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"slug": "lowell-students-slow-to-adopt-ethnic-studies",
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"content": "\u003cp>Lowell is the only public high school in San Francisco where students have to take a test to get in. It is the top public school in the city for college readiness and one of the best in the state.\u003c/p>\n\u003cp>Students at Lowell are mainly focused on one thing: getting into college. They say that sets the tone for the environment here.\u003c/p>\n\u003cp>“Everyone at Lowell is stressed,” says senior Santiago Alvarez.\u003c/p>\n\u003cp>“When I got here it was just like school, school, school, everybody’s stressed out just to get that A,” adds Koreena Ortiz, another senior. “At one time I was wanting to drop out, I couldn’t do it no more.”\u003c/p>\n\u003cp>In addition to those stresses, Ortiz and Alvarez say there’s an \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-2-latino-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">additional stress\u003c/a> if you are a minority student on campus. What they mean by minority is black, Latino, \u003ca href=\"http://www.greatschools.org/california/san-francisco/6397-Lowell-High-School/details/#Students\">Filipino\u003c/a> and Pacific Islander. The majority of students at Lowell are Asian or white.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/265719140″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=’166′ iframe=”true” /]\u003c/p>\n\u003cp>\u003cstrong>Race at Lowell Not Exactly Black and White\u003c/strong>\u003c/p>\n\u003cp>Alvarez, who identifies as Filipino, Puerto Rican and Italian, says being in the minority makes it \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-1-african-american-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">tough to fit in\u003c/a>.\u003c/p>\n\u003cp>“It’s a lot harder if you don’t feel like you belong, or if you don’t feel included,” Alvarez says.\u003c/p>\n\u003cp>Especially in the classroom. Ortiz describes teachers asking classes to divide into small groups of three or four students.\u003c/p>\n\u003cp>“Ten seconds later it’s either just me by myself or me and another person [of color],” Ortiz says.\u003c/p>\n\u003cp>The way Ortiz — who identifies as Samoan, Puerto Rican and Chicano — sees it, her peers assume she’s not smart enough.\u003c/p>\n\u003cp>“We have to ask the teacher, ‘No one wants me in their group, can you put me in a group?’ Like it’s that sad,” she says. “That happens a lot, so I’d rather just work by myself because no one wanna be in a group with me.”\u003c/p>\n\u003cp>Some of the students of color I spoke to say these actions are subtle yet offensive. Lowell Principal Andrew Ishibashi says he realizes this is not going to make a welcoming environment for future students of color.\u003c/p>\n\u003cp>“For the last nine years since I’ve been principal, I’ve been recruiting and setting up special programs for African-Americans and Latinos,” Ishibashi says.\u003c/p>\n\u003cp>But something that happened last winter didn’t help his efforts.\u003c/p>\n\u003cp>A student put up a racially insensitive poster on a school bulletin board that stereotyped black people as entertainers, fast-food employees and gang members.\u003c/p>\n\u003cp>Tsia Blacksher, co-president of the Lowell Black Student Union, \u003ca href=\"http://www.ktvu.com/news/95825583-story\">led a walkout\u003c/a> in protest with about 20 other students.\u003c/p>\n\u003cp>“With the recent events we were talking about having mandatory ethnic [studies] classes,” Blacksher says.\u003c/p>\n\u003cp>The Black Student Union also delivered a list of demands to the school board, including mandatory ethnic studies classes, a full-time African-American recruitment officer and an African-American community center on campus.\u003c/p>\n\u003cp>\u003cstrong>AP or Ethnic Studies?\u003c/strong>\u003c/p>\n\u003cp>Principal Ishibashi says he’s working on the demands. As part of an elective program the school board adopted in December 2014, a Lowell teacher is leading an ethnic studies class with a curriculum provided by the district.\u003c/p>\n\u003cp>But Ishibashi says requiring students to take the class is another matter.\u003c/p>\n\u003cp>“It’s very difficult because you already have students taking six to seven classes,” Ishibashi says. “And to make another graduation requirement just makes it more difficult for the student.”\u003c/p>\n\u003cp>There are some students who would rather take an advanced placement course, he says. For them, ethnic studies isn’t a priority, and he wouldn’t want to force them.\u003c/p>\n\u003cp>“For us it’s a priority but for students, you can’t make it their priority,” Ishibashi says.\u003c/p>\n\u003cfigure id=\"attachment_10961135\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10961135\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg\" alt=\"This is the first year that Lowell High School offered ethnic studies. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This is the first year that Lowell High School offered ethnic studies. \u003ccite>(Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘We Definitely Need Ethnic Studies’\u003c/strong>\u003c/p>\n\u003cp>Senior Lena Truong self-identifies as being in the Asian student majority.\u003c/p>\n\u003cp>She says many of her peers are just too busy to care about the way that capitalism, racism and sexism has oppressed people of color in the past. She, however, chose to make ethnic studies a priority.\u003c/p>\n\u003cp>“Imagine what it’s like not to know your own history. Imagine what it’s like not to see yourself in your textbook and have your history kind of erased or not viewed as important,” she says. “We definitely need ethnic studies.”\u003c/p>\n\u003cp>Truong says there’s not much solidarity between the majority of students who are white and Asian and the other students of color. The lack of support is evident when students fail to understand why a poster is offensive — or exclude people who don’t look like them in group projects.\u003c/p>\n\u003cp>That’s why the San Francisco Unified School District is working on infusing culturally relevant content into the basic history curriculum.\u003c/p>\n\u003cp>Artnelson Concordia oversees ethnic studies for the district. He is determined to get this done over the next couple of years.\u003c/p>\n\u003cp>He says it’s a challenge to get students from more privileged backgrounds involved in the process.\u003c/p>\n\u003cp>“How do we teach about oppression?” he asks. “How do we make it that they’re not seen as the enemy and rather invite them to the solution to addressing the suffering of many of their classmates?”\u003c/p>\n\u003cp>To Concordia, if students can opt out of learning about certain cultures and systems of oppression, the value of ethnic studies is not as powerful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many students at Lowell High School agree. Many want their peers to understand their reality so they can help break down barriers in the classroom and out in the real world.\u003c/p>\n\n",
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"title": "At S.F.'s Elite Lowell High School, Students Slow to Adopt Ethnic Studies | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lowell is the only public high school in San Francisco where students have to take a test to get in. It is the top public school in the city for college readiness and one of the best in the state.\u003c/p>\n\u003cp>Students at Lowell are mainly focused on one thing: getting into college. They say that sets the tone for the environment here.\u003c/p>\n\u003cp>“Everyone at Lowell is stressed,” says senior Santiago Alvarez.\u003c/p>\n\u003cp>“When I got here it was just like school, school, school, everybody’s stressed out just to get that A,” adds Koreena Ortiz, another senior. “At one time I was wanting to drop out, I couldn’t do it no more.”\u003c/p>\n\u003cp>In addition to those stresses, Ortiz and Alvarez say there’s an \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-2-latino-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">additional stress\u003c/a> if you are a minority student on campus. What they mean by minority is black, Latino, \u003ca href=\"http://www.greatschools.org/california/san-francisco/6397-Lowell-High-School/details/#Students\">Filipino\u003c/a> and Pacific Islander. The majority of students at Lowell are Asian or white.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='’166′'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/265719140″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/265719140″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Race at Lowell Not Exactly Black and White\u003c/strong>\u003c/p>\n\u003cp>Alvarez, who identifies as Filipino, Puerto Rican and Italian, says being in the minority makes it \u003ca href=\"http://thelowell.org/portfolio/finding-equity-part-1-african-american-students-share-their-stories-of-problems-with-lowells-lack-of-diversity/\">tough to fit in\u003c/a>.\u003c/p>\n\u003cp>“It’s a lot harder if you don’t feel like you belong, or if you don’t feel included,” Alvarez says.\u003c/p>\n\u003cp>Especially in the classroom. Ortiz describes teachers asking classes to divide into small groups of three or four students.\u003c/p>\n\u003cp>“Ten seconds later it’s either just me by myself or me and another person [of color],” Ortiz says.\u003c/p>\n\u003cp>The way Ortiz — who identifies as Samoan, Puerto Rican and Chicano — sees it, her peers assume she’s not smart enough.\u003c/p>\n\u003cp>“We have to ask the teacher, ‘No one wants me in their group, can you put me in a group?’ Like it’s that sad,” she says. “That happens a lot, so I’d rather just work by myself because no one wanna be in a group with me.”\u003c/p>\n\u003cp>Some of the students of color I spoke to say these actions are subtle yet offensive. Lowell Principal Andrew Ishibashi says he realizes this is not going to make a welcoming environment for future students of color.\u003c/p>\n\u003cp>“For the last nine years since I’ve been principal, I’ve been recruiting and setting up special programs for African-Americans and Latinos,” Ishibashi says.\u003c/p>\n\u003cp>But something that happened last winter didn’t help his efforts.\u003c/p>\n\u003cp>A student put up a racially insensitive poster on a school bulletin board that stereotyped black people as entertainers, fast-food employees and gang members.\u003c/p>\n\u003cp>Tsia Blacksher, co-president of the Lowell Black Student Union, \u003ca href=\"http://www.ktvu.com/news/95825583-story\">led a walkout\u003c/a> in protest with about 20 other students.\u003c/p>\n\u003cp>“With the recent events we were talking about having mandatory ethnic [studies] classes,” Blacksher says.\u003c/p>\n\u003cp>The Black Student Union also delivered a list of demands to the school board, including mandatory ethnic studies classes, a full-time African-American recruitment officer and an African-American community center on campus.\u003c/p>\n\u003cp>\u003cstrong>AP or Ethnic Studies?\u003c/strong>\u003c/p>\n\u003cp>Principal Ishibashi says he’s working on the demands. As part of an elective program the school board adopted in December 2014, a Lowell teacher is leading an ethnic studies class with a curriculum provided by the district.\u003c/p>\n\u003cp>But Ishibashi says requiring students to take the class is another matter.\u003c/p>\n\u003cp>“It’s very difficult because you already have students taking six to seven classes,” Ishibashi says. “And to make another graduation requirement just makes it more difficult for the student.”\u003c/p>\n\u003cp>There are some students who would rather take an advanced placement course, he says. For them, ethnic studies isn’t a priority, and he wouldn’t want to force them.\u003c/p>\n\u003cp>“For us it’s a priority but for students, you can’t make it their priority,” Ishibashi says.\u003c/p>\n\u003cfigure id=\"attachment_10961135\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10961135\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg\" alt=\"This is the first year that Lowell High School offered ethnic studies. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/05/LowellHighSchoolMainEntranceFromEuclyptausStreet.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This is the first year that Lowell High School offered ethnic studies. \u003ccite>(Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘We Definitely Need Ethnic Studies’\u003c/strong>\u003c/p>\n\u003cp>Senior Lena Truong self-identifies as being in the Asian student majority.\u003c/p>\n\u003cp>She says many of her peers are just too busy to care about the way that capitalism, racism and sexism has oppressed people of color in the past. She, however, chose to make ethnic studies a priority.\u003c/p>\n\u003cp>“Imagine what it’s like not to know your own history. Imagine what it’s like not to see yourself in your textbook and have your history kind of erased or not viewed as important,” she says. “We definitely need ethnic studies.”\u003c/p>\n\u003cp>Truong says there’s not much solidarity between the majority of students who are white and Asian and the other students of color. The lack of support is evident when students fail to understand why a poster is offensive — or exclude people who don’t look like them in group projects.\u003c/p>\n\u003cp>That’s why the San Francisco Unified School District is working on infusing culturally relevant content into the basic history curriculum.\u003c/p>\n\u003cp>Artnelson Concordia oversees ethnic studies for the district. He is determined to get this done over the next couple of years.\u003c/p>\n\u003cp>He says it’s a challenge to get students from more privileged backgrounds involved in the process.\u003c/p>\n\u003cp>“How do we teach about oppression?” he asks. “How do we make it that they’re not seen as the enemy and rather invite them to the solution to addressing the suffering of many of their classmates?”\u003c/p>\n\u003cp>To Concordia, if students can opt out of learning about certain cultures and systems of oppression, the value of ethnic studies is not as powerful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many students at Lowell High School agree. Many want their peers to understand their reality so they can help break down barriers in the classroom and out in the real world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Resegregation of San Francisco's Public Schools",
"title": "The Resegregation of San Francisco's Public Schools",
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"content": "\u003cp>Tables representing each of San Francisco’s public schools stretched throughout John O’Connell High School in the Mission one morning last fall. Thousands of parents quizzed principals and teachers to determine where their children should go to school.\u003c/p>\n\u003cp>This was the school district’s annual Public School Enrollment Fair. Despite the heaving crowds, Mark Sanchez was downright lonely.\u003c/p>\n\u003cp>Every year, the tables for the city’s 106 public schools are arranged alphabetically. And every year Sanchez, principal of the mostly Latino Cleveland Elementary, sits for hours with hardly anybody approaching him. To his left, white and Asian parents swarm the table for the coveted Clarendon Elementary, a school that is harder to get into than Harvard.\u003c/p>\n\u003cp>“Every year, it’s the same thing. Every year,” Sanchez said. “Our teachers are just as good as Clarendon’s. ... I call it the un-fair.”\u003c/p>\n\u003cp>The two schools’ tables demonstrate an alarming fact about the district as a whole: Now that parents have more say in their children’s education than they have in decades, San Francisco’s public schools are increasingly segregated. A months-long Chronicle review found that the district, which for decades has tried to ensure that homogeneous neighborhoods don’t lead to homogeneous schools, is failing to create schools that are racially mixed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Like most public school districts around the country, San Francisco Unified has shifted away from a student assignment system that tries to ensure racially mixed schools and toward one that lets parents choose where to send their children.\u003c/p>\n\u003cdiv style=\"display: inline-block; width: 100%;\">\n\u003cdiv style=\"position: relative; padding-bottom: 100%; padding-top:25px; height: 0;\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"//sfschools.silk.co/s/embed/stackchart/collection/final-schools-data-for-online-graphics/numeric/hispanic-or-latino/numeric/asian/numeric/african-american/numeric/white/numeric/other-or-not-reported\" style=\"border:0;position: absolute; top:0; left:0; width: 100%;height:100%;\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv style=\"margin-top:10px;font-size:12px;color:gray;\">Data from \u003ca href=\"http://sfschools.silk.co\">sfschools.silk.co\u003c/a>\u003c/div>\n\u003c/div>\n\u003cp>But in one of the nation’s most liberal cities, where people say they prize diversity, parents mostly choose schools where the other children look like their own. That has led to one-third of the district’s elementary schools becoming racially isolated, composed of at least 60 percent students of one race.\u003c/p>\n\u003cp>But perhaps the biggest surprise is that most people in this progressive bastion — district officials, principals and parents — seem resigned to resegregation as the new reality.\u003c/p>\n\u003cp>The public schools and the nerve-wracking lottery system — in which parents list their preferred schools in order and computer-generated assignments are mailed two months later\u003cstrong> — \u003c/strong>are often blamed for helping to drive families out of San Francisco. Just 13.4 percent of the city’s residents are younger than 18, the smallest percentage of any major city in the country. And San Francisco’s wealth and longtime Catholic tradition mean that about 30 percent of children who do live in the city attend private and parochial schools.\u003c/p>\n\u003cp>Diversity and integration are rarely cited as top factors in choosing a public school. Instead, district surveys of parents show the safety of a school’s neighborhood, the quality of its staff and its reputation are paramount.\u003c/p>\n\u003cp>The 1954 U.S. Supreme Court case Brown vs. Board of Education outlawed segregated public schools, saying separate was inherently unequal. But many children in San Francisco’s public schools are once again being educated separately — though not because of any official decree. The question is whether they’re being educated equally.\u003c/p>\n\u003cp>A look inside Cleveland and Clarendon — 4 miles, yet a world, apart — shows the schools have some important qualities in common: mostly happy parents and children, good teachers, strong principals and a focus on academic achievement.