov. Gavin Newsom pushed the CPUC to make $25 million available from the California Teleconnect Fund for hot spots and internet service for student households. School districts will be able to apply to receive 50% discounts on the cost of hot spot devices and on monthly recurring service charges until Sept. 30 of this year.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond and state Sen. Connie Leyva, D-Chino, assembled a task force of ISPs in April, asking them to come up with solutions. Thurmond has also \u003ca href=\"https://www.cde.ca.gov/eo/in/techdevices.asp\" target=\"_blank\" rel=\"noopener noreferrer\">cut deals with different companies\u003c/a>, including Apple and T-Mobile, to get tablets equipped with Wi-Fi to students in need.\u003c/p>\n\u003cp>But tired of waiting, some rural school districts across the country are getting creative on their own by figuring out how to bring the internet into students’ homes through public-private partnerships between state agencies and telecoms, \u003ca href=\"https://www.cosn.org/blog/addressing-homework-gap-through-public-private-partnerships\" target=\"_blank\" rel=\"noopener noreferrer\">essentially setting up their own community networks\u003c/a>.\u003c/p>\n\u003cp>That’s what Anberg’s district has just decided to do. Faced with footing the bill for hundreds of students’ hot spots to the tune of $72,000 a year, the district hopes instead to use state funds to establish its own district-wide network by joining \u003ca href=\"http://colusacountywifi.net\" target=\"_blank\" rel=\"noopener noreferrer\">Edunet\u003c/a>, a Colusa County education effort that wants to leverage the educational band of the LTE spectrum to transmit to students’ homes. Anberg was brought in by the superintendent to be part of the talks.\u003c/p>\n\u003cp>“I am super blessed that the families here trusted me with their internet information, and now I get to honor that by getting them connected,” Anberg said.\u003c/p>\n\u003cp>After months of relentless work to get students connected, Anberg said she can’t wait to return to the mobile home park where she started this work to tell the families they might finally have an affordable internet option.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Between the new carrier, bringing awareness of options to families, and the hot spots that we already had going, every address will have internet access!!!” Anberg wrote on Facebook. “Can you believe it? Only took six months!”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "inspired-by-stockton-basic-income-might-be-coming-to-more-cities",
"title": "Inspired by Stockton, Basic Income Programs May Be Coming to More Cities",
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"headTitle": "Inspired by Stockton, Basic Income Programs May Be Coming to More Cities | KQED",
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"content": "\u003cp>A growing number of mayors in cities across the country, including Oakland, say they support giving cash to low-income families with no spending restrictions — part of a widening movement to provide a guaranteed minimum income to combat poverty and systemic racism.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Stockton Mayor Michael Tubbs\"]‘We understand that a guaranteed income is not a panacea for everything (but) is a powerful tool that provides a floor for everyone.’[/pullquote]\u003c/p>\n\u003cp>Mayors in at least 25 cities — from Los Angeles to Paterson, New Jersey — have recently pledged to support such programs as part of the group \u003ca href=\"https://www.mayorsforagi.org/who\">Mayors for a Guaranteed Income (MGI)\u003c/a>. They are led by Michael Tubbs, the 30-year-old mayor of Stockton, California, who launched \u003ca href=\"https://www.kqed.org/news/11818088/stockton-mayor-tubbs-how-residents-are-using-guaranteed-income-during-the-pandemic\">one of the country’s first guaranteed income programs last year\u003c/a>, with the help of private donations from Silicon Valley.\u003c/p>\n\u003cp>“I’m not saying everyone should have a yacht or everyone needs to have a Benz,” Tubbs \u003ca href=\"https://www.kqed.org/news/11732253/stocktons-guaranteed-income-experiment-why-mayor-tubbs-is-doing-it\">told KQED\u003c/a> in March 2019, when the program began. “I’m saying everyone should have enough of the basics. We’re paying for it anyway in hospital visits and truancy and just how much poverty costs us.”\u003c/p>\n\u003cp>MGI, whose ranks have grown rapidly in recent months, points to America’s growing racial wealth gap, noting that the COVID-19 pandemic has further exposed the economic fragility of many working households and disproportionately impacted Black and brown people. The median net worth of white households is 10 times that of Black households and eight times that of Latinx households, leaving scores of working families unequipped to weather even a minor financial emergency.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The idea of guaranteed income programs has been around for decades, but it got a lot of attention in the U.S. as the centerpiece of Andrew Yang’s failed bid for the 2020 Democratic presidential nomination.\u003c/p>\n\u003cp>Critics scoffed at Yang’s plan to give every American $1,000 a month, which would have cost $2.8 trillion a year. Pilot programs launching in some cities across the country are covering just a few hundred people at most. The goal, Tubbs said, is to convince the federal government to launch a guaranteed income program by providing “the stories and the cover to do what is right.”