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"content": "\u003cp>\u003cem>Updated 11:15 a.m. Friday\u003c/em>\u003c/p>\n\u003cp>At an emotional Oakland school board meeting Wednesday night, parents, students and staff from four schools slated for closure and consolidation made their case for more time to help shape the plans that will radically alter their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://fcmat.org/wp-content/uploads/sites/4/2017/08/Oakland-USD-final-report.pdf\">Under pressure from a state oversight body\u003c/a> to balance its budget, the Oakland Unified School District is crafting plans to reduce its total number of schools by up to 24 and to invest any cost savings in strengthening existing schools. Four schools — Henry J. Kaiser Jr. Elementary, Sankofa Academy, Oakland SOL (School of Language) and Frick Impact Academy — are \u003ca href=\"https://www.kqed.org/news/11769908/second-phase-of-ousd-school-closure-plans-will-affect-1324-students\">targeted to be merged\u003c/a> in the coming year.\u003c/p>\n\u003cp>But overwhelmingly the board was scorned by parents who showed up from across the district to express their profound mistrust of the institution that serves their children. Parent after parent asked for evidence that the closures would save the district money and, more importantly, help improve educational outcomes for students. Many cited the district’s own \u003ca href=\"http://grandjury.acgov.org/grandjury-assets/docs/2018-2019/OUSD%20Broken%20Culture.FR-2.pdf\">history of fiscal mismanagement.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11770916\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11770916\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-800x566.jpg\" alt=\"Attendees line up to speak at an Oakland school board meeting on Aug. 28, 2019.\" width=\"800\" height=\"566\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-800x566.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-160x113.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-1020x721.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-1200x849.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Attendees line up to speak at an Oakland school board meeting on Aug. 28, 2019. \u003ccite>(Lindsey Moore/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[aside tag=\"oakland-schools\" label=\"Related coverage\"]\u003c/p>\n\u003cp>“We have been starving for resources for years now. My son attended Sankofa back in the second grade. He is currently in 10th grade at McClymonds,” said Valerie Manchester, who has a fourth-grader at Sankofa. “You guys have lied to us and deceived us since then. It does not make any sense, I don’t see how you guys can sit on this board and sit here with straight faces and not consider these children.”\u003c/p>\n\u003cp>One of the largest groups in attendance Wednesday night was representing Kaiser Elementary, sporting green T-shirts and carrying signs saying “Do No Harm” to express opposition to the proposed merger of their school with Sankofa.\u003c/p>\n\u003cp>Kaiser parents who addressed the board argued that they chose their school because it is small and their children do better in that environment. They also pointed to data showing that their school closes the achievement gap for its black students.\u003c/p>\n\u003cp>Daryl Guidry, a parent at Kaiser, said that families of color are being underserved in Oakland but not at Kaiser. “When you are closing schools that are taking care of families of color and most importantly children of color, that’s just lack of resources,” Guidry said.\u003c/p>\n\u003cp>But school board member James Harris challenged the Kaiser parents — a school that is about one-third white, largely affluent and located in the Claremont Hills — to reconsider their opposition to merging with Sankofa Academy in North Oakland’s Bushrod neighborhood, where the majority of youth qualify for free or reduced-price lunches and are students of color.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“You’re coming from a special place. I would ask you to think about what would it mean to share that experience with people that have not had that special experience,” Harris said. “What would it mean for the community at Kaiser to say: You know what? Oakland needs us to do something differently now. Oakland needs us to show up in a different way.”\u003c/p>\n\u003cp>His statement was met with scornful jeers from some in the audience, but Harris rebutted, “I’m presenting this to you to think about as a community. You can take it or leave it. I’m not here to argue with you.”\u003c/p>\n\u003cfigure id=\"attachment_11770915\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11770915 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut.jpg\" alt=\"An attendee at an Aug. 28, 2019 OUSD board meeting holds a sign reading "Do Not Harm" in opposition to the district's plan to merge Henry J. Kaiser Jr. Elementary with another school.\" width=\"1920\" height=\"1321\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut-800x550.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut-1020x702.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut-1200x826.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">An attendee at an Aug. 28, 2019, OUSD board meeting holds a sign reading “Do Not Harm” in opposition to the district’s plan to merge Henry J. Kaiser Jr. Elementary with another school.\u003c/figcaption>\u003c/figure>\n\u003cp>The board seemed united on one thing: forcing change on Kaiser. One option they’re considering is relocating Kaiser to the larger Santa Fe Elementary campus where there is space to expand the model. Reopening Santa Fe is a move strongly supported by parents in that neighborhood, who also turned up in force at the meeting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to the resistance that many Kaiser parents were showing towards any changes, board member Shanthi Gonzales went so far as to suggest the school be eventually phased out, by halting kindergarten enrollment after this year. \u003c/span>\u003c/p>\n\u003cp>Several board members also questioned why district staff had abandoned an earlier idea of merging a different elementary —Peralta — with Sankofa. A Peralta parent gave the board \u003ca href=\"https://docs.google.com/document/d/1EDYw9DJ8ff0fF0NojT8PsayEM2KGDfZD5hqBWPUSiFU/edit?ts=5d4d167c\">a letter\u003c/a> signed by 50 parents who support merging their school with Sankofa.\u003c/p>\n\u003cfigure id=\"attachment_11770918\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11770918 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut.jpg\" alt=\"Oakland Unified School District Vice President Jody London, President Aimee Eng, and Superintendent Kyla Johnson-Trammell (left to right) listen to speakers at a school board meeting on Aug. 28, 2019.\" width=\"1920\" height=\"1421\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut-800x592.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut-1020x755.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut-1200x888.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland Unified School District Vice President Jody London, President Aimee Eng and Superintendent Kyla Johnson-Trammell (left to right) listen to speakers at a school board meeting on Aug. 28, 2019. \u003ccite>(Lindsey Moore/KQED )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>“I think there are Peralta folks who are interested in a merger with Sankofa, and I think that’s going to lead us to be much more successful,” Gonzales said. “I’m interested in them being at a bigger campus where we can draw more students into OUSD and into a quality program.”\u003c/p>\n\u003cp>The fate of two other schools slated for a merger were also discussed at Wednesday’s meeting. Oakland SOL and Frick Impact Academy, both in East Oakland neighborhoods that Gonzales represents, are slated to consolidate onto the Frick campus.\u003c/p>\n\u003cp>Gonzales seemed to agree with the cries of parents from both schools who say they’re in favor of merging, but insist more time is needed to plan for the changes.\u003c/p>\n\u003cp>“You heard SOL and Frick ask for more time tonight. Is that possible?” Gonzales asked, directing her comments to OUSD Deputy Innovation Officer Yvette Renteria. “You have two brand-new principals at Frick and SOL. What do you anticipate them needing and how are they going to get it?”\u003c/p>\n\u003cp>Gonzales pointed to the fact that the schools are 1.4 miles apart and that Oakland SOL has a dual-language immersion program while Frick does not.\u003c/p>\n\u003cfigure id=\"attachment_11770917\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca style=\"font-weight: bold;background-color: transparent\" href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11770917 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut.jpg\" alt=\"Parents in attendance at the OUSD board meeting on Aug. 28, 2019.\" width=\"1920\" height=\"1388\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut-160x116.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut-800x578.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut-1020x737.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut-1200x868.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents in attendance at the OUSD board meeting on Aug. 28, 2019. \u003ccite>(Lindsey Moore/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At stake for some parents is the changing racial makeup of their neighborhoods and schools. Frick Academy’s students are about 41% African American and 53% Latinx, while Oakland SOL has a 71% Latinx student body. Some parents have expressed concern about how merging the two schools will tip the balance toward a much heavier Latinx student ratio.\u003c/p>\n\u003cp>One Sankofa parent concerned about gentrification in a historically black neighborhood said, “I know what I felt like when I went outside and my whole neighborhood changed. I been in that neighborhood for years and years, 40-plus. It’s important that you think of the people before you make moves.”\u003c/p>\n\u003cp>At Wednesday’s meeting, Renteria and some board members acknowledged earlier mistakes made during the first phase of mergers and closures last year. In merging Alliance Academy and Elmhurst Community Prep\u003cstrong>, \u003c/strong>district officials admitted that they did not provide enough support for the budgeting or planning process.\u003c/p>\n\u003cp>The district also failed to relocate all 266 seventh graders displaced by the closure of Roots International Academy into better schools, which had been the intention. In fact, 46 Roots students are now at Oakland SOL and Frick, potentially facing upheaval once again in the coming year.\u003c/p>\n\u003cp>Renteria said that to support the current phase of closures, a philanthropic foundation donated $200,000 over the coming two years to help fund the work of reconfiguring smaller schools into larger ones.\u003c/p>\n\u003cp>During the first phase of closures, Oakland-based nonprofit \u003ca href=\"https://www.educate78.org/who-we-are/\">Educate78\u003c/a> paid for a consultant to help Alliance and Elmhurst middle schools combine into Elmhurst United this past school year.\u003c/p>\n\u003cp>The push to dismantle the district’s smaller schools is an ironic twist in the history of school reform efforts in Oakland. In 2000 the Gates Foundation spent millions to help launch the small schools movement across the country, with an initial focus on the Bay Area. The first 10 of those smaller schools opened in Oakland, beginning with a difficult process of breaking apart older, larger schools and their communities.\u003c/p>\n\u003cp>The district is scheduled to make a decision Sept. 11 on the current round of closures and mergers, which is part of \u003ca href=\"https://www.ousd.org/blueprintforquality\">OUSD’s Citywide Blueprint for Quality Schools.\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Hundreds lobbied the Oakland school board for more time and input into controversial plans to merge schools with strikingly different programs and student bodies.",
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"title": "Oakland Parents Plead With District for More Time to Plan School Mergers | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 11:15 a.m. Friday\u003c/em>\u003c/p>\n\u003cp>At an emotional Oakland school board meeting Wednesday night, parents, students and staff from four schools slated for closure and consolidation made their case for more time to help shape the plans that will radically alter their schools.\u003c/p>\n\u003cp>\u003ca href=\"http://fcmat.org/wp-content/uploads/sites/4/2017/08/Oakland-USD-final-report.pdf\">Under pressure from a state oversight body\u003c/a> to balance its budget, the Oakland Unified School District is crafting plans to reduce its total number of schools by up to 24 and to invest any cost savings in strengthening existing schools. Four schools — Henry J. Kaiser Jr. Elementary, Sankofa Academy, Oakland SOL (School of Language) and Frick Impact Academy — are \u003ca href=\"https://www.kqed.org/news/11769908/second-phase-of-ousd-school-closure-plans-will-affect-1324-students\">targeted to be merged\u003c/a> in the coming year.\u003c/p>\n\u003cp>But overwhelmingly the board was scorned by parents who showed up from across the district to express their profound mistrust of the institution that serves their children. Parent after parent asked for evidence that the closures would save the district money and, more importantly, help improve educational outcomes for students. Many cited the district’s own \u003ca href=\"http://grandjury.acgov.org/grandjury-assets/docs/2018-2019/OUSD%20Broken%20Culture.FR-2.pdf\">history of fiscal mismanagement.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11770916\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11770916\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-800x566.jpg\" alt=\"Attendees line up to speak at an Oakland school board meeting on Aug. 28, 2019.\" width=\"800\" height=\"566\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-800x566.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-160x113.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-1020x721.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut-1200x849.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38847_OUSD_011-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Attendees line up to speak at an Oakland school board meeting on Aug. 28, 2019. \u003ccite>(Lindsey Moore/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We have been starving for resources for years now. My son attended Sankofa back in the second grade. He is currently in 10th grade at McClymonds,” said Valerie Manchester, who has a fourth-grader at Sankofa. “You guys have lied to us and deceived us since then. It does not make any sense, I don’t see how you guys can sit on this board and sit here with straight faces and not consider these children.”\u003c/p>\n\u003cp>One of the largest groups in attendance Wednesday night was representing Kaiser Elementary, sporting green T-shirts and carrying signs saying “Do No Harm” to express opposition to the proposed merger of their school with Sankofa.\u003c/p>\n\u003cp>Kaiser parents who addressed the board argued that they chose their school because it is small and their children do better in that environment. They also pointed to data showing that their school closes the achievement gap for its black students.\u003c/p>\n\u003cp>Daryl Guidry, a parent at Kaiser, said that families of color are being underserved in Oakland but not at Kaiser. “When you are closing schools that are taking care of families of color and most importantly children of color, that’s just lack of resources,” Guidry said.\u003c/p>\n\u003cp>But school board member James Harris challenged the Kaiser parents — a school that is about one-third white, largely affluent and located in the Claremont Hills — to reconsider their opposition to merging with Sankofa Academy in North Oakland’s Bushrod neighborhood, where the majority of youth qualify for free or reduced-price lunches and are students of color.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You’re coming from a special place. I would ask you to think about what would it mean to share that experience with people that have not had that special experience,” Harris said. “What would it mean for the community at Kaiser to say: You know what? Oakland needs us to do something differently now. Oakland needs us to show up in a different way.”\u003c/p>\n\u003cp>His statement was met with scornful jeers from some in the audience, but Harris rebutted, “I’m presenting this to you to think about as a community. You can take it or leave it. I’m not here to argue with you.”\u003c/p>\n\u003cfigure id=\"attachment_11770915\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11770915 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut.jpg\" alt=\"An attendee at an Aug. 28, 2019 OUSD board meeting holds a sign reading "Do Not Harm" in opposition to the district's plan to merge Henry J. Kaiser Jr. Elementary with another school.\" width=\"1920\" height=\"1321\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut-800x550.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut-1020x702.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38860_OUSD_024-qut-1200x826.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">An attendee at an Aug. 28, 2019, OUSD board meeting holds a sign reading “Do Not Harm” in opposition to the district’s plan to merge Henry J. Kaiser Jr. Elementary with another school.\u003c/figcaption>\u003c/figure>\n\u003cp>The board seemed united on one thing: forcing change on Kaiser. One option they’re considering is relocating Kaiser to the larger Santa Fe Elementary campus where there is space to expand the model. Reopening Santa Fe is a move strongly supported by parents in that neighborhood, who also turned up in force at the meeting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In response to the resistance that many Kaiser parents were showing towards any changes, board member Shanthi Gonzales went so far as to suggest the school be eventually phased out, by halting kindergarten enrollment after this year. \u003c/span>\u003c/p>\n\u003cp>Several board members also questioned why district staff had abandoned an earlier idea of merging a different elementary —Peralta — with Sankofa. A Peralta parent gave the board \u003ca href=\"https://docs.google.com/document/d/1EDYw9DJ8ff0fF0NojT8PsayEM2KGDfZD5hqBWPUSiFU/edit?ts=5d4d167c\">a letter\u003c/a> signed by 50 parents who support merging their school with Sankofa.\u003c/p>\n\u003cfigure id=\"attachment_11770918\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11770918 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut.jpg\" alt=\"Oakland Unified School District Vice President Jody London, President Aimee Eng, and Superintendent Kyla Johnson-Trammell (left to right) listen to speakers at a school board meeting on Aug. 28, 2019.\" width=\"1920\" height=\"1421\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut-800x592.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut-1020x755.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38855_OUSD_019-qut-1200x888.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Oakland Unified School District Vice President Jody London, President Aimee Eng and Superintendent Kyla Johnson-Trammell (left to right) listen to speakers at a school board meeting on Aug. 28, 2019. \u003ccite>(Lindsey Moore/KQED )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>“I think there are Peralta folks who are interested in a merger with Sankofa, and I think that’s going to lead us to be much more successful,” Gonzales said. “I’m interested in them being at a bigger campus where we can draw more students into OUSD and into a quality program.”\u003c/p>\n\u003cp>The fate of two other schools slated for a merger were also discussed at Wednesday’s meeting. Oakland SOL and Frick Impact Academy, both in East Oakland neighborhoods that Gonzales represents, are slated to consolidate onto the Frick campus.\u003c/p>\n\u003cp>Gonzales seemed to agree with the cries of parents from both schools who say they’re in favor of merging, but insist more time is needed to plan for the changes.\u003c/p>\n\u003cp>“You heard SOL and Frick ask for more time tonight. Is that possible?” Gonzales asked, directing her comments to OUSD Deputy Innovation Officer Yvette Renteria. “You have two brand-new principals at Frick and SOL. What do you anticipate them needing and how are they going to get it?”\u003c/p>\n\u003cp>Gonzales pointed to the fact that the schools are 1.4 miles apart and that Oakland SOL has a dual-language immersion program while Frick does not.\u003c/p>\n\u003cfigure id=\"attachment_11770917\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca style=\"font-weight: bold;background-color: transparent\" href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11770917 size-full\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut.jpg\" alt=\"Parents in attendance at the OUSD board meeting on Aug. 28, 2019.\" width=\"1920\" height=\"1388\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut-160x116.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut-800x578.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut-1020x737.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/RS38854_OUSD_018-qut-1200x868.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Parents in attendance at the OUSD board meeting on Aug. 28, 2019. \u003ccite>(Lindsey Moore/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At stake for some parents is the changing racial makeup of their neighborhoods and schools. Frick Academy’s students are about 41% African American and 53% Latinx, while Oakland SOL has a 71% Latinx student body. Some parents have expressed concern about how merging the two schools will tip the balance toward a much heavier Latinx student ratio.\u003c/p>\n\u003cp>One Sankofa parent concerned about gentrification in a historically black neighborhood said, “I know what I felt like when I went outside and my whole neighborhood changed. I been in that neighborhood for years and years, 40-plus. It’s important that you think of the people before you make moves.”\u003c/p>\n\u003cp>At Wednesday’s meeting, Renteria and some board members acknowledged earlier mistakes made during the first phase of mergers and closures last year. In merging Alliance Academy and Elmhurst Community Prep\u003cstrong>, \u003c/strong>district officials admitted that they did not provide enough support for the budgeting or planning process.\u003c/p>\n\u003cp>The district also failed to relocate all 266 seventh graders displaced by the closure of Roots International Academy into better schools, which had been the intention. In fact, 46 Roots students are now at Oakland SOL and Frick, potentially facing upheaval once again in the coming year.\u003c/p>\n\u003cp>Renteria said that to support the current phase of closures, a philanthropic foundation donated $200,000 over the coming two years to help fund the work of reconfiguring smaller schools into larger ones.\u003c/p>\n\u003cp>During the first phase of closures, Oakland-based nonprofit \u003ca href=\"https://www.educate78.org/who-we-are/\">Educate78\u003c/a> paid for a consultant to help Alliance and Elmhurst middle schools combine into Elmhurst United this past school year.\u003c/p>\n\u003cp>The push to dismantle the district’s smaller schools is an ironic twist in the history of school reform efforts in Oakland. In 2000 the Gates Foundation spent millions to help launch the small schools movement across the country, with an initial focus on the Bay Area. The first 10 of those smaller schools opened in Oakland, beginning with a difficult process of breaking apart older, larger schools and their communities.\u003c/p>\n\u003cp>The district is scheduled to make a decision Sept. 11 on the current round of closures and mergers, which is part of \u003ca href=\"https://www.ousd.org/blueprintforquality\">OUSD’s Citywide Blueprint for Quality Schools.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The Oakland Unified School District's radical plan to downsize by closing and merging schools includes a key component to making sure displaced students end up in better schools. It's a policy change that could result in diversifying some of the city's most in-demand schools. But details of the so-called opportunity ticket have yet to be hammered out.\u003c/p>\n\u003cp>The opportunity ticket is the brainchild of \u003ca href=\"https://oaklandreach.org/\" target=\"_blank\" rel=\"noopener\">The Oakland REACH\u003c/a>, a parent group committed to getting underserved communities into high-quality schools, and was approved by the OUSD Board of Education last March.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Lakisha Young, co-founder and executive director of The Oakland REACH\"]'The intent behind the policy has always been clear. It’s to provide a new chance for folks who have been disadvantaged in the system.'