\u003c/p>\n\u003cp>But there are also many stark differences.\u003c/p>\n\u003cp>https://player.vimeo.com/video/127318085\u003c/p>\n\u003cp>\u003cstrong>Poverty and Language\u003c/strong>\u003c/p>\n\u003cp>Cleveland’s students are almost entirely poor enough to qualify for free or reduced-price lunch, Latino and learning English. They mostly live in the school’s Excelsior neighborhood. Few of their parents went to college, and they mostly work in blue-collar jobs or stay home to raise their children. They are unable to contribute much money to their children’s education.\u003c/p>\n\u003cp>Clarendon’s students are far more likely to be white or Asian, and far less likely to be poor or learning English. They come from around the city, and many of their parents drive them miles to the school on the west side of Twin Peaks. The parents are mostly professionals, and they \u003cu>raise\u003c/u> $400,000 a year to supplement their children’s already premier education.\u003c/p>\n\u003cp>The Academic Performance Index is no longer used by the state to signify school achievement, but many parents still use it to determine which schools are best. In 2013, Clarendon scored 956 on a scale of 1 to 1,000, with 800 considered excellent. Cleveland reached 708.\u003c/p>\n\u003cp>School board member Rachel Norton said this kind of division makes her “incredibly sad,” but that it’s the natural result of parental choice.\u003c/p>\n\u003cp>“I don’t know how as a policymaker to encourage people to make different choices,” she said. “That is what is going to have to happen.”\u003c/p>\n\u003cp>\u003cstrong>Satisfied Parents\u003c/strong>\u003c/p>\n\u003cp>Sanchez doesn’t bother scheduling tours of Cleveland Elementary anymore. Like his table at the annual enrollment fair, nobody ever comes. But with 360 students, his school is full of families who want to be there.\u003c/p>\n\u003cp>Eighty-three percent of those students are Latino, and there is a smattering of Asian and black students, and two white children. Ninety-five percent of Cleveland’s students are poor enough to qualify for free or reduced-price lunch. Seventy-three percent of Cleveland’s students are learning English.\u003c/p>\n\u003cp>Almost every Cleveland parent The Chronicle asked said he or she requested Cleveland because it’s close to home. Many said they didn’t bother touring other schools, attending the enrollment fair or giving much thought to the annual lottery.\u003c/p>\n\u003cp>Sanchez said the lack of diversity at Cleveland actually makes his job easier.\u003c/p>\n\u003cp>“The more homogenous your population is, the easier it is to run it — the expectations of the families are very similar,” he said, noting there aren’t many discipline problems at his school.\u003c/p>\n\u003cp>That’s a far different attitude than the one Sanchez had 10 years ago as a leftie firebrand on the school board. At the time, the seven members were grappling with how to remake the student assignment system, and Sanchez wanted to use race as a tiebreaker when two students were vying for the same spot and to give public housing residents priority.\u003c/p>\n\u003cp>He didn’t succeed — and he has long abandoned that fight.\u003c/p>\n\u003cp>“I’ve raised the white flag, so to speak,” he said. “There’s a patina of people wanting diversity, but when the rubber hits the road, they’re going to make the best decisions for their family. I don’t think most families actually want it.”\u003c/p>\n\u003cp>\u003cstrong>Families Flee\u003c/strong>\u003c/p>\n\u003cp>Sanchez’s thinking is now fairly common among San Francisco school officials, who know the district began hemorrhaging students when it required them to mix with children of other races.\u003c/p>\n\u003cp>In the late 1960s, there were more than 90,000 students in San Francisco public schools. In 1969, a black father named David Johnson sued the district for creating a racially segregated system in which black students totaled more than 65 percent at 20 elementary schools and nearly the entire enrollment at 10 of those. Back then, 24.4 percent of city residents were younger than 18 — nearly twice the percentage now.\u003c/p>\n\u003cp>A federal judge ordered desegregation, and in 1971 San Francisco put children on buses that crisscrossed the city so they could be in multiracial schools.\u003c/p>\n\u003cp>The plan almost immediately ended racial isolation — but it also helped drive families out of the district and into the suburbs or into private schools. Many Chinese families resisted integration, boycotting district public schools and creating their own private “freedom schools” for their children instead.\u003c/p>\n\u003cp>From the 1960s to 1983, the school district enrollment had plunged by 32,000 students.\u003c/p>\n\u003cp>Vying factions of parents filed lawsuits, and the district tried several different school assignment methods. A federal judge oversaw those efforts from 1983 to 2005, but eventually gave up and called the district’s attempts at diversification a failure. This handed control of the assignment system back to the school district.\u003c/p>\n\u003cp>The current system, which gives some priority to students if they live near a school, started in 2011. The result: 61 percent got their top choice for this fall’s enrollment, and 85 percent got one of the choices on their list. Last year, those figures were 59 and 82 percent, respectively.\u003c/p>\n\u003cp>There are now 53,700 students enrolled in the city’s public schools, not including the 3,300 enrolled in charter schools — the figure has held fairly steady for the past few years after decades of dropping enrollment.\u003c/p>\n\u003cp>But the schools are — once again — segregating.\u003c/p>\n\u003cp>\u003cstrong>A Top Draw\u003c/strong>\u003c/p>\n\u003cp>Clarendon Elementary is considered such a must-see by San Francisco families that it runs nine tours, and online reservations are required. About 100 parents — nearly all white and Asian — join each tour.\u003c/p>\n\u003caside class=\"pullquote alignleft\">KQED speaks with the Chronicle's education reporter Jill Tucker about the series.\u003cbr>[soundcloud url=\"https://api.soundcloud.com/tracks/206126771\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/aside>\n\u003cp>In December, Jocelyn Porquez was already touring schools with her bubbly daughter, Fiona, despite the 2-year-old having just started preschool.\u003c/p>\n\u003cp>“I don’t know if we’re very early or just doing our research,” Porquez said. “With your first kid, you have no idea. ... I want her to thrive.”\u003c/p>\n\u003cp>Clarendon has 569 students split into two programs: the Japanese Bilingual Bicultural Program and Second Community, which offers Italian-language instruction.\u003c/p>\n\u003cp>Clarendon is more diverse than Cleveland: 31 percent of students are white, 33 percent are Asian, 11 percent are Latino and 6 percent are black. It’s also much wealthier than most San Francisco public schools: A fifth of students qualify for free or reduced-price lunch, and just 16 percent are learning English.\u003c/p>\n\u003cp>By comparison, San Francisco itself is 41 percent white, 34 percent Asian, 15 percent Latino and 6 percent black, according to the U.S. Census. About 13 percent of San Franciscans live in poverty.\u003c/p>\n\u003cp>Clarendon’s principal, Peter Van Court, said he loves the school-tour season and encourages all families who visit to apply despite the incredibly long odds.\u003c/p>\n\u003cp>“People do get in,” he said. “We’ve got a whole school full of people who got in.”\u003c/p>\n\u003cp>In the school lottery for the 2015-16 academic year, Clarendon was by far the most requested elementary school — 1,575 families listed it on their applications. Once siblings were placed — they get priority and filled nearly two-thirds of kindergarten seats — there were just 16 openings and 97 families vying for each of those, according to the district.\u003c/p>\n\u003cp>At Harvard, 17 high school seniors apply for each available seat.\u003c/p>\n\u003cp>“Is it worth the hype? I think so,” Van Court said. “Every school that has a school culture that supports teachers and students is worth talking about. We just happen to be at the front of it.”\u003c/p>\n\u003cp>Interestingly, the demographics of Clarendon haven’t changed much since the district’s shift toward neighborhood schools. Cleveland, however, has become even more racially isolated. In 2011, Latinos made up 77 percent of the school, whereas they make up 86 percent now. Back in 1999, they made up 50 percent of Cleveland.\u003c/p>\n\u003cp>In the lottery, parents with students entering kindergarten, sixth and ninth grades can tour schools throughout the fall and winter and submit a list of schools in order of preference. Assignments are sent in March, and families can keep trying in four subsequent rounds.\u003c/p>\n\u003cp>The district has found that white and Asian families are more likely to participate in the lottery’s first round than Latino and African-American families, meaning the latter are more likely to be assigned to the less popular schools that have available seats.\u003c/p>\n\u003cp>\u003cstrong>College Cheer\u003c/strong>\u003c/p>\n\u003cp>Every morning at Cleveland starts the same way. The students gather on the blacktop beneath murals of Nelson Mandela, Thurgood Marshall and Dolores Huerta.\u003c/p>\n\u003cp>Sanchez or another staff member calls into a microphone, “Where are you going one day?”\u003c/p>\n\u003cp>“College!” the kids shout back before scurrying off to their classrooms.\u003c/p>\n\u003cp>Every Tuesday morning, there is another playground routine: About 80 Cleveland moms form a line to pick up free food from the San Francisco Food Bank. A loud and brash mother, Ana Hodgson, oversees the food distribution.\u003c/p>\n\u003cp>She takes charge in just about any Cleveland meeting — such as one in March to plan the fifth-grade graduation ceremony. About 20 Latina mothers told the school’s family liaison, a district official assigned to Cleveland to work with families, what they want at the ceremony.\u003c/p>\n\u003cp>Hodgson did almost all of the talking — and soon, the family liaison was persuaded to find a caterer, gifts for the teachers, caps and gowns, a photographer, balloons, an inspirational speaker, decorations and diplomas.\u003c/p>\n\u003cp>Hodgson said she learned to speak up through training at Coleman Advocates for Children and Youth, a nonprofit that encourages parents and students to become school leaders.\u003c/p>\n\u003cp>“They teach us how to speak up, go to the district and talk,” she said. “We have to if we want to know what’s going on.”\u003c/p>\n\u003cp>But that wasn’t Hodgson’s attitude when she was looking for a kindergarten for her son, Roy, who’s now in fifth grade. She didn’t bother touring schools or devising a strategy for the lottery. Her nieces and nephews, whom she helped raise in exchange for housing from her sisters, had all gone to Cleveland, so Roy did, too.\u003c/p>\n\u003cp>“This is my neighborhood,” she said, shrugging. “This is the school my family goes to.”\u003c/p>\n\u003cp>But now that Hodgson has found her voice, she’s done with the public schools\u003cstrong>. \u003c/strong>Roy is participating in Smart, a private program that recruits academically promising low-income fourth-graders for intensive summer programs and helps them apply to private middle and high schools. The goal is to get them into college.\u003c/p>\n\u003cp>Roy will finish fifth grade at Cleveland at the end of May and has been admitted to the San Francisco School, a private middle school, with a scholarship.\u003c/p>\n\u003cp>Hodgson said she’s glad Roy’s world will soon expand. She said she’s told him he can go to any high school, any college and enter any career he wants to.\u003c/p>\n\u003cp>“I told him if he goes to the moon, I’ll go with him,” she said.\u003c/p>\n\u003cp>\u003cstrong>Cultural Crossroads\u003c/strong>\u003c/p>\n\u003cp>At Clarendon on a February morning, students in the Japanese Bilingual Bicultural Program were celebrating the spring festival known as \u003cem>Setsubun\u003c/em>. It’s about cleansing evil from the past year to welcome in the new year.\u003c/p>\n\u003cp>A group of Japanese mothers prepared little paper cups filled with roasted soybeans — called fortune beans — to toss at a couple of fathers wearing \u003cem>Oni\u003c/em> masks and pretending to be monsters.\u003c/p>\n\u003cp>Rei Kobayashi-McGrath, the program coordinator, instructed the children to go easy on the dads. The beans were to be tossed gently, not hurled at their faces.\u003c/p>\n\u003cp>“Do we want to hurt them?” she asked the children sitting rapt on the blacktop.\u003c/p>\n\u003cp>“No!” they responded before tossing the beans as parents filmed the festivities on their smartphones.\u003c/p>\n\u003cp>In a flash, the Japanese mothers were sweeping up the tossed beans. They then went to work in Clarendon’s large storage room, giggling and chatting in Japanese as they made cucumber sushi rolls for every student.\u003c/p>\n\u003cp>Mai Miyaoka was one of the mothers. Her son, Heiichiro, attends second grade at Clarendon, but only after a lot of stress. He was first assigned to Cesar Chavez Elementary in the Mission, which Miyaoka diplomatically called “a nice school,” but too far from her home near Clarendon.\u003c/p>\n\u003cp>Miyaoka, who moved from Japan four years ago so her husband could work as a postdoctoral researcher in molecular biology at UCSF, persevered through four more lottery rounds before scoring a spot at Clarendon three days before school started.\u003c/p>\n\u003cp>“I couldn’t understand the system so I talked with counselors at SFUSD, and they were very helpful for me,” she said, adding she’s thankful the sibling preference means her preschooler and baby will get in, too.\u003c/p>\n\u003cp>She spends a lot of her free time at the school volunteering, an expectation that other parents set at the start of the school tours.\u003c/p>\n\u003cp>“Everybody works together — it’s very active,” Miyaoka said of Clarendon parents.\u003c/p>\n\u003cp>\u003cstrong>State Funding\u003c/strong>\u003c/p>\n\u003cp>Cleveland receives $360,000 more than Clarendon from the state each year — $1,000 per student — because its students are so poor and so many of them don’t speak English. The idea is to direct more resources to the neediest schools, but Clarendon more than offsets that through avid parent fundraising and donations from the Japanese and Italian consulates.\u003c/p>\n\u003cp>Sanchez uses the extra state money for basic support, including separate Spanish and English literacy coaches, a technology teacher, tablet computers and laptops. He said he gets an adequate amount to run Cleveland, though he’d appreciate more funding for supplies and a poster-making machine.\u003c/p>\n\u003cp>At wealthier schools, those simple requests would be easily met by the Parent Teacher Association, but it doesn’t work that way at Cleveland. The school’s PTA has only 15 members and meets erratically. Maria Gonzalez has a kindergartner at the school and is PTA president. She’s trying to raise more money than last year’s $5,000 — about $14 per child — through a candy drive, a household-goods catalog drive and a spring carnival.\u003c/p>\n\u003cp>She said she knows it’s not much, but that’s the way it is for Cleveland families. Her husband cooks in a restaurant, and she works as an in-home health aide for her elderly, wheelchair-bound mother.\u003c/p>\n\u003cp>“For us, anything we raise is good,” she said, adding she’d like to buy more art supplies and that poster machine Sanchez wants.\u003c/p>\n\u003cp>At Clarendon, the parent groups raise about $400,000 — around $680 per child — each year through fundraisers, including the annual live auctions for each program.\u003c/p>\n\u003cp>The Japanese program’s auction costs $50 a ticket, and the catalog featured 699 donated prizes including summer camps, yoga classes and ballroom dancing lessons. The Second Community auction featured Champagne, an oyster bar, live jazz and top hats, feather boas and a few pearl necklaces for sale.\u003c/p>\n\u003cp>Together, the programs’ fundraising pays for enrichment programs, including taiko drumming, computer science and Italian classes.\u003c/p>\n\u003cp>Clarendon Principal Van Court agrees with Sanchez on what’s most important: that every school provides a good education for every student and that families are happy with the experience. Whether that is at a wealthy, fairly diverse school like Clarendon or a poor, racially isolated school like Cleveland isn’t as important, he said.\u003c/p>\n\u003cp>“If the school reflects the community, it’s not necessarily a problem,” he said. “It’s absolutely about every student being successful at every school.”\u003c/p>\n\u003cp>Sanchez and Van Court are not alone. Even the African-American community, the force behind the historical desegregation efforts, has fallen silent.\u003c/p>\n\u003cp>“We really don’t have any public demand for this,” state Board of Education President Mike Kirst said about desegregation. “The courts, of course, have largely retreated in this area. And I feel no bottom-up demand for this.”\u003c/p>\n\u003cp>But just because everybody’s OK with the status quo doesn’t mean it’s right, said Gary Orfield, co-director of the Civil Rights Project at UCLA.\u003c/p>\n\u003cp>With a few exceptions, schools with low-income students who are predominantly Latino or African-American do poorly academically. Typically, those schools have the highest teacher turnover and the lowest rates of parental involvement. (Cleveland somewhat breaks that general rule since it has a fairly stable teaching staff and its teachers have an average of nine years of experience, a year more than the average at Clarendon.)\u003c/p>\n\u003cp>But as courts around the country have ruled against mandated desegregation plans that take race into account, districts have largely given up. This has been exacerbated by dwindling funds to pay for the buses that take students to different neighborhoods.\u003c/p>\n\u003cp>“Desegregation didn’t fail,” Orfield said. “There’s a lot of evidence to show that, on average, it improved conditions for students of color, did not harm students who are white and improved race relations. What’s happened is that people have given up in many places because barriers to doing it have been raised, and the help to do it has been eliminated.”\u003c/p>\n\u003cp>“It’s very sad,” he said. “We have never had separate but equal schools in any city on any scale in U.S. history.”