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"disqusTitle": "SFUSD Moves Free Meal Service Out of Chinatown, Raising Community Fears",
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"content": "\u003cp>At Gordon J. Lau Elementary School, on a hill just above Stockton Street in San Francisco's Chinatown, 1,000 meals are given out freely each week to impoverished families.\u003c/p>\n\u003cp>More than 6 million of these so-called grab-and-go meals have been served up hot by the San Francisco Unified School District during the pandemic \u003ca href=\"https://www.sfusd.edu/services/health-wellness/nutrition-school-meals\">at various sites citywide\u003c/a>. And for many who have lost their jobs, the meals can mean the difference between feeding their kids, or not.\u003c/p>\n\u003cp>But starting Tuesday, April 20, the meals won't be served in Chinatown anymore. As schools reopen across the city this week and next, grab-and-go meals served at school sites across San Francisco will be shifted to new locations.\u003c/p>\n\u003cp>For Chinatown residents, the nearest available SFUSD-provided grab and go meals will shift to the Tenderloin neighborhood at 225 Eddy St. — a Muni bus ride away. Some families and groups that provide services to them say even this seemingly short extension of a journey is dangerous at a time when racist attacks against Asian communities are on the rise.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jun Chang Tan, Chinatown resident whose family relies on SFUSD meals\"]'I’m worried about getting attacked. This risk is greater. So I feel that it’s not desirable.'[/pullquote]\u003c/p>\n\u003cp>Jun Chang Tan is a custodian who lives with his family in a single room occupancy hotel in Chinatown. His wife lost her job at a salon during the pandemic, and he lost hours at his custodian job. They rely on the grab-and-go meals from Gordon J. Lau Elementary to feed their two children, a 15-year-old son and 8-year-old daughter.\u003c/p>\n\u003cp>Tan said he fears having to go to the Tenderloin to pick up food because of recent attacks.\u003c/p>\n\u003cp>\"When I was looking at the map — one of the locations is in the Tenderloin. That street is basically — I’ve seen it — it’s all homeless people,\" Tan told KQED in Cantonese. \"So my worries include the impact on my health and sanitation. I’m also worried about getting attacked. This risk is greater. So I feel that it’s not desirable.\"\u003c/p>\n\u003cp>Tan described lines for meals at Gordon J. Lau Elementary stretching farther than a block every Tuesday and Thursday. The need in Chinatown, he said, is high. Others in Chinatown echoed Tan's concerns.\u003c/p>\n\u003cp>\"I wouldn't feel safe lining up in the Tenderloin,\" said Donny Aoieong, vice president of Service Employees International Union Local 1021's school district chapter. Aoieong was raised in Chinatown, where he still lives with his wife, Maria Yap, a school nutrition worker. He said he raised the issue with the school board last week.\u003c/p>\n\u003cfigure id=\"attachment_11869176\" class=\"wp-caption aligncenter\" style=\"max-width: 926px\">\u003cimg src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/LiningUpForFoodElementary.jpg\" alt=\"\" width=\"926\" height=\"739\" class=\"size-full wp-image-11869176\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/LiningUpForFoodElementary.jpg 926w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/LiningUpForFoodElementary-800x638.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/LiningUpForFoodElementary-160x128.jpg 160w\" sizes=\"(max-width: 926px) 100vw, 926px\">\u003cfigcaption class=\"wp-caption-text\">People line up, often for a block or more, to pick up food for their children at Gordon J. Lau Elementary School in San Francisco's Chinatown. \u003ccite>(Courtesy of the Chinatown Community Development Center)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Free meals will continue to be served to students going to school in person at Gordon J. Lau Elementary, but many families are hesitant to return to in-person learning, SFUSD data shows. Out of the families 741 students, only 18% of respondents said they felt comfortable returning for in-person instruction in a December SFUSD survey. Aoieong said that number hasn't changed much, and that only about 60 families have said they'd return for in-person instruction at the school, a number SFUSD did not confirm in time for publication.\u003c/p>\n\u003cp>Families not returning for in-person instruction still need access to food. But they won't be getting it in Chinatown, at least not from SFUSD.\u003c/p>\n\u003cp>\"Why transfer all these people to a different community when we could have them in our own community?\" Aoieong asked.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In an email chain obtained by KQED, SFUSD Commissioner Alison Collins – who \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">recently drew public condemnation\u003c/a> for tweets about the Asian community she wrote in 2016 – wrote to district staff calling the grab-and-go meals location shift concerning due to hate crimes against Asian families, who are \"fearful of walking long distances to get food.\"\u003c/p>\n\u003cp>Orla O'Keefe, chief of policy and operations at SFUSD, wrote in response to Collins' email that district Student Nutrition Services staff have done an \"incredible job\" serving 6.1 million meals during the pandemic, and that their \"number one priority right now\" is a successful return to in-person learning.\u003c/p>\n\u003cp>While she recognizes the needs of the community, O'Keefe said her team is \"at maximum bandwidth\" and \"near breaking point\" working to launch meals in 80 schools across the city, while keeping 10 grab-and-go sites open, and coordinating some home food deliveries.\u003c/p>\n\u003cp>It's a difficult logistical feat, O'Keefe said, and the reopening has put a strain on the entire district.\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='chinatown']In a statement to KQED, SFUSD spokesperson Laura Dudnick wrote, \"To ensure we have enough staff to support all schools offering in-person learning, Grab and Go sites at elementary schools are closing. Grab and Go will continue at ~ 10 locations across the City,\" adding that district nutrition staff \"are deeply committed to providing as much access to meals as possible with the constraints of all available resources.\"\u003c/p>\n\u003cp>Dudnick said schools may be reevaluated to reopen on-site grab-and-go locations in the future.\u003c/p>\n\u003cp>Supervisor Aaron Peskin's office was also copied on the email thread and was working to coordinate restoring grab-and-go food access to the Chinatown community.\u003c/p>\n\u003cp>A food pantry run by the San Francisco-Marin Food Bank will also soon shift from Gordon J. Lau Elementary to Woh Hei Yuen Park in Chinatown. While access to the pantry will remain in Chinatown, easy access to the pre-prepared grab-and-go meals from SFUSD is especially important for SRO residents who fear using communal kitchens due to COVID risk.\u003c/p>\n\u003cp>Restoring that food access would mean much to Tan and his family, who live in an SRO hotel. Even keeping food in their home is difficult, because their refrigerator has to be small enough to fit in their single room, and it's so broken that the door frequently falls off of its hinges.\u003c/p>\n\u003cp>\"My feeling is they’re saying, 'You don’t need it, and if you need it, you have to go elsewhere,' \" Tan said. \"But every single week, twice a week, the line is about one block long or longer — that’s how many people there are. So if there are so many people who want it, why they don’t support this location is something I really don’t understand.\"\u003c/p>\n\u003cp>\u003cem>KQED's Monica Lam contributed to this story.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At Gordon J. Lau Elementary School, on a hill just above Stockton Street in San Francisco's Chinatown, 1,000 meals are given out freely each week to impoverished families.\u003c/p>\n\u003cp>More than 6 million of these so-called grab-and-go meals have been served up hot by the San Francisco Unified School District during the pandemic \u003ca href=\"https://www.sfusd.edu/services/health-wellness/nutrition-school-meals\">at various sites citywide\u003c/a>. And for many who have lost their jobs, the meals can mean the difference between feeding their kids, or not.\u003c/p>\n\u003cp>But starting Tuesday, April 20, the meals won't be served in Chinatown anymore. As schools reopen across the city this week and next, grab-and-go meals served at school sites across San Francisco will be shifted to new locations.\u003c/p>\n\u003cp>For Chinatown residents, the nearest available SFUSD-provided grab and go meals will shift to the Tenderloin neighborhood at 225 Eddy St. — a Muni bus ride away. Some families and groups that provide services to them say even this seemingly short extension of a journey is dangerous at a time when racist attacks against Asian communities are on the rise.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Jun Chang Tan is a custodian who lives with his family in a single room occupancy hotel in Chinatown. His wife lost her job at a salon during the pandemic, and he lost hours at his custodian job. They rely on the grab-and-go meals from Gordon J. Lau Elementary to feed their two children, a 15-year-old son and 8-year-old daughter.\u003c/p>\n\u003cp>Tan said he fears having to go to the Tenderloin to pick up food because of recent attacks.\u003c/p>\n\u003cp>\"When I was looking at the map — one of the locations is in the Tenderloin. That street is basically — I’ve seen it — it’s all homeless people,\" Tan told KQED in Cantonese. \"So my worries include the impact on my health and sanitation. I’m also worried about getting attacked. This risk is greater. So I feel that it’s not desirable.\"\u003c/p>\n\u003cp>Tan described lines for meals at Gordon J. Lau Elementary stretching farther than a block every Tuesday and Thursday. The need in Chinatown, he said, is high. Others in Chinatown echoed Tan's concerns.\u003c/p>\n\u003cp>\"I wouldn't feel safe lining up in the Tenderloin,\" said Donny Aoieong, vice president of Service Employees International Union Local 1021's school district chapter. Aoieong was raised in Chinatown, where he still lives with his wife, Maria Yap, a school nutrition worker. He said he raised the issue with the school board last week.\u003c/p>\n\u003cfigure id=\"attachment_11869176\" class=\"wp-caption aligncenter\" style=\"max-width: 926px\">\u003cimg src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/LiningUpForFoodElementary.jpg\" alt=\"\" width=\"926\" height=\"739\" class=\"size-full wp-image-11869176\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/LiningUpForFoodElementary.jpg 926w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/LiningUpForFoodElementary-800x638.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/LiningUpForFoodElementary-160x128.jpg 160w\" sizes=\"(max-width: 926px) 100vw, 926px\">\u003cfigcaption class=\"wp-caption-text\">People line up, often for a block or more, to pick up food for their children at Gordon J. Lau Elementary School in San Francisco's Chinatown. \u003ccite>(Courtesy of the Chinatown Community Development Center)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Free meals will continue to be served to students going to school in person at Gordon J. Lau Elementary, but many families are hesitant to return to in-person learning, SFUSD data shows. Out of the families 741 students, only 18% of respondents said they felt comfortable returning for in-person instruction in a December SFUSD survey. Aoieong said that number hasn't changed much, and that only about 60 families have said they'd return for in-person instruction at the school, a number SFUSD did not confirm in time for publication.\u003c/p>\n\u003cp>Families not returning for in-person instruction still need access to food. But they won't be getting it in Chinatown, at least not from SFUSD.\u003c/p>\n\u003cp>\"Why transfer all these people to a different community when we could have them in our own community?\" Aoieong asked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In an email chain obtained by KQED, SFUSD Commissioner Alison Collins – who \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">recently drew public condemnation\u003c/a> for tweets about the Asian community she wrote in 2016 – wrote to district staff calling the grab-and-go meals location shift concerning due to hate crimes against Asian families, who are \"fearful of walking long distances to get food.\"\u003c/p>\n\u003cp>Orla O'Keefe, chief of policy and operations at SFUSD, wrote in response to Collins' email that district Student Nutrition Services staff have done an \"incredible job\" serving 6.1 million meals during the pandemic, and that their \"number one priority right now\" is a successful return to in-person learning.\u003c/p>\n\u003cp>While she recognizes the needs of the community, O'Keefe said her team is \"at maximum bandwidth\" and \"near breaking point\" working to launch meals in 80 schools across the city, while keeping 10 grab-and-go sites open, and coordinating some home food deliveries.\u003c/p>\n\u003cp>It's a difficult logistical feat, O'Keefe said, and the reopening has put a strain on the entire district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In a statement to KQED, SFUSD spokesperson Laura Dudnick wrote, \"To ensure we have enough staff to support all schools offering in-person learning, Grab and Go sites at elementary schools are closing. Grab and Go will continue at ~ 10 locations across the City,\" adding that district nutrition staff \"are deeply committed to providing as much access to meals as possible with the constraints of all available resources.\"\u003c/p>\n\u003cp>Dudnick said schools may be reevaluated to reopen on-site grab-and-go locations in the future.\u003c/p>\n\u003cp>Supervisor Aaron Peskin's office was also copied on the email thread and was working to coordinate restoring grab-and-go food access to the Chinatown community.\u003c/p>\n\u003cp>A food pantry run by the San Francisco-Marin Food Bank will also soon shift from Gordon J. Lau Elementary to Woh Hei Yuen Park in Chinatown. While access to the pantry will remain in Chinatown, easy access to the pre-prepared grab-and-go meals from SFUSD is especially important for SRO residents who fear using communal kitchens due to COVID risk.\u003c/p>\n\u003cp>Restoring that food access would mean much to Tan and his family, who live in an SRO hotel. Even keeping food in their home is difficult, because their refrigerator has to be small enough to fit in their single room, and it's so broken that the door frequently falls off of its hinges.\u003c/p>\n\u003cp>\"My feeling is they’re saying, 'You don’t need it, and if you need it, you have to go elsewhere,' \" Tan said. \"But every single week, twice a week, the line is about one block long or longer — that’s how many people there are. So if there are so many people who want it, why they don’t support this location is something I really don’t understand.\"\u003c/p>\n\u003cp>\u003cem>KQED's Monica Lam contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "‘A Light at the End of the Tunnel’: Some San Francisco Kids Return to In-Person School",
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"headTitle": "‘A Light at the End of the Tunnel’: Some San Francisco Kids Return to In-Person School | KQED",
