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"content": "\u003cdiv class=\"post-body\">\u003cp>Among schools the panel recommended be renamed are those named for former President Herbert Hoover, naturalist John Muir, Revolutionary War figure Paul Revere and author Robert Louis Stevenson. Former President James Monroe is also on the list, who is known to have held enslaved people, as did Washington and Jefferson.\u003c/p>\n\u003cp>Lincoln, known for his legacy of emancipation, is included \"because of the Civil War president's treatment of American Indians, which included a mass hanging after an uprising,\" according to the \u003ca href=\"https://www.sfchronicle.com/education/article/Here-s-what-comes-next-after-the-S-F-school-15903075.php\">San Francisco Chronicle\u003c/a>.\u003c/p>\n\u003cp>Feinstein, the longtime Democratic senator, is included \"because as mayor in 1984 she replaced a vandalized Confederate flag that was part of a long-standing flag display in front of City Hall,\" The Associated Press reported. \"When the flag was pulled down a second time, she did not replace it.\"\u003c/p>\n\u003cp>Schools whose names are slated to be changed are encouraged to propose alternatives to the committee. Other community members can put forward suggestions, too. The Board of Education will make final decisions about the new names. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit \u003ca href=\"https://www.npr.org\">NPR.org\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=San+Francisco+May+Rename+Schools+Named+After+Washington%2C+Lincoln+And+Others&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A California state lawmaker is moving to repeal a 40-year-old law requiring public school teachers on extended sick leave to pay for their own substitute teachers.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11746999/outrage-over-sick-teachers-paying-for-their-own-substitutes-sparks-calls-for-reform-in-sacramento\" target=\"_blank\" rel=\"noopener noreferrer\">KQED first reported on the state law last spring\u003c/a>, after a San Francisco Unified school community created a GoFundMe account to help one of their teachers who was battling cancer. That teacher had to pay the cost of her own substitute — amounting to nearly half of her paycheck — while she underwent extended treatment. After the story published, more California public school teachers came forward to describe similar hardships.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Heather Burns, San Francisco teacher\"]'We want to be able to fight for our lives in a major health crisis without becoming homeless or going to others for outside support.'[/pullquote]\u003c/p>\n\u003cp>Democratic State Sen. Connie Leyva of Chino, chair of the education committee, then \u003ca href=\"https://www.kqed.org/news/11743992/should-california-teachers-who-get-seriously-ill-have-to-pay-for-their-own-subs\" target=\"_blank\" rel=\"noopener noreferrer\">took up the issue\u003c/a>, but said action would need to wait until this session. Now she's introduced Senate Bill 796, which would entitle school employees to continue to receive full pay while on extended sick leave.\u003c/p>\n\u003cp>“No public school employee on extended sick leave should ever lose the majority of their salary while they are in the fight of their life.” Leyva said in a statement. “In that moment, the employee’s job is to simply survive. It should not be the employee’s job to pay for their own replacement or, even worse, figure out how to feed or keep a roof over their family’s head while they are undergoing cancer treatment or any other health crisis while on extended sick leave.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Heather Burns was diagnosed with breast cancer in 2016 while teaching fifth grade at Sheridan Elementary School in San Francisco. She and her husband had just had a child and purchased a new home.\u003c/p>\n\u003cp>While receiving treatment on extended sick leave, Burns began getting paychecks that amounted to less than half of her regular pay after the cost of the substitute had been deducted. She said she and her husband almost lost everything, including the new home they had bought before she became ill.\u003c/p>\n\u003cp>[aside tag='education' label='More California Education Coverage']\"Finally Sen. Connie Leyva listened to our outrage and is fighting for teachers,\" Burns said. \"We want to be treated with dignity and respect in our darkest hour. We want to be able to fight for our lives in a major health crisis without becoming homeless or going to others for outside support.\"\u003c/p>\n\u003cp>Leyva's office said the fiscal impact of this bill would represent a cost shift from school employees, including teachers, to their employers, but that any potential fiscal impacts have not yet been analyzed by the Legislature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A spokesperson for the San Francisco Unified School District said its current policy is agreed upon between the teachers union and district, and the district will work with the union to update the policy to reflect any new state laws that take effect.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A California state lawmaker is moving to repeal a 40-year-old law requiring public school teachers on extended sick leave to pay for their own substitute teachers.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11746999/outrage-over-sick-teachers-paying-for-their-own-substitutes-sparks-calls-for-reform-in-sacramento\" target=\"_blank\" rel=\"noopener noreferrer\">KQED first reported on the state law last spring\u003c/a>, after a San Francisco Unified school community created a GoFundMe account to help one of their teachers who was battling cancer. That teacher had to pay the cost of her own substitute — amounting to nearly half of her paycheck — while she underwent extended treatment. After the story published, more California public school teachers came forward to describe similar hardships.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'We want to be able to fight for our lives in a major health crisis without becoming homeless or going to others for outside support.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Democratic State Sen. Connie Leyva of Chino, chair of the education committee, then \u003ca href=\"https://www.kqed.org/news/11743992/should-california-teachers-who-get-seriously-ill-have-to-pay-for-their-own-subs\" target=\"_blank\" rel=\"noopener noreferrer\">took up the issue\u003c/a>, but said action would need to wait until this session. Now she's introduced Senate Bill 796, which would entitle school employees to continue to receive full pay while on extended sick leave.\u003c/p>\n\u003cp>“No public school employee on extended sick leave should ever lose the majority of their salary while they are in the fight of their life.” Leyva said in a statement. “In that moment, the employee’s job is to simply survive. It should not be the employee’s job to pay for their own replacement or, even worse, figure out how to feed or keep a roof over their family’s head while they are undergoing cancer treatment or any other health crisis while on extended sick leave.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Heather Burns was diagnosed with breast cancer in 2016 while teaching fifth grade at Sheridan Elementary School in San Francisco. She and her husband had just had a child and purchased a new home.\u003c/p>\n\u003cp>While receiving treatment on extended sick leave, Burns began getting paychecks that amounted to less than half of her regular pay after the cost of the substitute had been deducted. She said she and her husband almost lost everything, including the new home they had bought before she became ill.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\"Finally Sen. Connie Leyva listened to our outrage and is fighting for teachers,\" Burns said. \"We want to be treated with dignity and respect in our darkest hour. We want to be able to fight for our lives in a major health crisis without becoming homeless or going to others for outside support.\"\u003c/p>\n\u003cp>Leyva's office said the fiscal impact of this bill would represent a cost shift from school employees, including teachers, to their employers, but that any potential fiscal impacts have not yet been analyzed by the Legislature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A spokesperson for the San Francisco Unified School District said its current policy is agreed upon between the teachers union and district, and the district will work with the union to update the policy to reflect any new state laws that take effect.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Housing is expensive. It’s expensive to buy. It’s expensive to build.\u003c/p>\n\u003cp>In fact, San Francisco’s mayor’s office estimates it costs $700,000 to build one unit of affordable housing, which can take about five years. So, it’s no big surprise that voters are being asked to decide on the largest affordable housing bond in the city’s history this November.\u003c/p>\n\u003cp>[aside label=\"Affordable Housing\" tag=\"affordable-housing\"]\u003c/p>\n\u003cp>San Francisco voters face two big, but separate measures that could provide $600 million for affordable housing, and help build housing for teachers and other educators that work for San Francisco schools.\u003c/p>\n\u003cp>To help you prepare, here are the basics for those measures, Proposition A and Proposition E.\u003c/p>\n\u003ch3>Proposition A\u003c/h3>\n\u003cp>Proposition A is a $600 million bond that would pay for the acquisition, rehabilitation and production of approximately 2,800 affordable housing units over the next five years. The money would be \u003ca href=\"https://sfelections.sfgov.org/sites/default/files/Documents/candidates/Nov2019_AffordableHousingBond_Legislative%20Digest.pdf\">committed in these ways\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>$220 million to buy, rehabilitate and build low-income housing\u003c/li>\n\u003cli>$150 million for repairing and rebuilding public housing\u003c/li>\n\u003cli>$150 million to buy and build senior housing\u003c/li>\n\u003cli>$60 million to buy, rehabilitate and preserve middle-income housing\u003c/li>\n\u003cli>$20 million to support educator housing\u003c/li>\n\u003c/ul>\n\u003cp>This bond is nearly double the size of the 2015 low-and-middle income housing bond measure backed by then-Mayor Ed Lee. \u003ca href=\"https://sfelections.org/results/20151103/\">Voters green-lit\u003c/a> that $310 million bond, which has created about 1,500 units, according to Malcom Yeung, campaign committee co-chair for this year’s Proposition A.\u003c/p>\n\u003cp>Before that, San Francisco hadn’t passed an affordable housing bond since 1996, when former mayor Willie Brown pushed for a \u003ca href=\"https://www.spur.org/publications/spur-report/2002-08-02/san-francisco-s-affordable-housing-bond\">$100 million measure\u003c/a>. Out of that money, $15 million was earmarked for down payment assistance loans for first-time home buyers; the rest was for the renovation and construction of very-low-income housing.\u003c/p>\n\u003cp>“For years, the city never really considered affordable housing to be infrastructure and as a result never regularly programmed it into the capital planning cycle,” Yeung said. “Hopefully by having a housing bond every five years or so, we are going to be regularly addressing the affordability needs, as opposed to waiting 20 years.”\u003c/p>\n\u003cp>Proposition A has support from Mayor London Breed and the Board of Supervisors as well as some state politicians. Salesforce and the Facebook-affiliated Chan Zuckerberg Initiative have helped financed the bond campaign. There’s no major opposition.\u003c/p>\n\u003cp>Proposition A needs two-thirds to pass.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>Proposition E\u003c/h3>\n\u003cp>Proposition E, meanwhile, needs a simple majority to pass. And if you’re having trouble keeping the two straight, remember that the “E” stands for educator housing.\u003c/p>\n\u003cp>A ‘yes’ vote on Proposition E would change the city’s planning code to allow housing projects, specifically for educators, to be built on publicly-owned land. It would also relax some zoning requirements and expedite the city’s approval process for those projects. Park land is not included, and lots must be 10,000 square feet or bigger to qualify.\u003c/p>\n\u003cp>Educators working for San Francisco Unified School District — including teachers, staff, teaching assistants and aides — as well as City College educators would be eligible for the new housing.\u003c/p>\n\u003cp>The onus ultimately falls on San Francisco Unified and City College to provide funding for the construction of new educator housing. If Proposition A passes, the city would chip in $20 million.