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"disqusTitle": "How One Oakland School Is Using California's Billion-Dollar Investment in Student Mental Health",
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"content": "\u003cp>\u003ca href=\"https://www.eltimpano.org/\">\u003cem>This story was produced in partnership with the local civic media organization El Tímpano.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Yesabel Inga works at Bridges Academy at Melrose in East Oakland, where she is the only therapist for some 400 students, a quarter of them newcomers. The majority are from Guatemala and speak Mam, a Mayan language spoken by some half a million people in that country and Mexico.\u003c/p>\n\u003cp>“A lot of them, when they first came in, only spoke Mam, they didn't speak Spanish or English,” said Inga. “And so they were just kind of lost, you know?”\u003c/p>\n\u003cp>As these children and others return to school this month across the Bay Area, one constant is their mental health needs: Reports of increased depression, anxiety, suicidal ideation and emergency hospital visits exacerbated by the pandemic are considered a crisis, according to reports from the \u003ca href=\"https://www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-19.html\">CDC\u003c/a>, \u003ca href=\"https://www.aecf.org/blog/national-state-by-state-data-show-depth-of-youth-mental-health-pandemic\">The Annie E. Casey Foundation \u003c/a>and \u003ca href=\"https://mhanational.org/issues/2022/mental-health-america-youth-data#:~:text=Youth%20with%20Severe%20Major%20Depressive%20Episode%202022&text=10.6%25%20of%20youth%20(or%20over,197%2C000%20from%20last%20year's%20dataset.\">Mental Health America\u003c/a>.\u003c/p>\n\u003cp>To meet these needs, California is investing billions of new dollars, on top of state and federal pandemic relief funds. Bridges Academy at Melrose, which is a public school, found a way to leverage the money to maximize impact, pivoting from crisis management to prevention.\u003c/p>\n\u003cp>The principal at Bridges at the time, Anita Comelo, was having to make tough decisions about which kids would get to see the therapist and which would not.[pullquote size=\"medium\" align=\"right\" citation=\"Vivian Yen, fourth grade teacher, Bridges Academy at Melrose\"]'I do think the murder of George Floyd did kind of push us to adjust our curriculum and make it a little bit more social justice-oriented and more ethnic studies-oriented.'[/pullquote]\u003c/p>\n\u003cp>“So we always have to pick which trauma is the bigger trauma, you know?” said Comelo. “We often end up giving the services to what we call ‘externalizers,’ the kids who end up disrupting class.”\u003c/p>\n\u003cp>Those students are typically the boys, Comelo said, adding that means other students who tend to internalize the trauma of their anxiety and depression don’t get the help they need.\u003c/p>\n\u003cp>Because the school therapist, Inga, should only carry a maximum caseload of 15 students at any time, scores of other kids at Bridges who could have used help were not getting it, and the result was a lot of disruption in class and on the playground, says community schools project manager Rosana Covarrubias.\u003c/p>\n\u003cp>“There was a lot of cyberbullying and so we were seeing it erupt here at school because of what was happening online,” said Covarrubias. “They were needing mental health support for that. We were having some students with suicidal ideation.”[aside postID=\"mindshift_59753,mindshift_59361\" label=\"Related Posts\"]However, when Covarrubias tried to refer students out to other community agencies they partner with, she says every one of them had a waitlist.\u003c/p>\n\u003cp>“They’ll say, ‘OK, thank you for the referral, we'll get back to you.’ And sometimes it's months before they get matched to an individual who can support them and be their therapist,” Covarrubias said.\u003c/p>\n\u003cp>And these were the acute cases.\u003c/p>\n\u003cp>Bridges therapist Inga says what makes matters worse is the lack of health care coverage for preventive care. Currently, Medi-Cal managed-care plans and commercial providers such as Kaiser don’t reimburse counties’ behavioral health departments for children without a clinical diagnosis.\u003c/p>\n\u003cp>That could change with legislation, namely \u003ca href=\"https://legiscan.com/CA/text/AB552/id/2494655\">AB 552\u003c/a>, which is now on the governor’s desk. It would nudge private health care plans to work with counties to reimburse community providers such as Seneca, Lincoln Families and East Bay Agency for Children in Alameda County for providing treatment for students with more moderate needs.\u003c/p>\n\u003cp>“If we were to set up kids with therapy support like preventative, you know, we wouldn't have fifth graders that have suicidal ideation,” said Inga, who works for Seneca.\u003c/p>\n\u003ch2>An investment in mental health\u003c/h2>\n\u003cp>California has begun an unprecedented investment toward meeting the mental health needs of K-12 students.\u003c/p>\n\u003cp>There is $4.4 billion for a\u003ca href=\"https://www.chhs.ca.gov/wp-content/uploads/2021/12/Children-and-Youth-Behavioral-Health-Initiative-Brief.pdf\"> youth and adolescent mental health initiative\u003c/a> to reduce structural barriers to kids getting care inside schools; another $4.1 billion for\u003ca href=\"https://edsource.org/2022/california-ready-to-launch-3-billion-multi-year-transition-to-community-schools/666571\"> community schools\u003c/a>, which includes money aimed at mental health needs; plus billions more in federal and state pandemic relief dollars, some of which is also aimed at helping students recover from depression and anxiety brought on during the pandemic and subsequent school closures.\u003c/p>\n\u003cp>In the third round of federal pandemic funding to schools, Oakland Unified got over $100 million dollars. According to records filed with the state in May this year, the district only shows spending about $650,000 of that money. And of that, the district reports nearly half went toward mental health.\u003c/p>\n\u003cp>But by the time the COVID relief money trickled down to Bridges, the school ended up with just $20,000 prioritized for mental health. The money was not enough for even one full-time therapist with benefits, which costs about $160,000.\u003c/p>\n\u003cp>The district says it hasn’t spent all the resources yet, and is spacing out the investment. It says school sites last year requested the investments they wanted based on their site needs, and that they had flexibility in how to spend the dollars.\u003c/p>\n\u003cp>Comelo and staff decided to use their $20,000 to hire a part-time clinical therapist for two hours each week. Inga and the part-time clinician decided to start a six-week, group therapy session with eight to nine students, nearly all of whom were native Mam speakers.\u003c/p>\n\u003cp>“In the beginning, everybody was really quiet and shy,” Inga said. Inga had previously worked with youth in detention camps along the border, and she could relate as an immigrant herself. “My parents brought me here when I was 15, and not having that support … my experiences led me here to this group,” she said.\u003c/p>\n\u003cp>Among the students joining in the first newly formed preventive therapy group was 10-year-old Heymer Domingo Godinez.\u003c/p>\n\u003cfigure id=\"attachment_11924358\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924358\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts prepare food with one holding a vegetable and cutting board and the other holding the handle of a pan with food.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez cook eggs at their home in Oakland after school on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When I first got here to Bridges Academy, I was afraid. I was crying, because I was scared of the students,” Heymer said in Spanish.\u003c/p>\n\u003cp>Heymer had arrived from Guatemala with her dad in first grade, screaming, kicking and crying when dropped off at school. She was scared to come to school because back in Guatemala she had been too young to go.\u003c/p>\n\u003cp>Heymer and her teachers describe having to hold Heymer to calm her and get her to stay in classes. By fourth grade, Heymer says she had just one friend. Inga says kids like Heymer were confused about where they fit in at the school.\u003c/p>\n\u003cp>“They were not really feeling like they could trust other people,” Inga explained. “Like once they came here, there was no space to really talk about themselves and their culture.” On top of that, the pandemic hit families like Heymer’s living in East Oakland especially hard; her parents lost work and nearly lost their housing, before the school stepped in to help raise money for them.\u003c/p>\n\u003cp>When Heymer and the other students gathered in the small group therapy session, Inga asked each of them to bring something that represented them. Inga said it was Heymer who asked if she could wear her woven huipil and corte, the traditional Mayan Mam clothing she wore at home.\u003c/p>\n\u003cfigure id=\"attachment_11924357\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924357\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts face the kitchen counter.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez prepare food at their home in Oakland after school on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Heymer was nervous, and a bit afraid of being under the microscope. “Because some people are looking at us and some people are thinking, ‘Why is some girl wearing some corte like that?’” she said.\u003c/p>\n\u003cp>Inga told her students they could expect to get some attention from their peers, but that they should see it as an opportunity rather than something they’d rather avoid.\u003c/p>\n\u003cp>\"Listen, some other kids might look at you weird, but it's because they haven't been exposed to other cultures,\" Inga said she told them. \"And if they ask you or say something mean, it's like, you know, 'Let me just, let me tell you about my culture, let me tell you what this means.'\"\u003c/p>\n\u003cp>As the group therapy sessions were taking place, other efforts on the part of teachers throughout the school were also unfolding, aimed at creating\u003ca href=\"https://news.ncsu.edu/2022/08/belonging-helps-black-latino-students-feel-engaged/\"> a greater sense of belonging\u003c/a> for the Mam students.\u003c/p>\n\u003cp>“I know that during parent-teacher conferences, I — and I'm pretty sure other teachers did this as well — explicitly told students in front of their families, ‘Please keep practicing your Mam. We do not want you to lose this language,’” said fourth grade teacher Vivian Yen.\u003c/p>\n\u003cp>Yen said some teachers began taking Mam language lessons, while others were critically rethinking their curricula.\u003c/p>\n\u003cp>“I know that my grade-level team, and the fifth grade and third grade, both did this. We were looking at our ELA [English language arts] curriculum because all of the texts are very white-centered,” Yen said.\u003c/p>\n\u003cp>“I do think the murder of George Floyd did kind of push us to adjust our curriculum and make it a little bit more social justice-oriented and more ethnic studies-oriented. This is so that students would also have time to think about their own identities, thinking about how they fit in and can counter these racist narratives that we're given all the time,” Yen said.\u003c/p>\n\u003cfigure id=\"attachment_11924356\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924356\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts sit on the grass outside a building.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez sit in the grass outside their new school, Elmhurst United Middle School, in Oakland on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The joy Heymer and the other students felt in wearing their cortes spread — more Mam-speaking students began wearing their traditional cortes on Fridays.\u003c/p>\n\u003cp>“Even the boys!” Inga said. “It was just beautiful.”\u003c/p>\n\u003cp>When fifth grade graduation arrived, it was Heymer who welcomed parents to the event in Mam and led the performance. And for the first time, all students who presented recited poems in English, Spanish and Mam.\u003c/p>\n\u003cp>Teachers point to this as a culmination, and a defining moment, of the culture change they had worked so hard to achieve.\u003c/p>\n\u003cp>“Honestly I think it was just the buildup of a bunch of tiny little things that led to this movement,” Yen said.\u003c/p>\n\u003cp>This year, Heymer started sixth grade at Elmhurst United in East Oakland. As she walks the eight blocks to her new school, she likes to sing songs from her church, Iglesia de Dios Evangelio Sana Doctrina in Oakland. She says it makes her happy and calms her.\u003c/p>\n\u003cp>Heymer scouted the school out before classes began, scrutinizing staff photos on the bulletin board outside the school office, looking for faces and names of teachers she thought might speak Spanish.\u003c/p>\n\u003cp>She says while she is worried about going to a new school, she is more confident now of who she is and what she can do.\u003c/p>\n\u003cp>“I want to learn. I don’t care what people say about me. I only care about my mind and achieving my dreams,” she said.\u003c/p>\n\u003cp>Heymer says if she has to, she’ll call on her old teachers at Bridges Academy for help.\u003c/p>\n\u003cp>\u003cem>To help a young person who may be struggling with depression or anxiety:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Dial 988: The 24/7 National Suicide Prevention Lifeline is now the\u003c/em>\u003cem> \u003ca href=\"https://www.samhsa.gov/find-help/988\">988 Suicide and Crisis Lifeline\u003c/a>\u003c/em>.\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://www.dhcs.ca.gov/individuals/Pages/MHPContactList.aspx\">Find your California county’s mental health services phone number.\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>Call the Family Paths Parenting Stress Helpline (English, Spanish) at (800) 829-3777, or \u003ca href=\"https://familypaths.org/\">visit its website\u003c/a>.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://senecacommunityresources.weebly.com/\">Use Seneca community resources for California counties.\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://www.acbhcs.org/\">Visit the Alameda County Behavioral Health Care Service webpage.\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "California is investing billions of new dollars in trying to meet the mental health needs of K-12 students. In Oakland, Bridges Academy at Melrose found a way to leverage the money to maximize its impact.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.eltimpano.org/\">\u003cem>This story was produced in partnership with the local civic media organization El Tímpano.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>Yesabel Inga works at Bridges Academy at Melrose in East Oakland, where she is the only therapist for some 400 students, a quarter of them newcomers. The majority are from Guatemala and speak Mam, a Mayan language spoken by some half a million people in that country and Mexico.\u003c/p>\n\u003cp>“A lot of them, when they first came in, only spoke Mam, they didn't speak Spanish or English,” said Inga. “And so they were just kind of lost, you know?”\u003c/p>\n\u003cp>As these children and others return to school this month across the Bay Area, one constant is their mental health needs: Reports of increased depression, anxiety, suicidal ideation and emergency hospital visits exacerbated by the pandemic are considered a crisis, according to reports from the \u003ca href=\"https://www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-19.html\">CDC\u003c/a>, \u003ca href=\"https://www.aecf.org/blog/national-state-by-state-data-show-depth-of-youth-mental-health-pandemic\">The Annie E. Casey Foundation \u003c/a>and \u003ca href=\"https://mhanational.org/issues/2022/mental-health-america-youth-data#:~:text=Youth%20with%20Severe%20Major%20Depressive%20Episode%202022&text=10.6%25%20of%20youth%20(or%20over,197%2C000%20from%20last%20year's%20dataset.\">Mental Health America\u003c/a>.\u003c/p>\n\u003cp>To meet these needs, California is investing billions of new dollars, on top of state and federal pandemic relief funds. Bridges Academy at Melrose, which is a public school, found a way to leverage the money to maximize impact, pivoting from crisis management to prevention.\u003c/p>\n\u003cp>The principal at Bridges at the time, Anita Comelo, was having to make tough decisions about which kids would get to see the therapist and which would not.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So we always have to pick which trauma is the bigger trauma, you know?” said Comelo. “We often end up giving the services to what we call ‘externalizers,’ the kids who end up disrupting class.”\u003c/p>\n\u003cp>Those students are typically the boys, Comelo said, adding that means other students who tend to internalize the trauma of their anxiety and depression don’t get the help they need.\u003c/p>\n\u003cp>Because the school therapist, Inga, should only carry a maximum caseload of 15 students at any time, scores of other kids at Bridges who could have used help were not getting it, and the result was a lot of disruption in class and on the playground, says community schools project manager Rosana Covarrubias.\u003c/p>\n\u003cp>“There was a lot of cyberbullying and so we were seeing it erupt here at school because of what was happening online,” said Covarrubias. “They were needing mental health support for that. We were having some students with suicidal ideation.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>However, when Covarrubias tried to refer students out to other community agencies they partner with, she says every one of them had a waitlist.\u003c/p>\n\u003cp>“They’ll say, ‘OK, thank you for the referral, we'll get back to you.’ And sometimes it's months before they get matched to an individual who can support them and be their therapist,” Covarrubias said.\u003c/p>\n\u003cp>And these were the acute cases.\u003c/p>\n\u003cp>Bridges therapist Inga says what makes matters worse is the lack of health care coverage for preventive care. Currently, Medi-Cal managed-care plans and commercial providers such as Kaiser don’t reimburse counties’ behavioral health departments for children without a clinical diagnosis.\u003c/p>\n\u003cp>That could change with legislation, namely \u003ca href=\"https://legiscan.com/CA/text/AB552/id/2494655\">AB 552\u003c/a>, which is now on the governor’s desk. It would nudge private health care plans to work with counties to reimburse community providers such as Seneca, Lincoln Families and East Bay Agency for Children in Alameda County for providing treatment for students with more moderate needs.\u003c/p>\n\u003cp>“If we were to set up kids with therapy support like preventative, you know, we wouldn't have fifth graders that have suicidal ideation,” said Inga, who works for Seneca.\u003c/p>\n\u003ch2>An investment in mental health\u003c/h2>\n\u003cp>California has begun an unprecedented investment toward meeting the mental health needs of K-12 students.\u003c/p>\n\u003cp>There is $4.4 billion for a\u003ca href=\"https://www.chhs.ca.gov/wp-content/uploads/2021/12/Children-and-Youth-Behavioral-Health-Initiative-Brief.pdf\"> youth and adolescent mental health initiative\u003c/a> to reduce structural barriers to kids getting care inside schools; another $4.1 billion for\u003ca href=\"https://edsource.org/2022/california-ready-to-launch-3-billion-multi-year-transition-to-community-schools/666571\"> community schools\u003c/a>, which includes money aimed at mental health needs; plus billions more in federal and state pandemic relief dollars, some of which is also aimed at helping students recover from depression and anxiety brought on during the pandemic and subsequent school closures.\u003c/p>\n\u003cp>In the third round of federal pandemic funding to schools, Oakland Unified got over $100 million dollars. According to records filed with the state in May this year, the district only shows spending about $650,000 of that money. And of that, the district reports nearly half went toward mental health.\u003c/p>\n\u003cp>But by the time the COVID relief money trickled down to Bridges, the school ended up with just $20,000 prioritized for mental health. The money was not enough for even one full-time therapist with benefits, which costs about $160,000.\u003c/p>\n\u003cp>The district says it hasn’t spent all the resources yet, and is spacing out the investment. It says school sites last year requested the investments they wanted based on their site needs, and that they had flexibility in how to spend the dollars.\u003c/p>\n\u003cp>Comelo and staff decided to use their $20,000 to hire a part-time clinical therapist for two hours each week. Inga and the part-time clinician decided to start a six-week, group therapy session with eight to nine students, nearly all of whom were native Mam speakers.\u003c/p>\n\u003cp>“In the beginning, everybody was really quiet and shy,” Inga said. Inga had previously worked with youth in detention camps along the border, and she could relate as an immigrant herself. “My parents brought me here when I was 15, and not having that support … my experiences led me here to this group,” she said.\u003c/p>\n\u003cp>Among the students joining in the first newly formed preventive therapy group was 10-year-old Heymer Domingo Godinez.\u003c/p>\n\u003cfigure id=\"attachment_11924358\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924358\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts prepare food with one holding a vegetable and cutting board and the other holding the handle of a pan with food.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58258_019_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez cook eggs at their home in Oakland after school on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When I first got here to Bridges Academy, I was afraid. I was crying, because I was scared of the students,” Heymer said in Spanish.\u003c/p>\n\u003cp>Heymer had arrived from Guatemala with her dad in first grade, screaming, kicking and crying when dropped off at school. She was scared to come to school because back in Guatemala she had been too young to go.\u003c/p>\n\u003cp>Heymer and her teachers describe having to hold Heymer to calm her and get her to stay in classes. By fourth grade, Heymer says she had just one friend. Inga says kids like Heymer were confused about where they fit in at the school.\u003c/p>\n\u003cp>“They were not really feeling like they could trust other people,” Inga explained. “Like once they came here, there was no space to really talk about themselves and their culture.” On top of that, the pandemic hit families like Heymer’s living in East Oakland especially hard; her parents lost work and nearly lost their housing, before the school stepped in to help raise money for them.\u003c/p>\n\u003cp>When Heymer and the other students gathered in the small group therapy session, Inga asked each of them to bring something that represented them. Inga said it was Heymer who asked if she could wear her woven huipil and corte, the traditional Mayan Mam clothing she wore at home.\u003c/p>\n\u003cfigure id=\"attachment_11924357\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924357\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts face the kitchen counter.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58255_017_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez prepare food at their home in Oakland after school on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Heymer was nervous, and a bit afraid of being under the microscope. “Because some people are looking at us and some people are thinking, ‘Why is some girl wearing some corte like that?’” she said.\u003c/p>\n\u003cp>Inga told her students they could expect to get some attention from their peers, but that they should see it as an opportunity rather than something they’d rather avoid.\u003c/p>\n\u003cp>\"Listen, some other kids might look at you weird, but it's because they haven't been exposed to other cultures,\" Inga said she told them. \"And if they ask you or say something mean, it's like, you know, 'Let me just, let me tell you about my culture, let me tell you what this means.'\"\u003c/p>\n\u003cp>As the group therapy sessions were taking place, other efforts on the part of teachers throughout the school were also unfolding, aimed at creating\u003ca href=\"https://news.ncsu.edu/2022/08/belonging-helps-black-latino-students-feel-engaged/\"> a greater sense of belonging\u003c/a> for the Mam students.\u003c/p>\n\u003cp>“I know that during parent-teacher conferences, I — and I'm pretty sure other teachers did this as well — explicitly told students in front of their families, ‘Please keep practicing your Mam. We do not want you to lose this language,’” said fourth grade teacher Vivian Yen.\u003c/p>\n\u003cp>Yen said some teachers began taking Mam language lessons, while others were critically rethinking their curricula.\u003c/p>\n\u003cp>“I know that my grade-level team, and the fifth grade and third grade, both did this. We were looking at our ELA [English language arts] curriculum because all of the texts are very white-centered,” Yen said.\u003c/p>\n\u003cp>“I do think the murder of George Floyd did kind of push us to adjust our curriculum and make it a little bit more social justice-oriented and more ethnic studies-oriented. This is so that students would also have time to think about their own identities, thinking about how they fit in and can counter these racist narratives that we're given all the time,” Yen said.\u003c/p>\n\u003cfigure id=\"attachment_11924356\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut.jpg\">\u003cimg class=\"size-medium wp-image-11924356\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-800x533.jpg\" alt=\"Two young girls wearing red decorative shirts and long black skirts sit on the grass outside a building.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/08/RS58249_014_BridgesAcademyMamStudents_08302022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sisters Heymer Johana (left) and Katy Noeli Domingo Godinez sit in the grass outside their new school, Elmhurst United Middle School, in Oakland on Aug. 30, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The joy Heymer and the other students felt in wearing their cortes spread — more Mam-speaking students began wearing their traditional cortes on Fridays.\u003c/p>\n\u003cp>“Even the boys!” Inga said. “It was just beautiful.”\u003c/p>\n\u003cp>When fifth grade graduation arrived, it was Heymer who welcomed parents to the event in Mam and led the performance. And for the first time, all students who presented recited poems in English, Spanish and Mam.\u003c/p>\n\u003cp>Teachers point to this as a culmination, and a defining moment, of the culture change they had worked so hard to achieve.\u003c/p>\n\u003cp>“Honestly I think it was just the buildup of a bunch of tiny little things that led to this movement,” Yen said.\u003c/p>\n\u003cp>This year, Heymer started sixth grade at Elmhurst United in East Oakland. As she walks the eight blocks to her new school, she likes to sing songs from her church, Iglesia de Dios Evangelio Sana Doctrina in Oakland. She says it makes her happy and calms her.\u003c/p>\n\u003cp>Heymer scouted the school out before classes began, scrutinizing staff photos on the bulletin board outside the school office, looking for faces and names of teachers she thought might speak Spanish.\u003c/p>\n\u003cp>She says while she is worried about going to a new school, she is more confident now of who she is and what she can do.\u003c/p>\n\u003cp>“I want to learn. I don’t care what people say about me. I only care about my mind and achieving my dreams,” she said.\u003c/p>\n\u003cp>Heymer says if she has to, she’ll call on her old teachers at Bridges Academy for help.\u003c/p>\n\u003cp>\u003cem>To help a young person who may be struggling with depression or anxiety:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Dial 988: The 24/7 National Suicide Prevention Lifeline is now the\u003c/em>\u003cem> \u003ca href=\"https://www.samhsa.gov/find-help/988\">988 Suicide and Crisis Lifeline\u003c/a>\u003c/em>.\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://www.dhcs.ca.gov/individuals/Pages/MHPContactList.aspx\">Find your California county’s mental health services phone number.\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>Call the Family Paths Parenting Stress Helpline (English, Spanish) at (800) 829-3777, or \u003ca href=\"https://familypaths.org/\">visit its website\u003c/a>.\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://senecacommunityresources.weebly.com/\">Use Seneca community resources for California counties.\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"https://www.acbhcs.org/\">Visit the Alameda County Behavioral Health Care Service webpage.\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "oakland-has-a-strategy-to-address-teacher-churn-will-it-work",
"title": "Oakland Has a Strategy to Address Teacher Churn. Will It Work?",