\u003c/p>\n\u003cp>\u003cstrong>Bucking the Pattern\u003c/strong>\u003c/p>\n\u003cp>Some San Francisco families are quietly but determinedly bucking the pattern of choosing schools where the children look like their own. On a February afternoon at Clarendon, children were playing on the yard, but one girl was more interested in the stranger with a reporter’s notebook.\u003c/p>\n\u003cp>“Hello!” she said, thrusting her hand out. “I’m Zhariyah Aiyana Lynda Shepard-Dorsey and I am 5, and it is very nice to meet you.”\u003c/p>\n\u003cp>The precocious little African-American girl lives in Bayview-Hunters Point and her mother, Keana Shepard-Gardner, 24, listed only Clarendon when she applied to kindergarten last year.\u003c/p>\n\u003cp>“I went on Google and put in ‘best schools in San Francisco’ and this one just kept popping up,” she said matter-of-factly.\u003c/p>\n\u003cp>She hadn’t toured it and didn’t know anything about the preference for students living in low-performing census tracts, although that’s clearly how she scored a spot.\u003c/p>\n\u003cp>Shepard-Gardner and her daughter live with Gardner’s mother across the street from the Hunters View public housing projects in Hunters Point. Shepard-Gardner, her mother or a friend often drive Zhariyah to or from school, but sometimes they get there on a Muni bus ride, with Zhariyah sometimes falling asleep on the 45-minute trip.\u003c/p>\n\u003cp>Single mother Shepard-Gardner’s life is especially busy with raising her daughter, attending City College and working for a catering company. But the long haul to Clarendon is worth it, she said.\u003c/p>\n\u003cp>“She’s only been here since August, and she already speaks Japanese!” Shepard-Gardner exclaimed. “She practices on the bus. That’s pretty awesome.”\u003c/p>\n\u003cp>To prove it, Zhariyah counted to 26 in Japanese. “That was counting in ones,” she explained, having just counted to 110 by tens in English.\u003c/p>\n\u003cp>\u003cstrong>Group of Two\u003c/strong>\u003c/p>\n\u003cp>If Zhariyah Shepard-Dorsey is swimming against the tide at Clarendon, Dexter Dryg is definitely doing so at Cleveland.\u003c/p>\n\u003cp>The 6-year-old is one of two white children in the school. His mother, Jennifer, works as the director of creative services at Sephora cosmetics, and his father, Jason, works at an Internet radio station and as an artist. They bought their first home in the Excelsior three years ago and soon, it was time for the school lottery.\u003c/p>\n\u003cp>Jennifer Dryg said she heard a lot about it from her friends.\u003c/p>\n\u003cp>“They were all like really getting wrapped up in it. ‘We’ve got to tour as many schools as possible! We’ve got to get our child into Clarendon!’ ” she recalled. “The pressure is so intense.”\u003c/p>\n\u003cp>The Drygs entered the lottery and received one of their lower choices, Cleveland. They had toured it and liked Sanchez, the school’s pristine condition and that it was two blocks from home.\u003c/p>\n\u003cp>They were less wild about the lack of diversity and a strong PTA. Jason said they waffled between accepting the assignment or going through more rounds in hopes of scoring another school.\u003c/p>\n\u003cp>“We decided if we weren’t part of the solution, we’ll just continue to be part of the problem,” he said.\u003c/p>\n\u003cp>Every morning, Dexter and his dad walk to school. Recently, Jason Dryg started a before-school Drawing Club in the cafeteria and provides the pencils, pens and paper for the dozen kids who join in. They’re all Latino except for Dexter.\u003c/p>\n\u003cp>Jennifer Dryg laughed that when Dexter is at a party or restaurant, he’ll sometimes exclaim, “Look, another blond kid!” He gets along well with his classmates, but hasn’t formed strong enough friendships for out-of-school playdates, she said.\u003c/p>\n\u003cp>Jason Dryg attended a PTA meeting, but felt bad that an interpreter had to be there for his sake and said “there was a lot of eye-rolling” from other parents.\u003c/p>\n\u003cp>But still, they’re glad to be at Cleveland.\u003c/p>\n\u003cp>“Our ideal world would be that all kids go to their neighborhood school, and all schools have the same opportunity for kids to learn,” Jennifer Dryg said. “Families are just trying to do the best for their kids.”\u003c/p>\n\u003cp>\u003cstrong>\u003cem>San Francisco Chronicle staff writers Jill Tucker and Greta Kaul contributed to this story.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Heather Knight is a San Francisco Chronicle staff writer. E-mail: hknight@sfchronicle.com Twitter: @hknightsf\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tables representing each of San Francisco’s public schools stretched throughout John O’Connell High School in the Mission one morning last fall. Thousands of parents quizzed principals and teachers to determine where their children should go to school.\u003c/p>\n\u003cp>This was the school district’s annual Public School Enrollment Fair. Despite the heaving crowds, Mark Sanchez was downright lonely.\u003c/p>\n\u003cp>Every year, the tables for the city’s 106 public schools are arranged alphabetically. And every year Sanchez, principal of the mostly Latino Cleveland Elementary, sits for hours with hardly anybody approaching him. To his left, white and Asian parents swarm the table for the coveted Clarendon Elementary, a school that is harder to get into than Harvard.\u003c/p>\n\u003cp>“Every year, it’s the same thing. Every year,” Sanchez said. “Our teachers are just as good as Clarendon’s. ... I call it the un-fair.”\u003c/p>\n\u003cp>The two schools’ tables demonstrate an alarming fact about the district as a whole: Now that parents have more say in their children’s education than they have in decades, San Francisco’s public schools are increasingly segregated. A months-long Chronicle review found that the district, which for decades has tried to ensure that homogeneous neighborhoods don’t lead to homogeneous schools, is failing to create schools that are racially mixed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like most public school districts around the country, San Francisco Unified has shifted away from a student assignment system that tries to ensure racially mixed schools and toward one that lets parents choose where to send their children.\u003c/p>\n\u003cdiv style=\"display: inline-block; width: 100%;\">\n\u003cdiv style=\"position: relative; padding-bottom: 100%; padding-top:25px; height: 0;\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"//sfschools.silk.co/s/embed/stackchart/collection/final-schools-data-for-online-graphics/numeric/hispanic-or-latino/numeric/asian/numeric/african-american/numeric/white/numeric/other-or-not-reported\" style=\"border:0;position: absolute; top:0; left:0; width: 100%;height:100%;\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv style=\"margin-top:10px;font-size:12px;color:gray;\">Data from \u003ca href=\"http://sfschools.silk.co\">sfschools.silk.co\u003c/a>\u003c/div>\n\u003c/div>\n\u003cp>But in one of the nation’s most liberal cities, where people say they prize diversity, parents mostly choose schools where the other children look like their own. That has led to one-third of the district’s elementary schools becoming racially isolated, composed of at least 60 percent students of one race.\u003c/p>\n\u003cp>But perhaps the biggest surprise is that most people in this progressive bastion — district officials, principals and parents — seem resigned to resegregation as the new reality.\u003c/p>\n\u003cp>The public schools and the nerve-wracking lottery system — in which parents list their preferred schools in order and computer-generated assignments are mailed two months later\u003cstrong> — \u003c/strong>are often blamed for helping to drive families out of San Francisco. Just 13.4 percent of the city’s residents are younger than 18, the smallest percentage of any major city in the country. And San Francisco’s wealth and longtime Catholic tradition mean that about 30 percent of children who do live in the city attend private and parochial schools.\u003c/p>\n\u003cp>Diversity and integration are rarely cited as top factors in choosing a public school. Instead, district surveys of parents show the safety of a school’s neighborhood, the quality of its staff and its reputation are paramount.\u003c/p>\n\u003cp>The 1954 U.S. Supreme Court case Brown vs. Board of Education outlawed segregated public schools, saying separate was inherently unequal. But many children in San Francisco’s public schools are once again being educated separately — though not because of any official decree. The question is whether they’re being educated equally.\u003c/p>\n\u003cp>A look inside Cleveland and Clarendon — 4 miles, yet a world, apart — shows the schools have some important qualities in common: mostly happy parents and children, good teachers, strong principals and a focus on academic achievement.\u003c/p>\n\u003cp>But there are also many stark differences.\u003c/p>\n\u003cp>https://player.vimeo.com/video/127318085\u003c/p>\n\u003cp>\u003cstrong>Poverty and Language\u003c/strong>\u003c/p>\n\u003cp>Cleveland’s students are almost entirely poor enough to qualify for free or reduced-price lunch, Latino and learning English. They mostly live in the school’s Excelsior neighborhood. Few of their parents went to college, and they mostly work in blue-collar jobs or stay home to raise their children. They are unable to contribute much money to their children’s education.\u003c/p>\n\u003cp>Clarendon’s students are far more likely to be white or Asian, and far less likely to be poor or learning English. They come from around the city, and many of their parents drive them miles to the school on the west side of Twin Peaks. The parents are mostly professionals, and they \u003cu>raise\u003c/u> $400,000 a year to supplement their children’s already premier education.\u003c/p>\n\u003cp>The Academic Performance Index is no longer used by the state to signify school achievement, but many parents still use it to determine which schools are best. In 2013, Clarendon scored 956 on a scale of 1 to 1,000, with 800 considered excellent. Cleveland reached 708.\u003c/p>\n\u003cp>School board member Rachel Norton said this kind of division makes her “incredibly sad,” but that it’s the natural result of parental choice.\u003c/p>\n\u003cp>“I don’t know how as a policymaker to encourage people to make different choices,” she said. “That is what is going to have to happen.”\u003c/p>\n\u003cp>\u003cstrong>Satisfied Parents\u003c/strong>\u003c/p>\n\u003cp>Sanchez doesn’t bother scheduling tours of Cleveland Elementary anymore. Like his table at the annual enrollment fair, nobody ever comes. But with 360 students, his school is full of families who want to be there.\u003c/p>\n\u003cp>Eighty-three percent of those students are Latino, and there is a smattering of Asian and black students, and two white children. Ninety-five percent of Cleveland’s students are poor enough to qualify for free or reduced-price lunch. Seventy-three percent of Cleveland’s students are learning English.\u003c/p>\n\u003cp>Almost every Cleveland parent The Chronicle asked said he or she requested Cleveland because it’s close to home. Many said they didn’t bother touring other schools, attending the enrollment fair or giving much thought to the annual lottery.\u003c/p>\n\u003cp>Sanchez said the lack of diversity at Cleveland actually makes his job easier.\u003c/p>\n\u003cp>“The more homogenous your population is, the easier it is to run it — the expectations of the families are very similar,” he said, noting there aren’t many discipline problems at his school.\u003c/p>\n\u003cp>That’s a far different attitude than the one Sanchez had 10 years ago as a leftie firebrand on the school board. At the time, the seven members were grappling with how to remake the student assignment system, and Sanchez wanted to use race as a tiebreaker when two students were vying for the same spot and to give public housing residents priority.\u003c/p>\n\u003cp>He didn’t succeed — and he has long abandoned that fight.\u003c/p>\n\u003cp>“I’ve raised the white flag, so to speak,” he said. “There’s a patina of people wanting diversity, but when the rubber hits the road, they’re going to make the best decisions for their family. I don’t think most families actually want it.”\u003c/p>\n\u003cp>\u003cstrong>Families Flee\u003c/strong>\u003c/p>\n\u003cp>Sanchez’s thinking is now fairly common among San Francisco school officials, who know the district began hemorrhaging students when it required them to mix with children of other races.\u003c/p>\n\u003cp>In the late 1960s, there were more than 90,000 students in San Francisco public schools. In 1969, a black father named David Johnson sued the district for creating a racially segregated system in which black students totaled more than 65 percent at 20 elementary schools and nearly the entire enrollment at 10 of those. Back then, 24.4 percent of city residents were younger than 18 — nearly twice the percentage now.\u003c/p>\n\u003cp>A federal judge ordered desegregation, and in 1971 San Francisco put children on buses that crisscrossed the city so they could be in multiracial schools.\u003c/p>\n\u003cp>The plan almost immediately ended racial isolation — but it also helped drive families out of the district and into the suburbs or into private schools. Many Chinese families resisted integration, boycotting district public schools and creating their own private “freedom schools” for their children instead.\u003c/p>\n\u003cp>From the 1960s to 1983, the school district enrollment had plunged by 32,000 students.\u003c/p>\n\u003cp>Vying factions of parents filed lawsuits, and the district tried several different school assignment methods. A federal judge oversaw those efforts from 1983 to 2005, but eventually gave up and called the district’s attempts at diversification a failure. This handed control of the assignment system back to the school district.\u003c/p>\n\u003cp>The current system, which gives some priority to students if they live near a school, started in 2011. The result: 61 percent got their top choice for this fall’s enrollment, and 85 percent got one of the choices on their list. Last year, those figures were 59 and 82 percent, respectively.\u003c/p>\n\u003cp>There are now 53,700 students enrolled in the city’s public schools, not including the 3,300 enrolled in charter schools — the figure has held fairly steady for the past few years after decades of dropping enrollment.\u003c/p>\n\u003cp>But the schools are — once again — segregating.\u003c/p>\n\u003cp>\u003cstrong>A Top Draw\u003c/strong>\u003c/p>\n\u003cp>Clarendon Elementary is considered such a must-see by San Francisco families that it runs nine tours, and online reservations are required. About 100 parents — nearly all white and Asian — join each tour.\u003c/p>\n\u003caside class=\"pullquote alignleft\">KQED speaks with the Chronicle's education reporter Jill Tucker about the series.\u003cbr>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/206126771&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/206126771'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/aside>\n\u003cp>In December, Jocelyn Porquez was already touring schools with her bubbly daughter, Fiona, despite the 2-year-old having just started preschool.\u003c/p>\n\u003cp>“I don’t know if we’re very early or just doing our research,” Porquez said. “With your first kid, you have no idea. ... I want her to thrive.”\u003c/p>\n\u003cp>Clarendon has 569 students split into two programs: the Japanese Bilingual Bicultural Program and Second Community, which offers Italian-language instruction.\u003c/p>\n\u003cp>Clarendon is more diverse than Cleveland: 31 percent of students are white, 33 percent are Asian, 11 percent are Latino and 6 percent are black. It’s also much wealthier than most San Francisco public schools: A fifth of students qualify for free or reduced-price lunch, and just 16 percent are learning English.\u003c/p>\n\u003cp>By comparison, San Francisco itself is 41 percent white, 34 percent Asian, 15 percent Latino and 6 percent black, according to the U.S. Census. About 13 percent of San Franciscans live in poverty.\u003c/p>\n\u003cp>Clarendon’s principal, Peter Van Court, said he loves the school-tour season and encourages all families who visit to apply despite the incredibly long odds.\u003c/p>\n\u003cp>“People do get in,” he said. “We’ve got a whole school full of people who got in.”\u003c/p>\n\u003cp>In the school lottery for the 2015-16 academic year, Clarendon was by far the most requested elementary school — 1,575 families listed it on their applications. Once siblings were placed — they get priority and filled nearly two-thirds of kindergarten seats — there were just 16 openings and 97 families vying for each of those, according to the district.\u003c/p>\n\u003cp>At Harvard, 17 high school seniors apply for each available seat.\u003c/p>\n\u003cp>“Is it worth the hype? I think so,” Van Court said. “Every school that has a school culture that supports teachers and students is worth talking about. We just happen to be at the front of it.”\u003c/p>\n\u003cp>Interestingly, the demographics of Clarendon haven’t changed much since the district’s shift toward neighborhood schools. Cleveland, however, has become even more racially isolated. In 2011, Latinos made up 77 percent of the school, whereas they make up 86 percent now. Back in 1999, they made up 50 percent of Cleveland.\u003c/p>\n\u003cp>In the lottery, parents with students entering kindergarten, sixth and ninth grades can tour schools throughout the fall and winter and submit a list of schools in order of preference. Assignments are sent in March, and families can keep trying in four subsequent rounds.\u003c/p>\n\u003cp>The district has found that white and Asian families are more likely to participate in the lottery’s first round than Latino and African-American families, meaning the latter are more likely to be assigned to the less popular schools that have available seats.\u003c/p>\n\u003cp>\u003cstrong>College Cheer\u003c/strong>\u003c/p>\n\u003cp>Every morning at Cleveland starts the same way. The students gather on the blacktop beneath murals of Nelson Mandela, Thurgood Marshall and Dolores Huerta.\u003c/p>\n\u003cp>Sanchez or another staff member calls into a microphone, “Where are you going one day?”\u003c/p>\n\u003cp>“College!” the kids shout back before scurrying off to their classrooms.\u003c/p>\n\u003cp>Every Tuesday morning, there is another playground routine: About 80 Cleveland moms form a line to pick up free food from the San Francisco Food Bank. A loud and brash mother, Ana Hodgson, oversees the food distribution.\u003c/p>\n\u003cp>She takes charge in just about any Cleveland meeting — such as one in March to plan the fifth-grade graduation ceremony. About 20 Latina mothers told the school’s family liaison, a district official assigned to Cleveland to work with families, what they want at the ceremony.