[/pullquote]\u003c/p>\n\u003cp>District enrollment currently gives priority to siblings entering a school and then to children of families that live in the school's neighborhood. The opportunity ticket would change that, allowing displaced students from schools that are geographically relocated to get priority enrollment.\u003c/p>\n\u003cp>An advisory group, including parents, met with OUSD Superintendent Kyla Johnson-Trammell last week to recommend a fair way to implement the policy.\u003c/p>\n\u003cp>\"The data’s very clear. Kids do better after a closure only if they go to a better school,\" said Katherine Lee, parent of a first-grader at Henry J. Kaiser Jr. Elementary School and a parent in the advisory group.\u003c/p>\n\u003cp>\"We’ve heard the district say a lot, ‘We need to start doing things differently.’ Well closures and mergers aren’t different, but this opportunity ticket is different. It’s the one different thing that they are doing when it comes to how they are implementing these.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Historically, school closures have hit schools harder that have a majority of black and brown students. That's why The Oakland REACH came up with the opportunity ticket idea, along with Dirk Tillotson of the \u003ca href=\"https://greatschoolvoices.org/author/dirk/\">State of Black Education Oakland\u003c/a>, said group co-founder and executive director Lakisha Young.\u003c/p>\n\u003cp>\"The intent behind the policy has always been clear,\" Young said. \"It’s to provide a new chance for folks who have been disadvantaged in the system.\"\u003c/p>\n\u003cp>The new enrollment policy has the potential to integrate some of the city's top schools by race and class. Currently, white students make up just 11.4% of the district-run public schools \u003ca href=\"https://greatschoolvoices.org/2019/02/buying-way-oakland-public-school-ally-equity-addresses-privilege-opportunity-race-need-opportunity-ticket/\">but are concentrated in a handful of top-performing schools\u003c/a>.\u003c/p>\n\u003cp>After reviewing the policy over the summer, the advisory group told Johnson-Trammell they are sticking with the original recommendations of no more than 10% of any grade level, nor more than 51% of open seats in any given school during an enrollment period, going to students with opportunity tickets.\u003c/p>\n\u003cp>Lee said she was told the district convened the working group to take another look at how many opportunity ticket students would get priority over neighborhood students.\u003c/p>\n\u003cp>[aside postID=\"news_11769908,news_11735304,news_11766985,news_11721015,news_11716967,news_11711497\" label=\"Restructuring at the Oakland Unified School District\"]\u003c/p>\n\u003cp>\"They wanted specifically for us to revisit those percentages because some of them had gotten some calls from parents at high-demand schools specifically,\" Lee said.\u003c/p>\n\u003cp>Here's how it might play out: If there are 100 open seats in a school, and 20 siblings enroll, then of the 80 remaining seats, at most 41 of them would go to children from outside that attendance area, using the opportunity ticket. As some critics see it, that's 41 neighborhood kids who would be displaced. Elmhurst United Middle School Principal Kilian Betlach, who was on the district's advisory committee, disagrees.\u003c/p>\n\u003cp>\"Neighborhood preference is not a guarantee. It’s preference,\" Betlach said. \"I wouldn't choose the word displacement. That’s the way it’s being framed.\"\u003c/p>\n\u003cp>If the district moves ahead with \u003ca href=\"https://www.kqed.org/news/11769908/second-phase-of-ousd-school-closure-plans-will-affect-1324-students\">its plans\u003c/a> to merge Kaiser Elementary School with Sankofa Academy at the Sankofa site, and Oakland SOL with Frick Impact Academy at the Frick site, just the 280 students from Kaiser and 136 from SOL would get opportunity tickets to move to any of the city's top schools. Students from Sankofa and Frick would not have that option.\u003c/p>\n\u003cp>The idea that Kaiser parents at a school that is 31% white and already high-achieving would see their students get an opportunity ticket to another high-performing school is an irony not lost on Young.\u003c/p>\n\u003cp>\"If a bunch of privileged families take a loophole in the policy to take this ticket to get a further leg up for their families, then I think folks need to take a long look in the mirror and revisit the signs in the window,\" Young said, of Kaiser parents who are resisting the merge with Sankofa.\u003c/p>\n\u003cp>The advisory group considered limiting the ticket to affected students who fall into \"disadvantaged student\" categories defined by the Local Control Funding Formula, but backed off, said Lee. Betlach agreed with that move.\u003c/p>\n\u003cp>\"It's hard to be policy leader in place like OUSD, where it’s incredibly segregated and a huge part of your community is not well served, and at same time the kids going to school in the hills and those young people ... we are also accountable to them,\" Betlach said. \"We can’t be hostile to them or to their privilege. They are part of community. It's a line to walk.\"\u003c/p>\n\u003cp>Several on the advisory board spoke of the opportunity ticket as a mechanism to soften the blow of the hardship of changing schools.\u003c/p>\n\u003cp>\"School closure kids go through negative experiences, and these structural changes are understood to be for the greater good. It makes sense to offer something for the sacrifice,\" Betlach said.\u003c/p>\n\u003cp>Kaiser Elementary parent Katherine Lee said it was still unclear how her fellow parents were thinking about the choice between moving to Sankofa and creating a newly merged school or taking an opportunity ticket.\u003c/p>\n\u003cp>\"You know, it's [Kaiser] an academically well-performing school. And so there might be a desire to go to another school that is as well performing or better,\" Lee said. \"And unfortunately, in Oakland, that tends to mean whiter schools. Ultimately, I don't know what each family's going to do.\"\u003c/p>\n\u003cp>Some Kaiser Elementary parents are already threatening to sue or leave the district altogether, should their school be merged, opportunity ticket or not.\u003c/p>\n\u003cp>The district is expected to weigh the recommendations before a final vote in October.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Oakland Unified School District's radical plan to downsize by closing and merging schools includes a key component to making sure displaced students end up in better schools. It's a policy change that could result in diversifying some of the city's most in-demand schools. But details of the so-called opportunity ticket have yet to be hammered out.\u003c/p>\n\u003cp>The opportunity ticket is the brainchild of \u003ca href=\"https://oaklandreach.org/\" target=\"_blank\" rel=\"noopener\">The Oakland REACH\u003c/a>, a parent group committed to getting underserved communities into high-quality schools, and was approved by the OUSD Board of Education last March.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>District enrollment currently gives priority to siblings entering a school and then to children of families that live in the school's neighborhood. The opportunity ticket would change that, allowing displaced students from schools that are geographically relocated to get priority enrollment.\u003c/p>\n\u003cp>An advisory group, including parents, met with OUSD Superintendent Kyla Johnson-Trammell last week to recommend a fair way to implement the policy.\u003c/p>\n\u003cp>\"The data’s very clear. Kids do better after a closure only if they go to a better school,\" said Katherine Lee, parent of a first-grader at Henry J. Kaiser Jr. Elementary School and a parent in the advisory group.\u003c/p>\n\u003cp>\"We’ve heard the district say a lot, ‘We need to start doing things differently.’ Well closures and mergers aren’t different, but this opportunity ticket is different. It’s the one different thing that they are doing when it comes to how they are implementing these.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Historically, school closures have hit schools harder that have a majority of black and brown students. That's why The Oakland REACH came up with the opportunity ticket idea, along with Dirk Tillotson of the \u003ca href=\"https://greatschoolvoices.org/author/dirk/\">State of Black Education Oakland\u003c/a>, said group co-founder and executive director Lakisha Young.\u003c/p>\n\u003cp>\"The intent behind the policy has always been clear,\" Young said. \"It’s to provide a new chance for folks who have been disadvantaged in the system.\"\u003c/p>\n\u003cp>The new enrollment policy has the potential to integrate some of the city's top schools by race and class. Currently, white students make up just 11.4% of the district-run public schools \u003ca href=\"https://greatschoolvoices.org/2019/02/buying-way-oakland-public-school-ally-equity-addresses-privilege-opportunity-race-need-opportunity-ticket/\">but are concentrated in a handful of top-performing schools\u003c/a>.\u003c/p>\n\u003cp>After reviewing the policy over the summer, the advisory group told Johnson-Trammell they are sticking with the original recommendations of no more than 10% of any grade level, nor more than 51% of open seats in any given school during an enrollment period, going to students with opportunity tickets.\u003c/p>\n\u003cp>Lee said she was told the district convened the working group to take another look at how many opportunity ticket students would get priority over neighborhood students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They wanted specifically for us to revisit those percentages because some of them had gotten some calls from parents at high-demand schools specifically,\" Lee said.\u003c/p>\n\u003cp>Here's how it might play out: If there are 100 open seats in a school, and 20 siblings enroll, then of the 80 remaining seats, at most 41 of them would go to children from outside that attendance area, using the opportunity ticket. As some critics see it, that's 41 neighborhood kids who would be displaced. Elmhurst United Middle School Principal Kilian Betlach, who was on the district's advisory committee, disagrees.\u003c/p>\n\u003cp>\"Neighborhood preference is not a guarantee. It’s preference,\" Betlach said. \"I wouldn't choose the word displacement. That’s the way it’s being framed.\"\u003c/p>\n\u003cp>If the district moves ahead with \u003ca href=\"https://www.kqed.org/news/11769908/second-phase-of-ousd-school-closure-plans-will-affect-1324-students\">its plans\u003c/a> to merge Kaiser Elementary School with Sankofa Academy at the Sankofa site, and Oakland SOL with Frick Impact Academy at the Frick site, just the 280 students from Kaiser and 136 from SOL would get opportunity tickets to move to any of the city's top schools. Students from Sankofa and Frick would not have that option.\u003c/p>\n\u003cp>The idea that Kaiser parents at a school that is 31% white and already high-achieving would see their students get an opportunity ticket to another high-performing school is an irony not lost on Young.\u003c/p>\n\u003cp>\"If a bunch of privileged families take a loophole in the policy to take this ticket to get a further leg up for their families, then I think folks need to take a long look in the mirror and revisit the signs in the window,\" Young said, of Kaiser parents who are resisting the merge with Sankofa.\u003c/p>\n\u003cp>The advisory group considered limiting the ticket to affected students who fall into \"disadvantaged student\" categories defined by the Local Control Funding Formula, but backed off, said Lee. Betlach agreed with that move.\u003c/p>\n\u003cp>\"It's hard to be policy leader in place like OUSD, where it’s incredibly segregated and a huge part of your community is not well served, and at same time the kids going to school in the hills and those young people ... we are also accountable to them,\" Betlach said. \"We can’t be hostile to them or to their privilege. They are part of community. It's a line to walk.\"\u003c/p>\n\u003cp>Several on the advisory board spoke of the opportunity ticket as a mechanism to soften the blow of the hardship of changing schools.\u003c/p>\n\u003cp>\"School closure kids go through negative experiences, and these structural changes are understood to be for the greater good. It makes sense to offer something for the sacrifice,\" Betlach said.\u003c/p>\n\u003cp>Kaiser Elementary parent Katherine Lee said it was still unclear how her fellow parents were thinking about the choice between moving to Sankofa and creating a newly merged school or taking an opportunity ticket.\u003c/p>\n\u003cp>\"You know, it's [Kaiser] an academically well-performing school. And so there might be a desire to go to another school that is as well performing or better,\" Lee said. \"And unfortunately, in Oakland, that tends to mean whiter schools. Ultimately, I don't know what each family's going to do.\"\u003c/p>\n\u003cp>Some Kaiser Elementary parents are already threatening to sue or leave the district altogether, should their school be merged, opportunity ticket or not.\u003c/p>\n\u003cp>The district is expected to weigh the recommendations before a final vote in October.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "1,300 More Students to Be Affected by OUSD School Closure Plans",
"title": "1,300 More Students to Be Affected by OUSD School Closure Plans",
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"content": "\u003cp>The Oakland Unified School District has unveiled plans for its second round of school restructuring, and it is already hearing from incensed parents who don't want to see their schools altered.\u003c/p>\n\u003cp>Last year the district \u003ca href=\"https://www.kqed.org/news/11721015/the-big-fight-over-a-small-school-in-oakland-what-you-need-to-know\" target=\"_blank\" rel=\"noopener\">shuttered Roots International Academy Middle School\u003c/a>, which became a rallying point for teachers and families at school board meetings during \u003ca href=\"https://www.kqed.org/news/11717451/teachers-join-parents-to-fight-closure-of-oaklands-roots-academy\" target=\"_blank\" rel=\"noopener\">the teachers' strike\u003c/a>. This Wednesday's board meeting is now the first opportunity for district staff, parents and students to weigh in on the latest recommendations in front of the full board.\u003c/p>\n\u003cp>[aside postID=\"news_11735304,news_11766985,news_11721015,news_11716967,news_11711497\" label=\"Restructuring at the Oakland School District\"]The district has been rolling ahead on a controversial plan to pare down its number of schools by as many as 24. In the first phase of the citywide plan, \u003ca href=\"https://www.ousd.org/Page/18243\">six schools were targeted for change\u003c/a> with roughly 1,500 students affected. Beyond closing Roots, two other schools in East Oakland were merged, another two are still in the planning stages and a third, Met West, has expanded.\u003c/p>\n\u003cp>This second round of closures and mergers, expected to affect another 1,324 students, took some by surprise when it tagged a small, successful and diverse school in the Oakland hills, Henry J. Kaiser Jr. Elementary, to \u003ca href=\"https://www.kqed.org/news/11721070/oakland-unified-announces-plans-to-merge-kaiser-and-sankofa-elementary-schools-as-part-of-major-downsizing-effort\" target=\"_blank\" rel=\"noopener\">merge with Sankofa Elementary\u003c/a> on the Sankofa campus in North Oakland. In addition, Oakland SOL in East Oakland, which offers a dual-language immersion program, will merge with Frick Impact Academy on the Frick campus, also in East Oakland. And Melrose Leadership Academy (MLA), another dual-language program, would expand to upper and lower campuses across Maxwell Park and Sherman facilities.\u003c/p>\n\u003cp>The district used a variety of factors to determine which schools would be affected, including the potential for cost savings, how well a school was performing academically, teacher retention, enrollment trends and demand for certain programs. The district is under pressure to reduce the number of schools it has in order to save money, but officials and school board members have maintained the restructuring is also an opportunity to create more equitable schools across the district.\u003c/p>\n\u003cp>Not all parents see it that way. Kaiser Elementary parent Alicia Johnson said parents at both Kaiser and Sankofa would be sending a letter to the board opposing their merger.\u003c/p>\n\u003cp>\"OUSD staff continues to use misinformation, unscientific 'data' and conflicting rhetoric to justify their closing of Kaiser Elementary and starving Sankofa of much needed resources,\" Johnson wrote in an email. \"The school board has the opportunity to do the right thing and demand that OUSD stop this flawed and deceptive process and truly engage their community to tackle the problems OUSD is facing.\"\u003c/p>\n\u003cp>Kaiser parents are scheduled to meet again with OUSD officials Monday evening.\u003c/p>\n\u003cp>The district held a series of meetings over the summer with parents from all of the schools involved, in order to discuss the possible changes. The final recommendations were made public just a few days ahead of the Aug. 28 board meeting, when the board will take public comment. The board is then scheduled to vote on the recommendations on Sept. 11.\u003c/p>\n\u003cp>Parents from Kaiser and Sankofa \u003ca href=\"https://www.kqed.org/news/11766985/its-all-about-race-parents-want-say-in-how-oakland-schools-integrate\">have expressed skepticism\u003c/a> that the district can successfully pull off a consolidation of two school cultures. The district reported some MLA families shared that concern and that some SOL parents are worried about the lack of safe routes to Frick for students who live near SOL.\u003c/p>\n\u003cfigure id=\"attachment_11769976\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/26/second-phase-of-ousd-school-closure-plans-will-affect-1324-students/oobineme_kqedousd_killian-9-3/\" rel=\"attachment wp-att-11769976\">\u003cimg class=\"size-full wp-image-11769976\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Principal Kilian Betlach is already overseeing the merger of two schools into Elmhurst United. \u003ccite>(Olivia Obeneme/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Principal Kilian Betlach has overseen the merger of Elmhurst and Alliance middle schools in the first phase of the district's plan. The two newly merged schools, renamed Elmhurst United, opened three weeks ago.\u003c/p>\n\u003cp>Betlach said that after his schools' merger was announced, the district seemed to take a \"do-it-yourself\" approach when it came to supporting the two schools through the planning process. Betlach said he hopes this time around the district is more intentional in the planning.\u003c/p>\n\u003cp>\"Some of what would be interesting to me would be to see what level of detail staff goes into, what support they will offer. With us it was incredibly vague, it was pretty much nothing, in terms of support, and with a really small amount of money,\" he said.\u003c/p>\n\u003cp>Betlach, though, considers the outcome of the merger to be positive so far. Elmhurst United has increased enrollment to 715 students this year, beyond district expectations, he said. And the school was able to bring in new resources to hire an assistant principal, two science teachers, and add music, dance and Spanish.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some parents are supportive of the potential mergers as well. Lakisha Young, who runs Oakland Reach, a parent group representing many families in East Oakland, said she supports the efforts to remake schools if it leads to more quality schools for all students.\u003c/p>\n\u003cp>\"The district has been trying to get Kaiser down off that hill for years,\" said Young, referring to earlier attempts to close Kaiser, which the school fended off. \"This sends a big message. The will and the courage to do what’s right for all students, that is the leadership that is needed. I think it’s important that all communities, not just all flatland communities, are impacted by this shift.”\u003c/p>\n\u003cp>The district is estimating the second round of mergers will save $1,147,117 over five years. This would be slightly offset by an expected $100,000 increase in spending with expanding MLA over the five-year time frame. The district has also stated it hopes to find ways to increase revenue from the vacated Kaiser and SOL buildings.\u003c/p>\n\u003cp>You can read through the district's proposed recommendations below:\u003c/p>\n\u003cp>[documentcloud url=\"https://www.documentcloud.org/documents/6346884-19-1654-Blueprint-for-Quality-Schools-Cohort-2.html\" responsive=true]\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "The recommended closures and mergers will be open for public comment later this week and voted on in September.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Oakland Unified School District has unveiled plans for its second round of school restructuring, and it is already hearing from incensed parents who don't want to see their schools altered.\u003c/p>\n\u003cp>Last year the district \u003ca href=\"https://www.kqed.org/news/11721015/the-big-fight-over-a-small-school-in-oakland-what-you-need-to-know\" target=\"_blank\" rel=\"noopener\">shuttered Roots International Academy Middle School\u003c/a>, which became a rallying point for teachers and families at school board meetings during \u003ca href=\"https://www.kqed.org/news/11717451/teachers-join-parents-to-fight-closure-of-oaklands-roots-academy\" target=\"_blank\" rel=\"noopener\">the teachers' strike\u003c/a>. This Wednesday's board meeting is now the first opportunity for district staff, parents and students to weigh in on the latest recommendations in front of the full board.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district has been rolling ahead on a controversial plan to pare down its number of schools by as many as 24. In the first phase of the citywide plan, \u003ca href=\"https://www.ousd.org/Page/18243\">six schools were targeted for change\u003c/a> with roughly 1,500 students affected. Beyond closing Roots, two other schools in East Oakland were merged, another two are still in the planning stages and a third, Met West, has expanded.\u003c/p>\n\u003cp>This second round of closures and mergers, expected to affect another 1,324 students, took some by surprise when it tagged a small, successful and diverse school in the Oakland hills, Henry J. Kaiser Jr. Elementary, to \u003ca href=\"https://www.kqed.org/news/11721070/oakland-unified-announces-plans-to-merge-kaiser-and-sankofa-elementary-schools-as-part-of-major-downsizing-effort\" target=\"_blank\" rel=\"noopener\">merge with Sankofa Elementary\u003c/a> on the Sankofa campus in North Oakland. In addition, Oakland SOL in East Oakland, which offers a dual-language immersion program, will merge with Frick Impact Academy on the Frick campus, also in East Oakland. And Melrose Leadership Academy (MLA), another dual-language program, would expand to upper and lower campuses across Maxwell Park and Sherman facilities.\u003c/p>\n\u003cp>The district used a variety of factors to determine which schools would be affected, including the potential for cost savings, how well a school was performing academically, teacher retention, enrollment trends and demand for certain programs. The district is under pressure to reduce the number of schools it has in order to save money, but officials and school board members have maintained the restructuring is also an opportunity to create more equitable schools across the district.\u003c/p>\n\u003cp>Not all parents see it that way. Kaiser Elementary parent Alicia Johnson said parents at both Kaiser and Sankofa would be sending a letter to the board opposing their merger.\u003c/p>\n\u003cp>\"OUSD staff continues to use misinformation, unscientific 'data' and conflicting rhetoric to justify their closing of Kaiser Elementary and starving Sankofa of much needed resources,\" Johnson wrote in an email. \"The school board has the opportunity to do the right thing and demand that OUSD stop this flawed and deceptive process and truly engage their community to tackle the problems OUSD is facing.\"\u003c/p>\n\u003cp>Kaiser parents are scheduled to meet again with OUSD officials Monday evening.\u003c/p>\n\u003cp>The district held a series of meetings over the summer with parents from all of the schools involved, in order to discuss the possible changes. The final recommendations were made public just a few days ahead of the Aug. 28 board meeting, when the board will take public comment. The board is then scheduled to vote on the recommendations on Sept. 11.\u003c/p>\n\u003cp>Parents from Kaiser and Sankofa \u003ca href=\"https://www.kqed.org/news/11766985/its-all-about-race-parents-want-say-in-how-oakland-schools-integrate\">have expressed skepticism\u003c/a> that the district can successfully pull off a consolidation of two school cultures. The district reported some MLA families shared that concern and that some SOL parents are worried about the lack of safe routes to Frick for students who live near SOL.\u003c/p>\n\u003cfigure id=\"attachment_11769976\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/26/second-phase-of-ousd-school-closure-plans-will-affect-1324-students/oobineme_kqedousd_killian-9-3/\" rel=\"attachment wp-att-11769976\">\u003cimg class=\"size-full wp-image-11769976\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/oobineme_kqedousd_killian-9-2-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Principal Kilian Betlach is already overseeing the merger of two schools into Elmhurst United. \u003ccite>(Olivia Obeneme/KQED News)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Principal Kilian Betlach has overseen the merger of Elmhurst and Alliance middle schools in the first phase of the district's plan. The two newly merged schools, renamed Elmhurst United, opened three weeks ago.\u003c/p>\n\u003cp>Betlach said that after his schools' merger was announced, the district seemed to take a \"do-it-yourself\" approach when it came to supporting the two schools through the planning process. Betlach said he hopes this time around the district is more intentional in the planning.\u003c/p>\n\u003cp>\"Some of what would be interesting to me would be to see what level of detail staff goes into, what support they will offer. With us it was incredibly vague, it was pretty much nothing, in terms of support, and with a really small amount of money,\" he said.\u003c/p>\n\u003cp>Betlach, though, considers the outcome of the merger to be positive so far. Elmhurst United has increased enrollment to 715 students this year, beyond district expectations, he said. And the school was able to bring in new resources to hire an assistant principal, two science teachers, and add music, dance and Spanish.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some parents are supportive of the potential mergers as well. Lakisha Young, who runs Oakland Reach, a parent group representing many families in East Oakland, said she supports the efforts to remake schools if it leads to more quality schools for all students.\u003c/p>\n\u003cp>\"The district has been trying to get Kaiser down off that hill for years,\" said Young, referring to earlier attempts to close Kaiser, which the school fended off. \"This sends a big message. The will and the courage to do what’s right for all students, that is the leadership that is needed. I think it’s important that all communities, not just all flatland communities, are impacted by this shift.”\u003c/p>\n\u003cp>The district is estimating the second round of mergers will save $1,147,117 over five years. This would be slightly offset by an expected $100,000 increase in spending with expanding MLA over the five-year time frame. The district has also stated it hopes to find ways to increase revenue from the vacated Kaiser and SOL buildings.\u003c/p>\n\u003cp>You can read through the district's proposed recommendations below:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "New Immigration Rule, Students and Anxiety, \"The North Pole\"",
