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"content": "\u003cp>\u003cem>Updated 3:45 p.m. Friday\u003c/em>\u003c/p>\n\u003cp>After months of mounting pushback, San Francisco’s superintendent of schools is in talks to pause the district’s \u003ca href=\"https://www.kqed.org/news/tag/ethnic-studies\">ethnic studies\u003c/a> program, according to teachers and a member of the school board who have raised concerns over the move.\u003c/p>\n\u003cp>The program — which covers topics including identity, white supremacy, sexuality and social movements — has come under increasing scrutiny from some parents and a national education group that have criticized its course materials as biased and “activist-driven.”\u003c/p>\n\u003cp>Now, Superintendent Maria Su is considering reassigning ninth graders enrolled in the course next fall while the district conducts an audit of the curriculum, according to ethnic studies teachers and school board member Matt Alexander.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They say that the move would deviate from the district’s past protocols for handling curriculum changes and raises concerns about the future of the course, which has been heralded as a success for more than a decade.\u003c/p>\n\u003cp>“We have a course that’s worked for a very long time,” Alexander said. “There doesn’t seem to be any reason for a pause, and it’s something that’s very effective. In fact, it may be the only initiative that we have that actually increases college and career outcomes for students.”\u003c/p>\n\u003ch2>More than a decade of ethnic studies\u003c/h2>\n\u003cp>The San Francisco Unified School District became one of the first in the nation to introduce ethnic studies after its board of education called for creating a dedicated course in 2008. The field, which has roots in Bay Area \u003ca href=\"https://www.kqed.org/news/11830384/how-the-longest-student-strike-in-u-s-history-created-ethnic-studies\">student activism\u003c/a> in the 1960s, includes and examines the experiences of minorities in the United States, typically focusing on the experiences of Indigenous people, as well as Black, Latino and Asian Americans.\u003c/p>\n\u003cp>In 2010, SFUSD launched a pilot program as an elective for high schoolers, which has been offered on all campuses since the 2015–16 school year.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918617\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrates outside SFUSD headquarters on June 7, 2022, to protest the district’s plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A \u003ca href=\"https://ed.stanford.edu/news/ninth-grade-ethnic-studies-helped-students-years-stanford-researchers-find\">2021 study\u003c/a> by Stanford’s Graduate School of Education raised the program’s profile when it found that low-achieving students who participated in SFUSD’s course were more likely to attend and be engaged in school, had higher probabilities of graduating and were more likely to go to college. And a new draft study from UC Irvine this year shows that over the 15 years SFUSD has offered the class, taking ethnic studies in ninth grade boosted the GPAs of students throughout their high school careers, especially among those who identify as Black and Latino.\u003c/p>\n\u003cp>The 2021 study persuaded policymakers at the state and local levels. That year, California lawmakers enacted a mandate for public schools to require a semester of ethnic studies, which is set to take effect in 2025. That same year, the San Francisco school board passed legislation making the two-semester course a graduation requirement, beginning with ninth graders entering high school in the fall of 2024.\u003c/p>\n\u003cp>But one year after lawmakers passed those measures, three of the school board members who backed the SFUSD plan — and other social justice-oriented changes within the district, including renaming schools and eliminating merit-based admissions at Lowell High School — were overwhelmingly recalled. The contentious vote followed a swell of criticism from parents, particularly in the Asian American community.\u003c/p>\n\u003ch2>Parents and advocacy groups push back\u003c/h2>\n\u003cp>Samantha Aguirre, who has taught ethnic studies in SFUSD since 2015, said she had not heard widespread pushback specifically about the course until this year.\u003c/p>\n\u003cp>One parent, Vivian Safrin, began raising concerns about the curriculum to district officials last year, after she said she was shown class materials that concerned her.\u003c/p>\n\u003cfigure id=\"attachment_12036911\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12036911\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[Ethnic studies] is supposed to be an opportunity for students to learn about the histories, cultures, struggles and contributions of ethnic groups in California,” she said. “And at this time, the course in San Francisco is a lot of one-sided political dogma.\u003c/p>\n\u003cp>“Our kids don’t have context to be able to analyze this material, given that it is being taught before world history, before U.S. history,” she said.\u003c/p>\n\u003cp>Criticism of the course didn’t break into the mainstream until May, though, following media coverage and a report from a national parents’ group about the class’ content.\u003c/p>\n\u003cp>Parents Defending Education, which said it aims to protect school districts from “activists imposing harmful agendas,” published an “incident report” criticizing the ethnic studies curriculum’s focus on “white supremacy culture” and support for undocumented immigrants.[aside postID=news_12044768 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-07-BL_qed.jpg']Weeks later, an \u003ca href=\"https://sfstandard.com/2025/05/30/sfusd-new-ethnic-studies-mandate/\">article\u003c/a> published in the \u003cem>San Francisco Standard\u003c/em> said that one lesson plan viewed by parents asked students to role-play as Israeli soldiers putting Palestinians into refugee camps.\u003c/p>\n\u003cp>The \u003cem>San Francisco Chronicle \u003c/em>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-ethic-studies-school-20353723.php\">reported\u003c/a> that a lesson about social movements included as an example the Red Guards, an often-violent militant youth movement that backed Chinese Communist Party leader Mao Zedong during the country’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Aguirre, along with SFUSD ethnic studies teacher Sarita Lavin and a third who requested anonymity for fear of retaliation since they are not tenured, all told KQED they had never used, or heard of any of their colleagues using, those materials in their classrooms.\u003c/p>\n\u003cp>None of the district’s publicly posted ethnic studies materials currently reference such lesson plans, though at least one of the unit curriculum slide decks contains broken links to slides that it said have been deleted, and it’s unclear when or if changes have been made.\u003c/p>\n\u003cp>“That is not something as an ethnic studies department that we are promoting or teaching en masse,” Lavin said. “I think that that’s just been wildly overblown.”\u003c/p>\n\u003cfigure id=\"attachment_12046354\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046354\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Student drawings hang on the wall of a classroom at Balboa High School in San Francisco on April 20, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And not all families have had negative experiences with ethnic studies.\u003c/p>\n\u003cp>Maria Elena Francis said that when her children took the course, they came home from school feeling like they saw themselves reflected in their curriculum for one of the first times ever.\u003c/p>\n\u003cp>“Both of my children are Puerto Rican, Chicano and Indigenous, so they’re multiracial, multi-ethnic, and don’t often hear their different histories in a classroom,” she said.\u003c/p>\n\u003cp>Her son is a rising 11th grader, and her daughter, who took the honors course when she was in high school, graduated from UC Berkeley last month with an ethnic studies degree.\u003c/p>\n\u003cp>“It was important to me, it was important to my husband that we saw them coming back and saying, ‘We learned about this and I made this connection with this person,’” she said. “This program did for my children what I did not have as a student in SFUSD. I had never felt that way … and I’m so glad that my children had a different experience.”\u003c/p>\n\u003ch2>‘We were in the middle of the process’\u003c/h2>\n\u003cp>The teachers who spoke with KQED acknowledged that one of many parents’ resounding concerns with the class was valid: a standardized curriculum for it isn’t complete.\u003c/p>\n\u003cp>According to Aguirre, in the summer of 2021, amid the wider push to expand ethnic studies requirements in the district and across the state, she and other teachers were asked to participate in a working group to develop and vet a more standardized curriculum.\u003c/p>\n\u003cfigure id=\"attachment_12046126\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046126\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They split into small cohorts focused on each of the course’s four units, swapped and refined lesson plans, and came up with a draft for each of the class’s sections throughout the summers of 2021 and 2022.\u003c/p>\n\u003cp>She said the working group had planned to gather to assess their first drafts, give each other feedback and make further changes before delivering a final product.\u003c/p>\n\u003cp>But that never happened.\u003c/p>\n\u003cp>“After the summer of 2022, there was no more money or funding to keep doing the process of making the pilot curriculum,” she said.[aside postID=news_12036406 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250417-HIGHEREDPROTESTS-08-BL-KQED-1020x680.jpg']The work was cut short amid the return to classrooms and mass exodus of district employees after the COVID-19 pandemic and a growing budget deficit, she told KQED.\u003c/p>\n\u003cp>“What’s available right now on the website when you look at SFUSD curriculum is a lot of our draft work,” Aguirre said. “We were in the middle of the process. Project specialists went in and kind of just made it presentable and put it out there.”\u003c/p>\n\u003cp>Those drafts — in the form of Google slide presentations for each of the class’s four units — include writing prompts, in-class group projects, links to articles and external resources that align with the class’s broader focus areas. The specific materials, Aguirre said, are suggestions, not requirements.\u003c/p>\n\u003cp>There is no standardized curriculum for the course, nor is there one for any of the district’s history classes, Aguirre said. Instead, teachers are required to teach based on a bullet-point list of content standards handed down by the state.\u003c/p>\n\u003cp>“It’s not a curriculum … that doesn’t exist,” she said, adding that the textbook she’s been using in her world history courses was developed 20 years ago.\u003c/p>\n\u003ch2>Pausing the course\u003c/h2>\n\u003cp>Despite the pushback that’s plagued the end of the school year, the educators said they went into the summer working on updates to their lesson plans and preparing to teach ethnic studies again in the fall.\u003c/p>\n\u003cp>“Then, about last week, I started hearing murmurs through the different ethnic study teachers that I was already working with over the summer that something might happen and that there was some sort of plan that things might not be the same in the fall,” said the teacher who requested anonymity.\u003c/p>\n\u003cfigure id=\"attachment_12046361\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School District Superintendent Dr. Maria Su speaks during a press conference at the school district offices in San Francisco on April 21, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, a district spokesperson said, “The superintendent is currently in active discussions with principals and various stakeholders regarding high school curriculum and course sequencing for social studies, including Ethnic Studies, in fall 2025.”\u003c/p>\n\u003cp>The district said there was no anticipated change to the ethnic studies graduation requirement, which is mandated by school board policy.\u003c/p>\n\u003cp>“We are committed to keeping our community informed as soon as we have an official update,” the statement said.[aside postID=news_12024203 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/11/005_KQED_StanfordGradUnion_05302023_qed-1020x680.jpg']Ethnic studies teachers told KQED they’re worried that a potential pause could turn into a repeal of the class altogether.\u003c/p>\n\u003cp>“There’s no more teachers on special assignment, nobody’s actually teaching ethnic studies, I’ve heard no talk of work groups, there’s no funding to get teachers together to keep on working on the curriculum … then you run into the same issue about access to resources,” Aguirre said.\u003c/p>\n\u003cp>Alexander said that an audit of the curriculum is a good idea — especially given valid concerns about certain class materials — but he believes the class should continue in the interim.\u003c/p>\n\u003cp>He said that a few years ago, when a group of parents approached the district with concerns about racism in the U.S. history curriculum, prompting an audit, “we didn’t stop teaching U.S. history.”\u003c/p>\n\u003cp>“We analyzed the curriculum and looked at ways that we could improve [it] and make them anti-racist in line with our values,” Alexander told KQED. “That to me seems like the appropriate response when this kind of thing comes up. I’ve never heard of stopping a course because of curriculum concerns.”\u003c/p>\n\u003ch2>A larger movement\u003c/h2>\n\u003cp>The decision comes as the state also seems to be backing away from its push to broaden ethnic studies education.\u003c/p>\n\u003cp>Gov. Gavin Newsom signed legislation in 2021 mandating a semester in the course for all public school students beginning with the class of 2030, who will enter ninth grade in the fall. The same year, the state board of education adopted a model curriculum for the course.\u003c/p>\n\u003cfigure id=\"attachment_12008270\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12008270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/10.02.2024-SB1016-03-scaled-1-e1733162494960.jpg\" alt=\"A white man wearing a suit sits at a desk in an office, writing on a piece of paper with an American flag behind him.\" width=\"2000\" height=\"1300\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom on Sept. 28, 2024. \u003ccite>(Photo Courtesy of Governor of California via Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, California’s current 2025–26 budget plan, which needs to be adopted by the end of this month, doesn’t include funding to implement ethnic studies statewide.\u003c/p>\n\u003cp>Under the 2021 law that created the ethnic studies requirement, the state had to provide money to pay for course materials, teachers and training for the mandate to take effect.\u003c/p>\n\u003cp>At the same time, districts around the Bay Area and the state have also been backing off plans to expand the course in the face of \u003ca href=\"https://www.sfchronicle.com/bayarea/article/palo-alto-ethnic-studies-19588959.php\">legal challenges\u003c/a>, many of which have stemmed from Israel’s war in Gaza and concerns over allegations of \u003ca href=\"https://www.kqed.org/news/12008739/sfusd-antisemitism-training-sparks-controversy-as-some-educators-opt-for-alternative\">antisemitism in schools\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab715\">bill making its way through California’s Legislature\u003c/a> that aims to strengthen protections against discrimination and antisemitism has also been criticized by some teachers and \u003ca href=\"https://ca.cair.com/action/stop-ab-715-in-the-senate-defend-our-classrooms/\">advocacy groups\u003c/a> who worry it could prohibit students from learning about Palestine and human rights more broadly.\u003c/p>\n\u003cp>“The reason why ethnic studies was created in the 1960s in San Francisco was because of the lack of education for students of color about their own identities,” Lavin said. Without ethnic studies, she asked, “Where exactly are those students supposed to get their representation?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "SFUSD Was a Pioneer in Ethnic Studies. Now the Program Could Be Put on Pause | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 3:45 p.m. Friday\u003c/em>\u003c/p>\n\u003cp>After months of mounting pushback, San Francisco’s superintendent of schools is in talks to pause the district’s \u003ca href=\"https://www.kqed.org/news/tag/ethnic-studies\">ethnic studies\u003c/a> program, according to teachers and a member of the school board who have raised concerns over the move.