\u003c/p>\n\u003cp>[aside postID=news_11768639,news_11740509 label='Hanging on to Teachers']Susan Solomon, president of the United Educators of San Francisco, said teachers here face unprecedented affordability challenges that make it hard to stay in the city.\u003c/p>\n\u003cp>“For many of them, especially newer teachers, they are also paying off their student loans,” she said. “So, what it means for them is that they are living with many roommates, or tiny apartments or commuting from very far away.”\u003c/p>\n\u003cp>The profession has a national attrition rate of about 8 percent annually, \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Turnover_REPORT.pdf\">according to 2017 study by the Learning Policy Institute\u003c/a>. \u003c/p>\n\u003cp>San Francisco Unified has a 10 percent attrition rate, \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/RFQ%20Educator%20Housing%20Development%20Final%203.1.2019.pdf\">according to a school district memo\u003c/a> from April that sought pitches from developers for potential housing projects.\u003c/p>\n\u003cp>The school district has identified a few lots that would be eligible for Proposition E development if it passes: One in the Inner Sunset, another in Laurel Heights and one in the Bayview neighborhood.\u003c/p>\n\u003cp>The district has already started working with the Mayor’s Office of Housing and Community Development on \u003ca href=\"https://sfmohcd.org/francis-scott-key-annex\">a housing project planned for the Francis Scott Key Annex\u003c/a> in the Outer Sunset. It is expected to have more than 100 new one-to-three bedroom apartments for teachers and classroom aides.\u003c/p>\n\u003cp>But the potential impacts could reach further because Proposition E would expedite and relax zoning rules for housing built on publicly-owned land if it is 100-percent affordable and meets the 10,000-square foot requirement.\u003c/p>\n\u003cp>That could be a big deal for building anywhere in the city, said Peter Cohen, co-director of the Council of Community Housing Organizations, which is a big supporter of both ballot measures. Of course, the city would have to first acquire the land.\u003c/p>\n\u003cp>“We say that Prop. A and E are complementary measures,” Cohen said. “They both address affordable housing developers’ two biggest obstacles: the funding and the land.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Housing is expensive. It’s expensive to buy. It’s expensive to build.\u003c/p>\n\u003cp>In fact, San Francisco’s mayor’s office estimates it costs $700,000 to build one unit of affordable housing, which can take about five years. So, it’s no big surprise that voters are being asked to decide on the largest affordable housing bond in the city’s history this November.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>San Francisco voters face two big, but separate measures that could provide $600 million for affordable housing, and help build housing for teachers and other educators that work for San Francisco schools.\u003c/p>\n\u003cp>To help you prepare, here are the basics for those measures, Proposition A and Proposition E.\u003c/p>\n\u003ch3>Proposition A\u003c/h3>\n\u003cp>Proposition A is a $600 million bond that would pay for the acquisition, rehabilitation and production of approximately 2,800 affordable housing units over the next five years. The money would be \u003ca href=\"https://sfelections.sfgov.org/sites/default/files/Documents/candidates/Nov2019_AffordableHousingBond_Legislative%20Digest.pdf\">committed in these ways\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>$220 million to buy, rehabilitate and build low-income housing\u003c/li>\n\u003cli>$150 million for repairing and rebuilding public housing\u003c/li>\n\u003cli>$150 million to buy and build senior housing\u003c/li>\n\u003cli>$60 million to buy, rehabilitate and preserve middle-income housing\u003c/li>\n\u003cli>$20 million to support educator housing\u003c/li>\n\u003c/ul>\n\u003cp>This bond is nearly double the size of the 2015 low-and-middle income housing bond measure backed by then-Mayor Ed Lee. \u003ca href=\"https://sfelections.org/results/20151103/\">Voters green-lit\u003c/a> that $310 million bond, which has created about 1,500 units, according to Malcom Yeung, campaign committee co-chair for this year’s Proposition A.\u003c/p>\n\u003cp>Before that, San Francisco hadn’t passed an affordable housing bond since 1996, when former mayor Willie Brown pushed for a \u003ca href=\"https://www.spur.org/publications/spur-report/2002-08-02/san-francisco-s-affordable-housing-bond\">$100 million measure\u003c/a>. Out of that money, $15 million was earmarked for down payment assistance loans for first-time home buyers; the rest was for the renovation and construction of very-low-income housing.\u003c/p>\n\u003cp>“For years, the city never really considered affordable housing to be infrastructure and as a result never regularly programmed it into the capital planning cycle,” Yeung said. “Hopefully by having a housing bond every five years or so, we are going to be regularly addressing the affordability needs, as opposed to waiting 20 years.”\u003c/p>\n\u003cp>Proposition A has support from Mayor London Breed and the Board of Supervisors as well as some state politicians. Salesforce and the Facebook-affiliated Chan Zuckerberg Initiative have helped financed the bond campaign. There’s no major opposition.\u003c/p>\n\u003cp>Proposition A needs two-thirds to pass.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>Proposition E\u003c/h3>\n\u003cp>Proposition E, meanwhile, needs a simple majority to pass. And if you’re having trouble keeping the two straight, remember that the “E” stands for educator housing.\u003c/p>\n\u003cp>A ‘yes’ vote on Proposition E would change the city’s planning code to allow housing projects, specifically for educators, to be built on publicly-owned land. It would also relax some zoning requirements and expedite the city’s approval process for those projects. Park land is not included, and lots must be 10,000 square feet or bigger to qualify.\u003c/p>\n\u003cp>Educators working for San Francisco Unified School District — including teachers, staff, teaching assistants and aides — as well as City College educators would be eligible for the new housing.\u003c/p>\n\u003cp>The onus ultimately falls on San Francisco Unified and City College to provide funding for the construction of new educator housing. If Proposition A passes, the city would chip in $20 million.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Susan Solomon, president of the United Educators of San Francisco, said teachers here face unprecedented affordability challenges that make it hard to stay in the city.\u003c/p>\n\u003cp>“For many of them, especially newer teachers, they are also paying off their student loans,” she said. “So, what it means for them is that they are living with many roommates, or tiny apartments or commuting from very far away.”\u003c/p>\n\u003cp>The profession has a national attrition rate of about 8 percent annually, \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Turnover_REPORT.pdf\">according to 2017 study by the Learning Policy Institute\u003c/a>. \u003c/p>\n\u003cp>San Francisco Unified has a 10 percent attrition rate, \u003ca href=\"https://archive.sfusd.edu/en/assets/sfusd-staff/RFQ%20Educator%20Housing%20Development%20Final%203.1.2019.pdf\">according to a school district memo\u003c/a> from April that sought pitches from developers for potential housing projects.\u003c/p>\n\u003cp>The school district has identified a few lots that would be eligible for Proposition E development if it passes: One in the Inner Sunset, another in Laurel Heights and one in the Bayview neighborhood.\u003c/p>\n\u003cp>The district has already started working with the Mayor’s Office of Housing and Community Development on \u003ca href=\"https://sfmohcd.org/francis-scott-key-annex\">a housing project planned for the Francis Scott Key Annex\u003c/a> in the Outer Sunset. It is expected to have more than 100 new one-to-three bedroom apartments for teachers and classroom aides.\u003c/p>\n\u003cp>But the potential impacts could reach further because Proposition E would expedite and relax zoning rules for housing built on publicly-owned land if it is 100-percent affordable and meets the 10,000-square foot requirement.\u003c/p>\n\u003cp>That could be a big deal for building anywhere in the city, said Peter Cohen, co-director of the Council of Community Housing Organizations, which is a big supporter of both ballot measures. Of course, the city would have to first acquire the land.\u003c/p>\n\u003cp>“We say that Prop. A and E are complementary measures,” Cohen said. “They both address affordable housing developers’ two biggest obstacles: the funding and the land.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Darryl Lester was at his mom’s place in Tacoma, Washington, when a letter he’d been waiting for arrived in the mail. At 40, he was destitute, in pain and out of work.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Darryl Lester, lead plaintiff in landmark special education lawsuit in California']‘My dream is to be able to pick up a book and read it by myself.’[/pullquote]The letter delivered good news: Lester would be getting disability benefits after blowing out his back in a sheet metal accident. But he crumpled it up and threw it in the trash.\u003c/p>\n\u003cp>Why? Because he couldn’t read it. From first through seventh grades, Lester had attended three public schools in San Francisco. At each, he struggled with reading and didn’t get the help he needed for it.\u003c/p>\n\u003cp>What he didn’t know until last year: His reading difficulties had made him the lead plaintiff — under the pseudonym Larry P. — in a landmark lawsuit that changed special education for black students across California. October marks the 40th anniversary of the judge’s ruling, which was supposed to help fix a system he had deemed discriminatory. But many educators, black parents and advocates for black students say plenty remains broken.\u003c/p>\n\u003cp>\u003cstrong>‘Educable Mentally Retarded’\u003c/strong>\u003c/p>\n\u003cp>Before the Larry P. case, California education code \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">required\u003c/a> school districts to use IQ scores when assessing students for special education.\u003c/p>\n\u003cp>Based on the test results, black students statewide — young Darryl included — wound up categorized as “educable mentally retarded” at disproportionate rates: 27% labeled that way in 1968 were black — even though black students made up less than 9% of the student body.\u003c/p>\n\u003cp>That same year, a group of black psychologists broke off from the American Psychological Association in protest over black community concerns that they believed the larger organization was too slow to address. Their top priority was to stop districts from using IQ tests, which they thought were culturally biased, to decide who belonged in special education, said one of the breakaway group’s founders, Harold Dent.\u003c/p>\n\u003cp>When the Bay Area chapter of the Association of Black Psychologists learned of complaints from black parents in San Francisco, they teamed up with civil rights lawyers and sued in 1971.\u003c/p>\n\u003cp>As a group, African Americans across the country scored lower on IQ tests. The \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">lawsuit\u003c/a> alleged that was because the tests were biased toward Eurocentric culture. Questions like, ”Who wrote Romeo and Juliet,” they argued, didn’t assess a student’s innate capacity to learn. It tested knowledge that some – and not others — had acquired at home or school.\u003c/p>\n\u003cp>U.S. District Judge Robert Peckham agreed, calling the tests “racially and culturally biased” and “discriminatory.” He ordered a permanent ban on IQ testing of black students across California for purposes of special education placement. Today, California is the only state that has such a ban.\u003c/p>\n\u003cp>The students who landed in classes for the “educable mentally retarded,” Peckham wrote, were doomed to fall “farther and farther behind,” because — instead of academics — the classes emphasized “personal hygiene and grooming” and “basic home and community living skills.”\u003c/p>\n\u003cp>Darryl Lester remembers those classes: lots of recess time and plenty of field trips.\u003c/p>\n\u003cp>“I walked to school and cried all the way,” he said. “I just didn’t like it, you know, because they wasn’t teaching us nothing.”\u003c/p>\n\u003cp>\u003cstrong>The District Labeled Her Son Mentally Retarded — and Didn’t Tell Her\u003c/strong>\u003c/p>\n\u003cp>Lester and his mom and older brothers moved from Marietta, Georgia, to San Francisco in 1965, he said, because “she didn’t want to find us dead one day hanging by a tree.”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Darryl Lester, lead plaintiff in landmark special education lawsuit in California']‘I walked to school and cried all the way. I just didn’t like it, you know, because they wasn’t teaching us nothing.’