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"headTitle": "New Immigration Rule, Students and Anxiety, “The North Pole” | KQED",
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"content": "\u003cp>\u003cb>Trump Administration’s Push to Detain Migrant Families Longer\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">This week, officials at the Department of Homeland Security and the Department of Health and Human Services proposed a new regulation that would allow for the indefinite detention of migrant families crossing the border. If approved, the rule would eliminate a key part of a court settlement from 1997 that limits the detention of unaccompanied minors to 20 days in federal custody. Administration officials argue the new rule is necessary to deter mass migration at the border. But it’s likely to face legal challenges from immigration advocates such as the ACLU, which denounced the move as “another attack on children.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guests:\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tyche Hendricks, KQED immigration editor\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Professor Bill Ong Hing, University of San Francisco School of Law\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Helping Students With Anxiety\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Throughout the Bay Area, classrooms are buzzing with activity and lesson plans as students return from their summer break to start a new school year. But these days, a lot of students are struggling with anxiety on top of their academics. Whether it’s the pressure to perform academically, online bullying or mass shootings on campus and public spaces, triggers for feeling overwhelmed or anxious abound. Parents and teachers can also miss warning signs and wrestle with when and how to intervene. Fortunately, at one East Bay high school, students are learning coping strategies and getting support from social workers to feel less stressed and overwhelmed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Guests:\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Katrina Schwartz, co-host, KQED’s MindShift podcast\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Professor Janelle Scott, Graduate School of Education, UC Berkeley \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cb>“The North Pole”\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Benny Ramirez and his three friends face challenges and forge creative solutions as they navigate life in North Oakland on “The North Pole,” a web series streaming on YouTube. Their journey is both humorous and poignant, pushed and pulled by timely struggles ranging from gentrification to climate change and immigration in a politically polarized America. Actor Rosario Dawson serves as an executive producer and stars in the show’s upcoming second season, which premieres on Sept. 10. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Guests:\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Yvan Iturriaga, director, co-writer and co-creator, “The North Pole”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Santiago Rosas, actor, “The North Pole” \u003c/span>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>Trump Administration’s Push to Detain Migrant Families Longer\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">This week, officials at the Department of Homeland Security and the Department of Health and Human Services proposed a new regulation that would allow for the indefinite detention of migrant families crossing the border. If approved, the rule would eliminate a key part of a court settlement from 1997 that limits the detention of unaccompanied minors to 20 days in federal custody. Administration officials argue the new rule is necessary to deter mass migration at the border. But it’s likely to face legal challenges from immigration advocates such as the ACLU, which denounced the move as “another attack on children.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guests:\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Tyche Hendricks, KQED immigration editor\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Professor Bill Ong Hing, University of San Francisco School of Law\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Helping Students With Anxiety\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Throughout the Bay Area, classrooms are buzzing with activity and lesson plans as students return from their summer break to start a new school year. But these days, a lot of students are struggling with anxiety on top of their academics. Whether it’s the pressure to perform academically, online bullying or mass shootings on campus and public spaces, triggers for feeling overwhelmed or anxious abound. Parents and teachers can also miss warning signs and wrestle with when and how to intervene. Fortunately, at one East Bay high school, students are learning coping strategies and getting support from social workers to feel less stressed and overwhelmed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Guests:\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Katrina Schwartz, co-host, KQED’s MindShift podcast\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Professor Janelle Scott, Graduate School of Education, UC Berkeley \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cb>“The North Pole”\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Benny Ramirez and his three friends face challenges and forge creative solutions as they navigate life in North Oakland on “The North Pole,” a web series streaming on YouTube. Their journey is both humorous and poignant, pushed and pulled by timely struggles ranging from gentrification to climate change and immigration in a politically polarized America. Actor Rosario Dawson serves as an executive producer and stars in the show’s upcoming second season, which premieres on Sept. 10. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "'It's All About Race': Parents Want Say in How Oakland Schools Integrate",
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"content": "\u003cp>On a recent Saturday afternoon in Dover Park in Oakland's Bushrod neighborhood, a couple dozen parents formed a circle and sat in the shade under a tree, their children playing behind them on the playground. \u003c/p>\n\u003cp>[aside label=\"oakland schools coverage\" tag=\"ousd\"]\u003c/p>\n\u003cp>Their children attend radically different schools, but they had come together over a shared purpose. Frustrated with a lack of information from the school district about its controversial plans to merge or move their schools, they are creating an alliance in the hopes of gaining more control over the decision-making process.\u003c/p>\n\u003cp>Dana Garrett's children attend Sankofa Elementary. \u003c/p>\n\u003cp>\"I believe that white, black, Asian, whatever, we can stand taller than anybody if we build our own home,\" she said. \"And we can build it with multiple colors.\"\u003c/p>\n\u003cp>Several parents nodded in agreement.\u003c/p>\n\u003cp>Saturday's meeting was the latest in a series organized by a group of families that each face potentially huge changes to their schools.\u003c/p>\n\u003cfigure id=\"attachment_11767573\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Sankofa-parent-Garrett-800x910.jpg\" alt=\"Dana Garrett's children attend Sankofa Elementary, one of the schools Oakland Unified School District has identified for a possible merger.\" width=\"800\" height=\"910\" class=\"size-medium wp-image-11767573\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett-800x910.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett-160x182.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett-1020x1161.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett-1054x1200.jpg 1054w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett.jpg 1224w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Dana Garrett's children attend Sankofa Elementary, one of the schools Oakland Unified School District has identified for a possible merger. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, one merger proposed by Oakland Unified School District would mean that Kaiser Elementary, located in the Oakland hills near the Caldecott Tunnel, would move in with Sankofa elementary, a school with a majority African American student population about two miles down the hill, roughly between Telegraph and Shattuck streets.\u003c/p>\n\u003cp>Kaiser has high test scores, more well-resourced parents and is racially diverse. Sankofa is struggling with a recent change in its principal and poor academic outcomes, and 90% of its students qualify for free or reduced lunch.\u003c/p>\n\u003cp>[aside label=\"ON KQED FORUM 88.5 FM\" postID=\"forum_2010101872709\"]\u003c/p>\n\u003cp>\"We don't trust [the district],\" said Kaiser parent Alicia Johnson. \"And we don't trust any plans that they give us. And right now we are not willing to move until we see they are taking it seriously and thoughtfully implementing plans for change.\"\u003c/p>\n\u003cp>The issue of what it would take to integrate across a racial and class divide, and \u003ca href=\"https://www.kqed.org/news/11059974/two-moms-choose-between-separate-and-unequal-schools-in-oakland\">whether parents of privilege are willing to do so\u003c/a>, is a problem \u003ca href=\"https://cepa.stanford.edu/news/stanfordcornell-study-shows-increasing-segregation-income\">facing other urban districts\u003c/a> across the county: How can the district create equitable schools in districts shaped by a history of redlining and racially segregated housing? \u003c/p>\n\u003cp>In Oakland, white students are 11.4% of the district-run public school population \u003ca href=\"https://www.kqed.org/news/11735304/oakland-schools-offer-enrollment-choices-but-not-everyone-knows-how-it-works\">but are concentrated in a small handful of top-performing schools\u003c/a>.\u003c/p>\n\u003cp>OUSD argues that merging a stronger school with a weak one is a path to creating more equity. But the district is also relying heavily on an economic rationale for the changes, saying it must shrink the number of schools it operates to save money and avoid a state takeover. \u003c/p>\n\u003cfigure id=\"attachment_11767579\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-800x848.jpg\" alt=\"Kaiser parent Katherine Lee and Sankofa parent Subodh Nijsure talked frankly about privilege and race.\" width=\"800\" height=\"848\" class=\"size-medium wp-image-11767579\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-800x848.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-160x170.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-1020x1082.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-1132x1200.jpg 1132w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents.jpg 1224w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kaiser parent Katherine Lee and Sankofa parent Subodh Nijsure talked frankly about privilege and race. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district has been cited by the state's Fiscal Crisis and Management Assistance Team (FCMAT) for operating too many schools. For comparison, OUSD has twice the number of schools as Fremont's school district, but the same number of students, an Alameda Grand Jury \u003ca href=\"http://grandjury.acgov.org/grandjury-assets/docs/2017-2018/SKM_C364e18101213460.pdf\">found\u003c/a>.\u003c/p>\n\u003cp>The Kaiser-Sankofa merger plan has morphed since January, after Kaiser parents lobbied heavily against being sent to Sankofa. Now the district is considering merging Sankofa and Peralta Elementary instead, but keeping both campuses open, with K-2 grades at Peralta and 3-5 grades at Sankofa. Peralta is a popular, high-achieving school whose wait list typically has 200 students.\u003c/p>\n\u003cp>Kaiser is not off the hook, however, as the district is proposing to move them to a larger school facility at Santa Fe Elementary near the Oakland-Emeryville border.\u003c/p>\n\u003cp>None of these gyrations have built confidence among the parents meeting at Dover Park. Many in the group doubted that the school district could pull off complicated mergers of different school cultures successfully. No one from the any of the above schools had seen details for the proposed mergers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kaiser Elementary parent Katherine Lee pointed to the example of the merger between Elmhurst Community Prep and Alliance Academy middle schools, which has been in planning stages for the last year. Lee said the schools had to figure out much of the merger on their own. \u003c/p>\n\u003cp>\"They had to do a lot of individual fundraising to make those design hours happen,\" said Lee. \"Teachers were volunteering additional hours.\"\u003c/p>\n\u003cfigure id=\"attachment_11767593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-800x835.jpg\" alt=\"Kaiser Elementary parent Katherine Lee said she doesn't trust the school district's ability to handle merging two very different school cultures.\" width=\"800\" height=\"835\" class=\"size-medium wp-image-11767593\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-800x835.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-160x167.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-1020x1065.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-1149x1200.jpg 1149w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee.jpg 1224w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kaiser Elementary parent Katherine Lee said she doesn't trust the school district's ability to handle merging two very different school cultures. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Peralta Elementary parent Tierney Freed echoed these concerns. If OUSD is going to create a split campus between Peralta and Sankofa, with parents and children walking between them, why aren't city planners and transportation thinkers part of the strategy, she asked.\u003c/p>\n\u003cp>Freed, like some of the other parents, also questioned the district's argument that merging schools would save money. She pointed out that creating a split campus between Sankofa and Peralta doesn't eliminate a school, for example.\u003c/p>\n\u003cp>\"They actually have financial data, finally, that says it's the most expensive option,\" said Freed, whose son is entering kindergarten this year. \"Which means they are not going to save money.\"\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Subodh Nijsure, Sankofa Elementary parent\"]'There are so many people that I see every day walking by Sankofa, going to Peralta or driving their kids to Kaiser, and nobody wants to say it, but I'm going to say it: it's all about race.'[/pullquote]\u003c/p>\n\u003cp>Still, the optics of wealthier and whiter parents balking at merging with a majority black and brown school is not lost on these parents, especially in a town that prides itself on being progressive. At the recent gathering, parents tried to converse respectfully about questions of race and class.\u003c/p>\n\u003cp>One Kaiser parent, who doesn't want to see her school merged with Sankofa, denied that her opposition is due to race. Alicia Johnson, who is in a mixed race marriage, said she wants her school to stay small.\u003c/p>\n\u003cp>“I mean my husband is black and we are a mixed couple. We looked at all areas in the East Bay up to Danville and San Ramon when we were looking at housing here, and we thought those areas don’t quite fit our family,\" Johnson said. \u003c/p>\n\u003cp>\"They’re beautiful and there is some diversity there but not as much as Oakland. And we felt like we hit the jackpot with Kaiser because we have so many different family types.”\u003c/p>\n\u003cp>But Sankofa parent Subodh Nijsure said he thinks there is no denying that race is a factor when both Kaiser and Peralta parents say they don't want to merge.\u003c/p>\n\u003cfigure id=\"attachment_11767599\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Subodh-Nijsure-800x601.jpg\" alt=\"Sankofa Elementary parent Subodh Nijsure said he thinks race is a factor in why parents at Kaiser and Peralta elementaries don't want to merge with his school.\" width=\"800\" height=\"601\" class=\"size-medium wp-image-11767599\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-800x601.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-1020x766.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure.jpg 1192w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sankofa Elementary parent Subodh Nijsure said he thinks race is a factor in why parents at Kaiser and Peralta elementaries don't want to merge with his school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nijsure said it doesn't feel good to be 'begging' other schools to join with them. \u003c/p>\n\u003cp>\"There are so many people that I see every day walking by Sankofa, going to Peralta or driving their kids to Kaiser, and nobody wants to say it, but I'm going to say it: it's all about race because Sankofa is predominantly African American and non-Caucasian kids school,\" he said. \u003c/p>\n\u003cp>\"A lot of people feel uncomfortable so they will drive three miles to a predominantly Caucasian school and nobody wants to say it but that's what the bottom line is.\"\u003c/p>\n\u003cp>Nijsure and other Sankofa parents recently voted that they would prefer to merge with Peralta, some saying they were put off by Kaiser parents' reaction to the suggested merger.\u003c/p>\n\u003cp>Peralta parents at the meeting shared a survey they conducted that concluded that the majority in their community don't want to be part of a merger. They also said teachers were opposed to a merger.\u003c/p>\n\u003cp>The collaboration group made of parents from Kaiser, Sankofa, Peralta and Santa Fe schools plan to meet again on Sept. 7, when they hope to hold a town hall. They have invited school district officials to attend.\u003c/p>\n\u003cp>The school board is next scheduled to vote on a merger plan Sept. 11.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On a recent Saturday afternoon in Dover Park in Oakland's Bushrod neighborhood, a couple dozen parents formed a circle and sat in the shade under a tree, their children playing behind them on the playground. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Their children attend radically different schools, but they had come together over a shared purpose. Frustrated with a lack of information from the school district about its controversial plans to merge or move their schools, they are creating an alliance in the hopes of gaining more control over the decision-making process.\u003c/p>\n\u003cp>Dana Garrett's children attend Sankofa Elementary. \u003c/p>\n\u003cp>\"I believe that white, black, Asian, whatever, we can stand taller than anybody if we build our own home,\" she said. \"And we can build it with multiple colors.\"\u003c/p>\n\u003cp>Several parents nodded in agreement.\u003c/p>\n\u003cp>Saturday's meeting was the latest in a series organized by a group of families that each face potentially huge changes to their schools.\u003c/p>\n\u003cfigure id=\"attachment_11767573\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Sankofa-parent-Garrett-800x910.jpg\" alt=\"Dana Garrett's children attend Sankofa Elementary, one of the schools Oakland Unified School District has identified for a possible merger.\" width=\"800\" height=\"910\" class=\"size-medium wp-image-11767573\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett-800x910.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett-160x182.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett-1020x1161.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett-1054x1200.jpg 1054w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-parent-Garrett.jpg 1224w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Dana Garrett's children attend Sankofa Elementary, one of the schools Oakland Unified School District has identified for a possible merger. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, one merger proposed by Oakland Unified School District would mean that Kaiser Elementary, located in the Oakland hills near the Caldecott Tunnel, would move in with Sankofa elementary, a school with a majority African American student population about two miles down the hill, roughly between Telegraph and Shattuck streets.\u003c/p>\n\u003cp>Kaiser has high test scores, more well-resourced parents and is racially diverse. Sankofa is struggling with a recent change in its principal and poor academic outcomes, and 90% of its students qualify for free or reduced lunch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We don't trust [the district],\" said Kaiser parent Alicia Johnson. \"And we don't trust any plans that they give us. And right now we are not willing to move until we see they are taking it seriously and thoughtfully implementing plans for change.\"\u003c/p>\n\u003cp>The issue of what it would take to integrate across a racial and class divide, and \u003ca href=\"https://www.kqed.org/news/11059974/two-moms-choose-between-separate-and-unequal-schools-in-oakland\">whether parents of privilege are willing to do so\u003c/a>, is a problem \u003ca href=\"https://cepa.stanford.edu/news/stanfordcornell-study-shows-increasing-segregation-income\">facing other urban districts\u003c/a> across the county: How can the district create equitable schools in districts shaped by a history of redlining and racially segregated housing? \u003c/p>\n\u003cp>In Oakland, white students are 11.4% of the district-run public school population \u003ca href=\"https://www.kqed.org/news/11735304/oakland-schools-offer-enrollment-choices-but-not-everyone-knows-how-it-works\">but are concentrated in a small handful of top-performing schools\u003c/a>.