\u003c/p>\n\u003cp>“It has to be a federal solution,” he said Wednesday. “We understand that a guaranteed income is not a panacea for everything (but) is a powerful tool that provides a floor for everyone.”\u003c/p>\n\u003cp>But mayors have work to do to win over critics, including Jon Coupal, president of the Howard Jarvis Taxpayers Association, a fiscally conservative advocacy group.\u003c/p>\n\u003cp>“Socialism is great until you run out of other people’s money,” he said, loosely quoting former British Prime Minister Margaret Thatcher. “The concept of universal minimum income is foolish. It disincentivizes work and that is socially destructive.”\u003c/p>\n\u003cfigure id=\"attachment_11838244\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003ca href=\"https://ww2.kqed.org/news/2020/09/16/inspired-by-stockton-basic-income-might-be-coming-to-more-cities/us-health-virus-economy-poverty-3/\" rel=\"attachment wp-att-11838244\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11838244\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/GettyImages-1208196863.jpg\" alt=\"\" width=\"1024\" height=\"665\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/GettyImages-1208196863.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/GettyImages-1208196863-800x520.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/GettyImages-1208196863-1020x662.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/GettyImages-1208196863-160x104.jpg 160w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A homeless encampment near a dried-up river bed in Stockton, California, on Feb. 7, 2020. \u003ccite>(Nick Otto/AFP via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stockton’s program began in early 2019, giving $500 a month to 125 randomly selected residents. It was supposed to end in August, but Tubbs extended it through January because of the pandemic.\u003c/p>\n\u003cp>During the pandemic, close to half of Stockton residents used most of the money from the program on groceries, according to Tubbs.\u003c/p>\n\u003cp>“So we found that during the COVID time, food spending went up, from about a third of all purchases to up to 50%,” \u003ca href=\"https://www.kqed.org/news/11818088/stockton-mayor-tubbs-how-residents-are-using-guaranteed-income-during-the-pandemic\">he told KQED\u003c/a> in May. “Spending declined on things like appliances and clothing, etc. Folks are really hunkering down and making sure they have the basics to shelter in place.”\u003c/p>\n\u003cp>Stockton’s program is funded entirely by private donations. But some of the other programs outlined by a host of mayors at a news conference Wednesday would rely on a mix of public and private money. In St. Paul, Minnesota, Mayor Melvin Carter plans to use money from the federal CARES Act to fund the first phase of that city’s program, which will provide $500 a month to as many as 150 low-income families with young children.\u003c/p>\n\u003cp>Oakland Mayor Libby Schaaf, who recently pledged to support a basic income program, said doing this is “probably the most powerful policy antidote for racial disparities” that she could enact, \u003ca href=\"https://www.nbcnews.com/news/us-news/powerful-its-simplicity-pandemic-endures-mayors-across-country-call-guaranteed-n1236783\">NBC News reported\u003c/a> in August. The program in Oakland is still in its developmental phase.\u003c/p>\n\u003cp>“It all comes down to resources at the end of the day,” she said, noting that she has already reached out to philanthropists for funding.\u003c/p>\n\u003cp>In Los Angeles, the country’s second-largest city, Mayor Eric Garcetti has pledged to launch a program that includes a mix of public and private money. He hinted the program could also help immigrants living in the country illegally “who have been written out of federal legislation.”\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"michael-tubbs\"]“At a moment of racial injustice, we see this as a way forward,” Garcetti said.\u003c/p>\n\u003cp>In Hudson, New York, a city of about 6,000 people, Mayor Kamal Johnson said about 25 residents are getting $500 a month for five years. That program is funded by private donations and will benefit people who are at least 18 and make $35,000 a year or less.\u003c/p>\n\u003cp>“We live in a city right now where people feel like they just work, pay bills and die,” Johnson said. “Being in one of the most powerful nations in the world, that shouldn’t be the way that people are living.”\u003c/p>\n\u003cp>In Pittsburgh, Mayor William Peduto is launching a program later this year to give $500 a month to 200 families. Half of that money would go to families headed by Black women. Researchers will compare the impact on that group versus the impact on the 100 families not headed by Black women to measure the impact of systemic racism.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Matthew Green contributed to this story.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A growing number of mayors in cities across the country, including Oakland, say they support giving cash to low-income families with no spending restrictions — part of a widening movement to provide a guaranteed minimum income to combat poverty and systemic racism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mayors in at least 25 cities — from Los Angeles to Paterson, New Jersey — have recently pledged to support such programs as part of the group \u003ca href=\"https://www.mayorsforagi.org/who\">Mayors for a Guaranteed Income (MGI)\u003c/a>. They are led by Michael Tubbs, the 30-year-old mayor of Stockton, California, who launched \u003ca href=\"https://www.kqed.org/news/11818088/stockton-mayor-tubbs-how-residents-are-using-guaranteed-income-during-the-pandemic\">one of the country’s first guaranteed income programs last year\u003c/a>, with the help of private donations from Silicon Valley.