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"content": "\u003cp>In San Francisco on Monday, a long-forgotten sound will finally ring out — bouncing off concrete, soaring over grass and echoing between the city’s Victorian homes to the ears of parents and children across the city.\u003c/p>\n\u003cp>School bells and buzzers will sound off.\u003c/p>\n\u003cp>After a year of pandemic closures, in-person classes are back in session for some students in pre-K through second grade, with a staggered schedule of which schools will welcome kids inside beginning April 12. More students from those grades will start on April 19, which will also mark the (also staggered) return of third through fifth graders.\u003c/p>\n\u003cp>“Trapped inside a three-bedroom apartment with four kids for a year, it does feel like a light at the end of the tunnel,” said San Francisco parent Andy Martone, who spoke to KQED on Sunday.\u003c/p>\n\u003cp>The 42-year-old software engineer and his wife live in the Mission District, and their 6-year-old twin daughters are set to return to school this week. Martone remembers when he told his twins the news.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“One of them said, ‘I can’t wait to do more math equations!’ I was like, ‘Oh really?’ The other one said, ‘I can’t wait to see my teacher in person,’ ” Martone said.\u003c/p>\n\u003cp>Still, not all the city’s students will find themselves in classrooms this week. Or even this semester.\u003c/p>\n\u003cp>San Francisco lags behind other California cities in reopening, \u003ca href=\"https://www.kqed.org/news/11866954/the-day-has-finally-arrived-berkeleys-youngest-students-return-to-classrooms-for-first-time-in-a-very-long-year\">with some Berkeley and Oakland students filling classrooms weeks ago\u003c/a>. And there are still many lingering questions — for instance, when will teenagers be back in San Francisco Unified School District classrooms?\u003c/p>\n\u003cp>The San Francisco Board of Education voted last week to put all kids back in classrooms this fall, but those plans are so far just written in classroom chalk, not stone.\u003c/p>\n\u003cp>https://twitter.com/KQED/status/1379965974246531076\u003c/p>\n\u003cp>\u003cem>The San Francisco Board of Education has put itself on record as wanting kids back in classrooms in the fall, as seen in KQED’s coverage, above.\u003c/em>\u003c/p>\n\u003cp>The reopening efforts have been clouded by clashes between city politicians, some vocal parent groups and the school board. The city of San Francisco sued the school district to speed up its reopening process, a school commissioner caused community furor \u003ca href=\"https://www.kqed.org/news/11867918/no-one-was-asking-what-we-thought-san-francisco-students-weigh-in-on-school-district-controversies\">over her tweets, which some have called racist\u003c/a>, and the board recently put on hold its controversial decision to rename 44 high schools related to historical figures with pasts ostensibly tied to racism. Nearly all of these tussles prompted acrimony on all sides even as many students’ ability to learn via hours of screen time instruction plummeted.\u003c/p>\n\u003cp>Another challenge still facing the district is that not all families yet feel safe or otherwise able to return to in-person learning. About 67% of kindergarten through second grade families and 70% of third through fifth grade families surveyed wish to return for in-person learning, according to an SFUSD survey released in March.\u003c/p>\n\u003cp>Jun Chang Tan is a custodian who lives with his family in a single room occupancy hotel in Chinatown. His 15-year-old son and 8-year-old daughter both attend San Francisco schools, but he’s not ready to let either return to classrooms.\u003c/p>\n\u003cp>Since all four live in a room together, he said even a remote chance of catching COVID-19 is still too dangerous for them — they lack the space to quarantine themselves from each other, should the worst happen. SRO’s are congregate settings where people living in rooms share kitchens and bathrooms with others on their floors, another worry for those trying to quarantine.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Tara Ramos, SFUSD teacher-librarian\"]’Most of our families live in the Mission neighborhood, and we know that they have been more impacted by COVID.’[/pullquote]\u003c/p>\n\u003cp>“There won’t be any space for quarantine,” he said in Cantonese, which was translated by KQED. “That’s one room for four of us.” When his kids are home, he feels he can help them stay safe. But they take Muni to get to school, where he fears he has “no control over” who they’d have contact with.\u003c/p>\n\u003cp>With some students in school, and some still at home, teachers are finding themselves split in their duties. Andrew Patel is one of those teachers juggling multiple cohorts — in person and online — at Leonard R. Flynn Elementary School on Cesar Chavez Street, a stone’s throw from Precita Park.\u003c/p>\n\u003cp>Patel said it’s important not to forget why distance learning started in the first place.\u003c/p>\n\u003cp>“We went to distance learning because of COVID-19 and we’re still, as a community, experiencing a lot of loss and a lot of hardship. And we have to think about what we’re going to do as a school to bring joy and healing and feel good once we return while also staying safe in our classrooms,” he said.\u003c/p>\n\u003cp>That will be no easy task. Like other schools where demand has been high to return to physical classrooms, when Patel’s school reopens he will divide up his class, welcoming eight students who are his “cohort A” kids into his physical classroom while signing on to Zoom with eight other children, who will be in class from home. There is not enough space to accommodate them safely in his classroom, he said, hence the split. But cohort A and B students will each spend some time in class, and some time on Zoom.\u003c/p>\n\u003cp>Patel must also plan to continue the distance learning curriculum for two more students who are in “cohort C,” whose parents have opted to keep them in distance learning the entire time.\u003c/p>\n\u003cp>Not every teacher feels safe returning yet. SFUSD staffers can request accommodations to work remotely should they belong to a group of increased risk, with a substitute teacher assigned to buttress in-person learning. So far, 584 SFUSD staffers requested accommodations, and 290 have met the criteria for approval, according to SFUSD.\u003c/p>\n\u003cp>But the district will still need educators present to meet student demand. At a recent Board of Education meeting, SFUSD staff said only 91 new substitute teacher applications have been received, prompting a warning from staff that “current substitute teacher availability does not meet anticipated need.” The district is exploring “additional options” to deploy other staff as needed.\u003c/p>\n\u003cp>https://twitter.com/SFUnified/status/1380626572445577218\u003c/p>\n\u003cp>\u003cem>In the tweet above, SFUSD seeks new hires to help meet the demand of students. \u003c/em>\u003c/p>\n\u003cp>And for those who are returning, teachers have even another layer of complexity to worry about when returning to in-person learning — their own children.\u003c/p>\n\u003cp>Sanchez Elementary School teacher-librarian Tara Ramos will spend Monday performing an intake of kids at her school, helping to supervise all the new rules and procedures kids and staff must follow for safety, from distancing to hand-washing. As she juggles that challenge, her own 8-year-old daughter will be attending an in-person school hub.\u003c/p>\n\u003cp>Ramos said she feels lucky that her husband can start work a little later to drop her daughter off at school, “but that’s not everybody’s situation.” There’s a “void of child care for teachers,” she said.\u003c/p>\n\u003cp>[aside postID=\"news_11858457\" label=\"Equity issues arise in SF school reopening battle\"]\u003c/p>\n\u003cp>Still, despite the challenges, Ramos said her school worked carefully with families in the Mission District, many of whom are Latino and especially impacted by the pandemic, to find ways to educate their children in the safest ways possible.\u003c/p>\n\u003cp>“Most of our families live in the Mission neighborhood, and we know what they have been more impacted by COVID,” Ramos said. “I feel proud of us that we are being so careful with their health and safety.”\u003c/p>\n\u003cp>But the flip side of that is schools may be hyperfocused on safety for the foreseeable future, Ramos said, which may hurt their ability to concentrate on learning.\u003c/p>\n\u003cp>“How can we still make school fun? How can we still have engaging activities for kids?” Ramos said. “I just think that’s the part maybe people aren’t necessarily considering, like how much this undertaking is really about safety and not so much about learning.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño, Julia McEvoy and Julia Chan contributed to this story.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In San Francisco on Monday, a long-forgotten sound will finally ring out — bouncing off concrete, soaring over grass and echoing between the city’s Victorian homes to the ears of parents and children across the city.\u003c/p>\n\u003cp>School bells and buzzers will sound off.\u003c/p>\n\u003cp>After a year of pandemic closures, in-person classes are back in session for some students in pre-K through second grade, with a staggered schedule of which schools will welcome kids inside beginning April 12. More students from those grades will start on April 19, which will also mark the (also staggered) return of third through fifth graders.\u003c/p>\n\u003cp>“Trapped inside a three-bedroom apartment with four kids for a year, it does feel like a light at the end of the tunnel,” said San Francisco parent Andy Martone, who spoke to KQED on Sunday.\u003c/p>\n\u003cp>The 42-year-old software engineer and his wife live in the Mission District, and their 6-year-old twin daughters are set to return to school this week. Martone remembers when he told his twins the news.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“One of them said, ‘I can’t wait to do more math equations!’ I was like, ‘Oh really?’ The other one said, ‘I can’t wait to see my teacher in person,’ ” Martone said.\u003c/p>\n\u003cp>Still, not all the city’s students will find themselves in classrooms this week. Or even this semester.\u003c/p>\n\u003cp>San Francisco lags behind other California cities in reopening, \u003ca href=\"https://www.kqed.org/news/11866954/the-day-has-finally-arrived-berkeleys-youngest-students-return-to-classrooms-for-first-time-in-a-very-long-year\">with some Berkeley and Oakland students filling classrooms weeks ago\u003c/a>. And there are still many lingering questions — for instance, when will teenagers be back in San Francisco Unified School District classrooms?\u003c/p>\n\u003cp>The San Francisco Board of Education voted last week to put all kids back in classrooms this fall, but those plans are so far just written in classroom chalk, not stone.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cem>The San Francisco Board of Education has put itself on record as wanting kids back in classrooms in the fall, as seen in KQED’s coverage, above.\u003c/em>\u003c/p>\n\u003cp>The reopening efforts have been clouded by clashes between city politicians, some vocal parent groups and the school board. The city of San Francisco sued the school district to speed up its reopening process, a school commissioner caused community furor \u003ca href=\"https://www.kqed.org/news/11867918/no-one-was-asking-what-we-thought-san-francisco-students-weigh-in-on-school-district-controversies\">over her tweets, which some have called racist\u003c/a>, and the board recently put on hold its controversial decision to rename 44 high schools related to historical figures with pasts ostensibly tied to racism. Nearly all of these tussles prompted acrimony on all sides even as many students’ ability to learn via hours of screen time instruction plummeted.\u003c/p>\n\u003cp>Another challenge still facing the district is that not all families yet feel safe or otherwise able to return to in-person learning. About 67% of kindergarten through second grade families and 70% of third through fifth grade families surveyed wish to return for in-person learning, according to an SFUSD survey released in March.\u003c/p>\n\u003cp>Jun Chang Tan is a custodian who lives with his family in a single room occupancy hotel in Chinatown. His 15-year-old son and 8-year-old daughter both attend San Francisco schools, but he’s not ready to let either return to classrooms.\u003c/p>\n\u003cp>Since all four live in a room together, he said even a remote chance of catching COVID-19 is still too dangerous for them — they lack the space to quarantine themselves from each other, should the worst happen. SRO’s are congregate settings where people living in rooms share kitchens and bathrooms with others on their floors, another worry for those trying to quarantine.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There won’t be any space for quarantine,” he said in Cantonese, which was translated by KQED. “That’s one room for four of us.” When his kids are home, he feels he can help them stay safe. But they take Muni to get to school, where he fears he has “no control over” who they’d have contact with.\u003c/p>\n\u003cp>With some students in school, and some still at home, teachers are finding themselves split in their duties. Andrew Patel is one of those teachers juggling multiple cohorts — in person and online — at Leonard R. Flynn Elementary School on Cesar Chavez Street, a stone’s throw from Precita Park.\u003c/p>\n\u003cp>Patel said it’s important not to forget why distance learning started in the first place.\u003c/p>\n\u003cp>“We went to distance learning because of COVID-19 and we’re still, as a community, experiencing a lot of loss and a lot of hardship. And we have to think about what we’re going to do as a school to bring joy and healing and feel good once we return while also staying safe in our classrooms,” he said.\u003c/p>\n\u003cp>That will be no easy task. Like other schools where demand has been high to return to physical classrooms, when Patel’s school reopens he will divide up his class, welcoming eight students who are his “cohort A” kids into his physical classroom while signing on to Zoom with eight other children, who will be in class from home. There is not enough space to accommodate them safely in his classroom, he said, hence the split. But cohort A and B students will each spend some time in class, and some time on Zoom.\u003c/p>\n\u003cp>Patel must also plan to continue the distance learning curriculum for two more students who are in “cohort C,” whose parents have opted to keep them in distance learning the entire time.\u003c/p>\n\u003cp>Not every teacher feels safe returning yet. SFUSD staffers can request accommodations to work remotely should they belong to a group of increased risk, with a substitute teacher assigned to buttress in-person learning. So far, 584 SFUSD staffers requested accommodations, and 290 have met the criteria for approval, according to SFUSD.\u003c/p>\n\u003cp>But the district will still need educators present to meet student demand. At a recent Board of Education meeting, SFUSD staff said only 91 new substitute teacher applications have been received, prompting a warning from staff that “current substitute teacher availability does not meet anticipated need.” The district is exploring “additional options” to deploy other staff as needed.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cem>In the tweet above, SFUSD seeks new hires to help meet the demand of students. \u003c/em>\u003c/p>\n\u003cp>And for those who are returning, teachers have even another layer of complexity to worry about when returning to in-person learning — their own children.\u003c/p>\n\u003cp>Sanchez Elementary School teacher-librarian Tara Ramos will spend Monday performing an intake of kids at her school, helping to supervise all the new rules and procedures kids and staff must follow for safety, from distancing to hand-washing. As she juggles that challenge, her own 8-year-old daughter will be attending an in-person school hub.\u003c/p>\n\u003cp>Ramos said she feels lucky that her husband can start work a little later to drop her daughter off at school, “but that’s not everybody’s situation.” There’s a “void of child care for teachers,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, despite the challenges, Ramos said her school worked carefully with families in the Mission District, many of whom are Latino and especially impacted by the pandemic, to find ways to educate their children in the safest ways possible.\u003c/p>\n\u003cp>“Most of our families live in the Mission neighborhood, and we know what they have been more impacted by COVID,” Ramos said. “I feel proud of us that we are being so careful with their health and safety.”\u003c/p>\n\u003cp>But the flip side of that is schools may be hyperfocused on safety for the foreseeable future, Ramos said, which may hurt their ability to concentrate on learning.