\u003c/p>\n\u003cp>OUSD argues that merging a stronger school with a weak one is a path to creating more equity. But the district is also relying heavily on an economic rationale for the changes, saying it must shrink the number of schools it operates to save money and avoid a state takeover. \u003c/p>\n\u003cfigure id=\"attachment_11767579\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-800x848.jpg\" alt=\"Kaiser parent Katherine Lee and Sankofa parent Subodh Nijsure talked frankly about privilege and race.\" width=\"800\" height=\"848\" class=\"size-medium wp-image-11767579\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-800x848.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-160x170.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-1020x1082.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents-1132x1200.jpg 1132w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Sankofa-Kaiser-parents.jpg 1224w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kaiser parent Katherine Lee and Sankofa parent Subodh Nijsure talked frankly about privilege and race. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The district has been cited by the state's Fiscal Crisis and Management Assistance Team (FCMAT) for operating too many schools. For comparison, OUSD has twice the number of schools as Fremont's school district, but the same number of students, an Alameda Grand Jury \u003ca href=\"http://grandjury.acgov.org/grandjury-assets/docs/2017-2018/SKM_C364e18101213460.pdf\">found\u003c/a>.\u003c/p>\n\u003cp>The Kaiser-Sankofa merger plan has morphed since January, after Kaiser parents lobbied heavily against being sent to Sankofa. Now the district is considering merging Sankofa and Peralta Elementary instead, but keeping both campuses open, with K-2 grades at Peralta and 3-5 grades at Sankofa. Peralta is a popular, high-achieving school whose wait list typically has 200 students.\u003c/p>\n\u003cp>Kaiser is not off the hook, however, as the district is proposing to move them to a larger school facility at Santa Fe Elementary near the Oakland-Emeryville border.\u003c/p>\n\u003cp>None of these gyrations have built confidence among the parents meeting at Dover Park. Many in the group doubted that the school district could pull off complicated mergers of different school cultures successfully. No one from the any of the above schools had seen details for the proposed mergers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kaiser Elementary parent Katherine Lee pointed to the example of the merger between Elmhurst Community Prep and Alliance Academy middle schools, which has been in planning stages for the last year. Lee said the schools had to figure out much of the merger on their own. \u003c/p>\n\u003cp>\"They had to do a lot of individual fundraising to make those design hours happen,\" said Lee. \"Teachers were volunteering additional hours.\"\u003c/p>\n\u003cfigure id=\"attachment_11767593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-800x835.jpg\" alt=\"Kaiser Elementary parent Katherine Lee said she doesn't trust the school district's ability to handle merging two very different school cultures.\" width=\"800\" height=\"835\" class=\"size-medium wp-image-11767593\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-800x835.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-160x167.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-1020x1065.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee-1149x1200.jpg 1149w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Kaiser-parent-Katherine-Lee.jpg 1224w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kaiser Elementary parent Katherine Lee said she doesn't trust the school district's ability to handle merging two very different school cultures. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Peralta Elementary parent Tierney Freed echoed these concerns. If OUSD is going to create a split campus between Peralta and Sankofa, with parents and children walking between them, why aren't city planners and transportation thinkers part of the strategy, she asked.\u003c/p>\n\u003cp>Freed, like some of the other parents, also questioned the district's argument that merging schools would save money. She pointed out that creating a split campus between Sankofa and Peralta doesn't eliminate a school, for example.\u003c/p>\n\u003cp>\"They actually have financial data, finally, that says it's the most expensive option,\" said Freed, whose son is entering kindergarten this year. \"Which means they are not going to save money.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'There are so many people that I see every day walking by Sankofa, going to Peralta or driving their kids to Kaiser, and nobody wants to say it, but I'm going to say it: it's all about race.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, the optics of wealthier and whiter parents balking at merging with a majority black and brown school is not lost on these parents, especially in a town that prides itself on being progressive. At the recent gathering, parents tried to converse respectfully about questions of race and class.\u003c/p>\n\u003cp>One Kaiser parent, who doesn't want to see her school merged with Sankofa, denied that her opposition is due to race. Alicia Johnson, who is in a mixed race marriage, said she wants her school to stay small.\u003c/p>\n\u003cp>“I mean my husband is black and we are a mixed couple. We looked at all areas in the East Bay up to Danville and San Ramon when we were looking at housing here, and we thought those areas don’t quite fit our family,\" Johnson said. \u003c/p>\n\u003cp>\"They’re beautiful and there is some diversity there but not as much as Oakland. And we felt like we hit the jackpot with Kaiser because we have so many different family types.”\u003c/p>\n\u003cp>But Sankofa parent Subodh Nijsure said he thinks there is no denying that race is a factor when both Kaiser and Peralta parents say they don't want to merge.\u003c/p>\n\u003cfigure id=\"attachment_11767599\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Subodh-Nijsure-800x601.jpg\" alt=\"Sankofa Elementary parent Subodh Nijsure said he thinks race is a factor in why parents at Kaiser and Peralta elementaries don't want to merge with his school.\" width=\"800\" height=\"601\" class=\"size-medium wp-image-11767599\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-800x601.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-1020x766.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/Subodh-Nijsure.jpg 1192w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Sankofa Elementary parent Subodh Nijsure said he thinks race is a factor in why parents at Kaiser and Peralta elementaries don't want to merge with his school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nijsure said it doesn't feel good to be 'begging' other schools to join with them. \u003c/p>\n\u003cp>\"There are so many people that I see every day walking by Sankofa, going to Peralta or driving their kids to Kaiser, and nobody wants to say it, but I'm going to say it: it's all about race because Sankofa is predominantly African American and non-Caucasian kids school,\" he said. \u003c/p>\n\u003cp>\"A lot of people feel uncomfortable so they will drive three miles to a predominantly Caucasian school and nobody wants to say it but that's what the bottom line is.\"\u003c/p>\n\u003cp>Nijsure and other Sankofa parents recently voted that they would prefer to merge with Peralta, some saying they were put off by Kaiser parents' reaction to the suggested merger.\u003c/p>\n\u003cp>Peralta parents at the meeting shared a survey they conducted that concluded that the majority in their community don't want to be part of a merger. They also said teachers were opposed to a merger.\u003c/p>\n\u003cp>The collaboration group made of parents from Kaiser, Sankofa, Peralta and Santa Fe schools plan to meet again on Sept. 7, when they hope to hold a town hall. They have invited school district officials to attend.\u003c/p>\n\u003cp>The school board is next scheduled to vote on a merger plan Sept. 11.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Three months after they went on strike, teachers in Oakland are finally learning how much the labor action cost them.\u003c/p>\n\u003cp>[aside hero=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/02/RS35361_image3-qut-1200x900.jpg\" label=\"Oakland Schools: Put to the Test\" link1=\"https://www.kqed.org/oaklandschools,Follow our coverage of the strikes, closures and more.\"]\u003c/p>\n\u003cp>That's because the Oakland Unified School District only recently processed their unauthorized absences.\u003c/p>\n\u003cp>Teachers had gone on strike in the effort to secure a new contract that would include better pay and more classroom support.\u003c/p>\n\u003cp>While their union, the Oakland Education Association, had invited teachers to apply for hardship funds during the strike, the union’s president told KQED it is no longer accepting applications.\u003c/p>\n\u003cp>But many teachers didn’t ask for help, including Raymond Pulliam, who teaches a third- and fourth-grade combination class at Parker Elementary School in Oakland.\u003c/p>\n\u003cp>He estimates he lost about a third of his earnings for one pay cycle, a few thousand dollars.\u003c/p>\n\u003cp>\"There's a problem, because all the efforts that were put into the situation, it seems that I really don't know who came out on top.\"\u003c/p>\n\u003cp>\"I said, 'I’m OK. I don’t need the funds.' But what it turned out to be was actually a repayment. It was a payment for the loss that was incurred during the strike,\" Pulliam said. \"I felt like me applying was taking money away from somebody who really needed it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Pulliam was a strike captain who encouraged fellow teachers to go on strike in February. Now he says he has misgivings about that.\u003c/p>\n\u003cp>\"I felt as if I was taking my soldiers into a winless fight,\" he said. \"Yes, we all took a financial hit. I feel so sorry about those who also took that hit, but may or may not have been prepared for the type of losses that they received.\"\u003c/p>\n\u003cp>Now, he and his family are leaving California and moving to northern Virginia next month.\u003c/p>\n\u003cp>\"I'm gone. I put a good fight in,\" he said. \"I tried. I gave it all my all. And, Godspeed. That's all I can say.\"\u003c/p>\n\u003cp>Pulliam said the strike, and the disappointment with the deal teachers eventually received, played into that decision.\u003c/p>\n\u003cp>\"All of the things that I experienced during the strike symbolized a microcosm of what's happening across California,\" Pulliam said. \"You're losing more than you're gaining. We decided that we need to get out of this web and move to where things make more sense.\"\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's because the Oakland Unified School District only recently processed their unauthorized absences.\u003c/p>\n\u003cp>Teachers had gone on strike in the effort to secure a new contract that would include better pay and more classroom support.\u003c/p>\n\u003cp>While their union, the Oakland Education Association, had invited teachers to apply for hardship funds during the strike, the union’s president told KQED it is no longer accepting applications.\u003c/p>\n\u003cp>But many teachers didn’t ask for help, including Raymond Pulliam, who teaches a third- and fourth-grade combination class at Parker Elementary School in Oakland.\u003c/p>\n\u003cp>He estimates he lost about a third of his earnings for one pay cycle, a few thousand dollars.\u003c/p>\n\u003cp>\"There's a problem, because all the efforts that were put into the situation, it seems that I really don't know who came out on top.\"\u003c/p>\n\u003cp>\"I said, 'I’m OK. I don’t need the funds.' But what it turned out to be was actually a repayment. It was a payment for the loss that was incurred during the strike,\" Pulliam said. \"I felt like me applying was taking money away from somebody who really needed it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A San Francisco public school teacher who is fighting a serious illness will have the cost of her replacement — a substitute — deducted from her paycheck while she is out on extended sick leave.\u003c/p>\n\u003cp>[pullquote size='small' align='right' citation='Amanda Kahn Fried of San Francisco']‘That’s not the employee’s responsibility, that’s the employer’s responsibility.’[/pullquote]\u003c/p>\n\u003cp>A policy mandating the practice in the California Education Code was crafted by the Legislature and the governor in the early 1970s. Since then, districts and unions across the state have come up with sick-leave donation banks as a workaround to help teachers in dire situations — but even these arrangements force instructors to forgo some pay before they can accept sick days donated by their colleagues.\u003c/p>\n\u003cp>In San Francisco, the cost of a long term substitute teacher is $203.16 per day. The average teacher in the district makes $82,024.37. So even veteran teachers who make more than that will get only about half their daily pay while out on extended leave after payment for a substitute is deducted from their salary.\u003c/p>\n\u003cp>In Oakland, which has a similar policy, the union filed a grievance this week against the district, arguing that it is failing to convert unused personal days to a teacher’s sick-leave accrual at the end of each year — a move that would further shortchange a teacher facing a serious illness.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At a time when teachers are scrambling to find ways to afford living in the pricey Bay Area, the situation has infuriated some parents and staff at the San Francisco school in question, and they are mobilizing support for the infirm teacher, who asked not to be identified out of privacy concerns.\u003c/p>\n\u003cp>“I just can’t believe how grossly unfair it is,” said parent Amanda Kahn Fried. “Can you imagine telling doctors they have to pay for their replacements? It just doesn’t make sense. That’s not the employee’s responsibility — that’s the employer’s responsibility.”\u003c/p>\n\u003cp>The law that calls for districts to deduct the cost of a substitute from teachers’ paychecks when they are out on extended leave has caught the attention of state Sen. Connie Leyva.\u003c/p>\n\u003cp>“It really does seem like we need to do something to rectify this problem,” said Leyva, D-Chino, who heads the Senate Education Committee. “Maybe what worked back then doesn’t work now, and maybe we need to reconsider that law.”\u003c/p>\n\u003cp>Several teachers at the San Francisco school tried to donate their unused sick-leave days to their colleague, but learned she had never joined something called the catastrophic sick-bank pool, which teachers must join during specific eligibility periods to be able to receive additional sick days.\u003c/p>\n\u003cp>[pullquote size='small' align='right' citation='Chuck King, negotiator with the California Teachers Association']‘It’s kind of a raw deal if you are dealing with a catastrophic illness and then on top of that you get a tiny paycheck.’[/pullquote]\u003c/p>\n\u003cp>According to the San Francisco and Oakland school districts, however, there are workarounds — complicated but viable — for teachers who are not eligible for the sick-bank donation: “Qualifying teachers” can donate their days.\u003c/p>\n\u003cp>But those donated days can’t be used until after the sick teacher exhausts her extended sick leave at partial pay — a period of 100 days. The United Federation of Educators, the union representing San Francisco teachers, said there may be a wellness grant the teacher can apply for, but that presumes she has the energy at this stage of her illness to advocate for herself.\u003c/p>\n\u003cp>Leyva is questioning whether the state should leave it to school districts to bargain with teachers on this issue.\u003c/p>\n\u003cp>“I don’t know that we ever negotiate enough to make sure that when people are out on sick leave they have what they need, but I’d never heard of this until I got here to the Senate,” she said of \u003ca href=\"http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=44977\">the law.\u003c/a>\u003c/p>\n\u003cp>“It was likely a compromise to limit the cost of a district’s liability,” said Chuck King, a negotiator with the California Teachers Association.\u003c/p>\n\u003cp>King said if the state’s Education Code were changed to take the burden off teachers, the state would have to come up with money to fund it to avoid forcing already cash-strapped districts to pay both the teacher and her substitute over extended periods of time.\u003c/p>\n\u003cp>“It’s kind of a raw deal if you are dealing with a catastrophic illness and then on top of that you get a tiny paycheck,” King added. “It’s always a big thing when it comes up because there is a lot of sympathy.”\u003c/p>\n\u003cp>[aside tag='education' label='More California Education Coverage']\u003c/p>\n\u003cp>SFUSD said it could not provide the number of teachers who took extended leave last year and had their paychecks reduced to account for the cost of replacement subs. The district said in a statement that classified employees pay into the state’s disability program, but certified teachers do not.\u003c/p>\n\u003cp>Both SFUSD and the Oakland Unified School District pointed to state code as the reason they deduct the cost of substitutes from the paycheck of teachers on extended leave. But it’s up to districts and individual unions to work out specific leave agreements, said Cynthia Butler, a spokeswoman for the state Department of Education.\u003c/p>\n\u003cp>Few large districts across the country prorate the paychecks of sick teachers to pay the cost of their substitutes. In Chicago, for example, teachers on leave due to serious long-term illnesses receive 100% of their pay for the first 30 days, 80% for the following month and 60% for the third month. That’s after they’ve used up all 10 sick days plus any accrued sick time. Fellow teachers can donate their sick days to a colleague for use at any time.\u003c/p>\n\u003cp>According to the National Council on Teacher Quality, which keeps a limited database on teacher-leave policies nationwide, only 22 districts out of 148 — including New York City, the country’s largest — have policies in which the cost of a substitute is deducted from a sick teacher’s pay.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you know a teacher in this situation, please contact reporter Julia McEvoy at jmcevoy@kqed.org\u003c/em>\u003c/p>\n\n",
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"excerpt": "Districts statewide have come up with a workaround to help teachers in these dire situations, but even those arrangements require teachers to forfeit a portion of their pay before they can accept that help.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A policy mandating the practice in the California Education Code was crafted by the Legislature and the governor in the early 1970s. Since then, districts and unions across the state have come up with sick-leave donation banks as a workaround to help teachers in dire situations — but even these arrangements force instructors to forgo some pay before they can accept sick days donated by their colleagues.\u003c/p>\n\u003cp>In San Francisco, the cost of a long term substitute teacher is $203.16 per day. The average teacher in the district makes $82,024.37. So even veteran teachers who make more than that will get only about half their daily pay while out on extended leave after payment for a substitute is deducted from their salary.\u003c/p>\n\u003cp>In Oakland, which has a similar policy, the union filed a grievance this week against the district, arguing that it is failing to convert unused personal days to a teacher’s sick-leave accrual at the end of each year — a move that would further shortchange a teacher facing a serious illness.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At a time when teachers are scrambling to find ways to afford living in the pricey Bay Area, the situation has infuriated some parents and staff at the San Francisco school in question, and they are mobilizing support for the infirm teacher, who asked not to be identified out of privacy concerns.\u003c/p>\n\u003cp>“I just can’t believe how grossly unfair it is,” said parent Amanda Kahn Fried. “Can you imagine telling doctors they have to pay for their replacements? It just doesn’t make sense. That’s not the employee’s responsibility — that’s the employer’s responsibility.”\u003c/p>\n\u003cp>The law that calls for districts to deduct the cost of a substitute from teachers’ paychecks when they are out on extended leave has caught the attention of state Sen. Connie Leyva.\u003c/p>\n\u003cp>“It really does seem like we need to do something to rectify this problem,” said Leyva, D-Chino, who heads the Senate Education Committee. “Maybe what worked back then doesn’t work now, and maybe we need to reconsider that law.”\u003c/p>\n\u003cp>Several teachers at the San Francisco school tried to donate their unused sick-leave days to their colleague, but learned she had never joined something called the catastrophic sick-bank pool, which teachers must join during specific eligibility periods to be able to receive additional sick days.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to the San Francisco and Oakland school districts, however, there are workarounds — complicated but viable — for teachers who are not eligible for the sick-bank donation: “Qualifying teachers” can donate their days.\u003c/p>\n\u003cp>But those donated days can’t be used until after the sick teacher exhausts her extended sick leave at partial pay — a period of 100 days. The United Federation of Educators, the union representing San Francisco teachers, said there may be a wellness grant the teacher can apply for, but that presumes she has the energy at this stage of her illness to advocate for herself.\u003c/p>\n\u003cp>Leyva is questioning whether the state should leave it to school districts to bargain with teachers on this issue.\u003c/p>\n\u003cp>“I don’t know that we ever negotiate enough to make sure that when people are out on sick leave they have what they need, but I’d never heard of this until I got here to the Senate,” she said of \u003ca href=\"http://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=EDC§ionNum=44977\">the law.\u003c/a>\u003c/p>\n\u003cp>“It was likely a compromise to limit the cost of a district’s liability,” said Chuck King, a negotiator with the California Teachers Association.\u003c/p>\n\u003cp>King said if the state’s Education Code were changed to take the burden off teachers, the state would have to come up with money to fund it to avoid forcing already cash-strapped districts to pay both the teacher and her substitute over extended periods of time.\u003c/p>\n\u003cp>“It’s kind of a raw deal if you are dealing with a catastrophic illness and then on top of that you get a tiny paycheck,” King added. “It’s always a big thing when it comes up because there is a lot of sympathy.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>SFUSD said it could not provide the number of teachers who took extended leave last year and had their paychecks reduced to account for the cost of replacement subs. The district said in a statement that classified employees pay into the state’s disability program, but certified teachers do not.\u003c/p>\n\u003cp>Both SFUSD and the Oakland Unified School District pointed to state code as the reason they deduct the cost of substitutes from the paycheck of teachers on extended leave. But it’s up to districts and individual unions to work out specific leave agreements, said Cynthia Butler, a spokeswoman for the state Department of Education.\u003c/p>\n\u003cp>Few large districts across the country prorate the paychecks of sick teachers to pay the cost of their substitutes. In Chicago, for example, teachers on leave due to serious long-term illnesses receive 100% of their pay for the first 30 days, 80% for the following month and 60% for the third month. That’s after they’ve used up all 10 sick days plus any accrued sick time. Fellow teachers can donate their sick days to a colleague for use at any time.\u003c/p>\n\u003cp>According to the National Council on Teacher Quality, which keeps a limited database on teacher-leave policies nationwide, only 22 districts out of 148 — including New York City, the country’s largest — have policies in which the cost of a substitute is deducted from a sick teacher’s pay.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Oakland Schools Offer Enrollment Choices But Not Everyone Knows How It Works",
"title": "Oakland Schools Offer Enrollment Choices But Not Everyone Knows How It Works",