\u003c/p>\n\u003cp>“I’m not saying everyone should have a yacht or everyone needs to have a Benz,” Tubbs \u003ca href=\"https://www.kqed.org/news/11732253/stocktons-guaranteed-income-experiment-why-mayor-tubbs-is-doing-it\">told KQED\u003c/a> in March 2019, when the program began. “I’m saying everyone should have enough of the basics. We’re paying for it anyway in hospital visits and truancy and just how much poverty costs us.”\u003c/p>\n\u003cp>MGI, whose ranks have grown rapidly in recent months, points to America’s growing racial wealth gap, noting that the COVID-19 pandemic has further exposed the economic fragility of many working households and disproportionately impacted Black and brown people. The median net worth of white households is 10 times that of Black households and eight times that of Latinx households, leaving scores of working families unequipped to weather even a minor financial emergency.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The idea of guaranteed income programs has been around for decades, but it got a lot of attention in the U.S. as the centerpiece of Andrew Yang’s failed bid for the 2020 Democratic presidential nomination.\u003c/p>\n\u003cp>Critics scoffed at Yang’s plan to give every American $1,000 a month, which would have cost $2.8 trillion a year. Pilot programs launching in some cities across the country are covering just a few hundred people at most. The goal, Tubbs said, is to convince the federal government to launch a guaranteed income program by providing “the stories and the cover to do what is right.”\u003c/p>\n\u003cp>“It has to be a federal solution,” he said Wednesday. “We understand that a guaranteed income is not a panacea for everything (but) is a powerful tool that provides a floor for everyone.”\u003c/p>\n\u003cp>But mayors have work to do to win over critics, including Jon Coupal, president of the Howard Jarvis Taxpayers Association, a fiscally conservative advocacy group.\u003c/p>\n\u003cp>“Socialism is great until you run out of other people’s money,” he said, loosely quoting former British Prime Minister Margaret Thatcher. “The concept of universal minimum income is foolish. It disincentivizes work and that is socially destructive.”\u003c/p>\n\u003cfigure id=\"attachment_11838244\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003ca href=\"https://ww2.kqed.org/news/2020/09/16/inspired-by-stockton-basic-income-might-be-coming-to-more-cities/us-health-virus-economy-poverty-3/\" rel=\"attachment wp-att-11838244\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11838244\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/GettyImages-1208196863.jpg\" alt=\"\" width=\"1024\" height=\"665\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/GettyImages-1208196863.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/GettyImages-1208196863-800x520.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/GettyImages-1208196863-1020x662.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/09/GettyImages-1208196863-160x104.jpg 160w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A homeless encampment near a dried-up river bed in Stockton, California, on Feb. 7, 2020. \u003ccite>(Nick Otto/AFP via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stockton’s program began in early 2019, giving $500 a month to 125 randomly selected residents. It was supposed to end in August, but Tubbs extended it through January because of the pandemic.\u003c/p>\n\u003cp>During the pandemic, close to half of Stockton residents used most of the money from the program on groceries, according to Tubbs.\u003c/p>\n\u003cp>“So we found that during the COVID time, food spending went up, from about a third of all purchases to up to 50%,” \u003ca href=\"https://www.kqed.org/news/11818088/stockton-mayor-tubbs-how-residents-are-using-guaranteed-income-during-the-pandemic\">he told KQED\u003c/a> in May. “Spending declined on things like appliances and clothing, etc. Folks are really hunkering down and making sure they have the basics to shelter in place.”\u003c/p>\n\u003cp>Stockton’s program is funded entirely by private donations. But some of the other programs outlined by a host of mayors at a news conference Wednesday would rely on a mix of public and private money. In St. Paul, Minnesota, Mayor Melvin Carter plans to use money from the federal CARES Act to fund the first phase of that city’s program, which will provide $500 a month to as many as 150 low-income families with young children.\u003c/p>\n\u003cp>Oakland Mayor Libby Schaaf, who recently pledged to support a basic income program, said doing this is “probably the most powerful policy antidote for racial disparities” that she could enact, \u003ca href=\"https://www.nbcnews.com/news/us-news/powerful-its-simplicity-pandemic-endures-mayors-across-country-call-guaranteed-n1236783\">NBC News reported\u003c/a> in August. The program in Oakland is still in its developmental phase.\u003c/p>\n\u003cp>“It all comes down to resources at the end of the day,” she said, noting that she has already reached out to philanthropists for funding.