\u003c/p>\n\u003cp>The program — which covers topics including identity, white supremacy, sexuality and social movements — has come under increasing scrutiny from some parents and a national education group that have criticized its course materials as biased and “activist-driven.”\u003c/p>\n\u003cp>Now, Superintendent Maria Su is considering reassigning ninth graders enrolled in the course next fall while the district conducts an audit of the curriculum, according to ethnic studies teachers and school board member Matt Alexander.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They say that the move would deviate from the district’s past protocols for handling curriculum changes and raises concerns about the future of the course, which has been heralded as a success for more than a decade.\u003c/p>\n\u003cp>“We have a course that’s worked for a very long time,” Alexander said. “There doesn’t seem to be any reason for a pause, and it’s something that’s very effective. In fact, it may be the only initiative that we have that actually increases college and career outcomes for students.”\u003c/p>\n\u003ch2>More than a decade of ethnic studies\u003c/h2>\n\u003cp>The San Francisco Unified School District became one of the first in the nation to introduce ethnic studies after its board of education called for creating a dedicated course in 2008. The field, which has roots in Bay Area \u003ca href=\"https://www.kqed.org/news/11830384/how-the-longest-student-strike-in-u-s-history-created-ethnic-studies\">student activism\u003c/a> in the 1960s, includes and examines the experiences of minorities in the United States, typically focusing on the experiences of Indigenous people, as well as Black, Latino and Asian Americans.\u003c/p>\n\u003cp>In 2010, SFUSD launched a pilot program as an elective for high schoolers, which has been offered on all campuses since the 2015–16 school year.\u003c/p>\n\u003cfigure id=\"attachment_11918617\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11918617\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg\" alt=\"Children and adults hold signs at a demonstration to save a Filipino language program.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/IMG_8133-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of students and community members demonstrates outside SFUSD headquarters on June 7, 2022, to protest the district’s plan to downsize the Filipino language program at Longfellow Elementary School. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A \u003ca href=\"https://ed.stanford.edu/news/ninth-grade-ethnic-studies-helped-students-years-stanford-researchers-find\">2021 study\u003c/a> by Stanford’s Graduate School of Education raised the program’s profile when it found that low-achieving students who participated in SFUSD’s course were more likely to attend and be engaged in school, had higher probabilities of graduating and were more likely to go to college. And a new draft study from UC Irvine this year shows that over the 15 years SFUSD has offered the class, taking ethnic studies in ninth grade boosted the GPAs of students throughout their high school careers, especially among those who identify as Black and Latino.\u003c/p>\n\u003cp>The 2021 study persuaded policymakers at the state and local levels. That year, California lawmakers enacted a mandate for public schools to require a semester of ethnic studies, which is set to take effect in 2025. That same year, the San Francisco school board passed legislation making the two-semester course a graduation requirement, beginning with ninth graders entering high school in the fall of 2024.\u003c/p>\n\u003cp>But one year after lawmakers passed those measures, three of the school board members who backed the SFUSD plan — and other social justice-oriented changes within the district, including renaming schools and eliminating merit-based admissions at Lowell High School — were overwhelmingly recalled. The contentious vote followed a swell of criticism from parents, particularly in the Asian American community.\u003c/p>\n\u003ch2>Parents and advocacy groups push back\u003c/h2>\n\u003cp>Samantha Aguirre, who has taught ethnic studies in SFUSD since 2015, said she had not heard widespread pushback specifically about the course until this year.\u003c/p>\n\u003cp>One parent, Vivian Safrin, began raising concerns about the curriculum to district officials last year, after she said she was shown class materials that concerned her.\u003c/p>\n\u003cfigure id=\"attachment_12036911\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12036911\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250418-SFUSD-06-BL-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[Ethnic studies] is supposed to be an opportunity for students to learn about the histories, cultures, struggles and contributions of ethnic groups in California,” she said. “And at this time, the course in San Francisco is a lot of one-sided political dogma.\u003c/p>\n\u003cp>“Our kids don’t have context to be able to analyze this material, given that it is being taught before world history, before U.S. history,” she said.\u003c/p>\n\u003cp>Criticism of the course didn’t break into the mainstream until May, though, following media coverage and a report from a national parents’ group about the class’ content.\u003c/p>\n\u003cp>Parents Defending Education, which said it aims to protect school districts from “activists imposing harmful agendas,” published an “incident report” criticizing the ethnic studies curriculum’s focus on “white supremacy culture” and support for undocumented immigrants.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Weeks later, an \u003ca href=\"https://sfstandard.com/2025/05/30/sfusd-new-ethnic-studies-mandate/\">article\u003c/a> published in the \u003cem>San Francisco Standard\u003c/em> said that one lesson plan viewed by parents asked students to role-play as Israeli soldiers putting Palestinians into refugee camps.\u003c/p>\n\u003cp>The \u003cem>San Francisco Chronicle \u003c/em>\u003ca href=\"https://www.sfchronicle.com/bayarea/article/sfusd-ethic-studies-school-20353723.php\">reported\u003c/a> that a lesson about social movements included as an example the Red Guards, an often-violent militant youth movement that backed Chinese Communist Party leader Mao Zedong during the country’s cultural revolution in the 1960s.\u003c/p>\n\u003cp>Aguirre, along with SFUSD ethnic studies teacher Sarita Lavin and a third who requested anonymity for fear of retaliation since they are not tenured, all told KQED they had never used, or heard of any of their colleagues using, those materials in their classrooms.\u003c/p>\n\u003cp>None of the district’s publicly posted ethnic studies materials currently reference such lesson plans, though at least one of the unit curriculum slide decks contains broken links to slides that it said have been deleted, and it’s unclear when or if changes have been made.\u003c/p>\n\u003cp>“That is not something as an ethnic studies department that we are promoting or teaching en masse,” Lavin said. “I think that that’s just been wildly overblown.”\u003c/p>\n\u003cfigure id=\"attachment_12046354\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046354\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/001_KQED_MichaelRosenbergBalboaHS_04202023_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Student drawings hang on the wall of a classroom at Balboa High School in San Francisco on April 20, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And not all families have had negative experiences with ethnic studies.\u003c/p>\n\u003cp>Maria Elena Francis said that when her children took the course, they came home from school feeling like they saw themselves reflected in their curriculum for one of the first times ever.\u003c/p>\n\u003cp>“Both of my children are Puerto Rican, Chicano and Indigenous, so they’re multiracial, multi-ethnic, and don’t often hear their different histories in a classroom,” she said.\u003c/p>\n\u003cp>Her son is a rising 11th grader, and her daughter, who took the honors course when she was in high school, graduated from UC Berkeley last month with an ethnic studies degree.\u003c/p>\n\u003cp>“It was important to me, it was important to my husband that we saw them coming back and saying, ‘We learned about this and I made this connection with this person,’” she said. “This program did for my children what I did not have as a student in SFUSD. I had never felt that way … and I’m so glad that my children had a different experience.”\u003c/p>\n\u003ch2>‘We were in the middle of the process’\u003c/h2>\n\u003cp>The teachers who spoke with KQED acknowledged that one of many parents’ resounding concerns with the class was valid: a standardized curriculum for it isn’t complete.\u003c/p>\n\u003cp>According to Aguirre, in the summer of 2021, amid the wider push to expand ethnic studies requirements in the district and across the state, she and other teachers were asked to participate in a working group to develop and vet a more standardized curriculum.\u003c/p>\n\u003cfigure id=\"attachment_12046126\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046126\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250418-SFUSD-01-BL_qed-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">The San Francisco Unified School District Administrative Offices in San Francisco on April 18, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They split into small cohorts focused on each of the course’s four units, swapped and refined lesson plans, and came up with a draft for each of the class’s sections throughout the summers of 2021 and 2022.\u003c/p>\n\u003cp>She said the working group had planned to gather to assess their first drafts, give each other feedback and make further changes before delivering a final product.\u003c/p>\n\u003cp>But that never happened.\u003c/p>\n\u003cp>“After the summer of 2022, there was no more money or funding to keep doing the process of making the pilot curriculum,” she said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The work was cut short amid the return to classrooms and mass exodus of district employees after the COVID-19 pandemic and a growing budget deficit, she told KQED.\u003c/p>\n\u003cp>“What’s available right now on the website when you look at SFUSD curriculum is a lot of our draft work,” Aguirre said. “We were in the middle of the process. Project specialists went in and kind of just made it presentable and put it out there.”\u003c/p>\n\u003cp>Those drafts — in the form of Google slide presentations for each of the class’s four units — include writing prompts, in-class group projects, links to articles and external resources that align with the class’s broader focus areas. The specific materials, Aguirre said, are suggestions, not requirements.\u003c/p>\n\u003cp>There is no standardized curriculum for the course, nor is there one for any of the district’s history classes, Aguirre said. Instead, teachers are required to teach based on a bullet-point list of content standards handed down by the state.\u003c/p>\n\u003cp>“It’s not a curriculum … that doesn’t exist,” she said, adding that the textbook she’s been using in her world history courses was developed 20 years ago.\u003c/p>\n\u003ch2>Pausing the course\u003c/h2>\n\u003cp>Despite the pushback that’s plagued the end of the school year, the educators said they went into the summer working on updates to their lesson plans and preparing to teach ethnic studies again in the fall.\u003c/p>\n\u003cp>“Then, about last week, I started hearing murmurs through the different ethnic study teachers that I was already working with over the summer that something might happen and that there was some sort of plan that things might not be the same in the fall,” said the teacher who requested anonymity.\u003c/p>\n\u003cfigure id=\"attachment_12046361\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12046361\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/06/250421-SFUSDCentralCuts-06-BL_qed-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School District Superintendent Dr. Maria Su speaks during a press conference at the school district offices in San Francisco on April 21, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, a district spokesperson said, “The superintendent is currently in active discussions with principals and various stakeholders regarding high school curriculum and course sequencing for social studies, including Ethnic Studies, in fall 2025.”\u003c/p>\n\u003cp>The district said there was no anticipated change to the ethnic studies graduation requirement, which is mandated by school board policy.\u003c/p>\n\u003cp>“We are committed to keeping our community informed as soon as we have an official update,” the statement said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Ethnic studies teachers told KQED they’re worried that a potential pause could turn into a repeal of the class altogether.\u003c/p>\n\u003cp>“There’s no more teachers on special assignment, nobody’s actually teaching ethnic studies, I’ve heard no talk of work groups, there’s no funding to get teachers together to keep on working on the curriculum … then you run into the same issue about access to resources,” Aguirre said.\u003c/p>\n\u003cp>Alexander said that an audit of the curriculum is a good idea — especially given valid concerns about certain class materials — but he believes the class should continue in the interim.\u003c/p>\n\u003cp>He said that a few years ago, when a group of parents approached the district with concerns about racism in the U.S. history curriculum, prompting an audit, “we didn’t stop teaching U.S. history.”\u003c/p>\n\u003cp>“We analyzed the curriculum and looked at ways that we could improve [it] and make them anti-racist in line with our values,” Alexander told KQED. “That to me seems like the appropriate response when this kind of thing comes up. I’ve never heard of stopping a course because of curriculum concerns.”\u003c/p>\n\u003ch2>A larger movement\u003c/h2>\n\u003cp>The decision comes as the state also seems to be backing away from its push to broaden ethnic studies education.\u003c/p>\n\u003cp>Gov. Gavin Newsom signed legislation in 2021 mandating a semester in the course for all public school students beginning with the class of 2030, who will enter ninth grade in the fall. The same year, the state board of education adopted a model curriculum for the course.\u003c/p>\n\u003cfigure id=\"attachment_12008270\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12008270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/10/10.02.2024-SB1016-03-scaled-1-e1733162494960.jpg\" alt=\"A white man wearing a suit sits at a desk in an office, writing on a piece of paper with an American flag behind him.\" width=\"2000\" height=\"1300\">\u003cfigcaption class=\"wp-caption-text\">Gov. Gavin Newsom on Sept. 28, 2024. \u003ccite>(Photo Courtesy of Governor of California via Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>However, California’s current 2025–26 budget plan, which needs to be adopted by the end of this month, doesn’t include funding to implement ethnic studies statewide.\u003c/p>\n\u003cp>Under the 2021 law that created the ethnic studies requirement, the state had to provide money to pay for course materials, teachers and training for the mandate to take effect.\u003c/p>\n\u003cp>At the same time, districts around the Bay Area and the state have also been backing off plans to expand the course in the face of \u003ca href=\"https://www.sfchronicle.com/bayarea/article/palo-alto-ethnic-studies-19588959.php\">legal challenges\u003c/a>, many of which have stemmed from Israel’s war in Gaza and concerns over allegations of \u003ca href=\"https://www.kqed.org/news/12008739/sfusd-antisemitism-training-sparks-controversy-as-some-educators-opt-for-alternative\">antisemitism in schools\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab715\">bill making its way through California’s Legislature\u003c/a> that aims to strengthen protections against discrimination and antisemitism has also been criticized by some teachers and \u003ca href=\"https://ca.cair.com/action/stop-ab-715-in-the-senate-defend-our-classrooms/\">advocacy groups\u003c/a> who worry it could prohibit students from learning about Palestine and human rights more broadly.\u003c/p>\n\u003cp>“The reason why ethnic studies was created in the 1960s in San Francisco was because of the lack of education for students of color about their own identities,” Lavin said. Without ethnic studies, she asked, “Where exactly are those students supposed to get their representation?