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"content": "\u003cp>In the high-poverty Oakland Unified School District, the disparities among schools of credentialed teachers are stark.\u003c/p>\n\u003cp>At Chabot Elementary in Oakland’s Rockridge neighborhood, with 23% of students from lower-income families, 93% of classes are taught by fully credentialed teachers; at Greenleaf Elementary, near the Oakland Coliseum, with 91% from lower-income families, fully credentialed teachers teach 47.5% of classes. In most middle schools and high schools, fewer than 60% of classes are taught by adequately certificated teachers, reflecting the ongoing difficulty in finding teachers credentialed to teach specific sciences like physics and math. At Castlemont High, fewer than one-quarter of teachers are assigned to classes they’re qualified to teach. Hiring decisions are made at the site level; the district does not place teachers at schools, it said.\u003c/p>\n\u003cp>[aside label=\"More Education Stories\" tag=\"education-equity\"]Across OUSD, 57% of its teachers are assigned to classrooms they are credentialed to teach — the lowest of any district in California with more than 10,000 students, and one of the lowest in the state. It is nearly a third lower than the state average, and the 27.4% of so-called ineffective teachers, which include those with emergency and short-term permits and long-term substitutes, is nearly seven times the 4.1% statewide average.\u003c/p>\n\u003cp>The district blames its low rate of credentialed teachers on the churn of high turnover and has a plan to attack the problem.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parentsquare.com/feeds/13149403\">In a news release\u003c/a>, Superintendent Kyla Johnson-Trammell acknowledged the low numbers of fully credentialed teachers but said the district is making teacher retention and recruitment of aspiring teachers, particularly people of color, a priority. It has created \u003ca href=\"https://www.ousd.org/Page/17605\">Grow Our Own\u003c/a>, with teacher residencies, a pipeline to teaching for after-school staff and a teacher development program for middle school teachers. It is\u003ca href=\"https://sites.google.com/ousd.org/ntsd/home?authuser=0\"> providing mentoring and resources\u003c/a> for all new teachers and, starting this year, will pay for new teachers’ credentialing fees and assessments. Earning a credential while initially teaching with an emergency permit is sometimes the only option for those who can’t afford to take a year off from work to become a teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to OUSD, the\u003ca href=\"https://dashboards.ousd.org/t/HR/views/RetentionDashboardPublic/TeachersDistrictwide?%3Aiid=1&%3Aembed=y#1\"> high rate of teacher turnover\u003c/a> — 22% in 2016-17 — dropped to the national average of 16% in 2019-20 and has remained constant since then. According to the district, 30% to 40% of the applicants for openings have emergency or out-of-state teaching permits. Out of the 491 teacher vacancies Oakland Unified posted, as of July 22, 109 remained unfilled, it said.\u003c/p>\n\u003cp>The impact of its strategies looks promising, the district said:\u003c/p>\n\u003cul>\n\u003cli>121 middle school teachers have received debt relief, tuition support and assistance with advanced degrees and credentials in exchange for their commitment to stay in Oakland for two to four years, depending on how much aid they receive.\u003c/li>\n\u003cli>More than 100 special education teachers have received state funding for teacher prep, licensing fees, community college courses, education and student debt relief.\u003c/li>\n\u003cli>44 classified workers have received tuition support and mentoring to become credentialed teachers.\u003c/li>\n\u003cli>21 aspiring teachers earned their preliminary credentials in STEM and special education through the Oakland Teacher Residency program, in which an aspiring teacher trains full time in the classroom with an experienced, credentialed teacher. The district is partnering with the Alder Graduate School of Education. Teacher residents commit to staying four years with the district.\u003c/li>\n\u003c/ul>\n\u003cp>Oakland Unified has an enrollment of about 46,000 students, three-quarters of whom qualify as lower-income. About half of the students are Latino, with 20% Black, 10% white and 10% Asian. It employs about 3,000 teachers.\u003c/p>\n\u003cp>Oakland Unified also has above-average disparities in how those teachers are distributed across schools in the district. In schools with the highest-income children, 67% of educators are credentialed to teach the classes they are teaching, while 49% of teachers are qualified in schools with students from the most low-income families. Schools with students from the most low-income families also have double the percentage of intern teachers (4.4%) than schools with fewer children from lower-income families (2%).\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Keith Brown, president of the Oakland Education Association\"]‘Living wages continue to be an issue in Oakland. An experienced teacher can move to Hayward Unified and make $28,000 more overnight.’[/pullquote]\u003c/p>\n\u003cp>The reasons for the constant churn and difficulty finding teachers in Oakland with needed credentials depend on whom you ask.\u003c/p>\n\u003cp>Salary disparities among districts play a role in attracting teachers to some districts and pushing them away from others. The cost of housing in Oakland and the Bay Area is among the highest in the state, and Oakland’s salary scale, as of 2020-21, was among the lowest in Alameda County, from $50,600 for new teachers to $95,000 for the highest-paid veterans.\u003c/p>\n\u003cp>“Living wages continue to be an issue in Oakland,” said Keith Brown, president of the teachers union, the Oakland Education Association. “An experienced teacher can move to Hayward Unified and make $28,000 more overnight.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"teacher-retention\"]In 2019, the union went on strike for seven days, demanding higher pay and improved conditions. Teachers settled for an 11% raise over four years. It conducted a one-day strike this year to oppose the district’s plan to close seven schools. Tense relations with the district’s unions, declining enrollment — a loss of 17,000 students over 20 years — and financial difficulties, which have dogged Oakland since the state provided a $100 million loan in 2003, have fostered strife and instability. When she was appointed superintendent in 2017, Johnson-Trammell, who grew up in Oakland and attended Oakland schools, became the sixth superintendent in nine years.\u003c/p>\n\u003cp>In a biting letter of resignation on her blog in May upon resigning from the school board, Shanthi Gonzales spread the blame. She cited the teachers union’s “refusal to engage on the issue of school quality,” general incivility in the district in handling disagreements and an easily distracted school board’s failure to focus on improving academics.\u003c/p>\n\u003cp>Arun Ramanathan, the CEO of Pivot Learning, a national school improvement nonprofit based in Oakland, agreed with Gonzales’ last point. Oakland is the home of an abundance of education nonprofits and foundations ready to fund new ideas. But the district’s focus must be on three things, he said: leadership, teaching and learning. “Ongoing instability bleeds into other areas, so the district turns to another initiative, whether social-emotional learning or community schools,” he said. “Oakland has one of the longest strategic plans, but it’s not focusing on the right stuff.”\u003c/p>\n\u003cp>OUSD should be constantly monitoring the number and distribution of long-term subs and the level of teacher absences, he said, as well as tracking, in a competitive market, the length of time between job interviews and job offers.\u003c/p>\n\u003cp>[pullquote size='medium' align='left' citation=\"Gary Yee, president of the Oakland Unified School District, Board of Education \"]‘[The district’s] commitment to hiring well-trained teachers with strong academic preparation and a deep local and cultural competency has never been stronger or more focused.’[/pullquote]\u003c/p>\n\u003cp>Gary Yee, the president of the district’s school board, said in a statement that although the issues of a teacher shortage and under-preparation in Oakland schools are not new or simple, the district’s “commitment to hiring well-trained teachers with strong academic preparation and a deep local and cultural competency has never been stronger or more focused.”\u003c/p>\n\u003cp>“Using the term ‘ineffective’ to label those who have not received state certification suggests a biased use of language. Privileging people who have the finances, time and opportunity to complete a credential before they start formal teaching in an Oakland Unified classroom blocks those who need to take a different path,” he said. “Even a cursory review of the \u003ca href=\"https://www.ousd.org/Page/781\">Talent Division\u003c/a> web page will reveal the multiple paths to becoming and growing as a professionally effective educator. With this support, all children and educators — regardless of their background or circumstances — will have the opportunity to reach their highest potential. I believe Oakland is moving in that direction.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/oakland-with-the-lowest-ratio-of-fully-prepared-rightly-assigned-teachers-has-a-strategy-to-address-teacher-churn/676288\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the high-poverty Oakland Unified School District, the disparities among schools of credentialed teachers are stark.\u003c/p>\n\u003cp>At Chabot Elementary in Oakland’s Rockridge neighborhood, with 23% of students from lower-income families, 93% of classes are taught by fully credentialed teachers; at Greenleaf Elementary, near the Oakland Coliseum, with 91% from lower-income families, fully credentialed teachers teach 47.5% of classes. In most middle schools and high schools, fewer than 60% of classes are taught by adequately certificated teachers, reflecting the ongoing difficulty in finding teachers credentialed to teach specific sciences like physics and math. At Castlemont High, fewer than one-quarter of teachers are assigned to classes they’re qualified to teach. Hiring decisions are made at the site level; the district does not place teachers at schools, it said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Across OUSD, 57% of its teachers are assigned to classrooms they are credentialed to teach — the lowest of any district in California with more than 10,000 students, and one of the lowest in the state. It is nearly a third lower than the state average, and the 27.4% of so-called ineffective teachers, which include those with emergency and short-term permits and long-term substitutes, is nearly seven times the 4.1% statewide average.\u003c/p>\n\u003cp>The district blames its low rate of credentialed teachers on the churn of high turnover and has a plan to attack the problem.\u003c/p>\n\u003cp>\u003ca href=\"https://www.parentsquare.com/feeds/13149403\">In a news release\u003c/a>, Superintendent Kyla Johnson-Trammell acknowledged the low numbers of fully credentialed teachers but said the district is making teacher retention and recruitment of aspiring teachers, particularly people of color, a priority. It has created \u003ca href=\"https://www.ousd.org/Page/17605\">Grow Our Own\u003c/a>, with teacher residencies, a pipeline to teaching for after-school staff and a teacher development program for middle school teachers. It is\u003ca href=\"https://sites.google.com/ousd.org/ntsd/home?authuser=0\"> providing mentoring and resources\u003c/a> for all new teachers and, starting this year, will pay for new teachers’ credentialing fees and assessments. Earning a credential while initially teaching with an emergency permit is sometimes the only option for those who can’t afford to take a year off from work to become a teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to OUSD, the\u003ca href=\"https://dashboards.ousd.org/t/HR/views/RetentionDashboardPublic/TeachersDistrictwide?%3Aiid=1&%3Aembed=y#1\"> high rate of teacher turnover\u003c/a> — 22% in 2016-17 — dropped to the national average of 16% in 2019-20 and has remained constant since then. According to the district, 30% to 40% of the applicants for openings have emergency or out-of-state teaching permits. Out of the 491 teacher vacancies Oakland Unified posted, as of July 22, 109 remained unfilled, it said.\u003c/p>\n\u003cp>The impact of its strategies looks promising, the district said:\u003c/p>\n\u003cul>\n\u003cli>121 middle school teachers have received debt relief, tuition support and assistance with advanced degrees and credentials in exchange for their commitment to stay in Oakland for two to four years, depending on how much aid they receive.\u003c/li>\n\u003cli>More than 100 special education teachers have received state funding for teacher prep, licensing fees, community college courses, education and student debt relief.\u003c/li>\n\u003cli>44 classified workers have received tuition support and mentoring to become credentialed teachers.\u003c/li>\n\u003cli>21 aspiring teachers earned their preliminary credentials in STEM and special education through the Oakland Teacher Residency program, in which an aspiring teacher trains full time in the classroom with an experienced, credentialed teacher. The district is partnering with the Alder Graduate School of Education. Teacher residents commit to staying four years with the district.\u003c/li>\n\u003c/ul>\n\u003cp>Oakland Unified has an enrollment of about 46,000 students, three-quarters of whom qualify as lower-income. About half of the students are Latino, with 20% Black, 10% white and 10% Asian. It employs about 3,000 teachers.\u003c/p>\n\u003cp>Oakland Unified also has above-average disparities in how those teachers are distributed across schools in the district. In schools with the highest-income children, 67% of educators are credentialed to teach the classes they are teaching, while 49% of teachers are qualified in schools with students from the most low-income families. Schools with students from the most low-income families also have double the percentage of intern teachers (4.4%) than schools with fewer children from lower-income families (2%).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In 2019, the union went on strike for seven days, demanding higher pay and improved conditions. Teachers settled for an 11% raise over four years. It conducted a one-day strike this year to oppose the district’s plan to close seven schools. Tense relations with the district’s unions, declining enrollment — a loss of 17,000 students over 20 years — and financial difficulties, which have dogged Oakland since the state provided a $100 million loan in 2003, have fostered strife and instability. When she was appointed superintendent in 2017, Johnson-Trammell, who grew up in Oakland and attended Oakland schools, became the sixth superintendent in nine years.\u003c/p>\n\u003cp>In a biting letter of resignation on her blog in May upon resigning from the school board, Shanthi Gonzales spread the blame. She cited the teachers union’s “refusal to engage on the issue of school quality,” general incivility in the district in handling disagreements and an easily distracted school board’s failure to focus on improving academics.\u003c/p>\n\u003cp>Arun Ramanathan, the CEO of Pivot Learning, a national school improvement nonprofit based in Oakland, agreed with Gonzales’ last point. Oakland is the home of an abundance of education nonprofits and foundations ready to fund new ideas. But the district’s focus must be on three things, he said: leadership, teaching and learning. “Ongoing instability bleeds into other areas, so the district turns to another initiative, whether social-emotional learning or community schools,” he said. “Oakland has one of the longest strategic plans, but it’s not focusing on the right stuff.”\u003c/p>\n\u003cp>OUSD should be constantly monitoring the number and distribution of long-term subs and the level of teacher absences, he said, as well as tracking, in a competitive market, the length of time between job interviews and job offers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Gary Yee, the president of the district’s school board, said in a statement that although the issues of a teacher shortage and under-preparation in Oakland schools are not new or simple, the district’s “commitment to hiring well-trained teachers with strong academic preparation and a deep local and cultural competency has never been stronger or more focused.”\u003c/p>\n\u003cp>“Using the term ‘ineffective’ to label those who have not received state certification suggests a biased use of language. Privileging people who have the finances, time and opportunity to complete a credential before they start formal teaching in an Oakland Unified classroom blocks those who need to take a different path,” he said. “Even a cursory review of the \u003ca href=\"https://www.ousd.org/Page/781\">Talent Division\u003c/a> web page will reveal the multiple paths to becoming and growing as a professionally effective educator. With this support, all children and educators — regardless of their background or circumstances — will have the opportunity to reach their highest potential. I believe Oakland is moving in that direction.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>[dropcap]I[/dropcap]nside a borrowed studio apartment in a two-story courtyard building in Oakland’s Fruitvale neighborhood, Nya Owens is preparing for her afternoon client, a woman named Yummy Jones who has driven all the way from Richmond, despite heavy traffic and the high cost of gas these days, just to see her.\u003c/p>\n\u003cp>Owens, who just turned 18, goes over styles as they watch TikTok videos of different looks. Then Owens asks Yummy to part her hair, and the work begins.\u003c/p>\n\u003cp>Braiding is Owens’ business, and it’s why she was so focused on graduating this year. She sees that high school diploma as the ticket to college and a degree in business administration, all part of her plan to start her own fashion company.\u003c/p>\n\u003cp>“I’ve loved fashion since I was a little kid. I’ve had experience with customer service, I’m a people person and I used to model,” she says.\u003c/p>\n\u003cp>Her future plan?\u003c/p>\n\u003cp>“Phase one would be to go to pop-up shops and sell clothes, promote on social media,” she says. “Phase two would be to grow my online store out of state, do raffles and also gain more and more ambassador events.”\u003c/p>\n\u003cfigure id=\"attachment_11917101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg\" alt=\"A woman stands over another woman doing her hair.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens at work in her salon space at a friend’s apartment with client Yummy Jones. Owens wants to get a degree in business administration, but this year she had to focus first on showing up to finish high school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But just last January, Owens saw those plans evaporating. Her school, McClymonds High in West Oakland, told her that unless she started showing up for school on time, she wouldn’t get to graduate. “I was falling behind because I was too busy trying to make my money and also trying to focus on school,” she says.\u003c/p>\n\u003cp>Owens was also behind because of a series of academic setbacks junior year: Pandemic-related distance learning had been impossible for her.[pullquote size='medium' align='left' citation=\"Nya Owens, participant, Oakland Natives Give Back\"]‘COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on.’[/pullquote]“COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on. I got to be hands on. I cannot do it on my own,” she says. “I used to fall asleep during class.”\u003c/p>\n\u003cp>Then there was a devastating personal blow: Owens’ 25-year-old brother was shot and killed in East Oakland. At that point, with her mother grieving, Owens says she ended up living with different relatives. Getting to school at all was a challenge.\u003c/p>\n\u003cp>But she kept going, and she says her late brother has played a big part in that.\u003c/p>\n\u003cp>“I feel like my brother has been pushing me,” Owens says. “Since he’s gone, he’s been pushing me on. I’ve been catching a whole lot of angel numbers.”\u003c/p>\n\u003cp>Also pushing her was the team from Oakland Natives Give Back.\u003c/p>\n\u003cfigure id=\"attachment_11917102\" class=\"wp-caption aligncenter\" style=\"max-width: 1180px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg\" alt=\"A woman stands in a school hallway next to graduation balloons. She is holding up a diploma and is smiling at someone off-camera.\" width=\"1180\" height=\"886\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-800x601.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-1020x766.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-160x120.jpg 160w\" sizes=\"auto, (max-width: 1180px) 100vw, 1180px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens poses for a portrait during graduation. Owens was a participant with Oakland Natives Give Back and says the program helped her achieve her goal of getting a high school diploma. \u003ccite>(Courtesy of Nya Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The organization launched a pilot program at McClymonds in January involving 10 students who were chronically absent but also were considered “influencers” — students others took their cues from. The goal was not only to get the 10 to graduate, but to get them to send a larger message to the student body that attendance matters.\u003c/p>\n\u003cp>Chronic absenteeism among Black students like Owens is a critical problem for the district. District statistics through May show that 58% of OUSD’s Black students missed at least 18 school days during this past school year; nearly half of those students were absent 36 days or more.\u003c/p>\n\u003cp>Kids not getting to school could cost OUSD millions of dollars a year in state funding, which is allotted on the basis of the district’s average daily attendance. And more important, chronic absences are devastating for the growth and progress of students like Owens.[aside label=\"More Education Stories\" tag=\"education\"]The pilot program that Oakland Natives Give Back deployed at McClymonds this year was designed to provide intensive wraparound support for the 10 students who were invited to participate and see them through to graduation. The pilot also aimed to help each student plan for the future and teach them the skills they’d need to turn that plan into reality.\u003c/p>\n\u003cp>“We’re not here to chastise you. We’re here to support you. You know — even with love, with a different angle,” says Brian McGee, McClymonds’ head of programs, who helped bring in Oakland Natives Give Back. “Yes, your attendance is bad, but we don’t think you’re bad people. You’re here because we want to correct some things and get you ready for the real world. And the way we’re going to do that is to give you some skill sets for a toolbox that you can take with you along your journey.”\u003c/p>\n\u003cp>Stefon Dent, an achievement coordinator with Oakland Natives Give Back, was part of a two-person team that worked with the 10 McClymonds students.\u003c/p>\n\u003cp>The students would participate in a 90-minute class once a week to learn skills they could use both in and outside of school: a lot of focus on accountability and what it means to show up on time. In return, they would be paid a monthly stipend of $500, paid for by Oakland Natives Give Back.\u003c/p>\n\u003cp>Dent says the classes were anchored in deep, emotional work that Dent says is key to Black students surviving and thriving in a systemically racist society.\u003c/p>\n\u003cp>“You really have to have a strong foundation within yourself and love yourself in order for you to manifest your desires,” Dent says.\u003c/p>\n\u003cfigure id=\"attachment_11917084\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11917084 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg\" alt=\" Stefon Dent sports a beard and wears his Proud Oakland Native shirt as he stars into the distance on a street in downtown Oakland. Behind him is a yellow wall with artist's tags in black paint on it.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stefon Dent, achievement coordinator with Oakland Natives Give Back, poses for a portrait in downtown Oakland on June 6, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school,” he says. “All we’re teaching them is science, math, accounting. The school system was designed to teach people to work for other people.”\u003c/p>\n\u003cp>The day Owens meets Yummy Jones to braid her hair shows the importance of this emotional dimension of learning.\u003c/p>\n\u003cp>Owens says the day had been a stressful one. It was finals week.\u003c/p>\n\u003cp>“Finals actually had me crying at school, crying,” she says, explaining that she got into a disagreement with a teacher.\u003c/p>\n\u003cp>“I was supposed to present, but I didn’t know,” she says. “I didn’t get the email. And I almost punched a wall. I was very upset. Grabbing at my hair and everything.”[pullquote size='medium' align='right' citation=\"Stefon Dent, achievement coordinator, Oakland Natives Give Back\"]‘Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school.’[/pullquote]Dent calls this kind of reaction getting emotionally hijacked, saying of Owens, “She fell victim to her own negative programming.”\u003c/p>\n\u003cp>Dent says in that split second, Owens had a choice: to act on impulse or to be her higher self. He says he works on this himself every day.\u003c/p>\n\u003cp>“If you’re driving and somebody cuts you off, you have the option to get around them, flip them off, curse them out or whatever,” he says. “Or you have the choice to be like, ‘OK, well, maybe they need to get to someplace. So I’m going to allow them to, you know, have that.’ Then I send them love and light. You know, ‘I hope you make it to your destination safely.’ And those are some of the tools I teach my clients.”\u003c/p>\n\u003cp>Dent calls this operating on a higher frequency. And he shares this wisdom in his classes.\u003c/p>\n\u003cp>“A lot of professionals have trouble relating to students because all they have is book smarts. And that can only lead you so far, especially going into the belly of the beast,” Dent says.\u003c/p>\n\u003cp>Dent says his own experience in public schools forced him onto his path of self-discovery. In third grade, he says, a teacher placed him in special education — where he remained until 12th grade.\u003c/p>\n\u003cp>“She asked me to play quietly, but what 6-year-old, you know, plays quietly?” he says. “So she influenced my mom to keep me in these classes due to my mom being on drugs at the time, saying, like, ‘If your child is on SSI, you have an extra income.’ So saying that to a person that’s hooked on something — that’s volumes.”\u003c/p>\n\u003cp>Dent is adamant he stopped growing psychologically at 6 when this teacher imprinted that negative view on him. He graduated 12th grade reading at a third-grade level “because all we did was sing songs and [eat] snacks and color.”\u003c/p>\n\u003cp>Today he has a master’s degree in behavioral psychology from Cal State East Bay. But first he had to go to Laney College for seven years to catch up on all the learning he missed in his earlier years.\u003c/p>\n\u003cp>“So it’s possible for you to accomplish anything,” Dent says. As he likes to tell the students, “The only thing in the way of you, is you.”\u003c/p>\n\u003cp>When Owens became frustrated with her teacher during finals week, instead of just walking out of school and not returning — as she says she normally would have done — she took steps to recover.\u003c/p>\n\u003cp>“I just kept having to breathe, and breathe, and breathe as much as I can. Anger like that, you really have to be careful,” she says.\u003c/p>\n\u003cp>In that moment, a McClymonds staffer who works closely with Dent also helped her with some advice: “Go ahead, cry yourself out of it. Do as much crying as you gotta do and then we gotta get right back to this essay.”[pullquote size='medium' align='right' citation=\"Nya Owens, participant, Oakland Natives Give Back\"]‘This program has actually helped me with getting to work on time. I get to clients on time.’[/pullquote]At the end of the year, when Owens learned one of her teachers had flunked her, she immediately signed up for adult school to take the class again.\u003c/p>\n\u003cp>“It took me a while, but I built myself up. I listen to gospel music and I listen to old school music, ‘Good Morning Beautiful.’ And then that type of music gives me some motivation into myself: ‘OK, Nya, you got this. You’re pretty. You’re beautiful.’ I tell myself that every day, every morning, every time I wake up, every time I go to sleep and wake back up.”\u003c/p>\n\u003cp>Owens didn’t graduate with her class at McClymonds in May. But she redid the course online and graduated with an adult school class this month.\u003c/p>\n\u003cp>She says the accountability lessons from her internship at McClymonds are grounding her for her next steps.\u003c/p>\n\u003cp>“This program has actually helped me with getting to work on time,” she says. “I get to clients on time. I used to be at least 10 to 15 minutes behind. Now, I leave early. If you’re not going to be on time, you’re just not going to be knowing what’s going on.”\u003c/p>\n\u003cp>Owens’ graduation, albeit slightly delayed, meant that all 10 of the McClymonds seniors who were part of the Oakland Natives Give Back pilot project got their diplomas.\u003c/p>\n\u003cp>The organization is hoping to expand to seven other Oakland high schools this fall to reach as many as 100 students in the coming academic year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">I\u003c/span>\u003c/p>\u003cp>nside a borrowed studio apartment in a two-story courtyard building in Oakland’s Fruitvale neighborhood, Nya Owens is preparing for her afternoon client, a woman named Yummy Jones who has driven all the way from Richmond, despite heavy traffic and the high cost of gas these days, just to see her.\u003c/p>\n\u003cp>Owens, who just turned 18, goes over styles as they watch TikTok videos of different looks. Then Owens asks Yummy to part her hair, and the work begins.\u003c/p>\n\u003cp>Braiding is Owens’ business, and it’s why she was so focused on graduating this year. She sees that high school diploma as the ticket to college and a degree in business administration, all part of her plan to start her own fashion company.\u003c/p>\n\u003cp>“I’ve loved fashion since I was a little kid. I’ve had experience with customer service, I’m a people person and I used to model,” she says.\u003c/p>\n\u003cp>Her future plan?\u003c/p>\n\u003cp>“Phase one would be to go to pop-up shops and sell clothes, promote on social media,” she says. “Phase two would be to grow my online store out of state, do raffles and also gain more and more ambassador events.”\u003c/p>\n\u003cfigure id=\"attachment_11917101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg\" alt=\"A woman stands over another woman doing her hair.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens at work in her salon space at a friend’s apartment with client Yummy Jones. Owens wants to get a degree in business administration, but this year she had to focus first on showing up to finish high school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But just last January, Owens saw those plans evaporating. Her school, McClymonds High in West Oakland, told her that unless she started showing up for school on time, she wouldn’t get to graduate. “I was falling behind because I was too busy trying to make my money and also trying to focus on school,” she says.\u003c/p>\n\u003cp>Owens was also behind because of a series of academic setbacks junior year: Pandemic-related distance learning had been impossible for her.\u003c/p>\u003c/div>",