\u003c/p>\n\u003cp>Hodgson did almost all of the talking — and soon, the family liaison was persuaded to find a caterer, gifts for the teachers, caps and gowns, a photographer, balloons, an inspirational speaker, decorations and diplomas.\u003c/p>\n\u003cp>Hodgson said she learned to speak up through training at Coleman Advocates for Children and Youth, a nonprofit that encourages parents and students to become school leaders.\u003c/p>\n\u003cp>“They teach us how to speak up, go to the district and talk,” she said. “We have to if we want to know what’s going on.”\u003c/p>\n\u003cp>But that wasn’t Hodgson’s attitude when she was looking for a kindergarten for her son, Roy, who’s now in fifth grade. She didn’t bother touring schools or devising a strategy for the lottery. Her nieces and nephews, whom she helped raise in exchange for housing from her sisters, had all gone to Cleveland, so Roy did, too.\u003c/p>\n\u003cp>“This is my neighborhood,” she said, shrugging. “This is the school my family goes to.”\u003c/p>\n\u003cp>But now that Hodgson has found her voice, she’s done with the public schools\u003cstrong>. \u003c/strong>Roy is participating in Smart, a private program that recruits academically promising low-income fourth-graders for intensive summer programs and helps them apply to private middle and high schools. The goal is to get them into college.\u003c/p>\n\u003cp>Roy will finish fifth grade at Cleveland at the end of May and has been admitted to the San Francisco School, a private middle school, with a scholarship.\u003c/p>\n\u003cp>Hodgson said she’s glad Roy’s world will soon expand. She said she’s told him he can go to any high school, any college and enter any career he wants to.\u003c/p>\n\u003cp>“I told him if he goes to the moon, I’ll go with him,” she said.\u003c/p>\n\u003cp>\u003cstrong>Cultural Crossroads\u003c/strong>\u003c/p>\n\u003cp>At Clarendon on a February morning, students in the Japanese Bilingual Bicultural Program were celebrating the spring festival known as \u003cem>Setsubun\u003c/em>. It’s about cleansing evil from the past year to welcome in the new year.\u003c/p>\n\u003cp>A group of Japanese mothers prepared little paper cups filled with roasted soybeans — called fortune beans — to toss at a couple of fathers wearing \u003cem>Oni\u003c/em> masks and pretending to be monsters.\u003c/p>\n\u003cp>Rei Kobayashi-McGrath, the program coordinator, instructed the children to go easy on the dads. The beans were to be tossed gently, not hurled at their faces.\u003c/p>\n\u003cp>“Do we want to hurt them?” she asked the children sitting rapt on the blacktop.\u003c/p>\n\u003cp>“No!” they responded before tossing the beans as parents filmed the festivities on their smartphones.\u003c/p>\n\u003cp>In a flash, the Japanese mothers were sweeping up the tossed beans. They then went to work in Clarendon’s large storage room, giggling and chatting in Japanese as they made cucumber sushi rolls for every student.\u003c/p>\n\u003cp>Mai Miyaoka was one of the mothers. Her son, Heiichiro, attends second grade at Clarendon, but only after a lot of stress. He was first assigned to Cesar Chavez Elementary in the Mission, which Miyaoka diplomatically called “a nice school,” but too far from her home near Clarendon.\u003c/p>\n\u003cp>Miyaoka, who moved from Japan four years ago so her husband could work as a postdoctoral researcher in molecular biology at UCSF, persevered through four more lottery rounds before scoring a spot at Clarendon three days before school started.\u003c/p>\n\u003cp>“I couldn’t understand the system so I talked with counselors at SFUSD, and they were very helpful for me,” she said, adding she’s thankful the sibling preference means her preschooler and baby will get in, too.\u003c/p>\n\u003cp>She spends a lot of her free time at the school volunteering, an expectation that other parents set at the start of the school tours.\u003c/p>\n\u003cp>“Everybody works together — it’s very active,” Miyaoka said of Clarendon parents.\u003c/p>\n\u003cp>\u003cstrong>State Funding\u003c/strong>\u003c/p>\n\u003cp>Cleveland receives $360,000 more than Clarendon from the state each year — $1,000 per student — because its students are so poor and so many of them don’t speak English. The idea is to direct more resources to the neediest schools, but Clarendon more than offsets that through avid parent fundraising and donations from the Japanese and Italian consulates.\u003c/p>\n\u003cp>Sanchez uses the extra state money for basic support, including separate Spanish and English literacy coaches, a technology teacher, tablet computers and laptops. He said he gets an adequate amount to run Cleveland, though he’d appreciate more funding for supplies and a poster-making machine.\u003c/p>\n\u003cp>At wealthier schools, those simple requests would be easily met by the Parent Teacher Association, but it doesn’t work that way at Cleveland. The school’s PTA has only 15 members and meets erratically. Maria Gonzalez has a kindergartner at the school and is PTA president. She’s trying to raise more money than last year’s $5,000 — about $14 per child — through a candy drive, a household-goods catalog drive and a spring carnival.\u003c/p>\n\u003cp>She said she knows it’s not much, but that’s the way it is for Cleveland families. Her husband cooks in a restaurant, and she works as an in-home health aide for her elderly, wheelchair-bound mother.\u003c/p>\n\u003cp>“For us, anything we raise is good,” she said, adding she’d like to buy more art supplies and that poster machine Sanchez wants.\u003c/p>\n\u003cp>At Clarendon, the parent groups raise about $400,000 — around $680 per child — each year through fundraisers, including the annual live auctions for each program.\u003c/p>\n\u003cp>The Japanese program’s auction costs $50 a ticket, and the catalog featured 699 donated prizes including summer camps, yoga classes and ballroom dancing lessons. The Second Community auction featured Champagne, an oyster bar, live jazz and top hats, feather boas and a few pearl necklaces for sale.\u003c/p>\n\u003cp>Together, the programs’ fundraising pays for enrichment programs, including taiko drumming, computer science and Italian classes.\u003c/p>\n\u003cp>Clarendon Principal Van Court agrees with Sanchez on what’s most important: that every school provides a good education for every student and that families are happy with the experience. Whether that is at a wealthy, fairly diverse school like Clarendon or a poor, racially isolated school like Cleveland isn’t as important, he said.\u003c/p>\n\u003cp>“If the school reflects the community, it’s not necessarily a problem,” he said. “It’s absolutely about every student being successful at every school.”\u003c/p>\n\u003cp>Sanchez and Van Court are not alone. Even the African-American community, the force behind the historical desegregation efforts, has fallen silent.\u003c/p>\n\u003cp>“We really don’t have any public demand for this,” state Board of Education President Mike Kirst said about desegregation. “The courts, of course, have largely retreated in this area. And I feel no bottom-up demand for this.”\u003c/p>\n\u003cp>But just because everybody’s OK with the status quo doesn’t mean it’s right, said Gary Orfield, co-director of the Civil Rights Project at UCLA.\u003c/p>\n\u003cp>With a few exceptions, schools with low-income students who are predominantly Latino or African-American do poorly academically. Typically, those schools have the highest teacher turnover and the lowest rates of parental involvement. (Cleveland somewhat breaks that general rule since it has a fairly stable teaching staff and its teachers have an average of nine years of experience, a year more than the average at Clarendon.)\u003c/p>\n\u003cp>But as courts around the country have ruled against mandated desegregation plans that take race into account, districts have largely given up. This has been exacerbated by dwindling funds to pay for the buses that take students to different neighborhoods.\u003c/p>\n\u003cp>“Desegregation didn’t fail,” Orfield said. “There’s a lot of evidence to show that, on average, it improved conditions for students of color, did not harm students who are white and improved race relations. What’s happened is that people have given up in many places because barriers to doing it have been raised, and the help to do it has been eliminated.”\u003c/p>\n\u003cp>“It’s very sad,” he said. “We have never had separate but equal schools in any city on any scale in U.S. history.”\u003c/p>\n\u003cp>\u003cstrong>Bucking the Pattern\u003c/strong>\u003c/p>\n\u003cp>Some San Francisco families are quietly but determinedly bucking the pattern of choosing schools where the children look like their own. On a February afternoon at Clarendon, children were playing on the yard, but one girl was more interested in the stranger with a reporter’s notebook.\u003c/p>\n\u003cp>“Hello!” she said, thrusting her hand out. “I’m Zhariyah Aiyana Lynda Shepard-Dorsey and I am 5, and it is very nice to meet you.”\u003c/p>\n\u003cp>The precocious little African-American girl lives in Bayview-Hunters Point and her mother, Keana Shepard-Gardner, 24, listed only Clarendon when she applied to kindergarten last year.\u003c/p>\n\u003cp>“I went on Google and put in ‘best schools in San Francisco’ and this one just kept popping up,” she said matter-of-factly.\u003c/p>\n\u003cp>She hadn’t toured it and didn’t know anything about the preference for students living in low-performing census tracts, although that’s clearly how she scored a spot.\u003c/p>\n\u003cp>Shepard-Gardner and her daughter live with Gardner’s mother across the street from the Hunters View public housing projects in Hunters Point. Shepard-Gardner, her mother or a friend often drive Zhariyah to or from school, but sometimes they get there on a Muni bus ride, with Zhariyah sometimes falling asleep on the 45-minute trip.\u003c/p>\n\u003cp>Single mother Shepard-Gardner’s life is especially busy with raising her daughter, attending City College and working for a catering company. But the long haul to Clarendon is worth it, she said.\u003c/p>\n\u003cp>“She’s only been here since August, and she already speaks Japanese!” Shepard-Gardner exclaimed. “She practices on the bus. That’s pretty awesome.”\u003c/p>\n\u003cp>To prove it, Zhariyah counted to 26 in Japanese. “That was counting in ones,” she explained, having just counted to 110 by tens in English.\u003c/p>\n\u003cp>\u003cstrong>Group of Two\u003c/strong>\u003c/p>\n\u003cp>If Zhariyah Shepard-Dorsey is swimming against the tide at Clarendon, Dexter Dryg is definitely doing so at Cleveland.\u003c/p>\n\u003cp>The 6-year-old is one of two white children in the school. His mother, Jennifer, works as the director of creative services at Sephora cosmetics, and his father, Jason, works at an Internet radio station and as an artist. They bought their first home in the Excelsior three years ago and soon, it was time for the school lottery.\u003c/p>\n\u003cp>Jennifer Dryg said she heard a lot about it from her friends.\u003c/p>\n\u003cp>“They were all like really getting wrapped up in it. ‘We’ve got to tour as many schools as possible! We’ve got to get our child into Clarendon!’ ” she recalled. “The pressure is so intense.”\u003c/p>\n\u003cp>The Drygs entered the lottery and received one of their lower choices, Cleveland. They had toured it and liked Sanchez, the school’s pristine condition and that it was two blocks from home.\u003c/p>\n\u003cp>They were less wild about the lack of diversity and a strong PTA. Jason said they waffled between accepting the assignment or going through more rounds in hopes of scoring another school.\u003c/p>\n\u003cp>“We decided if we weren’t part of the solution, we’ll just continue to be part of the problem,” he said.\u003c/p>\n\u003cp>Every morning, Dexter and his dad walk to school. Recently, Jason Dryg started a before-school Drawing Club in the cafeteria and provides the pencils, pens and paper for the dozen kids who join in. They’re all Latino except for Dexter.\u003c/p>\n\u003cp>Jennifer Dryg laughed that when Dexter is at a party or restaurant, he’ll sometimes exclaim, “Look, another blond kid!” He gets along well with his classmates, but hasn’t formed strong enough friendships for out-of-school playdates, she said.\u003c/p>\n\u003cp>Jason Dryg attended a PTA meeting, but felt bad that an interpreter had to be there for his sake and said “there was a lot of eye-rolling” from other parents.\u003c/p>\n\u003cp>But still, they’re glad to be at Cleveland.\u003c/p>\n\u003cp>“Our ideal world would be that all kids go to their neighborhood school, and all schools have the same opportunity for kids to learn,” Jennifer Dryg said. “Families are just trying to do the best for their kids.”\u003c/p>\n\u003cp>\u003cstrong>\u003cem>San Francisco Chronicle staff writers Jill Tucker and Greta Kaul contributed to this story.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Heather Knight is a San Francisco Chronicle staff writer. E-mail: hknight@sfchronicle.com Twitter: @hknightsf\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "S.F. Visitacion Valley Middle Schoolers March for Equality",
"title": "S.F. Visitacion Valley Middle Schoolers March for Equality",
"headTitle": "News Fix | KQED News",
"content": "\u003cp>It was a march that almost didn't happen.\u003c/p>\n\u003cp>But today, a couple dozen San Francisco students from Visitacion Valley Middle School made a statement on police accountability and violence in their neighborhoods. They took a field trip to a neighboring high school, \u003ca href=\"http://jjse.org/\" target=\"_blank\">June Jordan School for Equity\u003c/a>. And they marched there.\u003c/p>\n\u003cp>That route, through John McLaren Park in southeast San Francisco, wasn't 13-year-old Shauntique Smith-Carter's original idea.\u003c/p>\n\u003cp>\"My whole intention was to walk on both sides of the streets and take up the whole Mission,\" he said, \"and I knew that would probably get ya'lls attention because I know the news. They go for big stories.\"\u003c/p>\n\u003cp>Shauntique's idea started to take off sometime in late February, after he had brought it to a few of his teachers and one assistant principal, Emmanuel Stewart.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There was a lot going on in the country at that time,\" Stewart said, \"a lot with Ferguson and New York City and Michael Brown. There were a lot of issues, and he came to me and asked, 'What would be the possibility of our school having a march or something positive?' \"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/199911100\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Stewart said he didn't see why not, and the idea started to gather momentum. Students and teachers from other schools found out and wanted to join.\u003c/p>\n\u003cp>But after more than one school got involved, what was initially a field trip became a districtwide event that had to be approved by the district, and the \"March on the Mission\" was not.\u003c/p>\n\u003cp>\"San Francisco School District risk management said we just didn’t do our due diligence,\" Stewart said.\u003c/p>\n\u003cp>SFUSD's risk management office did not respond to questions about the district's rationale for canceling the march. A school district spokeswoman said SFUSD is supportive of the students' event today. She said she didn't know about the previous plan.\u003c/p>\n\u003cp>There were a few days in mid-March when the students were sure their march was canceled.\u003c/p>\n\u003cp>\"At first I was mad and I wanted to flip out,\" Shauntique said. \"But I kept my calm how my mom taught me, and I thought to myself, what would this lead to, if I flipped out?\"\u003c/p>\n\u003cp>That moment illustrates a transformation the 13-year-old has undergone over the past year, according to Erica Ross, who has legal custody of Shauntique. Shauntique calls her \"mom,\" but he also maintains a relationship with his biological mother, Ross said.\u003c/p>\n\u003cp>\"Shauntique has a little past of fighting and being angry and just not getting along with staff or students,\" she said. Stewart said his relationship with Shauntique has involved a lot of office visits after teachers kicked him out of class.\u003c/p>\n\u003cp>But in February 2014, Shauntique was severely injured -- something he calls a life-changing experience.\u003c/p>\n\u003cp>\"I had did something really bad,\" he said. \"I had stole money from someone, and some other things, and I was supposed to get shot. But he ran me over instead.\"\u003c/p>\n\u003cp>He survived but was hospitalized for months, Ross said, part of the time in a medically induced coma. He had a total of 16 surgeries and carries a metal rod in his right leg and two pins in each of his shoulders.\u003c/p>\n\u003cp>\"I was hanging out in Havenscourt [Oakland] thinking I was a little billy bad butt, but I wasn’t,\" Shauntique said, adding his mother and siblings had always told him to stay away from selling drugs. \"I did my own thing anyway, and I’m crippled now.\"\u003c/p>\n\u003cp>He said when it gets cold, he can feel the metal in his body \"freezing,\" and he exercises every morning to keep his weight down so he doesn't lose his leg.\u003c/p>\n\u003cp>\"From that experience, he realized that’s not the life for him,\" Ross said. \"He wants to pursue a college education; he didn’t feel that way before. He wants to help other people; he was very self-centered and egotistical. And he’s very humble now, a very different kid.\"\u003c/p>\n\u003cp>Then Malcolm X and Martin Luther King Jr. entered Shauntique's life, through the curriculum of a special education teacher. Shauntique suddenly had a teacher he could identify with, who was talking about a subject that resonated.\u003c/p>\n\u003cfigure id=\"attachment_10483077\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RS14774_IMG_1378-qut.jpg\">\u003cimg class=\"size-thumbnail wp-image-10483077\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-400x300.jpg\" alt=\"Visitacion Valley Assistant Principal Emmanuel Stewart pages through a stack of letters on Tuesday, April 7, that he received from students when they were disappointed about the cancellation of their march.\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visitacion Valley Assistant Principal Emmanuel Stewart pages through a stack of letters on Tuesday, April 7, that he received from students when they were disappointed about the cancellation of their march. \u003ccite>(Alex Emslie/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"That educator has done an outstanding job of bringing in things that matter to our students, that have them engaged in the classroom,\" Stewart said. \"So this [march] is just one more engagement piece, and I think that has to happen throughout the school.