\u003c/p>\n\u003cp>In Los Angeles, the country’s second-largest city, Mayor Eric Garcetti has pledged to launch a program that includes a mix of public and private money. He hinted the program could also help immigrants living in the country illegally “who have been written out of federal legislation.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“At a moment of racial injustice, we see this as a way forward,” Garcetti said.\u003c/p>\n\u003cp>In Hudson, New York, a city of about 6,000 people, Mayor Kamal Johnson said about 25 residents are getting $500 a month for five years. That program is funded by private donations and will benefit people who are at least 18 and make $35,000 a year or less.\u003c/p>\n\u003cp>“We live in a city right now where people feel like they just work, pay bills and die,” Johnson said. “Being in one of the most powerful nations in the world, that shouldn’t be the way that people are living.”\u003c/p>\n\u003cp>In Pittsburgh, Mayor William Peduto is launching a program later this year to give $500 a month to 200 families. Half of that money would go to families headed by Black women. Researchers will compare the impact on that group versus the impact on the 100 families not headed by Black women to measure the impact of systemic racism.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Matthew Green contributed to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Officials at California State University, the country’s largest four-year public university system, said last week that classes at all 23 campuses will stay primarily online when the next term begins in January, due to expected increases in coronavirus cases later this year.\u003c/p>\n\u003cp>“This decision is the only responsible one available to us at this time,” Chancellor Timothy White said in a message to faculty, staff and 480,000 undergraduate students.\u003c/p>\n\u003cp>In May, CSU was among the first large U.S. universities to announce that most classes this fall would be online because of the pandemic. Currently, less than 10% of courses like labs and other hands-on classes are being taught in person, and on-campus housing has been significantly reduced.\u003c/p>\n\u003cp>“The virus continues to spread. There is no vaccine and there likely will not be one widely available any time soon,” White said. “A larger wave continues to be forecast for the period between October and December, coupled with seasonal influenza; this will undoubtedly be a daunting challenge for us.”\u003c/p>\n\u003cp>He also cited “an insufficient testing and contact-tracing infrastructure” as reasons for the “regrettable but necessary decision” to continue the next term virtually.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The move comes after several CSU campuses, including San Diego State and CSU Chico, recently halted in-person classes following on-campus outbreaks just days after the start of the fall semester.\u003c/p>\n\u003cp>For students, especially those in San Francisco, the decision to continue classes remotely through the spring comes with significant pros and cons. “On one hand, I am extremely grateful — it’s very apparent as we have seen across the country, college-aged people cannot be trusted to make informed health decisions,” said Siobhán Eagen, a senior at San Francisco State University, majoring in journalism.\u003c/p>\n\u003cfigure id=\"attachment_11837965\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11837965\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/1920_IMG_20200914_203958-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">SF State student, Siobhán Eagen sheltered in place at her campus apartment from March to May. \u003ccite>(Courtesy of Siobhán Eagen)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eagen said she is grateful to be part of the CSU system, but she is also heartbroken. “The place I loved myself the most is in an educational setting. I loved being in school,” she said. Her education has been important, especially as someone who faced homelessness and didn’t receive much family support.\u003c/p>\n\u003cp>[aside tag=\"education, college\" label=\"More Related Stories\"]But she’s also been able to save money, she said, and recently moved to San Diego. Eagen said her roommate is also saving money this year — and won’t have to take out loans to pay for housing in San Francisco. “It feels almost sick to look at the bright side,” she said.\u003c/p>\n\u003cp>CSU spokesperson Mike Uhlenkamp told KQED that “health and safety is the first priority.”\u003c/p>\n\u003cp>He said tuition will remain the same, though there are variations at each campus in regards to fees for housing and parking — which students will not need to pay, unless they are among the small percentage living on campus.\u003c/p>\n\u003cp>Uhlenkamp said that while enrollment at SFSU has “dipped a little bit,” overall enrollment is expected to remain roughly the same across the 23-campus system, where some students are still living on campus in single rooms, and about 7% of coursework is being conducted in person.\u003c/p>\n\u003cp>He also noted that campuses remain open and many are investing in additional software and hardware to loan out to students, including iPads, Chromebooks and Wi-Fi hotspots. Some campuses are also securing parking lots for students to access Wi-Fi in their cars.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Julie Chang contributed to this report.