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"content": "‘COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on. I got to be hands on. I cannot do it on my own,” she says. “I used to fall asleep during class.”\u003c/p>\n\u003cp>Then there was a devastating personal blow: Owens’ 25-year-old brother was shot and killed in East Oakland. At that point, with her mother grieving, Owens says she ended up living with different relatives. Getting to school at all was a challenge.\u003c/p>\n\u003cp>But she kept going, and she says her late brother has played a big part in that.\u003c/p>\n\u003cp>“I feel like my brother has been pushing me,” Owens says. “Since he’s gone, he’s been pushing me on. I’ve been catching a whole lot of angel numbers.”\u003c/p>\n\u003cp>Also pushing her was the team from Oakland Natives Give Back.\u003c/p>\n\u003cfigure id=\"attachment_11917102\" class=\"wp-caption aligncenter\" style=\"max-width: 1180px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg\" alt=\"A woman stands in a school hallway next to graduation balloons. She is holding up a diploma and is smiling at someone off-camera.\" width=\"1180\" height=\"886\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-800x601.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-1020x766.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-160x120.jpg 160w\" sizes=\"auto, (max-width: 1180px) 100vw, 1180px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens poses for a portrait during graduation. Owens was a participant with Oakland Natives Give Back and says the program helped her achieve her goal of getting a high school diploma. \u003ccite>(Courtesy of Nya Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The organization launched a pilot program at McClymonds in January involving 10 students who were chronically absent but also were considered “influencers” — students others took their cues from. The goal was not only to get the 10 to graduate, but to get them to send a larger message to the student body that attendance matters.\u003c/p>\n\u003cp>Chronic absenteeism among Black students like Owens is a critical problem for the district. District statistics through May show that 58% of OUSD’s Black students missed at least 18 school days during this past school year; nearly half of those students were absent 36 days or more.\u003c/p>\n\u003cp>Kids not getting to school could cost OUSD millions of dollars a year in state funding, which is allotted on the basis of the district’s average daily attendance. And more important, chronic absences are devastating for the growth and progress of students like Owens.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The pilot program that Oakland Natives Give Back deployed at McClymonds this year was designed to provide intensive wraparound support for the 10 students who were invited to participate and see them through to graduation. The pilot also aimed to help each student plan for the future and teach them the skills they’d need to turn that plan into reality.\u003c/p>\n\u003cp>“We’re not here to chastise you. We’re here to support you. You know — even with love, with a different angle,” says Brian McGee, McClymonds’ head of programs, who helped bring in Oakland Natives Give Back. “Yes, your attendance is bad, but we don’t think you’re bad people. You’re here because we want to correct some things and get you ready for the real world. And the way we’re going to do that is to give you some skill sets for a toolbox that you can take with you along your journey.”\u003c/p>\n\u003cp>Stefon Dent, an achievement coordinator with Oakland Natives Give Back, was part of a two-person team that worked with the 10 McClymonds students.\u003c/p>\n\u003cp>The students would participate in a 90-minute class once a week to learn skills they could use both in and outside of school: a lot of focus on accountability and what it means to show up on time. In return, they would be paid a monthly stipend of $500, paid for by Oakland Natives Give Back.\u003c/p>\n\u003cp>Dent says the classes were anchored in deep, emotional work that Dent says is key to Black students surviving and thriving in a systemically racist society.\u003c/p>\n\u003cp>“You really have to have a strong foundation within yourself and love yourself in order for you to manifest your desires,” Dent says.\u003c/p>\n\u003cfigure id=\"attachment_11917084\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11917084 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg\" alt=\" Stefon Dent sports a beard and wears his Proud Oakland Native shirt as he stars into the distance on a street in downtown Oakland. Behind him is a yellow wall with artist's tags in black paint on it.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stefon Dent, achievement coordinator with Oakland Natives Give Back, poses for a portrait in downtown Oakland on June 6, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school,” he says. “All we’re teaching them is science, math, accounting. The school system was designed to teach people to work for other people.”\u003c/p>\n\u003cp>The day Owens meets Yummy Jones to braid her hair shows the importance of this emotional dimension of learning.\u003c/p>\n\u003cp>Owens says the day had been a stressful one. It was finals week.\u003c/p>\n\u003cp>“Finals actually had me crying at school, crying,” she says, explaining that she got into a disagreement with a teacher.\u003c/p>\n\u003cp>“I was supposed to present, but I didn’t know,” she says. “I didn’t get the email. And I almost punched a wall. I was very upset. Grabbing at my hair and everything.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Dent calls this kind of reaction getting emotionally hijacked, saying of Owens, “She fell victim to her own negative programming.”\u003c/p>\n\u003cp>Dent says in that split second, Owens had a choice: to act on impulse or to be her higher self. He says he works on this himself every day.\u003c/p>\n\u003cp>“If you’re driving and somebody cuts you off, you have the option to get around them, flip them off, curse them out or whatever,” he says. “Or you have the choice to be like, ‘OK, well, maybe they need to get to someplace. So I’m going to allow them to, you know, have that.’ Then I send them love and light. You know, ‘I hope you make it to your destination safely.’ And those are some of the tools I teach my clients.”\u003c/p>\n\u003cp>Dent calls this operating on a higher frequency. And he shares this wisdom in his classes.\u003c/p>\n\u003cp>“A lot of professionals have trouble relating to students because all they have is book smarts. And that can only lead you so far, especially going into the belly of the beast,” Dent says.\u003c/p>\n\u003cp>Dent says his own experience in public schools forced him onto his path of self-discovery. In third grade, he says, a teacher placed him in special education — where he remained until 12th grade.\u003c/p>\n\u003cp>“She asked me to play quietly, but what 6-year-old, you know, plays quietly?” he says. “So she influenced my mom to keep me in these classes due to my mom being on drugs at the time, saying, like, ‘If your child is on SSI, you have an extra income.’ So saying that to a person that’s hooked on something — that’s volumes.”\u003c/p>\n\u003cp>Dent is adamant he stopped growing psychologically at 6 when this teacher imprinted that negative view on him. He graduated 12th grade reading at a third-grade level “because all we did was sing songs and [eat] snacks and color.”\u003c/p>\n\u003cp>Today he has a master’s degree in behavioral psychology from Cal State East Bay. But first he had to go to Laney College for seven years to catch up on all the learning he missed in his earlier years.\u003c/p>\n\u003cp>“So it’s possible for you to accomplish anything,” Dent says. As he likes to tell the students, “The only thing in the way of you, is you.”\u003c/p>\n\u003cp>When Owens became frustrated with her teacher during finals week, instead of just walking out of school and not returning — as she says she normally would have done — she took steps to recover.\u003c/p>\n\u003cp>“I just kept having to breathe, and breathe, and breathe as much as I can. Anger like that, you really have to be careful,” she says.\u003c/p>\n\u003cp>In that moment, a McClymonds staffer who works closely with Dent also helped her with some advice: “Go ahead, cry yourself out of it. Do as much crying as you gotta do and then we gotta get right back to this essay.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At the end of the year, when Owens learned one of her teachers had flunked her, she immediately signed up for adult school to take the class again.\u003c/p>\n\u003cp>“It took me a while, but I built myself up. I listen to gospel music and I listen to old school music, ‘Good Morning Beautiful.’ And then that type of music gives me some motivation into myself: ‘OK, Nya, you got this. You’re pretty. You’re beautiful.’ I tell myself that every day, every morning, every time I wake up, every time I go to sleep and wake back up.”\u003c/p>\n\u003cp>Owens didn’t graduate with her class at McClymonds in May. But she redid the course online and graduated with an adult school class this month.\u003c/p>\n\u003cp>She says the accountability lessons from her internship at McClymonds are grounding her for her next steps.\u003c/p>\n\u003cp>“This program has actually helped me with getting to work on time,” she says. “I get to clients on time. I used to be at least 10 to 15 minutes behind. Now, I leave early. If you’re not going to be on time, you’re just not going to be knowing what’s going on.”\u003c/p>\n\u003cp>Owens’ graduation, albeit slightly delayed, meant that all 10 of the McClymonds seniors who were part of the Oakland Natives Give Back pilot project got their diplomas.\u003c/p>\n\u003cp>The organization is hoping to expand to seven other Oakland high schools this fall to reach as many as 100 students in the coming academic year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "whats-a-black-school-worth-in-oakland-grass-valley-elementary-community-braces-for-2nd-closure-in-a-decade",
"title": "What's a Black School Worth in Oakland? Grass Valley Elementary Community Braces for 2nd Closure in a Decade",
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"headTitle": "What’s a Black School Worth in Oakland? Grass Valley Elementary Community Braces for 2nd Closure in a Decade | KQED",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Craig Colbert mingles with parents picking up their kids outside Grass Valley Elementary’s front doors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the school’s community adviser, it’s his job to know students’ families. It helps that he grew up with some of them in this hilly green section of East Oakland, that his own son graduated from the school and that he’s worked here for a decade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He saunters up to idling cars to chat with moms through open windows and offers dads standing on the sidewalk handshakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s up, baby boy,” he says, gripping Steffen Scott Sr.’s hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They both played basketball on the Grass Valley outdoor courts as kids. Now, Scott’s fifth grader is in his first year here. At his last school in Union City, there were hardly any Black students in his class, Scott explains, “so he couldn’t really identify with anything.” \u003c/span>[pullquote size=\"medium\" align=\"right\" citation=\"Francis Pearman, education professor, Stanford University\"]‘If these school closures are promoting the further dispossession of communities of color, making them even less likely to retain their historic profile of being Black communities, then there’s broader conversations that need to be had about what these closures mean for the lifeblood of Black neighborhoods.’[/pullquote]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’re a lot friendlier here,” Steffen Jr. chimes in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Grass Valley, Steffen Jr. is surrounded by students who look like him. The comfort of familiarity has translated into greater confidence, Scott says, and he sees the difference in his son’s schoolwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Seeing the joy when he walks out that door, it’s everything to me,” Scott says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grass Valley, off Golf Links Road near Skyline Boulevard, enrolls the highest share of Black students — 65% — among Oakland Unified School District elementary schools. In February, the school board voted to close it next year as part of a broader downsizing plan that will shutter seven campuses. Black families will be disproportionately affected. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision comes less than a year after the board made a remarkable pledge to its Black students by adopting a community proposal that organizers named \u003c/span>\u003ca href=\"https://reparationsforblackstudents.org/\">\u003cspan style=\"font-weight: 400\">Reparations for Black Students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The plan seeks to address practices, like school closures, that have helped cut the number of Black students in the district from \u003c/span>\u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Snapshot?:embed=y&:showAppBanner=false&:display_count=n&:showVizHome=n&:origin=viz_share_link\">\u003cspan style=\"font-weight: 400\">25,400 in 2000-01 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrCharterEth.aspx?cds=0161259&agglevel=district&year=2021-22\">\u003cspan style=\"font-weight: 400\">7,400 this year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the past two decades, Oakland Unified has closed 16 majority-Black schools. That’s left few elementary schools like Grass Valley.\u003c/span>[aside label=\"Reparations in California\" link1=\"https://www.kqed.org/reparations,Explore why California launched the first-in-the-nation task force to study reparations for Black people\" hero=\"https://ww2.kqed.org/app/uploads/2022/02/RiCLandingPageGraphic-1020x574.png\"]\u003cspan style=\"font-weight: 400\">When the board passed the Reparations for Black Students resolution in March 2021, it excluded one of the campaign’s central demands: that no majority-Black schools be considered for closure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under pressure to address a stubborn structural deficit, the size of which nobody seems to agree on, the board forged ahead. It did so despite the pleas of students, parents and teachers — and despite protest marches, rallies and a weeks-long hunger strike by two teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For those that don’t know the power of the word ‘reparations,’ the first part of the definition is a commitment to not cause harm again,” says Pecolia Manigo Awobodu, who chairs the \u003c/span>\u003ca href=\"https://www.ousd.org/reparations\">\u003cspan style=\"font-weight: 400\">Black Students and Families Thriving Task Force\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is charged with implementing the reparations work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The story of this campaign is not an easy one to tell,” she continues. “It’s a story of, how do you really get a system to address its lack of commitment to the education of Black students? And how do you do it in such a way that even when there is resistance, you’re still capable of making some levels of progress?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grass Valley Elementary opened in 1953 as a set of portable classrooms with 100 students before a permanent school was built for the rapidly growing area. Throughout the 1960s, newspaper ads for nearby housing developments enticed buyers with references to the “outstanding” and “wonderful” neighborhood school. \u003c/span>[aside postID=\"news_11904278,news_11906636,news_11911675\" label=\"Related Posts\"]\u003cspan style=\"font-weight: 400\">Today, teachers have taped up crayon signs in the classroom windows that say “save our school” and “Black Lives Matter.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before Colbert came to Grass Valley, he worked at Thurgood Marshall Elementary School, just down the hill, until the district \u003c/span>\u003ca href=\"https://oaklandnorth.net/2011/10/27/ousd-board-votes-to-close-five-elementary-schools-at-a-contentious-meeting/\">\u003cspan style=\"font-weight: 400\">closed it a decade ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mostly Black students enrolled at Marshall, and the reasons district leaders gave for closing it echo those for closing Grass Valley: under-enrollment and poor test scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he was packing up Thurgood Marshall’s archives, Colbert, 49, came across photos of himself as a student there in the ’80s. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I thought about the community, I thought about the kids that went there and how much they loved the school,” he says. “It was a tough deal.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a kid, he’d hitchhike up Golf Links Road after school to play basketball on the school’s courts. Many of the children he grew up with went to school there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back then, the neighborhoods close to the school were home to a mix of Black and white middle- and upper-middle-class families. Incomes dropped as you went down the hill, as did the share of white residents. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are more Latino and Asian people now, and fewer Black families. Between 2010 and 2020, the \u003c/span>\u003ca href=\"https://belonging.gis-cdn.net/us_segregation_map/?year=2010&bounds=37.83%2C-121.98%2C37.65%2C-122.27&geoid=06001410000&geo=tract\">\u003cspan style=\"font-weight: 400\">share of Black residents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the neighborhood surrounding the school dropped from nearly 50% to 37%, according to research from UC Berkeley’s Othering & Belonging Institute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having a school site where Black kids feel really valued and can be themselves is important,” says Paula Mitchell, another Marshall transplant who now runs Grass Valley’s project-based learning program. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11912882\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11912882\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg\" alt=\"Kids play outside at school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students play during recess at Grass Valley Elementary School in Oakland on April 28, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I purposely chose to be in a place where I could teach students that look like me because I didn’t have any Black teachers when I was growing up,” she continues, “and I just know how it would have made me feel differently in my belief in all the things I could do in the world.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">About half of Grass Valley’s teachers are Black, compared to \u003c/span>\u003ca href=\"https://www.ousddata.org/announcements/fast-facts-2020-21\">\u003cspan style=\"font-weight: 400\">20% district-wide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to school-district data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think families feel really comfortable sending their children here knowing that we get it,” Mitchell says. “We understand what’s out there in the world and we’re doing our best to hold their kids close.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a recent study, Stanford education professor Francis Pearman \u003c/span>\u003ca href=\"https://cepa.stanford.edu/content/school-closures-and-gentrification-black-metropolis\">\u003cspan style=\"font-weight: 400\">found that school closures increased gentrification in Black neighborhoods\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In an age where school districts are writing statements and promising policy in ‘defense of Black lives,’ stakeholders must consider how educational policies are contributing to the further perpetuation of the disintegration of Black communities,” Pearman writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his research, Pearman has identified a cyclical relationship between school closures and neighborhood change. Closing schools increases the likelihood that Black neighborhoods will gentrify. In turn, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0042085919884342\">\u003cspan style=\"font-weight: 400\">gentrification leads to lower enrollment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as families are displaced and new residents opt out of the neighborhood school or don’t have kids to enroll. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If these school closures are promoting the further dispossession of communities of color, making them even less likely to retain their historic profile of being Black communities, then there’s broader conversations that need to be had about what these closures mean for the lifeblood of Black neighborhoods,” Pearman says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On April 11, the ACLU asked Attorney General Rob Bonta to investigate Oakland’s closure plan, saying it is discriminatory and violates the rights of of Black students. On April 29, Oakland Unified teachers, including those at Grass Valley, held a one-day strike to protest the closures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colbert leaves his two-story, four-bedroom home in Stockton at 6:30 a.m. to get to Grass Valley’s tree-ringed campus in time for work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted to own my own house,” he says. “But I come here every day, so Oakland is still in my heart.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">About 10 Grass Valley families live outside the city, according to principal Casey Beckner, but most people leave the school behind when they move. They often leave for the Central Valley. Like Colbert, they’re relocating to become homeowners or looking for cheaper rent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has accelerated the exodus as parents put their kids in independent study or homeschool them. Public school \u003c/span>\u003ca href=\"https://edsource.org/2022/california-k-12-enrollment-plunges-again-falls-below-6-million/670111#:~:text=The%201.8%25%20enrollment%20decline%2C%20on,Covid%20struck%20in%20spring%202020.\">\u003cspan style=\"font-weight: 400\">enrollment plummeted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> across the state during the pandemic. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11912883\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11912883\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg\" alt=\"A man and child walk past a multicolored mural of students, a bridge and an eagle.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Craig Colbert watches students during recess at Grass Valley Elementary School in Oakland on April 28, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Grass Valley staff blame the Thurgood Marshall closure for driving families away, too. As they tell it, transplanting the Marshall community to Grass Valley created a chain reaction of instability. The principal got burned out and left, then some teachers started chafing at the new administrator’s approach. As teachers left, more families followed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once you start a cycle of people leaving, then you have an open door,” Colbert says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment has declined at Grass Valley four years in a row, leaving the school with 198 students. District staff say that’s too small to make the school financially sustainable. For the past 15 years, \u003c/span>\u003ca href=\"https://dq.cde.ca.gov/dataquest/DQ/EnrTimeRptSch.aspx?cYear=2012-13&Level=School&cName=Grass+Valley+Elementary&cCode=6001879&dCode=0161259\">\u003cspan style=\"font-weight: 400\">state records\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show the school’s enrollment has hovered around 250 students, dipping as low as 177 and rising to 285 at its peak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If one school doesn’t have enough students to generate the money to cover its costs, it hurts the whole system, says school board director Clifford Thompson, whose district includes Grass Valley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to use the money that [a bigger] school has generated in order to keep this other school afloat,” he says. “It’s a hard decision, but how long can you do that? It’s been done for several years, and now it’s time to really bite the bullet.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">District staff have pointed out that Oakland Unified operates more schools than many larger districts in the state. They say having more teachers per student than these other districts hasn’t translated into academic gains for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thompson sees an upside to larger schools. He’d like to see Oakland’s elementary schools enroll about 400 students each. The former principal, who returned to teaching in Richmond a few years ago, says having multiple teachers for each grade allows educators to learn from each other, grow and innovate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of Grass Valley’s teachers and staff who came from Marshall are wary of the district’s vision of a system improved through economization. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11912881\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11912881\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg\" alt=\"A woman wearing a face mask sits in a classroom with two children using multicolored blocks.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Tammy Coleman works with students on an activity at Grass Valley Elementary School in Oakland on April 28, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Tammy Coleman’s classroom, the small numbers are a blessing. Typically, she’s had 25 or 26 students, and as many as 30. This year, she has only 18 in her combined first and second grade class, the fewest she’s ever had. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s grateful to be able to give students more individualized support as they get readjusted to the classroom after more than a year of distance learning. She says some second graders, who didn’t know the alphabet when they started the year, are now flourishing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just a beautiful thing and it’s less stress,” she says. “You can delve into what they need more.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Late one morning, after reading instruction, she makes her way around the classroom, checking in with students who are bent over their notebooks clutching crayons and pencils. The class is studying birds and the students are responding to prompts in their new research journals. \u003c/span>\u003c/p>\n\u003cp>“Hey, William,” Coleman says, leaning down to get a closer look at her student’s work. “What do you wonder about birds?”\u003c/p>\n\u003cp>“How birds fly, period. And how they lay eggs,” Williams says.\u003c/p>\n\u003cp>“We have a lot of research to do!” Coleman says before moving to another student.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grass Valley’s closure would be her third. All three schools were majority Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She spent a decade at Cole Middle School, on 10th Street in West Oakland’s Cypress Village neighborhood, before the district closed it. She then moved to Thurgood Marshall. Based on her 28 years in the classroom, she says what matters most is individualized support. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids come in needing so much and it’s hard for one person to give them all that they need,” Coleman says. “Are you going to close the achievement gap by shoving them into a larger school with larger class sizes, teachers they don’t know?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a group of local Black organizers began gathering community input to shape an agenda for improving Black students’ experiences in schools, stopping closures quickly became a priority. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the reasons why it rang so true for us to name the campaign Reparations for Black Students is because we saw a trend in this district that majority-Black schools were always targeted for school closures, which meant that the bulk of the pain of that practice lived in Black communities,” Awobodu, an OUSD parent and lead organizer of the reparations project, says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The evidence backs her up, says UC Berkeley professor of education and African American studies Janelle Scott, who’s studying school closures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that Black and Latinx students are much more likely to be targeted by school closures,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Chicago closed dozens of schools a decade ago, for instance, \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2018/09/19/heres-one-reason-rahm-emanuel-wont-run-for-reelection-as-chicagos-mayor/\">\u003cspan style=\"font-weight: 400\">88%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the students affected were Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So it’s not a subtle point of evidence,” Scott says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other research finds that school closures are associated with charter school expansion, which can further destabilize district enrollment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests academic prospects for students whose schools close vary depending on many factors, including the quality of the new school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grass Valley’s general education students will be sent to Oakland Academy of Knowledge and Burckhalter Elementary School under Oakland Unified’s plan. The schools are three and four miles away and their academic, racial and socioeconomic profiles are similar to Grass Valley’s.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scott finds that claims about declining enrollment and cost savings are often used to justify closures, but that the evidence doesn’t actually support the strategy as a cost-savings measure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It sounds kind of persuasive and simple, but the reality is not quite so simple,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s because the costs that can come with shuttering campuses, like facilities improvements needed to accommodate displaced students at receiving schools, can offset potential savings. Closing schools also can contribute to revenue decline by pushing more students out of the district. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you disrupt communities with school closures, however well-intentioned, many families do look for other options, so you see a relationship between school closures and even further enrollment declines,” Scott says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scott met with three Oakland Unified school board members in an effort to better understand their reasoning. They didn’t produce the evidence to persuade her. The takeaway, she says, was, “‘We don’t know what else to do. We know we need to do something.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In slating the closure, the district may have sealed Grass Valley’s fate: Families don’t want to sign up for a school that may not be around after next year, and some parents plan to pull their kids out preemptively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ericka Njemanze used to be an active Grass Valley parent. She was president of the PTA and a member of the School Site Council. Her second grader and fourth grade twins have been at the school since kindergarten.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11912889\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11912889\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg\" alt=\"A child holds up a drawing of a person.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student in Tammy Coleman’s class draws a picture that says ‘Girl Power’ at Grass Valley Elementary School in Oakland on April 28, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I picked Grass Valley because it had a history,” she says. “I heard really good things about the school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The family doesn’t live far from Grass Valley, but it’s not their neighborhood school. At first Njemanze thought she’d made a good choice, but her feelings have changed. Her kids fell behind during the pandemic, and the fifth grade teachers she was looking forward to for her kids retired. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the harsh light of the closure, the things that bothered her became intolerable. She judged the test scores and wondered where the other professional Black parents were. Why wasn’t there more PTA involvement? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t see the fifth grade teachers taking my kids where they need to be,” says Njemanze, who plans to send her kids to Laurel Elementary next year. “I guess I want to beat the wave. If my kids can transition a little faster, I think that will help my household.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colbert stands at the end of a long lunch table in the schoolyard. On a neon green sheet of poster board, he’s mapped out the fourth grade and fifth grade girls’ arm-wrestling tournament brackets. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last week he held a tournament for the boys, and the girls demanded their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This contest isn’t about strength, it’s about stamina and your will to win,” he tells the girls crowded around the table. “If you want to win, you will fix yourself to win. It doesn’t matter how big or small the other person is on the other side.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The girls pair up and lock arms. Their biceps tense as they strain and grit their teeth. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t give up,” Colbert says. “Don’t give up.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "What's a Black School Worth in Oakland? Grass Valley Elementary Community Braces for 2nd Closure in a Decade | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Craig Colbert mingles with parents picking up their kids outside Grass Valley Elementary’s front doors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the school’s community adviser, it’s his job to know students’ families. It helps that he grew up with some of them in this hilly green section of East Oakland, that his own son graduated from the school and that he’s worked here for a decade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He saunters up to idling cars to chat with moms through open windows and offers dads standing on the sidewalk handshakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What’s up, baby boy,” he says, gripping Steffen Scott Sr.’s hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They both played basketball on the Grass Valley outdoor courts as kids. Now, Scott’s fifth grader is in his first year here. At his last school in Union City, there were hardly any Black students in his class, Scott explains, “so he couldn’t really identify with anything.” \u003c/span>\u003c/p>\u003c/div>",