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>While San Francisco public schools will avoid teacher layoffs thanks to \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">hundreds of buyouts \u003c/a>offered this spring, the district’s work to make significant budget cuts as painless as possible has left schools needing to fill about 150 classroom positions before next fall.\u003c/p>\n\u003cp>According to tentative budget documents district officials plan to present to the school board on Tuesday evening, the early retirement plan will save the district more than $7.5 million through educator buyouts, and layoffs in the administrative central office total more than $28 million in spending reductions, although those numbers could change since the district temporarily reopened buyout applications in April.\u003c/p>\n\u003cp>However, the staffing changes also leave the district with classroom vacancies to fill and strict limits on how to fill them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The efforts that the leadership took to close the deficit in the ‘easiest pill to swallow’ way … [mean that] right now there are hundreds of positions because of the shuffling [that] need to be filled this spring,” said Meredith Dodson, the executive director of advocacy group San Francisco Parents. “But the state is preventing them from doing any external hiring.”\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a>’s hiring process comes at the end of a whirlwind school year marked by a botched school closure plan, a new superintendent and public scrutiny tied up in the city’s contentious election cycle. This year, the district must make $114 million in budget cuts to avoid state takeover after years of overspending, and it has faced mounting pressure to do so without cutting teachers or classrooms.\u003c/p>\n\u003cfigure id=\"attachment_12039959\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12039959 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed.jpg\" alt=\"\" width=\"2000\" height=\"1331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-1920x1278.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Meredith Willa Dodson from Decreasing the Distance speaks during a rally to reopen San Francisco Unified Schools at City Hall in San Francisco on March 13, 2021, on the first anniversary of school buildings being closed. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Because of the budget shortfall, SFUSD has been under heightened state oversight since last May, including a hiring freeze that requires state advisors to approve any district plans to bring in new staff. Earlier this month, the California Department of Education partially lifted that freeze, allowing SFUSD to begin hiring eligible internal employees for classroom positions after they were affected by layoffs in the central office or cuts to other special assignment roles and offering renewals to temporary teachers on one-year contracts.\u003c/p>\n\u003cp>But Dodson said that if the district is not allowed to recruit candidates from outside, whether those vacancies get filled fully depends on where teachers want to work — and if they choose to remain at SFUSD at all.\u003c/p>\n\u003cp>“There is the challenge of a principal being like, ‘Wait, it’s the end of the year, I need to fill my school for the next year,’ and they’re not being allowed to,” she told KQED. “It’s really bad, especially for those high priority, high need schools, [that] are typically the schools that are harder to staff.”[aside postID=news_12039737 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/OaklandSchoolChildren-1020x696.jpg']Even if the district is allowed to begin hiring externally and fills its classroom roles, it is still set to have \u003ca href=\"https://www.kqed.org/news/12031347/san-francisco-schools-may-cut-staff-face-backlash-over-new-hiring-limits\">hundreds fewer staff members next year\u003c/a> and lose some of its most experienced teachers to early retirement.\u003c/p>\n\u003cp>Dodson said parents are especially worried about “the cuts in para[educators], the cuts in counselors.”\u003c/p>\n\u003cp>“You can’t have counselors with hundreds and hundreds of kids on their caseload; they’ll never be able to meet with them all,” she said. “And then, of course, paras [serve] our kids in special education who need that additional support. There are a lot of concerns about some of those cuts that we’re seeing.”\u003c/p>\n\u003cp>Superintendent Maria Su recently said SFUSD is \u003ca href=\"https://www.kqed.org/news/12036914/more-sfusd-layoffs-to-target-central-office-bringing-budget-gap-closer-to-zero\">within $10 million\u003c/a> of balancing this year’s shortfall, but the district isn’t out of the woods financially in the long term.\u003c/p>\n\u003cp>It is forecasting deficits in the tens of millions in each of the next three years. Those projections would spend down the majority of SFUSD’s restricted and unrestricted fund balances and wipe out its rainy day reserves, and they don’t reflect any salary increases that could be negotiated with employee unions.\u003c/p>\n\u003cp>The district said some of the excess spending it plans to do in the next few years allows it to utilize one-time money in its restricted fund, but it will need to make more reductions as that money is spent.\u003c/p>\n\u003cp>“The Fiscal Stabilization Plan has a significant positive impact on our financial forecast, but additional steps will be necessary to achieve sustainability in the long term,” according to district documents.\u003c/p>\n\u003cp>Dodson said the district’s new leadership is making strides in the right direction, but without better collaboration with the state, long-term problems will continue to loom.\u003c/p>\n\u003cp>“We need to see the state giving San Francisco Unified a little more carrot and a little less stick,” she said. “If they don’t allow principals to hire to fill classrooms, then the state is as much responsible as our district for denying kids a quality education.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>While San Francisco public schools will avoid teacher layoffs thanks to \u003ca href=\"https://www.kqed.org/news/12017631/embattled-sf-school-district-offer-hundreds-buyouts-potential-layoffs\">hundreds of buyouts \u003c/a>offered this spring, the district’s work to make significant budget cuts as painless as possible has left schools needing to fill about 150 classroom positions before next fall.\u003c/p>\n\u003cp>According to tentative budget documents district officials plan to present to the school board on Tuesday evening, the early retirement plan will save the district more than $7.5 million through educator buyouts, and layoffs in the administrative central office total more than $28 million in spending reductions, although those numbers could change since the district temporarily reopened buyout applications in April.\u003c/p>\n\u003cp>However, the staffing changes also leave the district with classroom vacancies to fill and strict limits on how to fill them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The efforts that the leadership took to close the deficit in the ‘easiest pill to swallow’ way … [mean that] right now there are hundreds of positions because of the shuffling [that] need to be filled this spring,” said Meredith Dodson, the executive director of advocacy group San Francisco Parents. “But the state is preventing them from doing any external hiring.”\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/tag/sfusd\">San Francisco Unified School District\u003c/a>’s hiring process comes at the end of a whirlwind school year marked by a botched school closure plan, a new superintendent and public scrutiny tied up in the city’s contentious election cycle. This year, the district must make $114 million in budget cuts to avoid state takeover after years of overspending, and it has faced mounting pressure to do so without cutting teachers or classrooms.\u003c/p>\n\u003cfigure id=\"attachment_12039959\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12039959 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed.jpg\" alt=\"\" width=\"2000\" height=\"1331\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-800x532.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-160x106.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/05/052_SanFrancisco_ReopenSchoolsMarch_03132021_qed-1920x1278.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Meredith Willa Dodson from Decreasing the Distance speaks during a rally to reopen San Francisco Unified Schools at City Hall in San Francisco on March 13, 2021, on the first anniversary of school buildings being closed. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Because of the budget shortfall, SFUSD has been under heightened state oversight since last May, including a hiring freeze that requires state advisors to approve any district plans to bring in new staff. Earlier this month, the California Department of Education partially lifted that freeze, allowing SFUSD to begin hiring eligible internal employees for classroom positions after they were affected by layoffs in the central office or cuts to other special assignment roles and offering renewals to temporary teachers on one-year contracts.\u003c/p>\n\u003cp>But Dodson said that if the district is not allowed to recruit candidates from outside, whether those vacancies get filled fully depends on where teachers want to work — and if they choose to remain at SFUSD at all.\u003c/p>\n\u003cp>“There is the challenge of a principal being like, ‘Wait, it’s the end of the year, I need to fill my school for the next year,’ and they’re not being allowed to,” she told KQED. “It’s really bad, especially for those high priority, high need schools, [that] are typically the schools that are harder to staff.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Even if the district is allowed to begin hiring externally and fills its classroom roles, it is still set to have \u003ca href=\"https://www.kqed.org/news/12031347/san-francisco-schools-may-cut-staff-face-backlash-over-new-hiring-limits\">hundreds fewer staff members next year\u003c/a> and lose some of its most experienced teachers to early retirement.\u003c/p>\n\u003cp>Dodson said parents are especially worried about “the cuts in para[educators], the cuts in counselors.”\u003c/p>\n\u003cp>“You can’t have counselors with hundreds and hundreds of kids on their caseload; they’ll never be able to meet with them all,” she said. “And then, of course, paras [serve] our kids in special education who need that additional support. There are a lot of concerns about some of those cuts that we’re seeing.”\u003c/p>\n\u003cp>Superintendent Maria Su recently said SFUSD is \u003ca href=\"https://www.kqed.org/news/12036914/more-sfusd-layoffs-to-target-central-office-bringing-budget-gap-closer-to-zero\">within $10 million\u003c/a> of balancing this year’s shortfall, but the district isn’t out of the woods financially in the long term.\u003c/p>\n\u003cp>It is forecasting deficits in the tens of millions in each of the next three years. Those projections would spend down the majority of SFUSD’s restricted and unrestricted fund balances and wipe out its rainy day reserves, and they don’t reflect any salary increases that could be negotiated with employee unions.\u003c/p>\n\u003cp>The district said some of the excess spending it plans to do in the next few years allows it to utilize one-time money in its restricted fund, but it will need to make more reductions as that money is spent.\u003c/p>\n\u003cp>“The Fiscal Stabilization Plan has a significant positive impact on our financial forecast, but additional steps will be necessary to achieve sustainability in the long term,” according to district documents.\u003c/p>\n\u003cp>Dodson said the district’s new leadership is making strides in the right direction, but without better collaboration with the state, long-term problems will continue to loom.\u003c/p>\n\u003cp>“We need to see the state giving San Francisco Unified a little more carrot and a little less stick,” she said. “If they don’t allow principals to hire to fill classrooms, then the state is as much responsible as our district for denying kids a quality education.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "SF Teachers Occupy District Headquarters Overnight to Protest Missed Paychecks and Payroll Glitches",
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"content": "\u003cp>About 20 San Francisco Unified School District teachers and staff camped out with sleeping bags in district offices Monday night, demanding administrators fix payroll system glitches that have caused major paycheck delays for hundreds of educators.\u003c/p>\n\u003cp>“We have exhausted our patience,” said Cassondra Curiel, president of the United Educators of San Francisco, the union representing district teachers. “Folks like to say teachers are heroes and angels. We are people. We are parents. We are renters. We are roommates and we are workers. We are professionals. And we must be paid.”\u003c/p>\n\u003cfigure id=\"attachment_11908199\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11908199 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022.jpg\" alt=\"UESF President Cassondra Curiel brings a box of complaints to SFUSD Superintendent Vincent Matthews\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">United Educators of San Francisco President Cassondra Curiel with a box of complaint letters, which she delivered to SFUSD Superintendent Vincent Matthews, on March 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Following a larger rally outside the district’s Franklin Street headquarters, Curiel led the small group into the building and delivered a box of letters from teachers to Superintendent Vincent Matthews, excoriating the district’s handling of the payroll issue.\u003c/p>\n\u003cp>As many as 1,500 educators in the San Francisco school district \u003ca href=\"https://www.kqed.org/news/11907979/sf-school-district-apologizes-for-not-paying-underpaying-hundreds-of-teachers-but-the-problem-persists\">may not have received their full paychecks\u003c/a> or haven’t been paid at all over the last month, according to the union, which represents some 6,500 educators. The problem stems from the district switching to a new accounting system, but may also speak to deeper troubles in its finance department.\u003c/p>\n\u003cfigure id=\"attachment_11908251\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11908251\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg\" alt=\"Several people put down sleeping bags on the floor of an office.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco teachers lay out sleeping bags on the floor of the district’s headquarters on March 14, 2022, to protest a botched payroll system that left many staff underpaid. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The turmoil comes as the district and school board leadership are under intense scrutiny for their inability to successfully manage finances.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Inside district headquarters Monday evening, Matthews spoke with the teacher delegation for roughly 20 minutes, repeatedly apologizing for the disastrous rollout of the new payroll system.\u003c/p>\n\u003cp>https://twitter.com/SFNewsReporter/status/1503529093052067841\u003c/p>\n\u003cp>“We have failed you,” Matthews said. “There is no way that any of you should have had to come down here with sleeping bags to say, ‘Pay us.’ That just shouldn’t happen.”\u003c/p>\n\u003cp>Matthews said district Chief Technology Officer Melissa Dodd is now overseeing the new payroll system, replacing Deputy Superintendent Myong Leigh, who had been leading the rollout effort.\u003c/p>\n\u003cfigure id=\"attachment_11908272\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11908272\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg\" alt=\"A man in with a face mask talks to a small group of people.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD Superintendent Vincent Matthews apologizes to teachers at district headquarters on March 14, 2022, during a protest over payroll glitches, that left hundreds of staff without full compensation. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And he has quadrupled the number of staff in the payroll department, from five to 20, he said.\u003c/p>\n\u003cp>The district’s top priority now is issuing back pay to teachers, he added, promising a full accounting of what went wrong.\u003c/p>\n\u003cp>“The answer to that question will lead to much more accountability and people being held accountable,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11908252\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11908252\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg\" alt=\"Protestors hold signs on a street, demanding payment.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco teachers and their supporters gather in front of district headquarters on March 14, 2022, to protest the district’s mismanaged payroll system. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that mea culpa is unlikely to appease the union, which has threatened a class-action lawsuit against the district.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You can’t take an apology to the bank,” said Stewart Weinberg, an attorney for the union.\u003c/p>\n\n",