[/pullquote]Their first home was a Victorian in the Fillmore District. Lester said he learned his way around the “gorgeous” city by bus and bicycle. Life was pretty good, except in school. Although he was “very good at math,” Lester said, he had a hard time with reading.\u003c/p>\n\u003cp>Lester said he remembers a teacher telling him he was looking at words backwards as he sought to pronounce them. People with dyslexia see words the same way as everyone else — but have a neurobiological language processing disorder that’s often responsive to intervention.\u003c/p>\n\u003cp>Whether Lester has dyslexia is unclear. What is clear is that instead of getting help with his reading, he got teased, into fights and suspended.\u003c/p>\n\u003cp>“I would get frustrated, agitated, upset, and then I’d get sent to the principal’s office,” he said.\u003c/p>\n\u003cp>Lester’s mom, Lucille Lester, didn’t learn that the school district had labeled her son “mentally retarded” until one of the black psychologists visited their home to evaluate Darryl and go through some tests.\u003c/p>\n\u003cp>“After he talked to Darryl, he turns to me and says, ‘Well, there is nothing wrong with this child,’ ” she testified in court in 1977.\u003c/p>\n\u003cp>That, she said, is when he told her what kind of classes Darryl had been attending.\u003c/p>\n\u003cp>“Naturally I didn’t feel good about it, and I got angry about it,” she told the court. “This is when I really found out what was really going on.”\u003c/p>\n\u003cfigure id=\"attachment_11781040\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781040\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg\" alt=\"Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1020x764.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1200x899.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut.jpg 1680w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Not long after, Lucille Lester packed up the family and headed to Tacoma, where an older son was serving on a nearby military base. There, Darryl continued to struggle, because as Judge Peckham had predicted, he had fallen behind.\u003c/p>\n\u003cp>His new high school placed him in a half-day special education program. The other half, he spent at Safeway. Every morning, Lester said, he reported at 7:30 a.m. to the grocery store, where he worked for high school credits — but no pay — until 11 a.m. before attending a few classes in the back of the campus.\u003c/p>\n\u003cp>After his family protested, the school put him in with the other kids.\u003c/p>\n\u003cp>He tried hard, going to “summer school, night classes, hardly getting any sleep,” but fell two credits short of a high school diploma, Lester said.\u003c/p>\n\u003cp>To this day, Lester, now 60, can barely read.\u003c/p>\n\u003cp>Lester knew he was part of a lawsuit. His mom had joined it on his behalf in 1971 — the year it was filed and when the family moved to Tacoma.\u003c/p>\n\u003cp>But until a reporter tracked him down last year, he never knew his pseudonym was “Larry P.” And he knew nothing of the ruling’s lasting impact on California schools.\u003c/p>\n\u003cp>Of the 1977 trip to the courthouse, Lester, then 18, recalled: “I asked my momma, ‘Are we done?’ And she said, ‘Yes son, we done.’ ”\u003c/p>\n\u003cp>They never spoke of it again.\u003c/p>\n\u003cfigure id=\"attachment_11781037\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781037\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg\" alt=\"Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system.\" width=\"800\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-160x94.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-1020x601.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-1200x708.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system. \u003ccite>(Joe Goyos/Support for Families of Children With Disabilities)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Special Education Today\u003c/strong>\u003c/p>\n\u003cp>The Larry P. judge made California school districts reassess all black students who’d been designated “educable mentally retarded” — without IQ tests — and the numbers dropped. He banned the use of the tests specifically for black students. In time, more subtle special education categories replaced the old ones.\u003c/p>\n\u003cp>By the time the judge ruled in 1979, a new \u003ca href=\"https://www2.ed.gov/policy/speced/leg/idea/history.html\" target=\"_blank\" rel=\"noopener\">federal law\u003c/a> enacted in 1975 guaranteed students with disabilities equal access to public education. Today, each special education student gets an Individualized Education Program, or IEP, which spells out their struggles and the support they’ll get at school.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Jean Robertson, chief of special education services for San Francisco Unified School District, on deciding who belongs in special education and who requires other types of support']‘That’s the crux of my tension in this work. That is with me every single day, particularly for black children.’[/pullquote]But \u003ca href=\"https://www2.ed.gov/programs/osepidea/618-data/LEA-racial-ethnic-disparities-tables/disproportionality-analysis-by-state-analysis-category.pdf\" target=\"_blank\" rel=\"noopener\">data\u003c/a> released in 2016 show that black students nationwide are still being placed disproportionately in special education — particularly in categories like “emotional disturbance,” which are tied to behavior. They’re underassessed in categories such as autism spectrum disorder. And some who need special education don’t get assessed for anything. That, parents and special education advocates say, is because some teachers expect so little of them.\u003c/p>\n\u003cp>Despite those risks, plenty of black parents want their kids in special education because it gives families a legal avenue to hold schools accountable. Last year, a group of black parents gathered at a San Francisco school to talk about their struggles getting their kids assessed and making sure they receive the support guaranteed under the law.\u003c/p>\n\u003cp>Many black families find themselves navigating the system because nearly one in three black students in San Francisco Unified School District (SFUSD) is in special education — compared to one in eight non-black students, district data \u003ca href=\"//drive.google.com/open?id=13EX-vu62Ie1EcPO0VcoM-lI2lp-eEmwE\" target=\"_blank\" rel=\"noopener\">shows\u003c/a>.\u003c/p>\n\u003cp>That overrepresentation is highest in special education categories dealing with behavior. And educators, \u003ca href=\"http://kirwaninstitute.osu.edu/racial-disproportionality-in-school-discipline-implicit-bias-is-heavily-implicated/\" target=\"_blank\" rel=\"noopener\">studies show\u003c/a>, are more likely to perceive the behavior of black boys as aggressive or defiant. That’s why black boys routinely post the highest rates of suspensions and expulsions in the country.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mauricha Robinson said it’s not just boys: Her daughter Zariah excelled in school until sixth grade — when the curriculum got more complex. She tanked in her studies for the next two years.\u003c/p>\n\u003cp>Instead of seeking to assess Zariah for special needs, Robinson said, the school was kicking her out of class, sending her home or to the principal’s office.\u003c/p>\n\u003cp>“It was just, ‘How do we curb the behavior, behavior, behavior,’ ” she said. “And it was all punitive.”\u003c/p>\n\u003cp>Like all districts in California, SFUSD is working to reduce the disproportionately high numbers of black students in special education. Robinson speculates maybe that’s why no one in Zariah’s school sought to have her assessed, “to avoid stigmatizing another black child with a special education label.” But she thinks stereotypes played in, too, “of her being a black girl. Aggressive, ‘adultifying’ her, or ‘she’s sassy’ or ‘she’s outspoken.’ ”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Darryl Lester, lead plaintiff in landmark special education lawsuit in California']‘If you’re a kid that can’t read something, it’s embarrassing.’[/pullquote]That’s also common: \u003ca href=\"https://www.aecf.org/blog/new-study-the-adultification-of-black-girls/\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> has shown that adults at school often treat black girls “as less innocent and more adult-like than white girls of the same age” and punish them more harshly as a result.\u003c/p>\n\u003cp>So Robinson got some advice: If she requested her daughter get assessed, she’d be inoculated against expulsion. And she did: The assessment showed Zariah has a learning disability — a cognitive processing disorder that affects short-term memory and comprehension.\u003c/p>\n\u003cp>For eighth grade, Robinson moved Zariah into a regular class in a new school with some special assistance. It’s called “full inclusion” and aims to keep special education students from being singled out. Zariah’s grades shot up.\u003c/p>\n\u003cp>Jean Robertson, chief of special education services for SFUSD, said the push for “full inclusion” is among many changes the district has been implementing since a 2010 audit found black students were more likely to be segregated from the mainstream student population in special classes.\u003c/p>\n\u003cp>The \u003ca href=\"https://drive.google.com/open?id=1ApjCq-tEsycdkQD9UkeUkik-8owoQsCwXtrs0P6Cw8w\" target=\"_blank\" rel=\"noopener\">audit\u003c/a> also found black students were significantly overrepresented in several special education categories, like “emotional disturbance”: They were 8.5 times more likely than non-black students to be designated “emotionally disturbed.” Today, that number is down to about four times more likely.\u003c/p>\n\u003cfigure id=\"attachment_11781036\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781036\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg\" alt=\"In 2010, black students at SF Unified School District were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely.\" width=\"800\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-160x109.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1020x692.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1200x814.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut.jpg 1802w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">In 2010, black students at SFUSD were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely. \u003ccite>(San Francisco Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Department of Education data received in response to a public records request show 28 of the state’s nearly 1,000 school districts faring worse for black students in that category. The relatively low number of 28 is not surprising since many districts serve a very small number of black students, or none at all. At the high end, the data showed that one Southern California district is 12 times more likely to categorize black students as “emotionally disturbed.”\u003c/p>\n\u003cp>Other changes SFUSD has made over the past decade include working to support students early on so they don’t land in special education, doing deeper assessments and better tailoring services to each special education student instead of putting them in cookie-cutter programs.\u003c/p>\n\u003cp>But deciding who belongs in special education and who requires other types of support remains a huge challenge.\u003c/p>\n\u003cp>“That’s the crux of my tension in this work,” Robertson said. “That is with me every single day, particularly for black children.”\u003c/p>\n\u003cp>\u003cstrong>Putting an IQ Label on Students Is Like ‘Walking Around With Dynamite’\u003c/strong>\u003c/p>\n\u003cp>The IQ testing ban at the heart of the Larry P. ruling has created tensions of its own. The California Association of School Psychologists wants it lifted, noting that the persistent overrepresentation of black students in special education shows the ban hasn’t served its purpose.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Mauricha Robinson, on trying to get help for her daughter, Zariah, an SFUSD student']“It was just, ‘How do we curb the behavior, behavior, behavior. And it was all punitive.’ “[/pullquote]\u003c/p>\n\u003cp>But many advocates for black students want the ban to remain in place, saying so many other biases still exist in the educational system.\u003c/p>\n\u003cp>John Affeldt, a managing attorney at Public Advocates, one of the civil rights firms that filed the Larry P. lawsuit, acknowledged IQ tests have improved since then — but not by enough.\u003c/p>\n\u003cp>Putting an intelligence label on a student is “like walking around with dynamite,” he said. “It’s not going to blow up for every kid.”\u003c/p>\n\u003cp>But when it does, the cost is simply too high.