\u003c/p>\n\u003cp>“How can we still make school fun? How can we still have engaging activities for kids?” Ramos said. “I just think that’s the part maybe people aren’t necessarily considering, like how much this undertaking is really about safety and not so much about learning.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A California state lawmaker is moving to repeal a 40-year-old law requiring public school teachers on extended sick leave to pay for their own substitute teachers.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11746999/outrage-over-sick-teachers-paying-for-their-own-substitutes-sparks-calls-for-reform-in-sacramento\" target=\"_blank\" rel=\"noopener noreferrer\">KQED first reported on the state law last spring\u003c/a>, after a San Francisco Unified school community created a GoFundMe account to help one of their teachers who was battling cancer. That teacher had to pay the cost of her own substitute — amounting to nearly half of her paycheck — while she underwent extended treatment. After the story published, more California public school teachers came forward to describe similar hardships.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Heather Burns, San Francisco teacher\"]'We want to be able to fight for our lives in a major health crisis without becoming homeless or going to others for outside support.'[/pullquote]\u003c/p>\n\u003cp>Democratic State Sen. Connie Leyva of Chino, chair of the education committee, then \u003ca href=\"https://www.kqed.org/news/11743992/should-california-teachers-who-get-seriously-ill-have-to-pay-for-their-own-subs\" target=\"_blank\" rel=\"noopener noreferrer\">took up the issue\u003c/a>, but said action would need to wait until this session. Now she's introduced Senate Bill 796, which would entitle school employees to continue to receive full pay while on extended sick leave.\u003c/p>\n\u003cp>“No public school employee on extended sick leave should ever lose the majority of their salary while they are in the fight of their life.” Leyva said in a statement. “In that moment, the employee’s job is to simply survive. It should not be the employee’s job to pay for their own replacement or, even worse, figure out how to feed or keep a roof over their family’s head while they are undergoing cancer treatment or any other health crisis while on extended sick leave.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Heather Burns was diagnosed with breast cancer in 2016 while teaching fifth grade at Sheridan Elementary School in San Francisco. She and her husband had just had a child and purchased a new home.\u003c/p>\n\u003cp>While receiving treatment on extended sick leave, Burns began getting paychecks that amounted to less than half of her regular pay after the cost of the substitute had been deducted. She said she and her husband almost lost everything, including the new home they had bought before she became ill.\u003c/p>\n\u003cp>[aside tag='education' label='More California Education Coverage']\"Finally Sen. Connie Leyva listened to our outrage and is fighting for teachers,\" Burns said. \"We want to be treated with dignity and respect in our darkest hour. We want to be able to fight for our lives in a major health crisis without becoming homeless or going to others for outside support.\"\u003c/p>\n\u003cp>Leyva's office said the fiscal impact of this bill would represent a cost shift from school employees, including teachers, to their employers, but that any potential fiscal impacts have not yet been analyzed by the Legislature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A spokesperson for the San Francisco Unified School District said its current policy is agreed upon between the teachers union and district, and the district will work with the union to update the policy to reflect any new state laws that take effect.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A California state lawmaker is moving to repeal a 40-year-old law requiring public school teachers on extended sick leave to pay for their own substitute teachers.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11746999/outrage-over-sick-teachers-paying-for-their-own-substitutes-sparks-calls-for-reform-in-sacramento\" target=\"_blank\" rel=\"noopener noreferrer\">KQED first reported on the state law last spring\u003c/a>, after a San Francisco Unified school community created a GoFundMe account to help one of their teachers who was battling cancer. That teacher had to pay the cost of her own substitute — amounting to nearly half of her paycheck — while she underwent extended treatment. After the story published, more California public school teachers came forward to describe similar hardships.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Democratic State Sen. Connie Leyva of Chino, chair of the education committee, then \u003ca href=\"https://www.kqed.org/news/11743992/should-california-teachers-who-get-seriously-ill-have-to-pay-for-their-own-subs\" target=\"_blank\" rel=\"noopener noreferrer\">took up the issue\u003c/a>, but said action would need to wait until this session. Now she's introduced Senate Bill 796, which would entitle school employees to continue to receive full pay while on extended sick leave.\u003c/p>\n\u003cp>“No public school employee on extended sick leave should ever lose the majority of their salary while they are in the fight of their life.” Leyva said in a statement. “In that moment, the employee’s job is to simply survive. It should not be the employee’s job to pay for their own replacement or, even worse, figure out how to feed or keep a roof over their family’s head while they are undergoing cancer treatment or any other health crisis while on extended sick leave.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Heather Burns was diagnosed with breast cancer in 2016 while teaching fifth grade at Sheridan Elementary School in San Francisco. She and her husband had just had a child and purchased a new home.\u003c/p>\n\u003cp>While receiving treatment on extended sick leave, Burns began getting paychecks that amounted to less than half of her regular pay after the cost of the substitute had been deducted. She said she and her husband almost lost everything, including the new home they had bought before she became ill.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\"Finally Sen. Connie Leyva listened to our outrage and is fighting for teachers,\" Burns said. \"We want to be treated with dignity and respect in our darkest hour. We want to be able to fight for our lives in a major health crisis without becoming homeless or going to others for outside support.\"\u003c/p>\n\u003cp>Leyva's office said the fiscal impact of this bill would represent a cost shift from school employees, including teachers, to their employers, but that any potential fiscal impacts have not yet been analyzed by the Legislature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A spokesperson for the San Francisco Unified School District said its current policy is agreed upon between the teachers union and district, and the district will work with the union to update the policy to reflect any new state laws that take effect.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Housing is expensive. It’s expensive to buy. It’s expensive to build.\u003c/p>\n\u003cp>In fact, San Francisco’s mayor’s office estimates it costs $700,000 to build one unit of affordable housing, which can take about five years. So, it’s no big surprise that voters are being asked to decide on the largest affordable housing bond in the city’s history this November.\u003c/p>\n\u003cp>[aside label=\"Affordable Housing\" tag=\"affordable-housing\"]\u003c/p>\n\u003cp>San Francisco voters face two big, but separate measures that could provide $600 million for affordable housing, and help build housing for teachers and other educators that work for San Francisco schools.\u003c/p>\n\u003cp>To help you prepare, here are the basics for those measures, Proposition A and Proposition E.\u003c/p>\n\u003ch3>Proposition A\u003c/h3>\n\u003cp>Proposition A is a $600 million bond that would pay for the acquisition, rehabilitation and production of approximately 2,800 affordable housing units over the next five years. The money would be \u003ca href=\"https://sfelections.sfgov.org/sites/default/files/Documents/candidates/Nov2019_AffordableHousingBond_Legislative%20Digest.pdf\">committed in these ways\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>$220 million to buy, rehabilitate and build low-income housing\u003c/li>\n\u003cli>$150 million for repairing and rebuilding public housing\u003c/li>\n\u003cli>$150 million to buy and build senior housing\u003c/li>\n\u003cli>$60 million to buy, rehabilitate and preserve middle-income housing\u003c/li>\n\u003cli>$20 million to support educator housing\u003c/li>\n\u003c/ul>\n\u003cp>This bond is nearly double the size of the 2015 low-and-middle income housing bond measure backed by then-Mayor Ed Lee. \u003ca href=\"https://sfelections.org/results/20151103/\">Voters green-lit\u003c/a> that $310 million bond, which has created about 1,500 units, according to Malcom Yeung, campaign committee co-chair for this year’s Proposition A.\u003c/p>\n\u003cp>Before that, San Francisco hadn’t passed an affordable housing bond since 1996, when former mayor Willie Brown pushed for a \u003ca href=\"https://www.spur.org/publications/spur-report/2002-08-02/san-francisco-s-affordable-housing-bond\">$100 million measure\u003c/a>. Out of that money, $15 million was earmarked for down payment assistance loans for first-time home buyers; the rest was for the renovation and construction of very-low-income housing.\u003c/p>\n\u003cp>“For years, the city never really considered affordable housing to be infrastructure and as a result never regularly programmed it into the capital planning cycle,” Yeung said. “Hopefully by having a housing bond every five years or so, we are going to be regularly addressing the affordability needs, as opposed to waiting 20 years.”\u003c/p>\n\u003cp>Proposition A has support from Mayor London Breed and the Board of Supervisors as well as some state politicians. Salesforce and the Facebook-affiliated Chan Zuckerberg Initiative have helped financed the bond campaign. There’s no major opposition.\u003c/p>\n\u003cp>Proposition A needs two-thirds to pass.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>Proposition E\u003c/h3>\n\u003cp>Proposition E, meanwhile, needs a simple majority to pass. And if you’re having trouble keeping the two straight, remember that the “E” stands for educator housing.\u003c/p>\n\u003cp>A ‘yes’ vote on Proposition E would change the city’s planning code to allow housing projects, specifically for educators, to be built on publicly-owned land. It would also relax some zoning requirements and expedite the city’s approval process for those projects. Park land is not included, and lots must be 10,000 square feet or bigger to qualify.\u003c/p>\n\u003cp>Educators working for San Francisco Unified School District — including teachers, staff, teaching assistants and aides — as well as City College educators would be eligible for the new housing.\u003c/p>\n\u003cp>The onus ultimately falls on San Francisco Unified and City College to provide funding for the construction of new educator housing. If Proposition A passes, the city would chip in $20 million.\u003c/p>\n\u003cp>[aside postID=news_11768639,news_11740509 label='Hanging on to Teachers']Susan Solomon, president of the United Educators of San Francisco, said teachers here face unprecedented affordability challenges that make it hard to stay in the city.\u003c/p>\n\u003cp>“For many of them, especially newer teachers, they are also paying off their student loans,” she said. “So, what it means for them is that they are living with many roommates, or tiny apartments or commuting from very far away.”\u003c/p>\n\u003cp>The profession has a national attrition rate of about 8 percent annually, \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Turnover_REPORT.pdf\">according to 2017 study by the Learning Policy Institute\u003c/a>. \u003c/p>\n\u003cp>San Francisco Unified has a 10 percent attrition rate, \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/RFQ%20Educator%20Housing%20Development%20Final%203.1.2019.pdf\">according to a school district memo\u003c/a> from April that sought pitches from developers for potential housing projects.\u003c/p>\n\u003cp>The school district has identified a few lots that would be eligible for Proposition E development if it passes: One in the Inner Sunset, another in Laurel Heights and one in the Bayview neighborhood.\u003c/p>\n\u003cp>The district has already started working with the Mayor’s Office of Housing and Community Development on \u003ca href=\"https://sfmohcd.org/francis-scott-key-annex\">a housing project planned for the Francis Scott Key Annex\u003c/a> in the Outer Sunset. It is expected to have more than 100 new one-to-three bedroom apartments for teachers and classroom aides.\u003c/p>\n\u003cp>But the potential impacts could reach further because Proposition E would expedite and relax zoning rules for housing built on publicly-owned land if it is 100-percent affordable and meets the 10,000-square foot requirement.\u003c/p>\n\u003cp>That could be a big deal for building anywhere in the city, said Peter Cohen, co-director of the Council of Community Housing Organizations, which is a big supporter of both ballot measures. Of course, the city would have to first acquire the land.\u003c/p>\n\u003cp>“We say that Prop. A and E are complementary measures,” Cohen said. “They both address affordable housing developers’ two biggest obstacles: the funding and the land.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>San Francisco voters face two big, but separate measures that could provide $600 million for affordable housing, and help build housing for teachers and other educators that work for San Francisco schools.\u003c/p>\n\u003cp>To help you prepare, here are the basics for those measures, Proposition A and Proposition E.\u003c/p>\n\u003ch3>Proposition A\u003c/h3>\n\u003cp>Proposition A is a $600 million bond that would pay for the acquisition, rehabilitation and production of approximately 2,800 affordable housing units over the next five years. The money would be \u003ca href=\"https://sfelections.sfgov.org/sites/default/files/Documents/candidates/Nov2019_AffordableHousingBond_Legislative%20Digest.pdf\">committed in these ways\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>$220 million to buy, rehabilitate and build low-income housing\u003c/li>\n\u003cli>$150 million for repairing and rebuilding public housing\u003c/li>\n\u003cli>$150 million to buy and build senior housing\u003c/li>\n\u003cli>$60 million to buy, rehabilitate and preserve middle-income housing\u003c/li>\n\u003cli>$20 million to support educator housing\u003c/li>\n\u003c/ul>\n\u003cp>This bond is nearly double the size of the 2015 low-and-middle income housing bond measure backed by then-Mayor Ed Lee. \u003ca href=\"https://sfelections.org/results/20151103/\">Voters green-lit\u003c/a> that $310 million bond, which has created about 1,500 units, according to Malcom Yeung, campaign committee co-chair for this year’s Proposition A.\u003c/p>\n\u003cp>Before that, San Francisco hadn’t passed an affordable housing bond since 1996, when former mayor Willie Brown pushed for a \u003ca href=\"https://www.spur.org/publications/spur-report/2002-08-02/san-francisco-s-affordable-housing-bond\">$100 million measure\u003c/a>. Out of that money, $15 million was earmarked for down payment assistance loans for first-time home buyers; the rest was for the renovation and construction of very-low-income housing.\u003c/p>\n\u003cp>“For years, the city never really considered affordable housing to be infrastructure and as a result never regularly programmed it into the capital planning cycle,” Yeung said. “Hopefully by having a housing bond every five years or so, we are going to be regularly addressing the affordability needs, as opposed to waiting 20 years.”\u003c/p>\n\u003cp>Proposition A has support from Mayor London Breed and the Board of Supervisors as well as some state politicians. Salesforce and the Facebook-affiliated Chan Zuckerberg Initiative have helped financed the bond campaign. There’s no major opposition.\u003c/p>\n\u003cp>Proposition A needs two-thirds to pass.