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"excerpt": "Hundreds of San Francisco teachers have not received their full paychecks or haven't been paid at all over the last month due to major glitches in the district's new payroll system.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>About 20 San Francisco Unified School District teachers and staff camped out with sleeping bags in district offices Monday night, demanding administrators fix payroll system glitches that have caused major paycheck delays for hundreds of educators.\u003c/p>\n\u003cp>“We have exhausted our patience,” said Cassondra Curiel, president of the United Educators of San Francisco, the union representing district teachers. “Folks like to say teachers are heroes and angels. We are people. We are parents. We are renters. We are roommates and we are workers. We are professionals. And we must be paid.”\u003c/p>\n\u003cfigure id=\"attachment_11908199\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11908199 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022.jpg\" alt=\"UESF President Cassondra Curiel brings a box of complaints to SFUSD Superintendent Vincent Matthews\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">United Educators of San Francisco President Cassondra Curiel with a box of complaint letters, which she delivered to SFUSD Superintendent Vincent Matthews, on March 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Following a larger rally outside the district’s Franklin Street headquarters, Curiel led the small group into the building and delivered a box of letters from teachers to Superintendent Vincent Matthews, excoriating the district’s handling of the payroll issue.\u003c/p>\n\u003cp>As many as 1,500 educators in the San Francisco school district \u003ca href=\"https://www.kqed.org/news/11907979/sf-school-district-apologizes-for-not-paying-underpaying-hundreds-of-teachers-but-the-problem-persists\">may not have received their full paychecks\u003c/a> or haven’t been paid at all over the last month, according to the union, which represents some 6,500 educators. The problem stems from the district switching to a new accounting system, but may also speak to deeper troubles in its finance department.\u003c/p>\n\u003cfigure id=\"attachment_11908251\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11908251\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg\" alt=\"Several people put down sleeping bags on the floor of an office.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco teachers lay out sleeping bags on the floor of the district’s headquarters on March 14, 2022, to protest a botched payroll system that left many staff underpaid. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The turmoil comes as the district and school board leadership are under intense scrutiny for their inability to successfully manage finances.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“We have failed you,” Matthews said. “There is no way that any of you should have had to come down here with sleeping bags to say, ‘Pay us.’ That just shouldn’t happen.”\u003c/p>\n\u003cp>Matthews said district Chief Technology Officer Melissa Dodd is now overseeing the new payroll system, replacing Deputy Superintendent Myong Leigh, who had been leading the rollout effort.\u003c/p>\n\u003cfigure id=\"attachment_11908272\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11908272\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg\" alt=\"A man in with a face mask talks to a small group of people.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD Superintendent Vincent Matthews apologizes to teachers at district headquarters on March 14, 2022, during a protest over payroll glitches, that left hundreds of staff without full compensation. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And he has quadrupled the number of staff in the payroll department, from five to 20, he said.\u003c/p>\n\u003cp>The district’s top priority now is issuing back pay to teachers, he added, promising a full accounting of what went wrong.\u003c/p>\n\u003cp>“The answer to that question will lead to much more accountability and people being held accountable,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11908252\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11908252\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg\" alt=\"Protestors hold signs on a street, demanding payment.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco teachers and their supporters gather in front of district headquarters on March 14, 2022, to protest the district’s mismanaged payroll system. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that mea culpa is unlikely to appease the union, which has threatened a class-action lawsuit against the district.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You can’t take an apology to the bank,” said Stewart Weinberg, an attorney for the union.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-the-san-francisco-school-lottery-works-and-how-it-doesnt-2",
"title": "How the San Francisco School Lottery Works, And How It Doesn't",
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"headTitle": "How the San Francisco School Lottery Works, And How It Doesn’t | KQED",
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"content": "\u003cp>\u003cem>Update: On Sept. 25, 2018, three school board members brought forward a resolution calling for the \u003ca href=\"https://www.kqed.org/news/11693522/two-s-f-school-board-commissioners-to-introduce-resolution-ending-lottery-system\" rel=\"noopener\" target=\"_blank\">end of the current student assignment system\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[dropcap]L[/dropcap]aurel Gaddie and Lamont Lucas try to conduct life as locally as possible. They live in San Francisco’s Duboce Triangle and don’t own a car. They shop locally and walk, bike or ride public transportation when they need to get around. So when it came to finding a kindergarten for their son, Kelvin, local was a priority.\u003c/p>\n\u003cp>[baycuriousbug]\u003c/p>\n\u003cp>“Proximity was the most important thing and diversity was a close second,” Gaddie said. “We wanted our kids to meet kids from different communities. And third, we were hoping for a Spanish-immersion program.”\u003c/p>\n\u003cp>The schools that fit those criteria weren’t the most popular ones in San Francisco, so Gaddie felt pretty confident that she’d get something she wanted. But, to make sure, she took \u003ca href=\"http://www.sfkfiles.com/2014/11/what-are-your-best-sf-school-enrollment.html\" target=\"_blank\" rel=\"noopener\">some advice\u003c/a> about how to list her choices.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>By The Numbers\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-11641324\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png\" alt=\"\" width=\"350\" height=\"223\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-800x510.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-240x153.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-375x239.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-520x331.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM.png 863w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/p>\n\u003cp>We analyzed 2017-2018 kindergarten assignment data to see how common parental tactics play out. \u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">See what we found.\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>“We read a lot on the internet about how to game the system, this famous San Francisco lottery system,” Gaddie said. “And we kind of crafted our first lottery list around that. We listed 17 different schools, only a handful of which we really wanted.”\u003c/p>\n\u003cp>The first-round assignment offers came out in March. “We were shocked to find we were assigned to something that was not on our list and not in our neighborhood,” Gaddie said.\u003c/p>\n\u003cp>This is the nightmare of many San Francisco families looking to enroll their children in public school. For many, San Francisco Unified School District’s (SFUSD) \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/application-process.html\" target=\"_blank\" rel=\"noopener\">student assignment system\u003c/a> — called the lottery by many — is a mixture of overwhelming, stressful and baffling.\u003c/p>\n\u003cp>In many places around the country, where a child lives determines where he or she goes to school. San Francisco doesn’t do that because of segregated housing patterns. Creating diverse schools is a district goal.\u003c/p>\n\u003cp>“Your opportunity to go to a school shouldn’t be determined by your home address, just like your opportunity to go to a library or a public park shouldn’t be determined by your home address,” said Orla O’Keeffe, chief of policy and operations for SFUSD.\u003c/p>\n\u003cfigure id=\"attachment_11641272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11641272\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">McKinley Elementary is in Laurel Gaddie’s neighborhood and was on her list, but her son didn’t receive any of their choices in the first round of the San Francisco school lottery. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The lottery as we know it today is the product of \u003ca href=\"http://sfpublicpress.org/news/2015-02/as-courts-flip-flopped-on-school-integration-diversity-has-remained-elusive\" target=\"_blank\" rel=\"noopener\">more than 40 years of trying to solve the problem\u003c/a> of segregated schools. In the 1970s, SFUSD tried bussing kids from one neighborhood to another, but parents hated that and many left the district altogether. Next the district tried a combination of parental choice and racial quotas, trying to find a balance between the autonomy parents craved and integration. But race-based admissions were \u003ca href=\"http://www.nytimes.com/1999/02/16/us/lawsuit-could-decide-future-desegregation-efforts-san-francisco-schools.html\" target=\"_blank\" rel=\"noopener\">challenged in court\u003c/a> and the district had to drop the quota system altogether.\u003c/p>\n\u003cp>The current lottery system tries to balance parental choice with the district’s goals of integrated schools. It puts the onus of \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-find-a-school.html\" target=\"_blank\" rel=\"noopener\">researching and visiting schools \u003c/a>on parents, who then list their choices and submit an application to the district office in person. The district prepares student files and puts them into an algorithm programmed to \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/apply-for-elementary-school.html\" target=\"_blank\" rel=\"noopener\">give priority to a few select groups\u003c/a>.\u003c/p>\n\u003ch3>How it works\u003c/h3>\n\u003cp>The algorithm randomly selects a school and then looks at all the students who listed that school as a choice anywhere on their list and puts them in a pool together. The computer then fills the available spots at the school based on tiebreakers. The tiebreakers are:\u003c/p>\n\u003col>\n\u003cli>Sibling preference — if the student already has a sibling at the school.\u003c/li>\n\u003cli>\u003ca href=\"http://enrollinschool.org/lookup/\" target=\"_blank\" rel=\"noopener\">Census Tract Integration Preference\u003c/a> (CTIP) — kids who live in parts of the city with the worst test scores.\u003c/li>\n\u003cli>Attendance area — kids who live in the designated attendance area for that school.\u003c/li>\n\u003c/ol>\n\u003cp>If there are more spots at the school after all the kids with tiebreakers have been placed, the algorithm fills the remainder randomly from the pool of people who requested it.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>This same process happens for every school until the only schools with open spots are ones that none of the remaining unassigned children listed. At this point in the process, some kids might have been tentatively assigned to more than one school because they had strong tiebreakers. This is when the algorithm takes into account where a school was ranked on the student’s list. It drops the child from every school except the highest-ranked choice. Now there are open spots again, which the algorithm fills from the group of kids who have not been assigned any school yet.\u003c/p>\n\u003cp>At this point, the district built in something called a “swapping mechanism” on the advice of some economists who said it would help prevent parents from trying to “game the system.” During the swapping phase, the algorithm sees if there are any two children who could both be happier if they trade their spots. The district says the \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/enroll/files/Presentation_Dec_7_2017_reduced_size.pdf\" target=\"_blank\" rel=\"noopener\">swapping mechanism affected 10 percent of Round 1 kindergarten\u003c/a> offers in the 2017-18 school year.\u003c/p>\n\u003cp>After all that, there are still some unlucky kids who haven’t been assigned to a school. They didn’t get any of their choices, so the district places them in a school with open spots based on proximity to their home address.\u003c/p>\n\u003cp>The district sends the first-round assignments in March, at which point parents can either decide to enroll in the school they received or enter the second round of the lottery. People who miss the deadline can also enter in the second round, but the number of options is smaller because some portion of families took their first-round offer.\u003c/p>\n\u003cp>If parents still don’t get a school they are happy with after the second round, they can put their child on the waitlist for one school, in case a child enrolled there leaves. Some kids do get into their first-choice school at the last minute this way. If a child receives an offer off the waitlist, she has to take it, even if she’s already happy at a different school.\u003c/p>\n\u003ch3>How do parents feel about it?\u003c/h3>\n\u003cp>Some parents feel this lottery system is \u003ca href=\"https://ww2.kqed.org/news/2015/03/17/anxious-parents-try-to-game-system-in-san-francisco-school-lottery/\" target=\"_blank\" rel=\"noopener\">overly complicated and stressful \u003c/a>to families, but for others, CTIP is the only way that their children can access better schools. Raquel Knighten lives in the Bayview, but sends her kids to Rooftop, a highly coveted school on Twin Peaks. Her two kids ride a school bus to get there every day.\u003c/p>\n\u003cp>Knighten wishes the schools in her neighborhood were better, so that she didn’t feel forced to send her kids far away. She’d like the luxury other parents seem to have, choosing schools based on language programs or a focus on the arts. She’s just glad her kids aren’t going to an underperforming school.\u003c/p>\n\u003cp>“There’s a lot of anxiety, but I think overall, it’s a much better feeling than, ‘Your child has to go to this school.’ And you have no options,” Knighten said. She’s frustrated with parents who complain about the lottery without considering what that choice means to other families.\u003c/p>\n\u003cp>“I think a lot of parents are selfish,” Knighten said. “They only think about things and worry about stuff when it applies to their children. And they don’t care how it affects other people’s children. I think overall as parents we should be concerned about every child getting an adequate education because every generation goes to the future.”\u003c/p>\n\u003cp>She’s glad the school district makes an effort to prioritize diversity at its schools.\u003c/p>\n\u003cp>[baycuriouspodcastinfo]\u003c/p>\n\u003cp>“I just think we have to teach each other to be more accepting, and you can’t do that if you’re not around people who don’t look like you,” she said.\u003c/p>\n\u003cp>Knighten chose Rooftop because she had heard from other parents that it was one of the best schools in the city. But parents are making very individual choices about where to send their kids based on geography, work schedules, after-school programming, start times, language programs and more.