\u003c/p>\n\u003cp>That’s what happened to Darryl Lester. His lack of an education, inability to read and the shame he carried cost him. He struggled with addiction and low-wage jobs before hard physical labor left him disabled.\u003c/p>\n\u003cp>Lester said he has worked hard to rise above all that. He has been sober for 18 years now, happily married for 14. He and his wife, Cecilia Lester, now live in a redeveloped Tacoma housing project.\u003c/p>\n\u003cp>But Cecilia sometimes finds him alone, crying.\u003c/p>\n\u003cp>“It hurts on the inside, but you have to swallow your pride and look over it and just find some strength somewhere and say, ‘Hey, come on, you can do this. I’m better than this,’ and that gets me through the day,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11781165\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781165\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg\" alt=\"Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1200x900.jpeg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1044x783.jpeg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-632x474.jpeg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-536x402.jpeg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF.jpeg 1280w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘To Be Able to Pick Up a Book and Read it by Myself’\u003c/strong>\u003c/p>\n\u003cp>The Larry P. case remains the subject of \u003ca href=\"https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=%22larry+p%22+%22special+education%22&btnG=\" target=\"_blank\" rel=\"noopener\">academic articles\u003c/a>, online tutorials and plenty of debate. But for decades, the identity of Larry P. — and what happened to him — remained a mystery.\u003c/p>\n\u003cp>That’s no longer true, and Darryl Lester said he wants some good to come of it.\u003c/p>\n\u003cp>[aside tag='schools' label='Related Coverage']Revisiting his schooling and the burden he carried into adulthood has been painful, he said. But it has driven him to share his experience in hopes that it might help today’s black students who aren’t getting the support they need.\u003c/p>\n\u003cp>Last spring, Lester returned to San Francisco for the first time since he testified. He was the guest of honor on a panel that included mothers of current black special education students.\u003c/p>\n\u003cp>“If a teacher’s not helping you, that is not good,” Lester told the gathering of educators, disability rights advocates and black parents, his voice cracking. “You’ve got other kids that will make fun of you. And if you’re a kid that can’t read something, it’s embarrassing.”\u003c/p>\n\u003cp>To the few students who attended the event, Lester said he had a special message: They should fight for an education and never feel ashamed.\u003c/p>\n\u003cp>Next week, he’ll tell his story again at the convention of the California Association of School Psychologists, the organization trying to lift that Larry P. ban.\u003c/p>\n\u003cp>Meanwhile, the grassroots group Decoding Dyslexia CA and the Northern California branch of the International Dyslexia Association are fundraising to create a “Larry P.” scholarship for African American students in Northern California who are struggling to read.\u003c/p>\n\u003cp>Decoding Dyslexia CA has also found a tutor in Tacoma to teach Lester to read. Lester knows it will be hard work, but he said: “My dream is to be able to pick up a book and read it by myself.”\u003c/p>\n\u003cp>\u003cem>An \u003ca href=\"https://www.kalw.org/post/legacy-mistreatment-san-francisco-s-black-special-ed-students#stream/0\" target=\"_blank\" rel=\"noopener\">earlier version\u003c/a> of this story aired on KALW’s news magazine, Crosscurrents. This story was reported with the \u003ca href=\"http://www.centerforhealthjournalism.org/\" target=\"_blank\" rel=\"noopener\">support\u003c/a> of the Fund for Journalism on Child Well-Being, a program of the University of Southern California Center for Health Journalism.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "A landmark ruling in 1977 changed special education for black students across California. But many educators, black parents and advocates for black students say plenty remains broken.",
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"title": "A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn’t. | KQED",
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"headline": "A Landmark Lawsuit Aimed to Fix Special Ed for California's Black Students. It Didn’t.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Darryl Lester was at his mom’s place in Tacoma, Washington, when a letter he’d been waiting for arrived in the mail. At 40, he was destitute, in pain and out of work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The letter delivered good news: Lester would be getting disability benefits after blowing out his back in a sheet metal accident. But he crumpled it up and threw it in the trash.\u003c/p>\n\u003cp>Why? Because he couldn’t read it. From first through seventh grades, Lester had attended three public schools in San Francisco. At each, he struggled with reading and didn’t get the help he needed for it.\u003c/p>\n\u003cp>What he didn’t know until last year: His reading difficulties had made him the lead plaintiff — under the pseudonym Larry P. — in a landmark lawsuit that changed special education for black students across California. October marks the 40th anniversary of the judge’s ruling, which was supposed to help fix a system he had deemed discriminatory. But many educators, black parents and advocates for black students say plenty remains broken.\u003c/p>\n\u003cp>\u003cstrong>‘Educable Mentally Retarded’\u003c/strong>\u003c/p>\n\u003cp>Before the Larry P. case, California education code \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">required\u003c/a> school districts to use IQ scores when assessing students for special education.\u003c/p>\n\u003cp>Based on the test results, black students statewide — young Darryl included — wound up categorized as “educable mentally retarded” at disproportionate rates: 27% labeled that way in 1968 were black — even though black students made up less than 9% of the student body.\u003c/p>\n\u003cp>That same year, a group of black psychologists broke off from the American Psychological Association in protest over black community concerns that they believed the larger organization was too slow to address. Their top priority was to stop districts from using IQ tests, which they thought were culturally biased, to decide who belonged in special education, said one of the breakaway group’s founders, Harold Dent.\u003c/p>\n\u003cp>When the Bay Area chapter of the Association of Black Psychologists learned of complaints from black parents in San Francisco, they teamed up with civil rights lawyers and sued in 1971.\u003c/p>\n\u003cp>As a group, African Americans across the country scored lower on IQ tests. The \u003ca href=\"https://law.justia.com/cases/federal/district-courts/FSupp/495/926/2007878/\" target=\"_blank\" rel=\"noopener\">lawsuit\u003c/a> alleged that was because the tests were biased toward Eurocentric culture. Questions like, ”Who wrote Romeo and Juliet,” they argued, didn’t assess a student’s innate capacity to learn. It tested knowledge that some – and not others — had acquired at home or school.\u003c/p>\n\u003cp>U.S. District Judge Robert Peckham agreed, calling the tests “racially and culturally biased” and “discriminatory.” He ordered a permanent ban on IQ testing of black students across California for purposes of special education placement. Today, California is the only state that has such a ban.\u003c/p>\n\u003cp>The students who landed in classes for the “educable mentally retarded,” Peckham wrote, were doomed to fall “farther and farther behind,” because — instead of academics — the classes emphasized “personal hygiene and grooming” and “basic home and community living skills.”\u003c/p>\n\u003cp>Darryl Lester remembers those classes: lots of recess time and plenty of field trips.\u003c/p>\n\u003cp>“I walked to school and cried all the way,” he said. “I just didn’t like it, you know, because they wasn’t teaching us nothing.”\u003c/p>\n\u003cp>\u003cstrong>The District Labeled Her Son Mentally Retarded — and Didn’t Tell Her\u003c/strong>\u003c/p>\n\u003cp>Lester and his mom and older brothers moved from Marietta, Georgia, to San Francisco in 1965, he said, because “she didn’t want to find us dead one day hanging by a tree.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Their first home was a Victorian in the Fillmore District. Lester said he learned his way around the “gorgeous” city by bus and bicycle. Life was pretty good, except in school. Although he was “very good at math,” Lester said, he had a hard time with reading.\u003c/p>\n\u003cp>Lester said he remembers a teacher telling him he was looking at words backwards as he sought to pronounce them. People with dyslexia see words the same way as everyone else — but have a neurobiological language processing disorder that’s often responsive to intervention.\u003c/p>\n\u003cp>Whether Lester has dyslexia is unclear. What is clear is that instead of getting help with his reading, he got teased, into fights and suspended.\u003c/p>\n\u003cp>“I would get frustrated, agitated, upset, and then I’d get sent to the principal’s office,” he said.\u003c/p>\n\u003cp>Lester’s mom, Lucille Lester, didn’t learn that the school district had labeled her son “mentally retarded” until one of the black psychologists visited their home to evaluate Darryl and go through some tests.\u003c/p>\n\u003cp>“After he talked to Darryl, he turns to me and says, ‘Well, there is nothing wrong with this child,’ ” she testified in court in 1977.\u003c/p>\n\u003cp>That, she said, is when he told her what kind of classes Darryl had been attending.\u003c/p>\n\u003cp>“Naturally I didn’t feel good about it, and I got angry about it,” she told the court. “This is when I really found out what was really going on.”\u003c/p>\n\u003cfigure id=\"attachment_11781040\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781040\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg\" alt=\"Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1020x764.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1200x899.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_mom-qut.jpg 1680w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Family photos adorn the walls of Darryl and Cecilia Lester’s home in Tacoma, Washington. On the right is Darryl’s mother, Lucille Lester, now 91. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Not long after, Lucille Lester packed up the family and headed to Tacoma, where an older son was serving on a nearby military base. There, Darryl continued to struggle, because as Judge Peckham had predicted, he had fallen behind.\u003c/p>\n\u003cp>His new high school placed him in a half-day special education program. The other half, he spent at Safeway. Every morning, Lester said, he reported at 7:30 a.m. to the grocery store, where he worked for high school credits — but no pay — until 11 a.m. before attending a few classes in the back of the campus.\u003c/p>\n\u003cp>After his family protested, the school put him in with the other kids.\u003c/p>\n\u003cp>He tried hard, going to “summer school, night classes, hardly getting any sleep,” but fell two credits short of a high school diploma, Lester said.\u003c/p>\n\u003cp>To this day, Lester, now 60, can barely read.\u003c/p>\n\u003cp>Lester knew he was part of a lawsuit. His mom had joined it on his behalf in 1971 — the year it was filed and when the family moved to Tacoma.\u003c/p>\n\u003cp>But until a reporter tracked him down last year, he never knew his pseudonym was “Larry P.” And he knew nothing of the ruling’s lasting impact on California schools.\u003c/p>\n\u003cp>Of the 1977 trip to the courthouse, Lester, then 18, recalled: “I asked my momma, ‘Are we done?’ And she said, ‘Yes son, we done.’ ”\u003c/p>\n\u003cp>They never spoke of it again.\u003c/p>\n\u003cfigure id=\"attachment_11781037\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781037\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg\" alt=\"Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system.\" width=\"800\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-800x472.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-160x94.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-1020x601.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut-1200x708.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_conference-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester gets ready to share his experiences on a March 2019 panel of black San Francisco parents who are navigating the special education system. \u003ccite>(Joe Goyos/Support for Families of Children With Disabilities)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Special Education Today\u003c/strong>\u003c/p>\n\u003cp>The Larry P. judge made California school districts reassess all black students who’d been designated “educable mentally retarded” — without IQ tests — and the numbers dropped. He banned the use of the tests specifically for black students. In time, more subtle special education categories replaced the old ones.