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>Proposition E\u003c/h3>\n\u003cp>Proposition E, meanwhile, needs a simple majority to pass. And if you’re having trouble keeping the two straight, remember that the “E” stands for educator housing.\u003c/p>\n\u003cp>A ‘yes’ vote on Proposition E would change the city’s planning code to allow housing projects, specifically for educators, to be built on publicly-owned land. It would also relax some zoning requirements and expedite the city’s approval process for those projects. Park land is not included, and lots must be 10,000 square feet or bigger to qualify.\u003c/p>\n\u003cp>Educators working for San Francisco Unified School District — including teachers, staff, teaching assistants and aides — as well as City College educators would be eligible for the new housing.\u003c/p>\n\u003cp>The onus ultimately falls on San Francisco Unified and City College to provide funding for the construction of new educator housing. If Proposition A passes, the city would chip in $20 million.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Susan Solomon, president of the United Educators of San Francisco, said teachers here face unprecedented affordability challenges that make it hard to stay in the city.\u003c/p>\n\u003cp>“For many of them, especially newer teachers, they are also paying off their student loans,” she said. “So, what it means for them is that they are living with many roommates, or tiny apartments or commuting from very far away.”\u003c/p>\n\u003cp>The profession has a national attrition rate of about 8 percent annually, \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Turnover_REPORT.pdf\">according to 2017 study by the Learning Policy Institute\u003c/a>. \u003c/p>\n\u003cp>San Francisco Unified has a 10 percent attrition rate, \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/RFQ%20Educator%20Housing%20Development%20Final%203.1.2019.pdf\">according to a school district memo\u003c/a> from April that sought pitches from developers for potential housing projects.\u003c/p>\n\u003cp>The school district has identified a few lots that would be eligible for Proposition E development if it passes: One in the Inner Sunset, another in Laurel Heights and one in the Bayview neighborhood.\u003c/p>\n\u003cp>The district has already started working with the Mayor’s Office of Housing and Community Development on \u003ca href=\"https://sfmohcd.org/francis-scott-key-annex\">a housing project planned for the Francis Scott Key Annex\u003c/a> in the Outer Sunset. It is expected to have more than 100 new one-to-three bedroom apartments for teachers and classroom aides.\u003c/p>\n\u003cp>But the potential impacts could reach further because Proposition E would expedite and relax zoning rules for housing built on publicly-owned land if it is 100-percent affordable and meets the 10,000-square foot requirement.\u003c/p>\n\u003cp>That could be a big deal for building anywhere in the city, said Peter Cohen, co-director of the Council of Community Housing Organizations, which is a big supporter of both ballot measures. Of course, the city would have to first acquire the land.\u003c/p>\n\u003cp>“We say that Prop. A and E are complementary measures,” Cohen said. “They both address affordable housing developers’ two biggest obstacles: the funding and the land.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "a-landmark-lawsuit-aimed-to-fix-special-ed-for-californias-black-students-it-didnt",
"title": "A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn’t.",
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"headTitle": "A Landmark Lawsuit Aimed to Fix Special Ed for California’s Black Students. It Didn’t. | KQED",
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"content": "\u003cp>Darryl Lester was at his mom’s place in Tacoma, Washington, when a letter he’d been waiting for arrived in the mail. At 40, he was destitute, in pain and out of work.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Darryl Lester, lead plaintiff in landmark special education lawsuit in California']‘My dream is to be able to pick up a book and read it by myself.’[/pullquote]The letter delivered good news: Lester would be getting disability benefits after blowing out his back in a sheet metal accident. But he crumpled it up and threw it in the trash.\u003c/p>\n\u003cp>Why? Because he couldn’t read it. From first through seventh grades, Lester had attended three public schools in San Francisco. At each, he struggled with reading and didn’t get the help he needed for it.\u003c/p>\n\u003cp>What he didn’t know until last year: His reading difficulties had made him the lead plaintiff — under the pseudonym Larry P. — in a landmark lawsuit that changed special education for black students across California. October marks the 40th anniversary of the judge’s ruling, which was supposed to help fix a system he had deemed discriminatory. But many educators, black parents and advocates for black students say plenty remains broken.\u003c/p>\n\u003cp>\u003cstrong>‘Educable Mentally Retarded’\u003c/strong>\u003c/p>\n\u003cp>Before the Larry P. case, California education code \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">required\u003c/a> school districts to use IQ scores when assessing students for special education.\u003c/p>\n\u003cp>Based on the test results, black students statewide — young Darryl included — wound up categorized as “educable mentally retarded” at disproportionate rates: 27% labeled that way in 1968 were black — even though black students made up less than 9% of the student body.\u003c/p>\n\u003cp>That same year, a group of black psychologists broke off from the American Psychological Association in protest over black community concerns that they believed the larger organization was too slow to address. Their top priority was to stop districts from using IQ tests, which they thought were culturally biased, to decide who belonged in special education, said one of the breakaway group’s founders, Harold Dent.\u003c/p>\n\u003cp>When the Bay Area chapter of the Association of Black Psychologists learned of complaints from black parents in San Francisco, they teamed up with civil rights lawyers and sued in 1971.\u003c/p>\n\u003cp>As a group, African Americans across the country scored lower on IQ tests. The \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">lawsuit\u003c/a> alleged that was because the tests were biased toward Eurocentric culture. Questions like, ”Who wrote Romeo and Juliet,” they argued, didn’t assess a student’s innate capacity to learn. It tested knowledge that some – and not others — had acquired at home or school.\u003c/p>\n\u003cp>U.S. District Judge Robert Peckham agreed, calling the tests “racially and culturally biased” and “discriminatory.” He ordered a permanent ban on IQ testing of black students across California for purposes of special education placement. Today, California is the only state that has such a ban.\u003c/p>\n\u003cp>The students who landed in classes for the “educable mentally retarded,” Peckham wrote, were doomed to fall “farther and farther behind,” because — instead of academics — the classes emphasized “personal hygiene and grooming” and “basic home and community living skills.”\u003c/p>\n\u003cp>Darryl Lester remembers those classes: lots of recess time and plenty of field trips.\u003c/p>\n\u003cp>“I walked to school and cried all the way,” he said. “I just didn’t like it, you know, because they wasn’t teaching us nothing.”\u003c/p>\n\u003cp>\u003cstrong>The District Labeled Her Son Mentally Retarded — and Didn’t Tell Her\u003c/strong>\u003c/p>\n\u003cp>Lester and his mom and older brothers moved from Marietta, Georgia, to San Francisco in 1965, he said, because “she didn’t want to find us dead one day hanging by a tree.”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Darryl Lester, lead plaintiff in landmark special education lawsuit in California']‘I walked to school and cried all the way. I just didn’t like it, you know, because they wasn’t teaching us nothing.’[/pullquote]Their first home was a Victorian in the Fillmore District. Lester said he learned his way around the “gorgeous” city by bus and bicycle. Life was pretty good, except in school. Although he was “very good at math,” Lester said, he had a hard time with reading.\u003c/p>\n\u003cp>Lester said he remembers a teacher telling him he was looking at words backwards as he sought to pronounce them. People with dyslexia see words the same way as everyone else — but have a neurobiological language processing disorder that’s often responsive to intervention.\u003c/p>\n\u003cp>Whether Lester has dyslexia is unclear. What is clear is that instead of getting help with his reading, he got teased, into fights and suspended.\u003c/p>\n\u003cp>“I would get frustrated, agitated, upset, and then I’d get sent to the principal’s office,” he said.\u003c/p>\n\u003cp>Lester’s mom, Lucille Lester, didn’t learn that the school district had labeled her son “mentally retarded” until one of the black psychologists visited their home to evaluate Darryl and go through some tests.\u003c/p>\n\u003cp>“After he talked to Darryl, he turns to me and says, ‘Well, there is nothing wrong with this child,’ ” she testified in court in 1977.\u003c/p>\n\u003cp>That, she said, is when he told her what kind of classes Darryl had been attending.\u003c/p>\n\u003cp>“Naturally I didn’t feel good about it, and I got angry about it,” she told the court. “This is when I really found out what was really going on.”\u003c/p>\n\u003cfigure id=\"attachment_11781040\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781040\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg\" alt=\"Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1020x764.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1200x899.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut.jpg 1680w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Not long after, Lucille Lester packed up the family and headed to Tacoma, where an older son was serving on a nearby military base. There, Darryl continued to struggle, because as Judge Peckham had predicted, he had fallen behind.\u003c/p>\n\u003cp>His new high school placed him in a half-day special education program. The other half, he spent at Safeway. Every morning, Lester said, he reported at 7:30 a.m. to the grocery store, where he worked for high school credits — but no pay — until 11 a.m. before attending a few classes in the back of the campus.\u003c/p>\n\u003cp>After his family protested, the school put him in with the other kids.\u003c/p>\n\u003cp>He tried hard, going to “summer school, night classes, hardly getting any sleep,” but fell two credits short of a high school diploma, Lester said.\u003c/p>\n\u003cp>To this day, Lester, now 60, can barely read.\u003c/p>\n\u003cp>Lester knew he was part of a lawsuit. His mom had joined it on his behalf in 1971 — the year it was filed and when the family moved to Tacoma.\u003c/p>\n\u003cp>But until a reporter tracked him down last year, he never knew his pseudonym was “Larry P.” And he knew nothing of the ruling’s lasting impact on California schools.\u003c/p>\n\u003cp>Of the 1977 trip to the courthouse, Lester, then 18, recalled: “I asked my momma, ‘Are we done?’ And she said, ‘Yes son, we done.’ ”\u003c/p>\n\u003cp>They never spoke of it again.\u003c/p>\n\u003cfigure id=\"attachment_11781037\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781037\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg\" alt=\"Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system.\" width=\"800\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-160x94.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-1020x601.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-1200x708.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system. \u003ccite>(Joe Goyos/Support for Families of Children With Disabilities)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Special Education Today\u003c/strong>\u003c/p>\n\u003cp>The Larry P. judge made California school districts reassess all black students who’d been designated “educable mentally retarded” — without IQ tests — and the numbers dropped. He banned the use of the tests specifically for black students. In time, more subtle special education categories replaced the old ones.\u003c/p>\n\u003cp>By the time the judge ruled in 1979, a new \u003ca href=\"https://www2.ed.gov/policy/speced/leg/idea/history.html\" target=\"_blank\" rel=\"noopener\">federal law\u003c/a> enacted in 1975 guaranteed students with disabilities equal access to public education. Today, each special education student gets an Individualized Education Program, or IEP, which spells out their struggles and the support they’ll get at school.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Jean Robertson, chief of special education services for San Francisco Unified School District, on deciding who belongs in special education and who requires other types of support']‘That’s the crux of my tension in this work. That is with me every single day, particularly for black children.’[/pullquote]But \u003ca href=\"https://www2.ed.gov/programs/osepidea/618-data/LEA-racial-ethnic-disparities-tables/disproportionality-analysis-by-state-analysis-category.pdf\" target=\"_blank\" rel=\"noopener\">data\u003c/a> released in 2016 show that black students nationwide are still being placed disproportionately in special education — particularly in categories like “emotional disturbance,” which are tied to behavior. They’re underassessed in categories such as autism spectrum disorder. And some who need special education don’t get assessed for anything. That, parents and special education advocates say, is because some teachers expect so little of them.\u003c/p>\n\u003cp>Despite those risks, plenty of black parents want their kids in special education because it gives families a legal avenue to hold schools accountable. Last year, a group of black parents gathered at a San Francisco school to talk about their struggles getting their kids assessed and making sure they receive the support guaranteed under the law.\u003c/p>\n\u003cp>Many black families find themselves navigating the system because nearly one in three black students in San Francisco Unified School District (SFUSD) is in special education — compared to one in eight non-black students, district data \u003ca href=\"//drive.google.com/open?id=13EX-vu62Ie1EcPO0VcoM-lI2lp-eEmwE\" target=\"_blank\" rel=\"noopener\">shows\u003c/a>.\u003c/p>\n\u003cp>That overrepresentation is highest in special education categories dealing with behavior. And educators, \u003ca href=\"http://kirwaninstitute.osu.edu/racial-disproportionality-in-school-discipline-implicit-bias-is-heavily-implicated/\" target=\"_blank\" rel=\"noopener\">studies show\u003c/a>, are more likely to perceive the behavior of black boys as aggressive or defiant. That’s why black boys routinely post the highest rates of suspensions and expulsions in the country.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mauricha Robinson said it’s not just boys: Her daughter Zariah excelled in school until sixth grade — when the curriculum got more complex. She tanked in her studies for the next two years.\u003c/p>\n\u003cp>Instead of seeking to assess Zariah for special needs, Robinson said, the school was kicking her out of class, sending her home or to the principal’s office.\u003c/p>\n\u003cp>“It was just, ‘How do we curb the behavior, behavior, behavior,’ ” she said. “And it was all punitive.”\u003c/p>\n\u003cp>Like all districts in California, SFUSD is working to reduce the disproportionately high numbers of black students in special education. Robinson speculates maybe that’s why no one in Zariah’s school sought to have her assessed, “to avoid stigmatizing another black child with a special education label.” But she thinks stereotypes played in, too, “of her being a black girl. Aggressive, ‘adultifying’ her, or ‘she’s sassy’ or ‘she’s outspoken.’ ”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Darryl Lester, lead plaintiff in landmark special education lawsuit in California']‘If you’re a kid that can’t read something, it’s embarrassing.’[/pullquote]That’s also common: \u003ca href=\"https://www.aecf.org/blog/new-study-the-adultification-of-black-girls/\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> has shown that adults at school often treat black girls “as less innocent and more adult-like than white girls of the same age” and punish them more harshly as a result.