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Officials at California State University, the country’s largest four-year public university system, said last week that classes at all 23 campuses will stay primarily online when the next term begins in January, due to expected increases in coronavirus cases later this year.\u003c/p>\n\u003cp>“This decision is the only responsible one available to us at this time,” Chancellor Timothy White said in a message to faculty, staff and 480,000 undergraduate students.\u003c/p>\n\u003cp>In May, CSU was among the first large U.S. universities to announce that most classes this fall would be online because of the pandemic. Currently, less than 10% of courses like labs and other hands-on classes are being taught in person, and on-campus housing has been significantly reduced.\u003c/p>\n\u003cp>“The virus continues to spread. There is no vaccine and there likely will not be one widely available any time soon,” White said. “A larger wave continues to be forecast for the period between October and December, coupled with seasonal influenza; this will undoubtedly be a daunting challenge for us.”\u003c/p>\n\u003cp>He also cited “an insufficient testing and contact-tracing infrastructure” as reasons for the “regrettable but necessary decision” to continue the next term virtually.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The move comes after several CSU campuses, including San Diego State and CSU Chico, recently halted in-person classes following on-campus outbreaks just days after the start of the fall semester.\u003c/p>\n\u003cp>For students, especially those in San Francisco, the decision to continue classes remotely through the spring comes with significant pros and cons. “On one hand, I am extremely grateful — it’s very apparent as we have seen across the country, college-aged people cannot be trusted to make informed health decisions,” said Siobhán Eagen, a senior at San Francisco State University, majoring in journalism.\u003c/p>\n\u003cfigure id=\"attachment_11837965\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11837965\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/09/1920_IMG_20200914_203958-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">SF State student, Siobhán Eagen sheltered in place at her campus apartment from March to May. \u003ccite>(Courtesy of Siobhán Eagen)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eagen said she is grateful to be part of the CSU system, but she is also heartbroken. “The place I loved myself the most is in an educational setting. I loved being in school,” she said. Her education has been important, especially as someone who faced homelessness and didn’t receive much family support.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But she’s also been able to save money, she said, and recently moved to San Diego. Eagen said her roommate is also saving money this year — and won’t have to take out loans to pay for housing in San Francisco. “It feels almost sick to look at the bright side,” she said.\u003c/p>\n\u003cp>CSU spokesperson Mike Uhlenkamp told KQED that “health and safety is the first priority.”\u003c/p>\n\u003cp>He said tuition will remain the same, though there are variations at each campus in regards to fees for housing and parking — which students will not need to pay, unless they are among the small percentage living on campus.\u003c/p>\n\u003cp>Uhlenkamp said that while enrollment at SFSU has “dipped a little bit,” overall enrollment is expected to remain roughly the same across the 23-campus system, where some students are still living on campus in single rooms, and about 7% of coursework is being conducted in person.\u003c/p>\n\u003cp>He also noted that campuses remain open and many are investing in additional software and hardware to loan out to students, including iPads, Chromebooks and Wi-Fi hotspots. Some campuses are also securing parking lots for students to access Wi-Fi in their cars.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Julie Chang contributed to this report.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Avi Zellman was supposed to be teaching an advanced math class at Bret Harte Middle School this year; it would have been his 12th year teaching in the Oakland Unified School District. Instead, he has a new job: tech support guy. He’d been doing some IT work on top of his teaching duties for years, but now it’s all tech support, all the time.\u003c/p>\n\u003cp>He spends his days on the phone and on video chats helping staff, students and their families navigate the transition to distance learning.\u003c/p>\n\u003cp>“You have the computer in front of you?” he asked a 12-year-old student on the phone as they launch into a troubleshooting session. “All right, what we’re gonna do is we’re going to totally reset the computer.”\u003c/p>\n\u003cp>As online school rolls out in Oakland and across much of the country, kids are being forced to contend with the bane of every office worker’s existence: tech issues. And in Oakland, in some cases, it’s teachers like Zellman who’ve been tasked with doing IT.\u003c/p>\n\u003cfigure id=\"attachment_11836103\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11836103 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students Xavia Butler and Tamari Smith speak with Oakland Mayor Libby Schaaf during a technology giveaway for eligible students in Oakland on Aug. 17, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each of the district’s schools has a new role this year, distance learning lead, which oversees technology distribution and support. Some teachers, like Zellman, have been reassigned to these jobs full time, while other staff, including teachers, administrators, librarians and community schools managers, are being paid to take on the duties on top of other responsibilities, said OUSD Chief Systems and Services Officer Preston Thomas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the district level, OUSD plans to expand its technology team by four full-time equivalent positions, Thomas said.