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"content": "‘If these school closures are promoting the further dispossession of communities of color, making them even less likely to retain their historic profile of being Black communities, then there’s broader conversations that need to be had about what these closures mean for the lifeblood of Black neighborhoods.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’re a lot friendlier here,” Steffen Jr. chimes in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Grass Valley, Steffen Jr. is surrounded by students who look like him. The comfort of familiarity has translated into greater confidence, Scott says, and he sees the difference in his son’s schoolwork. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Seeing the joy when he walks out that door, it’s everything to me,” Scott says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grass Valley, off Golf Links Road near Skyline Boulevard, enrolls the highest share of Black students — 65% — among Oakland Unified School District elementary schools. In February, the school board voted to close it next year as part of a broader downsizing plan that will shutter seven campuses. Black families will be disproportionately affected. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The decision comes less than a year after the board made a remarkable pledge to its Black students by adopting a community proposal that organizers named \u003c/span>\u003ca href=\"https://reparationsforblackstudents.org/\">\u003cspan style=\"font-weight: 400\">Reparations for Black Students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The plan seeks to address practices, like school closures, that have helped cut the number of Black students in the district from \u003c/span>\u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Snapshot?:embed=y&:showAppBanner=false&:display_count=n&:showVizHome=n&:origin=viz_share_link\">\u003cspan style=\"font-weight: 400\">25,400 in 2000-01 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">to \u003c/span>\u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/EnrCharterEth.aspx?cds=0161259&agglevel=district&year=2021-22\">\u003cspan style=\"font-weight: 400\">7,400 this year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the past two decades, Oakland Unified has closed 16 majority-Black schools. That’s left few elementary schools like Grass Valley.\u003c/span>\u003c/p>\u003c/div>",
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"label": "Reparations in California ",
"link1": "https://www.kqed.org/reparations,Explore why California launched the first-in-the-nation task force to study reparations for Black people",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan style=\"font-weight: 400\">When the board passed the Reparations for Black Students resolution in March 2021, it excluded one of the campaign’s central demands: that no majority-Black schools be considered for closure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under pressure to address a stubborn structural deficit, the size of which nobody seems to agree on, the board forged ahead. It did so despite the pleas of students, parents and teachers — and despite protest marches, rallies and a weeks-long hunger strike by two teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For those that don’t know the power of the word ‘reparations,’ the first part of the definition is a commitment to not cause harm again,” says Pecolia Manigo Awobodu, who chairs the \u003c/span>\u003ca href=\"https://www.ousd.org/reparations\">\u003cspan style=\"font-weight: 400\">Black Students and Families Thriving Task Force\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is charged with implementing the reparations work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The story of this campaign is not an easy one to tell,” she continues. “It’s a story of, how do you really get a system to address its lack of commitment to the education of Black students? And how do you do it in such a way that even when there is resistance, you’re still capable of making some levels of progress?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">— \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grass Valley Elementary opened in 1953 as a set of portable classrooms with 100 students before a permanent school was built for the rapidly growing area. Throughout the 1960s, newspaper ads for nearby housing developments enticed buyers with references to the “outstanding” and “wonderful” neighborhood school. \u003c/span>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan style=\"font-weight: 400\">Today, teachers have taped up crayon signs in the classroom windows that say “save our school” and “Black Lives Matter.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before Colbert came to Grass Valley, he worked at Thurgood Marshall Elementary School, just down the hill, until the district \u003c/span>\u003ca href=\"https://oaklandnorth.net/2011/10/27/ousd-board-votes-to-close-five-elementary-schools-at-a-contentious-meeting/\">\u003cspan style=\"font-weight: 400\">closed it a decade ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Mostly Black students enrolled at Marshall, and the reasons district leaders gave for closing it echo those for closing Grass Valley: under-enrollment and poor test scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he was packing up Thurgood Marshall’s archives, Colbert, 49, came across photos of himself as a student there in the ’80s. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I thought about the community, I thought about the kids that went there and how much they loved the school,” he says. “It was a tough deal.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a kid, he’d hitchhike up Golf Links Road after school to play basketball on the school’s courts. Many of the children he grew up with went to school there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back then, the neighborhoods close to the school were home to a mix of Black and white middle- and upper-middle-class families. Incomes dropped as you went down the hill, as did the share of white residents. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are more Latino and Asian people now, and fewer Black families. Between 2010 and 2020, the \u003c/span>\u003ca href=\"https://belonging.gis-cdn.net/us_segregation_map/?year=2010&bounds=37.83%2C-121.98%2C37.65%2C-122.27&geoid=06001410000&geo=tract\">\u003cspan style=\"font-weight: 400\">share of Black residents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the neighborhood surrounding the school dropped from nearly 50% to 37%, according to research from UC Berkeley’s Othering & Belonging Institute.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having a school site where Black kids feel really valued and can be themselves is important,” says Paula Mitchell, another Marshall transplant who now runs Grass Valley’s project-based learning program. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11912882\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11912882\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg\" alt=\"Kids play outside at school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55654_027_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students play during recess at Grass Valley Elementary School in Oakland on April 28, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I purposely chose to be in a place where I could teach students that look like me because I didn’t have any Black teachers when I was growing up,” she continues, “and I just know how it would have made me feel differently in my belief in all the things I could do in the world.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">About half of Grass Valley’s teachers are Black, compared to \u003c/span>\u003ca href=\"https://www.ousddata.org/announcements/fast-facts-2020-21\">\u003cspan style=\"font-weight: 400\">20% district-wide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to school-district data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think families feel really comfortable sending their children here knowing that we get it,” Mitchell says. “We understand what’s out there in the world and we’re doing our best to hold their kids close.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a recent study, Stanford education professor Francis Pearman \u003c/span>\u003ca href=\"https://cepa.stanford.edu/content/school-closures-and-gentrification-black-metropolis\">\u003cspan style=\"font-weight: 400\">found that school closures increased gentrification in Black neighborhoods\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In an age where school districts are writing statements and promising policy in ‘defense of Black lives,’ stakeholders must consider how educational policies are contributing to the further perpetuation of the disintegration of Black communities,” Pearman writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In his research, Pearman has identified a cyclical relationship between school closures and neighborhood change. Closing schools increases the likelihood that Black neighborhoods will gentrify. In turn, \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0042085919884342\">\u003cspan style=\"font-weight: 400\">gentrification leads to lower enrollment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as families are displaced and new residents opt out of the neighborhood school or don’t have kids to enroll. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If these school closures are promoting the further dispossession of communities of color, making them even less likely to retain their historic profile of being Black communities, then there’s broader conversations that need to be had about what these closures mean for the lifeblood of Black neighborhoods,” Pearman says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On April 11, the ACLU asked Attorney General Rob Bonta to investigate Oakland’s closure plan, saying it is discriminatory and violates the rights of of Black students. On April 29, Oakland Unified teachers, including those at Grass Valley, held a one-day strike to protest the closures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colbert leaves his two-story, four-bedroom home in Stockton at 6:30 a.m. to get to Grass Valley’s tree-ringed campus in time for work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I wanted to own my own house,” he says. “But I come here every day, so Oakland is still in my heart.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">About 10 Grass Valley families live outside the city, according to principal Casey Beckner, but most people leave the school behind when they move. They often leave for the Central Valley. Like Colbert, they’re relocating to become homeowners or looking for cheaper rent.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has accelerated the exodus as parents put their kids in independent study or homeschool them. Public school \u003c/span>\u003ca href=\"https://edsource.org/2022/california-k-12-enrollment-plunges-again-falls-below-6-million/670111#:~:text=The%201.8%25%20enrollment%20decline%2C%20on,Covid%20struck%20in%20spring%202020.\">\u003cspan style=\"font-weight: 400\">enrollment plummeted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> across the state during the pandemic. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11912883\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11912883\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg\" alt=\"A man and child walk past a multicolored mural of students, a bridge and an eagle.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55655_029_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Craig Colbert watches students during recess at Grass Valley Elementary School in Oakland on April 28, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">But Grass Valley staff blame the Thurgood Marshall closure for driving families away, too. As they tell it, transplanting the Marshall community to Grass Valley created a chain reaction of instability. The principal got burned out and left, then some teachers started chafing at the new administrator’s approach. As teachers left, more families followed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Once you start a cycle of people leaving, then you have an open door,” Colbert says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment has declined at Grass Valley four years in a row, leaving the school with 198 students. District staff say that’s too small to make the school financially sustainable. For the past 15 years, \u003c/span>\u003ca href=\"https://dq.cde.ca.gov/dataquest/DQ/EnrTimeRptSch.aspx?cYear=2012-13&Level=School&cName=Grass+Valley+Elementary&cCode=6001879&dCode=0161259\">\u003cspan style=\"font-weight: 400\">state records\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show the school’s enrollment has hovered around 250 students, dipping as low as 177 and rising to 285 at its peak. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If one school doesn’t have enough students to generate the money to cover its costs, it hurts the whole system, says school board director Clifford Thompson, whose district includes Grass Valley. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have to use the money that [a bigger] school has generated in order to keep this other school afloat,” he says. “It’s a hard decision, but how long can you do that? It’s been done for several years, and now it’s time to really bite the bullet.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">District staff have pointed out that Oakland Unified operates more schools than many larger districts in the state. They say having more teachers per student than these other districts hasn’t translated into academic gains for students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thompson sees an upside to larger schools. He’d like to see Oakland’s elementary schools enroll about 400 students each. The former principal, who returned to teaching in Richmond a few years ago, says having multiple teachers for each grade allows educators to learn from each other, grow and innovate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of Grass Valley’s teachers and staff who came from Marshall are wary of the district’s vision of a system improved through economization. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11912881\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11912881\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg\" alt=\"A woman wearing a face mask sits in a classroom with two children using multicolored blocks.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55644_018_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Tammy Coleman works with students on an activity at Grass Valley Elementary School in Oakland on April 28, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Tammy Coleman’s classroom, the small numbers are a blessing. Typically, she’s had 25 or 26 students, and as many as 30. This year, she has only 18 in her combined first and second grade class, the fewest she’s ever had. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s grateful to be able to give students more individualized support as they get readjusted to the classroom after more than a year of distance learning. She says some second graders, who didn’t know the alphabet when they started the year, are now flourishing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just a beautiful thing and it’s less stress,” she says. “You can delve into what they need more.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Late one morning, after reading instruction, she makes her way around the classroom, checking in with students who are bent over their notebooks clutching crayons and pencils. The class is studying birds and the students are responding to prompts in their new research journals. \u003c/span>\u003c/p>\n\u003cp>“Hey, William,” Coleman says, leaning down to get a closer look at her student’s work. “What do you wonder about birds?”\u003c/p>\n\u003cp>“How birds fly, period. And how they lay eggs,” Williams says.\u003c/p>\n\u003cp>“We have a lot of research to do!” Coleman says before moving to another student.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grass Valley’s closure would be her third. All three schools were majority Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She spent a decade at Cole Middle School, on 10th Street in West Oakland’s Cypress Village neighborhood, before the district closed it. She then moved to Thurgood Marshall. Based on her 28 years in the classroom, she says what matters most is individualized support. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The kids come in needing so much and it’s hard for one person to give them all that they need,” Coleman says. “Are you going to close the achievement gap by shoving them into a larger school with larger class sizes, teachers they don’t know?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a group of local Black organizers began gathering community input to shape an agenda for improving Black students’ experiences in schools, stopping closures quickly became a priority. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the reasons why it rang so true for us to name the campaign Reparations for Black Students is because we saw a trend in this district that majority-Black schools were always targeted for school closures, which meant that the bulk of the pain of that practice lived in Black communities,” Awobodu, an OUSD parent and lead organizer of the reparations project, says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The evidence backs her up, says UC Berkeley professor of education and African American studies Janelle Scott, who’s studying school closures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that Black and Latinx students are much more likely to be targeted by school closures,” she says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Chicago closed dozens of schools a decade ago, for instance, \u003c/span>\u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2018/09/19/heres-one-reason-rahm-emanuel-wont-run-for-reelection-as-chicagos-mayor/\">\u003cspan style=\"font-weight: 400\">88%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the students affected were Black. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So it’s not a subtle point of evidence,” Scott says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other research finds that school closures are associated with charter school expansion, which can further destabilize district enrollment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests academic prospects for students whose schools close vary depending on many factors, including the quality of the new school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grass Valley’s general education students will be sent to Oakland Academy of Knowledge and Burckhalter Elementary School under Oakland Unified’s plan. The schools are three and four miles away and their academic, racial and socioeconomic profiles are similar to Grass Valley’s.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scott finds that claims about declining enrollment and cost savings are often used to justify closures, but that the evidence doesn’t actually support the strategy as a cost-savings measure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It sounds kind of persuasive and simple, but the reality is not quite so simple,” she says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s because the costs that can come with shuttering campuses, like facilities improvements needed to accommodate displaced students at receiving schools, can offset potential savings. Closing schools also can contribute to revenue decline by pushing more students out of the district. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you disrupt communities with school closures, however well-intentioned, many families do look for other options, so you see a relationship between school closures and even further enrollment declines,” Scott says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Scott met with three Oakland Unified school board members in an effort to better understand their reasoning. They didn’t produce the evidence to persuade her. The takeaway, she says, was, “‘We don’t know what else to do. We know we need to do something.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In slating the closure, the district may have sealed Grass Valley’s fate: Families don’t want to sign up for a school that may not be around after next year, and some parents plan to pull their kids out preemptively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ericka Njemanze used to be an active Grass Valley parent. She was president of the PTA and a member of the School Site Council. Her second grader and fourth grade twins have been at the school since kindergarten.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11912889\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11912889\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg\" alt=\"A child holds up a drawing of a person.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/05/RS55649_023_KQED_GrassValleyElementarySchoolOakland_04282022-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student in Tammy Coleman’s class draws a picture that says ‘Girl Power’ at Grass Valley Elementary School in Oakland on April 28, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I picked Grass Valley because it had a history,” she says. “I heard really good things about the school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The family doesn’t live far from Grass Valley, but it’s not their neighborhood school. At first Njemanze thought she’d made a good choice, but her feelings have changed. Her kids fell behind during the pandemic, and the fifth grade teachers she was looking forward to for her kids retired. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the harsh light of the closure, the things that bothered her became intolerable. She judged the test scores and wondered where the other professional Black parents were. Why wasn’t there more PTA involvement? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don’t see the fifth grade teachers taking my kids where they need to be,” says Njemanze, who plans to send her kids to Laurel Elementary next year. “I guess I want to beat the wave. If my kids can transition a little faster, I think that will help my household.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">—\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colbert stands at the end of a long lunch table in the schoolyard. On a neon green sheet of poster board, he’s mapped out the fourth grade and fifth grade girls’ arm-wrestling tournament brackets. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last week he held a tournament for the boys, and the girls demanded their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This contest isn’t about strength, it’s about stamina and your will to win,” he tells the girls crowded around the table. “If you want to win, you will fix yourself to win. It doesn’t matter how big or small the other person is on the other side.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The girls pair up and lock arms. Their biceps tense as they strain and grit their teeth. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t give up,” Colbert says. “Don’t give up.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "'We're Doing This for Our Students': Oakland Teachers Go on 1-Day Strike Over District's Plan to Close Schools",
"title": "'We're Doing This for Our Students': Oakland Teachers Go on 1-Day Strike Over District's Plan to Close Schools",
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"content": "\u003cp>Chanting \"Save our schools! No cuts, no closures,\" scores of Oakland teachers, parents and students hit the picket lines Friday morning in a one-day strike protesting the district’s controversial plan to shutter some of its schools.\u003c/p>\n\u003cp>Even though most schools in the Oakland Unified School District remained open on Friday, the district said it didn't have enough substitutes and other staff to safely hold classes, and asked families to keep their children home for the day.\u003c/p>\n\u003cp>Friday's labor action — the second teachers' strike in just three years — comes in response to the district's decision to close seven of its small schools and merge or shrink four others over the next two years as part of a cost-savings measure.\u003c/p>\n\u003cp>The district says the cuts are necessary to address declining enrollment and major budget shortfalls projected for the coming years, and pledged to redirect some of the savings to its larger neighborhood schools.\u003c/p>\n\u003cp>But many teachers and families say the district moved forward with its plan without the requisite community input, and argue that the closures will disproportionately affect students of color, particularly Black students and \u003ca href=\"https://www.kqed.org/news/11911675/they-see-us-as-expendable-oakland-families-of-children-with-disabilities-call-school-closure-plan-discriminatory\">students of color with disabilities\u003c/a>. Hundreds of parents and community members spoke out forcefully against the plan during a series of marathon school board meetings, and two teachers went on an \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">18-day hunger strike\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/juliamcevoy1/status/1520052294833741824\u003c/p>\n\u003cp>\"We find ourselves facing a majority school board that has gone back on its written promise to us educators and that promise was to never again ambush a school with a last-minute closure,\" Keith Brown, president of the Oakland Education Association, told the roughly 25 teachers on the picket line Friday morning outside Parker Elementary School in East Oakland — one of the schools on the chopping block. \"They told us that there isn't any money to keep our community schools open and that we have no choice. But there is always a choice.\"\u003c/p>\n\u003cp>Brown, who led a \u003ca href=\"https://www.kqed.org/news/11727551/oakland-teachers-go-on-strike-in-fight-for-higher-pay-more-resources\">weeklong teachers' strike\u003c/a> in 2019 over a new contract, said the district's plan will directly harm its most vulnerable students and families, without actually recouping that much money. The consolidation is estimated to save anywhere between $4.1 million and $14.7 million, according to the school board's projections.\u003c/p>\n\u003cp>\"They are choosing to destabilize communities and take away critical resources from our children at a time when they need resources the most,\" Brown said.\u003c/p>\n\u003cp>Educators approved Friday's walkout by a 3-to-1 margin — a move affirming their right to bargain over school-closure decisions. After picketing at individual school sites, teachers and their supporters marched from Lake Merritt to Oakland City Hall, where a rally was held in partnership with the International Longshore and Warehouse Union, Local 10. That union, which opposes the city's effort to move the Oakland A's ballpark to Howard Terminal at the Port of Oakland, has joined forces with OEA in a campaign against privatization efforts.\u003c/p>\n\u003cp>H. Matthew Seawright, a first-year early literacy tutor at Carl B. Munck Elementary School in the Oakland hills, handed out donuts to his colleagues picketing in front of the school Friday morning. An ordained minister originally from Washington, D.C., Seawright said he's been inspired by the outpouring of community support.\u003c/p>\n\u003cfigure id=\"attachment_11912785\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1.jpg\">\u003cimg class=\"wp-image-11912785 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1.jpg\" alt=\"A young girl speaks into a microphone in front of a large banner.\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Demi Johnson, 8, daughter of Moms 4 Housing co-founder Misty Cross, speaks at a rally on April 29, 2022, protesting school closures in the district. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Usually when things like this happen, it's already decided,\" he said. \"But then to see the students come together, to see the staff come together, to see the area come together and say, 'We are not taking this. We are not just going to accept it. We're going to do something about it,' that has been so powerful for me.\"[aside label=\"related coverage\" tag=\"ousd\"]Under a plan the school board approved in February, the district is slated to close Community Day School and Parker Elementary at the end of this year, and five more schools — Brookfield Elementary, Carl Munck Elementary, Grass Valley Elementary, Korematsu Discovery Academy and Horace Mann Elementary — next summer. It also plans to merge RISE Community with New Highland Academy Elementary and eliminate grades 6-8 at La Escuelita Elementary and Hillcrest Elementary.\u003c/p>\n\u003cp>\u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5399120&GUID=4B4E68C0-F8F3-4276-A10E-FB32F71B35C6&Options=&Search=\">The vast majority of students \u003c/a>at the targeted schools — some 93% — are considered either lower-income, English learners or foster youth. Black students also are overrepresented, accounting for more than 40% of the student body at the schools, almost double the district-wide average.\u003c/p>\n\u003cp>That disparity prompted the ACLU this month to \u003ca href=\"https://www.sfchronicle.com/eastbay/article/The-ACLU-just-got-involved-in-the-Oakland-school-17073265.php\">urge California's attorney general\u003c/a> to investigate the district's closure plan, alleging it violates the rights of Black students.\u003c/p>\n\u003cp>Vilma Serrano, a kindergarten teacher at Melrose Leadership Academy, who also serves on OEA's executive board, said Friday's strike was about fighting for the rights of all students in the district, not just those who will be immediately affected.\u003c/p>\n\u003cp>\"Of course any day lost of school is significant. But we also know this is part of a larger message, and this could be any school,\" she said. \"All of the schools on that [closure] list had different metrics that didn’t make sense. And so I want parents to really understand that we are doing this for our students.\"\u003c/p>\n\u003cp>In a last-minute bid to thwart the one-day walkout, the district on Thursday filed for an injunction with the state’s Public Employment Relations Board — which governs collective bargaining — arguing that the action violated labor agreements. But the state board ultimately denied the appeal, a decision the district said it was \"disappointed\" with. In a statement, it pledged to \"continue to put the needs of kids first and do what it thinks is best for them.\"\u003c/p>\n\u003cp>https://twitter.com/sharkfinney/status/1520143721433501696\u003c/p>\n\u003cp>The district has long argued it operates too many schools for the declining number of students it serves. An estimated 35% of district schools are enrolled at \"below sustainable\" levels, according to officials, who attribute that drop to factors such as lower birth rates, pandemic-related moves, and a lack of affordable housing.\u003c/p>\n\u003cp>Fewer students means less funding, leaving the district to shoulder an estimated deficit of $12.3 million for the coming school year.\u003c/p>\n\u003cp>But Debra Washington, who lives near Parker Elementary, said closing more schools isn't the answer.\u003c/p>\n\u003cp>\"The closure of this school would impact the community as far as the children having to go far away to other schools and other neighborhoods that they are probably not used to,\" she said. \"They’re used to this school, and some of the families, they live in this neighborhood.\"\u003c/p>\n\u003cp>Some parents, however, have come out strongly against the walkout, accusing the teachers union of prioritizing politics over the well-being of kids.\u003c/p>\n\u003cp>Students have already missed too much school and many have fallen far behind over the last two years during the pandemic, said Lakisha Young, who runs a parent-empowerment organization called The Oakland REACH.\u003c/p>\n\u003cp>\"So whose kids and whose parents is this supposed to be doing good for?\" she said, stressing that every school day is critical to getting kids back up to speed. \"We are supposed to be educating people and kids so they can have the lives they want to have ... It's just being made harder and harder by the decisions by adults.\"\u003c/p>\n\u003cfigure id=\"attachment_11912786\" class=\"wp-caption aligncenter\" style=\"max-width: 1815px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19.jpg\">\u003cimg class=\"size-full wp-image-11912786\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19.jpg\" alt=\"People march down a street, holding a banner that says 'Stop Privatizing Our Schools, Our Port"\" width=\"1815\" height=\"1112\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19.jpg 1815w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19-1020x625.