\u003c/p>\n\u003cp>Heather Dobbins missed the first-round deadline when her son, Keegan, was applying to kindergarten. Keegan was assigned a school Dobbins didn’t want, so she put him in private school. That didn’t work out and Dobbins ended up home-schooling her son for several months. She entered the public school lottery again for first grade and got the same school — Cobb Elementary. This time she gave it a chance and her son loves it.\u003c/p>\n\u003cp>“Now we know, look for the schools that have what you need, rather than the top 10 schools on everybody’s list,” Dobbins. She admits in her initial kindergarten search she was close-minded about what a “good” school looks like, but her experience at Cobb has taught her that lots of schools can offer a good fit. But she hasn’t changed her mind about one thing — she still hates the lottery system.\u003c/p>\n\u003cp>“It’s a burden on every parent, and I’m amazed that more kids don’t go unenrolled,” Dobbins said.\u003c/p>\n\u003cp>Other parents had a variety of opinions about the lottery. Some didn’t think it was that big a deal — just turn the forms in on time. Others, similar to Raquel Knighten, know that where they live gives them a preference in the lottery, and were weighing choices carefully.\u003c/p>\n\u003cp>Mink Lincoln-Price has been very worried about how her African-American sons will fare in school. She’s watches the news and sees the reports about how schools are failing black boys. When she visits schools, she’s looking to make sure the leadership understands that this achievement gap is a problem. She wants to hear that principals are actively addressing implicit bias on campus.\u003c/p>\n\u003cp>“For me it’s really about the academics,” Lincoln-Price said. “Of course I would like them to go to a school where they could have friends that look like them, but of course you can make friends with anybody. Because honestly if they do go to a school with a majority of the kids that look like them, most likely there won’t be any money at that school.”\u003c/p>\n\u003cfigure id=\"attachment_11641267\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11641267 size-large\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Mink Lincoln-Price has been visiting schools to find out how principals plan to address the \u003ca href=\"http://www.sfexaminer.com/black-student-achievement-focus-sfusd-superintendents-first-three-months-office/\" target=\"_blank\" rel=\"noopener\">achievement gap for black boys\u003c/a>. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sadly, she’s right. All schools get state funding based on the number of students enrolled, so schools with fewer students get less money. Of course, it’s not as simple as that. California’s \u003ca href=\"https://ww2.kqed.org/news/2017/02/08/will-new-funding-formula-move-schools-towards-education-equity/\" target=\"_blank\" rel=\"noopener\">funding formula\u003c/a> portions out more money for schools that serve low-income children, English language learners, and foster kids. But at schools with wealthier parents, it’s not uncommon for the Parent Teacher Association (PTA) to \u003ca href=\"http://sfpublicpress.org/news/2014-02/how-budget-cuts-and-PTA-fundraising-undermined-equity-in-san-francisco-public-schools\" target=\"_blank\" rel=\"noopener\">raise hundreds of thousands of dollars\u003c/a> to support the school.\u003c/p>\n\u003ch3>Is the lottery making schools more diverse?\u003c/h3>\n\u003cp>Despite the district’s attempt to give families living in parts of the city with low test scores a preference in the school lottery, parents’ choices seem to be patterned. That could be due to the logistics of getting a child to school, but it also could be a sign some parents lack information about the various options around the city. The district makes an attempt to reach out widely with information and nonprofit groups do as well, but often parents get information from one another.\u003c/p>\n\u003cp>Bilingual and Spanish-immersion programs often draw Latino families who want to be able to help their kids with homework and be able to confer with the teacher. Many parents want a school that’s close to home in case there are emergencies. And few elementary school parents are eager to put their 5-year-olds on Muni buses to attend school across town. The \u003ca href=\"http://www.sfusd.edu/en/transportation/school-bus-schedules.html\" target=\"_blank\" rel=\"noopener\">district runs several buses\u003c/a> on routes designed to give students more access, but seats are limited.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">KQED’s analysis of 2017-2018 kindergarten assignment data \u003c/a>shows that almost 60 percent of students attend a school out of their ZIP code — so there’s a lot of moving around. But those numbers varied greatly by geography. For example, 75 percent of kids living in the Outer Richmond stayed there for school, while 87 percent of kids in the Bayview left their ZIP code. And even when students leave their ZIP code, they may not be going far.\u003c/p>\n\u003cp>“They’re not all going across town,” said O’Keeffe. “In many cases it’s just kind of the next few neighborhoods that they’re going to school to, like the Excelsior, or Vis Valley, the Mission, stuff like that.”\u003c/p>\n\u003cp>Ultimately, although San Francisco’s choice system does give some kids a way out of their neighborhoods, it isn’t doing a great job of desegregating the district’s schools overall. Choice patterns are just as segregated as housing patterns.\u003c/p>\n\u003cp>“Choice is complex and it is time-consuming and it does create angst and it’s not currently creating diversity,” O’Keeffe said. “I do think, though, that student assignment alone will never solve for this.”\u003c/p>\n\u003cp>Still, she says the district is committed to trying. The school board is considering a number of changes to the student assignment process, including doing away with the swapping mechanism.\u003c/p>\n\u003cp>“We’re concerned that it’s complicated and difficult to understand and that it encourages families to list schools they don’t want as a strategy to get a choice,” O’Keeffe said.\u003c/p>\n\u003cp>A choice system like this one benefits parents who have the time and wherewithal to seek out information, and the ability to have their children attend the schools they like, even if it’s a difficult commute. O’Keeffe knows this, but says there’s no easy solution.\u003c/p>\n\u003cp>“If you’ve got choice patterns that are racially isolated, how can choice solve it? And if you’ve got residential patterns that are racially isolated, how can neighborhoods solve it?” she asked.\u003c/p>\n\u003cp>[baycuriousquestion]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "San Francisco's complicated school lottery system offers opportunity that isn't always realized.",
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"title": "How the San Francisco School Lottery Works, And How It Doesn't | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Update: On Sept. 25, 2018, three school board members brought forward a resolution calling for the \u003ca href=\"https://www.kqed.org/news/11693522/two-s-f-school-board-commissioners-to-introduce-resolution-ending-lottery-system\" rel=\"noopener\" target=\"_blank\">end of the current student assignment system\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">L\u003c/span>\u003c/p>\u003cp>aurel Gaddie and Lamont Lucas try to conduct life as locally as possible. They live in San Francisco’s Duboce Triangle and don’t own a car. They shop locally and walk, bike or ride public transportation when they need to get around. So when it came to finding a kindergarten for their son, Kelvin, local was a priority.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n What do you wonder about the Bay Area, its culture or people that you want KQED to investigate?\n \u003ca href=\"/news/series/baycurious\">Ask Bay Curious.\u003c/a>\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Proximity was the most important thing and diversity was a close second,” Gaddie said. “We wanted our kids to meet kids from different communities. And third, we were hoping for a Spanish-immersion program.”\u003c/p>\n\u003cp>The schools that fit those criteria weren’t the most popular ones in San Francisco, so Gaddie felt pretty confident that she’d get something she wanted. But, to make sure, she took \u003ca href=\"http://www.sfkfiles.com/2014/11/what-are-your-best-sf-school-enrollment.html\" target=\"_blank\" rel=\"noopener\">some advice\u003c/a> about how to list her choices.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>By The Numbers\u003c/h2>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-11641324\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png\" alt=\"\" width=\"350\" height=\"223\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-800x510.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-240x153.png 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-375x239.png 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-520x331.png 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM.png 863w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/p>\n\u003cp>We analyzed 2017-2018 kindergarten assignment data to see how common parental tactics play out. \u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">See what we found.\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>“We read a lot on the internet about how to game the system, this famous San Francisco lottery system,” Gaddie said. “And we kind of crafted our first lottery list around that. We listed 17 different schools, only a handful of which we really wanted.”\u003c/p>\n\u003cp>The first-round assignment offers came out in March. “We were shocked to find we were assigned to something that was not on our list and not in our neighborhood,” Gaddie said.\u003c/p>\n\u003cp>This is the nightmare of many San Francisco families looking to enroll their children in public school. For many, San Francisco Unified School District’s (SFUSD) \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/application-process.html\" target=\"_blank\" rel=\"noopener\">student assignment system\u003c/a> — called the lottery by many — is a mixture of overwhelming, stressful and baffling.\u003c/p>\n\u003cp>In many places around the country, where a child lives determines where he or she goes to school. San Francisco doesn’t do that because of segregated housing patterns. Creating diverse schools is a district goal.\u003c/p>\n\u003cp>“Your opportunity to go to a school shouldn’t be determined by your home address, just like your opportunity to go to a library or a public park shouldn’t be determined by your home address,” said Orla O’Keeffe, chief of policy and operations for SFUSD.\u003c/p>\n\u003cfigure id=\"attachment_11641272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11641272\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/McKinley-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">McKinley Elementary is in Laurel Gaddie’s neighborhood and was on her list, but her son didn’t receive any of their choices in the first round of the San Francisco school lottery. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The lottery as we know it today is the product of \u003ca href=\"http://sfpublicpress.org/news/2015-02/as-courts-flip-flopped-on-school-integration-diversity-has-remained-elusive\" target=\"_blank\" rel=\"noopener\">more than 40 years of trying to solve the problem\u003c/a> of segregated schools. In the 1970s, SFUSD tried bussing kids from one neighborhood to another, but parents hated that and many left the district altogether. Next the district tried a combination of parental choice and racial quotas, trying to find a balance between the autonomy parents craved and integration. But race-based admissions were \u003ca href=\"http://www.nytimes.com/1999/02/16/us/lawsuit-could-decide-future-desegregation-efforts-san-francisco-schools.html\" target=\"_blank\" rel=\"noopener\">challenged in court\u003c/a> and the district had to drop the quota system altogether.\u003c/p>\n\u003cp>The current lottery system tries to balance parental choice with the district’s goals of integrated schools. It puts the onus of \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-find-a-school.html\" target=\"_blank\" rel=\"noopener\">researching and visiting schools \u003c/a>on parents, who then list their choices and submit an application to the district office in person. The district prepares student files and puts them into an algorithm programmed to \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/apply-for-elementary-school.html\" target=\"_blank\" rel=\"noopener\">give priority to a few select groups\u003c/a>.\u003c/p>\n\u003ch3>How it works\u003c/h3>\n\u003cp>The algorithm randomly selects a school and then looks at all the students who listed that school as a choice anywhere on their list and puts them in a pool together. The computer then fills the available spots at the school based on tiebreakers. The tiebreakers are:\u003c/p>\n\u003col>\n\u003cli>Sibling preference — if the student already has a sibling at the school.\u003c/li>\n\u003cli>\u003ca href=\"http://enrollinschool.org/lookup/\" target=\"_blank\" rel=\"noopener\">Census Tract Integration Preference\u003c/a> (CTIP) — kids who live in parts of the city with the worst test scores.\u003c/li>\n\u003cli>Attendance area — kids who live in the designated attendance area for that school.\u003c/li>\n\u003c/ol>\n\u003cp>If there are more spots at the school after all the kids with tiebreakers have been placed, the algorithm fills the remainder randomly from the pool of people who requested it.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>This same process happens for every school until the only schools with open spots are ones that none of the remaining unassigned children listed. At this point in the process, some kids might have been tentatively assigned to more than one school because they had strong tiebreakers. This is when the algorithm takes into account where a school was ranked on the student’s list. It drops the child from every school except the highest-ranked choice. Now there are open spots again, which the algorithm fills from the group of kids who have not been assigned any school yet.\u003c/p>\n\u003cp>At this point, the district built in something called a “swapping mechanism” on the advice of some economists who said it would help prevent parents from trying to “game the system.” During the swapping phase, the algorithm sees if there are any two children who could both be happier if they trade their spots. The district says the \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/enroll/files/Presentation_Dec_7_2017_reduced_size.pdf\" target=\"_blank\" rel=\"noopener\">swapping mechanism affected 10 percent of Round 1 kindergarten\u003c/a> offers in the 2017-18 school year.\u003c/p>\n\u003cp>After all that, there are still some unlucky kids who haven’t been assigned to a school. They didn’t get any of their choices, so the district places them in a school with open spots based on proximity to their home address.\u003c/p>\n\u003cp>The district sends the first-round assignments in March, at which point parents can either decide to enroll in the school they received or enter the second round of the lottery. People who miss the deadline can also enter in the second round, but the number of options is smaller because some portion of families took their first-round offer.\u003c/p>\n\u003cp>If parents still don’t get a school they are happy with after the second round, they can put their child on the waitlist for one school, in case a child enrolled there leaves. Some kids do get into their first-choice school at the last minute this way. If a child receives an offer off the waitlist, she has to take it, even if she’s already happy at a different school.\u003c/p>\n\u003ch3>How do parents feel about it?\u003c/h3>\n\u003cp>Some parents feel this lottery system is \u003ca href=\"https://ww2.kqed.org/news/2015/03/17/anxious-parents-try-to-game-system-in-san-francisco-school-lottery/\" target=\"_blank\" rel=\"noopener\">overly complicated and stressful \u003c/a>to families, but for others, CTIP is the only way that their children can access better schools. Raquel Knighten lives in the Bayview, but sends her kids to Rooftop, a highly coveted school on Twin Peaks. Her two kids ride a school bus to get there every day.\u003c/p>\n\u003cp>Knighten wishes the schools in her neighborhood were better, so that she didn’t feel forced to send her kids far away. She’d like the luxury other parents seem to have, choosing schools based on language programs or a focus on the arts. She’s just glad her kids aren’t going to an underperforming school.\u003c/p>\n\u003cp>“There’s a lot of anxiety, but I think overall, it’s a much better feeling than, ‘Your child has to go to this school.’ And you have no options,” Knighten said. She’s frustrated with parents who complain about the lottery without considering what that choice means to other families.\u003c/p>\n\u003cp>“I think a lot of parents are selfish,” Knighten said. “They only think about things and worry about stuff when it applies to their children. And they don’t care how it affects other people’s children. I think overall as parents we should be concerned about every child getting an adequate education because every generation goes to the future.”\u003c/p>\n\u003cp>She’s glad the school district makes an effort to prioritize diversity at its schools.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/news/series/baycurious\">Bay Curious\u003c/a> is a podcast that answers your questions about the Bay Area.\n Subscribe on \u003ca href=\"https://itunes.apple.com/us/podcast/bay-curious/id1172473406\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"http://www.npr.org/podcasts/500557090/bay-curious\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I just think we have to teach each other to be more accepting, and you can’t do that if you’re not around people who don’t look like you,” she said.\u003c/p>\n\u003cp>Knighten chose Rooftop because she had heard from other parents that it was one of the best schools in the city. But parents are making very individual choices about where to send their kids based on geography, work schedules, after-school programming, start times, language programs and more.\u003c/p>\n\u003cp>Heather Dobbins missed the first-round deadline when her son, Keegan, was applying to kindergarten. Keegan was assigned a school Dobbins didn’t want, so she put him in private school. That didn’t work out and Dobbins ended up home-schooling her son for several months. She entered the public school lottery again for first grade and got the same school — Cobb Elementary. This time she gave it a chance and her son loves it.\u003c/p>\n\u003cp>“Now we know, look for the schools that have what you need, rather than the top 10 schools on everybody’s list,” Dobbins. She admits in her initial kindergarten search she was close-minded about what a “good” school looks like, but her experience at Cobb has taught her that lots of schools can offer a good fit. But she hasn’t changed her mind about one thing — she still hates the lottery system.\u003c/p>\n\u003cp>“It’s a burden on every parent, and I’m amazed that more kids don’t go unenrolled,” Dobbins said.\u003c/p>\n\u003cp>Other parents had a variety of opinions about the lottery. Some didn’t think it was that big a deal — just turn the forms in on time. Others, similar to Raquel Knighten, know that where they live gives them a preference in the lottery, and were weighing choices carefully.\u003c/p>\n\u003cp>Mink Lincoln-Price has been very worried about how her African-American sons will fare in school. She’s watches the news and sees the reports about how schools are failing black boys. When she visits schools, she’s looking to make sure the leadership understands that this achievement gap is a problem. She wants to hear that principals are actively addressing implicit bias on campus.\u003c/p>\n\u003cp>“For me it’s really about the academics,” Lincoln-Price said. “Of course I would like them to go to a school where they could have friends that look like them, but of course you can make friends with anybody. Because honestly if they do go to a school with a majority of the kids that look like them, most likely there won’t be any money at that school.”\u003c/p>\n\u003cfigure id=\"attachment_11641267\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11641267 size-large\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1180x664.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-960x540.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-240x135.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-375x211.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Mink Lincoln-Price has been visiting schools to find out how principals plan to address the \u003ca href=\"http://www.sfexaminer.com/black-student-achievement-focus-sfusd-superintendents-first-three-months-office/\" target=\"_blank\" rel=\"noopener\">achievement gap for black boys\u003c/a>. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sadly, she’s right. All schools get state funding based on the number of students enrolled, so schools with fewer students get less money. Of course, it’s not as simple as that. California’s \u003ca href=\"https://ww2.kqed.org/news/2017/02/08/will-new-funding-formula-move-schools-towards-education-equity/\" target=\"_blank\" rel=\"noopener\">funding formula\u003c/a> portions out more money for schools that serve low-income children, English language learners, and foster kids. But at schools with wealthier parents, it’s not uncommon for the Parent Teacher Association (PTA) to \u003ca href=\"http://sfpublicpress.org/news/2014-02/how-budget-cuts-and-PTA-fundraising-undermined-equity-in-san-francisco-public-schools\" target=\"_blank\" rel=\"noopener\">raise hundreds of thousands of dollars\u003c/a> to support the school.\u003c/p>\n\u003ch3>Is the lottery making schools more diverse?\u003c/h3>\n\u003cp>Despite the district’s attempt to give families living in parts of the city with low test scores a preference in the school lottery, parents’ choices seem to be patterned. That could be due to the logistics of getting a child to school, but it also could be a sign some parents lack information about the various options around the city. The district makes an attempt to reach out widely with information and nonprofit groups do as well, but often parents get information from one another.\u003c/p>\n\u003cp>Bilingual and Spanish-immersion programs often draw Latino families who want to be able to help their kids with homework and be able to confer with the teacher. Many parents want a school that’s close to home in case there are emergencies. And few elementary school parents are eager to put their 5-year-olds on Muni buses to attend school across town. The \u003ca href=\"http://www.sfusd.edu/en/transportation/school-bus-schedules.html\" target=\"_blank\" rel=\"noopener\">district runs several buses\u003c/a> on routes designed to give students more access, but seats are limited.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">KQED’s analysis of 2017-2018 kindergarten assignment data \u003c/a>shows that almost 60 percent of students attend a school out of their ZIP code — so there’s a lot of moving around. But those numbers varied greatly by geography. For example, 75 percent of kids living in the Outer Richmond stayed there for school, while 87 percent of kids in the Bayview left their ZIP code. And even when students leave their ZIP code, they may not be going far.\u003c/p>\n\u003cp>“They’re not all going across town,” said O’Keeffe. “In many cases it’s just kind of the next few neighborhoods that they’re going to school to, like the Excelsior, or Vis Valley, the Mission, stuff like that.”\u003c/p>\n\u003cp>Ultimately, although San Francisco’s choice system does give some kids a way out of their neighborhoods, it isn’t doing a great job of desegregating the district’s schools overall. Choice patterns are just as segregated as housing patterns.\u003c/p>\n\u003cp>“Choice is complex and it is time-consuming and it does create angst and it’s not currently creating diversity,” O’Keeffe said. “I do think, though, that student assignment alone will never solve for this.”\u003c/p>\n\u003cp>Still, she says the district is committed to trying. The school board is considering a number of changes to the student assignment process, including doing away with the swapping mechanism.\u003c/p>\n\u003cp>“We’re concerned that it’s complicated and difficult to understand and that it encourages families to list schools they don’t want as a strategy to get a choice,” O’Keeffe said.\u003c/p>\n\u003cp>A choice system like this one benefits parents who have the time and wherewithal to seek out information, and the ability to have their children attend the schools they like, even if it’s a difficult commute. O’Keeffe knows this, but says there’s no easy solution.\u003c/p>\n\u003cp>“If you’ve got choice patterns that are racially isolated, how can choice solve it? And if you’ve got residential patterns that are racially isolated, how can neighborhoods solve it?” she asked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "San Francisco Schools Aim for a Zero Carbon Footprint by 2040",
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"content": "\u003cp>The San Francisco Board of Education voted unanimously Tuesday night in favor of a plan to achieve carbon neutrality -- the phasing out of fossil fuel use entirely -- by 2040. Board officials say the San Francisco Unified School District now has in place the nation's most aggressive carbon reduction goal of its kind.\u003c/p>\n\u003cp>“The old mantra of sustainability is, 'How can we be more efficient? How can we be slightly better?' \" says Nik Kaestner, the district’s sustainability director. “The new mantra is, 'How can we get to zero? How can we do it in a way that, in the end, we won’t have anything else to improve upon?\"\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that we always tell our students in our schools is: Lead by example.'\u003ccite>Matt Haney, S.F. Board of Education\u003c/cite>\u003c/aside>\n\u003cp>The plan aims to reduce fossil fuel use in two major areas: school buildings and the district’s fleet. Schools will be designed or retrofitted to generate enough energy to cover demand, and to collect enough rainwater to meet half of water demand. SFUSD aims to reduce its natural gas use by half by 2030 and stop burning natural gas entirely by 2040. All district-owned vehicles are scheduled to be emission-free by 2030, and buses will switch to renewable diesel over the next three years.\u003c/p>\n\u003cfigure id=\"attachment_11619242\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619242\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg\" alt=\"The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings. \u003ccite>(Dana Cronin/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>SFUSD claims it has already cut its energy use by 22 percent and its water use by 29 percent.\u003c/p>\n\u003cp>“One of the things that we always tell our students in our schools is, ‘Lead by example,’ ” the resolution’s co-author, Matt Haney, told a Tuesday gathering at John Yehall Chin Elementary School, a World War I-era building that has been extensively retrofitted for energy efficiency. “That is something that we’re trying to do here today with this policy.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>District officials say the money will come from already existing school bonds.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The San Francisco Board of Education voted unanimously Tuesday night in favor of a plan to achieve carbon neutrality -- the phasing out of fossil fuel use entirely -- by 2040. Board officials say the San Francisco Unified School District now has in place the nation's most aggressive carbon reduction goal of its kind.\u003c/p>\n\u003cp>“The old mantra of sustainability is, 'How can we be more efficient? How can we be slightly better?' \" says Nik Kaestner, the district’s sustainability director. “The new mantra is, 'How can we get to zero? How can we do it in a way that, in the end, we won’t have anything else to improve upon?\"\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that we always tell our students in our schools is: Lead by example.'\u003ccite>Matt Haney, S.F. Board of Education\u003c/cite>\u003c/aside>\n\u003cp>The plan aims to reduce fossil fuel use in two major areas: school buildings and the district’s fleet. Schools will be designed or retrofitted to generate enough energy to cover demand, and to collect enough rainwater to meet half of water demand. SFUSD aims to reduce its natural gas use by half by 2030 and stop burning natural gas entirely by 2040. All district-owned vehicles are scheduled to be emission-free by 2030, and buses will switch to renewable diesel over the next three years.\u003c/p>\n\u003cfigure id=\"attachment_11619242\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619242\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg\" alt=\"The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings. \u003ccite>(Dana Cronin/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>SFUSD claims it has already cut its energy use by 22 percent and its water use by 29 percent.\u003c/p>\n\u003cp>“One of the things that we always tell our students in our schools is, ‘Lead by example,’ ” the resolution’s co-author, Matt Haney, told a Tuesday gathering at John Yehall Chin Elementary School, a World War I-era building that has been extensively retrofitted for energy efficiency. “That is something that we’re trying to do here today with this policy.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What Can San Francisco Learn About School Diversity From Other Cities?",
"title": "What Can San Francisco Learn About School Diversity From Other Cities?",
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"content": "\u003cp>There are ways to diversify schools — and other American cities have found those ways.\u003c/p>\n\u003cp>But in San Francisco, one of the most diverse cities in the country, a third of elementary schools are segregated, with at least 60 percent of students from the same race. It’s the byproduct of housing patterns and a student assignment system that emphasizes parental choice.\u003c/p>\n\u003cp>Of the city’s 72 elementary schools, 24 have an enrollment that’s at least 60 percent of one race or ethnicity: 10 schools are predominantly Asian, two mostly African-American and 12 Latino. That degree of segregation is a problem, according to academic experts, and decades of data from local, state and federal research.\u003c/p>\n\u003cp>“Racially isolated schools often have fewer effective teachers, higher teacher turnover rates, less rigorous curricular resources (e.g., college preparatory courses), and inferior facilities and other educational resources,” concluded a memo issued by the federal Justice and Education departments in 2011 regarding racial isolation in schools and legal issues related to desegregation.\u003c/p>\n\u003cp>\u003cstrong>Diversity in San Francisco Schools, 2013-14\u003c/strong>\u003c/p>\n\u003cdiv style=\"display: inline-block; width: 100%;\">\n\u003cdiv style=\"position: relative; padding-bottom: 100%; padding-top:25px; height: 0;\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"//sf-schools-map.silk.co/s/embed/map/collection/final-schools-data-for-online-graphics/column/neighborhood/column/racially-isolated/column/percent-of-students-living-in-poverty/column/hispanic-or-latino/column/asian/column/african-american/column/white/column/other-or-not-reported/location/address/suggestion/filter/equals/racially-isolated\" style=\"border:0;position: absolute; top:0; left:0; width: 100%;height:100%;\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv style=\"margin-top:10px;font-size:12px;color:gray;\">Data from \u003ca href=\"http://sf-schools-map.silk.co\">sf-schools-map.silk.co\u003c/a>\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Court-ordered desegregation efforts in the 1960s and 1970s were successful at reducing segregation in schools, said Sarah Reber, an associate professor of public policy at UCLA’s Luskin School of Public Affairs, who has studied desegregation successes and failures.\u003c/p>\n\u003cp>But across the country, as in San Francisco, court decisions have made it difficult for school districts to force desegregation. Consequently, many desegregation plans have fallen away in favor of choice-based programs — such as magnet schools and language programs — designed to attract students from diverse backgrounds.\u003c/p>\n\u003cp>In San Francisco, the school board has relied on a school assignment system to try to diversify schools. First preference is given to younger siblings of children enrolled in a school, second to families living in census tracts where students score lowest on standardized tests and third to students living in the neighborhood.\u003c/p>\n\u003cp>But it hasn’t worked.\u003c/p>\n\u003cp>“What we see is when we have choice, people self-segregate by race,” school board member Sandra Fewer said.\u003c/p>\n\u003cp>Yet school board members unanimously said they don’t want to give up on desegregating schools. Examples of desegregation efforts across the country — including magnet schools and creative school boundaries and assignment systems — suggest they don’t have to.\u003c/p>\n\u003cp>https://vimeo.com/127318902\u003c/p>\n\u003cp>\u003cstrong>Impact of Choice\u003c/strong>\u003c/p>\n\u003cp>In San Francisco’s Excelsior neighborhood, parental choice at one school shows how choice can lead to diversity in a school’s makeup.