\"\u003c/p>\n\u003cp>Students at Visitacion Valley could use some engagement.\u003c/p>\n\u003cp>There's a higher-than-average number of foster youth at the school, and 84.3 percent of the student body is classified as \"socioeconomically disadvantaged\" by the \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/rpa/sarcs2/sarc-868.pdf\" target=\"_blank\">school district\u003c/a>. Only 7 percent of African-American students score at or above proficient in science. The whole student body ranks at about half the rate of the rest of the district for proficiency in English and math.\u003c/p>\n\u003cp>Visitacion Valley Middle School's population last year was about equal parts African-American and Latino students, and those two groups make up more than half the student body. Just 4.3 percent of students there are white. Suspensions \u003ca href=\"http://ww2.kqed.org/news/2015/03/10/with-suspensions-down-some-schools-struggle-to-increase-learning\" target=\"_blank\">started to fall\u003c/a> at the school and districtwide last school year, but Visitacion Valley's suspension rate is still more than six times the district as a whole.\u003c/p>\n\u003cp>On Tuesday morning, Stewart paged through a stack of letters from Shauntique's class. They were delivered after the students learned their march was canceled, and before the idea was resurrected. They're all very similar, though some students added a phrase here or there. Most say:\u003c/p>\n\u003cblockquote>\u003cp>Dear Mr. Stewart,\u003cbr>\nI want to thank you for helping with the March on the Mission. I believe in what you are doing. I just wanted to tell you thank you. Never give up. Never surrender!\u003c/p>\u003c/blockquote>\n\u003cp>\"We figured out a different way of doing it,\" Stewart said. \"They should be able to speak about what’s going on in their community.\"\u003c/p>\n\u003cp>That different way involved scaling back the march. It would be only Visitacion Valley Middle School, and it would be through McLaren Park, not down a busy city street.\u003c/p>\n\u003cp>The students played drums and sang as they walked the mile or so between the schools. An SFUSD spokeswoman said the district could not accommodate KQED reporting on events inside June Jordan.\u003c/p>\n\u003cp>But ninth- and 10th-grade humanities teacher Karen Zapata said the \"students teaching students\" workshops went went well.\u003c/p>\n\u003cp>\"It’s basically our young people showing leadership and sharing their skills as conscious young people with a group of middle schoolers who feel really strongly about injustice,\" Zapata said.\u003c/p>\n\u003cp>Nikki Whittaker, a 16-year-old who facilitated some of the workshops with the middle schoolers, confirmed that a handful of them, including Shauntique, recited portions from Martin Luther King Jr. speeches to an assembly of the whole high school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It was crazy because the middle schoolers had so much opinion in them,\" she said. \"They were so engaged and participating.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was a march that almost didn't happen.\u003c/p>\n\u003cp>But today, a couple dozen San Francisco students from Visitacion Valley Middle School made a statement on police accountability and violence in their neighborhoods. They took a field trip to a neighboring high school, \u003ca href=\"http://jjse.org/\" target=\"_blank\">June Jordan School for Equity\u003c/a>. And they marched there.\u003c/p>\n\u003cp>That route, through John McLaren Park in southeast San Francisco, wasn't 13-year-old Shauntique Smith-Carter's original idea.\u003c/p>\n\u003cp>\"My whole intention was to walk on both sides of the streets and take up the whole Mission,\" he said, \"and I knew that would probably get ya'lls attention because I know the news. They go for big stories.\"\u003c/p>\n\u003cp>Shauntique's idea started to take off sometime in late February, after he had brought it to a few of his teachers and one assistant principal, Emmanuel Stewart.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There was a lot going on in the country at that time,\" Stewart said, \"a lot with Ferguson and New York City and Michael Brown. There were a lot of issues, and he came to me and asked, 'What would be the possibility of our school having a march or something positive?' \"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/199911100&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/199911100'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Stewart said he didn't see why not, and the idea started to gather momentum. Students and teachers from other schools found out and wanted to join.\u003c/p>\n\u003cp>But after more than one school got involved, what was initially a field trip became a districtwide event that had to be approved by the district, and the \"March on the Mission\" was not.\u003c/p>\n\u003cp>\"San Francisco School District risk management said we just didn’t do our due diligence,\" Stewart said.\u003c/p>\n\u003cp>SFUSD's risk management office did not respond to questions about the district's rationale for canceling the march. A school district spokeswoman said SFUSD is supportive of the students' event today. She said she didn't know about the previous plan.\u003c/p>\n\u003cp>There were a few days in mid-March when the students were sure their march was canceled.\u003c/p>\n\u003cp>\"At first I was mad and I wanted to flip out,\" Shauntique said. \"But I kept my calm how my mom taught me, and I thought to myself, what would this lead to, if I flipped out?\"\u003c/p>\n\u003cp>That moment illustrates a transformation the 13-year-old has undergone over the past year, according to Erica Ross, who has legal custody of Shauntique. Shauntique calls her \"mom,\" but he also maintains a relationship with his biological mother, Ross said.\u003c/p>\n\u003cp>\"Shauntique has a little past of fighting and being angry and just not getting along with staff or students,\" she said. Stewart said his relationship with Shauntique has involved a lot of office visits after teachers kicked him out of class.\u003c/p>\n\u003cp>But in February 2014, Shauntique was severely injured -- something he calls a life-changing experience.\u003c/p>\n\u003cp>\"I had did something really bad,\" he said. \"I had stole money from someone, and some other things, and I was supposed to get shot. But he ran me over instead.\"\u003c/p>\n\u003cp>He survived but was hospitalized for months, Ross said, part of the time in a medically induced coma. He had a total of 16 surgeries and carries a metal rod in his right leg and two pins in each of his shoulders.\u003c/p>\n\u003cp>\"I was hanging out in Havenscourt [Oakland] thinking I was a little billy bad butt, but I wasn’t,\" Shauntique said, adding his mother and siblings had always told him to stay away from selling drugs. \"I did my own thing anyway, and I’m crippled now.\"\u003c/p>\n\u003cp>He said when it gets cold, he can feel the metal in his body \"freezing,\" and he exercises every morning to keep his weight down so he doesn't lose his leg.\u003c/p>\n\u003cp>\"From that experience, he realized that’s not the life for him,\" Ross said. \"He wants to pursue a college education; he didn’t feel that way before. He wants to help other people; he was very self-centered and egotistical. And he’s very humble now, a very different kid.\"\u003c/p>\n\u003cp>Then Malcolm X and Martin Luther King Jr. entered Shauntique's life, through the curriculum of a special education teacher. Shauntique suddenly had a teacher he could identify with, who was talking about a subject that resonated.\u003c/p>\n\u003cfigure id=\"attachment_10483077\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RS14774_IMG_1378-qut.jpg\">\u003cimg class=\"size-thumbnail wp-image-10483077\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-400x300.jpg\" alt=\"Visitacion Valley Assistant Principal Emmanuel Stewart pages through a stack of letters on Tuesday, April 7, that he received from students when they were disappointed about the cancellation of their march.\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut-320x240.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/04/RS14774_IMG_1378-qut.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visitacion Valley Assistant Principal Emmanuel Stewart pages through a stack of letters on Tuesday, April 7, that he received from students when they were disappointed about the cancellation of their march. \u003ccite>(Alex Emslie/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"That educator has done an outstanding job of bringing in things that matter to our students, that have them engaged in the classroom,\" Stewart said. \"So this [march] is just one more engagement piece, and I think that has to happen throughout the school.\"\u003c/p>\n\u003cp>Students at Visitacion Valley could use some engagement.\u003c/p>\n\u003cp>There's a higher-than-average number of foster youth at the school, and 84.3 percent of the student body is classified as \"socioeconomically disadvantaged\" by the \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/rpa/sarcs2/sarc-868.pdf\" target=\"_blank\">school district\u003c/a>. Only 7 percent of African-American students score at or above proficient in science. The whole student body ranks at about half the rate of the rest of the district for proficiency in English and math.\u003c/p>\n\u003cp>Visitacion Valley Middle School's population last year was about equal parts African-American and Latino students, and those two groups make up more than half the student body. Just 4.3 percent of students there are white. Suspensions \u003ca href=\"http://ww2.kqed.org/news/2015/03/10/with-suspensions-down-some-schools-struggle-to-increase-learning\" target=\"_blank\">started to fall\u003c/a> at the school and districtwide last school year, but Visitacion Valley's suspension rate is still more than six times the district as a whole.\u003c/p>\n\u003cp>On Tuesday morning, Stewart paged through a stack of letters from Shauntique's class. They were delivered after the students learned their march was canceled, and before the idea was resurrected. They're all very similar, though some students added a phrase here or there. Most say:\u003c/p>\n\u003cblockquote>\u003cp>Dear Mr. Stewart,\u003cbr>\nI want to thank you for helping with the March on the Mission. I believe in what you are doing. I just wanted to tell you thank you. Never give up. Never surrender!\u003c/p>\u003c/blockquote>\n\u003cp>\"We figured out a different way of doing it,\" Stewart said. \"They should be able to speak about what’s going on in their community.\"\u003c/p>\n\u003cp>That different way involved scaling back the march. It would be only Visitacion Valley Middle School, and it would be through McLaren Park, not down a busy city street.\u003c/p>\n\u003cp>The students played drums and sang as they walked the mile or so between the schools. An SFUSD spokeswoman said the district could not accommodate KQED reporting on events inside June Jordan.\u003c/p>\n\u003cp>But ninth- and 10th-grade humanities teacher Karen Zapata said the \"students teaching students\" workshops went went well.\u003c/p>\n\u003cp>\"It’s basically our young people showing leadership and sharing their skills as conscious young people with a group of middle schoolers who feel really strongly about injustice,\" Zapata said.\u003c/p>\n\u003cp>Nikki Whittaker, a 16-year-old who facilitated some of the workshops with the middle schoolers, confirmed that a handful of them, including Shauntique, recited portions from Martin Luther King Jr. speeches to an assembly of the whole high school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "San Francisco Schools Try to Attract More African-American Teachers",
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"content": "\u003cp>The San Francisco Unified School District is trying to hire teachers that reflect its student body. At a recruitment event on Wednesday, Feb. 4, prospective African-American teachers and support staff will have the chance to meet principals, submit resumes and get a sense of what working for the district might be like.\u003c/p>\n\u003cp>\"It's an opportunity for African-Americans in the community who want to work with our students to get a one-on-one opportunity to engage with the district, with our administrators and with our human resources staff,\" said Swen Ervin, a human capital specialist at the district with an emphasis on diversity.\u003c/p>\n\u003cp>Ervin's job is to reach out to organizations, schools of education and community members to attract more qualified candidates of color to the district. The focus is working -- three years ago the district hired 17 African-American teachers. That number increased to 23 two years ago and peaked at 39 last year. But that doesn't mean those teachers always stay. Ervin says African-American teachers have the lowest retention rate of any demographic in the district.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It's hugely impactful to see someone that looks like you on a daily basis.'\u003ccite>Landon Dickey, SFUSD Special Assistant for African-American Achievement and Leadership\u003c/cite>\u003c/aside>\n\u003cp>\"A lot of teachers of color experience very high rates of burnout,\" Ervin said. \"A lot of times when they work in diverse schools, whenever something is going on with the students of the community they represent, they are kind of deferred to or burdened with whatever those issues are.\"\u003c/p>\n\u003cp>Teachers of color can also feel isolated in their school buildings, unheard as a minority group, Ervin added. His goal is to not only hire more African-American teachers, but to check in on them and make sure they have what they need to be successful. He'd like African-American teachers working across the district to be able to rely on one another for support, but has found it hard to convene meetups because teachers' schedules are already stretched so thin.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Public schools in San Francisco overwhelmingly serve students of color, and the district is aiming to have its teaching staff mirror those demographics. Right now, about 8 percent of students are African-American, but only about 5.5 percent of their teachers are African-American.\u003c/p>\n\u003cp>[contextly_sidebar id=\"eDvnFwOnbBa09f7IaHaa9bjfRxXpsv5C\"]\u003c/p>\n\u003cp>\"It's hugely impactful to see someone that looks like you on a daily basis,\" said Landon Dickey, the district's new special assistant for African-American achievement and leadership. \"That person can serve as a role model for students. And it shapes their perception of whether or not they can be successful, based on how many African-American adults that are in positions to help shape their own lives.\"\u003c/p>\n\u003cp>Dickey attended Lakeshore Elementary, then A.P. Giannini Middle School and finally Lowell High School in San Francisco. He can pinpoint several points in his own education when a dedicated teacher helped him through an academic struggle or helped him stay motivated. In kindergarten and first grade, Dickey says, he was a problem child, acting out and getting held after class.\u003c/p>\n\u003cp>\"I had a speech coach in the first grade that helped me work through a stutter that often times left me in tears,\" Dickey said, \"that was there as my support to coach me through that challenge that I had, and ultimately got me a lot more excited in school.\" He also credits his eighth-grade teacher for helping him love writing and a high school geometry teacher for taking a special interest in him when he was on the edge of failing.\u003c/p>\n\u003cp>These personal experiences shape Dickey's hope that in his tenure at SFUSD he will be able to help all African-American students find a mentor.\u003c/p>\n\u003cp>\"If nothing else, if you have a person who's there for you consistently that can help you understand how to navigate the school system, that can help you shape your goals, that can help you when you're down -- if you can have that person, that goes a long way in keeping up your engagement and excitement about going to school,\" Dickey said.\u003c/p>\n\u003cp>He will also be working to carry out three recommendations made by a team that SFUSD Superintendent Richard Carranza convened to look at African-American achievement in 2013.\u003c/p>\n\u003cp>Dickey plans to focus on building up trust and engagement among the African-American community, rooting out racial bias in the classroom, and trying to build on success stories happening in pockets across the district. He's only in his second week, so right now he's trying to meet lots of community members, visit schools and learn from parents and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The recruitment event will be held at the African American Art & Culture Complex at 762 Fulton St. and runs from 6 to 8 p.m. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The San Francisco Unified School District is trying to hire teachers that reflect its student body. At a recruitment event on Wednesday, Feb. 4, prospective African-American teachers and support staff will have the chance to meet principals, submit resumes and get a sense of what working for the district might be like.\u003c/p>\n\u003cp>\"It's an opportunity for African-Americans in the community who want to work with our students to get a one-on-one opportunity to engage with the district, with our administrators and with our human resources staff,\" said Swen Ervin, a human capital specialist at the district with an emphasis on diversity.\u003c/p>\n\u003cp>Ervin's job is to reach out to organizations, schools of education and community members to attract more qualified candidates of color to the district. The focus is working -- three years ago the district hired 17 African-American teachers. That number increased to 23 two years ago and peaked at 39 last year. But that doesn't mean those teachers always stay. Ervin says African-American teachers have the lowest retention rate of any demographic in the district.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It's hugely impactful to see someone that looks like you on a daily basis.'\u003ccite>Landon Dickey, SFUSD Special Assistant for African-American Achievement and Leadership\u003c/cite>\u003c/aside>\n\u003cp>\"A lot of teachers of color experience very high rates of burnout,\" Ervin said. \"A lot of times when they work in diverse schools, whenever something is going on with the students of the community they represent, they are kind of deferred to or burdened with whatever those issues are.