\u003c/p>\n\u003cp>So Robinson got some advice: If she requested her daughter get assessed, she’d be inoculated against expulsion. And she did: The assessment showed Zariah has a learning disability — a cognitive processing disorder that affects short-term memory and comprehension.\u003c/p>\n\u003cp>For eighth grade, Robinson moved Zariah into a regular class in a new school with some special assistance. It’s called “full inclusion” and aims to keep special education students from being singled out. Zariah’s grades shot up.\u003c/p>\n\u003cp>Jean Robertson, chief of special education services for SFUSD, said the push for “full inclusion” is among many changes the district has been implementing since a 2010 audit found black students were more likely to be segregated from the mainstream student population in special classes.\u003c/p>\n\u003cp>The \u003ca href=\"https://drive.google.com/open?id=1ApjCq-tEsycdkQD9UkeUkik-8owoQsCwXtrs0P6Cw8w\" target=\"_blank\" rel=\"noopener\">audit\u003c/a> also found black students were significantly overrepresented in several special education categories, like “emotional disturbance”: They were 8.5 times more likely than non-black students to be designated “emotionally disturbed.” Today, that number is down to about four times more likely.\u003c/p>\n\u003cfigure id=\"attachment_11781036\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781036\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg\" alt=\"In 2010, black students at SF Unified School District were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely.\" width=\"800\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-160x109.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1020x692.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1200x814.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut.jpg 1802w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">In 2010, black students at SFUSD were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely. \u003ccite>(San Francisco Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Department of Education data received in response to a public records request show 28 of the state’s nearly 1,000 school districts faring worse for black students in that category. The relatively low number of 28 is not surprising since many districts serve a very small number of black students, or none at all. At the high end, the data showed that one Southern California district is 12 times more likely to categorize black students as “emotionally disturbed.”\u003c/p>\n\u003cp>Other changes SFUSD has made over the past decade include working to support students early on so they don’t land in special education, doing deeper assessments and better tailoring services to each special education student instead of putting them in cookie-cutter programs.\u003c/p>\n\u003cp>But deciding who belongs in special education and who requires other types of support remains a huge challenge.\u003c/p>\n\u003cp>“That’s the crux of my tension in this work,” Robertson said. “That is with me every single day, particularly for black children.”\u003c/p>\n\u003cp>\u003cstrong>Putting an IQ Label on Students Is Like ‘Walking Around With Dynamite’\u003c/strong>\u003c/p>\n\u003cp>The IQ testing ban at the heart of the Larry P. ruling has created tensions of its own. The California Association of School Psychologists wants it lifted, noting that the persistent overrepresentation of black students in special education shows the ban hasn’t served its purpose.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Mauricha Robinson, on trying to get help for her daughter, Zariah, an SFUSD student']“It was just, ‘How do we curb the behavior, behavior, behavior. And it was all punitive.’ “[/pullquote]\u003c/p>\n\u003cp>But many advocates for black students want the ban to remain in place, saying so many other biases still exist in the educational system.\u003c/p>\n\u003cp>John Affeldt, a managing attorney at Public Advocates, one of the civil rights firms that filed the Larry P. lawsuit, acknowledged IQ tests have improved since then — but not by enough.\u003c/p>\n\u003cp>Putting an intelligence label on a student is “like walking around with dynamite,” he said. “It’s not going to blow up for every kid.”\u003c/p>\n\u003cp>But when it does, the cost is simply too high.\u003c/p>\n\u003cp>That’s what happened to Darryl Lester. His lack of an education, inability to read and the shame he carried cost him. He struggled with addiction and low-wage jobs before hard physical labor left him disabled.\u003c/p>\n\u003cp>Lester said he has worked hard to rise above all that. He has been sober for 18 years now, happily married for 14. He and his wife, Cecilia Lester, now live in a redeveloped Tacoma housing project.\u003c/p>\n\u003cp>But Cecilia sometimes finds him alone, crying.\u003c/p>\n\u003cp>“It hurts on the inside, but you have to swallow your pride and look over it and just find some strength somewhere and say, ‘Hey, come on, you can do this. I’m better than this,’ and that gets me through the day,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11781165\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781165\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg\" alt=\"Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1200x900.jpeg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1044x783.jpeg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-632x474.jpeg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-536x402.jpeg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF.jpeg 1280w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘To Be Able to Pick Up a Book and Read it by Myself’\u003c/strong>\u003c/p>\n\u003cp>The Larry P. case remains the subject of \u003ca href=\"https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=%22larry+p%22+%22special+education%22&btnG=\" target=\"_blank\" rel=\"noopener\">academic articles\u003c/a>, online tutorials and plenty of debate. But for decades, the identity of Larry P. — and what happened to him — remained a mystery.\u003c/p>\n\u003cp>That’s no longer true, and Darryl Lester said he wants some good to come of it.\u003c/p>\n\u003cp>[aside tag='schools' label='Related Coverage']Revisiting his schooling and the burden he carried into adulthood has been painful, he said. But it has driven him to share his experience in hopes that it might help today’s black students who aren’t getting the support they need.\u003c/p>\n\u003cp>Last spring, Lester returned to San Francisco for the first time since he testified. He was the guest of honor on a panel that included mothers of current black special education students.\u003c/p>\n\u003cp>“If a teacher’s not helping you, that is not good,” Lester told the gathering of educators, disability rights advocates and black parents, his voice cracking. “You’ve got other kids that will make fun of you. And if you’re a kid that can’t read something, it’s embarrassing.”\u003c/p>\n\u003cp>To the few students who attended the event, Lester said he had a special message: They should fight for an education and never feel ashamed.\u003c/p>\n\u003cp>Next week, he’ll tell his story again at the convention of the California Association of School Psychologists, the organization trying to lift that Larry P. ban.\u003c/p>\n\u003cp>Meanwhile, the grassroots group Decoding Dyslexia CA and the Northern California branch of the International Dyslexia Association are fundraising to create a “Larry P.” scholarship for African American students in Northern California who are struggling to read.\u003c/p>\n\u003cp>Decoding Dyslexia CA has also found a tutor in Tacoma to teach Lester to read. Lester knows it will be hard work, but he said: “My dream is to be able to pick up a book and read it by myself.”\u003c/p>\n\u003cp>\u003cem>An \u003ca href=\"https://www.kalw.org/post/legacy-mistreatment-san-francisco-s-black-special-ed-students#stream/0\" target=\"_blank\" rel=\"noopener\">earlier version\u003c/a> of this story aired on KALW’s news magazine, Crosscurrents. This story was reported with the \u003ca href=\"http://www.centerforhealthjournalism.org/\" target=\"_blank\" rel=\"noopener\">support\u003c/a> of the Fund for Journalism on Child Well-Being, a program of the University of Southern California Center for Health Journalism.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn’t. | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Darryl Lester was at his mom’s place in Tacoma, Washington, when a letter he’d been waiting for arrived in the mail. At 40, he was destitute, in pain and out of work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The letter delivered good news: Lester would be getting disability benefits after blowing out his back in a sheet metal accident. But he crumpled it up and threw it in the trash.\u003c/p>\n\u003cp>Why? Because he couldn’t read it. From first through seventh grades, Lester had attended three public schools in San Francisco. At each, he struggled with reading and didn’t get the help he needed for it.\u003c/p>\n\u003cp>What he didn’t know until last year: His reading difficulties had made him the lead plaintiff — under the pseudonym Larry P. — in a landmark lawsuit that changed special education for black students across California. October marks the 40th anniversary of the judge’s ruling, which was supposed to help fix a system he had deemed discriminatory. But many educators, black parents and advocates for black students say plenty remains broken.\u003c/p>\n\u003cp>\u003cstrong>‘Educable Mentally Retarded’\u003c/strong>\u003c/p>\n\u003cp>Before the Larry P. case, California education code \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">required\u003c/a> school districts to use IQ scores when assessing students for special education.\u003c/p>\n\u003cp>Based on the test results, black students statewide — young Darryl included — wound up categorized as “educable mentally retarded” at disproportionate rates: 27% labeled that way in 1968 were black — even though black students made up less than 9% of the student body.\u003c/p>\n\u003cp>That same year, a group of black psychologists broke off from the American Psychological Association in protest over black community concerns that they believed the larger organization was too slow to address. Their top priority was to stop districts from using IQ tests, which they thought were culturally biased, to decide who belonged in special education, said one of the breakaway group’s founders, Harold Dent.\u003c/p>\n\u003cp>When the Bay Area chapter of the Association of Black Psychologists learned of complaints from black parents in San Francisco, they teamed up with civil rights lawyers and sued in 1971.\u003c/p>\n\u003cp>As a group, African Americans across the country scored lower on IQ tests. The \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">lawsuit\u003c/a> alleged that was because the tests were biased toward Eurocentric culture. Questions like, ”Who wrote Romeo and Juliet,” they argued, didn’t assess a student’s innate capacity to learn. It tested knowledge that some – and not others — had acquired at home or school.\u003c/p>\n\u003cp>U.S. District Judge Robert Peckham agreed, calling the tests “racially and culturally biased” and “discriminatory.” He ordered a permanent ban on IQ testing of black students across California for purposes of special education placement. Today, California is the only state that has such a ban.\u003c/p>\n\u003cp>The students who landed in classes for the “educable mentally retarded,” Peckham wrote, were doomed to fall “farther and farther behind,” because — instead of academics — the classes emphasized “personal hygiene and grooming” and “basic home and community living skills.”\u003c/p>\n\u003cp>Darryl Lester remembers those classes: lots of recess time and plenty of field trips.\u003c/p>\n\u003cp>“I walked to school and cried all the way,” he said. “I just didn’t like it, you know, because they wasn’t teaching us nothing.”\u003c/p>\n\u003cp>\u003cstrong>The District Labeled Her Son Mentally Retarded — and Didn’t Tell Her\u003c/strong>\u003c/p>\n\u003cp>Lester and his mom and older brothers moved from Marietta, Georgia, to San Francisco in 1965, he said, because “she didn’t want to find us dead one day hanging by a tree.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Their first home was a Victorian in the Fillmore District. Lester said he learned his way around the “gorgeous” city by bus and bicycle. Life was pretty good, except in school. Although he was “very good at math,” Lester said, he had a hard time with reading.\u003c/p>\n\u003cp>Lester said he remembers a teacher telling him he was looking at words backwards as he sought to pronounce them. People with dyslexia see words the same way as everyone else — but have a neurobiological language processing disorder that’s often responsive to intervention.\u003c/p>\n\u003cp>Whether Lester has dyslexia is unclear. What is clear is that instead of getting help with his reading, he got teased, into fights and suspended.\u003c/p>\n\u003cp>“I would get frustrated, agitated, upset, and then I’d get sent to the principal’s office,” he said.\u003c/p>\n\u003cp>Lester’s mom, Lucille Lester, didn’t learn that the school district had labeled her son “mentally retarded” until one of the black psychologists visited their home to evaluate Darryl and go through some tests.\u003c/p>\n\u003cp>“After he talked to Darryl, he turns to me and says, ‘Well, there is nothing wrong with this child,’ ” she testified in court in 1977.\u003c/p>\n\u003cp>That, she said, is when he told her what kind of classes Darryl had been attending.\u003c/p>\n\u003cp>“Naturally I didn’t feel good about it, and I got angry about it,” she told the court. “This is when I really found out what was really going on.”\u003c/p>\n\u003cfigure id=\"attachment_11781040\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781040\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg\" alt=\"Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1020x764.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1200x899.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut.jpg 1680w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Not long after, Lucille Lester packed up the family and headed to Tacoma, where an older son was serving on a nearby military base. There, Darryl continued to struggle, because as Judge Peckham had predicted, he had fallen behind.\u003c/p>\n\u003cp>His new high school placed him in a half-day special education program. The other half, he spent at Safeway. Every morning, Lester said, he reported at 7:30 a.m. to the grocery store, where he worked for high school credits — but no pay — until 11 a.m. before attending a few classes in the back of the campus.\u003c/p>\n\u003cp>After his family protested, the school put him in with the other kids.\u003c/p>\n\u003cp>He tried hard, going to “summer school, night classes, hardly getting any sleep,” but fell two credits short of a high school diploma, Lester said.\u003c/p>\n\u003cp>To this day, Lester, now 60, can barely read.\u003c/p>\n\u003cp>Lester knew he was part of a lawsuit. His mom had joined it on his behalf in 1971 — the year it was filed and when the family moved to Tacoma.\u003c/p>\n\u003cp>But until a reporter tracked him down last year, he never knew his pseudonym was “Larry P.” And he knew nothing of the ruling’s lasting impact on California schools.\u003c/p>\n\u003cp>Of the 1977 trip to the courthouse, Lester, then 18, recalled: “I asked my momma, ‘Are we done?’ And she said, ‘Yes son, we done.’ ”\u003c/p>\n\u003cp>They never spoke of it again.\u003c/p>\n\u003cfigure id=\"attachment_11781037\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781037\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg\" alt=\"Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system.\" width=\"800\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-160x94.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-1020x601.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-1200x708.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system. \u003ccite>(Joe Goyos/Support for Families of Children With Disabilities)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Special Education Today\u003c/strong>\u003c/p>\n\u003cp>The Larry P. judge made California school districts reassess all black students who’d been designated “educable mentally retarded” — without IQ tests — and the numbers dropped. He banned the use of the tests specifically for black students. In time, more subtle special education categories replaced the old ones.