\u003c/p>\n\u003cp>By the time the judge ruled in 1979, a new \u003ca href=\"https://www2.ed.gov/policy/speced/leg/idea/history.html\" target=\"_blank\" rel=\"noopener\">federal law\u003c/a> enacted in 1975 guaranteed students with disabilities equal access to public education. Today, each special education student gets an Individualized Education Program, or IEP, which spells out their struggles and the support they’ll get at school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But \u003ca href=\"https://www2.ed.gov/programs/osepidea/618-data/LEA-racial-ethnic-disparities-tables/disproportionality-analysis-by-state-analysis-category.pdf\" target=\"_blank\" rel=\"noopener\">data\u003c/a> released in 2016 show that black students nationwide are still being placed disproportionately in special education — particularly in categories like “emotional disturbance,” which are tied to behavior. They’re underassessed in categories such as autism spectrum disorder. And some who need special education don’t get assessed for anything. That, parents and special education advocates say, is because some teachers expect so little of them.\u003c/p>\n\u003cp>Despite those risks, plenty of black parents want their kids in special education because it gives families a legal avenue to hold schools accountable. Last year, a group of black parents gathered at a San Francisco school to talk about their struggles getting their kids assessed and making sure they receive the support guaranteed under the law.\u003c/p>\n\u003cp>Many black families find themselves navigating the system because nearly one in three black students in San Francisco Unified School District (SFUSD) is in special education — compared to one in eight non-black students, district data \u003ca href=\"//drive.google.com/open?id=13EX-vu62Ie1EcPO0VcoM-lI2lp-eEmwE\" target=\"_blank\" rel=\"noopener\">shows\u003c/a>.\u003c/p>\n\u003cp>That overrepresentation is highest in special education categories dealing with behavior. And educators, \u003ca href=\"http://kirwaninstitute.osu.edu/racial-disproportionality-in-school-discipline-implicit-bias-is-heavily-implicated/\" target=\"_blank\" rel=\"noopener\">studies show\u003c/a>, are more likely to perceive the behavior of black boys as aggressive or defiant. That’s why black boys routinely post the highest rates of suspensions and expulsions in the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mauricha Robinson said it’s not just boys: Her daughter Zariah excelled in school until sixth grade — when the curriculum got more complex. She tanked in her studies for the next two years.\u003c/p>\n\u003cp>Instead of seeking to assess Zariah for special needs, Robinson said, the school was kicking her out of class, sending her home or to the principal’s office.\u003c/p>\n\u003cp>“It was just, ‘How do we curb the behavior, behavior, behavior,’ ” she said. “And it was all punitive.”\u003c/p>\n\u003cp>Like all districts in California, SFUSD is working to reduce the disproportionately high numbers of black students in special education. Robinson speculates maybe that’s why no one in Zariah’s school sought to have her assessed, “to avoid stigmatizing another black child with a special education label.” But she thinks stereotypes played in, too, “of her being a black girl. Aggressive, ‘adultifying’ her, or ‘she’s sassy’ or ‘she’s outspoken.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That’s also common: \u003ca href=\"https://www.aecf.org/blog/new-study-the-adultification-of-black-girls/\" target=\"_blank\" rel=\"noopener\">Research\u003c/a> has shown that adults at school often treat black girls “as less innocent and more adult-like than white girls of the same age” and punish them more harshly as a result.\u003c/p>\n\u003cp>So Robinson got some advice: If she requested her daughter get assessed, she’d be inoculated against expulsion. And she did: The assessment showed Zariah has a learning disability — a cognitive processing disorder that affects short-term memory and comprehension.\u003c/p>\n\u003cp>For eighth grade, Robinson moved Zariah into a regular class in a new school with some special assistance. It’s called “full inclusion” and aims to keep special education students from being singled out. Zariah’s grades shot up.\u003c/p>\n\u003cp>Jean Robertson, chief of special education services for SFUSD, said the push for “full inclusion” is among many changes the district has been implementing since a 2010 audit found black students were more likely to be segregated from the mainstream student population in special classes.\u003c/p>\n\u003cp>The \u003ca href=\"https://drive.google.com/open?id=1ApjCq-tEsycdkQD9UkeUkik-8owoQsCwXtrs0P6Cw8w\" target=\"_blank\" rel=\"noopener\">audit\u003c/a> also found black students were significantly overrepresented in several special education categories, like “emotional disturbance”: They were 8.5 times more likely than non-black students to be designated “emotionally disturbed.” Today, that number is down to about four times more likely.\u003c/p>\n\u003cfigure id=\"attachment_11781036\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781036\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg\" alt=\"In 2010, black students at SF Unified School District were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely.\" width=\"800\" height=\"543\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-800x543.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-160x109.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1020x692.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut-1200x814.jpg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_Chart-of-Emotional-Disturbance-Risk-Ratios-qut.jpg 1802w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">In 2010, black students at SFUSD were 8.5 times more likely than non-black students to be labeled “emotionally disturbed.” Today, that’s down to about four times more likely. \u003ccite>(San Francisco Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>California Department of Education data received in response to a public records request show 28 of the state’s nearly 1,000 school districts faring worse for black students in that category. The relatively low number of 28 is not surprising since many districts serve a very small number of black students, or none at all. At the high end, the data showed that one Southern California district is 12 times more likely to categorize black students as “emotionally disturbed.”\u003c/p>\n\u003cp>Other changes SFUSD has made over the past decade include working to support students early on so they don’t land in special education, doing deeper assessments and better tailoring services to each special education student instead of putting them in cookie-cutter programs.\u003c/p>\n\u003cp>But deciding who belongs in special education and who requires other types of support remains a huge challenge.\u003c/p>\n\u003cp>“That’s the crux of my tension in this work,” Robertson said. “That is with me every single day, particularly for black children.”\u003c/p>\n\u003cp>\u003cstrong>Putting an IQ Label on Students Is Like ‘Walking Around With Dynamite’\u003c/strong>\u003c/p>\n\u003cp>The IQ testing ban at the heart of the Larry P. ruling has created tensions of its own. The California Association of School Psychologists wants it lifted, noting that the persistent overrepresentation of black students in special education shows the ban hasn’t served its purpose.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But many advocates for black students want the ban to remain in place, saying so many other biases still exist in the educational system.\u003c/p>\n\u003cp>John Affeldt, a managing attorney at Public Advocates, one of the civil rights firms that filed the Larry P. lawsuit, acknowledged IQ tests have improved since then — but not by enough.\u003c/p>\n\u003cp>Putting an intelligence label on a student is “like walking around with dynamite,” he said. “It’s not going to blow up for every kid.”\u003c/p>\n\u003cp>But when it does, the cost is simply too high.\u003c/p>\n\u003cp>That’s what happened to Darryl Lester. His lack of an education, inability to read and the shame he carried cost him. He struggled with addiction and low-wage jobs before hard physical labor left him disabled.\u003c/p>\n\u003cp>Lester said he has worked hard to rise above all that. He has been sober for 18 years now, happily married for 14. He and his wife, Cecilia Lester, now live in a redeveloped Tacoma housing project.\u003c/p>\n\u003cp>But Cecilia sometimes finds him alone, crying.\u003c/p>\n\u003cp>“It hurts on the inside, but you have to swallow your pride and look over it and just find some strength somewhere and say, ‘Hey, come on, you can do this. I’m better than this,’ and that gets me through the day,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11781165\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11781165\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg\" alt=\"Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1200x900.jpeg 1200w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-1044x783.jpeg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-632x474.jpeg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF-536x402.jpeg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/10/10182019_SE_Lester_SF.jpeg 1280w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Darryl Lester at Fisherman’s Wharf in March 2019 on his first visit to San Francisco since he testified in the “Larry P.” trial in 1977. \u003ccite>(Lee Romney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>‘To Be Able to Pick Up a Book and Read it by Myself’\u003c/strong>\u003c/p>\n\u003cp>The Larry P. case remains the subject of \u003ca href=\"https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=%22larry+p%22+%22special+education%22&btnG=\" target=\"_blank\" rel=\"noopener\">academic articles\u003c/a>, online tutorials and plenty of debate. But for decades, the identity of Larry P. — and what happened to him — remained a mystery.\u003c/p>\n\u003cp>That’s no longer true, and Darryl Lester said he wants some good to come of it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Revisiting his schooling and the burden he carried into adulthood has been painful, he said. But it has driven him to share his experience in hopes that it might help today’s black students who aren’t getting the support they need.\u003c/p>\n\u003cp>Last spring, Lester returned to San Francisco for the first time since he testified. He was the guest of honor on a panel that included mothers of current black special education students.\u003c/p>\n\u003cp>“If a teacher’s not helping you, that is not good,” Lester told the gathering of educators, disability rights advocates and black parents, his voice cracking. “You’ve got other kids that will make fun of you. And if you’re a kid that can’t read something, it’s embarrassing.”\u003c/p>\n\u003cp>To the few students who attended the event, Lester said he had a special message: They should fight for an education and never feel ashamed.\u003c/p>\n\u003cp>Next week, he’ll tell his story again at the convention of the California Association of School Psychologists, the organization trying to lift that Larry P. ban.\u003c/p>\n\u003cp>Meanwhile, the grassroots group Decoding Dyslexia CA and the Northern California branch of the International Dyslexia Association are fundraising to create a “Larry P.” scholarship for African American students in Northern California who are struggling to read.\u003c/p>\n\u003cp>Decoding Dyslexia CA has also found a tutor in Tacoma to teach Lester to read. Lester knows it will be hard work, but he said: “My dream is to be able to pick up a book and read it by myself.”\u003c/p>\n\u003cp>\u003cem>An \u003ca href=\"https://www.kalw.org/post/legacy-mistreatment-san-francisco-s-black-special-ed-students#stream/0\" target=\"_blank\" rel=\"noopener\">earlier version\u003c/a> of this story aired on KALW’s news magazine, Crosscurrents. This story was reported with the \u003ca href=\"http://www.centerforhealthjournalism.org/\" target=\"_blank\" rel=\"noopener\">support\u003c/a> of the Fund for Journalism on Child Well-Being, a program of the University of Southern California Center for Health Journalism.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "S.F. Mayor Offers $10 Million in Stipends in Bid to Keep Teachers at Highest-Need Schools",