\u003c/p>\n\u003cp>Monroe Elementary is one of the most diverse — half Hispanic, a third Asian, 7 percent white and 3 percent black.\u003c/p>\n\u003cp>The school has a Spanish-immersion program that draws both Spanish- and English-speaking families, a Chinese bilingual program for students who want to maintain the language while learning English, and a traditional general education program — programs placed at the school years ago to address the language needs of students in the surrounding community.\u003c/p>\n\u003cp>While the district didn’t set out to create a diverse school, the three programs lure a wide range of families from the neighborhood and from across the city. With 500 students with parents who speak three different languages, it’s a juggling act, but worthwhile, Monroe Principal José Montaño said.\u003c/p>\n\u003cp>“It’s a tall order to have all this in one school,” he said. “But language pathways make a huge impact in a school’s racial makeup. ... Language is a big part of race.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"zJ29drxbOky1XxuiX8o4DjcReM8dgXFX\"]In the Monroe library, “Goodnight Moon 1, 2, 3” is displayed next to the book “Te lo regalo!” while “The Three Little Tamales” is displayed alongside “My Friend Jamal,” with two smiling boys on the cover, one black and one white. Books in Chinese are on a nearby shelf.\u003c/p>\n\u003cp>In one third-grade Chinese bilingual classroom, the students are all Asian. Next door, the Spanish-immersion third-graders are mostly a mix of Latino and white. Just down the stairs, in the general education third-grade classroom, Asian, white, Latino and black faces glance up when a visitor walks in the door.\u003c/p>\n\u003cp>While 80 percent of the students are from low-income families and two-thirds of them are English learners, the school overall exceeded the state’s benchmark of 800 points on the 1,000-point Academic Performance Index, based primarily on standardized tests. But more importantly, students across all subgroups exceeded the district average for each category. That means Asian, white and Latino students, English learners and poor students all posted higher test scores than their peers across San Francisco schools. Subgroup test scores were not available for African-American students because the number tested at Monroe was too small.\u003c/p>\n\u003cp>There is no magic fix to segregation, Montaño said. What’s happening at Monroe is a good start, he said, but just a start.\u003c/p>\n\u003cp>“On paper, we look pretty diverse,” Montaño said.\u003c/p>\n\u003cp>The playground, however, offered another picture. At recess, the Latino children play soccer. The Asian youngsters play basketball. A group of white girls huddle on a bench.\u003c/p>\n\u003cp>“You can’t force them to hang out,” Montaño said. “You can’t force them to like each other.”\u003c/p>\n\u003cp>\u003cstrong>Unintended Benefit\u003c/strong>\u003c/p>\n\u003cp>San Francisco has other magnet programs that lure families to a school or a neighborhood they might not otherwise consider. In many cases, including the placement of language programs at Monroe, diversity was an unintentional positive result rather than a deliberate attempt to reduce segregation by district officials.\u003c/p>\n\u003cp>Before adding a Mandarin-immersion program at Starr King Elementary in 2006, the school, located next to a public housing project on Potrero Hill, was predominantly black and Latino and under-enrolled in the school’s traditional general education program. With the Chinese-language program in place, the school has doubled enrollment and is more diverse: 27 percent Asian, 19 percent white, 18 percent Latino and 17 percent African-American.\u003c/p>\n\u003cp>With so many empty classrooms, it was in danger of being closed, said board member Shamann Walton. It is now full and has become the most diverse school in the city.\u003c/p>\n\u003cp>“A quality program did make that school change,” he said. “Just imagine if we did some of the same things with schools in the Bayview.”\u003c/p>\n\u003cp>\u003cstrong>Magnet Programs\u003c/strong>\u003c/p>\n\u003cp>Several districts across the country have taken the idea a step further, using a regional approach to magnet programs to make schools more diverse across city and suburban lines.\u003c/p>\n\u003cp>Schools in the St. Louis area are among them. There, 4,500 students from the city, where students are predominantly African-American, take buses into the suburbs for school in a voluntary transfer program. A much smaller number of students, 130, bus from the suburbs to 24 specialty magnet schools in the city.\u003c/p>\n\u003cp>Since the racial makeup of suburban schools varies, the program’s results are not uniform. Enrollment in Rockwood School District, in St. Louis’ western suburbs, for example, is now about 10 percent African-American, compared with the 2 percent that might have been enrolled without the voluntary transfer program, said David Glaser, the chief executive officer of the Voluntary Interdistrict Choice Corp., which oversees the desegregation program.\u003c/p>\n\u003cfigure id=\"attachment_10530503\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/002_Schools0518-e1431982646197.jpg\">\u003cimg class=\"size-medium wp-image-10530503\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/002_Schools0518-800x534.jpg\" alt=\"Spanish-immersion second-graders Deven Finnemore and Lia Palma read together at Monroe Elementary School in San Francisco, Calif., on Wednesday, April 29, 2015.\" width=\"800\" height=\"534\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Spanish-immersion second-graders Deven Finnemore and Lia Palma read together at Monroe Elementary School in San Francisco, Calif., on Wednesday, April 29, 2015. \u003ccite>(San Francisco Chronicle)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s substantially more integrated. Is it as diverse as the overall population in the world? In some districts, it is and in some districts, not as much,” Glaser said.\u003c/p>\n\u003cp>After a Connecticut Supreme Court ruling in 1996, Hartford created a system that allows students in the city and the outlying suburbs to transfer to one another’s schools. The students are lured to schools far from home, thanks to a big state investment in regional, high-quality, subject-specific magnet schools.\u003c/p>\n\u003cp>One of them, the Academy of Aerospace and Engineering, was rated the 15th-best high school in the country last year by U.S. News and World Report. Other magnet schools specialize in early reading, science and technology, environmentalism, performing arts, journalism and medicine. Seats are awarded through a lottery system, and some busing is provided.\u003c/p>\n\u003cp>In 2013, the state reported that half of Hartford students were attending integrated schools, meaning less than three-quarters of a school’s population are minorities.\u003c/p>\n\u003cp>In Berkeley, the district takes another approach. In response to the 1996 passage of Proposition 209, which prohibits public institutions from considering race in education and hiring decisions, Berkeley Unified now divides the city into three broad attendance zones. Within those, the city is further divvied up into areas of four to eight blocks apiece, each of which is given a diversity rating depending on its racial makeup, income and education levels. The diversity scores range from 1 (more disadvantaged) to 3 (more advantaged).\u003c/p>\n\u003cp>Families can choose which elementary school to send their child to as long as each school’s percentage of category 1, 2 and 3 students is close to those percentages for the whole attendance zone. If a school’s diversity mix is askew, open seats are given to students who would help achieve balance.\u003c/p>\n\u003cp>The district’s 11 elementary schools are diverse, closely mirroring the district’s overall racial demographics. None of them has 50 percent or more of any one race.\u003c/p>\n\u003cp>For decades in San Francisco, education officials have relied almost exclusively on the student assignment system in one way or another to diversify schools, but success stories like Monroe and Starr King show that it needs a closer look at alternatives, school board members said.\u003c/p>\n\u003cp>\u003cstrong>Bolder Action Urged\u003c/strong>\u003c/p>\n\u003cp>The district needs to be bolder, they said, noting they need to take a harder look at putting programs in schools — language programs, music programs, art programs — to draw families to segregated or unpopular schools.\u003c/p>\n\u003cp>The board has also considered giving “golden tickets” to entice families to choose certain schools — perhaps first choice in enrollment at city high schools, which they offered as an enrollment incentive at the new Willie Brown Middle School in the city’s less popular Bayview neighborhood.\u003c/p>\n\u003cp>“I am interested in us looking more to those strategies,” board member Jill Wynns said.\u003c/p>\n\u003cp>A school in Lower Pacific Heights is already on the school board’s radar as a possible option for a new magnet program.\u003c/p>\n\u003cp>Cobb Elementary now occupies a newly renovated building painted a deep schoolhouse red with bright white window frames. The school is 63 percent black and Latino and severely under-enrolled with 180 students. There is room for up to 170 more, despite its centralized location.\u003c/p>\n\u003cp>Superintendent Richard Carranza said the school could accommodate a new program to diversify and increase enrollment. One suggestion is to relocate Clarendon Elementary’s Japanese Bilingual Bicultural Program to Cobb, which would also increase the number of neighborhood seats at Clarendon, which are in high demand.\u003c/p>\n\u003cp>Clarendon families in the Japanese program are already pushing back.\u003c/p>\n\u003cp>“I think we’re satisfied with the idea that some schools are not that attractive for some people,” said school board member Matt Haney. “It’s a huge disparity in our district, and the choice patterns are often by race. We don’t make efforts to try to disrupt that in ways that are positive choices that people might make.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jill Tucker, Heather Knight and Greta Kaul are San Francisco Chronicle staff writers. E-mail: jtucker@sfchronicle.com, hknight@sfchronicle.com, gkaul@sfchronicle.com Twitter: @jilltucker, @hknightsf, @gretakaul\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are ways to diversify schools — and other American cities have found those ways.\u003c/p>\n\u003cp>But in San Francisco, one of the most diverse cities in the country, a third of elementary schools are segregated, with at least 60 percent of students from the same race. It’s the byproduct of housing patterns and a student assignment system that emphasizes parental choice.\u003c/p>\n\u003cp>Of the city’s 72 elementary schools, 24 have an enrollment that’s at least 60 percent of one race or ethnicity: 10 schools are predominantly Asian, two mostly African-American and 12 Latino. That degree of segregation is a problem, according to academic experts, and decades of data from local, state and federal research.\u003c/p>\n\u003cp>“Racially isolated schools often have fewer effective teachers, higher teacher turnover rates, less rigorous curricular resources (e.g., college preparatory courses), and inferior facilities and other educational resources,” concluded a memo issued by the federal Justice and Education departments in 2011 regarding racial isolation in schools and legal issues related to desegregation.\u003c/p>\n\u003cp>\u003cstrong>Diversity in San Francisco Schools, 2013-14\u003c/strong>\u003c/p>\n\u003cdiv style=\"display: inline-block; width: 100%;\">\n\u003cdiv style=\"position: relative; padding-bottom: 100%; padding-top:25px; height: 0;\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"//sf-schools-map.silk.co/s/embed/map/collection/final-schools-data-for-online-graphics/column/neighborhood/column/racially-isolated/column/percent-of-students-living-in-poverty/column/hispanic-or-latino/column/asian/column/african-american/column/white/column/other-or-not-reported/location/address/suggestion/filter/equals/racially-isolated\" style=\"border:0;position: absolute; top:0; left:0; width: 100%;height:100%;\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv style=\"margin-top:10px;font-size:12px;color:gray;\">Data from \u003ca href=\"http://sf-schools-map.silk.co\">sf-schools-map.silk.co\u003c/a>\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Court-ordered desegregation efforts in the 1960s and 1970s were successful at reducing segregation in schools, said Sarah Reber, an associate professor of public policy at UCLA’s Luskin School of Public Affairs, who has studied desegregation successes and failures.\u003c/p>\n\u003cp>But across the country, as in San Francisco, court decisions have made it difficult for school districts to force desegregation. Consequently, many desegregation plans have fallen away in favor of choice-based programs — such as magnet schools and language programs — designed to attract students from diverse backgrounds.\u003c/p>\n\u003cp>In San Francisco, the school board has relied on a school assignment system to try to diversify schools. First preference is given to younger siblings of children enrolled in a school, second to families living in census tracts where students score lowest on standardized tests and third to students living in the neighborhood.\u003c/p>\n\u003cp>But it hasn’t worked.\u003c/p>\n\u003cp>“What we see is when we have choice, people self-segregate by race,” school board member Sandra Fewer said.\u003c/p>\n\u003cp>Yet school board members unanimously said they don’t want to give up on desegregating schools. Examples of desegregation efforts across the country — including magnet schools and creative school boundaries and assignment systems — suggest they don’t have to.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Impact of Choice\u003c/strong>\u003c/p>\n\u003cp>In San Francisco’s Excelsior neighborhood, parental choice at one school shows how choice can lead to diversity in a school’s makeup.\u003c/p>\n\u003cp>Monroe Elementary is one of the most diverse — half Hispanic, a third Asian, 7 percent white and 3 percent black.\u003c/p>\n\u003cp>The school has a Spanish-immersion program that draws both Spanish- and English-speaking families, a Chinese bilingual program for students who want to maintain the language while learning English, and a traditional general education program — programs placed at the school years ago to address the language needs of students in the surrounding community.\u003c/p>\n\u003cp>While the district didn’t set out to create a diverse school, the three programs lure a wide range of families from the neighborhood and from across the city. With 500 students with parents who speak three different languages, it’s a juggling act, but worthwhile, Monroe Principal José Montaño said.\u003c/p>\n\u003cp>“It’s a tall order to have all this in one school,” he said. “But language pathways make a huge impact in a school’s racial makeup. ... Language is a big part of race.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>In the Monroe library, “Goodnight Moon 1, 2, 3” is displayed next to the book “Te lo regalo!” while “The Three Little Tamales” is displayed alongside “My Friend Jamal,” with two smiling boys on the cover, one black and one white. Books in Chinese are on a nearby shelf.\u003c/p>\n\u003cp>In one third-grade Chinese bilingual classroom, the students are all Asian. Next door, the Spanish-immersion third-graders are mostly a mix of Latino and white. Just down the stairs, in the general education third-grade classroom, Asian, white, Latino and black faces glance up when a visitor walks in the door.\u003c/p>\n\u003cp>While 80 percent of the students are from low-income families and two-thirds of them are English learners, the school overall exceeded the state’s benchmark of 800 points on the 1,000-point Academic Performance Index, based primarily on standardized tests. But more importantly, students across all subgroups exceeded the district average for each category. That means Asian, white and Latino students, English learners and poor students all posted higher test scores than their peers across San Francisco schools. Subgroup test scores were not available for African-American students because the number tested at Monroe was too small.\u003c/p>\n\u003cp>There is no magic fix to segregation, Montaño said. What’s happening at Monroe is a good start, he said, but just a start.\u003c/p>\n\u003cp>“On paper, we look pretty diverse,” Montaño said.