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"content": "\u003cp>When Toni Rochelle moved to Oakland in 2017, she didn't know much about the local school system. It was a busy time for her — it was late summer, she was in the middle of a divorce and she was juggling two jobs.\u003c/p>\n\u003cp>\"I did everything late because of what was going on at the time,\" she admitted. That included enrolling her daughter, Talia, for transitional kindergarten.\u003c/p>\n\u003cp>Rochelle decided to simply go with her neighborhood school, Sankofa Elementary. It checked off a lot of boxes: It was right down the street from her job, right around the corner from her house, and it had an after-school program. It seemed perfect.\u003c/p>\n\u003cp>Once school started, however, Rochelle began to have concerns.\u003c/p>\n\u003cp>\"I think we had maybe two or three principals at the time during that school year,\" said Rochelle. \"It was just a lot of things. Coming in, picking up my child and she's watching TV!\"\u003c/p>\n\u003cp>It wasn't until Rochelle met parents from a local activist group called Oakland Reach that she learned the school's test scores were far below state standards.\u003c/p>\n\u003cp>Those same parents also told her about a way to try to enroll her children in better schools, through a process called \u003ca href=\"https://docs.google.com/document/d/1Bvi9-eyv1UNmhNVC5NLhFH6oqLsmpMBGyTz_5qfF698/edit#heading=h.1d9hubvmtqh0\">open enrollment\u003c/a>.\u003c/p>\n\u003cp>\"There's no public announcement for this,\" said Rochelle. \"It's a secret. A well-kept secret.\"\u003c/p>\n\u003cp>During Oakland's open enrollment period, parents of kindergartners and students transitioning into middle or high schools can indicate and rank their school preferences. It's also when students in any grade can try to change schools. Parents must submit applications between November and February for both OUSD and charter schools.\u003c/p>\n\u003cp>[aside hero=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/02/ww2.kqed_.orgRootsIntlAcademy-904e89000bb3a3b5faf9d7ed22495b4925880e47.jpg\" label=\"Oakland Schools: Put to the Test\" link1=\"https://www.kqed.org/oaklandschools,Follow our coverage of Oakland schools\"]\u003c/p>\n\u003cp>Parents are notified of their child's placement in mid-March and must make a final decision about enrollment by April 2.\u003c/p>\n\u003cp>Oakland parents who understand the enrollment process can start researching their options months in advance, and not surprisingly, most who apply request the city's best-ranked schools, both district-run and charter. Nearly \u003ca href=\"https://dashboards.ousd.org/views/SRA1718_7CHOICE_0/Applications?iframeSizedToWindow=true&:embed=y&:showAppBanner=false&:display_count=no&:showVizHome=no\">half of these applications\u003c/a> come from parents living in Oakland census tracts where residents are wealthier and more educated, according to district data.\u003c/p>\n\u003cp>And timing matters. Parents who apply during the initial enrollment window have a real advantage. According to the district's enrollment director, Charles Wilson, 66 percent of families who applied during the main enrollment period last year got their first choice.\u003c/p>\n\u003cp>Those who don't know about open enrollment or miss the deadline can find themselves in long lines trying to switch schools right before the beginning of the school year, when most in-demand schools have already filled up.\u003c/p>\n\u003ch2>'Concentration of Advantage'\u003c/h2>\n\u003cp>Peralta Elementary is one of the most requested schools in Oakland and is located in a neighborhood where homes are valued at over $1 million. One parent of a Peralta student,\u003cstrong> \u003c/strong>Jonathan Osler, is questioning Oakland's current enrollment system, which is largely based upon neighborhood boundaries.\u003c/p>\n\u003cp>\"What this means is, if you can't afford to live in the neighborhood, you have very little chance of getting into this school,\" Osler said. \"We are in a district where the kids are segregated along lines of race and class, and resources are segregated along those lines as well.\"\u003c/p>\n\u003cp>Osler said he was able to afford a house in a neighborhood that is within Peralta's attendance zone, which meant his child had priority to be enrolled there. Eighty percent of Peralta's students live nearby.\u003c/p>\n\u003cp>\"You also have about 60 elementary schools in the district, and 70 percent of all white kids attend only 10 of those schools,\" said Osler, who works for the Oakland Public Education Fund. \"As a white person I feel the responsibility to lift up these questions of what has led to this concentration of advantage, and what are those of us in these positions going to do to ensure there are more equitable opportunities and outcomes for kids across the city.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to a \u003ca href=\"https://drive.google.com/file/d/0B4cVOH4kCYXjWGxrVmNRc0tpdDlKOHZ0LTRZV2FobGtLTHhV/view\">report\u003c/a> by the Oakland-based GreatSchools, a national nonprofit that rates schools, only 2% of African American students and 6% of Latino students in the state attend what GreatSchools defines as a high-performing and high-opportunity school — that's compared to 59% of white and 73% of Asian students. In Oakland, white students are 11.4% of the district-run public school population but are concentrated in a handful of top-performing schools.\u003c/p>\n\u003cp>Osler said the current enrollment system has \"fed into the belief that some people are entitled to more resourced and quality schools than others, and I don't believe that.\"\u003c/p>\n\u003cp>Osler is part of a community group called \u003ca href=\"https://www.equityalliesforousd.org/\">Equity Allies\u003c/a> that recently raised over $100,000 to distribute to schools with fewer resources.\u003c/p>\n\u003cp>\"We feel a real strong need for much more investment in schools across the city,\" said Osler. \"Parents should be able to feel great about sending their kid to their local school in their own neighborhood. It's just that those schools need significantly more resources to ensure quality outcomes.\"\u003c/p>\n\u003ch2>Getting the Word Out\u003c/h2>\n\u003cp>The open enrollment process allows all district parents to apply to enroll their children in the schools of their choice, but less than a third of district students participate. District enrollment director Wilson said he's been trying to get the word out about open enrollment via text and email. He said the number of parents who applied this year is on the rise, up to 9,539 from 8,110 last year.\u003c/p>\n\u003cp>The parent group Oakland Reach has been working to teach parents, particularly in East and West Oakland, how to navigate the district's enrollment process to enroll their children in better district schools.\u003c/p>\n\u003cp>Oakland Reach has also been canvassing parents outside low-performing schools to tell them about a school's low test scores and to get parents active in attending school board meetings to demand better schools.\u003c/p>\n\u003cp>The organization gets funding from pro-charter philanthropies and offers parents a $300 stipend to attend a five-week training session, along with a voucher for a computer. It has helped parents apply to both district-run and charter schools.\u003c/p>\n\u003cp>Oakland Reach helped 64 families move their kids to better-performing schools during this year's enrollment process.\u003c/p>\n\u003cp>In March, Oakland Reach flexed its political muscle, lobbying for and winning school board approval for an \u003ca href=\"https://www.kqed.org/news/11711449/as-potential-closures-loom-oakland-parents-want-opportunity-ticket-to-access-better-schools\">Opportunity Ticket.\u003c/a> It's an enrollment policy change that will give students from schools that are being closed and merged priority over some neighborhood kids in admissions.\u003c/p>\n\u003cp>Toni Rochelle recently heard from the district that her daughter was placed in her first-choice school next fall, KIPP Bridge Charter School. Test scores there are still below state standards, but it's performing better than her neighborhood school, Sankofa Elementary, by far.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Toni Rochelle moved to Oakland in 2017, she didn't know much about the local school system. It was a busy time for her — it was late summer, she was in the middle of a divorce and she was juggling two jobs.\u003c/p>\n\u003cp>\"I did everything late because of what was going on at the time,\" she admitted. That included enrolling her daughter, Talia, for transitional kindergarten.\u003c/p>\n\u003cp>Rochelle decided to simply go with her neighborhood school, Sankofa Elementary. It checked off a lot of boxes: It was right down the street from her job, right around the corner from her house, and it had an after-school program. It seemed perfect.\u003c/p>\n\u003cp>Once school started, however, Rochelle began to have concerns.\u003c/p>\n\u003cp>\"I think we had maybe two or three principals at the time during that school year,\" said Rochelle. \"It was just a lot of things. Coming in, picking up my child and she's watching TV!\"\u003c/p>\n\u003cp>It wasn't until Rochelle met parents from a local activist group called Oakland Reach that she learned the school's test scores were far below state standards.\u003c/p>\n\u003cp>Those same parents also told her about a way to try to enroll her children in better schools, through a process called \u003ca href=\"https://docs.google.com/document/d/1Bvi9-eyv1UNmhNVC5NLhFH6oqLsmpMBGyTz_5qfF698/edit#heading=h.1d9hubvmtqh0\">open enrollment\u003c/a>.\u003c/p>\n\u003cp>\"There's no public announcement for this,\" said Rochelle. \"It's a secret. A well-kept secret.\"\u003c/p>\n\u003cp>During Oakland's open enrollment period, parents of kindergartners and students transitioning into middle or high schools can indicate and rank their school preferences. It's also when students in any grade can try to change schools. Parents must submit applications between November and February for both OUSD and charter schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Parents are notified of their child's placement in mid-March and must make a final decision about enrollment by April 2.\u003c/p>\n\u003cp>Oakland parents who understand the enrollment process can start researching their options months in advance, and not surprisingly, most who apply request the city's best-ranked schools, both district-run and charter. Nearly \u003ca href=\"https://dashboards.ousd.org/views/SRA1718_7CHOICE_0/Applications?iframeSizedToWindow=true&:embed=y&:showAppBanner=false&:display_count=no&:showVizHome=no\">half of these applications\u003c/a> come from parents living in Oakland census tracts where residents are wealthier and more educated, according to district data.\u003c/p>\n\u003cp>And timing matters. Parents who apply during the initial enrollment window have a real advantage. According to the district's enrollment director, Charles Wilson, 66 percent of families who applied during the main enrollment period last year got their first choice.\u003c/p>\n\u003cp>Those who don't know about open enrollment or miss the deadline can find themselves in long lines trying to switch schools right before the beginning of the school year, when most in-demand schools have already filled up.\u003c/p>\n\u003ch2>'Concentration of Advantage'\u003c/h2>\n\u003cp>Peralta Elementary is one of the most requested schools in Oakland and is located in a neighborhood where homes are valued at over $1 million. One parent of a Peralta student,\u003cstrong> \u003c/strong>Jonathan Osler, is questioning Oakland's current enrollment system, which is largely based upon neighborhood boundaries.\u003c/p>\n\u003cp>\"What this means is, if you can't afford to live in the neighborhood, you have very little chance of getting into this school,\" Osler said. \"We are in a district where the kids are segregated along lines of race and class, and resources are segregated along those lines as well.\"\u003c/p>\n\u003cp>Osler said he was able to afford a house in a neighborhood that is within Peralta's attendance zone, which meant his child had priority to be enrolled there. Eighty percent of Peralta's students live nearby.\u003c/p>\n\u003cp>\"You also have about 60 elementary schools in the district, and 70 percent of all white kids attend only 10 of those schools,\" said Osler, who works for the Oakland Public Education Fund. \"As a white person I feel the responsibility to lift up these questions of what has led to this concentration of advantage, and what are those of us in these positions going to do to ensure there are more equitable opportunities and outcomes for kids across the city.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to a \u003ca href=\"https://drive.google.com/file/d/0B4cVOH4kCYXjWGxrVmNRc0tpdDlKOHZ0LTRZV2FobGtLTHhV/view\">report\u003c/a> by the Oakland-based GreatSchools, a national nonprofit that rates schools, only 2% of African American students and 6% of Latino students in the state attend what GreatSchools defines as a high-performing and high-opportunity school — that's compared to 59% of white and 73% of Asian students. In Oakland, white students are 11.4% of the district-run public school population but are concentrated in a handful of top-performing schools.\u003c/p>\n\u003cp>Osler said the current enrollment system has \"fed into the belief that some people are entitled to more resourced and quality schools than others, and I don't believe that.\"\u003c/p>\n\u003cp>Osler is part of a community group called \u003ca href=\"https://www.equityalliesforousd.org/\">Equity Allies\u003c/a> that recently raised over $100,000 to distribute to schools with fewer resources.\u003c/p>\n\u003cp>\"We feel a real strong need for much more investment in schools across the city,\" said Osler. \"Parents should be able to feel great about sending their kid to their local school in their own neighborhood. It's just that those schools need significantly more resources to ensure quality outcomes.\"\u003c/p>\n\u003ch2>Getting the Word Out\u003c/h2>\n\u003cp>The open enrollment process allows all district parents to apply to enroll their children in the schools of their choice, but less than a third of district students participate. District enrollment director Wilson said he's been trying to get the word out about open enrollment via text and email. He said the number of parents who applied this year is on the rise, up to 9,539 from 8,110 last year.\u003c/p>\n\u003cp>The parent group Oakland Reach has been working to teach parents, particularly in East and West Oakland, how to navigate the district's enrollment process to enroll their children in better district schools.\u003c/p>\n\u003cp>Oakland Reach has also been canvassing parents outside low-performing schools to tell them about a school's low test scores and to get parents active in attending school board meetings to demand better schools.\u003c/p>\n\u003cp>The organization gets funding from pro-charter philanthropies and offers parents a $300 stipend to attend a five-week training session, along with a voucher for a computer. It has helped parents apply to both district-run and charter schools.\u003c/p>\n\u003cp>Oakland Reach helped 64 families move their kids to better-performing schools during this year's enrollment process.\u003c/p>\n\u003cp>In March, Oakland Reach flexed its political muscle, lobbying for and winning school board approval for an \u003ca href=\"https://www.kqed.org/news/11711449/as-potential-closures-loom-oakland-parents-want-opportunity-ticket-to-access-better-schools\">Opportunity Ticket.\u003c/a> It's an enrollment policy change that will give students from schools that are being closed and merged priority over some neighborhood kids in admissions.\u003c/p>\n\u003cp>Toni Rochelle recently heard from the district that her daughter was placed in her first-choice school next fall, KIPP Bridge Charter School. Test scores there are still below state standards, but it's performing better than her neighborhood school, Sankofa Elementary, by far.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "how-charter-schools-became-such-a-big-player-in-californias-education-system",
"title": "How Charter Schools Became Such a Big Player in California's Education System",
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"headTitle": "How Charter Schools Became Such a Big Player in California’s Education System | KQED",
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"content": "\u003cp>In the recent school walkouts in Oakland and Los Angeles, striking teachers and their unions took particular aim at charter schools, accusing them of stripping traditional public schools of crucial resources.\u003c/p>\n\u003cp>Both cities have higher concentrations of students enrolled in charters than nearly anywhere else in California. And in the deals that ultimately ended the two labor disputes, each district agreed to consider moratoriums on new charters.\u003c/p>\n\u003cp>Oakland’s school board, which hasn’t approved any new charters in several years, is expected to vote this week on whether to officially suspend the approval process.\u003c/p>\n\u003cp>For the last two decades, Oakland has been a veritable charter boomtown: There are now \u003ca href=\"https://www.ousdcharters.net/charters-authorized-in-oakland.html\">45 charter schools\u003c/a> attended by about 30 percent of the city’s K-12 students, up from 13 charters in 2003. Largely as a result, the district lost about 17,000 students in those 16 years.\u003c/p>\n\u003cp>The first charter school in Oakland, and one of the first in the California, opened in 1993 in the Fruitvale neighborhood, just a year after the state Legislature gave charters the green light. Oakland’s public school system had long struggled academically and financially, and with residents eager for better educational options for their children, the city became fertile ground for new charters to take root.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fueled by a large influx of outside funding from wealthy donors and a succession of charter-friendly district superintendents and city and state officials, new charter schools in Oakland proliferated, particularly in the decade after 2000, when the number of charter schools in the city more than tripled.\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_11732119\" class=\"wp-caption alignnone\" style=\"max-width: 600px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/enrollment_-_oakland_schools-final.gif\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11732119\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/enrollment_-_oakland_schools-final.gif\" alt=\"https://docs.google.com/document/d/18der2D2inCn9SpWtnc1MbGB_mLCDjIwbwATf1qtKz8E/edit\" width=\"600\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Graphic: A steady decrease in public school enrollment is matched by a similar steady increase in charter school enrollment. \u003ccite>(Elena Lacey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://e.infogram.com/9e6db336-6bf3-410c-a22b-8b125f6dc07d?src=embed\" title=\"Copy: Oakland Small Schools\" width=\"800\" height=\"750\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And while certainly not the sole cause of Oakland Unified’s perennial budget woes, the rise of charters is a factor that has undeniably contributed to the district’s fiscal distress. Because OUSD receives per-pupil state funding, having fewer students means a lot less money for the district, even as its school building and administrative costs remain roughly the same. The Los Angeles and Oakland teachers unions frequently cite a 2018 report by the left-leaning Bay Area policy center, In The Public Interest, estimating that charter growth cost \u003cu>\u003ca href=\"http://www.inthepublicinterest.org/wp-content/uploads/ITPI_LAUSDCharters_PolicyBrief_May2016.pdf\">L.A. Unified \u003c/a>\u003c/u>more than $508 million in 2014-15 and \u003cu>\u003ca href=\"https://www.inthepublicinterest.org/report-the-cost-of-charter-schools-for-public-school-districts/\">Oakland Unified \u003c/a>\u003c/u>$57 million in 2016-17.\u003c/p>\n\u003cp>Charter school advocates, though, are quick to dismiss the report as blatantly biased, noting that IPI is affiliated with the Partnership for Working Families, whose funders include organized labor. They say that charters are being unfairly scapegoated, and argue that these schools fill a dire need for educational alternatives in many underserved communities, where traditional public schools have largely failed to provide students with the quality education they deserve. Charter schools offer parents and students more choices, which they contend is an inherently good thing.\u003c/p>\n\u003cp>Supporters also argue that charters offer a more innovative, customized approach to learning for many students, particularly those in low-income communities, who might otherwise fall through the cracks in traditional public schools. Charters, they say, provide greater academic and financial autonomy and have more direct accountability to the communities they serve.\u003c/p>\n\u003cp>After two decades of rapid, largely unchecked growth throughout the state, charter schools are now a flashpoint in the debate over the fate of public education in California.\u003c/p>\n\u003cp>As part of his pledge to bring “long overdue” transparency and accountability measures to California’s charter schools, Gov. Gavin Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200SB126\">new legislation\u003c/a> in early March, requiring them to adhere to the same conflict-of-interest and open-meeting rules as their traditional counterparts.\u003c/p>\n\u003cp>The move marks a departure from the lighter-touch approach taken by his charter school-friendly predecessor, Gov. Jerry Brown, who twice vetoed similar legislation — and as mayor of Oakland, \u003ca href=\"https://edsource.org/2019/until-the-end-gov-brown-opposes-more-data-collection-and-charter-school-regulation/606684\">helped launch two charter schools\u003c/a>.\u003c/p>\n\u003cp>SB 126 is just the first of a \u003ca href=\"https://www.kqed.org/news/11731298/common-sense-regulations-or-an-extended-middle-finger-how-far-will-california-go-on-charter-schools\">cascade of new bills\u003c/a> introduced by lawmakers that would subject the state’s more than 1,300 charter schools to an increased level of scrutiny and cap their growth statewide.\u003c/p>\n\u003cp>So let’s take a step back. What exactly are charter schools? And how did they establish such a strong and controversial foothold within California’s education system?\u003c/p>\n\u003ch2>The basic gist\u003c/h2>\n\u003cp>Charter schools are publicly funded but privately run K-12 schools that are tuition-free. They are considered part of the public school system, although not subject to some of the rules and oversight of traditional schools.\u003c/p>\n\u003cp>Each of California’s roughly 1,300 charter schools has its own specific goals and operating procedures as laid out in an original proposal (“charter”) that’s been approved by the school district, or the county or state board of education.\u003c/p>\n\u003cp>Many charter schools in California are run independently and got their start through grassroots community organizing efforts. A significant number, though, are overseen by large groups, known as charter management organizations, which operate multiple schools and often receive hefty funding from affluent charter boosters.\u003c/p>\n\u003cp>Some of the larger, more well-known of these organizations have expanded to other states, including \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a>, \u003ca href=\"http://aspirepublicschools.org/\">Aspire Public Schools\u003c/a> and \u003ca href=\"https://greendot.org/\">Green Dot Public Schools\u003c/a>.\u003c/p>\n\u003cp>While conventional public schools generally serve students who live within specific geographic zones, most charters are known as “schools of choice,” meaning that anyone can attend, regardless of home address.\u003c/p>\n\u003cp>The majority of charter teachers — \u003ca href=\"http://blogs.edweek.org/edweek/teacherbeat/2018/12/nations_first_charter_school_strike_ended.html\" target=\"_blank\" rel=\"noopener\">upward of 90 percent\u003c/a> — don’t belong to a union. Teachers can technically vote to join one, and some have, including the roughly 600 teachers and counselors at Green Dot Schools, who are part of \u003ca href=\"https://www.amuanimo.org/\">Asociación de Maestros Unidos\u003c/a>, a California Teachers Association/National Education Association affiliate.\u003c/p>\n\u003cp>Until recently, California’s charter schools could be run by both nonprofit and for-profit organizations, as they are in many other states around the country. That changed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billCompareClient.xhtml?bill_id=201720180AB406\" target=\"_blank\" rel=\"noopener\">under a 2018 state law\u003c/a>, which banned new for-profit charters. Prior to the law’s enactment, \u003ca href=\"https://www.washingtonpost.com/education/2018/09/18/california-gov-brown-signs-bill-banning-for-profit-charter-schools-will-it-really-do-that/?utm_term=.3ff28d863045\" target=\"_blank\" rel=\"noopener\">five for-profit groups operated roughly 35 schools\u003c/a> statewide. The law, which takes effect July 1, allows schools currently run or managed by for-profit companies to remain open as long as they switch to nonprofit management when their charters are up for renewal.