\u003c/p>\n\u003cp>Since mid-March, the district has fielded an additional 3,041 requests for tech support compared to the same period last year. At this point, district spokesman John Sasaki said, most of the issues families are raising involve the quality of internet connectivity. [pullquote size=\"medium\" align=\"right\" citation=\"Avi Zellman, Tech Support at Bret Harte Middle School in Oakland\"]‘Families get frustrated very easily … A lot of the conversations that I have, I’m playing the role of both support, but also doing a little bit of therapy.’[/pullquote]\u003c/p>\n\u003cp>For Zellman and other newly minted distance learning leads, the first challenge has been getting technology into students’ hands. Across Oakland Unified, of nearly 25,000 students surveyed, over 19,000 don’t have access to a computer without district help, Thomas said.\u003c/p>\n\u003cp>Since learning went online in the spring, \u003ca href=\"https://t.e2ma.net/message/5ir8cd/xsl0zg\" target=\"_blank\" rel=\"noopener noreferrer\">OUSD has loaned out\u003c/a> 23,000 Chromebooks and 5,000 Wi-Fi hotspots.\u003c/p>\n\u003cp>At Bret Harte, survey results show that half of the roughly 550 students don’t have the computer or internet access they need for distance learning without school resources. Some borrowed devices in the spring, and Zellman got loner devices out to most of the rest during the first week of school.\u003c/p>\n\u003cp>But as soon as students got the tech, another set of issues cropped up.\u003c/p>\n\u003cp>“Even when families get home with that Chromebook in hand or that hotspot in hand, they don’t always know how to use it,” Zellman said.\u003c/p>\n\u003cp>And then, of course, things can go wrong. Seventh-grader Darriah Andrews has been borrowing a Chromebook from her school since the spring. On the phone with Zellman, she explained that it was working fine, then suddenly stopped recognizing her home Wi-Fi network.\u003c/p>\n\u003cp>“This internet thing, which is not our internet, keeps popping up and I was trying to delete off the screen, but it wouldn’t come off,” she said.\u003c/p>\n\u003cp>“Well, I’m happy to help you,” Zellman said. “This is actually a problem that a lot of the school computers have been having. I actually have a way of fixing it, OK? We’re going to put the computer into what’s called developer mode.”\u003c/p>\n\u003cp>Darriah got connected to Zellman in the second week of school because her teachers noticed she hadn’t been able to connect to Zoom. She’d been trying to use her phone, but, “I lost my phone for a minute,” she said. “I’m not gonna lie.”\u003c/p>\n\u003cp>After she and Zellman got the Wi-Fi dilemma fixed, they moved on to enrolling the computer in the district’s network through \u003ca href=\"https://support.google.com/chrome/a/answer/1360534?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\">Chrome Enterprise\u003c/a>. This enables the district’s content filtering settings, which block kids from gaming sites and other web material deemed inappropriate, and automatically installs certain browser extensions and apps students need for school.\u003c/p>\n\u003cfigure id=\"attachment_11836104\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11836104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School staff help to handout laptops at three co-located schools, Futures Elementary, Community United Elementary and Coliseum College Prep Academy during the #OaklandUndivided Campaign on Aug. 17, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I want you to hit control shift and the letter E, like elephant,” Zellman said.\u003c/p>\n\u003cp>Darriah was on it.\u003c/p>\n\u003cp>“All right, now, does it say enterprise enrollment?” he asked.\u003c/p>\n\u003cp>It did.\u003c/p>\n\u003cp>“So you’re gonna type in a special email address,” Zellman continued.\u003c/p>\n\u003cp>Finally, Zellman walked Darriah through logging into her school email account, where her teachers have been sending emails she hasn’t been able to access. Here they hit a familiar snag.\u003c/p>\n\u003cp>“It’s saying the email and password you entered don’t match,” Darriah said.\u003c/p>\n\u003cp>“This is going to sound silly, but I want you to make sure that you spelled your name correctly,” Zellman said.\u003c/p>\n\u003cp>He knew there had to be some mistake, he told her, because he tested the login on his end and it worked. “I’m going to spell it out for you. Ready?” he said. “So, S for student, and then underscore — that’s where you have to hit shift and then the key that’s next to the zero.”\u003c/p>\n\u003cp>Eventually they got things sorted out.\u003c/p>\n\u003cp>“It works!” she said. “Hurray!” Zellman responded, with the enthusiasm of a person who too often sees things work out less well.\u003c/p>\n\u003cp>Before hanging up with Darriah, he reminded her to email her teachers to let them know she’s set for class the following day.\u003c/p>\n\u003cp>The whole process took less than 15 minutes, but sometimes the problems aren’t so simple. If a phone call doesn’t cut it, Zellman uses Zoom or FaceTime, and in the most complicated cases, meets people in person.