\u003c/p>\n\u003cp>The playground, however, offered another picture. At recess, the Latino children play soccer. The Asian youngsters play basketball. A group of white girls huddle on a bench.\u003c/p>\n\u003cp>“You can’t force them to hang out,” Montaño said. “You can’t force them to like each other.”\u003c/p>\n\u003cp>\u003cstrong>Unintended Benefit\u003c/strong>\u003c/p>\n\u003cp>San Francisco has other magnet programs that lure families to a school or a neighborhood they might not otherwise consider. In many cases, including the placement of language programs at Monroe, diversity was an unintentional positive result rather than a deliberate attempt to reduce segregation by district officials.\u003c/p>\n\u003cp>Before adding a Mandarin-immersion program at Starr King Elementary in 2006, the school, located next to a public housing project on Potrero Hill, was predominantly black and Latino and under-enrolled in the school’s traditional general education program. With the Chinese-language program in place, the school has doubled enrollment and is more diverse: 27 percent Asian, 19 percent white, 18 percent Latino and 17 percent African-American.\u003c/p>\n\u003cp>With so many empty classrooms, it was in danger of being closed, said board member Shamann Walton. It is now full and has become the most diverse school in the city.\u003c/p>\n\u003cp>“A quality program did make that school change,” he said. “Just imagine if we did some of the same things with schools in the Bayview.”\u003c/p>\n\u003cp>\u003cstrong>Magnet Programs\u003c/strong>\u003c/p>\n\u003cp>Several districts across the country have taken the idea a step further, using a regional approach to magnet programs to make schools more diverse across city and suburban lines.\u003c/p>\n\u003cp>Schools in the St. Louis area are among them. There, 4,500 students from the city, where students are predominantly African-American, take buses into the suburbs for school in a voluntary transfer program. A much smaller number of students, 130, bus from the suburbs to 24 specialty magnet schools in the city.\u003c/p>\n\u003cp>Since the racial makeup of suburban schools varies, the program’s results are not uniform. Enrollment in Rockwood School District, in St. Louis’ western suburbs, for example, is now about 10 percent African-American, compared with the 2 percent that might have been enrolled without the voluntary transfer program, said David Glaser, the chief executive officer of the Voluntary Interdistrict Choice Corp., which oversees the desegregation program.\u003c/p>\n\u003cfigure id=\"attachment_10530503\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/002_Schools0518-e1431982646197.jpg\">\u003cimg class=\"size-medium wp-image-10530503\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/002_Schools0518-800x534.jpg\" alt=\"Spanish-immersion second-graders Deven Finnemore and Lia Palma read together at Monroe Elementary School in San Francisco, Calif., on Wednesday, April 29, 2015.\" width=\"800\" height=\"534\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Spanish-immersion second-graders Deven Finnemore and Lia Palma read together at Monroe Elementary School in San Francisco, Calif., on Wednesday, April 29, 2015. \u003ccite>(San Francisco Chronicle)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s substantially more integrated. Is it as diverse as the overall population in the world? In some districts, it is and in some districts, not as much,” Glaser said.\u003c/p>\n\u003cp>After a Connecticut Supreme Court ruling in 1996, Hartford created a system that allows students in the city and the outlying suburbs to transfer to one another’s schools. The students are lured to schools far from home, thanks to a big state investment in regional, high-quality, subject-specific magnet schools.\u003c/p>\n\u003cp>One of them, the Academy of Aerospace and Engineering, was rated the 15th-best high school in the country last year by U.S. News and World Report. Other magnet schools specialize in early reading, science and technology, environmentalism, performing arts, journalism and medicine. Seats are awarded through a lottery system, and some busing is provided.\u003c/p>\n\u003cp>In 2013, the state reported that half of Hartford students were attending integrated schools, meaning less than three-quarters of a school’s population are minorities.\u003c/p>\n\u003cp>In Berkeley, the district takes another approach. In response to the 1996 passage of Proposition 209, which prohibits public institutions from considering race in education and hiring decisions, Berkeley Unified now divides the city into three broad attendance zones. Within those, the city is further divvied up into areas of four to eight blocks apiece, each of which is given a diversity rating depending on its racial makeup, income and education levels. The diversity scores range from 1 (more disadvantaged) to 3 (more advantaged).\u003c/p>\n\u003cp>Families can choose which elementary school to send their child to as long as each school’s percentage of category 1, 2 and 3 students is close to those percentages for the whole attendance zone. If a school’s diversity mix is askew, open seats are given to students who would help achieve balance.\u003c/p>\n\u003cp>The district’s 11 elementary schools are diverse, closely mirroring the district’s overall racial demographics. None of them has 50 percent or more of any one race.\u003c/p>\n\u003cp>For decades in San Francisco, education officials have relied almost exclusively on the student assignment system in one way or another to diversify schools, but success stories like Monroe and Starr King show that it needs a closer look at alternatives, school board members said.\u003c/p>\n\u003cp>\u003cstrong>Bolder Action Urged\u003c/strong>\u003c/p>\n\u003cp>The district needs to be bolder, they said, noting they need to take a harder look at putting programs in schools — language programs, music programs, art programs — to draw families to segregated or unpopular schools.\u003c/p>\n\u003cp>The board has also considered giving “golden tickets” to entice families to choose certain schools — perhaps first choice in enrollment at city high schools, which they offered as an enrollment incentive at the new Willie Brown Middle School in the city’s less popular Bayview neighborhood.\u003c/p>\n\u003cp>“I am interested in us looking more to those strategies,” board member Jill Wynns said.\u003c/p>\n\u003cp>A school in Lower Pacific Heights is already on the school board’s radar as a possible option for a new magnet program.\u003c/p>\n\u003cp>Cobb Elementary now occupies a newly renovated building painted a deep schoolhouse red with bright white window frames. The school is 63 percent black and Latino and severely under-enrolled with 180 students. There is room for up to 170 more, despite its centralized location.\u003c/p>\n\u003cp>Superintendent Richard Carranza said the school could accommodate a new program to diversify and increase enrollment. One suggestion is to relocate Clarendon Elementary’s Japanese Bilingual Bicultural Program to Cobb, which would also increase the number of neighborhood seats at Clarendon, which are in high demand.\u003c/p>\n\u003cp>Clarendon families in the Japanese program are already pushing back.\u003c/p>\n\u003cp>“I think we’re satisfied with the idea that some schools are not that attractive for some people,” said school board member Matt Haney. “It’s a huge disparity in our district, and the choice patterns are often by race. We don’t make efforts to try to disrupt that in ways that are positive choices that people might make.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>by Tara Siler and Lisa Pickoff-White\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137027\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool.jpg\">\u003cimg class=\"wp-image-137027 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool-640x457.jpg\" alt=\"School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\" width=\"640\" height=\"457\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting this fall, San Francisco public school students with special needs will be able to attend the school of their choice. Special education teachers and teacher aides will follow the students to their new schools.\u003c/p>\n\u003cp>Currently, San Francisco Unified has assigned nearly 7,000 special needs students to certain schools based on their particular disabilities. For the upcoming school year, 74 schools out of 114 will change their staffing to accommodate the new students. Some schools are getting more teachers or aides, some fewer.\u003c/p>\n\u003cp>San Francisco school board member Rachel Norton pushed for the change. As a parent of a special needs student, she says she's faced a patchwork system with some schools integrating students with disabilities into the mainstream, and others placing them into separate classrooms.\u003c/p>\n\u003cp>\"It just felt very unfair, to me and to a lot of parents, because as a district our assignment system said kids can choose to go to any school that they want to except, apparently, if you had a disability,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, the school district is embracing \"co-teaching.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.'\u003c/aside>\n\u003cp>Special needs students will go to a middle school science class, for instance, and they will have two teachers. One is a science teacher, and one a special education teacher.\u003c/p>\n\u003cp>\"But when you're in the classroom you can't identify which kids are in special education and which aren't in special education; and both teachers are teaching all students,\" \u003ca href=\"http://www.sfgate.com/education/article/S-F-schools-special-education-shift-creates-5500410.php#photo-6341018\" target=\"_blank\">San Francisco Chronicle reporter Jill Tucker explains\u003c/a>. \"It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.\"\u003c/p>\n\u003cp>All students in co-taught classes benefit from the extra instruction, Tucker said.\u003c/p>\n\u003cp>\"Maybe a student who struggles with dyslexia or reading might need some extra help reading the text, but that student might be fantastic at creating science projects. So they work with each individual student and see what help they need,\" Tucker said. \"All students benefit from having differentiated instruction and teachers that can identify what each student needs.\"\u003c/p>\n\u003cp>The district is also trying several other teaching options.\u003c/p>\n\u003cblockquote>\n\u003cp style=\"color: #000000\">There are also self-contained classrooms that serve special-needs students all day; single classes for special-education students; teachers aides who accompany special-education students to regular classes; and regular class schedules with outside tutoring and support.\u003c/p>\n\u003cp style=\"color: #000000\">Many students have a combination depending on their strengths. A student who is fine in a co-taught math class might need a special-education-only class for English, an option available to parents as they work with the district to decide a student's placement.\u003c/p>\n\u003cp style=\"color: #000000\">\"We believe in success for all kids, even though that might look different for each kid,\" said Presidio Middle School Principal Tony Payne. \"It's really important we be nimble.\"\u003c/p>\n\u003c/blockquote>\n\u003cp>However, change can be daunting. Teachers have received training district-wide. However, even special education teachers may now be working with a wider range of students.\u003c/p>\n\u003cp>\"Now you might have a student who has a learning disability, a student who has visual disability, a student who is on the autism spectrum in one classroom and trying to figure out how to adjust your instruction and how to meet the needs of these students can be difficult,\" Tucker said.\u003c/p>\n\u003cp>District officials are meeting with parents, teachers and school communities to try to work out solutions and address their needs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/150991771&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" width=\"100%\" height=\"166\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>by Tara Siler and Lisa Pickoff-White\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137027\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool.jpg\">\u003cimg class=\"wp-image-137027 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool-640x457.jpg\" alt=\"School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\" width=\"640\" height=\"457\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting this fall, San Francisco public school students with special needs will be able to attend the school of their choice. Special education teachers and teacher aides will follow the students to their new schools.\u003c/p>\n\u003cp>Currently, San Francisco Unified has assigned nearly 7,000 special needs students to certain schools based on their particular disabilities. For the upcoming school year, 74 schools out of 114 will change their staffing to accommodate the new students. Some schools are getting more teachers or aides, some fewer.\u003c/p>\n\u003cp>San Francisco school board member Rachel Norton pushed for the change. As a parent of a special needs student, she says she's faced a patchwork system with some schools integrating students with disabilities into the mainstream, and others placing them into separate classrooms.\u003c/p>\n\u003cp>\"It just felt very unfair, to me and to a lot of parents, because as a district our assignment system said kids can choose to go to any school that they want to except, apparently, if you had a disability,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, the school district is embracing \"co-teaching.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.'\u003c/aside>\n\u003cp>Special needs students will go to a middle school science class, for instance, and they will have two teachers. One is a science teacher, and one a special education teacher.\u003c/p>\n\u003cp>\"But when you're in the classroom you can't identify which kids are in special education and which aren't in special education; and both teachers are teaching all students,\" \u003ca href=\"http://www.sfgate.com/education/article/S-F-schools-special-education-shift-creates-5500410.php#photo-6341018\" target=\"_blank\">San Francisco Chronicle reporter Jill Tucker explains\u003c/a>. \"It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.\"\u003c/p>\n\u003cp>All students in co-taught classes benefit from the extra instruction, Tucker said.\u003c/p>\n\u003cp>\"Maybe a student who struggles with dyslexia or reading might need some extra help reading the text, but that student might be fantastic at creating science projects. So they work with each individual student and see what help they need,\" Tucker said. \"All students benefit from having differentiated instruction and teachers that can identify what each student needs.\"\u003c/p>\n\u003cp>The district is also trying several other teaching options.\u003c/p>\n\u003cblockquote>\n\u003cp style=\"color: #000000\">There are also self-contained classrooms that serve special-needs students all day; single classes for special-education students; teachers aides who accompany special-education students to regular classes; and regular class schedules with outside tutoring and support.\u003c/p>\n\u003cp style=\"color: #000000\">Many students have a combination depending on their strengths. A student who is fine in a co-taught math class might need a special-education-only class for English, an option available to parents as they work with the district to decide a student's placement.\u003c/p>\n\u003cp style=\"color: #000000\">\"We believe in success for all kids, even though that might look different for each kid,\" said Presidio Middle School Principal Tony Payne. \"It's really important we be nimble.\"\u003c/p>\n\u003c/blockquote>\n\u003cp>However, change can be daunting. Teachers have received training district-wide. However, even special education teachers may now be working with a wider range of students.\u003c/p>\n\u003cp>\"Now you might have a student who has a learning disability, a student who has visual disability, a student who is on the autism spectrum in one classroom and trying to figure out how to adjust your instruction and how to meet the needs of these students can be difficult,\" Tucker said.\u003c/p>\n\u003cp>District officials are meeting with parents, teachers and school communities to try to work out solutions and address their needs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/150991771&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" width=\"100%\" height=\"166\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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