\u003c/p>\n\u003ch2>When did charter schools start in California … and why?\u003c/h2>\n\u003cp>In 1992 the state Legislature passed the\u003ca href=\"http://www.dhcs.ca.gov/provgovpart/Documents/sb_1448_bill_chaptered.pdf\"> Charter Schools Act (SB 1448)\u003c/a>, making California the second state in the nation (after Minnesota) to allow public charters. The law’s stated intent was to “provide opportunities for teachers, parents, pupils, and community members to establish and maintain schools that operate independently from the existing school district structure.”\u003c/p>\n\u003cp>The initial law limited the total number of charters in the state to 100, and no more than 10 per school district (except Los Angeles, which was allowed 20) — a cap soon scrapped by subsequent legislation. Funding would “follow the student” after leaving a traditional public school. In 1993, \u003ca href=\"https://scclc.net/\">San Carlos Charter Learning Center\u003c/a>, an elementary school in San Mateo County, became the first charter school in the state.\u003c/p>\n\u003cp>Charter schools in California got a more solid footing after \u003ca href=\"https://www.cde.ca.gov/sp/cs/as/proposition39.asp\">voters passed Proposition 39 in 2000\u003c/a>, requiring school districts to make facilities available to charter schools that serve students who live within the district.\u003c/p>\n\u003cp>Since then, their numbers have skyrocketed, with steady, rapid growth across the state, which has only recently begun to slow.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"”Chart:\" aria-describedby=\"”Only\" id=\"”datawrapper-chart-WYs07″\" src=\"%E2%80%9D//datawrapper.dwcdn.net/WYs07/6/%E2%80%9D\" scrolling=\"”no”\" frameborder=\"”0″\" style=\"”width:\" height=\"”332″>\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\n\u003c/p>\u003cp>With more than 600,000 students in the state’s roughly 1,300 charters schools – about 10 percent of all public school students statewide – California leads the nation in both the number of charters and the number of students attending them (although states like Arizona, Florida and Utah have higher percentages).\u003c/p>\n\u003cp>They’re often started in traditionally low-income school districts, as smaller, locally controlled alternatives to underperforming neighborhood schools. Los Angeles and the Bay Area, particularly Oakland, have some of the highest concentrations.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"”Map:\" aria-describedby=\"”The\" id=\"”datawrapper-chart-bPbYB”\" src=\"%E2%80%9D//datawrapper.dwcdn.net/bPbYB/8/%E2%80%9D\" scrolling=\"”no”\" frameborder=\"”0″\" style=\"”width:\" height=\"”400″>\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\n\u003c/p>\u003cp>As recently as the mid-1970s, California’s public school system was regarded as among the best in the nation, and the state, not coincidentally, also had one of the nation’s highest per-pupil spending rates. Then, largely as a result of a series of statewide tax measures — namely Proposition 13 — funding quickly slowed to a trickle, and in many districts across the state, the quality of public schools followed suit. Today, California \u003ca href=\"https://www.politifact.com/california/statements/2018/jan/17/delaine-eastin/does-california-rank-41st-student-spending-no-1-pr/\">ranks a dismal 41st nationally \u003c/a>in per-pupil public school spending.\u003c/p>\n\u003ch2>Who are some big supporters and opponents?\u003c/h2>\n\u003cp>Despite the generally friendly reception charter schools have received in California over the last two decades, particularly by key state leaders like Gov. Jerry Brown and his predecessor, Arnold Schwarzenegger, they’ve also faced strong resistance from the \u003ca href=\"https://www.cta.org/\">California Teachers Association\u003c/a> and the local district-level unions it represents. The CTA has consistently lobbied lawmakers to limit their growth and require greater accountability, an effort that seems to now be bearing fruit.\u003c/p>\n\u003cp>Interestingly, one of the earliest boosters of the concept of charter schools was Albert Shanker, president of the American Federation of Teachers, who \u003ca href=\"https://reuther.wayne.edu/files/64.43.pdf\" target=\"_blank\" rel=\"noopener\">in the late 1980s\u003c/a> promoted the idea of creating experimental schools that would be better equipped to accommodate students who had failed in their traditional schools. Just five years later, however, \u003ca href=\"https://www.washingtonpost.com/opinions/charter-schools-are-leading-to-an-unhealthy-divide-in-american-education/2018/06/22/73430df8-7016-11e8-afd5-778aca903bbe_story.html?utm_term=.f3de9ff27b0c\" target=\"_blank\" rel=\"noopener\">he publicly renounced the idea\u003c/a>, arguing that it had been adopted by anti-union businesses seeking profits. “Vouchers, charter schools, for-profit management schemes are all quick fixes that won’t fix anything,” \u003ca title=\"books.google.com\" href=\"https://books.google.com/books?id=dxsFuYUCKcoC&lpg=PA314&ots=pkEjpi111m&dq=vouchers%2C%20charter%20schools%2C%20for-profit%20management%20schemes%20are%20all%20quick%20fixes%20that%20won%E2%80%99t%20fix%20anything&pg=PA314#v=onepage&q=vouchers,%20charter%20schools,%20for-profit%20management%20schemes%20are%20all%20quick%20fixes%20that%20won%E2%80%99t%20fix%20anything&f=false\">he wrote\u003c/a>.\u003c/p>\n\u003cp>Pushing back against stricter regulations is the\u003ca href=\"https://www.ccsa.org/\"> California Charter Schools Association\u003c/a>, which represents most of the state’s charters.\u003c/p>\n\u003cp>“Not for a second will I apologize for the growth of charters that are meeting the needs of parents and are contributing to lifting up our brown and black kids, our disadvantaged students and providing them a lifeline of opportunity for greater success in our great state,” Myrna Castrejón, president of CCSA, \u003ca href=\"https://calmatters.org/articles/california-charter-school-data-enrollment-cost-teachers-unions/\" target=\"_blank\" rel=\"noopener\">told CALmatters\u003c/a>.\u003c/p>\n\u003cp>The charter school sector is also commonly criticized for receiving large amounts of funding from corporate philanthropies like the Walton Family Foundation and the Gates Foundation, which have both poured millions into charter organizations across the country and strongly influenced education policy in a number of states, including California.\u003c/p>\n\u003cp>A \u003ca href=\"https://apnews.com/92dc914dd97c487a9b9aa4b006909a8c\" target=\"_blank\" rel=\"noopener\">2018 Associated Press investigation\u003c/a> found that philanthropists and their private foundations and charities have given almost half a billion dollars to state-level charter support organizations since 2006. California’s charter industry has been a major recipient of that funding, with donors contributing more than $100 million to the CCSA alone, according to the AP, money that the group has used to start up new schools throughout the state as well as lobby for charter-friendly legislation and push pro-charter candidates in local and statewide elections.\u003c/p>\n\u003ch2>Do charters have to follow the same rules as traditional schools, and how do they line up academically?\u003c/h2>\n\u003cp>Charters are largely unbeholden to school boards and school districts and most don’t have to a negotiate with teachers unions. They also generally have a lot more flexibility in terms of hiring, fundraising and allocating resources.\u003c/p>\n\u003cp>But they still do have to follow some of the same state and federal academic requirements. Students in charters, for instance, have to take the same \u003ca href=\"https://www.cde.ca.gov/sp/cs/re/qandasec6mar04.asp\" target=\"_blank\" rel=\"noopener\">statewide standardized tests\u003c/a> as those in traditional public schools based on Common Core State Standards. And similar to traditional California public schools, charters are required to be nonpartisan in all aspects of their operations, including academic programming, admissions and employment. They can’t charge tuition or discriminate against any student on the basis of gender, ethnicity, country of origin or disability.\u003c/p>\n\u003cp>Charter critics, however, argue that oversight is often lax in many charter schools, and some deliberately attract higher-performing students. That position was supported by \u003ca href=\"http://bit.ly/2rKinzE\">a 2017 study\u003c/a> of charter schools in Oakland, which found that charters there tend to enroll students who are more academically prepared than students who attend district-run schools, \u003ca href=\"https://edsource.org/2017/oakland-charters-more-likely-to-enroll-higher-performing-students-than-district-schools/583582\">giving those schools an edge\u003c/a> when compared academically. The study also found that while charters in Oakland receive less public funding than do district schools, they serve a much lower percentage of students with disabilities.\u003c/p>\n\u003cp>Even so, there’s little evidence suggesting that charter schools, on average, have higher academic performance rates than traditional public schools. Much depends on the individual school and district.\u003c/p>\n\u003ch2>How do you start a charter?\u003c/h2>\n\u003cp>Anyone — a parent, teacher, student, educational organization, etc. — can create and circulate a charter petition to start a new charter school or convert a traditional school. As detailed in\u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=4.&title=2.&part=26.8.&chapter=2.&article=\"> California’s Education Code\u003c/a>, the petition must include a description of the school’s structure and student performance expectations, as well as an outline of the operational and management procedures.\u003c/p>\n\u003cp>The petition needs to be signed by either the equivalent of half the number of teachers expected to work at the school during its first year or by the parents or guardians of half the number of students expected to enroll.\u003c/p>\n\u003cp>School boards are expected to approve charters in their district unless it can be clearly demonstrated that the plan is educationally unsound. The fiscal impact of the charter can’t be considered in the decision — one of the rules that some legislators are now trying to upend.\u003c/p>\n\u003cp>If a local district denies a charter, petitioners can appeal to the county board of education and eventually to the State Board of Education.\u003c/p>\n\u003cp>Charter schools are approved for up to five years, with subsequent five-year renewals. Charters can be revoked if financial mismanagement occurs, or if the school fails to adhere to the terms of the original charter.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story incorrectly stated that students in California charter schools have to take the California High School Exit Exam and that charters are ranked based on the statewide Academic Performance Index. Both of those measures have since been phased out for all schools in California. Charter school and traditional public school students must now participate in the \u003ca href=\"https://www.cde.ca.gov/ta/tg/sa/\" target=\"_blank\" rel=\"noopener\">Smarter Balanced Assessment System\u003c/a> based on Common Core State Standards.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the recent school walkouts in Oakland and Los Angeles, striking teachers and their unions took particular aim at charter schools, accusing them of stripping traditional public schools of crucial resources.\u003c/p>\n\u003cp>Both cities have higher concentrations of students enrolled in charters than nearly anywhere else in California. And in the deals that ultimately ended the two labor disputes, each district agreed to consider moratoriums on new charters.\u003c/p>\n\u003cp>Oakland’s school board, which hasn’t approved any new charters in several years, is expected to vote this week on whether to officially suspend the approval process.\u003c/p>\n\u003cp>For the last two decades, Oakland has been a veritable charter boomtown: There are now \u003ca href=\"https://www.ousdcharters.net/charters-authorized-in-oakland.html\">45 charter schools\u003c/a> attended by about 30 percent of the city’s K-12 students, up from 13 charters in 2003. Largely as a result, the district lost about 17,000 students in those 16 years.\u003c/p>\n\u003cp>The first charter school in Oakland, and one of the first in the California, opened in 1993 in the Fruitvale neighborhood, just a year after the state Legislature gave charters the green light. Oakland’s public school system had long struggled academically and financially, and with residents eager for better educational options for their children, the city became fertile ground for new charters to take root.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fueled by a large influx of outside funding from wealthy donors and a succession of charter-friendly district superintendents and city and state officials, new charter schools in Oakland proliferated, particularly in the decade after 2000, when the number of charter schools in the city more than tripled.\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_11732119\" class=\"wp-caption alignnone\" style=\"max-width: 600px\">\u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/enrollment_-_oakland_schools-final.gif\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11732119\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/enrollment_-_oakland_schools-final.gif\" alt=\"https://docs.google.com/document/d/18der2D2inCn9SpWtnc1MbGB_mLCDjIwbwATf1qtKz8E/edit\" width=\"600\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Graphic: A steady decrease in public school enrollment is matched by a similar steady increase in charter school enrollment. \u003ccite>(Elena Lacey/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://e.infogram.com/9e6db336-6bf3-410c-a22b-8b125f6dc07d?src=embed\" title=\"Copy: Oakland Small Schools\" width=\"800\" height=\"750\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And while certainly not the sole cause of Oakland Unified’s perennial budget woes, the rise of charters is a factor that has undeniably contributed to the district’s fiscal distress. Because OUSD receives per-pupil state funding, having fewer students means a lot less money for the district, even as its school building and administrative costs remain roughly the same. The Los Angeles and Oakland teachers unions frequently cite a 2018 report by the left-leaning Bay Area policy center, In The Public Interest, estimating that charter growth cost \u003cu>\u003ca href=\"http://www.inthepublicinterest.org/wp-content/uploads/ITPI_LAUSDCharters_PolicyBrief_May2016.pdf\">L.A. Unified \u003c/a>\u003c/u>more than $508 million in 2014-15 and \u003cu>\u003ca href=\"https://www.inthepublicinterest.org/report-the-cost-of-charter-schools-for-public-school-districts/\">Oakland Unified \u003c/a>\u003c/u>$57 million in 2016-17.\u003c/p>\n\u003cp>Charter school advocates, though, are quick to dismiss the report as blatantly biased, noting that IPI is affiliated with the Partnership for Working Families, whose funders include organized labor. They say that charters are being unfairly scapegoated, and argue that these schools fill a dire need for educational alternatives in many underserved communities, where traditional public schools have largely failed to provide students with the quality education they deserve. Charter schools offer parents and students more choices, which they contend is an inherently good thing.\u003c/p>\n\u003cp>Supporters also argue that charters offer a more innovative, customized approach to learning for many students, particularly those in low-income communities, who might otherwise fall through the cracks in traditional public schools. Charters, they say, provide greater academic and financial autonomy and have more direct accountability to the communities they serve.\u003c/p>\n\u003cp>After two decades of rapid, largely unchecked growth throughout the state, charter schools are now a flashpoint in the debate over the fate of public education in California.\u003c/p>\n\u003cp>As part of his pledge to bring “long overdue” transparency and accountability measures to California’s charter schools, Gov. Gavin Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200SB126\">new legislation\u003c/a> in early March, requiring them to adhere to the same conflict-of-interest and open-meeting rules as their traditional counterparts.\u003c/p>\n\u003cp>The move marks a departure from the lighter-touch approach taken by his charter school-friendly predecessor, Gov. Jerry Brown, who twice vetoed similar legislation — and as mayor of Oakland, \u003ca href=\"https://edsource.org/2019/until-the-end-gov-brown-opposes-more-data-collection-and-charter-school-regulation/606684\">helped launch two charter schools\u003c/a>.\u003c/p>\n\u003cp>SB 126 is just the first of a \u003ca href=\"https://www.kqed.org/news/11731298/common-sense-regulations-or-an-extended-middle-finger-how-far-will-california-go-on-charter-schools\">cascade of new bills\u003c/a> introduced by lawmakers that would subject the state’s more than 1,300 charter schools to an increased level of scrutiny and cap their growth statewide.\u003c/p>\n\u003cp>So let’s take a step back. What exactly are charter schools? And how did they establish such a strong and controversial foothold within California’s education system?\u003c/p>\n\u003ch2>The basic gist\u003c/h2>\n\u003cp>Charter schools are publicly funded but privately run K-12 schools that are tuition-free. They are considered part of the public school system, although not subject to some of the rules and oversight of traditional schools.\u003c/p>\n\u003cp>Each of California’s roughly 1,300 charter schools has its own specific goals and operating procedures as laid out in an original proposal (“charter”) that’s been approved by the school district, or the county or state board of education.\u003c/p>\n\u003cp>Many charter schools in California are run independently and got their start through grassroots community organizing efforts. A significant number, though, are overseen by large groups, known as charter management organizations, which operate multiple schools and often receive hefty funding from affluent charter boosters.\u003c/p>\n\u003cp>Some of the larger, more well-known of these organizations have expanded to other states, including \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a>, \u003ca href=\"http://aspirepublicschools.org/\">Aspire Public Schools\u003c/a> and \u003ca href=\"https://greendot.org/\">Green Dot Public Schools\u003c/a>.\u003c/p>\n\u003cp>While conventional public schools generally serve students who live within specific geographic zones, most charters are known as “schools of choice,” meaning that anyone can attend, regardless of home address.\u003c/p>\n\u003cp>The majority of charter teachers — \u003ca href=\"http://blogs.edweek.org/edweek/teacherbeat/2018/12/nations_first_charter_school_strike_ended.html\" target=\"_blank\" rel=\"noopener\">upward of 90 percent\u003c/a> — don’t belong to a union. Teachers can technically vote to join one, and some have, including the roughly 600 teachers and counselors at Green Dot Schools, who are part of \u003ca href=\"https://www.amuanimo.org/\">Asociación de Maestros Unidos\u003c/a>, a California Teachers Association/National Education Association affiliate.\u003c/p>\n\u003cp>Until recently, California’s charter schools could be run by both nonprofit and for-profit organizations, as they are in many other states around the country. That changed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billCompareClient.xhtml?bill_id=201720180AB406\" target=\"_blank\" rel=\"noopener\">under a 2018 state law\u003c/a>, which banned new for-profit charters. Prior to the law’s enactment, \u003ca href=\"https://www.washingtonpost.com/education/2018/09/18/california-gov-brown-signs-bill-banning-for-profit-charter-schools-will-it-really-do-that/?utm_term=.3ff28d863045\" target=\"_blank\" rel=\"noopener\">five for-profit groups operated roughly 35 schools\u003c/a> statewide. The law, which takes effect July 1, allows schools currently run or managed by for-profit companies to remain open as long as they switch to nonprofit management when their charters are up for renewal.\u003c/p>\n\u003ch2>When did charter schools start in California … and why?\u003c/h2>\n\u003cp>In 1992 the state Legislature passed the\u003ca href=\"http://www.dhcs.ca.gov/provgovpart/Documents/sb_1448_bill_chaptered.pdf\"> Charter Schools Act (SB 1448)\u003c/a>, making California the second state in the nation (after Minnesota) to allow public charters. The law’s stated intent was to “provide opportunities for teachers, parents, pupils, and community members to establish and maintain schools that operate independently from the existing school district structure.”\u003c/p>\n\u003cp>The initial law limited the total number of charters in the state to 100, and no more than 10 per school district (except Los Angeles, which was allowed 20) — a cap soon scrapped by subsequent legislation. Funding would “follow the student” after leaving a traditional public school. In 1993, \u003ca href=\"https://scclc.net/\">San Carlos Charter Learning Center\u003c/a>, an elementary school in San Mateo County, became the first charter school in the state.\u003c/p>\n\u003cp>Charter schools in California got a more solid footing after \u003ca href=\"https://www.cde.ca.gov/sp/cs/as/proposition39.asp\">voters passed Proposition 39 in 2000\u003c/a>, requiring school districts to make facilities available to charter schools that serve students who live within the district.\u003c/p>\n\u003cp>Since then, their numbers have skyrocketed, with steady, rapid growth across the state, which has only recently begun to slow.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"”Chart:\" aria-describedby=\"”Only\" id=\"”datawrapper-chart-WYs07″\" src=\"%E2%80%9D//datawrapper.dwcdn.net/WYs07/6/%E2%80%9D\" scrolling=\"”no”\" frameborder=\"”0″\" style=\"”width:\" height=\"”332″>\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\n\u003c/p>\u003cp>With more than 600,000 students in the state’s roughly 1,300 charters schools – about 10 percent of all public school students statewide – California leads the nation in both the number of charters and the number of students attending them (although states like Arizona, Florida and Utah have higher percentages).\u003c/p>\n\u003cp>They’re often started in traditionally low-income school districts, as smaller, locally controlled alternatives to underperforming neighborhood schools. Los Angeles and the Bay Area, particularly Oakland, have some of the highest concentrations.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"”Map:\" aria-describedby=\"”The\" id=\"”datawrapper-chart-bPbYB”\" src=\"%E2%80%9D//datawrapper.dwcdn.net/bPbYB/8/%E2%80%9D\" scrolling=\"”no”\" frameborder=\"”0″\" style=\"”width:\" height=\"”400″>\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\n\u003c/p>\u003cp>As recently as the mid-1970s, California’s public school system was regarded as among the best in the nation, and the state, not coincidentally, also had one of the nation’s highest per-pupil spending rates. Then, largely as a result of a series of statewide tax measures — namely Proposition 13 — funding quickly slowed to a trickle, and in many districts across the state, the quality of public schools followed suit. Today, California \u003ca href=\"https://www.politifact.com/california/statements/2018/jan/17/delaine-eastin/does-california-rank-41st-student-spending-no-1-pr/\">ranks a dismal 41st nationally \u003c/a>in per-pupil public school spending.\u003c/p>\n\u003ch2>Who are some big supporters and opponents?\u003c/h2>\n\u003cp>Despite the generally friendly reception charter schools have received in California over the last two decades, particularly by key state leaders like Gov. Jerry Brown and his predecessor, Arnold Schwarzenegger, they’ve also faced strong resistance from the \u003ca href=\"https://www.cta.org/\">California Teachers Association\u003c/a> and the local district-level unions it represents. The CTA has consistently lobbied lawmakers to limit their growth and require greater accountability, an effort that seems to now be bearing fruit.