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"content": "\u003cp>Teachers at San Francisco's hardest-to-staff schools began the school year with news of a much-welcomed bonus.\u003c/p>\n\u003cp>More than 1,000 teachers at San Francisco Unified's so-called \u003ca href=\"http://www.sfusd.edu/en/employment/certificated-careers/teaching-careers/why-teach-with-sfusd/where-we-need-you-most.html\" target=\"_blank\" rel=\"noopener\">high-potential schools\u003c/a>, which predominantly serve lower-income students of color, will receive an additional $3,000 stipend this year. The funding comes from a new $10 million, two-year pilot program, announced Monday — on the first day of school — by San Francisco Mayor London Breed, in an effort to retain educators at schools with high teacher turnover.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Latrice Simmons, educator at Dr. George Washington Carver Elementary School\"]'A lot of us are having a hard time staying in the neighborhoods we teach in.'[/pullquote]\u003c/p>\n\u003cp>This comes in addition to the $2,000 annual stipends that teachers at these schools already receive on top of their base salaries, a bump stemming from a 2008 voter-approved bond. In the coming fiscal year, those educators will also receive an additional $2,500, bringing their total stipend amount to $7,500, the mayor's office said.\u003c/p>\n\u003cp>\"Students in San Francisco deserve a high-quality education, regardless of where they live or go to school,\" Breed said in a statement. \"San Francisco is an expensive place to live and we hope that these stipends will help our educators afford the cost of living so that they can be part of the community in which they work.\"\u003c/p>\n\u003cp>California's housing crisis has taken a particularly tough toll on the state's educators, particularly those living and working in expensive coastal regions, where average teaching salaries have generally failed to keep pace with skyrocketing rents or home prices and other living costs. \u003c/p>\n\u003cp>\u003ca href=\"#property\">[Check out the interactive teacher-housing cost calulator tool below.]\u003c/a>\n\u003c/p>\u003cp>Almost nowhere is this more apparent than in notoriously expensive San Francisco. Here, the average SFUSD teacher makes nearly $84,000, according to the district, a salary that's slightly higher than the \u003ca href=\"https://www.sacbee.com/news/databases/article3187034.html\" target=\"_blank\" rel=\"noopener\">average for teachers statewide\u003c/a> but still hardly enough to cover expenses in a city where rents alone typically exceed $3,000.\u003c/p>\n\u003cp>\"Relatively low pay, on top of a full-fledged housing crisis is a big reason why teachers leave the district,\" said Jenny Lam, a San Francisco Board of Education commissioner, who also serves as Breed's education adviser. \"We see that the turnover rate at high-potential schools is higher. So this is an opportunity to focus in on [those] schools. ... The goal is to continue building retention over time.\"\u003c/p>\n\u003cp>Breed's new stipend plan comes on the heels of recent efforts by her administration to create more affordable housing for teachers in the city. One \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Breed-supervisors-strike-a-deal-over-dueling-14123003.php?psid=9kEMi\" target=\"_blank\" rel=\"noopener\">upcoming ballot measure \u003c/a>would allow 100% affordable and educator housing to be built on parcels of public land that are over 10,000 square feet (not including parks).\u003c/p>\n\u003cp>At San Francisco’s 25 high-potential schools, nearly all of which are in the city's Bayview, Mission and southeastern neighborhoods, roughly a third of educators are first- or second-year teachers, and the turnover rate is 27%, as compared to the districtwide rate of 21%, according to the mayor's office.\u003c/p>\n\u003cp>[aside label=\"related stories\" tag=\"teachers\"]\u003c/p>\n\u003cp>\"This is fantastic for schools like ours,\" said Emmanuel S. Stewart, principal of Dr. George Washington Carver Elementary School in the Bayview-Hunter's Point neighborhood. \"It's something they should've been paying us for a long time. ... Our educators very seldom get the full compensation they deserve.\"\u003c/p>\n\u003cp>Nearly 70% of his school's staff lives outside of San Francisco, Stewart said, noting that an increasing number of his students have also moved out of the city but are still enrolled and now commute to school.\u003c/p>\n\u003cp>In the three years Stewart has been principal at Carver, at least 10 teachers have departed, many for jobs in higher-paying districts, he said. Last year, three of his young teachers accepted positions at higher-income schools in Palo Alto, taking with them \"the [teaching] knowledge that we gave them,\" he said.\u003c/p>\n\u003cp>Stewart said he hopes similar financial incentives will be offered to his school's classified staff, including the custodians, food-service workers and instructional assistants, who typically make less than teachers and often face even greater financial strain.\u003c/p>\n\u003cp>\"I'm hoping they'll really consider everyone who’s dedicated time to our community,\" he said.\u003c/p>\n\u003cp>Latrice Simmons, an educator at Carver, said she moved out of San Francisco several years ago, and now commutes from Daly City.\u003c/p>\n\u003cp>\"I can’t afford to live in the city. It just got so expensive I couldn’t continue,” she said. \"A lot of us are having a hard time staying in the neighborhoods we teach in.\"\u003c/p>\n\u003cp>The extra cash the district is offering is a much-needed boost, but still not enough for most teachers to be able to continue living in San Francisco, Simmons said.\u003c/p>\n\u003cp>\"I’ll be honest. We kind of need more,\" she said. \"The typical studio apartment starts at about $3,000. There's not too much left over at that.\"\u003c/p>\n\u003cp>But that all aside, she added, \"I'm committed to staying in San Francisco, and specifically staying in schools where people look like me. I want to make sure brown and black children have access to a quality education.\"\u003c/p>\n\u003ch3>\u003ca id=\"property\">\u003c/a>How much housing can California teachers afford?\u003c/h3>\n\u003cp>\u003ci>An interactive tool from \u003ca href=\"https://edsource.org/2019/how-much-housing-can-california-teachers-afford/611235\">EdSource\u003c/a>, produced by Yuxuan Xie, Daniel J. Willis and Justin Allen.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>(Note: salary data based on 2017-18 California Department of Education figures.)\u003c/i>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://edsource.org/dataviz/ca-teachers-housing/index.html\" width=\"800\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>KQED's Holly McDede contributed reporting to this article.\u003c/i>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers at San Francisco's hardest-to-staff schools began the school year with news of a much-welcomed bonus.\u003c/p>\n\u003cp>More than 1,000 teachers at San Francisco Unified's so-called \u003ca href=\"http://www.sfusd.edu/en/employment/certificated-careers/teaching-careers/why-teach-with-sfusd/where-we-need-you-most.html\" target=\"_blank\" rel=\"noopener\">high-potential schools\u003c/a>, which predominantly serve lower-income students of color, will receive an additional $3,000 stipend this year. The funding comes from a new $10 million, two-year pilot program, announced Monday — on the first day of school — by San Francisco Mayor London Breed, in an effort to retain educators at schools with high teacher turnover.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This comes in addition to the $2,000 annual stipends that teachers at these schools already receive on top of their base salaries, a bump stemming from a 2008 voter-approved bond. In the coming fiscal year, those educators will also receive an additional $2,500, bringing their total stipend amount to $7,500, the mayor's office said.\u003c/p>\n\u003cp>\"Students in San Francisco deserve a high-quality education, regardless of where they live or go to school,\" Breed said in a statement. \"San Francisco is an expensive place to live and we hope that these stipends will help our educators afford the cost of living so that they can be part of the community in which they work.\"\u003c/p>\n\u003cp>California's housing crisis has taken a particularly tough toll on the state's educators, particularly those living and working in expensive coastal regions, where average teaching salaries have generally failed to keep pace with skyrocketing rents or home prices and other living costs. \u003c/p>\n\u003cp>\u003ca href=\"#property\">[Check out the interactive teacher-housing cost calulator tool below.]\u003c/a>\n\u003c/p>\u003cp>Almost nowhere is this more apparent than in notoriously expensive San Francisco. Here, the average SFUSD teacher makes nearly $84,000, according to the district, a salary that's slightly higher than the \u003ca href=\"https://www.sacbee.com/news/databases/article3187034.html\" target=\"_blank\" rel=\"noopener\">average for teachers statewide\u003c/a> but still hardly enough to cover expenses in a city where rents alone typically exceed $3,000.\u003c/p>\n\u003cp>\"Relatively low pay, on top of a full-fledged housing crisis is a big reason why teachers leave the district,\" said Jenny Lam, a San Francisco Board of Education commissioner, who also serves as Breed's education adviser. \"We see that the turnover rate at high-potential schools is higher. So this is an opportunity to focus in on [those] schools. ... The goal is to continue building retention over time.\"\u003c/p>\n\u003cp>Breed's new stipend plan comes on the heels of recent efforts by her administration to create more affordable housing for teachers in the city. One \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Breed-supervisors-strike-a-deal-over-dueling-14123003.php?psid=9kEMi\" target=\"_blank\" rel=\"noopener\">upcoming ballot measure \u003c/a>would allow 100% affordable and educator housing to be built on parcels of public land that are over 10,000 square feet (not including parks).\u003c/p>\n\u003cp>At San Francisco’s 25 high-potential schools, nearly all of which are in the city's Bayview, Mission and southeastern neighborhoods, roughly a third of educators are first- or second-year teachers, and the turnover rate is 27%, as compared to the districtwide rate of 21%, according to the mayor's office.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"This is fantastic for schools like ours,\" said Emmanuel S. Stewart, principal of Dr. George Washington Carver Elementary School in the Bayview-Hunter's Point neighborhood. \"It's something they should've been paying us for a long time. ... Our educators very seldom get the full compensation they deserve.\"\u003c/p>\n\u003cp>Nearly 70% of his school's staff lives outside of San Francisco, Stewart said, noting that an increasing number of his students have also moved out of the city but are still enrolled and now commute to school.\u003c/p>\n\u003cp>In the three years Stewart has been principal at Carver, at least 10 teachers have departed, many for jobs in higher-paying districts, he said. Last year, three of his young teachers accepted positions at higher-income schools in Palo Alto, taking with them \"the [teaching] knowledge that we gave them,\" he said.\u003c/p>\n\u003cp>Stewart said he hopes similar financial incentives will be offered to his school's classified staff, including the custodians, food-service workers and instructional assistants, who typically make less than teachers and often face even greater financial strain.\u003c/p>\n\u003cp>\"I'm hoping they'll really consider everyone who’s dedicated time to our community,\" he said.\u003c/p>\n\u003cp>Latrice Simmons, an educator at Carver, said she moved out of San Francisco several years ago, and now commutes from Daly City.\u003c/p>\n\u003cp>\"I can’t afford to live in the city. It just got so expensive I couldn’t continue,” she said. \"A lot of us are having a hard time staying in the neighborhoods we teach in.\"\u003c/p>\n\u003cp>The extra cash the district is offering is a much-needed boost, but still not enough for most teachers to be able to continue living in San Francisco, Simmons said.\u003c/p>\n\u003cp>\"I’ll be honest. We kind of need more,\" she said. \"The typical studio apartment starts at about $3,000. There's not too much left over at that.\"\u003c/p>\n\u003cp>But that all aside, she added, \"I'm committed to staying in San Francisco, and specifically staying in schools where people look like me. I want to make sure brown and black children have access to a quality education.\"\u003c/p>\n\u003ch3>\u003ca id=\"property\">\u003c/a>How much housing can California teachers afford?\u003c/h3>\n\u003cp>\u003ci>An interactive tool from \u003ca href=\"https://edsource.org/2019/how-much-housing-can-california-teachers-afford/611235\">EdSource\u003c/a>, produced by Yuxuan Xie, Daniel J. Willis and Justin Allen.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>(Note: salary data based on 2017-18 California Department of Education figures.)