\u003c/p>\n\u003cp>By the time the judge ruled in 1979, a new \u003ca href=\"https://www2.ed.gov/policy/speced/leg/idea/history.html\" target=\"_blank\" rel=\"noopener\">federal law\u003c/a> enacted in 1975 guaranteed students with disabilities equal access to public education. Today, each special education student gets an Individualized Education Program, or IEP, which spells out their struggles and the support they’ll get at school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘That’s the crux of my tension in this work. That is with me every single day, particularly for black children.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But \u003ca href=\"https://www2.ed.gov/programs/osepidea/618-data/LEA-racial-ethnic-disparities-tables/disproportionality-analysis-by-state-analysis-category.pdf\" target=\"_blank\" rel=\"noopener\">data\u003c/a> released in 2016 show that black students nationwide are still being placed disproportionately in special education — particularly in categories like “emotional disturbance,” which are tied to behavior. They’re underassessed in categories such as autism spectrum disorder. And some who need special education don’t get assessed for anything. That, parents and special education advocates say, is because some teachers expect so little of them.\u003c/p>\n\u003cp>Despite those risks, plenty of black parents want their kids in special education because it gives families a legal avenue to hold schools accountable. Last year, a group of black parents gathered at a San Francisco school to talk about their struggles getting their kids assessed and making sure they receive the support guaranteed under the law.\u003c/p>\n\u003cp>Many black families find themselves navigating the system because nearly one in three black students in San Francisco Unified School District (SFUSD) is in special education — compared to one in eight non-black students, district data \u003ca href=\"//drive.google.com/open?id=13EX-vu62Ie1EcPO0VcoM-lI2lp-eEmwE\" target=\"_blank\" rel=\"noopener\">shows\u003c/a>.\u003c/p>\n\u003cp>That overrepresentation is highest in special education categories dealing with behavior. And educators, \u003ca href=\"http://kirwaninstitute.osu.edu/racial-disproportionality-in-school-discipline-implicit-bias-is-heavily-implicated/\" target=\"_blank\" rel=\"noopener\">studies show\u003c/a>, are more likely to perceive the behavior of black boys as aggressive or defiant. That’s why black boys routinely post the highest rates of suspensions and expulsions in the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mauricha Robinson said it’s not just boys: Her daughter Zariah excelled in school until sixth grade — when the curriculum got more complex. She tanked in her studies for the next two years.\u003c/p>\n\u003cp>Instead of seeking to assess Zariah for special needs, Robinson said, the school was kicking her out of class, sending her home or to the principal’s office.\u003c/p>\n\u003cp>“It was just, ‘How do we curb the behavior, behavior, behavior,’ ” she said. “And it was all punitive.”\u003c/p>\n\u003cp>Like all districts in California, SFUSD is working to reduce the disproportionately high numbers of black students in special education. Robinson speculates maybe that’s why no one in Zariah’s school sought to have her assessed, “to avoid stigmatizing another black child with a special education label.” But she thinks stereotypes played in, too, “of her being a black girl. Aggressive, ‘adultifying’ her, or ‘she’s sassy’ or ‘she’s outspoken.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That’s also common: \u003ca href=\"https://www.aecf.org/blog/new-study-the-adultification-of-black-girls/\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> has shown that adults at school often treat black girls “as less innocent and more adult-like than white girls of the same age” and punish them more harshly as a result.\u003c/p>\n\u003cp>So Robinson got some advice: If she requested her daughter get assessed, she’d be inoculated against expulsion. And she did: The assessment showed Zariah has a learning disability — a cognitive processing disorder that affects short-term memory and comprehension.\u003c/p>\n\u003cp>For eighth grade, Robinson moved Zariah into a regular class in a new school with some special assistance. It’s called “full inclusion” and aims to keep special education students from being singled out. Zariah’s grades shot up.\u003c/p>\n\u003cp>Jean Robertson, chief of special education services for SFUSD, said the push for “full inclusion” is among many changes the district has been implementing since a 2010 audit found black students were more likely to be segregated from the mainstream student population in special classes.\u003c/p>\n\u003cp>The \u003ca href=\"https://drive.google.com/open?id=1ApjCq-tEsycdkQD9UkeUkik-8owoQsCwXtrs0P6Cw8w\" target=\"_blank\" rel=\"noopener\">audit\u003c/a> also found black students were significantly overrepresented in several special education categories, like “emotional disturbance”: They were 8.5 times more likely than non-black students to be designated “emotionally disturbed.” Today, that number is down to about four times more likely.\u003c/p>\n\u003cfigure id=\"attachment_11781036\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781036\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg\" alt=\"In 2010, black students at SF Unified School District were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely.\" width=\"800\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-160x109.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1020x692.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1200x814.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut.jpg 1802w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">In 2010, black students at SFUSD were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely. \u003ccite>(San Francisco Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Department of Education data received in response to a public records request show 28 of the state’s nearly 1,000 school districts faring worse for black students in that category. The relatively low number of 28 is not surprising since many districts serve a very small number of black students, or none at all. At the high end, the data showed that one Southern California district is 12 times more likely to categorize black students as “emotionally disturbed.”\u003c/p>\n\u003cp>Other changes SFUSD has made over the past decade include working to support students early on so they don’t land in special education, doing deeper assessments and better tailoring services to each special education student instead of putting them in cookie-cutter programs.\u003c/p>\n\u003cp>But deciding who belongs in special education and who requires other types of support remains a huge challenge.\u003c/p>\n\u003cp>“That’s the crux of my tension in this work,” Robertson said. “That is with me every single day, particularly for black children.”\u003c/p>\n\u003cp>\u003cstrong>Putting an IQ Label on Students Is Like ‘Walking Around With Dynamite’\u003c/strong>\u003c/p>\n\u003cp>The IQ testing ban at the heart of the Larry P. ruling has created tensions of its own. The California Association of School Psychologists wants it lifted, noting that the persistent overrepresentation of black students in special education shows the ban hasn’t served its purpose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "“It was just, ‘How do we curb the behavior, behavior, behavior. And it was all punitive.’ “",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But many advocates for black students want the ban to remain in place, saying so many other biases still exist in the educational system.\u003c/p>\n\u003cp>John Affeldt, a managing attorney at Public Advocates, one of the civil rights firms that filed the Larry P. lawsuit, acknowledged IQ tests have improved since then — but not by enough.\u003c/p>\n\u003cp>Putting an intelligence label on a student is “like walking around with dynamite,” he said. “It’s not going to blow up for every kid.”\u003c/p>\n\u003cp>But when it does, the cost is simply too high.\u003c/p>\n\u003cp>That’s what happened to Darryl Lester. His lack of an education, inability to read and the shame he carried cost him. He struggled with addiction and low-wage jobs before hard physical labor left him disabled.\u003c/p>\n\u003cp>Lester said he has worked hard to rise above all that. He has been sober for 18 years now, happily married for 14. He and his wife, Cecilia Lester, now live in a redeveloped Tacoma housing project.\u003c/p>\n\u003cp>But Cecilia sometimes finds him alone, crying.\u003c/p>\n\u003cp>“It hurts on the inside, but you have to swallow your pride and look over it and just find some strength somewhere and say, ‘Hey, come on, you can do this. I’m better than this,’ and that gets me through the day,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11781165\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781165\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg\" alt=\"Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1200x900.jpeg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1044x783.jpeg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-632x474.jpeg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-536x402.jpeg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF.jpeg 1280w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘To Be Able to Pick Up a Book and Read it by Myself’\u003c/strong>\u003c/p>\n\u003cp>The Larry P. case remains the subject of \u003ca href=\"https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=%22larry+p%22+%22special+education%22&btnG=\" target=\"_blank\" rel=\"noopener\">academic articles\u003c/a>, online tutorials and plenty of debate. But for decades, the identity of Larry P. — and what happened to him — remained a mystery.\u003c/p>\n\u003cp>That’s no longer true, and Darryl Lester said he wants some good to come of it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Revisiting his schooling and the burden he carried into adulthood has been painful, he said. But it has driven him to share his experience in hopes that it might help today’s black students who aren’t getting the support they need.\u003c/p>\n\u003cp>Last spring, Lester returned to San Francisco for the first time since he testified. He was the guest of honor on a panel that included mothers of current black special education students.\u003c/p>\n\u003cp>“If a teacher’s not helping you, that is not good,” Lester told the gathering of educators, disability rights advocates and black parents, his voice cracking. “You’ve got other kids that will make fun of you. And if you’re a kid that can’t read something, it’s embarrassing.”\u003c/p>\n\u003cp>To the few students who attended the event, Lester said he had a special message: They should fight for an education and never feel ashamed.\u003c/p>\n\u003cp>Next week, he’ll tell his story again at the convention of the California Association of School Psychologists, the organization trying to lift that Larry P. ban.\u003c/p>\n\u003cp>Meanwhile, the grassroots group Decoding Dyslexia CA and the Northern California branch of the International Dyslexia Association are fundraising to create a “Larry P.” scholarship for African American students in Northern California who are struggling to read.\u003c/p>\n\u003cp>Decoding Dyslexia CA has also found a tutor in Tacoma to teach Lester to read. Lester knows it will be hard work, but he said: “My dream is to be able to pick up a book and read it by myself.”\u003c/p>\n\u003cp>\u003cem>An \u003ca href=\"https://www.kalw.org/post/legacy-mistreatment-san-francisco-s-black-special-ed-students#stream/0\" target=\"_blank\" rel=\"noopener\">earlier version\u003c/a> of this story aired on KALW’s news magazine, Crosscurrents. This story was reported with the \u003ca href=\"http://www.centerforhealthjournalism.org/\" target=\"_blank\" rel=\"noopener\">support\u003c/a> of the Fund for Journalism on Child Well-Being, a program of the University of Southern California Center for Health Journalism.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "S.F. Mayor Offers $10 Million in Stipends in Bid to Keep Teachers at Highest-Need Schools",
"title": "S.F. Mayor Offers $10 Million in Stipends in Bid to Keep Teachers at Highest-Need Schools",
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"content": "\u003cp>Teachers at San Francisco's hardest-to-staff schools began the school year with news of a much-welcomed bonus.\u003c/p>\n\u003cp>More than 1,000 teachers at San Francisco Unified's so-called \u003ca href=\"http://www.sfusd.edu/en/employment/certificated-careers/teaching-careers/why-teach-with-sfusd/where-we-need-you-most.html\" target=\"_blank\" rel=\"noopener\">high-potential schools\u003c/a>, which predominantly serve lower-income students of color, will receive an additional $3,000 stipend this year. The funding comes from a new $10 million, two-year pilot program, announced Monday — on the first day of school — by San Francisco Mayor London Breed, in an effort to retain educators at schools with high teacher turnover.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Latrice Simmons, educator at Dr. George Washington Carver Elementary School\"]'A lot of us are having a hard time staying in the neighborhoods we teach in.'[/pullquote]\u003c/p>\n\u003cp>This comes in addition to the $2,000 annual stipends that teachers at these schools already receive on top of their base salaries, a bump stemming from a 2008 voter-approved bond. In the coming fiscal year, those educators will also receive an additional $2,500, bringing their total stipend amount to $7,500, the mayor's office said.\u003c/p>\n\u003cp>\"Students in San Francisco deserve a high-quality education, regardless of where they live or go to school,\" Breed said in a statement. \"San Francisco is an expensive place to live and we hope that these stipends will help our educators afford the cost of living so that they can be part of the community in which they work.\"\u003c/p>\n\u003cp>California's housing crisis has taken a particularly tough toll on the state's educators, particularly those living and working in expensive coastal regions, where average teaching salaries have generally failed to keep pace with skyrocketing rents or home prices and other living costs. \u003c/p>\n\u003cp>\u003ca href=\"#property\">[Check out the interactive teacher-housing cost calulator tool below.]\u003c/a>\n\u003c/p>\u003cp>Almost nowhere is this more apparent than in notoriously expensive San Francisco. Here, the average SFUSD teacher makes nearly $84,000, according to the district, a salary that's slightly higher than the \u003ca href=\"https://www.sacbee.com/news/databases/article3187034.html\" target=\"_blank\" rel=\"noopener\">average for teachers statewide\u003c/a> but still hardly enough to cover expenses in a city where rents alone typically exceed $3,000.\u003c/p>\n\u003cp>\"Relatively low pay, on top of a full-fledged housing crisis is a big reason why teachers leave the district,\" said Jenny Lam, a San Francisco Board of Education commissioner, who also serves as Breed's education adviser. \"We see that the turnover rate at high-potential schools is higher. So this is an opportunity to focus in on [those] schools. ... The goal is to continue building retention over time.\"\u003c/p>\n\u003cp>Breed's new stipend plan comes on the heels of recent efforts by her administration to create more affordable housing for teachers in the city. One \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Breed-supervisors-strike-a-deal-over-dueling-14123003.php?psid=9kEMi\" target=\"_blank\" rel=\"noopener\">upcoming ballot measure \u003c/a>would allow 100% affordable and educator housing to be built on parcels of public land that are over 10,000 square feet (not including parks).\u003c/p>\n\u003cp>At San Francisco’s 25 high-potential schools, nearly all of which are in the city's Bayview, Mission and southeastern neighborhoods, roughly a third of educators are first- or second-year teachers, and the turnover rate is 27%, as compared to the districtwide rate of 21%, according to the mayor's office.