\u003c/p>\n\u003cp>“Families get frustrated very easily,” he said. “A lot of the conversations that I have, I’m playing the role of both support, but also doing a little bit of therapy, of ‘It’s OK. This is hard for everybody.’ ”\u003c/p>\n\u003cp>Since school started, Zellman estimated he’s helped 40 to 50 students and families. “This feels like all I do,” he said, although his duties also include supporting all Bret Harte’s teachers with their own tech woes. [aside tag=\"education\" label=\"More Related Coverage\"]\u003c/p>\n\u003cp>In Darriah’s case, a couple days later, the Wi-Fi network issue came back. Darriah’s mother ended up having to switch it out for another borrowed school computer, which so far has been working. Three weeks into the semester, Darriah was finally ready to start school.\u003c/p>\n\u003cp>Darriah and about 225 other Bret Harte students are expected to get a brand new Chromebook — for keeps — through OUSD and the city of Oakland’s “\u003ca href=\"https://www.oaklandedfund.org/oaklandundivided/\" target=\"_blank\" rel=\"noopener noreferrer\">Oakland Undivided\u003c/a>” campaign, which raised $13 million to buy 25,000 computers and 15,000 hotspots for district and charter school students. To date, the district has handed out about 6,500 of those computers and 2,800 of the hotspots.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While Zellman expects the new devices will be free of some of the problems he sees with the current school loaners, many of which are more than 6 years old, he anticipates a new set of troubles will present themselves. Because these computers won’t be district property, they won’t be enrolled in the district network with its many automatic settings and updates. That’s going to mean more work for parents, and, Zellman suspects, a lot more questions for him.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Avi Zellman was supposed to be teaching an advanced math class at Bret Harte Middle School this year; it would have been his 12th year teaching in the Oakland Unified School District. Instead, he has a new job: tech support guy. He’d been doing some IT work on top of his teaching duties for years, but now it’s all tech support, all the time.\u003c/p>\n\u003cp>He spends his days on the phone and on video chats helping staff, students and their families navigate the transition to distance learning.\u003c/p>\n\u003cp>“You have the computer in front of you?” he asked a 12-year-old student on the phone as they launch into a troubleshooting session. “All right, what we’re gonna do is we’re going to totally reset the computer.”\u003c/p>\n\u003cp>As online school rolls out in Oakland and across much of the country, kids are being forced to contend with the bane of every office worker’s existence: tech issues. And in Oakland, in some cases, it’s teachers like Zellman who’ve been tasked with doing IT.\u003c/p>\n\u003cfigure id=\"attachment_11836103\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11836103 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44460_024_KQED_Oakland_OUSDTechGiveaway_08172020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students Xavia Butler and Tamari Smith speak with Oakland Mayor Libby Schaaf during a technology giveaway for eligible students in Oakland on Aug. 17, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each of the district’s schools has a new role this year, distance learning lead, which oversees technology distribution and support. Some teachers, like Zellman, have been reassigned to these jobs full time, while other staff, including teachers, administrators, librarians and community schools managers, are being paid to take on the duties on top of other responsibilities, said OUSD Chief Systems and Services Officer Preston Thomas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Zellman and other newly minted distance learning leads, the first challenge has been getting technology into students’ hands. Across Oakland Unified, of nearly 25,000 students surveyed, over 19,000 don’t have access to a computer without district help, Thomas said.\u003c/p>\n\u003cp>Since learning went online in the spring, \u003ca href=\"https://t.e2ma.net/message/5ir8cd/xsl0zg\" target=\"_blank\" rel=\"noopener noreferrer\">OUSD has loaned out\u003c/a> 23,000 Chromebooks and 5,000 Wi-Fi hotspots.\u003c/p>\n\u003cp>At Bret Harte, survey results show that half of the roughly 550 students don’t have the computer or internet access they need for distance learning without school resources. Some borrowed devices in the spring, and Zellman got loner devices out to most of the rest during the first week of school.\u003c/p>\n\u003cp>But as soon as students got the tech, another set of issues cropped up.\u003c/p>\n\u003cp>“Even when families get home with that Chromebook in hand or that hotspot in hand, they don’t always know how to use it,” Zellman said.\u003c/p>\n\u003cp>And then, of course, things can go wrong. Seventh-grader Darriah Andrews has been borrowing a Chromebook from her school since the spring. On the phone with Zellman, she explained that it was working fine, then suddenly stopped recognizing her home Wi-Fi network.\u003c/p>\n\u003cp>“This internet thing, which is not our internet, keeps popping up and I was trying to delete off the screen, but it wouldn’t come off,” she said.\u003c/p>\n\u003cp>“Well, I’m happy to help you,” Zellman said. “This is actually a problem that a lot of the school computers have been having. I actually have a way of fixing it, OK? We’re going to put the computer into what’s called developer mode.”