\u003c/p>\n\u003cp>Interestingly, one of the earliest boosters of the concept of charter schools was Albert Shanker, president of the American Federation of Teachers, who \u003ca href=\"https://reuther.wayne.edu/files/64.43.pdf\" target=\"_blank\" rel=\"noopener\">in the late 1980s\u003c/a> promoted the idea of creating experimental schools that would be better equipped to accommodate students who had failed in their traditional schools. Just five years later, however, \u003ca href=\"https://www.washingtonpost.com/opinions/charter-schools-are-leading-to-an-unhealthy-divide-in-american-education/2018/06/22/73430df8-7016-11e8-afd5-778aca903bbe_story.html?utm_term=.f3de9ff27b0c\" target=\"_blank\" rel=\"noopener\">he publicly renounced the idea\u003c/a>, arguing that it had been adopted by anti-union businesses seeking profits. “Vouchers, charter schools, for-profit management schemes are all quick fixes that won’t fix anything,” \u003ca title=\"books.google.com\" href=\"https://books.google.com/books?id=dxsFuYUCKcoC&lpg=PA314&ots=pkEjpi111m&dq=vouchers%2C%20charter%20schools%2C%20for-profit%20management%20schemes%20are%20all%20quick%20fixes%20that%20won%E2%80%99t%20fix%20anything&pg=PA314#v=onepage&q=vouchers,%20charter%20schools,%20for-profit%20management%20schemes%20are%20all%20quick%20fixes%20that%20won%E2%80%99t%20fix%20anything&f=false\">he wrote\u003c/a>.\u003c/p>\n\u003cp>Pushing back against stricter regulations is the\u003ca href=\"https://www.ccsa.org/\"> California Charter Schools Association\u003c/a>, which represents most of the state’s charters.\u003c/p>\n\u003cp>“Not for a second will I apologize for the growth of charters that are meeting the needs of parents and are contributing to lifting up our brown and black kids, our disadvantaged students and providing them a lifeline of opportunity for greater success in our great state,” Myrna Castrejón, president of CCSA, \u003ca href=\"https://calmatters.org/articles/california-charter-school-data-enrollment-cost-teachers-unions/\" target=\"_blank\" rel=\"noopener\">told CALmatters\u003c/a>.\u003c/p>\n\u003cp>The charter school sector is also commonly criticized for receiving large amounts of funding from corporate philanthropies like the Walton Family Foundation and the Gates Foundation, which have both poured millions into charter organizations across the country and strongly influenced education policy in a number of states, including California.\u003c/p>\n\u003cp>A \u003ca href=\"https://apnews.com/92dc914dd97c487a9b9aa4b006909a8c\" target=\"_blank\" rel=\"noopener\">2018 Associated Press investigation\u003c/a> found that philanthropists and their private foundations and charities have given almost half a billion dollars to state-level charter support organizations since 2006. California’s charter industry has been a major recipient of that funding, with donors contributing more than $100 million to the CCSA alone, according to the AP, money that the group has used to start up new schools throughout the state as well as lobby for charter-friendly legislation and push pro-charter candidates in local and statewide elections.\u003c/p>\n\u003ch2>Do charters have to follow the same rules as traditional schools, and how do they line up academically?\u003c/h2>\n\u003cp>Charters are largely unbeholden to school boards and school districts and most don’t have to a negotiate with teachers unions. They also generally have a lot more flexibility in terms of hiring, fundraising and allocating resources.\u003c/p>\n\u003cp>But they still do have to follow some of the same state and federal academic requirements. Students in charters, for instance, have to take the same \u003ca href=\"https://www.cde.ca.gov/sp/cs/re/qandasec6mar04.asp\" target=\"_blank\" rel=\"noopener\">statewide standardized tests\u003c/a> as those in traditional public schools based on Common Core State Standards. And similar to traditional California public schools, charters are required to be nonpartisan in all aspects of their operations, including academic programming, admissions and employment. They can’t charge tuition or discriminate against any student on the basis of gender, ethnicity, country of origin or disability.\u003c/p>\n\u003cp>Charter critics, however, argue that oversight is often lax in many charter schools, and some deliberately attract higher-performing students. That position was supported by \u003ca href=\"http://bit.ly/2rKinzE\">a 2017 study\u003c/a> of charter schools in Oakland, which found that charters there tend to enroll students who are more academically prepared than students who attend district-run schools, \u003ca href=\"https://edsource.org/2017/oakland-charters-more-likely-to-enroll-higher-performing-students-than-district-schools/583582\">giving those schools an edge\u003c/a> when compared academically. The study also found that while charters in Oakland receive less public funding than do district schools, they serve a much lower percentage of students with disabilities.\u003c/p>\n\u003cp>Even so, there’s little evidence suggesting that charter schools, on average, have higher academic performance rates than traditional public schools. Much depends on the individual school and district.\u003c/p>\n\u003ch2>How do you start a charter?\u003c/h2>\n\u003cp>Anyone — a parent, teacher, student, educational organization, etc. — can create and circulate a charter petition to start a new charter school or convert a traditional school. As detailed in\u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=4.&title=2.&part=26.8.&chapter=2.&article=\"> California’s Education Code\u003c/a>, the petition must include a description of the school’s structure and student performance expectations, as well as an outline of the operational and management procedures.\u003c/p>\n\u003cp>The petition needs to be signed by either the equivalent of half the number of teachers expected to work at the school during its first year or by the parents or guardians of half the number of students expected to enroll.\u003c/p>\n\u003cp>School boards are expected to approve charters in their district unless it can be clearly demonstrated that the plan is educationally unsound. The fiscal impact of the charter can’t be considered in the decision — one of the rules that some legislators are now trying to upend.\u003c/p>\n\u003cp>If a local district denies a charter, petitioners can appeal to the county board of education and eventually to the State Board of Education.\u003c/p>\n\u003cp>Charter schools are approved for up to five years, with subsequent five-year renewals. Charters can be revoked if financial mismanagement occurs, or if the school fails to adhere to the terms of the original charter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this story incorrectly stated that students in California charter schools have to take the California High School Exit Exam and that charters are ranked based on the statewide Academic Performance Index. Both of those measures have since been phased out for all schools in California. Charter school and traditional public school students must now participate in the \u003ca href=\"https://www.cde.ca.gov/ta/tg/sa/\" target=\"_blank\" rel=\"noopener\">Smarter Balanced Assessment System\u003c/a> based on Common Core State Standards.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "After Violence and Asylum Battles, Young Oakland Migrants Face a New Challenge: Graduating High School",
"title": "After Violence and Asylum Battles, Young Oakland Migrants Face a New Challenge: Graduating High School",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>\u003cem>\u003ca href=\"http://itunes.apple.com/us/podcast/the-california-report-magazine/id1314750545?mt=2\" rel=\"noopener\" target=\"_blank\">Listen to this and more in-depth storytelling by subscribing to The California Report Magazine podcast.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[dropcap]W[/dropcap]hen a young woman from Honduras crossed a stage in Oakland last June to receive her high school diploma, it wasn’t just any graduation. She had escaped gang violence in her home country, Honduras, and kidnapping in Mexico on the journey north. Then, she endured detention after crossing the border and asking for asylum.\u003c/p>\n\u003cp>After arriving in the East Bay, she attended three different high schools, before finally graduating from \u003ca href=\"https://www.ousd.org/rudsdale\">Rudsdale Newcomer High School\u003c/a>, a continuation school opened in 2017 by Oakland Unified School District tailored to newcomer students like her.\u003c/p>\n\u003cp>“I could have dropped out two years before, but I wanted to get my diploma, and especially learn the language because, with that, you can go farther,” she said in Spanish.\u003c/p>\n\u003cp>She asked only to use her middle name, Yamileth, because she is still afraid of the gang that targeted her family.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hundreds of thousands of teenagers and children from Central America have come to the United States since 2014, fleeing violence and extreme poverty in their home countries. They’ve enrolled in school districts across the country, but they often face a \u003ca href=\"https://edsource.org/2019/california-schools-help-unaccompanied-immigrant-students-combat-trauma-language-barriers/607928\">daunting set of obstacles\u003c/a> to graduate high school, enroll in college or prepare for careers.\u003c/p>\n\u003cp>Often, these teens have to work to pay for their own rent or help with family expenses. High school can be overwhelming for them. They often deal with being older than other students when they start high school, having survived severe trauma or missed years of school in their home countries.\u003c/p>\n\u003cfigure id=\"attachment_11731732\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/RS35692__DSC6725-800x533.jpg\" alt=\"Students at Rudsdale Newcommer High School play soccer on the field they share with Castlemont High School.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11731732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Rudsdale Newcommer High School play soccer on the field they share with Castlemont High School. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yamileth was 17 when she arrived in Oakland from Honduras in the spring of 2015. She was already in the middle of her senior year of high school back in Honduras. The Oakland Unified School District enrolled her in the ninth grade because she didn’t speak English and she had no school records with her. \u003c/p>\n\u003cp>But Yamileth stopped going to class just after a few months. A fellow student bullied her. She got beat up, her hair pulled, and was called names like “enana,” or dwarf.\u003c/p>\n\u003cp>Eventually, she was able to transfer to Oakland International High School, a school with students from all over the world, with an intense focus on English development and academic content. Yamileth loved it, but she was behind, and time was running out.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB2121\">A law passed last fall\u003c/a> in California allows newly-arrived immigrant students to enroll in a fifth year of high school if necessary, but they still need to finish before they turn 21. When Yamileth was about to turn 20 and only in her second full year of high school, she realized there was no way she could get enough credits to graduate in time.\u003c/p>\n\u003cp>“I was also embarrassed because of my age,” she said. “I was 19, almost 20, and I was still in high school. I said to myself, 'no, I’m going to be 21 and still in high school, no!'\"\u003c/p>\n\u003cp>That was when Oakland Unified offered her a new option: a continuation school just for immigrant students who are 16 or older, have been in the United States for fewer than three years, and who need to work or care for their families.\u003c/p>\n\u003cp>“Before Rudsdale, she wouldn't be a student we would send to continuation school because maybe her English wasn't strong enough, but now we have this opportunity,” said Elizabeth Paniagua, a counselor at Oakland International High School.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://interactive.pri.org/embeds/2019-02/oakland-school-490.html\" frameborder=\"0\" height=\"500\" scrolling=\"no\" width=\"100%\" align=\"center\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Alameda County has received \u003ca href=\"https://www.acf.hhs.gov/orr/resource/unaccompanied-alien-children-released-to-sponsors-by-county\">the second-largest number\u003c/a> of unaccompanied minors in California, second only to Los Angeles. The largest school district in the county — Oakland Unified School District — experienced a spike in newcomer students in high school from 575 students in 2013 to 2014, to 1,337 students in 2017 to 2018, according to district officials. The district responded by opening up new programs, hiring a coordinator to track and support those students who had crossed the border alone and working to connect students to legal services and mental health therapy.\u003c/p>\n\u003cp>District leaders found that these students are more likely than others to drop out before finishing high school. Teachers would suddenly not hear from students again and have no idea what happened to them, or find them serving food at a local restaurant instead of in class.\u003c/p>\n\u003cp>“What we were seeing was that students were having to choose basically between work and school, so there would be some students who might be truant for, like, two weeks, a month, a whole marking period or a semester,” said Acacia Woods-Chan, who teaches newcomers at Castlemont High School. She often refers struggling students to Rusdale.\u003c/p>\n\u003ch3>Life at Rudsdale\u003c/h3>\n\u003cfigure id=\"attachment_11731706\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/RS35683__DSC6663-800x534.jpg\" alt=\"Francisco Sanchez, the after school program coordinator at Rudsdale Newcomer High School, helps the students find their new electives for the day. He currently must stretch the budget from Rudsdale Continuation High School but hopes to secure more funding specifically for this school.\" width=\"800\" height=\"534\" class=\"size-medium wp-image-11731706\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663-1200x801.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663.jpg 1919w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Francisco Sanchez, the after school program coordinator at Rudsdale Newcomer High School, helps the students find their new electives for the day. He currently must stretch the budget from Rudsdale Continuation High School but hopes to secure more funding specifically for this school. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For students who grew up in the United States and don’t have enough credits to graduate on time, or need more flexible schedules to work, many school districts have continuation schools. But these schools usually don't offer English as second language classes or have staff with expertise in teaching and supporting newcomers.\u003c/p>\n\u003cp>Classes at Rudsdale are small. School starts an hour later and ends an hour earlier than a traditional high school, with classes starting at 9:30 a.m. and ending at 2:30 p.m. This allows students to get to work in the afternoon, and to sleep in after working late at night. There’s no homework. And credits are earned on a six-week cycle, allowing students to constantly assess their progress toward graduation.\u003c/p>\n\u003cp>It’s a schedule that worked for Yamileth, who was also working as a dishwasher in a restaurant while going to school. She didn’t get off work until 11:00 p.m. and often wouldn’t get home until midnight. Sometimes, she says, she would miss four days of school in a row.\u003c/p>\n\u003cp>“But I didn’t stop my studies,” she said in Spanish. “When I would come back to school, I would find out how far I was behind and I would go early to make up my work.”\u003c/p>\n\u003cp>Assistant Principal Emma Batten-Bowman says getting students to show up to class is a big challenge, but she and other staff try to offer flexibility, allowing a student who is a mother to go home and breastfeed between classes, for example, or giving students time off.\u003c/p>\n\u003cp>“We’re constantly talking to the students about, ‘Let us know if your schedule changes, we can put you on independent study for a short time, or we can work something out. Let us figure out a plan together. Don’t just drop off the face of the earth,’” Batten-Bowman said.\u003c/p>\n\u003cp>One of the biggest challenges for many recent newcomers from Central America is missed years of schooling in their home countries, either because they lived in rural communities where junior high or high school was not available, or because it was dangerous to attend school because of gangs. When newcomers haven’t yet mastered academic reading, writing, or math in their home language, they have a lot more to learn in order to grasp high-school level material.\u003c/p>\n\u003cp>“Not only do they need to practice phonics, but they need to learn how to read a map. They need to know, like, you put the holes on the left and write your name on the right, some basic school skills organization,” Batten-Bowman said.\u003c/p>\n\u003cp>Yamileth says she felt more confident at Rudsdale.\u003c/p>\n\u003cp>\"We were all learning English,\" she said, \"so I knew there was no one who knew more than I did.\"\u003c/p>\n\u003cfigure id=\"attachment_11731745\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/RS35673__DSC6592-800x534.jpg\" alt=\"A student arriving to class in the morning at Rudsdale Newcomer High School.\" width=\"800\" height=\"534\" class=\"size-medium wp-image-11731745\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592-1200x801.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592.jpg 1919w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student arriving to class in the morning at Rudsdale Newcomer High School. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The school also offers some internships to improve students’ work skills. Some students interned this year at a local hospital and school leaders are looking into another internship at a dental clinic, where students could use their language skills in Spanish or Mam, an Indigenous language from Guatemala.\u003c/p>\n\u003cp>Etienne Torres, who teaches newcomers at Castlemont High School, says Rudsdale has made a huge difference for some students. He sees a lot of students get frustrated with the pace of learning English at Castlemont and feeling they will never finish high school. He ran into a former student who had transferred to Rudsdale and the difference was palpable.\u003c/p>\n\u003cp>“He was sharing he had an internship in a hospital and he was super excited. I never saw him that excited about education when I had him for a whole year,” Torres said.\u003c/p>\n\u003cp>Yamileth enrolled in a dog care elective, where newcomer students spent time every week at a farmhouse where mistreated pit bulls are rehabilitated with loving care.\u003c/p>\n\u003ch3>Futures Open Up\u003c/h3>\n\u003cp>In June 2018, Yamileth finally graduated, just days before her 21st birthday. She wore a white cap and gown. Her mom and little brother came to cheer her on.\u003c/p>\n\u003cfigure id=\"attachment_11731813\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/GradCrop-800x538.jpg\" alt=\"A bulletin board displays graduates of Rudsdale Newcomer High School in the building's main office. \" width=\"800\" height=\"538\" class=\"size-medium wp-image-11731813\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop-800x538.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop-1020x686.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop-1200x807.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop.jpg 1904w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A bulletin board displays graduates of Rudsdale Newcomer High School in the building's main office. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That same month, she and her family won their asylum case to stay in the U.S., after fighting in court for three years. They can't be deported back to Honduras, and this year, they can apply for permanent residency.\u003c/p>\n\u003cp>A few months later, she returned to Oakland International High School to seek out an old counselor to ask for help registering for cosmetology classes at a local community college. The steps proved somewhat daunting — at the college, someone asked Yamileth about her immigration status and asked her for more paperwork. The interaction left Yamileth thinking she might have to pay more than she could afford for classes and she decided she would wait to register until she has her green card.\u003c/p>\n\u003cp>Still, Yamileth says she’s made it this far, and she isn’t ready to give up.\u003c/p>\n\u003cp>She fled beatings in Honduras after her mother refused to pay gang members a portion of her revenue from a clothing business. On the journey north, in Mexico, Yamileth, her mother and little brother were kidnapped at a bus station and held by a group of people who claimed to part of a drug cartel. One day, when their captors had gone out to collect ransom money for another captive, they were able to escape. Yamileth says it was an act of God — she was the one who found the door unlocked and told her mother and brother to run as fast as they could. She didn't join them until she was sure it was safe.\u003c/p>\n\u003cp>“Since God gave me the opportunity to be here,” she said in Spanish, “I have to make the most of that, most of all for my mom, for her future and for mine.”\u003c/p>\n\u003cp>She wants to open her own business. She says she’s always had a good head for it, helping her mother sell clothes and food back in Honduras from the time she was nine. Maybe she’ll open her own beauty parlor. Or maybe a restaurant. Or maybe she’ll become a veterinarian, drawing on the dog-care skills she learned at Rudsdale.\u003c/p>\n\u003cp>It feels like her whole future could open up.\u003c/p>\n\u003cp>\u003cem>This story was first published by \u003ca href=\"https://www.pri.org/stories/2019-02-25/newcomer-students-face-daunting-obstacles-graduate-california-high-school-makes\">Public Radio International\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>It was reported in collaboration with \u003ca href=\"https://edsource.org\">EdSource\u003c/a> and with support from the \u003ca href=\"https://www.ewa.org\">Education Writers Association\u003c/a> Reporting Fellowship.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"http://itunes.apple.com/us/podcast/the-california-report-magazine/id1314750545?mt=2\" rel=\"noopener\" target=\"_blank\">Listen to this and more in-depth storytelling by subscribing to The California Report Magazine podcast.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">W\u003c/span>\u003c/p>\u003cp>hen a young woman from Honduras crossed a stage in Oakland last June to receive her high school diploma, it wasn’t just any graduation. She had escaped gang violence in her home country, Honduras, and kidnapping in Mexico on the journey north. Then, she endured detention after crossing the border and asking for asylum.\u003c/p>\n\u003cp>After arriving in the East Bay, she attended three different high schools, before finally graduating from \u003ca href=\"https://www.ousd.org/rudsdale\">Rudsdale Newcomer High School\u003c/a>, a continuation school opened in 2017 by Oakland Unified School District tailored to newcomer students like her.\u003c/p>\n\u003cp>“I could have dropped out two years before, but I wanted to get my diploma, and especially learn the language because, with that, you can go farther,” she said in Spanish.\u003c/p>\n\u003cp>She asked only to use her middle name, Yamileth, because she is still afraid of the gang that targeted her family.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hundreds of thousands of teenagers and children from Central America have come to the United States since 2014, fleeing violence and extreme poverty in their home countries. They’ve enrolled in school districts across the country, but they often face a \u003ca href=\"https://edsource.org/2019/california-schools-help-unaccompanied-immigrant-students-combat-trauma-language-barriers/607928\">daunting set of obstacles\u003c/a> to graduate high school, enroll in college or prepare for careers.\u003c/p>\n\u003cp>Often, these teens have to work to pay for their own rent or help with family expenses. High school can be overwhelming for them. They often deal with being older than other students when they start high school, having survived severe trauma or missed years of school in their home countries.\u003c/p>\n\u003cfigure id=\"attachment_11731732\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/RS35692__DSC6725-800x533.jpg\" alt=\"Students at Rudsdale Newcommer High School play soccer on the field they share with Castlemont High School.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11731732\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35692__DSC6725.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Rudsdale Newcommer High School play soccer on the field they share with Castlemont High School. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yamileth was 17 when she arrived in Oakland from Honduras in the spring of 2015. She was already in the middle of her senior year of high school back in Honduras. The Oakland Unified School District enrolled her in the ninth grade because she didn’t speak English and she had no school records with her. \u003c/p>\n\u003cp>But Yamileth stopped going to class just after a few months. A fellow student bullied her. She got beat up, her hair pulled, and was called names like “enana,” or dwarf.\u003c/p>\n\u003cp>Eventually, she was able to transfer to Oakland International High School, a school with students from all over the world, with an intense focus on English development and academic content. Yamileth loved it, but she was behind, and time was running out.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB2121\">A law passed last fall\u003c/a> in California allows newly-arrived immigrant students to enroll in a fifth year of high school if necessary, but they still need to finish before they turn 21. When Yamileth was about to turn 20 and only in her second full year of high school, she realized there was no way she could get enough credits to graduate in time.\u003c/p>\n\u003cp>“I was also embarrassed because of my age,” she said. “I was 19, almost 20, and I was still in high school. I said to myself, 'no, I’m going to be 21 and still in high school, no!'\"\u003c/p>\n\u003cp>That was when Oakland Unified offered her a new option: a continuation school just for immigrant students who are 16 or older, have been in the United States for fewer than three years, and who need to work or care for their families.\u003c/p>\n\u003cp>“Before Rudsdale, she wouldn't be a student we would send to continuation school because maybe her English wasn't strong enough, but now we have this opportunity,” said Elizabeth Paniagua, a counselor at Oakland International High School.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://interactive.pri.org/embeds/2019-02/oakland-school-490.html\" frameborder=\"0\" height=\"500\" scrolling=\"no\" width=\"100%\" align=\"center\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Alameda County has received \u003ca href=\"https://www.acf.hhs.gov/orr/resource/unaccompanied-alien-children-released-to-sponsors-by-county\">the second-largest number\u003c/a> of unaccompanied minors in California, second only to Los Angeles. The largest school district in the county — Oakland Unified School District — experienced a spike in newcomer students in high school from 575 students in 2013 to 2014, to 1,337 students in 2017 to 2018, according to district officials. The district responded by opening up new programs, hiring a coordinator to track and support those students who had crossed the border alone and working to connect students to legal services and mental health therapy.\u003c/p>\n\u003cp>District leaders found that these students are more likely than others to drop out before finishing high school. Teachers would suddenly not hear from students again and have no idea what happened to them, or find them serving food at a local restaurant instead of in class.\u003c/p>\n\u003cp>“What we were seeing was that students were having to choose basically between work and school, so there would be some students who might be truant for, like, two weeks, a month, a whole marking period or a semester,” said Acacia Woods-Chan, who teaches newcomers at Castlemont High School. She often refers struggling students to Rusdale.\u003c/p>\n\u003ch3>Life at Rudsdale\u003c/h3>\n\u003cfigure id=\"attachment_11731706\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/RS35683__DSC6663-800x534.jpg\" alt=\"Francisco Sanchez, the after school program coordinator at Rudsdale Newcomer High School, helps the students find their new electives for the day. He currently must stretch the budget from Rudsdale Continuation High School but hopes to secure more funding specifically for this school.\" width=\"800\" height=\"534\" class=\"size-medium wp-image-11731706\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663-1200x801.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35683__DSC6663.jpg 1919w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Francisco Sanchez, the after school program coordinator at Rudsdale Newcomer High School, helps the students find their new electives for the day. He currently must stretch the budget from Rudsdale Continuation High School but hopes to secure more funding specifically for this school. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For students who grew up in the United States and don’t have enough credits to graduate on time, or need more flexible schedules to work, many school districts have continuation schools. But these schools usually don't offer English as second language classes or have staff with expertise in teaching and supporting newcomers.\u003c/p>\n\u003cp>Classes at Rudsdale are small. School starts an hour later and ends an hour earlier than a traditional high school, with classes starting at 9:30 a.m. and ending at 2:30 p.m. This allows students to get to work in the afternoon, and to sleep in after working late at night. There’s no homework. And credits are earned on a six-week cycle, allowing students to constantly assess their progress toward graduation.\u003c/p>\n\u003cp>It’s a schedule that worked for Yamileth, who was also working as a dishwasher in a restaurant while going to school. She didn’t get off work until 11:00 p.m. and often wouldn’t get home until midnight. Sometimes, she says, she would miss four days of school in a row.\u003c/p>\n\u003cp>“But I didn’t stop my studies,” she said in Spanish. “When I would come back to school, I would find out how far I was behind and I would go early to make up my work.”\u003c/p>\n\u003cp>Assistant Principal Emma Batten-Bowman says getting students to show up to class is a big challenge, but she and other staff try to offer flexibility, allowing a student who is a mother to go home and breastfeed between classes, for example, or giving students time off.\u003c/p>\n\u003cp>“We’re constantly talking to the students about, ‘Let us know if your schedule changes, we can put you on independent study for a short time, or we can work something out. Let us figure out a plan together. Don’t just drop off the face of the earth,’” Batten-Bowman said.\u003c/p>\n\u003cp>One of the biggest challenges for many recent newcomers from Central America is missed years of schooling in their home countries, either because they lived in rural communities where junior high or high school was not available, or because it was dangerous to attend school because of gangs. When newcomers haven’t yet mastered academic reading, writing, or math in their home language, they have a lot more to learn in order to grasp high-school level material.\u003c/p>\n\u003cp>“Not only do they need to practice phonics, but they need to learn how to read a map. They need to know, like, you put the holes on the left and write your name on the right, some basic school skills organization,” Batten-Bowman said.\u003c/p>\n\u003cp>Yamileth says she felt more confident at Rudsdale.\u003c/p>\n\u003cp>\"We were all learning English,\" she said, \"so I knew there was no one who knew more than I did.\"\u003c/p>\n\u003cfigure id=\"attachment_11731745\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/RS35673__DSC6592-800x534.jpg\" alt=\"A student arriving to class in the morning at Rudsdale Newcomer High School.\" width=\"800\" height=\"534\" class=\"size-medium wp-image-11731745\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592-1200x801.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/RS35673__DSC6592.jpg 1919w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student arriving to class in the morning at Rudsdale Newcomer High School. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The school also offers some internships to improve students’ work skills. Some students interned this year at a local hospital and school leaders are looking into another internship at a dental clinic, where students could use their language skills in Spanish or Mam, an Indigenous language from Guatemala.\u003c/p>\n\u003cp>Etienne Torres, who teaches newcomers at Castlemont High School, says Rudsdale has made a huge difference for some students. He sees a lot of students get frustrated with the pace of learning English at Castlemont and feeling they will never finish high school. He ran into a former student who had transferred to Rudsdale and the difference was palpable.\u003c/p>\n\u003cp>“He was sharing he had an internship in a hospital and he was super excited. I never saw him that excited about education when I had him for a whole year,” Torres said.\u003c/p>\n\u003cp>Yamileth enrolled in a dog care elective, where newcomer students spent time every week at a farmhouse where mistreated pit bulls are rehabilitated with loving care.\u003c/p>\n\u003ch3>Futures Open Up\u003c/h3>\n\u003cp>In June 2018, Yamileth finally graduated, just days before her 21st birthday. She wore a white cap and gown. Her mom and little brother came to cheer her on.\u003c/p>\n\u003cfigure id=\"attachment_11731813\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/03/GradCrop-800x538.jpg\" alt=\"A bulletin board displays graduates of Rudsdale Newcomer High School in the building's main office. \" width=\"800\" height=\"538\" class=\"size-medium wp-image-11731813\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop-800x538.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop-160x108.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop-1020x686.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop-1200x807.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2019/03/GradCrop.jpg 1904w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A bulletin board displays graduates of Rudsdale Newcomer High School in the building's main office. \u003ccite>(Stephanie Lister/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That same month, she and her family won their asylum case to stay in the U.S., after fighting in court for three years. They can't be deported back to Honduras, and this year, they can apply for permanent residency.\u003c/p>\n\u003cp>A few months later, she returned to Oakland International High School to seek out an old counselor to ask for help registering for cosmetology classes at a local community college. The steps proved somewhat daunting — at the college, someone asked Yamileth about her immigration status and asked her for more paperwork. The interaction left Yamileth thinking she might have to pay more than she could afford for classes and she decided she would wait to register until she has her green card.\u003c/p>\n\u003cp>Still, Yamileth says she’s made it this far, and she isn’t ready to give up.\u003c/p>\n\u003cp>She fled beatings in Honduras after her mother refused to pay gang members a portion of her revenue from a clothing business. On the journey north, in Mexico, Yamileth, her mother and little brother were kidnapped at a bus station and held by a group of people who claimed to part of a drug cartel. One day, when their captors had gone out to collect ransom money for another captive, they were able to escape. Yamileth says it was an act of God — she was the one who found the door unlocked and told her mother and brother to run as fast as they could. She didn't join them until she was sure it was safe.\u003c/p>\n\u003cp>“Since God gave me the opportunity to be here,” she said in Spanish, “I have to make the most of that, most of all for my mom, for her future and for mine.”\u003c/p>\n\u003cp>She wants to open her own business. She says she’s always had a good head for it, helping her mother sell clothes and food back in Honduras from the time she was nine. Maybe she’ll open her own beauty parlor. Or maybe a restaurant. Or maybe she’ll become a veterinarian, drawing on the dog-care skills she learned at Rudsdale.\u003c/p>\n\u003cp>It feels like her whole future could open up.\u003c/p>\n\u003cp>\u003cem>This story was first published by \u003ca href=\"https://www.pri.org/stories/2019-02-25/newcomer-students-face-daunting-obstacles-graduate-california-high-school-makes\">Public Radio International\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>It was reported in collaboration with \u003ca href=\"https://edsource.org\">EdSource\u003c/a> and with support from the \u003ca href=\"https://www.ewa.org\">Education Writers Association\u003c/a> Reporting Fellowship.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>People celebrated the \u003ca href=\"http://bit.ly/fiorestrikeends\" target=\"_blank\" rel=\"noopener\">end of the Oakland teachers strike\u003c/a>, but the school board also just voted to \u003ca href=\"https://www.kqed.org/news/11730554/one-day-after-teachers-strike-ends-oakland-school-board-approves-nearly-22-million-in-cuts\" target=\"_blank\" rel=\"noopener\">cut the district's budget by $21.75 million\u003c/a>.\u003c/p>\n\u003cp>Both sides seem to agree that\u003ca href=\"https://www.kqed.org/news/11730382/oakland-teachers-strike-ends-but-not-everyone-is-happy\" target=\"_blank\" rel=\"noopener\"> cuts have to happen\u003c/a> for the teachers' newly ratified contract to go through.\u003c/p>\n\u003cp>The harder part, of course, is agreeing on what those budget cuts will be.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "People celebrated the end of the Oakland teachers strike, but the school board also just voted to cut the district's budget by $21.75 million.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>People celebrated the \u003ca href=\"http://bit.ly/fiorestrikeends\" target=\"_blank\" rel=\"noopener\">end of the Oakland teachers strike\u003c/a>, but the school board also just voted to \u003ca href=\"https://www.kqed.org/news/11730554/one-day-after-teachers-strike-ends-oakland-school-board-approves-nearly-22-million-in-cuts\" target=\"_blank\" rel=\"noopener\">cut the district's budget by $21.75 million\u003c/a>.\u003c/p>\n\u003cp>Both sides seem to agree that\u003ca href=\"https://www.kqed.org/news/11730382/oakland-teachers-strike-ends-but-not-everyone-is-happy\" target=\"_blank\" rel=\"noopener\"> cuts have to happen\u003c/a> for the teachers' newly ratified contract to go through.\u003c/p>\n\u003cp>The harder part, of course, is agreeing on what those budget cuts will be.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Classes Resume After Oakland Teachers Ratify Contract",
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"content": "\u003cp>\u003cem>Updated 8:54 p.m., Sunday.\u003c/em>\u003c/p>\n\u003cp>Oakland teachers voted to approve a new contract with the district on Sunday night.\u003c/p>\n\u003cp>\"Educators will be back in their classrooms Monday, knowing that students will benefit from the gains won in smaller class sizes, more student supports, and living wages that will help halt the teacher retention crisis in Oakland,\" the Oakland Education Association said in press release.\u003c/p>\n\u003cp>The teacher's union held a ratification vote at the Paramount Theatre in Oakland on Sunday afternoon. During the four hour session, teachers, counselors, nurses, psychologists, librarians, speech pathologists, social workers, teacher substitutes and other support staff of the Oakland public schools voted and discussed the proposed contract.\u003c/p>\n\u003cp>The Oakland Education Association, the union representing some 3,000 teachers, nurses and counselors, said its membership voted on two tentative deals that comprised the new contract.\u003c/p>\n\u003cp>\"The first tentative agreement, which deals mostly with the 3 percent retroactive bonus for 2017-18, was approved by a vote of 64 percent yes, 36 percent no, or 1,269 to 701. There were five abstentions,\" the union said in its press release.\u003c/p>\n\u003cp>The second tentative agreement included the wage increases and was approved by 58 percent or by 1,141 of the educators who voted, the union said. 42 percent, or 832 educators, voted no.\u003c/p>\n\u003cp>A simple majority was needed to approve both contracts.\u003c/p>\n\u003cp>The Oakland Unified School District and the union had reached a \u003ca href=\"https://www.kqed.org/news/11729926/paycheck-propositions-what-oakland-teachers-want-versus-what-the-district-is-offering\" target=\"_blank\" rel=\"noopener\">tentative agreement\u003c/a> on Friday. Union officials had touted the deal — which includes a total salary increase of 11 percent over four years and a one-time 3 percent bonus — as a success.\u003c/p>\n\u003cp>But in the hours leading up to the vote, ratification looked far from certain, and the Oakland teachers' union ended up pushing their vote on the contract from Saturday to Sunday. An official with the Oakland Education Association said they made the change due to a \"logistical and capacity issue.\"\u003c/p>\n\u003cp>[aside label=\"More on the End of the Strike\" postID=\"news_11730085, link1=\"https://www.kqed.org/news/11730085/oakland-teachers-reach-tentative-deal-with-district-to-end-strike,Oakland Teachers Reach Tentative Deal With District to End Strike\" link2=\"https://www.kqed.org/news/11730382/oakland-teachers-strike-ends-but-not-everyone-is-happy,Oakland Teachers Strike Ends, But Not Everyone Is Happy\" hero=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/02/RS35214_OUSD_MOORE_025-qut.jpg\" heroLink=\"https://www.kqed.org/news/11730085/oakland-teachers-reach-tentative-deal-with-district-to-end-strike\"]\u003c/p>\n\u003cp>\"We have achieved so much in the seven days of our historic strike in Oakland,\" said union President Keith Brown at a press conference on Friday. \"Our power in the streets prevailed.\"\u003c/p>\n\u003cp>Not everyone was happy with the agreement.\u003c/p>\n\u003cp>Nurses at OUSD said they felt stretched thin and that the deal on the table doesn't address it.\u003c/p>\n\u003cp>\"We are furious and we feel like we've been completely thrown under the bus,\" said Sarah Boyd, union representative and nurse at Oakland Technical High School. \"Our biggest ask was a caseload reduction, and in the tentative agreement we get a caseload increase.\"\u003c/p>\n\u003cp>Meanwhile, teachers were feeling pressured to reach an agreement.\u003c/p>\n\u003cp>\"We're really annoyed that they're sending out notices saying that the strike is over,\" said Oakland Tech teacher Johanna Langill. \"We haven't even voted yet.\"\u003c/p>\n\u003cp>In an \u003ca href=\"https://docs.google.com/document/d/11tyt-8pKxCaIudZGHgvVDmrds092rm_cDbwTotyMfh0/edit\" target=\"_blank\" rel=\"noopener\">open letter\u003c/a>, some teachers said the proposed agreement did not adequately address the workload for nurses and counselors and does \"nothing concrete to address school closures.\"\u003c/p>\n\u003cp>Earlier this week, tensions rose between teachers and board members of Oakland Unified. \u003ca href=\"https://oaklandnewsnow.com/index.php/2019/03/02/ousd-boards-jumoke-hinton-hodge-chokes-oakland-teacher-in-skirmish/\" target=\"_blank\" rel=\"noopener\">A video appeared to show\u003c/a> OUSD board member Jumoke Hinton Hodge choking Oakland teacher Darnisha Wright during an altercation at the picket line.\u003c/p>\n\u003cp>\"I think this is just another example of a lack of love and respect of teachers by our school board,\" Wright said. \"It's a concrete example of a loss of ability to be rational and treat us with the respect and dignity that we deserve.\"\u003c/p>\n\u003cp>Wright said, at this point, she does not plan to press charges.\u003c/p>\n\u003cp>In a statement, Hodge said she'd inadvertently pushed up against Wright's neck during a chaotic exchange where protestors chained the door of the board room.\u003c/p>\n\u003cp>\"I offer my sincerest apology to Ms. Wright. I acted out of fear and self-defense, and would never seek to hurt anyone, least of all a teacher,\" said Hodge in her statement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 8:54 p.m., Sunday.\u003c/em>\u003c/p>\n\u003cp>Oakland teachers voted to approve a new contract with the district on Sunday night.\u003c/p>\n\u003cp>\"Educators will be back in their classrooms Monday, knowing that students will benefit from the gains won in smaller class sizes, more student supports, and living wages that will help halt the teacher retention crisis in Oakland,\" the Oakland Education Association said in press release.\u003c/p>\n\u003cp>The teacher's union held a ratification vote at the Paramount Theatre in Oakland on Sunday afternoon. During the four hour session, teachers, counselors, nurses, psychologists, librarians, speech pathologists, social workers, teacher substitutes and other support staff of the Oakland public schools voted and discussed the proposed contract.\u003c/p>\n\u003cp>The Oakland Education Association, the union representing some 3,000 teachers, nurses and counselors, said its membership voted on two tentative deals that comprised the new contract.\u003c/p>\n\u003cp>\"The first tentative agreement, which deals mostly with the 3 percent retroactive bonus for 2017-18, was approved by a vote of 64 percent yes, 36 percent no, or 1,269 to 701. There were five abstentions,\" the union said in its press release.\u003c/p>\n\u003cp>The second tentative agreement included the wage increases and was approved by 58 percent or by 1,141 of the educators who voted, the union said. 42 percent, or 832 educators, voted no.\u003c/p>\n\u003cp>A simple majority was needed to approve both contracts.\u003c/p>\n\u003cp>The Oakland Unified School District and the union had reached a \u003ca href=\"https://www.kqed.org/news/11729926/paycheck-propositions-what-oakland-teachers-want-versus-what-the-district-is-offering\" target=\"_blank\" rel=\"noopener\">tentative agreement\u003c/a> on Friday. Union officials had touted the deal — which includes a total salary increase of 11 percent over four years and a one-time 3 percent bonus — as a success.\u003c/p>\n\u003cp>But in the hours leading up to the vote, ratification looked far from certain, and the Oakland teachers' union ended up pushing their vote on the contract from Saturday to Sunday. An official with the Oakland Education Association said they made the change due to a \"logistical and capacity issue.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have achieved so much in the seven days of our historic strike in Oakland,\" said union President Keith Brown at a press conference on Friday. \"Our power in the streets prevailed.\"\u003c/p>\n\u003cp>Not everyone was happy with the agreement.\u003c/p>\n\u003cp>Nurses at OUSD said they felt stretched thin and that the deal on the table doesn't address it.\u003c/p>\n\u003cp>\"We are furious and we feel like we've been completely thrown under the bus,\" said Sarah Boyd, union representative and nurse at Oakland Technical High School. \"Our biggest ask was a caseload reduction, and in the tentative agreement we get a caseload increase.\"\u003c/p>\n\u003cp>Meanwhile, teachers were feeling pressured to reach an agreement.\u003c/p>\n\u003cp>\"We're really annoyed that they're sending out notices saying that the strike is over,\" said Oakland Tech teacher Johanna Langill. \"We haven't even voted yet.\"\u003c/p>\n\u003cp>In an \u003ca href=\"https://docs.google.com/document/d/11tyt-8pKxCaIudZGHgvVDmrds092rm_cDbwTotyMfh0/edit\" target=\"_blank\" rel=\"noopener\">open letter\u003c/a>, some teachers said the proposed agreement did not adequately address the workload for nurses and counselors and does \"nothing concrete to address school closures.\"\u003c/p>\n\u003cp>Earlier this week, tensions rose between teachers and board members of Oakland Unified. \u003ca href=\"https://oaklandnewsnow.com/index.php/2019/03/02/ousd-boards-jumoke-hinton-hodge-chokes-oakland-teacher-in-skirmish/\" target=\"_blank\" rel=\"noopener\">A video appeared to show\u003c/a> OUSD board member Jumoke Hinton Hodge choking Oakland teacher Darnisha Wright during an altercation at the picket line.\u003c/p>\n\u003cp>\"I think this is just another example of a lack of love and respect of teachers by our school board,\" Wright said. \"It's a concrete example of a loss of ability to be rational and treat us with the respect and dignity that we deserve.\"\u003c/p>\n\u003cp>Wright said, at this point, she does not plan to press charges.\u003c/p>\n\u003cp>In a statement, Hodge said she'd inadvertently pushed up against Wright's neck during a chaotic exchange where protestors chained the door of the board room.\u003c/p>\n\u003cp>\"I offer my sincerest apology to Ms. Wright. I acted out of fear and self-defense, and would never seek to hurt anyone, least of all a teacher,\" said Hodge in her statement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"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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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"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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"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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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"science-friday": {
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