\u003c/i>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://edsource.org/dataviz/ca-teachers-housing/index.html\" width=\"800\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ci>KQED's Holly McDede contributed reporting to this article.\u003c/i>\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>A controversial mural at a San Francisco high school is getting increased attention just as it’s about to be covered up.\u003c/p>\n\u003cp>[aside postID=\"arts_13860237,arts_13854510,news_11756796\"]Hundreds of people squeezed into the main lobby of George Washington High School on Thursday afternoon to catch a final glimpse of San Francisco artist Victor Arnautoff’s \u003cem>Life of Washington\u003c/em> mural.\u003c/p>\n\u003cp>The vibrant fresco that has adorned the walls of the school since 1935 is rarely on public view. A spokeswoman for the San Francisco Unified School District said officials decided to allow the public to view the mural during a two-hour window in response to multiple requests from individuals.\u003c/p>\n\u003cp>Locals, like Myron Lee, were excited to finally see it. “I’m very interested to see what got the whole city in a tizzy,” he said.\u003c/p>\n\u003cp>The 1600-square-foot mural has been a topic of debate for decades. In the 1960s, the school’s Black Student Union campaigned to have the work removed, protesting its depiction of oppressed African- and Native Americans.\u003c/p>\n\u003cfigure id=\"attachment_11765102\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/02/public-gets-final-glimpse-of-controversial-life-of-washington-mural/francee-covington/\" rel=\"attachment wp-att-11765102\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11765102\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Francee-Covington.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-536x402.jpg 536w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco resident Francee Covington believes the mural should go. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the outcry against the work has grown in recent months, leading to the Board of Education’s \u003ca href=\"https://www.kqed.org/arts/13860237/this-is-reparations-s-f-school-board-votes-to-paint-over-controversial-high-school-mural\" target=\"_blank\" rel=\"noopener\">unanimous decision\u003c/a> earlier this summer to remove it.\u003c/p>\n\u003cp>“We can’t pretend that the Founding Fathers included everyone in their vision of what liberty and justice looked like,” said San Francisco resident Francee Covington. “Because they did not.” She agreed that the mural should go.\u003c/p>\n\u003cp>Others argue the artwork should stay. Among them was 13-year-old Berkeley student Donatella Donovan. She said \u003cem>Life of Washington\u003c/em> depicts American history in a truthful way.\u003c/p>\n\u003cfigure id=\"attachment_11765103\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/02/public-gets-final-glimpse-of-controversial-life-of-washington-mural/donatella-donovan/\" rel=\"attachment wp-att-11765103\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11765103\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Donatella-Donovan.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-536x402.jpg 536w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley student Donatella Donovan thinks the mural should stay. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s meant to show the history of our country that a lot of people don’t want to recognize is there, because they’re ashamed of it,” said Donovan, adding she also thought it should stay because it’s beautiful.\u003c/p>\n\u003cp>A San Francisco Unified School District spokeswoman said the Board of Education has not yet decided when to go ahead with the removal, or whether to use paint or solid panels to cover it up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Hundreds of people squeezed into the main lobby of George Washington High School on Thursday afternoon to catch a final glimpse of San Francisco artist Victor Arnautoff’s \u003cem>Life of Washington\u003c/em> mural.\u003c/p>\n\u003cp>The vibrant fresco that has adorned the walls of the school since 1935 is rarely on public view. A spokeswoman for the San Francisco Unified School District said officials decided to allow the public to view the mural during a two-hour window in response to multiple requests from individuals.\u003c/p>\n\u003cp>Locals, like Myron Lee, were excited to finally see it. “I’m very interested to see what got the whole city in a tizzy,” he said.\u003c/p>\n\u003cp>The 1600-square-foot mural has been a topic of debate for decades. In the 1960s, the school’s Black Student Union campaigned to have the work removed, protesting its depiction of oppressed African- and Native Americans.\u003c/p>\n\u003cfigure id=\"attachment_11765102\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/02/public-gets-final-glimpse-of-controversial-life-of-washington-mural/francee-covington/\" rel=\"attachment wp-att-11765102\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11765102\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Francee-Covington.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Francee-Covington-536x402.jpg 536w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco resident Francee Covington believes the mural should go. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the outcry against the work has grown in recent months, leading to the Board of Education’s \u003ca href=\"https://www.kqed.org/arts/13860237/this-is-reparations-s-f-school-board-votes-to-paint-over-controversial-high-school-mural\" target=\"_blank\" rel=\"noopener\">unanimous decision\u003c/a> earlier this summer to remove it.\u003c/p>\n\u003cp>“We can’t pretend that the Founding Fathers included everyone in their vision of what liberty and justice looked like,” said San Francisco resident Francee Covington. “Because they did not.” She agreed that the mural should go.\u003c/p>\n\u003cp>Others argue the artwork should stay. Among them was 13-year-old Berkeley student Donatella Donovan. She said \u003cem>Life of Washington\u003c/em> depicts American history in a truthful way.\u003c/p>\n\u003cfigure id=\"attachment_11765103\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://ww2.kqed.org/news/2019/08/02/public-gets-final-glimpse-of-controversial-life-of-washington-mural/donatella-donovan/\" rel=\"attachment wp-att-11765103\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11765103\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2019/08/Donatella-Donovan.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2019/08/Donatella-Donovan-536x402.jpg 536w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Berkeley student Donatella Donovan thinks the mural should stay. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s meant to show the history of our country that a lot of people don’t want to recognize is there, because they’re ashamed of it,” said Donovan, adding she also thought it should stay because it’s beautiful.\u003c/p>\n\u003cp>A San Francisco Unified School District spokeswoman said the Board of Education has not yet decided when to go ahead with the removal, or whether to use paint or solid panels to cover it up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>If you’re a public school parent in San Francisco or Oakland, your child’s education is now in the hands of a new leader.\u003c/p>\n\u003cp>Kyla Johnson-Trammell is the new schools chief in the Oakland Unified School District.\u003c/p>\n\u003cp>Vincent Matthews now heads up San Francisco Unified.\u003c/p>\n\u003cp>While their districts are very different, these leaders have one thing in common: They attended and worked in the schools they now lead.\u003c/p>\n\u003cp>They also join a \u003ca href=\"https://edsource.org/2017/oakland-is-the-latest-big-district-turning-to-insider-to-head-schools/582833\" target=\"_blank\" rel=\"noopener noreferrer\">growing list\u003c/a> of “homegrown superintendents” in California. The trend comes after years of large urban school districts bringing in outsiders who often divided school communities with their ambitious agendas and short tenures.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In Oakland and San Francisco, the hope is that Johnson-Trammell and Mathews will stay longer, easily win trust among families and community members, and stabilize their districts.\u003c/p>\n\u003cp>\u003cstrong>Vincent Matthews: ‘This Is My Home’\u003c/strong>\u003c/p>\n\u003cp>A prominent African-American school administrator, Matthews led \u003ca href=\"https://ww2.kqed.org/forum/2015/08/25/california-bay-area-school-districts-scramble-to-hire-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">San Jose Unified\u003c/a> for more than five years. Before that, he was the state-appointed administrator for Oakland Unified, helping the district get out of its financial mess in 2007.\u003c/p>\n\u003cp>Until recently, he was overseeing the troubled Inglewood Unified School District near Los Angeles, also as a state-appointed administrator.\u003c/p>\n\u003cp>“I’ve loved every place that I’ve had the opportunity to be a part of. But San Francisco is where I was raised. This is my home,” Matthews said.\u003c/p>\n\u003cp>He grew up in the Haight-Ashbury District in the 1970s. His mom and siblings lived in a Victorian with two other families. He attended public schools in the neighborhood, went to San Francisco State University and returned to the district as a teacher and then a principal.\u003c/p>\n\u003cp>His deep connection to San Francisco — combined with his 30 years of experience as a successful school leader — helped him land his new job.\u003c/p>\n\u003cp>“My job is to be the chief collaborator around getting students in this city a high-quality education,” he said. “I will scream that from the mountaintops, and I will talk to each and every person who wants to hear it. Even people who don’t want to hear it. They will hear it from me.”\u003c/p>\n\u003cp>Matthews demonstrated his unique ability to connect with local educators at a recent meet-and-greet at one of Google’s downtown offices.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Your ZIP code should not determine the quality of the education you receive.”\u003cbr>\n\u003ccite>Vincent Matthews, Superintendent San Francisco Unified Schools\u003cbr>\n\u003c/cite>\u003c/aside>\n\u003caside class=\"pullquote\">\u003c/aside>\n\u003caside class=\"pullquote\">\u003c/aside>\n\u003cp>Teachers from the city’s Bayview District were invited to attend, and Matthews told the crowd it felt like a reunion. He said that even though he went to school in the Haight, he spent a lot of time in the Bayview, where many African-American families lived. He has fond memories of attending church in the neighborhood, going to choir practice and hanging out with friends.\u003c/p>\n\u003cp>However, Matthews said that even as a kid he noticed the educational inequities within district schools, which he believes remain today.\u003c/p>\n\u003cp>“That is key for me. Your ZIP code should not determine the quality of the education you receive,” he told the roomful of teachers.\u003c/p>\n\u003cp>Matthews said to expect an even greater emphasis on making sure all schools are offering a high-quality education – especially at schools that he believes have not gotten the attention they deserve.\u003c/p>\n\u003cp>Above all, when it comes to learning in a city that’s the epicenter of all things tech, Matthews said he wants district students to master the skill of creativity.\u003c/p>\n\u003cp>“It assists them in becoming much more flexible. Being able not to just see two years down the road, but to begin to see five years, 10 years, 20 years down the road.”\u003c/p>\n\u003cp>Matthews’ flexibility will be tested on Day One – jumping into district contract negotiations with teachers and figuring out affordable housing solutions for all its educators.\u003c/p>\n\u003cp>He’s also expected to face some skepticism around his stance on charter schools. Matthews spent five years promoting and running charter schools during this career and he believes they play a role in offering families more options.\u003c/p>\n\u003cfigure id=\"attachment_11611968\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11611968\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/IMG_2877-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kyla Johnson-Trammell looks on during a leadership event at La Escuelita Elementary School before the 2017-2018 school year. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kyla Johnson-Trammell: The Insider\u003c/strong>\u003c/p>\n\u003cp>Kyla Johnson-Trammell has spent her entire professional career — more than 18 years — in the Oakland Unified School District. The 41-year-old mother of two has been an elementary school teacher and principal and has held administrative positions.\u003c/p>\n\u003cp>On a recent morning, Johnson-Trammell introduced her leadership style to a crowded gym of Oakland principals and educators, most of whom she knew, saying she wants to be less of a “hero” who would offer silver-bullet solutions to solve the district’s problems and more of a “host,” who creates a culture of innovation and collaboration.