\"\u003c/p>\n\u003cp>Teachers of color can also feel isolated in their school buildings, unheard as a minority group, Ervin added. His goal is to not only hire more African-American teachers, but to check in on them and make sure they have what they need to be successful. He'd like African-American teachers working across the district to be able to rely on one another for support, but has found it hard to convene meetups because teachers' schedules are already stretched so thin.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Public schools in San Francisco overwhelmingly serve students of color, and the district is aiming to have its teaching staff mirror those demographics. Right now, about 8 percent of students are African-American, but only about 5.5 percent of their teachers are African-American.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"It's hugely impactful to see someone that looks like you on a daily basis,\" said Landon Dickey, the district's new special assistant for African-American achievement and leadership. \"That person can serve as a role model for students. And it shapes their perception of whether or not they can be successful, based on how many African-American adults that are in positions to help shape their own lives.\"\u003c/p>\n\u003cp>Dickey attended Lakeshore Elementary, then A.P. Giannini Middle School and finally Lowell High School in San Francisco. He can pinpoint several points in his own education when a dedicated teacher helped him through an academic struggle or helped him stay motivated. In kindergarten and first grade, Dickey says, he was a problem child, acting out and getting held after class.\u003c/p>\n\u003cp>\"I had a speech coach in the first grade that helped me work through a stutter that often times left me in tears,\" Dickey said, \"that was there as my support to coach me through that challenge that I had, and ultimately got me a lot more excited in school.\" He also credits his eighth-grade teacher for helping him love writing and a high school geometry teacher for taking a special interest in him when he was on the edge of failing.\u003c/p>\n\u003cp>These personal experiences shape Dickey's hope that in his tenure at SFUSD he will be able to help all African-American students find a mentor.\u003c/p>\n\u003cp>\"If nothing else, if you have a person who's there for you consistently that can help you understand how to navigate the school system, that can help you shape your goals, that can help you when you're down -- if you can have that person, that goes a long way in keeping up your engagement and excitement about going to school,\" Dickey said.\u003c/p>\n\u003cp>He will also be working to carry out three recommendations made by a team that SFUSD Superintendent Richard Carranza convened to look at African-American achievement in 2013.\u003c/p>\n\u003cp>Dickey plans to focus on building up trust and engagement among the African-American community, rooting out racial bias in the classroom, and trying to build on success stories happening in pockets across the district. He's only in his second week, so right now he's trying to meet lots of community members, visit schools and learn from parents and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The recruitment event will be held at the African American Art & Culture Complex at 762 Fulton St. and runs from 6 to 8 p.m. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Transportation Issues Bar Many San Francisco Families From School Choice",
"title": "Transportation Issues Bar Many San Francisco Families From School Choice",
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"content": "\u003cp>Eight-year-old Karishma Sears started her trek to school with her father in the family car one Thursday in December. It took only 15 minutes to drive from their home near Mount Davidson 4.6 miles to Starr King Elementary in Potrero Hill, where she participates in a highly regarded Mandarin immersion program her parents chose for her. Their jobs are on the Peninsula, but both can work from home and help shuttle Karishma to school.\u003c/p>\n\u003cp>If she had to take mass transit? It would be an hourlong commute each way, even if Karishma were old enough to do that on her own.\u003c/p>\n\u003cp>While San Francisco’s school assignment system has benefited families with the means to transport their children to schools with the most desirable programs, it creates dilemmas for more disadvantaged students who must travel long distances to school, often without the help of their parents.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Even if you can get into a school that’s performing much better but is on the other side of the city, a trip on Muni might require one, two, even three transfers.'\u003ccite>Joel Ramos, regional planning director TransForm\u003c/cite>\u003c/aside>\n\u003cp>Many lower-income students must choose between long commutes on unreliable public transit and attending lower-performing schools closer to home. This may help explain why San Francisco public schools, like those in many cities nationwide, are increasingly resegregating as decades of court-ordered diversity measures recede into history.\u003c/p>\n\u003cp>At the same time, San Francisco Unified School District data show that most families of all socioeconomic backgrounds travel outside of their neighborhoods for school. There are numerous potential reasons: Their children got into a school they preferred to the one in their neighborhood, or they did not get assigned their neighborhood school because there were too few seats to accommodate nearby residents. But the district lacks solid information about exactly who is trekking across town and why, making it difficult to understand transportation’s effect on school choice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a district that lacks robust school bus service, even students who do not get a top-choice school are caught up in public transit headaches when the system assigns them across town.\u003c/p>\n\u003cfigure id=\"attachment_10420190\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/collier-bus-route.jpg\">\u003cimg class=\"wp-image-10420190 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/collier-bus-route-400x210.jpg\" alt=\"Chris Collier's journey on public transportation: 75 minutes, 6.4 miles.\" width=\"400\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/collier-bus-route-400x210.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/collier-bus-route-800x421.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/collier-bus-route.jpg 1000w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Chris Collier's journey on public transportation: 75 minutes, 6.4 miles. \u003ccite>(Illustration by Erika Rae Langdon / San Francisco Public Press, Stamen Maps / Creative Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chris Collier leaves his home in the Richmond District each morning long before sunrise — nearly two hours before school starts. The ninth-grader first takes a bus on Muni’s busiest line, the 38, more than 4 miles east to Van Ness Avenue and O’Farrell Street. There, he transfers to the 49 for the final 2 miles to John O’Connell High School in the Mission District.\u003c/p>\n\u003cp>Chris, 14, had hoped to attend Washington High School, just half a mile from his home. But he did not get his top choice, or any of his choices in the district’s school-assignment system. And he has no one to drive him across town. So his commute takes 75 minutes, at best. When the 38 is overcrowded and he cannot squeeze in, he risks being late for his first-period English class.\u003c/p>\n\u003cfigure id=\"attachment_10420192\" class=\"wp-caption aligncenter\" style=\"max-width: 1000px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Collier-38.jpg\">\u003cimg class=\"wp-image-10420192 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Collier-38.jpg\" alt=\"Chris leaves the 38 bus to catch the 49.\" width=\"1000\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Collier-38.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Collier-38-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Collier-38-800x530.jpg 800w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Chris leaves the 38 bus to catch the 49. \u003ccite>( Colleen Cummins / San Francisco Public Press )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>San Francisco Unified School District in 2010 adopted a student assignment system intended to increase diversity and give all families access to the best schools. The policy lets parents select schools they like the most, creating competition. It is a contest that not everyone wins.\u003c/p>\n\u003cp>\u003cstrong>EQUITY CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>Daniel Sears, Karishma’s father, knows his daughter is lucky. A group of recent Chinese immigrant families in Visitacion Valley who wanted to send their children to Starr King could not, because they had no way to get them there. The San Francisco Municipal Transportation Agency — aka Muni — does not offer direct service, and no school bus runs that route.\u003c/p>\n\u003cp>The district prioritizes bus service for its most disadvantaged students, including those who live in census tracts with the lowest test scores: Treasure Island, parts of the Tenderloin, the Western Addition and most of the southeastern neighborhoods.\u003c/p>\n\u003cp>But the district does not transport elementary-age students from more affluent areas to schools in low-performing neighborhoods, while the buses that serve most lower-performing schools pick up kids who live in nearby neighborhoods.\u003c/p>\n\u003cfigure id=\"attachment_10420194\" class=\"wp-caption aligncenter\" style=\"max-width: 1000px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Karishma.jpg\">\u003cimg class=\"size-full wp-image-10420194\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Karishma.jpg\" alt=\"Karishma gets dropped off at her school.\" width=\"1000\" height=\"609\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Karishma.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Karishma-400x244.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Karishma-800x487.jpg 800w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karishma gets dropped off at her school. \u003ccite>(Anna Vignet / San Francisco Public Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So the Visitacion Valley families lose out two times over: their schools perform below average, but not at the bottom, and the school they wanted to attend is in a neighborhood to which the district will not bus their children. Thus, isolation and inequity persist, bus or no bus, for all kinds of students.\u003c/p>\n\u003cp>“What we've heard from families, especially in the southeast neighborhoods, is that while we have choices as to where to send students, getting them there is a barrier that’s too high to overcome,” said Masharika Maddison, executive director of the nonprofit Parents for Public Schools, which advocates on policy for families throughout the school district.\u003c/p>\n\u003cp>Joel Ramos, regional planning director for the mass transit advocacy nonprofit TransForm and a board member of Muni, said many families simply cannot use public transit to get their children to school.\u003c/p>\n\u003cfigure id=\"attachment_10420195\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/karishma-route.jpg\">\u003cimg class=\"wp-image-10420195 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/karishma-route-400x210.jpg\" alt=\"Karishma Sears’ drive: 15 minutes, 4.6 miles.\" width=\"400\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/karishma-route-400x210.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/karishma-route-800x421.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/karishma-route.jpg 1000w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karishma Sears’ drive: 15 minutes, 4.6 miles. \u003ccite>(Illustration by Erika Rae Langdon / San Francisco Public Press, Stamen Maps / Creative Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Even if you can get into a school that’s performing much better but is on the other side of the city, a trip on Muni might require one, two, even three transfers,” Ramos said. “A lot of people aren’t going to feel comfortable letting their kids do that.”\u003c/p>\n\u003cp>District data, collected by researchers at the University of California, Berkeley, show that few students have changed their commute patterns since 2010–2011, the year before the current assignment system took effect.\u003c/p>\n\u003cp>At eight of the 25 district elementary schools with below-average statewide academic rankings, the number of students who live within a mile of school has increased over the last four years. With few exceptions, a significantly higher percentage of these students live closer to school than do students at the highest-performing and most requested schools.\u003c/p>\n\u003cp>While a number of factors are at play, lack of mobility looms large. Even though families of all socioeconomic backgrounds are traveling long distances, many schools in the most economically disadvantaged parts of town draw the bulk of their students from the surrounding neighborhoods.\u003c/p>\n\u003cp>Student populations at some of these schools are so imbalanced that the district considers them “racially isolated,” meaning that more than 60 percent of the school’s students are of a single race.\u003c/p>\n\u003cp>\u003cstrong>PUBLIC TRANSIT POOR SUBSTITUTE\u003c/strong>\u003c/p>\n\u003cp>Rosario Bolos walks her daughter, Jessica, three blocks from their house to Cesar Chavez Elementary in the Mission. She knows it is one of the city’s lowest-performing schools. But she likes its feeling of community, and her top priority when choosing a school for Jessica was, by necessity, its proximity to home.\u003c/p>\n\u003cfigure id=\"attachment_10420228\" class=\"wp-caption aligncenter\" style=\"max-width: 1000px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Jessica.jpg\">\u003cimg class=\"size-full wp-image-10420228\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Jessica.jpg\" alt=\"Rosario Bolos walks with her daughter Jessica, 6, to Cesar Chavez Elementary school in the Mission.\" width=\"1000\" height=\"667\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-800x534.jpg 800w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rosario Bolos walks with her daughter Jessica, 6, to Cesar Chavez Elementary school in the Mission. \u003ccite>(Anna Vignet / San Francisco Public Press )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We can’t afford a car, and my husband works full time, so this is the only choice we have,” she said. She does not let Jessica, 6, ride Muni alone. “That’s for older kids.”\u003c/p>\n\u003cp>As part of its effort to align its transportation services with the new student assignment policy, the district cut its fleet to 25 buses last school year, down from 44 buses in 2011–2012. As a result, 20 schools lost all bus service, and service to many others shrank or changed. The district does not plan more cuts or additions, according to school district spokeswoman Heidi Anderson.\u003c/p>\n\u003cp>As school board member Rachel Norton sees it, every dollar spent on busing is a dollar taken out of the classroom. One bus costs $100,000 to operate and maintain for a year. The money comes out of the district’s general fund, which also covers teacher salaries and operating essentials.\u003c/p>\n\u003cp>“We don’t have a lot of money, and we have to be careful to invest in the highest-impact strategy,” said Norton, who was first elected in 2009 and now chairs the Ad-Hoc Committee on Student Assignment. “You can pay for a literacy coach and a half with the money it costs to run a bus. Is a bus that carries students to a school without literacy coaches the best strategy?”\u003c/p>\n\u003cfigure id=\"attachment_10420229\" class=\"wp-caption aligncenter\" style=\"max-width: 1000px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Bolos-and-Jessica.jpg\">\u003cimg class=\"wp-image-10420229 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Bolos-and-Jessica.jpg\" alt=\"The Bolos have no car, so choosing a school a few blocks from home is essential. \" width=\"1000\" height=\"667\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Bolos-and-Jessica.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Bolos-and-Jessica-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Bolos-and-Jessica-800x534.jpg 800w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Bolos have no car, so choosing a school a few blocks from home is essential. \u003ccite>(Anna Vignet / San Francisco Public Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Norton said that while the district knows the demographics of students who request transportation, it does not have stop-by-stop data, nor the expertise to design routes that would optimally serve the most students. “We as a district could use some planning assistance,” she said.\u003c/p>\n\u003cp>\u003cstrong>CHARITY BUYS BUS PASSES\u003c/strong>\u003c/p>\n\u003cp>Muni in 2013 started offering free passes to low- and moderate-income San Franciscans ages 5 to 18 through a pilot program funded by the Metropolitan Transportation Commission. Last February, Google donated $6.8 million to continue the program for two more years. So far, 26,000 kids have signed up.\u003c/p>\n\u003cp>Chris Collier said it saves his family about $30 per month, and many families praise the program for making the commute to school more affordable.\u003c/p>\n\u003cfigure id=\"attachment_10420230\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Jessica-route.jpg\">\u003cimg class=\"wp-image-10420230 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Jessica-route-400x447.jpg\" alt=\"Jessica Bolos’ walk: 9 minutes, 0.5 miles.\" width=\"400\" height=\"447\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-route-400x447.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-route-800x894.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-route.jpg 895w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jessica Bolos’ walk: 9 minutes, 0.5 miles. \u003ccite>(Illustration by Erika Rae Langdon / San Francisco Public Press, Stamen Maps / Creative Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For families with younger children, who need to be accompanied on public transit, the cost of travel is even more significant because caregivers must pay $2.25 per trip, even if a student qualifies for a free pass. The crowded and delay-plagued Muni system, which gets fewer than 60 percent of buses and trolleys to arrive on time, will bring in millions in new funding to upgrade infrastructure and add service starting this year, thanks to propositions A and B, approved by voters in November. But Muni is not a transit system designed to transport large numbers of students.