\u003c/p>\n\u003cp>[aside label=\"related stories\" tag=\"teachers\"]\u003c/p>\n\u003cp>\"This is fantastic for schools like ours,\" said Emmanuel S. Stewart, principal of Dr. George Washington Carver Elementary School in the Bayview-Hunter's Point neighborhood. \"It's something they should've been paying us for a long time. ... Our educators very seldom get the full compensation they deserve.\"\u003c/p>\n\u003cp>Nearly 70% of his school's staff lives outside of San Francisco, Stewart said, noting that an increasing number of his students have also moved out of the city but are still enrolled and now commute to school.\u003c/p>\n\u003cp>In the three years Stewart has been principal at Carver, at least 10 teachers have departed, many for jobs in higher-paying districts, he said. Last year, three of his young teachers accepted positions at higher-income schools in Palo Alto, taking with them \"the [teaching] knowledge that we gave them,\" he said.\u003c/p>\n\u003cp>Stewart said he hopes similar financial incentives will be offered to his school's classified staff, including the custodians, food-service workers and instructional assistants, who typically make less than teachers and often face even greater financial strain.\u003c/p>\n\u003cp>\"I'm hoping they'll really consider everyone who’s dedicated time to our community,\" he said.\u003c/p>\n\u003cp>Latrice Simmons, an educator at Carver, said she moved out of San Francisco several years ago, and now commutes from Daly City.\u003c/p>\n\u003cp>\"I can’t afford to live in the city. It just got so expensive I couldn’t continue,” she said. \"A lot of us are having a hard time staying in the neighborhoods we teach in.\"\u003c/p>\n\u003cp>The extra cash the district is offering is a much-needed boost, but still not enough for most teachers to be able to continue living in San Francisco, Simmons said.\u003c/p>\n\u003cp>\"I’ll be honest. We kind of need more,\" she said. \"The typical studio apartment starts at about $3,000. There's not too much left over at that.\"\u003c/p>\n\u003cp>But that all aside, she added, \"I'm committed to staying in San Francisco, and specifically staying in schools where people look like me. I want to make sure brown and black children have access to a quality education.\"\u003c/p>\n\u003ch3>\u003ca id=\"property\">\u003c/a>How much housing can California teachers afford?\u003c/h3>\n\u003cp>\u003ci>An interactive tool from \u003ca href=\"https://edsource.org/2019/how-much-housing-can-california-teachers-afford/611235\">EdSource\u003c/a>, produced by Yuxuan Xie, Daniel J. Willis and Justin Allen.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>(Note: salary data based on 2017-18 California Department of Education figures.)\u003c/i>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://edsource.org/dataviz/ca-teachers-housing/index.html\" width=\"800\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>KQED's Holly McDede contributed reporting to this article.\u003c/i>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers at San Francisco's hardest-to-staff schools began the school year with news of a much-welcomed bonus.\u003c/p>\n\u003cp>More than 1,000 teachers at San Francisco Unified's so-called \u003ca href=\"http://www.sfusd.edu/en/employment/certificated-careers/teaching-careers/why-teach-with-sfusd/where-we-need-you-most.html\" target=\"_blank\" rel=\"noopener\">high-potential schools\u003c/a>, which predominantly serve lower-income students of color, will receive an additional $3,000 stipend this year. The funding comes from a new $10 million, two-year pilot program, announced Monday — on the first day of school — by San Francisco Mayor London Breed, in an effort to retain educators at schools with high teacher turnover.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This comes in addition to the $2,000 annual stipends that teachers at these schools already receive on top of their base salaries, a bump stemming from a 2008 voter-approved bond. In the coming fiscal year, those educators will also receive an additional $2,500, bringing their total stipend amount to $7,500, the mayor's office said.\u003c/p>\n\u003cp>\"Students in San Francisco deserve a high-quality education, regardless of where they live or go to school,\" Breed said in a statement. \"San Francisco is an expensive place to live and we hope that these stipends will help our educators afford the cost of living so that they can be part of the community in which they work.\"\u003c/p>\n\u003cp>California's housing crisis has taken a particularly tough toll on the state's educators, particularly those living and working in expensive coastal regions, where average teaching salaries have generally failed to keep pace with skyrocketing rents or home prices and other living costs. \u003c/p>\n\u003cp>\u003ca href=\"#property\">[Check out the interactive teacher-housing cost calulator tool below.]\u003c/a>\n\u003c/p>\u003cp>Almost nowhere is this more apparent than in notoriously expensive San Francisco. Here, the average SFUSD teacher makes nearly $84,000, according to the district, a salary that's slightly higher than the \u003ca href=\"https://www.sacbee.com/news/databases/article3187034.html\" target=\"_blank\" rel=\"noopener\">average for teachers statewide\u003c/a> but still hardly enough to cover expenses in a city where rents alone typically exceed $3,000.\u003c/p>\n\u003cp>\"Relatively low pay, on top of a full-fledged housing crisis is a big reason why teachers leave the district,\" said Jenny Lam, a San Francisco Board of Education commissioner, who also serves as Breed's education adviser. \"We see that the turnover rate at high-potential schools is higher. So this is an opportunity to focus in on [those] schools. ... The goal is to continue building retention over time.\"\u003c/p>\n\u003cp>Breed's new stipend plan comes on the heels of recent efforts by her administration to create more affordable housing for teachers in the city. One \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Breed-supervisors-strike-a-deal-over-dueling-14123003.php?psid=9kEMi\" target=\"_blank\" rel=\"noopener\">upcoming ballot measure \u003c/a>would allow 100% affordable and educator housing to be built on parcels of public land that are over 10,000 square feet (not including parks).\u003c/p>\n\u003cp>At San Francisco’s 25 high-potential schools, nearly all of which are in the city's Bayview, Mission and southeastern neighborhoods, roughly a third of educators are first- or second-year teachers, and the turnover rate is 27%, as compared to the districtwide rate of 21%, according to the mayor's office.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"This is fantastic for schools like ours,\" said Emmanuel S. Stewart, principal of Dr. George Washington Carver Elementary School in the Bayview-Hunter's Point neighborhood. \"It's something they should've been paying us for a long time. ... Our educators very seldom get the full compensation they deserve.\"\u003c/p>\n\u003cp>Nearly 70% of his school's staff lives outside of San Francisco, Stewart said, noting that an increasing number of his students have also moved out of the city but are still enrolled and now commute to school.\u003c/p>\n\u003cp>In the three years Stewart has been principal at Carver, at least 10 teachers have departed, many for jobs in higher-paying districts, he said. Last year, three of his young teachers accepted positions at higher-income schools in Palo Alto, taking with them \"the [teaching] knowledge that we gave them,\" he said.\u003c/p>\n\u003cp>Stewart said he hopes similar financial incentives will be offered to his school's classified staff, including the custodians, food-service workers and instructional assistants, who typically make less than teachers and often face even greater financial strain.\u003c/p>\n\u003cp>\"I'm hoping they'll really consider everyone who’s dedicated time to our community,\" he said.\u003c/p>\n\u003cp>Latrice Simmons, an educator at Carver, said she moved out of San Francisco several years ago, and now commutes from Daly City.\u003c/p>\n\u003cp>\"I can’t afford to live in the city. It just got so expensive I couldn’t continue,” she said. \"A lot of us are having a hard time staying in the neighborhoods we teach in.\"\u003c/p>\n\u003cp>The extra cash the district is offering is a much-needed boost, but still not enough for most teachers to be able to continue living in San Francisco, Simmons said.\u003c/p>\n\u003cp>\"I’ll be honest. We kind of need more,\" she said. \"The typical studio apartment starts at about $3,000. There's not too much left over at that.\"\u003c/p>\n\u003cp>But that all aside, she added, \"I'm committed to staying in San Francisco, and specifically staying in schools where people look like me. I want to make sure brown and black children have access to a quality education.\"\u003c/p>\n\u003ch3>\u003ca id=\"property\">\u003c/a>How much housing can California teachers afford?\u003c/h3>\n\u003cp>\u003ci>An interactive tool from \u003ca href=\"https://edsource.org/2019/how-much-housing-can-california-teachers-afford/611235\">EdSource\u003c/a>, produced by Yuxuan Xie, Daniel J. Willis and Justin Allen.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>(Note: salary data based on 2017-18 California Department of Education figures.)\u003c/i>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://edsource.org/dataviz/ca-teachers-housing/index.html\" width=\"800\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>KQED's Holly McDede contributed reporting to this article.\u003c/i>\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>A controversial mural at a San Francisco high school is getting increased attention just as it’s about to be covered up.\u003c/p>\n\u003cp>[aside postID=\"arts_13860237,arts_13854510,news_11756796\"]Hundreds of people squeezed into the main lobby of George Washington High School on Thursday afternoon to catch a final glimpse of San Francisco artist Victor Arnautoff’s \u003cem>Life of Washington\u003c/em> mural.\u003c/p>\n\u003cp>The vibrant fresco that has adorned the walls of the school since 1935 is rarely on public view. A spokeswoman for the San Francisco Unified School District said officials decided to allow the public to view the mural during a two-hour window in response to multiple requests from individuals.\u003c/p>\n\u003cp>Locals, like Myron Lee, were excited to finally see it. “I’m very interested to see what got the whole city in a tizzy,” he said.\u003c/p>\n\u003cp>The 1600-square-foot mural has been a topic of debate for decades. In the 1960s, the school’s Black Student Union campaigned to have the work removed, protesting its depiction of oppressed African- and Native Americans.\u003c/p>\n\u003cfigure id=\"attachment_11765102\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/02/public-gets-final-glimpse-of-controversial-life-of-washington-mural/francee-covington/\" rel=\"attachment wp-att-11765102\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11765102\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Francee-Covington.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-536x402.jpg 536w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco resident Francee Covington believes the mural should go. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the outcry against the work has grown in recent months, leading to the Board of Education’s \u003ca href=\"https://www.kqed.org/arts/13860237/this-is-reparations-s-f-school-board-votes-to-paint-over-controversial-high-school-mural\" target=\"_blank\" rel=\"noopener\">unanimous decision\u003c/a> earlier this summer to remove it.\u003c/p>\n\u003cp>“We can’t pretend that the Founding Fathers included everyone in their vision of what liberty and justice looked like,” said San Francisco resident Francee Covington. “Because they did not.” She agreed that the mural should go.\u003c/p>\n\u003cp>Others argue the artwork should stay. Among them was 13-year-old Berkeley student Donatella Donovan. She said \u003cem>Life of Washington\u003c/em> depicts American history in a truthful way.\u003c/p>\n\u003cfigure id=\"attachment_11765103\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/02/public-gets-final-glimpse-of-controversial-life-of-washington-mural/donatella-donovan/\" rel=\"attachment wp-att-11765103\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11765103\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Donatella-Donovan.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-536x402.jpg 536w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley student Donatella Donovan thinks the mural should stay. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s meant to show the history of our country that a lot of people don’t want to recognize is there, because they’re ashamed of it,” said Donovan, adding she also thought it should stay because it’s beautiful.\u003c/p>\n\u003cp>A San Francisco Unified School District spokeswoman said the Board of Education has not yet decided when to go ahead with the removal, or whether to use paint or solid panels to cover it up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Hundreds of people squeezed into the main lobby of George Washington High School on Thursday afternoon to catch a final glimpse of San Francisco artist Victor Arnautoff’s \u003cem>Life of Washington\u003c/em> mural.\u003c/p>\n\u003cp>The vibrant fresco that has adorned the walls of the school since 1935 is rarely on public view. A spokeswoman for the San Francisco Unified School District said officials decided to allow the public to view the mural during a two-hour window in response to multiple requests from individuals.\u003c/p>\n\u003cp>Locals, like Myron Lee, were excited to finally see it. “I’m very interested to see what got the whole city in a tizzy,” he said.\u003c/p>\n\u003cp>The 1600-square-foot mural has been a topic of debate for decades. In the 1960s, the school’s Black Student Union campaigned to have the work removed, protesting its depiction of oppressed African- and Native Americans.\u003c/p>\n\u003cfigure id=\"attachment_11765102\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/02/public-gets-final-glimpse-of-controversial-life-of-washington-mural/francee-covington/\" rel=\"attachment wp-att-11765102\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11765102\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Francee-Covington.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-536x402.jpg 536w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco resident Francee Covington believes the mural should go. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the outcry against the work has grown in recent months, leading to the Board of Education’s \u003ca href=\"https://www.kqed.org/arts/13860237/this-is-reparations-s-f-school-board-votes-to-paint-over-controversial-high-school-mural\" target=\"_blank\" rel=\"noopener\">unanimous decision\u003c/a> earlier this summer to remove it.\u003c/p>\n\u003cp>“We can’t pretend that the Founding Fathers included everyone in their vision of what liberty and justice looked like,” said San Francisco resident Francee Covington. “Because they did not.” She agreed that the mural should go.\u003c/p>\n\u003cp>Others argue the artwork should stay. Among them was 13-year-old Berkeley student Donatella Donovan. She said \u003cem>Life of Washington\u003c/em> depicts American history in a truthful way.\u003c/p>\n\u003cfigure id=\"attachment_11765103\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/02/public-gets-final-glimpse-of-controversial-life-of-washington-mural/donatella-donovan/\" rel=\"attachment wp-att-11765103\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11765103\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Donatella-Donovan.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-536x402.jpg 536w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley student Donatella Donovan thinks the mural should stay. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s meant to show the history of our country that a lot of people don’t want to recognize is there, because they’re ashamed of it,” said Donovan, adding she also thought it should stay because it’s beautiful.\u003c/p>\n\u003cp>A San Francisco Unified School District spokeswoman said the Board of Education has not yet decided when to go ahead with the removal, or whether to use paint or solid panels to cover it up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>If you’re a public school parent in San Francisco or Oakland, your child’s education is now in the hands of a new leader.