\u003c/p>\n\u003cp>Darriah got connected to Zellman in the second week of school because her teachers noticed she hadn’t been able to connect to Zoom. She’d been trying to use her phone, but, “I lost my phone for a minute,” she said. “I’m not gonna lie.”\u003c/p>\n\u003cp>After she and Zellman got the Wi-Fi dilemma fixed, they moved on to enrolling the computer in the district’s network through \u003ca href=\"https://support.google.com/chrome/a/answer/1360534?hl=en\" target=\"_blank\" rel=\"noopener noreferrer\">Chrome Enterprise\u003c/a>. This enables the district’s content filtering settings, which block kids from gaming sites and other web material deemed inappropriate, and automatically installs certain browser extensions and apps students need for school.\u003c/p>\n\u003cfigure id=\"attachment_11836104\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11836104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/08/RS44438_002_KQED_Oakland_OUSDTechGiveaway_08172020-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">School staff help to handout laptops at three co-located schools, Futures Elementary, Community United Elementary and Coliseum College Prep Academy during the #OaklandUndivided Campaign on Aug. 17, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I want you to hit control shift and the letter E, like elephant,” Zellman said.\u003c/p>\n\u003cp>Darriah was on it.\u003c/p>\n\u003cp>“All right, now, does it say enterprise enrollment?” he asked.\u003c/p>\n\u003cp>It did.\u003c/p>\n\u003cp>“So you’re gonna type in a special email address,” Zellman continued.\u003c/p>\n\u003cp>Finally, Zellman walked Darriah through logging into her school email account, where her teachers have been sending emails she hasn’t been able to access. Here they hit a familiar snag.\u003c/p>\n\u003cp>“It’s saying the email and password you entered don’t match,” Darriah said.\u003c/p>\n\u003cp>“This is going to sound silly, but I want you to make sure that you spelled your name correctly,” Zellman said.\u003c/p>\n\u003cp>He knew there had to be some mistake, he told her, because he tested the login on his end and it worked. “I’m going to spell it out for you. Ready?” he said. “So, S for student, and then underscore — that’s where you have to hit shift and then the key that’s next to the zero.”\u003c/p>\n\u003cp>Eventually they got things sorted out.\u003c/p>\n\u003cp>“It works!” she said. “Hurray!” Zellman responded, with the enthusiasm of a person who too often sees things work out less well.\u003c/p>\n\u003cp>Before hanging up with Darriah, he reminded her to email her teachers to let them know she’s set for class the following day.\u003c/p>\n\u003cp>The whole process took less than 15 minutes, but sometimes the problems aren’t so simple. If a phone call doesn’t cut it, Zellman uses Zoom or FaceTime, and in the most complicated cases, meets people in person.\u003c/p>\n\u003cp>“Families get frustrated very easily,” he said. “A lot of the conversations that I have, I’m playing the role of both support, but also doing a little bit of therapy, of ‘It’s OK. This is hard for everybody.’ ”\u003c/p>\n\u003cp>Since school started, Zellman estimated he’s helped 40 to 50 students and families. “This feels like all I do,” he said, although his duties also include supporting all Bret Harte’s teachers with their own tech woes. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Darriah’s case, a couple days later, the Wi-Fi network issue came back. Darriah’s mother ended up having to switch it out for another borrowed school computer, which so far has been working. Three weeks into the semester, Darriah was finally ready to start school.\u003c/p>\n\u003cp>Darriah and about 225 other Bret Harte students are expected to get a brand new Chromebook — for keeps — through OUSD and the city of Oakland’s “\u003ca href=\"https://www.oaklandedfund.org/oaklandundivided/\" target=\"_blank\" rel=\"noopener noreferrer\">Oakland Undivided\u003c/a>” campaign, which raised $13 million to buy 25,000 computers and 15,000 hotspots for district and charter school students. To date, the district has handed out about 6,500 of those computers and 2,800 of the hotspots.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While Zellman expects the new devices will be free of some of the problems he sees with the current school loaners, many of which are more than 6 years old, he anticipates a new set of troubles will present themselves. Because these computers won’t be district property, they won’t be enrolled in the district network with its many automatic settings and updates. That’s going to mean more work for parents, and, Zellman suspects, a lot more questions for him.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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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"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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"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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"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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"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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},
"radiolab": {
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"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": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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