\u003c/p>\n\u003cp>As for what families really want, some certainly prioritize community, family history and convenience over test scores when choosing a school. But the district found in a 2012 survey of more than 10,000 families that academic reputation usually trumped proximity to home as a factor. Fewer than half the families responding to the survey included nearby schools in their choices.\u003c/p>\n\u003cp>And yet, a number of families interviewed for this story chose otherwise. This contradiction demonstrates the difficulty of drawing conclusions about what drives choice patterns in the district.\u003c/p>\n\u003cp>Data from the 2014 application process shows that half of the 22 schools least requested by families living in their attendance areas are located in the city’s poorest neighborhoods, and eight of them have student populations dominated by a single race.\u003c/p>\n\u003cp>Further, reports produced by the district show that a higher percentage of African-Americans and Latinos submit school choice applications late than do their Asian and white peers, and by doing so are placed at the bottom of the heap during student-assignment season. This limits their access to the district’s best schools, and can result in assignment to the least-requested schools, which are often in their neighborhoods.\u003c/p>\n\u003cp>A 2014 report produced by the Denver transit advocacy organization Mile High Connects and UC Berkeley’s Center for Cities + Schools, notes that reforming student transportation can be complicated by the sharing of responsibility for busing by local, regional and federal agencies. It can get very political as a result.\u003c/p>\n\u003cp>Julia Ehrman, a sustainable transportation fellow with San Francisco public schools and a fellow at the Center for Cities + Schools, spent last summer investigating the district’s transportation landscape. She found that there was very little data about how transportation affects families’ ability to take advantage of school choice. But she cautioned against the view that programs intended to promote walking and biking as part of the district’s sustainability goals can replace school bus and transit service for public school students.\u003c/p>\n\u003cp>“If we only promote walking and biking, then we sort of contradict the premise of school choice: that mobility is a good way to pursue educational equity,” Ehrman said.\u003c/p>\n\u003cp>Maddison said the biggest problem actually is not transportation. It is the vast disparities among San Francisco schools.\u003c/p>\n\u003cp>“School choice can never be a replacement for ensuring that all our schools are excellent.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on KQED News Associate site \u003ca href=\"http://sfpublicpress.org/\" target=\"_blank\">San Francisco Public Press\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"nprByline": "\u003ca href=\"http://sfpublicpress.org/members/rebecca-robinson\">Rebecca Robinson\u003c/a>\u003cbr>San Francisco Public Press",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eight-year-old Karishma Sears started her trek to school with her father in the family car one Thursday in December. It took only 15 minutes to drive from their home near Mount Davidson 4.6 miles to Starr King Elementary in Potrero Hill, where she participates in a highly regarded Mandarin immersion program her parents chose for her. Their jobs are on the Peninsula, but both can work from home and help shuttle Karishma to school.\u003c/p>\n\u003cp>If she had to take mass transit? It would be an hourlong commute each way, even if Karishma were old enough to do that on her own.\u003c/p>\n\u003cp>While San Francisco’s school assignment system has benefited families with the means to transport their children to schools with the most desirable programs, it creates dilemmas for more disadvantaged students who must travel long distances to school, often without the help of their parents.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Even if you can get into a school that’s performing much better but is on the other side of the city, a trip on Muni might require one, two, even three transfers.'\u003ccite>Joel Ramos, regional planning director TransForm\u003c/cite>\u003c/aside>\n\u003cp>Many lower-income students must choose between long commutes on unreliable public transit and attending lower-performing schools closer to home. This may help explain why San Francisco public schools, like those in many cities nationwide, are increasingly resegregating as decades of court-ordered diversity measures recede into history.\u003c/p>\n\u003cp>At the same time, San Francisco Unified School District data show that most families of all socioeconomic backgrounds travel outside of their neighborhoods for school. There are numerous potential reasons: Their children got into a school they preferred to the one in their neighborhood, or they did not get assigned their neighborhood school because there were too few seats to accommodate nearby residents. But the district lacks solid information about exactly who is trekking across town and why, making it difficult to understand transportation’s effect on school choice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a district that lacks robust school bus service, even students who do not get a top-choice school are caught up in public transit headaches when the system assigns them across town.\u003c/p>\n\u003cfigure id=\"attachment_10420190\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/collier-bus-route.jpg\">\u003cimg class=\"wp-image-10420190 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/collier-bus-route-400x210.jpg\" alt=\"Chris Collier's journey on public transportation: 75 minutes, 6.4 miles.\" width=\"400\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/collier-bus-route-400x210.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/collier-bus-route-800x421.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/collier-bus-route.jpg 1000w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Chris Collier's journey on public transportation: 75 minutes, 6.4 miles. \u003ccite>(Illustration by Erika Rae Langdon / San Francisco Public Press, Stamen Maps / Creative Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chris Collier leaves his home in the Richmond District each morning long before sunrise — nearly two hours before school starts. The ninth-grader first takes a bus on Muni’s busiest line, the 38, more than 4 miles east to Van Ness Avenue and O’Farrell Street. There, he transfers to the 49 for the final 2 miles to John O’Connell High School in the Mission District.\u003c/p>\n\u003cp>Chris, 14, had hoped to attend Washington High School, just half a mile from his home. But he did not get his top choice, or any of his choices in the district’s school-assignment system. And he has no one to drive him across town. So his commute takes 75 minutes, at best. When the 38 is overcrowded and he cannot squeeze in, he risks being late for his first-period English class.\u003c/p>\n\u003cfigure id=\"attachment_10420192\" class=\"wp-caption aligncenter\" style=\"max-width: 1000px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Collier-38.jpg\">\u003cimg class=\"wp-image-10420192 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Collier-38.jpg\" alt=\"Chris leaves the 38 bus to catch the 49.\" width=\"1000\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Collier-38.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Collier-38-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Collier-38-800x530.jpg 800w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Chris leaves the 38 bus to catch the 49. \u003ccite>( Colleen Cummins / San Francisco Public Press )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>San Francisco Unified School District in 2010 adopted a student assignment system intended to increase diversity and give all families access to the best schools. The policy lets parents select schools they like the most, creating competition. It is a contest that not everyone wins.\u003c/p>\n\u003cp>\u003cstrong>EQUITY CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>Daniel Sears, Karishma’s father, knows his daughter is lucky. A group of recent Chinese immigrant families in Visitacion Valley who wanted to send their children to Starr King could not, because they had no way to get them there. The San Francisco Municipal Transportation Agency — aka Muni — does not offer direct service, and no school bus runs that route.\u003c/p>\n\u003cp>The district prioritizes bus service for its most disadvantaged students, including those who live in census tracts with the lowest test scores: Treasure Island, parts of the Tenderloin, the Western Addition and most of the southeastern neighborhoods.\u003c/p>\n\u003cp>But the district does not transport elementary-age students from more affluent areas to schools in low-performing neighborhoods, while the buses that serve most lower-performing schools pick up kids who live in nearby neighborhoods.\u003c/p>\n\u003cfigure id=\"attachment_10420194\" class=\"wp-caption aligncenter\" style=\"max-width: 1000px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Karishma.jpg\">\u003cimg class=\"size-full wp-image-10420194\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Karishma.jpg\" alt=\"Karishma gets dropped off at her school.\" width=\"1000\" height=\"609\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Karishma.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Karishma-400x244.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Karishma-800x487.jpg 800w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karishma gets dropped off at her school. \u003ccite>(Anna Vignet / San Francisco Public Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So the Visitacion Valley families lose out two times over: their schools perform below average, but not at the bottom, and the school they wanted to attend is in a neighborhood to which the district will not bus their children. Thus, isolation and inequity persist, bus or no bus, for all kinds of students.\u003c/p>\n\u003cp>“What we've heard from families, especially in the southeast neighborhoods, is that while we have choices as to where to send students, getting them there is a barrier that’s too high to overcome,” said Masharika Maddison, executive director of the nonprofit Parents for Public Schools, which advocates on policy for families throughout the school district.\u003c/p>\n\u003cp>Joel Ramos, regional planning director for the mass transit advocacy nonprofit TransForm and a board member of Muni, said many families simply cannot use public transit to get their children to school.\u003c/p>\n\u003cfigure id=\"attachment_10420195\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/karishma-route.jpg\">\u003cimg class=\"wp-image-10420195 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/karishma-route-400x210.jpg\" alt=\"Karishma Sears’ drive: 15 minutes, 4.6 miles.\" width=\"400\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/karishma-route-400x210.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/karishma-route-800x421.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/karishma-route.jpg 1000w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karishma Sears’ drive: 15 minutes, 4.6 miles. \u003ccite>(Illustration by Erika Rae Langdon / San Francisco Public Press, Stamen Maps / Creative Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Even if you can get into a school that’s performing much better but is on the other side of the city, a trip on Muni might require one, two, even three transfers,” Ramos said. “A lot of people aren’t going to feel comfortable letting their kids do that.”\u003c/p>\n\u003cp>District data, collected by researchers at the University of California, Berkeley, show that few students have changed their commute patterns since 2010–2011, the year before the current assignment system took effect.\u003c/p>\n\u003cp>At eight of the 25 district elementary schools with below-average statewide academic rankings, the number of students who live within a mile of school has increased over the last four years. With few exceptions, a significantly higher percentage of these students live closer to school than do students at the highest-performing and most requested schools.\u003c/p>\n\u003cp>While a number of factors are at play, lack of mobility looms large. Even though families of all socioeconomic backgrounds are traveling long distances, many schools in the most economically disadvantaged parts of town draw the bulk of their students from the surrounding neighborhoods.\u003c/p>\n\u003cp>Student populations at some of these schools are so imbalanced that the district considers them “racially isolated,” meaning that more than 60 percent of the school’s students are of a single race.\u003c/p>\n\u003cp>\u003cstrong>PUBLIC TRANSIT POOR SUBSTITUTE\u003c/strong>\u003c/p>\n\u003cp>Rosario Bolos walks her daughter, Jessica, three blocks from their house to Cesar Chavez Elementary in the Mission. She knows it is one of the city’s lowest-performing schools. But she likes its feeling of community, and her top priority when choosing a school for Jessica was, by necessity, its proximity to home.\u003c/p>\n\u003cfigure id=\"attachment_10420228\" class=\"wp-caption aligncenter\" style=\"max-width: 1000px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Jessica.jpg\">\u003cimg class=\"size-full wp-image-10420228\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Jessica.jpg\" alt=\"Rosario Bolos walks with her daughter Jessica, 6, to Cesar Chavez Elementary school in the Mission.\" width=\"1000\" height=\"667\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-800x534.jpg 800w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rosario Bolos walks with her daughter Jessica, 6, to Cesar Chavez Elementary school in the Mission. \u003ccite>(Anna Vignet / San Francisco Public Press )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We can’t afford a car, and my husband works full time, so this is the only choice we have,” she said. She does not let Jessica, 6, ride Muni alone. “That’s for older kids.”\u003c/p>\n\u003cp>As part of its effort to align its transportation services with the new student assignment policy, the district cut its fleet to 25 buses last school year, down from 44 buses in 2011–2012. As a result, 20 schools lost all bus service, and service to many others shrank or changed. The district does not plan more cuts or additions, according to school district spokeswoman Heidi Anderson.\u003c/p>\n\u003cp>As school board member Rachel Norton sees it, every dollar spent on busing is a dollar taken out of the classroom. One bus costs $100,000 to operate and maintain for a year. The money comes out of the district’s general fund, which also covers teacher salaries and operating essentials.\u003c/p>\n\u003cp>“We don’t have a lot of money, and we have to be careful to invest in the highest-impact strategy,” said Norton, who was first elected in 2009 and now chairs the Ad-Hoc Committee on Student Assignment. “You can pay for a literacy coach and a half with the money it costs to run a bus. Is a bus that carries students to a school without literacy coaches the best strategy?”\u003c/p>\n\u003cfigure id=\"attachment_10420229\" class=\"wp-caption aligncenter\" style=\"max-width: 1000px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Bolos-and-Jessica.jpg\">\u003cimg class=\"wp-image-10420229 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Bolos-and-Jessica.jpg\" alt=\"The Bolos have no car, so choosing a school a few blocks from home is essential. \" width=\"1000\" height=\"667\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Bolos-and-Jessica.jpg 1000w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Bolos-and-Jessica-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Bolos-and-Jessica-800x534.jpg 800w\" sizes=\"(max-width: 1000px) 100vw, 1000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Bolos have no car, so choosing a school a few blocks from home is essential. \u003ccite>(Anna Vignet / San Francisco Public Press)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Norton said that while the district knows the demographics of students who request transportation, it does not have stop-by-stop data, nor the expertise to design routes that would optimally serve the most students. “We as a district could use some planning assistance,” she said.\u003c/p>\n\u003cp>\u003cstrong>CHARITY BUYS BUS PASSES\u003c/strong>\u003c/p>\n\u003cp>Muni in 2013 started offering free passes to low- and moderate-income San Franciscans ages 5 to 18 through a pilot program funded by the Metropolitan Transportation Commission. Last February, Google donated $6.8 million to continue the program for two more years. So far, 26,000 kids have signed up.\u003c/p>\n\u003cp>Chris Collier said it saves his family about $30 per month, and many families praise the program for making the commute to school more affordable.\u003c/p>\n\u003cfigure id=\"attachment_10420230\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Jessica-route.jpg\">\u003cimg class=\"wp-image-10420230 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/01/Jessica-route-400x447.jpg\" alt=\"Jessica Bolos’ walk: 9 minutes, 0.5 miles.\" width=\"400\" height=\"447\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-route-400x447.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-route-800x894.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/01/Jessica-route.jpg 895w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jessica Bolos’ walk: 9 minutes, 0.5 miles. \u003ccite>(Illustration by Erika Rae Langdon / San Francisco Public Press, Stamen Maps / Creative Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For families with younger children, who need to be accompanied on public transit, the cost of travel is even more significant because caregivers must pay $2.25 per trip, even if a student qualifies for a free pass. The crowded and delay-plagued Muni system, which gets fewer than 60 percent of buses and trolleys to arrive on time, will bring in millions in new funding to upgrade infrastructure and add service starting this year, thanks to propositions A and B, approved by voters in November. But Muni is not a transit system designed to transport large numbers of students.\u003c/p>\n\u003cp>As for what families really want, some certainly prioritize community, family history and convenience over test scores when choosing a school. But the district found in a 2012 survey of more than 10,000 families that academic reputation usually trumped proximity to home as a factor. Fewer than half the families responding to the survey included nearby schools in their choices.\u003c/p>\n\u003cp>And yet, a number of families interviewed for this story chose otherwise. This contradiction demonstrates the difficulty of drawing conclusions about what drives choice patterns in the district.\u003c/p>\n\u003cp>Data from the 2014 application process shows that half of the 22 schools least requested by families living in their attendance areas are located in the city’s poorest neighborhoods, and eight of them have student populations dominated by a single race.\u003c/p>\n\u003cp>Further, reports produced by the district show that a higher percentage of African-Americans and Latinos submit school choice applications late than do their Asian and white peers, and by doing so are placed at the bottom of the heap during student-assignment season. This limits their access to the district’s best schools, and can result in assignment to the least-requested schools, which are often in their neighborhoods.\u003c/p>\n\u003cp>A 2014 report produced by the Denver transit advocacy organization Mile High Connects and UC Berkeley’s Center for Cities + Schools, notes that reforming student transportation can be complicated by the sharing of responsibility for busing by local, regional and federal agencies. It can get very political as a result.\u003c/p>\n\u003cp>Julia Ehrman, a sustainable transportation fellow with San Francisco public schools and a fellow at the Center for Cities + Schools, spent last summer investigating the district’s transportation landscape. She found that there was very little data about how transportation affects families’ ability to take advantage of school choice. But she cautioned against the view that programs intended to promote walking and biking as part of the district’s sustainability goals can replace school bus and transit service for public school students.\u003c/p>\n\u003cp>“If we only promote walking and biking, then we sort of contradict the premise of school choice: that mobility is a good way to pursue educational equity,” Ehrman said.\u003c/p>\n\u003cp>Maddison said the biggest problem actually is not transportation. It is the vast disparities among San Francisco schools.\u003c/p>\n\u003cp>“School choice can never be a replacement for ensuring that all our schools are excellent.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on KQED News Associate site \u003ca href=\"http://sfpublicpress.org/\" target=\"_blank\">San Francisco Public Press\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "S.F. Middle Schools Use 'Innovation' Gift to Beef Up Student Tech ",