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19-1536x941.jpg 1536w\" sizes=\"(max-width: 1815px) 100vw, 1815px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland teachers and members of the International Longshore and Warehouse Union, Local 10, march from Lake Merritt to Oakland City Hall on April 29, 2022. \u003ccite>(Beth LaBerge)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Josh Connor, an OUSD parent, said it was important to support teachers and give them the benefit of the doubt, despite the inconvenience of not being able to send kids to school for the day.\u003c/p>\n\u003cp>“Teachers are the people we trust with our kids every day,\" he said. \"I trust their judgment. Honestly, I think the school district rushed through the process of closing schools.\"\u003c/p>\n\u003cp>Emmett Grout, 17, a student at Oakland Tech, said he and many of his classmates also are supporting their teachers in their fight to keep schools open.\u003c/p>\n\u003cp>\"I think that it's important that we're at least trying to do something about the school closures,\" he said. \"I mean, it feels like sometimes the protest energy will die and go away. So I think it's good that the teachers are stepping up to do something.\"\u003c/p>\n\u003cp>Asked how missing the day would affect him personally, Grout just shrugged.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Well, I have a math test,\" he said. \"So I'm getting rescheduled, so I'm actually kind of grateful.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Chanting \"Save our schools! No cuts, no closures,\" scores of Oakland teachers, parents and students hit the picket lines Friday morning in a one-day strike protesting the district’s controversial plan to shutter some of its schools.\u003c/p>\n\u003cp>Even though most schools in the Oakland Unified School District remained open on Friday, the district said it didn't have enough substitutes and other staff to safely hold classes, and asked families to keep their children home for the day.\u003c/p>\n\u003cp>Friday's labor action — the second teachers' strike in just three years — comes in response to the district's decision to close seven of its small schools and merge or shrink four others over the next two years as part of a cost-savings measure.\u003c/p>\n\u003cp>The district says the cuts are necessary to address declining enrollment and major budget shortfalls projected for the coming years, and pledged to redirect some of the savings to its larger neighborhood schools.\u003c/p>\n\u003cp>But many teachers and families say the district moved forward with its plan without the requisite community input, and argue that the closures will disproportionately affect students of color, particularly Black students and \u003ca href=\"https://www.kqed.org/news/11911675/they-see-us-as-expendable-oakland-families-of-children-with-disabilities-call-school-closure-plan-discriminatory\">students of color with disabilities\u003c/a>. Hundreds of parents and community members spoke out forcefully against the plan during a series of marathon school board meetings, and two teachers went on an \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">18-day hunger strike\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\"We find ourselves facing a majority school board that has gone back on its written promise to us educators and that promise was to never again ambush a school with a last-minute closure,\" Keith Brown, president of the Oakland Education Association, told the roughly 25 teachers on the picket line Friday morning outside Parker Elementary School in East Oakland — one of the schools on the chopping block. \"They told us that there isn't any money to keep our community schools open and that we have no choice. But there is always a choice.\"\u003c/p>\n\u003cp>Brown, who led a \u003ca href=\"https://www.kqed.org/news/11727551/oakland-teachers-go-on-strike-in-fight-for-higher-pay-more-resources\">weeklong teachers' strike\u003c/a> in 2019 over a new contract, said the district's plan will directly harm its most vulnerable students and families, without actually recouping that much money. The consolidation is estimated to save anywhere between $4.1 million and $14.7 million, according to the school board's projections.\u003c/p>\n\u003cp>\"They are choosing to destabilize communities and take away critical resources from our children at a time when they need resources the most,\" Brown said.\u003c/p>\n\u003cp>Educators approved Friday's walkout by a 3-to-1 margin — a move affirming their right to bargain over school-closure decisions. After picketing at individual school sites, teachers and their supporters marched from Lake Merritt to Oakland City Hall, where a rally was held in partnership with the International Longshore and Warehouse Union, Local 10. That union, which opposes the city's effort to move the Oakland A's ballpark to Howard Terminal at the Port of Oakland, has joined forces with OEA in a campaign against privatization efforts.\u003c/p>\n\u003cp>H. Matthew Seawright, a first-year early literacy tutor at Carl B. Munck Elementary School in the Oakland hills, handed out donuts to his colleagues picketing in front of the school Friday morning. An ordained minister originally from Washington, D.C., Seawright said he's been inspired by the outpouring of community support.\u003c/p>\n\u003cfigure id=\"attachment_11912785\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1.jpg\">\u003cimg class=\"wp-image-11912785 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1.jpg\" alt=\"A young girl speaks into a microphone in front of a large banner.\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-18-1-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Demi Johnson, 8, daughter of Moms 4 Housing co-founder Misty Cross, speaks at a rally on April 29, 2022, protesting school closures in the district. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Usually when things like this happen, it's already decided,\" he said. \"But then to see the students come together, to see the staff come together, to see the area come together and say, 'We are not taking this. We are not just going to accept it. We're going to do something about it,' that has been so powerful for me.\"\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Under a plan the school board approved in February, the district is slated to close Community Day School and Parker Elementary at the end of this year, and five more schools — Brookfield Elementary, Carl Munck Elementary, Grass Valley Elementary, Korematsu Discovery Academy and Horace Mann Elementary — next summer. It also plans to merge RISE Community with New Highland Academy Elementary and eliminate grades 6-8 at La Escuelita Elementary and Hillcrest Elementary.\u003c/p>\n\u003cp>\u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5399120&GUID=4B4E68C0-F8F3-4276-A10E-FB32F71B35C6&Options=&Search=\">The vast majority of students \u003c/a>at the targeted schools — some 93% — are considered either lower-income, English learners or foster youth. Black students also are overrepresented, accounting for more than 40% of the student body at the schools, almost double the district-wide average.\u003c/p>\n\u003cp>That disparity prompted the ACLU this month to \u003ca href=\"https://www.sfchronicle.com/eastbay/article/The-ACLU-just-got-involved-in-the-Oakland-school-17073265.php\">urge California's attorney general\u003c/a> to investigate the district's closure plan, alleging it violates the rights of Black students.\u003c/p>\n\u003cp>Vilma Serrano, a kindergarten teacher at Melrose Leadership Academy, who also serves on OEA's executive board, said Friday's strike was about fighting for the rights of all students in the district, not just those who will be immediately affected.\u003c/p>\n\u003cp>\"Of course any day lost of school is significant. But we also know this is part of a larger message, and this could be any school,\" she said. \"All of the schools on that [closure] list had different metrics that didn’t make sense. And so I want parents to really understand that we are doing this for our students.\"\u003c/p>\n\u003cp>In a last-minute bid to thwart the one-day walkout, the district on Thursday filed for an injunction with the state’s Public Employment Relations Board — which governs collective bargaining — arguing that the action violated labor agreements. But the state board ultimately denied the appeal, a decision the district said it was \"disappointed\" with. In a statement, it pledged to \"continue to put the needs of kids first and do what it thinks is best for them.\"\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The district has long argued it operates too many schools for the declining number of students it serves. An estimated 35% of district schools are enrolled at \"below sustainable\" levels, according to officials, who attribute that drop to factors such as lower birth rates, pandemic-related moves, and a lack of affordable housing.\u003c/p>\n\u003cp>Fewer students means less funding, leaving the district to shoulder an estimated deficit of $12.3 million for the coming school year.\u003c/p>\n\u003cp>But Debra Washington, who lives near Parker Elementary, said closing more schools isn't the answer.\u003c/p>\n\u003cp>\"The closure of this school would impact the community as far as the children having to go far away to other schools and other neighborhoods that they are probably not used to,\" she said. \"They’re used to this school, and some of the families, they live in this neighborhood.\"\u003c/p>\n\u003cp>Some parents, however, have come out strongly against the walkout, accusing the teachers union of prioritizing politics over the well-being of kids.\u003c/p>\n\u003cp>Students have already missed too much school and many have fallen far behind over the last two years during the pandemic, said Lakisha Young, who runs a parent-empowerment organization called The Oakland REACH.\u003c/p>\n\u003cp>\"So whose kids and whose parents is this supposed to be doing good for?\" she said, stressing that every school day is critical to getting kids back up to speed. \"We are supposed to be educating people and kids so they can have the lives they want to have ... It's just being made harder and harder by the decisions by adults.\"\u003c/p>\n\u003cfigure id=\"attachment_11912786\" class=\"wp-caption aligncenter\" style=\"max-width: 1815px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19.jpg\">\u003cimg class=\"size-full wp-image-11912786\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19.jpg\" alt=\"People march down a street, holding a banner that says 'Stop Privatizing Our Schools, Our Port"\" width=\"1815\" height=\"1112\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19.jpg 1815w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19-1020x625.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-19-1536x941.jpg 1536w\" sizes=\"(max-width: 1815px) 100vw, 1815px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland teachers and members of the International Longshore and Warehouse Union, Local 10, march from Lake Merritt to Oakland City Hall on April 29, 2022. \u003ccite>(Beth LaBerge)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Josh Connor, an OUSD parent, said it was important to support teachers and give them the benefit of the doubt, despite the inconvenience of not being able to send kids to school for the day.\u003c/p>\n\u003cp>“Teachers are the people we trust with our kids every day,\" he said. \"I trust their judgment. Honestly, I think the school district rushed through the process of closing schools.\"\u003c/p>\n\u003cp>Emmett Grout, 17, a student at Oakland Tech, said he and many of his classmates also are supporting their teachers in their fight to keep schools open.\u003c/p>\n\u003cp>\"I think that it's important that we're at least trying to do something about the school closures,\" he said. \"I mean, it feels like sometimes the protest energy will die and go away. So I think it's good that the teachers are stepping up to do something.\"\u003c/p>\n\u003cp>Asked how missing the day would affect him personally, Grout just shrugged.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Well, I have a math test,\" he said. \"So I'm getting rescheduled, so I'm actually kind of grateful.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Thousands of Oakland public school students are being asked to stay home on Friday because their teachers are planning a walkout to protest the Oakland Unified School District's \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">plan to close seven schools and merge or shrink four others\u003c/a>.\u003c/p>\n\u003cp>The district, though, says it doesn't have enough substitute teachers on hand to keep most classes running, and is accusing the teachers union of violating labor agreements. On Thursday, it filed for an injunction with the state’s Public Employment Relations Board to try to block the action.\u003c/p>\n\u003cp>This comes just three years after Oakland teachers participated in \u003ca href=\"https://www.kqed.org/news/11727551/oakland-teachers-go-on-strike-in-fight-for-higher-pay-more-resources\">a week-long walkout\u003c/a>.\u003c/p>\n\u003cp>KQED's education editor Julia McEvoy and Morning Edition host Brian Watt spoke on Thursday about the increasingly volatile situation.\u003c/p>\n\u003cp>\u003cem>The following is edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: This is a pretty radical move by teachers. How did it come to this?\u003c/strong>\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ousd\"]\u003cstrong>JULIA MCEVOY:\u003c/strong> Teachers say this strike is about sending a message. They claim the district’s most recent move — approved in February — to close schools without community input is an unfair labor practice, and that means they can strike. They say they want the district to understand they have a right to bargain over the issue of school closures. Seventy-five percent of teachers voted for the strike.\u003c/p>\n\u003cp>We expect teachers to be out in front of schools with picket lines, and then there is a rally and march later in the day.\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: Despite OUSD's move to seek an injunction and block the strike, the district has so far told families to keep their kids home tomorrow.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>JULIA MCEVOY: \u003c/strong>Yes. The district says it can’t find enough substitutes and other staff to fill all the vacancies in classrooms. So keep kids home and the absences will be counted as excused.\u003c/p>\n\u003cp>The teachers know this is not going to be easy on families. Here is Vilma Serrano, who is a full-time classroom teacher and on the OEA's [Oakland Education Association] executive board:\u003c/p>\n\u003cp>\u003cstrong>VILMA SERRANO: \u003c/strong>Of course any day lost of school is significant. But we also know this is part of a larger message, and this could be any school. All of the schools on that [closure] list had different metrics that didn’t make sense. ... And so I want parents to really understand that we are doing this for our students.\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: I can imagine not all families are excited about this situation.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>JULIA MCEVOY: \u003c/strong>Yeah, I will say there are some parents who are coming out strongly against this one-day strike. One of them is Lakisha Young, who runs a parent empowerment organization called The Oakland Reach. That organization has been working with OUSD this year to train parents to be literacy tutors at Sojourner Truth, the district’s virtual school.\u003c/p>\n\u003cp>She’s very angry about the planned strike, and says politics are getting in the way of kids being able to learn — especially kids who have already missed too much school and fallen behind during the pandemic. She says every day matters, and asked me: \"So whose kids and whose parents is this supposed to be doing good for?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Young says, at least right now, her tutors are still planning to work with students tomorrow.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of Oakland public school students are being asked to stay home on Friday because their teachers are planning a walkout to protest the Oakland Unified School District's \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">plan to close seven schools and merge or shrink four others\u003c/a>.\u003c/p>\n\u003cp>The district, though, says it doesn't have enough substitute teachers on hand to keep most classes running, and is accusing the teachers union of violating labor agreements. On Thursday, it filed for an injunction with the state’s Public Employment Relations Board to try to block the action.\u003c/p>\n\u003cp>This comes just three years after Oakland teachers participated in \u003ca href=\"https://www.kqed.org/news/11727551/oakland-teachers-go-on-strike-in-fight-for-higher-pay-more-resources\">a week-long walkout\u003c/a>.\u003c/p>\n\u003cp>KQED's education editor Julia McEvoy and Morning Edition host Brian Watt spoke on Thursday about the increasingly volatile situation.\u003c/p>\n\u003cp>\u003cem>The following is edited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: This is a pretty radical move by teachers. How did it come to this?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cstrong>JULIA MCEVOY:\u003c/strong> Teachers say this strike is about sending a message. They claim the district’s most recent move — approved in February — to close schools without community input is an unfair labor practice, and that means they can strike. They say they want the district to understand they have a right to bargain over the issue of school closures. Seventy-five percent of teachers voted for the strike.\u003c/p>\n\u003cp>We expect teachers to be out in front of schools with picket lines, and then there is a rally and march later in the day.\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: Despite OUSD's move to seek an injunction and block the strike, the district has so far told families to keep their kids home tomorrow.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>JULIA MCEVOY: \u003c/strong>Yes. The district says it can’t find enough substitutes and other staff to fill all the vacancies in classrooms. So keep kids home and the absences will be counted as excused.\u003c/p>\n\u003cp>The teachers know this is not going to be easy on families. Here is Vilma Serrano, who is a full-time classroom teacher and on the OEA's [Oakland Education Association] executive board:\u003c/p>\n\u003cp>\u003cstrong>VILMA SERRANO: \u003c/strong>Of course any day lost of school is significant. But we also know this is part of a larger message, and this could be any school. All of the schools on that [closure] list had different metrics that didn’t make sense. ... And so I want parents to really understand that we are doing this for our students.\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: I can imagine not all families are excited about this situation.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>JULIA MCEVOY: \u003c/strong>Yeah, I will say there are some parents who are coming out strongly against this one-day strike. One of them is Lakisha Young, who runs a parent empowerment organization called The Oakland Reach. That organization has been working with OUSD this year to train parents to be literacy tutors at Sojourner Truth, the district’s virtual school.\u003c/p>\n\u003cp>She’s very angry about the planned strike, and says politics are getting in the way of kids being able to learn — especially kids who have already missed too much school and fallen behind during the pandemic. She says every day matters, and asked me: \"So whose kids and whose parents is this supposed to be doing good for?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Young says, at least right now, her tutors are still planning to work with students tomorrow.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'They See Us As Expendable': Oakland Families of Children With Disabilities Call School Closure Plan Discriminatory",
"title": "'They See Us As Expendable': Oakland Families of Children With Disabilities Call School Closure Plan Discriminatory",
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"content": "\u003cp>Eight-year-old Max Pezold has bounced around Oakland public schools since preschool, a fairly typical path in this district for students with special education needs.\u003c/p>\n\u003cp>Diagnosed with autism and profound learning delays when he was 2 years old, Max began his formal education at a preschool program for children with autism at Montclair Elementary School. He then was mistakenly placed in a special kindergarten language program at Edison Elementary — which didn’t work out, because he is nonverbal.\u003c/p>\n\u003cp>After a short, challenging stint in what his parents described as a disastrously run classroom at Piedmont Elementary, Max finally landed at Carl B. Munck Elementary, a small school in the Oakland hills near Merritt College with a culture of inclusiveness, where nearly 18% of the students have disabilities. The school has been so welcoming that Max’s dad says he gets emotional describing it.[pullquote align=\"right\" size=\"medium\" citation=\"Carl Pezold, parent\"]'It seems like the deck is stacked against you. You have a hard enough time trying to raise a kid with disabilities and then they throw this at you.'[/pullquote]“You know, my son, he's a lovely boy, but he doesn't talk, he doesn't look at people in the eye,” Carl Pezold said. “But the other … kids, they greet him, they know his name. They say, ‘Hi, Max!,’ you know, [even though] he’ll just kind of barrel past them.”\u003c/p>\n\u003cp>Unlike in some other schools, where students with disabilities can be isolated from the rest of the school in portable classrooms, Max and his classmates are in centrally located rooms. They share hallways and other facilities with general education students, and join conventional classes twice a week.\u003c/p>\n\u003cp>When children in general education classes empathize with and accept kids like Max, it can be a profound experience for everyone involved, but one that’s all too rare in Oakland Unified, Pezold says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“You know, in the special education community or in the disabled community, what we want is to be seen. That's what they can do in this small school environment,” Pezold said of Munck, where half the students are Black and the vast majority come from other parts of the city.\u003c/p>\n\u003cp>And that’s why Pezold and other parents here were stunned to learn in February that the district was planning to shut down the school at the end of the 2022-23 academic year. That means families must enroll in a new school for the following year by this coming fall.\u003c/p>\n\u003cfigure id=\"attachment_11911750\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg\">\u003cimg class=\"size-full wp-image-11911750\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg\" alt=\"A young boy wearing a swim shirt and swim suit sits in folding chair on a beach.\" width=\"1920\" height=\"1632\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-800x680.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-1020x867.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-1536x1306.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Max Pezold, 8, who has autism, attended several OUSD elementary schools before coming to Carl B. Munck Elementary, where his family says he is thriving. \u003ccite>(Courtesy of Carl Pezold)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Munck is one of the five small schools slated for closure next year, part of the district’s \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">larger school-consolidation plan\u003c/a> to address declining enrollments and ongoing budget concerns. The schools on the chopping block, which include Grass Valley and Brookfield Elementary, collectively serve 224 students with special education requirements — like Max — about half of whom have moderate to severe disabilities.\u003c/p>\n\u003cp>Many of the families affected say the district is targeting its most vulnerable students, noting that the closures will disproportionately affect students of color with disabilities.\u003c/p>\n\u003cp>But the district maintains it is currently “overinvesting” in small, under-enrolled schools like Munck, which has just 227 students. The district says it wants to create cost-saving efficiencies by consolidating many of its schools that have fewer than 400 students and reinvesting in neighborhood schools.\u003c/p>\n\u003cp>Because less than 6% of Munck’s families come from the immediate area — with most, like Max’s family, driving from elsewhere in the city — it is not considered a neighborhood school.\u003c/p>\n\u003cp>But when Munck closes, Max’s world will get turned upside down — again\u003cem>, \u003c/em>Pezold says.\u003c/p>\n\u003cp>“The strides that he's making are going to be reversed, whether it be on toileting, whether it be on his language or some of his behavior. It's a shame, when he's doing so well,” he said. “It seems like the deck is stacked against you. You have a hard enough time trying to raise a kid with disabilities and then they throw this at you. You feel [the district] sees you as expendable.”\u003c/p>\n\u003cp>The special day classes for students like Max usually have no more than 10 children, less than half the size of a conventional elementary school classroom in the district, and require extra support staff — all of which can greatly increase a school’s operational costs. Students with significant support needs also tend to be absent more often, which lowers the per-pupil funding a school receives.\u003c/p>\n\u003cfigure id=\"attachment_11911748\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg\">\u003cimg class=\"size-full wp-image-11911748\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg\" alt=\"A small group of children sitting in a classroom, looking at a screen with an animated video on it.\" width=\"2560\" height=\"1598\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-800x499.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1020x637.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1536x959.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-2048x1278.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1920x1199.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jolanda Murphy says her daughter, Dalaine, pictured here in a pink shirt on April 7, 2022, has been thriving in a small special day class at Carl B. Munck Elementary in Oakland for children with moderate to severe education needs. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Despite those factors, Munck’s principal, Denise Burroughs, has made it a policy to welcome these students.\u003c/p>\n\u003cp>“Once they come across the threshold, they know we're going to take care of them and we're going to interact with them, speak to them,” said Burroughs, who has led the school for nearly 20 years. “My moderate-to-severe children, many of them are nonverbal, but I'm seeing some of them react because we react with them.”[aside label=\"related coverage\" tag=\"ousd\"]Jennifer Blake, OUSD’s executive director of special education, agrees that Munck is a good example of how schools can better integrate students with disabilities into the general school culture.\u003c/p>\n\u003cp>But the district says it simply doesn’t have the dollars to sustain Munck’s small-school model, and has cited “over-investment” in its small schools as part of its justification for shuttering many of them.\u003c/p>\n\u003cp>“If we're talking about my dream-world scenario, we would have adequate base funding and adequate special-education funding at both the federal and state level to be able to ensure that we are able to build and foster schools that are small and highly specialized by design,” Blake said.\u003c/p>\n\u003cp>She acknowledges the optics of the current closure plans and the pain it’s inflicting on families, but says the closures will ultimately strengthen programs in larger, neighborhood schools.\u003c/p>\n\u003cp>“I know there was no intention to be able to target students with disabilities exclusively,” she said.\u003c/p>\n\u003cp>Blake says she wants to create more inclusive programs like the one at Munck, with TK-5 programs available at more schools throughout the district, so kids like Max don't have to bounce around.\u003c/p>\n\u003cp>But Jolanda Murphy, whose 9-year-old daughter, Dalaine, also attends Munck, says the district’s decision to close this school seems outwardly discriminatory.\u003c/p>\n\u003cp>“You're basically telling parents that do have kids with special needs that we don't care. We’d rather put the focus and the time and energy into something else,” she said.\u003c/p>\n\u003cp>Dalaine, who is in a special day class at the school, has cerebral palsy, and is prone to seizures. When she was diagnosed as an infant, hospital staff said she would never walk or talk.\u003c/p>\n\u003cfigure id=\"attachment_11911747\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg\">\u003cimg class=\"size-full wp-image-11911747\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg\" alt=\"A middle-aged woman with glasses.\" width=\"1920\" height=\"1364\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-800x568.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-1020x725.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-1536x1091.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Carl B. Munck Principal Denise Burroughs, in her office on April 7, 2022. She says her small school is under-enrolled in part because some white families in the Oakland hills are reluctant to send their children to a majority Black school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“But I told them that I serve a God who is going to do bigger and better things for her,” Murphy said. By 16 months Dalaine was crawling, and by age 4 she walked into preschool.\u003c/p>\n\u003cp>\"And her teacher cried, because she knew how much I wanted Dalaine to walk,\" Murphy recalled.\u003c/p>\n\u003cp>Like Max, Dalaine is nonverbal but very expressive. Murphy says she has seen her make real progress at Munck, where she uses touch screens and flash cards to learn to count and identify letters.\u003c/p>\n\u003cp>In her effort to stop the closure of her daughter’s school, Murphy recently joined the district’s Community Advisory Committee for Special Education, which sent letters to the school board, the county, the state superintendent and the governor accusing OUSD of negligent treatment of disabled students — particularly Black students, who make up 27% of students with disabilities in the district.[pullquote align=\"right\" size=\"medium\" citation=\"Jolanda Murphy, parent\"]'You're basically telling parents that do have kids with special needs that we don't care. We’d rather put the focus and the time and energy into something else.'[/pullquote]The ACLU also has asked California’s attorney general to investigate whether the district took racial equity into account in its closure plans, as it is required to do under the district's Reparations for Black Students resolution that the school board passed last year.\u003c/p>\n\u003cp>Oakland Unified, by its own admission, has a history of chronically underfunding historically Black schools, says Linnea Nelson, a senior staff attorney in the ACLU of Northern California’s Racial and Economic Justice Program. “It now has created the very conditions that it is now citing to justify disrupting tight-knit school communities and displacing literally hundreds of Black students,” she said.\u003c/p>\n\u003cp>For its part, the district has said it remains focused on improving outcomes for underserved populations, particularly Black students, and that its closure plans are part of a broader strategy to redirect resources toward larger neighborhood schools that serve a greater number of kids.\u003c/p>\n\u003cp>But Murphy believes the district is specifically targeting Munck, in part, because it wants to repurpose the property the school sits on.\u003c/p>\n\u003cp>“This is prime real estate,” Murphy pointed out. “If they close the school completely, they're going to tear it down and build houses. Period. Point blank.”\u003c/p>\n\u003cp>California law makes it hard for districts to sell off school properties, but those plots can more easily be declared surplus and leased out to private schools and charter schools, or used for teacher housing.\u003c/p>\n\u003cp>“Carl B. Munck has a beautiful view of Oakland,” she said. “If you go up there, you can sit up there and just lose yourself because of the view of our beautiful city. You can see San Francisco, San Mateo just from their view of the school. It's such a beautiful campus.”\u003c/p>\n\u003cp>Munck’s serene location, largely devoid of sirens or traffic sounds, is particularly ideal for students with special education needs, Murphy notes.\u003c/p>\n\u003cfigure id=\"attachment_11911749\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg\">\u003cimg class=\"size-full wp-image-11911749\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg\" alt=\"A mother puts her hands on the hips of her daughter, who stands in front of her.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jolanda Murphy with her daughter, Dalaine, 9, who has cerebral palsy, at their home in Oakland on April 7, 2022, during a 'sensory day,' when Dalaine is allowed to rip up paper, put things on the ground and be more 'loose' and less regulated, to calm her down after a stressful experience. Murphy says Carl B. Munck Elementary, which Dalaine currently attends, is the best place for her. Murphy is fighting the school's closure. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the predominantly white Oakland hills also is an area where discriminatory housing policies have, for nearly a century, largely denied Black families the opportunity to buy homes and attend schools here. And both Murphy and Burroughs, Munck’s principal, believe that racism remains a factor in the district’s decision-making.\u003c/p>\n\u003cp>“Unfortunately, over the years, I’ve actually had people say things like, ‘Well, I like the school, but I just feel like my child would be in a minority here,’ because there were so many children of African descent and color here. I’ve actually had people say that, judge the school that way,” said Burroughs, who is Black and has lived much of her life in Oakland. “It feels like you want to erase these kids from being here. That’s what it feels like to me. Because truly, if it’s just about under-enrollment, the goal would have been, ‘Let’s figure out how to increase enrollment,’ right?”\u003c/p>\n\u003cp>As for Murphy, she says she and other parents are not giving up in their fight to keep the school open.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I just feel that for my daughter, she needs to have the best,” she said. “And right now, the best is Carl Munck.”\u003c/p>\n\n",