\u003c/p>\n\u003cp>Kyla Johnson-Trammell is the new schools chief in the Oakland Unified School District.\u003c/p>\n\u003cp>Vincent Matthews now heads up San Francisco Unified.\u003c/p>\n\u003cp>While their districts are very different, these leaders have one thing in common: They attended and worked in the schools they now lead.\u003c/p>\n\u003cp>They also join a \u003ca href=\"https://edsource.org/2017/oakland-is-the-latest-big-district-turning-to-insider-to-head-schools/582833\" target=\"_blank\" rel=\"noopener noreferrer\">growing list\u003c/a> of “homegrown superintendents” in California. The trend comes after years of large urban school districts bringing in outsiders who often divided school communities with their ambitious agendas and short tenures.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In Oakland and San Francisco, the hope is that Johnson-Trammell and Mathews will stay longer, easily win trust among families and community members, and stabilize their districts.\u003c/p>\n\u003cp>\u003cstrong>Vincent Matthews: ‘This Is My Home’\u003c/strong>\u003c/p>\n\u003cp>A prominent African-American school administrator, Matthews led \u003ca href=\"https://ww2.kqed.org/forum/2015/08/25/california-bay-area-school-districts-scramble-to-hire-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">San Jose Unified\u003c/a> for more than five years. Before that, he was the state-appointed administrator for Oakland Unified, helping the district get out of its financial mess in 2007.\u003c/p>\n\u003cp>Until recently, he was overseeing the troubled Inglewood Unified School District near Los Angeles, also as a state-appointed administrator.\u003c/p>\n\u003cp>“I’ve loved every place that I’ve had the opportunity to be a part of. But San Francisco is where I was raised. This is my home,” Matthews said.\u003c/p>\n\u003cp>He grew up in the Haight-Ashbury District in the 1970s. His mom and siblings lived in a Victorian with two other families. He attended public schools in the neighborhood, went to San Francisco State University and returned to the district as a teacher and then a principal.\u003c/p>\n\u003cp>His deep connection to San Francisco — combined with his 30 years of experience as a successful school leader — helped him land his new job.\u003c/p>\n\u003cp>“My job is to be the chief collaborator around getting students in this city a high-quality education,” he said. “I will scream that from the mountaintops, and I will talk to each and every person who wants to hear it. Even people who don’t want to hear it. They will hear it from me.”\u003c/p>\n\u003cp>Matthews demonstrated his unique ability to connect with local educators at a recent meet-and-greet at one of Google’s downtown offices.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Your ZIP code should not determine the quality of the education you receive.”\u003cbr>\n\u003ccite>Vincent Matthews, Superintendent San Francisco Unified Schools\u003cbr>\n\u003c/cite>\u003c/aside>\n\u003caside class=\"pullquote\">\u003c/aside>\n\u003caside class=\"pullquote\">\u003c/aside>\n\u003cp>Teachers from the city’s Bayview District were invited to attend, and Matthews told the crowd it felt like a reunion. He said that even though he went to school in the Haight, he spent a lot of time in the Bayview, where many African-American families lived. He has fond memories of attending church in the neighborhood, going to choir practice and hanging out with friends.\u003c/p>\n\u003cp>However, Matthews said that even as a kid he noticed the educational inequities within district schools, which he believes remain today.\u003c/p>\n\u003cp>“That is key for me. Your ZIP code should not determine the quality of the education you receive,” he told the roomful of teachers.\u003c/p>\n\u003cp>Matthews said to expect an even greater emphasis on making sure all schools are offering a high-quality education – especially at schools that he believes have not gotten the attention they deserve.\u003c/p>\n\u003cp>Above all, when it comes to learning in a city that’s the epicenter of all things tech, Matthews said he wants district students to master the skill of creativity.\u003c/p>\n\u003cp>“It assists them in becoming much more flexible. Being able not to just see two years down the road, but to begin to see five years, 10 years, 20 years down the road.”\u003c/p>\n\u003cp>Matthews’ flexibility will be tested on Day One – jumping into district contract negotiations with teachers and figuring out affordable housing solutions for all its educators.\u003c/p>\n\u003cp>He’s also expected to face some skepticism around his stance on charter schools. Matthews spent five years promoting and running charter schools during this career and he believes they play a role in offering families more options.\u003c/p>\n\u003cfigure id=\"attachment_11611968\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11611968\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/IMG_2877-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kyla Johnson-Trammell looks on during a leadership event at La Escuelita Elementary School before the 2017-2018 school year. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kyla Johnson-Trammell: The Insider\u003c/strong>\u003c/p>\n\u003cp>Kyla Johnson-Trammell has spent her entire professional career — more than 18 years — in the Oakland Unified School District. The 41-year-old mother of two has been an elementary school teacher and principal and has held administrative positions.\u003c/p>\n\u003cp>On a recent morning, Johnson-Trammell introduced her leadership style to a crowded gym of Oakland principals and educators, most of whom she knew, saying she wants to be less of a “hero” who would offer silver-bullet solutions to solve the district’s problems and more of a “host,” who creates a culture of innovation and collaboration.\u003c/p>\n\u003cp>“I believe from my gut that it is not about one individual to help us become the organization we want to be,” she said. “It’s about the collective.”\u003c/p>\n\u003cp>Oakland Unified’s turmoil over recent years has, in large part, been caused by leadership turnover, Johnson-Trammell told KQED. OUSD has had four superintendents in the last five years.\u003c/p>\n\u003cp>Before Antwan Wilson departed earlier this year to lead the Washington, D.C., school district, he announced Oakland Unified would be forced to make millions of dollars in cuts, while ultimately impacted the central office that Johnson-Trammell would soon inherit.\u003c/p>\n\u003caside class=\"pullquote alignright\">“It is not about one individual to help us become the organization we want to be.”\u003cbr>\n\u003ccite>Kyla Johnson-Trammell, Superintendent of the Oakland Unified School District\u003cbr>\n\u003c/cite>\u003c/aside>\n\u003cp>The East Oakland native knows the task of improving the district is “daunting.” OUSD has a graduation rate that has increased slowly over the last few years, but remains low at 66 percent. Charter school enrollment continues to climb, while district school enrollment is expected to remain around 37,000.\u003c/p>\n\u003cp>Johnson-Trammell expects more budget cuts in the future caused, in part, by cost-of-living increases, pensions and more students with special needs.\u003c/p>\n\u003cp>“We’re going to have to think very conservatively,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Johnson-Trammell wants to remain superintendent as long as she can create a culture that allows teachers, principals, families and schools to find creative solutions to problems they face, she said. As to whether she’ll stay for the long run, she says she’d like to, but “I can’t make that promise.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re a public school parent in San Francisco or Oakland, your child’s education is now in the hands of a new leader.\u003c/p>\n\u003cp>Kyla Johnson-Trammell is the new schools chief in the Oakland Unified School District.\u003c/p>\n\u003cp>Vincent Matthews now heads up San Francisco Unified.\u003c/p>\n\u003cp>While their districts are very different, these leaders have one thing in common: They attended and worked in the schools they now lead.\u003c/p>\n\u003cp>They also join a \u003ca href=\"https://edsource.org/2017/oakland-is-the-latest-big-district-turning-to-insider-to-head-schools/582833\" target=\"_blank\" rel=\"noopener noreferrer\">growing list\u003c/a> of “homegrown superintendents” in California. The trend comes after years of large urban school districts bringing in outsiders who often divided school communities with their ambitious agendas and short tenures.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Oakland and San Francisco, the hope is that Johnson-Trammell and Mathews will stay longer, easily win trust among families and community members, and stabilize their districts.\u003c/p>\n\u003cp>\u003cstrong>Vincent Matthews: ‘This Is My Home’\u003c/strong>\u003c/p>\n\u003cp>A prominent African-American school administrator, Matthews led \u003ca href=\"https://ww2.kqed.org/forum/2015/08/25/california-bay-area-school-districts-scramble-to-hire-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">San Jose Unified\u003c/a> for more than five years. Before that, he was the state-appointed administrator for Oakland Unified, helping the district get out of its financial mess in 2007.\u003c/p>\n\u003cp>Until recently, he was overseeing the troubled Inglewood Unified School District near Los Angeles, also as a state-appointed administrator.\u003c/p>\n\u003cp>“I’ve loved every place that I’ve had the opportunity to be a part of. But San Francisco is where I was raised. This is my home,” Matthews said.\u003c/p>\n\u003cp>He grew up in the Haight-Ashbury District in the 1970s. His mom and siblings lived in a Victorian with two other families. He attended public schools in the neighborhood, went to San Francisco State University and returned to the district as a teacher and then a principal.\u003c/p>\n\u003cp>His deep connection to San Francisco — combined with his 30 years of experience as a successful school leader — helped him land his new job.\u003c/p>\n\u003cp>“My job is to be the chief collaborator around getting students in this city a high-quality education,” he said. “I will scream that from the mountaintops, and I will talk to each and every person who wants to hear it. Even people who don’t want to hear it. They will hear it from me.”\u003c/p>\n\u003cp>Matthews demonstrated his unique ability to connect with local educators at a recent meet-and-greet at one of Google’s downtown offices.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Your ZIP code should not determine the quality of the education you receive.”\u003cbr>\n\u003ccite>Vincent Matthews, Superintendent San Francisco Unified Schools\u003cbr>\n\u003c/cite>\u003c/aside>\n\u003caside class=\"pullquote\">\u003c/aside>\n\u003caside class=\"pullquote\">\u003c/aside>\n\u003cp>Teachers from the city’s Bayview District were invited to attend, and Matthews told the crowd it felt like a reunion. He said that even though he went to school in the Haight, he spent a lot of time in the Bayview, where many African-American families lived. He has fond memories of attending church in the neighborhood, going to choir practice and hanging out with friends.\u003c/p>\n\u003cp>However, Matthews said that even as a kid he noticed the educational inequities within district schools, which he believes remain today.\u003c/p>\n\u003cp>“That is key for me. Your ZIP code should not determine the quality of the education you receive,” he told the roomful of teachers.\u003c/p>\n\u003cp>Matthews said to expect an even greater emphasis on making sure all schools are offering a high-quality education – especially at schools that he believes have not gotten the attention they deserve.\u003c/p>\n\u003cp>Above all, when it comes to learning in a city that’s the epicenter of all things tech, Matthews said he wants district students to master the skill of creativity.\u003c/p>\n\u003cp>“It assists them in becoming much more flexible. Being able not to just see two years down the road, but to begin to see five years, 10 years, 20 years down the road.”\u003c/p>\n\u003cp>Matthews’ flexibility will be tested on Day One – jumping into district contract negotiations with teachers and figuring out affordable housing solutions for all its educators.\u003c/p>\n\u003cp>He’s also expected to face some skepticism around his stance on charter schools. Matthews spent five years promoting and running charter schools during this career and he believes they play a role in offering families more options.\u003c/p>\n\u003cfigure id=\"attachment_11611968\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11611968\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/IMG_2877-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kyla Johnson-Trammell looks on during a leadership event at La Escuelita Elementary School before the 2017-2018 school year. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kyla Johnson-Trammell: The Insider\u003c/strong>\u003c/p>\n\u003cp>Kyla Johnson-Trammell has spent her entire professional career — more than 18 years — in the Oakland Unified School District. The 41-year-old mother of two has been an elementary school teacher and principal and has held administrative positions.\u003c/p>\n\u003cp>On a recent morning, Johnson-Trammell introduced her leadership style to a crowded gym of Oakland principals and educators, most of whom she knew, saying she wants to be less of a “hero” who would offer silver-bullet solutions to solve the district’s problems and more of a “host,” who creates a culture of innovation and collaboration.\u003c/p>\n\u003cp>“I believe from my gut that it is not about one individual to help us become the organization we want to be,” she said. “It’s about the collective.”\u003c/p>\n\u003cp>Oakland Unified’s turmoil over recent years has, in large part, been caused by leadership turnover, Johnson-Trammell told KQED. OUSD has had four superintendents in the last five years.\u003c/p>\n\u003cp>Before Antwan Wilson departed earlier this year to lead the Washington, D.C., school district, he announced Oakland Unified would be forced to make millions of dollars in cuts, while ultimately impacted the central office that Johnson-Trammell would soon inherit.\u003c/p>\n\u003caside class=\"pullquote alignright\">“It is not about one individual to help us become the organization we want to be.”\u003cbr>\n\u003ccite>Kyla Johnson-Trammell, Superintendent of the Oakland Unified School District\u003cbr>\n\u003c/cite>\u003c/aside>\n\u003cp>The East Oakland native knows the task of improving the district is “daunting.” OUSD has a graduation rate that has increased slowly over the last few years, but remains low at 66 percent. Charter school enrollment continues to climb, while district school enrollment is expected to remain around 37,000.\u003c/p>\n\u003cp>Johnson-Trammell expects more budget cuts in the future caused, in part, by cost-of-living increases, pensions and more students with special needs.\u003c/p>\n\u003cp>“We’re going to have to think very conservatively,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"id": "fresh-air",
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"hidden-brain": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"rss": "https://rss.art19.com/masters-of-scale"
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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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"officialWebsiteLink": "/mindshift/",
"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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},
"link": "/radio/program/on-the-media",
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"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
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},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"order": 14
},
"link": "/perspectives",
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"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"meta": {
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"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.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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