"title": "S.F. Middle Schools Use 'Innovation' Gift to Beef Up Student Tech ",
"headTitle": "News Fix | KQED News",
"content": "\u003cfigure id=\"attachment_119709\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/?attachment_id=119709\" rel=\"attachment wp-att-119709\">\u003cimg class=\"size-full wp-image-119709\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/12/RS7773_iPad-11.jpg\" alt=\"Students at Martin Luther King Jr. Middle School in San Francisco complete a science assignment using iPads. (Ana Tintocalis/KQED)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Martin Luther King Jr. Middle School in San Francisco complete a science assignment using iPads. (Ana Tintocalis/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>San Francisco middle schools are in the midst of spending the largest gift ever given to the district.\u003c/p>\n\u003cp>In October, Salesforce.com’s CEO \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/watch/archive/277955\">Marc Benioff dropped a cool $2.7 million\u003c/a> into the \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified School District\u003c/a>, with the only requirement being the money goes toward “innovation.”\u003c/p>\n\u003cp>The district will use about half of the money to beef up its technology infrastructure. The rest will go to 12 middle school principals, each of whom is getting a $100,000 grant.\u003c/p>\n\u003cp>Those principals are now trying to parlay the money into real change.\u003c/p>\n\u003cp>“One hundred thousand dollars is a lot of money,” said Tony Payne, principal of Presidio Middle School, in the Outer Richmond neighborhood near the Presidio. “The first thing to do is get over the shock. Now, I’m looking at how to get the biggest bang for the money.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Presidio students consistently post high marks on state tests. Kids began using iPads at Presidio three years ago. Payne now plans to use his innovation grant to add to his already solid academic program.\u003c/p>\n\u003cp>“After school we started a robotics club. ... Part of the grant will also go to strengthening and building on our outdoor education program,” Payne said. Payne is also investing the money in a zero-period science class just for girls of color.\u003c/p>\n\u003cp>The situation is very different across town at Martin Luther King Jr. Middle School.\u003c/p>\n\u003cp>King, located in the city’s Portola neighborhood near the intersection of Highways 101 and 280, is a more typical urban school because it serves a large number of at-risk students. Roughly 80 percent of students at the school are eligible for the federal free and reduced lunch program.\u003c/p>\n\u003cp>Principal Natalie Eberhard says unlike students at Presidio and private schools, most of her students don’t have an Internet connection at home, let alone their own laptop computer.\u003c/p>\n\u003cp>“That’s a huge equity gap,” Eberhard said. “What is exciting about this (grant) is that it is an opportunity for us to jump over that gap.”\u003c/p>\n\u003cp>Eberhard is using the grant to put iPads in all of her science classes.\u003c/p>\n\u003cp>Students at King are more engaged in these classes now that the tablets have arrived. However, teachers believe the real challenge is to make sure the device is not just replacing paper and pencil.\u003c/p>\n\u003cp>“(The iPads) come with a great expectation,” says science teacher Kristin La. “We can’t just use them to go on Wikipedia.”\u003c/p>\n\u003cp>La says her goal is to use the device so students can work together and teach one another. She and other educators say they need much more training so they can take advantage of all the educational apps that now exist for the iPad in their classroom.\u003c/p>\n\u003cp>Education tech expert Steven Anderson says \"tech training\" is best taught when information is spread out in bits and pieces over the entire year. He believes the best classroom projects allow students to use technology to investigate issues that are “meaningful” in their lives.\u003c/p>\n\u003cp>Anderson points to one class in North Carolina that used technology to analyze economic data, and conduct science experiments. The class was investigating the impact of a proposed high school stadium in their neighborhood. They ended up writing letters to their city council.\u003c/p>\n\u003cp>“The kids are now talking about things you’d never think they would talk about because they’re engaged. … (The issue) has meaning to them,” Anderson said.\u003c/p>\n\u003cp>Middle school principals like Natalie Eberhard like the idea of revamping instruction using technology. Eberhard thinks this grant will be a catalyst for real change.\u003c/p>\n\u003cp>“The reality is that the present system hasn’t been giving the students here at MLK what they need to succeed. The idea of being able to blow up the box is like, ‘Thank God! Hallelujah! Finally.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If the district’s middle school principals can blow up that box in ways that produce real academic results, SFUSD officials expect Bay Area tech giants will be even more willing to share their wealth in the name of changing education.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_119709\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/?attachment_id=119709\" rel=\"attachment wp-att-119709\">\u003cimg class=\"size-full wp-image-119709\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/12/RS7773_iPad-11.jpg\" alt=\"Students at Martin Luther King Jr. Middle School in San Francisco complete a science assignment using iPads. (Ana Tintocalis/KQED)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Martin Luther King Jr. Middle School in San Francisco complete a science assignment using iPads. (Ana Tintocalis/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>San Francisco middle schools are in the midst of spending the largest gift ever given to the district.\u003c/p>\n\u003cp>In October, Salesforce.com’s CEO \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/watch/archive/277955\">Marc Benioff dropped a cool $2.7 million\u003c/a> into the \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified School District\u003c/a>, with the only requirement being the money goes toward “innovation.”\u003c/p>\n\u003cp>The district will use about half of the money to beef up its technology infrastructure. The rest will go to 12 middle school principals, each of whom is getting a $100,000 grant.\u003c/p>\n\u003cp>Those principals are now trying to parlay the money into real change.\u003c/p>\n\u003cp>“One hundred thousand dollars is a lot of money,” said Tony Payne, principal of Presidio Middle School, in the Outer Richmond neighborhood near the Presidio. “The first thing to do is get over the shock. Now, I’m looking at how to get the biggest bang for the money.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Presidio students consistently post high marks on state tests. Kids began using iPads at Presidio three years ago. Payne now plans to use his innovation grant to add to his already solid academic program.\u003c/p>\n\u003cp>“After school we started a robotics club. ... Part of the grant will also go to strengthening and building on our outdoor education program,” Payne said. Payne is also investing the money in a zero-period science class just for girls of color.\u003c/p>\n\u003cp>The situation is very different across town at Martin Luther King Jr. Middle School.\u003c/p>\n\u003cp>King, located in the city’s Portola neighborhood near the intersection of Highways 101 and 280, is a more typical urban school because it serves a large number of at-risk students. Roughly 80 percent of students at the school are eligible for the federal free and reduced lunch program.\u003c/p>\n\u003cp>Principal Natalie Eberhard says unlike students at Presidio and private schools, most of her students don’t have an Internet connection at home, let alone their own laptop computer.\u003c/p>\n\u003cp>“That’s a huge equity gap,” Eberhard said. “What is exciting about this (grant) is that it is an opportunity for us to jump over that gap.”\u003c/p>\n\u003cp>Eberhard is using the grant to put iPads in all of her science classes.\u003c/p>\n\u003cp>Students at King are more engaged in these classes now that the tablets have arrived. However, teachers believe the real challenge is to make sure the device is not just replacing paper and pencil.\u003c/p>\n\u003cp>“(The iPads) come with a great expectation,” says science teacher Kristin La. “We can’t just use them to go on Wikipedia.”\u003c/p>\n\u003cp>La says her goal is to use the device so students can work together and teach one another. She and other educators say they need much more training so they can take advantage of all the educational apps that now exist for the iPad in their classroom.\u003c/p>\n\u003cp>Education tech expert Steven Anderson says \"tech training\" is best taught when information is spread out in bits and pieces over the entire year. He believes the best classroom projects allow students to use technology to investigate issues that are “meaningful” in their lives.\u003c/p>\n\u003cp>Anderson points to one class in North Carolina that used technology to analyze economic data, and conduct science experiments. The class was investigating the impact of a proposed high school stadium in their neighborhood. They ended up writing letters to their city council.\u003c/p>\n\u003cp>“The kids are now talking about things you’d never think they would talk about because they’re engaged. … (The issue) has meaning to them,” Anderson said.\u003c/p>\n\u003cp>Middle school principals like Natalie Eberhard like the idea of revamping instruction using technology. Eberhard thinks this grant will be a catalyst for real change.\u003c/p>\n\u003cp>“The reality is that the present system hasn’t been giving the students here at MLK what they need to succeed. The idea of being able to blow up the box is like, ‘Thank God! Hallelujah! Finally.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If the district’s middle school principals can blow up that box in ways that produce real academic results, SFUSD officials expect Bay Area tech giants will be even more willing to share their wealth in the name of changing education.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>By Christina Hoag, Associated Press\u003c/em>\u003c/p>\n\u003cp>LOS ANGELES (AP)—Nine California school districts on Thursday filed a joint application for a waiver of stringent federal school standards, instead proposing an alternative method to measure performance.\u003c/p>\n\u003cfigure id=\"attachment_72108\" class=\"wp-caption alignright\" style=\"max-width: 240px\">\u003ca href=\"http://ww2.kqed.org/news/2012/08/02/sf-school-district-announces-contract-with-union/school-15/\" rel=\"attachment wp-att-72108\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-72108\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/08/school.jpg\" alt=\"Photo: Michael Short:/California Watch\" width=\"240\" height=\"160\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo: Michael Short:/California Watch\u003c/figcaption>\u003c/figure>\n\u003cp>The superintendents of Los Angeles, Long Beach, Fresno, San Francisco, Oakland, Sacramento City, Santa Ana, Sanger and Clovis unified districts said they are seeking their own waiver from No Child Left Behind standards after the U.S. Department of Education rejected a waiver application by the state of California last year.\u003c/p>\n\u003cp>Under federal law, districts are allowed to file their own applications although they are generally filed by states. So far, 34 states and the District of Columbia have obtained waivers, some 10 other requests are pending.\u003c/p>\n\u003cp>If the superintendents’ application is approved, the districts would regain $110 million in federal funding that has been redirected to other uses because they are not meeting federal benchmarks for student progress, which are based on standardized test scores. Combined, the districts educate about 1 million students.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The superintendents said that they want to create a fairer, broader measure of school success that does not rely so heavily on test scores that have led to many schools being classified as failing, especially those with large numbers of low income students and English learners.\u003c/p>\n\u003cp>“We’re not trying to escape accountability,” said Richard Carranza, superintendent of San Francisco Unified.\u003c/p>\n\u003cp>Their proposal would create three tiers of schools: schools of distinction, priority schools and focus schools. Teachers from schools of distinction would mentor their peers in priority and focus schools that have similar student populations.\u003c/p>\n\u003cp>Other measures would also be used including parent and student satisfaction as measured by surveys, suspensions, expulsions, absenteeism, graduation rates, English learners’ language proficiency rates, and how special education students are identified.\u003c/p>\n\u003cp>The superintendents will first submit the application to the state Board of Education for review. The proposal and board comments will then be forwarded to federal education officials, who will submit it for peer review. A final decision is expected in May or June, which would allow the new system to go into effect in the next school year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The superintendents said that any school district or charter organization is welcome to join their application.\u003c/p>\n\n",
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"title": "Code Switch / Life Kit",
"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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"title": "Commonwealth Club of California Podcast",
"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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"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
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"meta": {
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"how-i-built-this": {
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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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"link": "/radio/program/how-i-built-this",
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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": {
"id": "jerrybrown",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"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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"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"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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"meta": {
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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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"imageAlt": "KQED MindShift: How We Will Learn",
"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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
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"link": "/radio/program/morning-edition"
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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",
"meta": {
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"source": "kqed",
"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",
"subscribe": {
"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",
"title": "PBS NewsHour",
"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",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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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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"npr": "https://www.npr.org/podcasts/432309616/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",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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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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