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"excerpt": "Carl B. Munck Elementary School in the Oakland hills is among the five small OUSD schools slated for closure next year. Those schools collectively serve 224 students with special education requirements.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eight-year-old Max Pezold has bounced around Oakland public schools since preschool, a fairly typical path in this district for students with special education needs.\u003c/p>\n\u003cp>Diagnosed with autism and profound learning delays when he was 2 years old, Max began his formal education at a preschool program for children with autism at Montclair Elementary School. He then was mistakenly placed in a special kindergarten language program at Edison Elementary — which didn’t work out, because he is nonverbal.\u003c/p>\n\u003cp>After a short, challenging stint in what his parents described as a disastrously run classroom at Piedmont Elementary, Max finally landed at Carl B. Munck Elementary, a small school in the Oakland hills near Merritt College with a culture of inclusiveness, where nearly 18% of the students have disabilities. The school has been so welcoming that Max’s dad says he gets emotional describing it.\u003c/p>\u003c/div>",
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"content": "'It seems like the deck is stacked against you. You have a hard enough time trying to raise a kid with disabilities and then they throw this at you.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“You know, my son, he's a lovely boy, but he doesn't talk, he doesn't look at people in the eye,” Carl Pezold said. “But the other … kids, they greet him, they know his name. They say, ‘Hi, Max!,’ you know, [even though] he’ll just kind of barrel past them.”\u003c/p>\n\u003cp>Unlike in some other schools, where students with disabilities can be isolated from the rest of the school in portable classrooms, Max and his classmates are in centrally located rooms. They share hallways and other facilities with general education students, and join conventional classes twice a week.\u003c/p>\n\u003cp>When children in general education classes empathize with and accept kids like Max, it can be a profound experience for everyone involved, but one that’s all too rare in Oakland Unified, Pezold says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You know, in the special education community or in the disabled community, what we want is to be seen. That's what they can do in this small school environment,” Pezold said of Munck, where half the students are Black and the vast majority come from other parts of the city.\u003c/p>\n\u003cp>And that’s why Pezold and other parents here were stunned to learn in February that the district was planning to shut down the school at the end of the 2022-23 academic year. That means families must enroll in a new school for the following year by this coming fall.\u003c/p>\n\u003cfigure id=\"attachment_11911750\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg\">\u003cimg class=\"size-full wp-image-11911750\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg\" alt=\"A young boy wearing a swim shirt and swim suit sits in folding chair on a beach.\" width=\"1920\" height=\"1632\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-800x680.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-1020x867.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-160x136.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Max-1536x1306.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Max Pezold, 8, who has autism, attended several OUSD elementary schools before coming to Carl B. Munck Elementary, where his family says he is thriving. \u003ccite>(Courtesy of Carl Pezold)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Munck is one of the five small schools slated for closure next year, part of the district’s \u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">larger school-consolidation plan\u003c/a> to address declining enrollments and ongoing budget concerns. The schools on the chopping block, which include Grass Valley and Brookfield Elementary, collectively serve 224 students with special education requirements — like Max — about half of whom have moderate to severe disabilities.\u003c/p>\n\u003cp>Many of the families affected say the district is targeting its most vulnerable students, noting that the closures will disproportionately affect students of color with disabilities.\u003c/p>\n\u003cp>But the district maintains it is currently “overinvesting” in small, under-enrolled schools like Munck, which has just 227 students. The district says it wants to create cost-saving efficiencies by consolidating many of its schools that have fewer than 400 students and reinvesting in neighborhood schools.\u003c/p>\n\u003cp>Because less than 6% of Munck’s families come from the immediate area — with most, like Max’s family, driving from elsewhere in the city — it is not considered a neighborhood school.\u003c/p>\n\u003cp>But when Munck closes, Max’s world will get turned upside down — again\u003cem>, \u003c/em>Pezold says.\u003c/p>\n\u003cp>“The strides that he's making are going to be reversed, whether it be on toileting, whether it be on his language or some of his behavior. It's a shame, when he's doing so well,” he said. “It seems like the deck is stacked against you. You have a hard enough time trying to raise a kid with disabilities and then they throw this at you. You feel [the district] sees you as expendable.”\u003c/p>\n\u003cp>The special day classes for students like Max usually have no more than 10 children, less than half the size of a conventional elementary school classroom in the district, and require extra support staff — all of which can greatly increase a school’s operational costs. Students with significant support needs also tend to be absent more often, which lowers the per-pupil funding a school receives.\u003c/p>\n\u003cfigure id=\"attachment_11911748\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg\">\u003cimg class=\"size-full wp-image-11911748\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg\" alt=\"A small group of children sitting in a classroom, looking at a screen with an animated video on it.\" width=\"2560\" height=\"1598\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-800x499.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1020x637.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-160x100.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1536x959.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-2048x1278.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/IMG_7478-1920x1199.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jolanda Murphy says her daughter, Dalaine, pictured here in a pink shirt on April 7, 2022, has been thriving in a small special day class at Carl B. Munck Elementary in Oakland for children with moderate to severe education needs. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Despite those factors, Munck’s principal, Denise Burroughs, has made it a policy to welcome these students.\u003c/p>\n\u003cp>“Once they come across the threshold, they know we're going to take care of them and we're going to interact with them, speak to them,” said Burroughs, who has led the school for nearly 20 years. “My moderate-to-severe children, many of them are nonverbal, but I'm seeing some of them react because we react with them.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Jennifer Blake, OUSD’s executive director of special education, agrees that Munck is a good example of how schools can better integrate students with disabilities into the general school culture.\u003c/p>\n\u003cp>But the district says it simply doesn’t have the dollars to sustain Munck’s small-school model, and has cited “over-investment” in its small schools as part of its justification for shuttering many of them.\u003c/p>\n\u003cp>“If we're talking about my dream-world scenario, we would have adequate base funding and adequate special-education funding at both the federal and state level to be able to ensure that we are able to build and foster schools that are small and highly specialized by design,” Blake said.\u003c/p>\n\u003cp>She acknowledges the optics of the current closure plans and the pain it’s inflicting on families, but says the closures will ultimately strengthen programs in larger, neighborhood schools.\u003c/p>\n\u003cp>“I know there was no intention to be able to target students with disabilities exclusively,” she said.\u003c/p>\n\u003cp>Blake says she wants to create more inclusive programs like the one at Munck, with TK-5 programs available at more schools throughout the district, so kids like Max don't have to bounce around.\u003c/p>\n\u003cp>But Jolanda Murphy, whose 9-year-old daughter, Dalaine, also attends Munck, says the district’s decision to close this school seems outwardly discriminatory.\u003c/p>\n\u003cp>“You're basically telling parents that do have kids with special needs that we don't care. We’d rather put the focus and the time and energy into something else,” she said.\u003c/p>\n\u003cp>Dalaine, who is in a special day class at the school, has cerebral palsy, and is prone to seizures. When she was diagnosed as an infant, hospital staff said she would never walk or talk.\u003c/p>\n\u003cfigure id=\"attachment_11911747\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg\">\u003cimg class=\"size-full wp-image-11911747\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg\" alt=\"A middle-aged woman with glasses.\" width=\"1920\" height=\"1364\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-800x568.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-1020x725.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Denise-Burroughs-1536x1091.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Carl B. Munck Principal Denise Burroughs, in her office on April 7, 2022. She says her small school is under-enrolled in part because some white families in the Oakland hills are reluctant to send their children to a majority Black school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“But I told them that I serve a God who is going to do bigger and better things for her,” Murphy said. By 16 months Dalaine was crawling, and by age 4 she walked into preschool.\u003c/p>\n\u003cp>\"And her teacher cried, because she knew how much I wanted Dalaine to walk,\" Murphy recalled.\u003c/p>\n\u003cp>Like Max, Dalaine is nonverbal but very expressive. Murphy says she has seen her make real progress at Munck, where she uses touch screens and flash cards to learn to count and identify letters.\u003c/p>\n\u003cp>In her effort to stop the closure of her daughter’s school, Murphy recently joined the district’s Community Advisory Committee for Special Education, which sent letters to the school board, the county, the state superintendent and the governor accusing OUSD of negligent treatment of disabled students — particularly Black students, who make up 27% of students with disabilities in the district.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The ACLU also has asked California’s attorney general to investigate whether the district took racial equity into account in its closure plans, as it is required to do under the district's Reparations for Black Students resolution that the school board passed last year.\u003c/p>\n\u003cp>Oakland Unified, by its own admission, has a history of chronically underfunding historically Black schools, says Linnea Nelson, a senior staff attorney in the ACLU of Northern California’s Racial and Economic Justice Program. “It now has created the very conditions that it is now citing to justify disrupting tight-knit school communities and displacing literally hundreds of Black students,” she said.\u003c/p>\n\u003cp>For its part, the district has said it remains focused on improving outcomes for underserved populations, particularly Black students, and that its closure plans are part of a broader strategy to redirect resources toward larger neighborhood schools that serve a greater number of kids.\u003c/p>\n\u003cp>But Murphy believes the district is specifically targeting Munck, in part, because it wants to repurpose the property the school sits on.\u003c/p>\n\u003cp>“This is prime real estate,” Murphy pointed out. “If they close the school completely, they're going to tear it down and build houses. Period. Point blank.”\u003c/p>\n\u003cp>California law makes it hard for districts to sell off school properties, but those plots can more easily be declared surplus and leased out to private schools and charter schools, or used for teacher housing.\u003c/p>\n\u003cp>“Carl B. Munck has a beautiful view of Oakland,” she said. “If you go up there, you can sit up there and just lose yourself because of the view of our beautiful city. You can see San Francisco, San Mateo just from their view of the school. It's such a beautiful campus.”\u003c/p>\n\u003cp>Munck’s serene location, largely devoid of sirens or traffic sounds, is particularly ideal for students with special education needs, Murphy notes.\u003c/p>\n\u003cfigure id=\"attachment_11911749\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg\">\u003cimg class=\"size-full wp-image-11911749\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg\" alt=\"A mother puts her hands on the hips of her daughter, who stands in front of her.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Jolanda-Murphy-and-Dalaine-Whaley-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jolanda Murphy with her daughter, Dalaine, 9, who has cerebral palsy, at their home in Oakland on April 7, 2022, during a 'sensory day,' when Dalaine is allowed to rip up paper, put things on the ground and be more 'loose' and less regulated, to calm her down after a stressful experience. Murphy says Carl B. Munck Elementary, which Dalaine currently attends, is the best place for her. Murphy is fighting the school's closure. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the predominantly white Oakland hills also is an area where discriminatory housing policies have, for nearly a century, largely denied Black families the opportunity to buy homes and attend schools here. And both Murphy and Burroughs, Munck’s principal, believe that racism remains a factor in the district’s decision-making.\u003c/p>\n\u003cp>“Unfortunately, over the years, I’ve actually had people say things like, ‘Well, I like the school, but I just feel like my child would be in a minority here,’ because there were so many children of African descent and color here. I’ve actually had people say that, judge the school that way,” said Burroughs, who is Black and has lived much of her life in Oakland. “It feels like you want to erase these kids from being here. That’s what it feels like to me. Because truly, if it’s just about under-enrollment, the goal would have been, ‘Let’s figure out how to increase enrollment,’ right?”\u003c/p>\n\u003cp>As for Murphy, she says she and other parents are not giving up in their fight to keep the school open.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I just feel that for my daughter, she needs to have the best,” she said. “And right now, the best is Carl Munck.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Newsom Says He Won't Intervene to Stop Oakland Schools From Permanently Closing",
"title": "Newsom Says He Won't Intervene to Stop Oakland Schools From Permanently Closing",
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"content": "\u003cp>In an interview with KQED, Gov. Gavin Newsom said the state should not get involved in the Oakland school board's recent controversial decision to close, merge or shrink 11 schools over the next two years — a decision that's been met with fury from local families and educators.\u003c/p>\n\u003cp>The board said they needed to take the action because they have too many schools for a dwindling number of students, citing a need for cost-cutting measures to help solve a structural deficit. OUSD is still paying $30 million in debt to the state from a loan given decades ago to head off bankruptcy. [aside postID=\"news_11905982\" label=\"More on the Oakland school closure fight\"]\u003c/p>\n\u003cp>Two Oakland educators, Moses Omolade and Maurice André San-Chez, went on \u003ca href=\"https://www.kqed.org/news/11905982/how-dare-you-oakland-school-closure-decision-inspires-new-opposition-efforts\">hunger strikes\u003c/a> to protest the decision. They said one of the conditions of ending their strike was that Newsom meet with them.\u003c/p>\n\u003cp>In his talk with KQED, Newsom disclosed that his chief of staff met with the hunger strikers last week.\u003c/p>\n\u003cp>Omolade and San-Chez agreed to end their hunger strike in mid-February after the district called a special board meeting, where it ultimately decided to move forward with the closures.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The governor visited Redwood City on Wednesday\u003ca href=\"https://www.grants.ca.gov/grants/encampment-resolution-funding-program/\"> to bring attention to his Encampment Resolution Funding Program\u003c/a>, which is doling out $50 million to counties that have plans to eliminate specific encampments.\u003c/p>\n\u003cp>While getting his hands dirty cleaning up a roadside encampment, Newsom previewed his upcoming conservatorship proposal, talked about his view on the Oakland school closures, and more, in this interview with KQED's Kate Wolffe.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003ch2>On the Oakland hunger strikers, who were protesting the closure and merging of 11 schools in the district\u003c/h2>\n\u003cp>I so appreciate their advocacy, and compassion for the community, and their advocacy on behalf of the school system and the communities the school system serves.\u003c/p>\n\u003cp>These local decisions are local decisions.\u003c/p>\n\u003cp>I remember in San Francisco when I was mayor, I think when I was supervisor, even prior, there were some schools that had to close. They’re deeply emotional, difficult decisions. I don't deny that.\u003c/p>\n\u003cp>But if the state is going to get involved in deciding that, then we should be running all the school systems, and that's not something you want, I don't think anyone wants. We've got to provide that local accountability, local framework. That's why school boards are essential and critical and public engagement, parental engagement, is critical and essential as well. But I deeply understand how emotional it is. I don't know the details of the decision. I just don't.\u003c/p>\n\u003cp>As a mayor in the past, I understand those local decisions need to be made and stay local. But at the state level, I know what we are doing, which is providing unprecedented support for our schools and record-breaking per-pupil investments that should provide more flexibility to Oakland [Unified] School District than they've ever had in their history to address some of their financial challenges.\u003c/p>\n\u003ch2>On efforts to resolve encampments in the state\u003c/h2>\n\u003cp>The last two years, we all know what happened. We didn't just have a pandemic, but we had stasis. And the CDC had specific, very explicit guidelines that said don't touch the encampments because of COVID.\u003c/p>\n\u003cfigure id=\"attachment_11906665\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11906665 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Newsom helps to clean up an encampment in Redwood City on Feb. 23, 2022. \u003ccite>(Kate Wolffe, KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So the entire year 2020, I think there were two dozen encampments cleaned up the entire year by the state of California. We've done 431 just in the last few months. So we've got all this residual stress that has exacerbated conditions on the street more visible than it's ever been. And I recognize that. And now there's no excuse.\u003c/p>\n\u003ch2>On the importance of addressing homeless encampments locally\u003c/h2>\n\u003cp>If you're a local elected official, you step up. If this is the crisis that it is and you have identified as such, then get out here — act like it.\u003c/p>\n\u003cp>I'm serious. We're doing our part. Now you can come out and follow up, do your part. If you need help, identify specifically, what specific help do you need?\u003c/p>\n\u003cp>[When I was mayor,] the state of California was nowhere to be found on homelessness. Nowhere. When I was mayor, we didn't get a dollar. There was no strategy plan, no accountability. No one, ever. I mean, the last thing I ever thought about was calling Arnold Schwarzenegger or Gray Davis. It's completely, radically changed.\u003c/p>\n\u003cp>When I got here there was no plan. There was no accountability and there was no playbook. And there was half a billion dollars that the last administration threw out at the last minute. Now we have $14 billion. We have a plan, we have strategies, we actually have accountability plans, including this Encampment Resolution grant.\u003c/p>\n\u003ch2>On the challenges of resolving encampments\u003c/h2>\n\u003cp>(\u003cem>Note: At the particular encampment that Newsom was cleaning in Redwood City, Caltrans said no residents accepted a shelter bed.\u003c/em>)\u003c/p>\n\u003cp>We’re going to have to keep meeting people where they are. You don't give up. I mean, of course, that's the case. What I think, look, I mean, this is not my first encampment, this is not my first effort. I reject the fatalism that, well, because \"in this circumstance, that circumstance, we weren't successful in encouraging people to get the support and services they need\" that we give up. That just means keep working at it.\u003c/p>\n\u003cfigure id=\"attachment_11906668\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11906668\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An encampment in Redwood City. \u003ccite>(Kate Wolffe, KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One thing I can guarantee: Continue to do what you've done, you get what you've got. And there's a status quo anti-ism in all of this. If you don't create, as we say in psychology, a \"pattern interrupt\" — and this is a pattern interrupt for every single one of them — then you're not going to enliven someone to the opportunity to turn their lives around. They're just quite literally going to die.\u003c/p>\n\u003ch2>On his upcoming conservatorship proposal\u003c/h2>\n\u003cp>Laws on conservatorship are outdated and they're very controversial. It's very emotional and people have very strong opinions, and we've been fighting these fights for decades and nothing gets done. People say “too strong,” “too hard,” “too weak.”\u003c/p>\n\u003cp>So we are looking at a third way, a new conservatorship strategy, where we are going to provide a pathway for individuals to help with their own plan, but to have stepped-up strategies where we can get people the support they desperately need, even if they're absolutely convinced they don't need it, even though they may be out naked on the streets and sidewalks, talking to themselves and defecating and urinating.\u003c/p>\n\u003cp>And that's not humane, and we can't excuse that, and it should break all of our hearts. I feel for those folks. But I also feel for the mom in the stroller trying to go down the streets and the sidewalks being accosted and can’t get to the playground as well. And what's that balance? And so we're trying to strike that balance.\u003c/p>\n\u003cp>But, the status quo hasn't worked at all. And look at what's happened in my beloved city of San Francisco, in the last five or six years. It's just not acceptable.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A lot of the conservatorship arguments have been done in the absence of resources. So we're saying, well, you need treatment and you're like, \"Where's the treatment? There's no treatment.\" You know, like \"get people off the streets!\" And like, where do they go? And that's the paradigm shift in the last few years: unprecedented money [and], building out an infrastructure with the support of the cities and counties over the last two years.\u003c/p>\n\n",
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"excerpt": "The Oakland Unified School District Board of Education recently voted to close, merge or shrink 11 schools over the next two years, which has met with condemnation from parents. Two Oakland educators went on hunger strikes to protest the decision, and asked for Gov. Gavin Newsom's intervention.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In an interview with KQED, Gov. Gavin Newsom said the state should not get involved in the Oakland school board's recent controversial decision to close, merge or shrink 11 schools over the next two years — a decision that's been met with fury from local families and educators.\u003c/p>\n\u003cp>The board said they needed to take the action because they have too many schools for a dwindling number of students, citing a need for cost-cutting measures to help solve a structural deficit. OUSD is still paying $30 million in debt to the state from a loan given decades ago to head off bankruptcy. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The governor visited Redwood City on Wednesday\u003ca href=\"https://www.grants.ca.gov/grants/encampment-resolution-funding-program/\"> to bring attention to his Encampment Resolution Funding Program\u003c/a>, which is doling out $50 million to counties that have plans to eliminate specific encampments.\u003c/p>\n\u003cp>While getting his hands dirty cleaning up a roadside encampment, Newsom previewed his upcoming conservatorship proposal, talked about his view on the Oakland school closures, and more, in this interview with KQED's Kate Wolffe.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003ch2>On the Oakland hunger strikers, who were protesting the closure and merging of 11 schools in the district\u003c/h2>\n\u003cp>I so appreciate their advocacy, and compassion for the community, and their advocacy on behalf of the school system and the communities the school system serves.\u003c/p>\n\u003cp>These local decisions are local decisions.\u003c/p>\n\u003cp>I remember in San Francisco when I was mayor, I think when I was supervisor, even prior, there were some schools that had to close. They’re deeply emotional, difficult decisions. I don't deny that.\u003c/p>\n\u003cp>But if the state is going to get involved in deciding that, then we should be running all the school systems, and that's not something you want, I don't think anyone wants. We've got to provide that local accountability, local framework. That's why school boards are essential and critical and public engagement, parental engagement, is critical and essential as well. But I deeply understand how emotional it is. I don't know the details of the decision. I just don't.\u003c/p>\n\u003cp>As a mayor in the past, I understand those local decisions need to be made and stay local. But at the state level, I know what we are doing, which is providing unprecedented support for our schools and record-breaking per-pupil investments that should provide more flexibility to Oakland [Unified] School District than they've ever had in their history to address some of their financial challenges.\u003c/p>\n\u003ch2>On efforts to resolve encampments in the state\u003c/h2>\n\u003cp>The last two years, we all know what happened. We didn't just have a pandemic, but we had stasis. And the CDC had specific, very explicit guidelines that said don't touch the encampments because of COVID.\u003c/p>\n\u003cfigure id=\"attachment_11906665\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11906665 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6076-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Gov. Newsom helps to clean up an encampment in Redwood City on Feb. 23, 2022. \u003ccite>(Kate Wolffe, KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So the entire year 2020, I think there were two dozen encampments cleaned up the entire year by the state of California. We've done 431 just in the last few months. So we've got all this residual stress that has exacerbated conditions on the street more visible than it's ever been. And I recognize that. And now there's no excuse.\u003c/p>\n\u003ch2>On the importance of addressing homeless encampments locally\u003c/h2>\n\u003cp>If you're a local elected official, you step up. If this is the crisis that it is and you have identified as such, then get out here — act like it.\u003c/p>\n\u003cp>I'm serious. We're doing our part. Now you can come out and follow up, do your part. If you need help, identify specifically, what specific help do you need?\u003c/p>\n\u003cp>[When I was mayor,] the state of California was nowhere to be found on homelessness. Nowhere. When I was mayor, we didn't get a dollar. There was no strategy plan, no accountability. No one, ever. I mean, the last thing I ever thought about was calling Arnold Schwarzenegger or Gray Davis. It's completely, radically changed.\u003c/p>\n\u003cp>When I got here there was no plan. There was no accountability and there was no playbook. And there was half a billion dollars that the last administration threw out at the last minute. Now we have $14 billion. We have a plan, we have strategies, we actually have accountability plans, including this Encampment Resolution grant.\u003c/p>\n\u003ch2>On the challenges of resolving encampments\u003c/h2>\n\u003cp>(\u003cem>Note: At the particular encampment that Newsom was cleaning in Redwood City, Caltrans said no residents accepted a shelter bed.\u003c/em>)\u003c/p>\n\u003cp>We’re going to have to keep meeting people where they are. You don't give up. I mean, of course, that's the case. What I think, look, I mean, this is not my first encampment, this is not my first effort. I reject the fatalism that, well, because \"in this circumstance, that circumstance, we weren't successful in encouraging people to get the support and services they need\" that we give up. That just means keep working at it.