\u003c/p>\n\u003cp>“I believe from my gut that it is not about one individual to help us become the organization we want to be,” she said. “It’s about the collective.”\u003c/p>\n\u003cp>Oakland Unified’s turmoil over recent years has, in large part, been caused by leadership turnover, Johnson-Trammell told KQED. OUSD has had four superintendents in the last five years.\u003c/p>\n\u003cp>Before Antwan Wilson departed earlier this year to lead the Washington, D.C., school district, he announced Oakland Unified would be forced to make millions of dollars in cuts, while ultimately impacted the central office that Johnson-Trammell would soon inherit.\u003c/p>\n\u003caside class=\"pullquote alignright\">“It is not about one individual to help us become the organization we want to be.”\u003cbr>\n\u003ccite>Kyla Johnson-Trammell, Superintendent of the Oakland Unified School District\u003cbr>\n\u003c/cite>\u003c/aside>\n\u003cp>The East Oakland native knows the task of improving the district is “daunting.” OUSD has a graduation rate that has increased slowly over the last few years, but remains low at 66 percent. Charter school enrollment continues to climb, while district school enrollment is expected to remain around 37,000.\u003c/p>\n\u003cp>Johnson-Trammell expects more budget cuts in the future caused, in part, by cost-of-living increases, pensions and more students with special needs.\u003c/p>\n\u003cp>“We’re going to have to think very conservatively,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Johnson-Trammell wants to remain superintendent as long as she can create a culture that allows teachers, principals, families and schools to find creative solutions to problems they face, she said. As to whether she’ll stay for the long run, she says she’d like to, but “I can’t make that promise.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you’re a public school parent in San Francisco or Oakland, your child’s education is now in the hands of a new leader.\u003c/p>\n\u003cp>Kyla Johnson-Trammell is the new schools chief in the Oakland Unified School District.\u003c/p>\n\u003cp>Vincent Matthews now heads up San Francisco Unified.\u003c/p>\n\u003cp>While their districts are very different, these leaders have one thing in common: They attended and worked in the schools they now lead.\u003c/p>\n\u003cp>They also join a \u003ca href=\"https://edsource.org/2017/oakland-is-the-latest-big-district-turning-to-insider-to-head-schools/582833\" target=\"_blank\" rel=\"noopener noreferrer\">growing list\u003c/a> of “homegrown superintendents” in California. The trend comes after years of large urban school districts bringing in outsiders who often divided school communities with their ambitious agendas and short tenures.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Oakland and San Francisco, the hope is that Johnson-Trammell and Mathews will stay longer, easily win trust among families and community members, and stabilize their districts.\u003c/p>\n\u003cp>\u003cstrong>Vincent Matthews: ‘This Is My Home’\u003c/strong>\u003c/p>\n\u003cp>A prominent African-American school administrator, Matthews led \u003ca href=\"https://ww2.kqed.org/forum/2015/08/25/california-bay-area-school-districts-scramble-to-hire-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">San Jose Unified\u003c/a> for more than five years. Before that, he was the state-appointed administrator for Oakland Unified, helping the district get out of its financial mess in 2007.\u003c/p>\n\u003cp>Until recently, he was overseeing the troubled Inglewood Unified School District near Los Angeles, also as a state-appointed administrator.\u003c/p>\n\u003cp>“I’ve loved every place that I’ve had the opportunity to be a part of. But San Francisco is where I was raised. This is my home,” Matthews said.\u003c/p>\n\u003cp>He grew up in the Haight-Ashbury District in the 1970s. His mom and siblings lived in a Victorian with two other families. He attended public schools in the neighborhood, went to San Francisco State University and returned to the district as a teacher and then a principal.\u003c/p>\n\u003cp>His deep connection to San Francisco — combined with his 30 years of experience as a successful school leader — helped him land his new job.\u003c/p>\n\u003cp>“My job is to be the chief collaborator around getting students in this city a high-quality education,” he said. “I will scream that from the mountaintops, and I will talk to each and every person who wants to hear it. Even people who don’t want to hear it. They will hear it from me.”\u003c/p>\n\u003cp>Matthews demonstrated his unique ability to connect with local educators at a recent meet-and-greet at one of Google’s downtown offices.\u003c/p>\n\u003caside class=\"pullquote alignright\">“Your ZIP code should not determine the quality of the education you receive.”\u003cbr>\n\u003ccite>Vincent Matthews, Superintendent San Francisco Unified Schools\u003cbr>\n\u003c/cite>\u003c/aside>\n\u003caside class=\"pullquote\">\u003c/aside>\n\u003caside class=\"pullquote\">\u003c/aside>\n\u003cp>Teachers from the city’s Bayview District were invited to attend, and Matthews told the crowd it felt like a reunion. He said that even though he went to school in the Haight, he spent a lot of time in the Bayview, where many African-American families lived. He has fond memories of attending church in the neighborhood, going to choir practice and hanging out with friends.\u003c/p>\n\u003cp>However, Matthews said that even as a kid he noticed the educational inequities within district schools, which he believes remain today.\u003c/p>\n\u003cp>“That is key for me. Your ZIP code should not determine the quality of the education you receive,” he told the roomful of teachers.\u003c/p>\n\u003cp>Matthews said to expect an even greater emphasis on making sure all schools are offering a high-quality education – especially at schools that he believes have not gotten the attention they deserve.\u003c/p>\n\u003cp>Above all, when it comes to learning in a city that’s the epicenter of all things tech, Matthews said he wants district students to master the skill of creativity.\u003c/p>\n\u003cp>“It assists them in becoming much more flexible. Being able not to just see two years down the road, but to begin to see five years, 10 years, 20 years down the road.”\u003c/p>\n\u003cp>Matthews’ flexibility will be tested on Day One – jumping into district contract negotiations with teachers and figuring out affordable housing solutions for all its educators.\u003c/p>\n\u003cp>He’s also expected to face some skepticism around his stance on charter schools. Matthews spent five years promoting and running charter schools during this career and he believes they play a role in offering families more options.\u003c/p>\n\u003cfigure id=\"attachment_11611968\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11611968\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/08/IMG_2877-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1920x1280.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-1180x787.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-960x640.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-240x160.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-375x250.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/08/IMG_2877-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kyla Johnson-Trammell looks on during a leadership event at La Escuelita Elementary School before the 2017-2018 school year. \u003ccite>(Devin Katayama/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kyla Johnson-Trammell: The Insider\u003c/strong>\u003c/p>\n\u003cp>Kyla Johnson-Trammell has spent her entire professional career — more than 18 years — in the Oakland Unified School District. The 41-year-old mother of two has been an elementary school teacher and principal and has held administrative positions.\u003c/p>\n\u003cp>On a recent morning, Johnson-Trammell introduced her leadership style to a crowded gym of Oakland principals and educators, most of whom she knew, saying she wants to be less of a “hero” who would offer silver-bullet solutions to solve the district’s problems and more of a “host,” who creates a culture of innovation and collaboration.\u003c/p>\n\u003cp>“I believe from my gut that it is not about one individual to help us become the organization we want to be,” she said. “It’s about the collective.”\u003c/p>\n\u003cp>Oakland Unified’s turmoil over recent years has, in large part, been caused by leadership turnover, Johnson-Trammell told KQED. OUSD has had four superintendents in the last five years.\u003c/p>\n\u003cp>Before Antwan Wilson departed earlier this year to lead the Washington, D.C., school district, he announced Oakland Unified would be forced to make millions of dollars in cuts, while ultimately impacted the central office that Johnson-Trammell would soon inherit.\u003c/p>\n\u003caside class=\"pullquote alignright\">“It is not about one individual to help us become the organization we want to be.”\u003cbr>\n\u003ccite>Kyla Johnson-Trammell, Superintendent of the Oakland Unified School District\u003cbr>\n\u003c/cite>\u003c/aside>\n\u003cp>The East Oakland native knows the task of improving the district is “daunting.” OUSD has a graduation rate that has increased slowly over the last few years, but remains low at 66 percent. Charter school enrollment continues to climb, while district school enrollment is expected to remain around 37,000.\u003c/p>\n\u003cp>Johnson-Trammell expects more budget cuts in the future caused, in part, by cost-of-living increases, pensions and more students with special needs.\u003c/p>\n\u003cp>“We’re going to have to think very conservatively,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Johnson-Trammell wants to remain superintendent as long as she can create a culture that allows teachers, principals, families and schools to find creative solutions to problems they face, she said. As to whether she’ll stay for the long run, she says she’d like to, but “I can’t make that promise.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "At S.F.'s Elite Lowell High School, 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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"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",
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"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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"content": "\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>",
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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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"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
"meta": {
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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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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"meta": {
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"link": "/radio/program/code-switch-life-kit",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"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.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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}
},
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/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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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"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.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"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",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"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.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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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"
}
},
"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": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"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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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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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",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"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",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"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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"source": "wnyc"
},
"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"
}
},
"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/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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