\u003c/p>\n\u003cfigure id=\"attachment_11906668\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11906668\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_6082-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An encampment in Redwood City. \u003ccite>(Kate Wolffe, KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One thing I can guarantee: Continue to do what you've done, you get what you've got. And there's a status quo anti-ism in all of this. If you don't create, as we say in psychology, a \"pattern interrupt\" — and this is a pattern interrupt for every single one of them — then you're not going to enliven someone to the opportunity to turn their lives around. They're just quite literally going to die.\u003c/p>\n\u003ch2>On his upcoming conservatorship proposal\u003c/h2>\n\u003cp>Laws on conservatorship are outdated and they're very controversial. It's very emotional and people have very strong opinions, and we've been fighting these fights for decades and nothing gets done. People say “too strong,” “too hard,” “too weak.”\u003c/p>\n\u003cp>So we are looking at a third way, a new conservatorship strategy, where we are going to provide a pathway for individuals to help with their own plan, but to have stepped-up strategies where we can get people the support they desperately need, even if they're absolutely convinced they don't need it, even though they may be out naked on the streets and sidewalks, talking to themselves and defecating and urinating.\u003c/p>\n\u003cp>And that's not humane, and we can't excuse that, and it should break all of our hearts. I feel for those folks. But I also feel for the mom in the stroller trying to go down the streets and the sidewalks being accosted and can’t get to the playground as well. And what's that balance? And so we're trying to strike that balance.\u003c/p>\n\u003cp>But, the status quo hasn't worked at all. And look at what's happened in my beloved city of San Francisco, in the last five or six years. It's just not acceptable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A lot of the conservatorship arguments have been done in the absence of resources. So we're saying, well, you need treatment and you're like, \"Where's the treatment? There's no treatment.\" You know, like \"get people off the streets!\" And like, where do they go? And that's the paradigm shift in the last few years: unprecedented money [and], building out an infrastructure with the support of the cities and counties over the last two years.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>On Saturday afternoon, Oakland Unified School District employee Timothy Killings stood in front of a crowd of parents, teachers and community members scattered across the lawn at Markham Elementary School in East Oakland.\u003c/p>\n\u003cp>“The point of this town hall is to bring the sites under the most immediate threat together, so we could get some plans of actions going,” he said. “Truth be told, we should have been in the streets, like, yesterday.”\u003c/p>\n\u003cp>The group had assembled to plan protests of the district's planned school consolidations.\u003c/p>\n\u003cp>Sitting in clusters together in the grass, looking like students at recess, participants debated whether or not teachers should strike, school board members should be recalled, and other solutions, like lobbying state lawmakers in Sacramento to send funding to stave off the district’s budget woes. One idea floated would even see opponents of school closures partner with the International Longshore and Warehouse Union workers at Oakland’s port, since both say they are fighting privatization — of the port and of schools.\u003c/p>\n\u003cp>When not organizing resistance, Killings is a case manager at Oakland Unified School District’s Westlake Middle School. But on Saturday, his day off, he helped organize Oakland residents to push back against the district's proposed school closures, mergers and grade truncations.\u003c/p>\n\u003cfigure id=\"attachment_11905987\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11905987\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1.jpg\" alt=\"A few dozen people sit in the grass, many cross-legged, facing a speaker that is off-camera. A baskteball court and the street can be seen in the background.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">People gathered on a lawn at Markham Elementary School Saturday to plan protests of OUSD’s planned school consolidations. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The latest version of the district’s plan would close two schools — Parker K-8 and Community Day — this year. Five other schools—Korematsu, Horace Mann, Brookfield, Carl B. Munck and Grass Valley — would be shuttered at the end of the 2022-2023 school year. Lastly, two additional schools — Rise Community Elementary and New Highland Academy — would be merged this year, and another two — Hillcrest and La Escuelita — would see the number of grades they teach decrease.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">As KQED reported earlier this month\u003c/a>, an estimated 93% of students at the schools affected by the plan are considered either lower-income, English learners or foster youth, compared to the \u003ca href=\"http://www.ed-data.org/district/Alameda/Oakland-Unified\">district-wide average of about 80%\u003c/a>. Black students are also disproportionately affected – about 43% of students at the eight sites on the original school closure list are Black, almost twice the proportion of Black students in the entire district.\u003c/p>\n\u003cp>The district's plan for school closures was originally announced at the end of January, and attributed to\u003ca href=\"https://oaklandside.org/2021/12/17/oakland-unified-budget-deficit-enrollment-attendance/\"> a roughly $40 million budget deficit and declining enrollment\u003c/a>. The plan was amended, decreasing the number of schools affected, on February 8.\u003c/p>\n\u003cp>On Friday, February 18, the school board held an emergency meeting to consider further changes to the plan but, at the end of the night, voted to move forward with the plan they had already approved that would see schools shutter.\u003c/p>\n\u003cp>The district’s plan faced opposition from the start, and after the emergency meeting that resistance is blossoming.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Timothy Killings, organizer and Oakland educator\"]'Truth be told, we should have been in the streets, like, yesterday.'[/pullquote]\u003c/p>\n\u003cp>On Saturday, parents and alumni of Parker K-8 rallied on MacArthur Boulevard in Oakland’s Eastmont neighborhood. Around 20 frustrated parents, alumni and people living in the neighborhood waved signs and drummed up enthusiasm, in the form of honks, from passing cars.\u003c/p>\n\u003cp>One of those fed-up parents rallying was Rochelle Jenkins, who worries for the education of her three OUSD students. Jenkins spoke to passing cars through a speaker. She directed her words to board members through a loudspeaker.\u003c/p>\n\u003cp>“How dare you guys come down and try to take the thing that is needed in each and every last community,” she said.\u003c/p>\n\u003cp>Jenkins says she plans to protest until the school board calls off the closure of Parker.\u003c/p>\n\u003cp>Two OUSD employees began a hunger strike in protest of the plans at the start of the month. One of those employees ended their strike at the emergency meeting Friday; the other, Maurice André San-Chez, a teacher at Westlake Middle School, announced the end of their hunger strike in an Instagram post on Sunday, February 20.\u003c/p>\n\u003cp>\"Time to recover and gain strength to continue this battle,” they wrote on Instagram. “The torch is in your hands.”\u003c/p>\n\u003cp>https://www.instagram.com/p/CaOMXP9Fcoe/\u003c/p>\n\u003cp>At the emergency meeting, others said they would join the hunger strike if the board voted in favor of the current plan — and that’s exactly how the board voted.\u003c/p>\n\u003cp>Some of the anger at the school closures may have manifested in vandalism. Oakland Board of Education President Dr. Gary Yee encountered people disgruntled by the closures at his home over the weekend and later found\u003ca href=\"https://sanfrancisco.cbslocal.com/2022/02/21/oakland-school-board-presidents-home-vandalized/\"> his front window broken\u003c/a>.\u003c/p>\n\u003cp>At least one person who said they would join the strikers Friday night has since decided not to.[aside label=\"More OUSD Coverage\" link1=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition,Oakland Moves to Close 7 Schools Despite Fierce Community Opposition\"]High school senior and Oakland Youth Advisory Commission co-chair Aniyah Story says her mom convinced her to consider alternatives, something she says a group of community members discussed at a virtual meeting Sunday.\u003c/p>\n\u003cp>“I feel like even though money is a big issue, there's well-being, community, our future … it's way bigger than that,” she told KQED Sunday.\u003c/p>\n\u003cp>In a statement, Oakland Unified School District says it understands that many people in Oakland are upset with the decision to consolidate and it supports means of protest that do not jeopardize the health of those involved.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED's Sara Hossaini and Vanessa Rancaño.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On Saturday afternoon, Oakland Unified School District employee Timothy Killings stood in front of a crowd of parents, teachers and community members scattered across the lawn at Markham Elementary School in East Oakland.\u003c/p>\n\u003cp>“The point of this town hall is to bring the sites under the most immediate threat together, so we could get some plans of actions going,” he said. “Truth be told, we should have been in the streets, like, yesterday.”\u003c/p>\n\u003cp>The group had assembled to plan protests of the district's planned school consolidations.\u003c/p>\n\u003cp>Sitting in clusters together in the grass, looking like students at recess, participants debated whether or not teachers should strike, school board members should be recalled, and other solutions, like lobbying state lawmakers in Sacramento to send funding to stave off the district’s budget woes. One idea floated would even see opponents of school closures partner with the International Longshore and Warehouse Union workers at Oakland’s port, since both say they are fighting privatization — of the port and of schools.\u003c/p>\n\u003cp>When not organizing resistance, Killings is a case manager at Oakland Unified School District’s Westlake Middle School. But on Saturday, his day off, he helped organize Oakland residents to push back against the district's proposed school closures, mergers and grade truncations.\u003c/p>\n\u003cfigure id=\"attachment_11905987\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11905987\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1.jpg\" alt=\"A few dozen people sit in the grass, many cross-legged, facing a speaker that is off-camera. A baskteball court and the street can be seen in the background.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7909-1-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">People gathered on a lawn at Markham Elementary School Saturday to plan protests of OUSD’s planned school consolidations. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The latest version of the district’s plan would close two schools — Parker K-8 and Community Day — this year. Five other schools—Korematsu, Horace Mann, Brookfield, Carl B. Munck and Grass Valley — would be shuttered at the end of the 2022-2023 school year. Lastly, two additional schools — Rise Community Elementary and New Highland Academy — would be merged this year, and another two — Hillcrest and La Escuelita — would see the number of grades they teach decrease.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition\">As KQED reported earlier this month\u003c/a>, an estimated 93% of students at the schools affected by the plan are considered either lower-income, English learners or foster youth, compared to the \u003ca href=\"http://www.ed-data.org/district/Alameda/Oakland-Unified\">district-wide average of about 80%\u003c/a>. Black students are also disproportionately affected – about 43% of students at the eight sites on the original school closure list are Black, almost twice the proportion of Black students in the entire district.\u003c/p>\n\u003cp>The district's plan for school closures was originally announced at the end of January, and attributed to\u003ca href=\"https://oaklandside.org/2021/12/17/oakland-unified-budget-deficit-enrollment-attendance/\"> a roughly $40 million budget deficit and declining enrollment\u003c/a>. The plan was amended, decreasing the number of schools affected, on February 8.\u003c/p>\n\u003cp>On Friday, February 18, the school board held an emergency meeting to consider further changes to the plan but, at the end of the night, voted to move forward with the plan they had already approved that would see schools shutter.\u003c/p>\n\u003cp>The district’s plan faced opposition from the start, and after the emergency meeting that resistance is blossoming.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On Saturday, parents and alumni of Parker K-8 rallied on MacArthur Boulevard in Oakland’s Eastmont neighborhood. Around 20 frustrated parents, alumni and people living in the neighborhood waved signs and drummed up enthusiasm, in the form of honks, from passing cars.\u003c/p>\n\u003cp>One of those fed-up parents rallying was Rochelle Jenkins, who worries for the education of her three OUSD students. Jenkins spoke to passing cars through a speaker. She directed her words to board members through a loudspeaker.\u003c/p>\n\u003cp>“How dare you guys come down and try to take the thing that is needed in each and every last community,” she said.\u003c/p>\n\u003cp>Jenkins says she plans to protest until the school board calls off the closure of Parker.\u003c/p>\n\u003cp>Two OUSD employees began a hunger strike in protest of the plans at the start of the month. One of those employees ended their strike at the emergency meeting Friday; the other, Maurice André San-Chez, a teacher at Westlake Middle School, announced the end of their hunger strike in an Instagram post on Sunday, February 20.\u003c/p>\n\u003cp>\"Time to recover and gain strength to continue this battle,” they wrote on Instagram. “The torch is in your hands.”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At the emergency meeting, others said they would join the hunger strike if the board voted in favor of the current plan — and that’s exactly how the board voted.\u003c/p>\n\u003cp>Some of the anger at the school closures may have manifested in vandalism. Oakland Board of Education President Dr. Gary Yee encountered people disgruntled by the closures at his home over the weekend and later found\u003ca href=\"https://sanfrancisco.cbslocal.com/2022/02/21/oakland-school-board-presidents-home-vandalized/\"> his front window broken\u003c/a>.\u003c/p>\n\u003cp>At least one person who said they would join the strikers Friday night has since decided not to.\u003c/p>\u003c/div>",
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"link1": "https://www.kqed.org/news/11904618/oakland-moves-to-close-seven-schools-despite-fierce-community-opposition,Oakland Moves to Close 7 Schools Despite Fierce Community Opposition"
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"content": "\u003cdiv class=\"post-body\">\u003cp>High school senior and Oakland Youth Advisory Commission co-chair Aniyah Story says her mom convinced her to consider alternatives, something she says a group of community members discussed at a virtual meeting Sunday.\u003c/p>\n\u003cp>“I feel like even though money is a big issue, there's well-being, community, our future … it's way bigger than that,” she told KQED Sunday.\u003c/p>\n\u003cp>In a statement, Oakland Unified School District says it understands that many people in Oakland are upset with the decision to consolidate and it supports means of protest that do not jeopardize the health of those involved.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED's Sara Hossaini and Vanessa Rancaño.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>After almost eight hours of heated public comment and debate, Oakland school board members narrowly approved an amended plan early Wednesday morning to close seven schools over the next two years and merge two others, amid declining enrollments and ongoing budget concerns.\u003c/p>\n\u003cp>The Oakland Board of Education's decision, voted on just before 1 a.m., is a slightly less severe version of the \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5399120&GUID=4B4E68C0-F8F3-4276-A10E-FB32F71B35C6&Options=&Search=\">original proposal\u003c/a> — which would have affected 16 schools — and comes after more than a week of protests by students, teachers and parents, including a hunger strike led by two educators.\u003c/p>\n\u003cp>Under the amended plan, seven of the eight schools on the initial closure list will still shut down, but on a delayed timeline: Community Day School and Parker K-8 will still close at the end of this school year, but the closures of Brookfield Elementary, Carl Munck Elementary and Grass Valley Elementary will be pushed to the end of the 2022-23 school year. Korematsu Discovery Academy and Horace Mann Elementary will also close in 2023, as called for in the original plan.\u003c/p>\n\u003cp>Prescott Elementary in West Oakland, however, which was initially on the chopping block, will be spared under the revised plan, after the board reasoned there would be too few remaining district-run elementary schools in that part of the city.\u003c/p>\n\u003cp>Meanwhile, the district will merge only two of the six schools it had originally considered consolidating: RISE Community will merge into New Highland Academy Elementary at the start of the 2022-23 school year, while La Escuelita Elementary and Hillcrest Elementary will eliminate grades 6-8.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The board also dropped plans to merge Manzanita Community School and Fruitvale Elementary, Westlake Middle School and West Oakland Middle School, and Dewey Academy and Ralph Bunche Continuation High School.\u003c/p>\n\u003cp>On Tuesday evening, ahead of the vote, students, teachers and parents pleaded with the board, via Zoom, for more than 3.5 hours, many arguing that the closures wouldn’t save enough money to justify the heartache.\u003c/p>\n\u003cp>“We need our education just like how everybody else had their education,” Jelani Smith, a Parker seventh grader, told the board. “It’s not right for our school to get closed down while you’re keeping all the other schools.”\u003c/p>\n\u003cp>Many commenters expressed outrage at the disproportionate impact the closures would have on lower-income students of color.\u003c/p>\n\u003cp>“It’s not fair. Why would you close the schools on low-income families?” asked one parent, who didn’t give her name. “Why don’t you just close the ones where they have money so they can move on? Why do they always take it out on us, the low-income families?”\u003c/p>\n\u003cp>Among the schools affected by the plan, \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5399120&GUID=4B4E68C0-F8F3-4276-A10E-FB32F71B35C6&Options=&Search=\">an estimated 93% of students\u003c/a>, on average, are considered either lower-income, English learners or foster youth — compared to the \u003ca href=\"http://www.ed-data.org/district/Alameda/Oakland-Unified\">district-wide average of about 80%\u003c/a>. Black and Latino students are also overrepresented: About 43% of students at the eight sites on the original closure list are Black, almost twice the proportion of Black students in the entire district.[aside label=\"Related Coverage\" tag=\"ousd\"]“I’m just really disgusted and really hurt over just the blatant attack on our communities of color,” Renia Webb, a parent of four, told the board. “We all know that these schools slated for closure will have a devastating and lasting impact on Black and Brown families.”\u003c/p>\n\u003cp>Board member Aimee Eng said she and vice president Sam Davis drafted the amended proposal as an effort to balance the district’s fiscal needs with the desire to give families and staff more time to adjust to the changes. The amendment passed 4-2, with additional support from Board President Gary Yee and board member Shanthi Gonzales. Board members Mike Hutchinson and VanCedric Williams opposed the plan, while Clifford Thompson abstained.\u003c/p>\n\u003cp>“To me it’s a choice about whether people are comfortable just persisting in the status quo that we know is not working for students and it’s not working for staff, or we can actually do something,” Gonzales said.\u003c/p>\n\u003cp>The board also approved a second amendment put forward by Davis to provide academic and social-emotional learning supports for students affected by the closures, with funding from a special state allotment. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB1840\">Assembly Bill 1840\u003c/a>, passed in 2018, makes OUSD eligible for infusions of cash from the state if it meets certain benchmarks that demonstrate it is working toward financial stability.\u003c/p>\n\u003cp>District leaders who support the closure plan argue the district operates too many schools for the declining number of students it serves. An estimated 35% of district schools are enrolled at \"below sustainable\" levels, according to district officials, who attribute the decline to factors such as lower birth rates, pandemic-related moves out of the district and a lack of affordable housing.\u003c/p>\n\u003cp>Fewer students mean significantly less funding. Last month the board approved some $40 million in budget cuts and savings, but that doesn’t address major shortfalls projected for the coming years, including an estimated deficit of $12.3 million for 2022-23.\u003c/p>\n\u003cp>The planned school closures and consolidations are \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5399120&GUID=4B4E68C0-F8F3-4276-A10E-FB32F71B35C6&Options=&Search=\">estimated to save\u003c/a> between $4 million and almost $15 million, according to an analysis commissioned by the board. By spending more on fewer schools, district officials say they can boost teacher pay and offer students stronger academic programs.\u003c/p>\n\u003cp>But critics of the plan say the district hasn’t done a thorough enough analysis of past school closures — including those in 2019 and 2012 — to determine whether they resulted in better academic outcomes for kids and whether the closures actually saved money in the long run, given the number of students who left the district as a result.\u003c/p>\n\u003cp>“The lid’s about to come off this city,” said Hutchinson, an outspoken critic of the plan who expressed his displeasure throughout the board meeting.\u003c/p>\n\u003cp>Hutchinson, who attended Oakland schools, \u003ca href=\"https://mikehutchinsonforschoolboard.wordpress.com/platform/\">campaigned on stopping school closures \u003c/a>when he ran for school board in 2020.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You just declared war on us,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After almost eight hours of heated public comment and debate, Oakland school board members narrowly approved an amended plan early Wednesday morning to close seven schools over the next two years and merge two others, amid declining enrollments and ongoing budget concerns.\u003c/p>\n\u003cp>The Oakland Board of Education's decision, voted on just before 1 a.m., is a slightly less severe version of the \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5399120&GUID=4B4E68C0-F8F3-4276-A10E-FB32F71B35C6&Options=&Search=\">original proposal\u003c/a> — which would have affected 16 schools — and comes after more than a week of protests by students, teachers and parents, including a hunger strike led by two educators.\u003c/p>\n\u003cp>Under the amended plan, seven of the eight schools on the initial closure list will still shut down, but on a delayed timeline: Community Day School and Parker K-8 will still close at the end of this school year, but the closures of Brookfield Elementary, Carl Munck Elementary and Grass Valley Elementary will be pushed to the end of the 2022-23 school year. Korematsu Discovery Academy and Horace Mann Elementary will also close in 2023, as called for in the original plan.\u003c/p>\n\u003cp>Prescott Elementary in West Oakland, however, which was initially on the chopping block, will be spared under the revised plan, after the board reasoned there would be too few remaining district-run elementary schools in that part of the city.\u003c/p>\n\u003cp>Meanwhile, the district will merge only two of the six schools it had originally considered consolidating: RISE Community will merge into New Highland Academy Elementary at the start of the 2022-23 school year, while La Escuelita Elementary and Hillcrest Elementary will eliminate grades 6-8.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The board also dropped plans to merge Manzanita Community School and Fruitvale Elementary, Westlake Middle School and West Oakland Middle School, and Dewey Academy and Ralph Bunche Continuation High School.\u003c/p>\n\u003cp>On Tuesday evening, ahead of the vote, students, teachers and parents pleaded with the board, via Zoom, for more than 3.5 hours, many arguing that the closures wouldn’t save enough money to justify the heartache.\u003c/p>\n\u003cp>“We need our education just like how everybody else had their education,” Jelani Smith, a Parker seventh grader, told the board. “It’s not right for our school to get closed down while you’re keeping all the other schools.”\u003c/p>\n\u003cp>Many commenters expressed outrage at the disproportionate impact the closures would have on lower-income students of color.\u003c/p>\n\u003cp>“It’s not fair. Why would you close the schools on low-income families?” asked one parent, who didn’t give her name. “Why don’t you just close the ones where they have money so they can move on? Why do they always take it out on us, the low-income families?”\u003c/p>\n\u003cp>Among the schools affected by the plan, \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5399120&GUID=4B4E68C0-F8F3-4276-A10E-FB32F71B35C6&Options=&Search=\">an estimated 93% of students\u003c/a>, on average, are considered either lower-income, English learners or foster youth — compared to the \u003ca href=\"http://www.ed-data.org/district/Alameda/Oakland-Unified\">district-wide average of about 80%\u003c/a>. Black and Latino students are also overrepresented: About 43% of students at the eight sites on the original closure list are Black, almost twice the proportion of Black students in the entire district.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I’m just really disgusted and really hurt over just the blatant attack on our communities of color,” Renia Webb, a parent of four, told the board. “We all know that these schools slated for closure will have a devastating and lasting impact on Black and Brown families.”\u003c/p>\n\u003cp>Board member Aimee Eng said she and vice president Sam Davis drafted the amended proposal as an effort to balance the district’s fiscal needs with the desire to give families and staff more time to adjust to the changes. The amendment passed 4-2, with additional support from Board President Gary Yee and board member Shanthi Gonzales. Board members Mike Hutchinson and VanCedric Williams opposed the plan, while Clifford Thompson abstained.\u003c/p>\n\u003cp>“To me it’s a choice about whether people are comfortable just persisting in the status quo that we know is not working for students and it’s not working for staff, or we can actually do something,” Gonzales said.\u003c/p>\n\u003cp>The board also approved a second amendment put forward by Davis to provide academic and social-emotional learning supports for students affected by the closures, with funding from a special state allotment. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB1840\">Assembly Bill 1840\u003c/a>, passed in 2018, makes OUSD eligible for infusions of cash from the state if it meets certain benchmarks that demonstrate it is working toward financial stability.\u003c/p>\n\u003cp>District leaders who support the closure plan argue the district operates too many schools for the declining number of students it serves. An estimated 35% of district schools are enrolled at \"below sustainable\" levels, according to district officials, who attribute the decline to factors such as lower birth rates, pandemic-related moves out of the district and a lack of affordable housing.\u003c/p>\n\u003cp>Fewer students mean significantly less funding. Last month the board approved some $40 million in budget cuts and savings, but that doesn’t address major shortfalls projected for the coming years, including an estimated deficit of $12.3 million for 2022-23.\u003c/p>\n\u003cp>The planned school closures and consolidations are \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=5399120&GUID=4B4E68C0-F8F3-4276-A10E-FB32F71B35C6&Options=&Search=\">estimated to save\u003c/a> between $4 million and almost $15 million, according to an analysis commissioned by the board. By spending more on fewer schools, district officials say they can boost teacher pay and offer students stronger academic programs.\u003c/p>\n\u003cp>But critics of the plan say the district hasn’t done a thorough enough analysis of past school closures — including those in 2019 and 2012 — to determine whether they resulted in better academic outcomes for kids and whether the closures actually saved money in the long run, given the number of students who left the district as a result.\u003c/p>\n\u003cp>“The lid’s about to come off this city,” said Hutchinson, an outspoken critic of the plan who expressed his displeasure throughout the board meeting.\u003c/p>\n\u003cp>Hutchinson, who attended Oakland schools, \u003ca href=\"https://mikehutchinsonforschoolboard.wordpress.com/platform/\">campaigned on stopping school closures \u003c/a>when he ran for school board in 2020.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You just declared war on us,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/tuesday_020822_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11904516\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/tuesday_020822_final.png\" alt=\"Cartoon: one panel is titled #BlackHistoryMonth and features Ida Louise Jackson, Oakland's first teacher who taught at Prescott School in West Oakland. The second panel is titled, "#Tuesday" and shows a missing piece with no Jackson or school, the caption says, "Oakland's school board votes on closing Prescott..."\" width=\"1920\" height=\"1369\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final-800x570.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final-1020x727.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final-1536x1095.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Prescott School, an elementary school in West Oakland, was founded in 1869.\u003c/p>\n\u003cp>On Tuesday evening, \u003ca href=\"https://bit.ly/fioreousdprescott\">the Oakland Unified School District board will vote on whether to close it\u003c/a> and seven other schools, and consolidate six more schools in the district over the next two years.\u003c/p>\n\u003cp>Prescott has a lot of history: \u003ca href=\"https://www.facebook.com/ousdnews/posts/in-1926-ida-louise-jackson-became-oaklands-first-black-teacher-she-remained-the-/2763247253721624/\">The amazing Ida Louise Jackson, Oakland’s first Black teacher\u003c/a>, taught there.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/tuesday_020822_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11904516\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/tuesday_020822_final.png\" alt=\"Cartoon: one panel is titled #BlackHistoryMonth and features Ida Louise Jackson, Oakland's first teacher who taught at Prescott School in West Oakland. The second panel is titled, "#Tuesday" and shows a missing piece with no Jackson or school, the caption says, "Oakland's school board votes on closing Prescott..."\" width=\"1920\" height=\"1369\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final-800x570.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final-1020x727.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final-160x114.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/tuesday_020822_final-1536x1095.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Prescott School, an elementary school in West Oakland, was founded in 1869.\u003c/p>\n\u003cp>On Tuesday evening, \u003ca href=\"https://bit.ly/fioreousdprescott\">the Oakland Unified School District board will vote on whether to close it\u003c/a> and seven other schools, and consolidate six more schools in the district over the next two years.\u003c/p>\n\u003cp>Prescott has a lot of history: \u003ca href=\"https://www.facebook.com/ousdnews/posts/in-1926-ida-louise-jackson-became-oaklands-first-black-teacher-she-remained-the-/2763247253721624/\">The amazing Ida Louise Jackson, Oakland’s first Black teacher\u003c/a>, taught there.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "teachers-and-families-rally-ahead-of-upcoming-vote-on-oakland-school-closures",
"title": "Teachers and Families Rally Ahead of Upcoming Vote on Oakland School Closures",
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"headTitle": "Teachers and Families Rally Ahead of Upcoming Vote on Oakland School Closures | KQED",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Mann, a fourth grade teacher at Allendale Elementary, sat on the concrete steps of the amphitheater in front of Oakland’s City Hall on Friday, among the roughly 200 people gathered to protest the city’s recently announced school closure plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are a school district,” Mann said. “We should be keeping schools open and cutting everything else we could possibly cut.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of January, the Oakland Unified School District announced its controversial \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1pWL0ZdDNCWBGV4OgE3oyQ0nNgHi4F-Nj/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">plan to close eight schools and merge six others over the next two years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If approved, the move would disproportionately affect Black students, who make up only 22% of the district’s enrollees, but about 43% of students at the eight schools slated for closure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://oaklandside.org/2021/01/12/how-to-watch-and-participate-in-oakland-school-board-meetings/?gclid=Cj0KCQiAgP6PBhDmARIsAPWMq6l80j09E4PPDprx-M-slG7l7Ah3rqM0OtHxTiE_6wHP_MVq0izmCHAaAlsTEALw_wcB\">\u003cspan style=\"font-weight: 400\">school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will vote on the plan on Tuesday at 5 p.m. in a meeting open to the public virtually via \u003c/span>\u003ca href=\"https://www.ousd.org/boewatch\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904280\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904280\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Keith Brown, Oakland Education Association President, speaks to the crowd during a citywide rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the announcement, families and teachers opposing the proposal have demonstrated on school campuses, \u003ca href=\"https://oaklandside.org/2022/02/03/protesters-caravan-to-denounce-ousd-school-closures/\">in car caravans and outside the homes of school board members\u003c/a>.\u003c/span>[pullquote size=\"medium\" align=\"right\" citation=\"Mike Hutchinson, OUSD school board director\"]‘We forget the real services that our public schools provide, everything from a community meeting space to educating generations of kids, to the anchor and the source of pride for a lot of communities.’[/pullquote]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mann said she’d rather see cuts come from the salaries of district administrators or from the money OUSD pays to lease and operate its downtown headquarters. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think those things should be cut first before actual humans are made to change their whole entire lives and go to a new school or have no school in their neighborhood,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Standing nearby was Audrey Darnis, a teacher at Manzanita Community School, which serves students in Fruitvale and East Oakland. The district’s proposal would merge her school with Fruitvale Elementary, starting in the 2023-2024 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Many of the students live right in the neighborhood, right? So they walk to school. A majority of my students’ families do not have cars,” Darnis said, noting that Fruitvale Elementary is about a mile away from Manzanita. “If their school shuts down, it’s going to be very hard for them to get to another school.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904281\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904281\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-800x550.jpg\" alt='Three young people stand with their signs. One in a purple jacket, one in a red jacket and one person in a jean jacket with a sign saying \"Hands off our schools.\"' width=\"800\" height=\"550\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-800x550.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-1020x701.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-1536x1056.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Malou, a Melrose Leadership Academy student, listens to speeches with two friends during a rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Mayor Libby Schaaf says she understands the district’s proposal is hard on students and teachers, especially given Oakland’s history of school closures over the last two decades — many of them campuses where the majority of students were Black. \u003c/span>[aside postID=\"forum_2010101887739,news_11900752\" label=\"Related Posts\"]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have been through so much trauma and they have every right to feel distrustful and fearful about this decision,” she said in an interview with KQED on Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment in OUSD has declined by nearly 20,000 students over the last two decades, from over 52,000 in 2002 to just under 35,500 now, according to \u003c/span>\u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Historic?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\">\u003cspan style=\"font-weight: 400\">district data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And because state funding for public schools is tied to attendance, as students left the district, so did a lot of money. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schaaf says consolidating schools is necessary to fix structural problems in the district’s budget. “When you look at districts like Stockton, Fremont, San Jose, they serve roughly the same number of students — about 33,000,” she said. “But they do it in almost half the campuses — between 41 and 48 campuses — in those three districts, whereas Oakland has 80 campuses.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Schaaf, the consolidation would allow the district to redirect more funds from building upkeep and redundant administrative costs to student services. “This is an opportunity to do better for our students, our educators, and our families,” she said. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904283\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904283\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-800x559.jpg\" alt=\"Several red and white signs shown from a distance with many people standing in front of City Hall in Oakland\" width=\"800\" height=\"559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-800x559.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-1020x713.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-160x112.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-1536x1074.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Educators, parents and youth gather in protest during a citywide rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School board member Mike Hutchinson, who is opposed to the consolidation plan, said it breaks promises the district made to the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In March 2021, the school board passed the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1knTRaGliW06LnPCATRmaILnwrgViLgsC/view\">\u003cspan style=\"font-weight: 400\">Reparations for Black Students Resolution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a response to longtime efforts by community activists to call attention to the displacement of Black students and the disproportionate impact school closures in the district have had on them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of the resolution, the board promised, among other things, to work with the newly created Black Students and Families Thriving Task Force to develop an equity impact analysis before announcing additional school closures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But on January 12, \u003c/span>\u003ca href=\"https://drive.google.com/file/d/19DPEJIKPw_pyiS_6ZTzya59OpvIAYtPC/view\">\u003cspan style=\"font-weight: 400\">the board instructed the superintendent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to move forward on a consolidation plan, in spite of its commitments made in the Reparations for Black Students resolution. They also instructed the district to do so without consideration for previous resolutions designed to improve community engagement ahead of school closures. Instead, the board asked for a plan as soon as possible, that could be put into action in the next school year and the year after. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904318\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904318\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7844-2-800x589.jpeg\" alt=\"A bald man in a light blue hoodie stands for a portrait. Behind him a scattered crowd stands on blacktop at Prescott School. \" width=\"800\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-800x589.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1020x751.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-160x118.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1536x1131.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-2048x1508.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1920x1413.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mike Hutchinson, school board director for District 5, stands on the blacktop of Prescott School in West Oakland during a rally there on Feb. 5, 2022. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hutchinson says the rush is eroding community trust in the board. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We forget the real services that our public schools provide, everything from a community meeting space to educating generations of kids, to the anchor and the source of pride for a lot of communities,” Hutchinson said at a rally on Saturday. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prescott, an elementary school in West Oakland, is a prime example. The school, which has served Oakland students for more than a century, is where Ida Louise Jackson, Oakland’s first Black teacher, began teaching in the 1920s. Now it’s on the chopping block.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lavena Brown, who attended a rally at Prescott on Saturday morning, says she lives near the school and was once a student there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot of memories here,” she said of Prescott, the only elementary school in the Lower Bottoms neighborhood of West Oakland. “All my family, my parents went to this school. I went to this school in the ’70s, my parents way before me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under the district’s plan, Prescott students would go to either Martin Luther King Jr. Elementary — about a mile away — or Hoover Elementary — about two miles away — starting next school year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904314\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904314 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7838-800x600.jpeg\" alt=\"A woman wearing a black head scarf and a black hoodie with images from Mario Kart poses for a portrait the a young child wearing glasses. The child is holding a sign that reads, "Don't cut our kids." Stick into the frame above them is the top of a basketball hoop. Behind them are two cream and blue portable classrooms. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Erica Wade and her son Samuel pose for a portrait during a rally at Prescott School on Feb. 5, 2022. Wade is a graduate of Prescott and Samuel is a student at OUSD’s Martin Luther King Jr. Elementary School. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hutchinson says keeping neighborhood schools open is a basic issue of fairness. “Every community pays taxes. Every community deserves the same access to resources,” he says. “If our anchor public elementary schools close, that leaves that community, that neighborhood, without access to public resources.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across town, two OUSD staff members have turned to more drastic methods to protest the closure plan: Moses Omolade, OUSD’s program director for community schools, and Maurice André San-Chez, a choir and dance teacher at Westlake Middle School, have been on a hunger strike since last Monday. The two are camped out on the front lawn of the school, which, under the district’s proposal, would be merged with West Oakland Middle School, roughly two miles away. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904317\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904317 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7847-800x600.jpeg\" alt='Two tents, one gray and one red stand on a lawn above a small retaining wall. A sign next to the tents reads, \"Westlake Middle School, Westlake convocation hunger strike day 5.\" In front of the tents a line of protest signs lines the edge of the retaining wall. Two read, \"No cuts, no closures.\" Behind the tents and one story white and green school building is visible. ' width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The OUSD staff members engaged in a hunger strike have set up a camp on the front lawn of Westlake Middle School. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Omolade says the short timeline for the approval of the plan and the lack of community engagement in the process has backed the families and teachers into a corner. When the plan was announced, he says, his world was turned upside down. “The community was struck. Kids freaking out, parents freaking out, staff freaking out,” he said. “Prescott, 150 years! At the stroke of a pen and a Zoom call, you think you’re about to take Prescott?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In thinking about how to protest, Omolade said he reflected on how his body has always been politicized. “I’m in a really large Black body — 6’8”, 210, and dark as night. And it’s a beautiful thing, but that hasn’t always been the messaging.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904316\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904316 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7846-2-800x600.jpeg\" alt=\"A waist-up photo of a man wearing a maroon beanie and a gray Westlake Middle School t-shirt. He's sitting in a green armchair. He has two nose piercings and septum piercing. He has beaded necklaces around his neck and his arms are spread out over the arms of the armchair. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Moses Omolade, OUSD program director of community schools, sits in an armchair outside Westlake Middle School. Omolade is one of two OUSD staff members on a hunger strike. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">He says his decision to go on hunger strike is a way to show the board how much these closures will affect the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is what it looks like when you continue to make choices that create harm that you are so far removed from,” he said. “You don’t get to see those children and those families hurt and cry and travel across Oakland, lose hubs, community hubs, that produced their ancestors. So now this is what it looks like. I want you to see my body.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The Oakland Unified School District announced its controversial plan to close eight schools and merge six others over the next two years. If approved, the move would disproportionately affect Black students, who make up only 22% of the district's enrollees, but about 43% of students at the eight schools slated for closure. ",
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"title": "Teachers and Families Rally Ahead of Upcoming Vote on Oakland School Closures | KQED",
"description": "The Oakland Unified School District announced its controversial plan to close eight schools and merge six others over the next two years. If approved, the move would disproportionately affect Black students, who make up only 22% of the district's enrollees, but about 43% of students at the eight schools slated for closure. ",
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"headline": "Teachers and Families Rally Ahead of Upcoming Vote on Oakland School Closures",
"datePublished": "2022-02-08T09:00:27-08:00",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Mann, a fourth grade teacher at Allendale Elementary, sat on the concrete steps of the amphitheater in front of Oakland’s City Hall on Friday, among the roughly 200 people gathered to protest the city’s recently announced school closure plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are a school district,” Mann said. “We should be keeping schools open and cutting everything else we could possibly cut.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of January, the Oakland Unified School District announced its controversial \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1pWL0ZdDNCWBGV4OgE3oyQ0nNgHi4F-Nj/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">plan to close eight schools and merge six others over the next two years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If approved, the move would disproportionately affect Black students, who make up only 22% of the district’s enrollees, but about 43% of students at the eight schools slated for closure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://oaklandside.org/2021/01/12/how-to-watch-and-participate-in-oakland-school-board-meetings/?gclid=Cj0KCQiAgP6PBhDmARIsAPWMq6l80j09E4PPDprx-M-slG7l7Ah3rqM0OtHxTiE_6wHP_MVq0izmCHAaAlsTEALw_wcB\">\u003cspan style=\"font-weight: 400\">school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will vote on the plan on Tuesday at 5 p.m. in a meeting open to the public virtually via \u003c/span>\u003ca href=\"https://www.ousd.org/boewatch\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904280\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904280\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Keith Brown, Oakland Education Association President, speaks to the crowd during a citywide rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the announcement, families and teachers opposing the proposal have demonstrated on school campuses, \u003ca href=\"https://oaklandside.org/2022/02/03/protesters-caravan-to-denounce-ousd-school-closures/\">in car caravans and outside the homes of school board members\u003c/a>.\u003c/span>\u003c/p>\u003c/div>",
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"content": "‘We forget the real services that our public schools provide, everything from a community meeting space to educating generations of kids, to the anchor and the source of pride for a lot of communities.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mann said she’d rather see cuts come from the salaries of district administrators or from the money OUSD pays to lease and operate its downtown headquarters. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think those things should be cut first before actual humans are made to change their whole entire lives and go to a new school or have no school in their neighborhood,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Standing nearby was Audrey Darnis, a teacher at Manzanita Community School, which serves students in Fruitvale and East Oakland. The district’s proposal would merge her school with Fruitvale Elementary, starting in the 2023-2024 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Many of the students live right in the neighborhood, right? So they walk to school. A majority of my students’ families do not have cars,” Darnis said, noting that Fruitvale Elementary is about a mile away from Manzanita. “If their school shuts down, it’s going to be very hard for them to get to another school.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904281\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904281\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-800x550.jpg\" alt='Three young people stand with their signs. One in a purple jacket, one in a red jacket and one person in a jean jacket with a sign saying \"Hands off our schools.\"' width=\"800\" height=\"550\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-800x550.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-1020x701.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-1536x1056.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Malou, a Melrose Leadership Academy student, listens to speeches with two friends during a rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Mayor Libby Schaaf says she understands the district’s proposal is hard on students and teachers, especially given Oakland’s history of school closures over the last two decades — many of them campuses where the majority of students were Black. \u003c/span>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have been through so much trauma and they have every right to feel distrustful and fearful about this decision,” she said in an interview with KQED on Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment in OUSD has declined by nearly 20,000 students over the last two decades, from over 52,000 in 2002 to just under 35,500 now, according to \u003c/span>\u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Historic?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\">\u003cspan style=\"font-weight: 400\">district data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And because state funding for public schools is tied to attendance, as students left the district, so did a lot of money. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schaaf says consolidating schools is necessary to fix structural problems in the district’s budget. “When you look at districts like Stockton, Fremont, San Jose, they serve roughly the same number of students — about 33,000,” she said. “But they do it in almost half the campuses — between 41 and 48 campuses — in those three districts, whereas Oakland has 80 campuses.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Schaaf, the consolidation would allow the district to redirect more funds from building upkeep and redundant administrative costs to student services. “This is an opportunity to do better for our students, our educators, and our families,” she said. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904283\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904283\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-800x559.jpg\" alt=\"Several red and white signs shown from a distance with many people standing in front of City Hall in Oakland\" width=\"800\" height=\"559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-800x559.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-1020x713.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-160x112.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-1536x1074.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Educators, parents and youth gather in protest during a citywide rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School board member Mike Hutchinson, who is opposed to the consolidation plan, said it breaks promises the district made to the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In March 2021, the school board passed the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1knTRaGliW06LnPCATRmaILnwrgViLgsC/view\">\u003cspan style=\"font-weight: 400\">Reparations for Black Students Resolution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a response to longtime efforts by community activists to call attention to the displacement of Black students and the disproportionate impact school closures in the district have had on them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of the resolution, the board promised, among other things, to work with the newly created Black Students and Families Thriving Task Force to develop an equity impact analysis before announcing additional school closures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But on January 12, \u003c/span>\u003ca href=\"https://drive.google.com/file/d/19DPEJIKPw_pyiS_6ZTzya59OpvIAYtPC/view\">\u003cspan style=\"font-weight: 400\">the board instructed the superintendent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to move forward on a consolidation plan, in spite of its commitments made in the Reparations for Black Students resolution. They also instructed the district to do so without consideration for previous resolutions designed to improve community engagement ahead of school closures. Instead, the board asked for a plan as soon as possible, that could be put into action in the next school year and the year after. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904318\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904318\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7844-2-800x589.jpeg\" alt=\"A bald man in a light blue hoodie stands for a portrait. Behind him a scattered crowd stands on blacktop at Prescott School. \" width=\"800\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-800x589.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1020x751.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-160x118.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1536x1131.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-2048x1508.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1920x1413.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mike Hutchinson, school board director for District 5, stands on the blacktop of Prescott School in West Oakland during a rally there on Feb. 5, 2022. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hutchinson says the rush is eroding community trust in the board. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We forget the real services that our public schools provide, everything from a community meeting space to educating generations of kids, to the anchor and the source of pride for a lot of communities,” Hutchinson said at a rally on Saturday. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prescott, an elementary school in West Oakland, is a prime example. The school, which has served Oakland students for more than a century, is where Ida Louise Jackson, Oakland’s first Black teacher, began teaching in the 1920s. Now it’s on the chopping block.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lavena Brown, who attended a rally at Prescott on Saturday morning, says she lives near the school and was once a student there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot of memories here,” she said of Prescott, the only elementary school in the Lower Bottoms neighborhood of West Oakland. “All my family, my parents went to this school. I went to this school in the ’70s, my parents way before me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under the district’s plan, Prescott students would go to either Martin Luther King Jr. Elementary — about a mile away — or Hoover Elementary — about two miles away — starting next school year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904314\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904314 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7838-800x600.jpeg\" alt=\"A woman wearing a black head scarf and a black hoodie with images from Mario Kart poses for a portrait the a young child wearing glasses. The child is holding a sign that reads, "Don't cut our kids." Stick into the frame above them is the top of a basketball hoop. Behind them are two cream and blue portable classrooms. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Erica Wade and her son Samuel pose for a portrait during a rally at Prescott School on Feb. 5, 2022. Wade is a graduate of Prescott and Samuel is a student at OUSD’s Martin Luther King Jr. Elementary School. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hutchinson says keeping neighborhood schools open is a basic issue of fairness. “Every community pays taxes. Every community deserves the same access to resources,” he says. “If our anchor public elementary schools close, that leaves that community, that neighborhood, without access to public resources.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across town, two OUSD staff members have turned to more drastic methods to protest the closure plan: Moses Omolade, OUSD’s program director for community schools, and Maurice André San-Chez, a choir and dance teacher at Westlake Middle School, have been on a hunger strike since last Monday. The two are camped out on the front lawn of the school, which, under the district’s proposal, would be merged with West Oakland Middle School, roughly two miles away. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904317\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904317 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7847-800x600.jpeg\" alt='Two tents, one gray and one red stand on a lawn above a small retaining wall. A sign next to the tents reads, \"Westlake Middle School, Westlake convocation hunger strike day 5.\" In front of the tents a line of protest signs lines the edge of the retaining wall. Two read, \"No cuts, no closures.\" Behind the tents and one story white and green school building is visible. ' width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The OUSD staff members engaged in a hunger strike have set up a camp on the front lawn of Westlake Middle School. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Omolade says the short timeline for the approval of the plan and the lack of community engagement in the process has backed the families and teachers into a corner. When the plan was announced, he says, his world was turned upside down. “The community was struck. Kids freaking out, parents freaking out, staff freaking out,” he said. “Prescott, 150 years! At the stroke of a pen and a Zoom call, you think you’re about to take Prescott?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In thinking about how to protest, Omolade said he reflected on how his body has always been politicized. “I’m in a really large Black body — 6’8”, 210, and dark as night. And it’s a beautiful thing, but that hasn’t always been the messaging.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904316\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904316 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7846-2-800x600.jpeg\" alt=\"A waist-up photo of a man wearing a maroon beanie and a gray Westlake Middle School t-shirt. He's sitting in a green armchair. He has two nose piercings and septum piercing. He has beaded necklaces around his neck and his arms are spread out over the arms of the armchair. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Moses Omolade, OUSD program director of community schools, sits in an armchair outside Westlake Middle School. Omolade is one of two OUSD staff members on a hunger strike. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">He says his decision to go on hunger strike is a way to show the board how much these closures will affect the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is what it looks like when you continue to make choices that create harm that you are so far removed from,” he said. “You don’t get to see those children and those families hurt and cry and travel across Oakland, lose hubs, community hubs, that produced their ancestors. So now this is what it looks like. I want you to see my body.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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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"radiolab": {
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},
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"tagline": "Art is where you find it",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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