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"content": "\u003cp>San Francisco Supervisor Hillary Ronen is urging the city to prepare for the fire next time.\u003c/p>\n\u003cp>San Francisco and local air regulators need to equip every school classroom in the city with an air filtration system and purchase thousands of air respirator masks, Ronen said, in anticipation of the next massive California wildfire that sends unhealthy amounts of smoke into the Bay Area.\u003c/p>\n\u003cp>\"San Francisco is in a state of crisis,\" said Ronen Tuesday. \"Our current emergency systems are inadequate to handle the dangers of unbreathable air.\"\u003c/p>\n\u003cp>In addition to being the supervisor from District 9, Ronen sits on the Bay Area Air Quality Management District's board of directors.\u003c/p>\n\u003cp>\"It's my responsibility in those dual roles to take some leadership in preparing for this very scary situation we continue to find ourselves in,\" Ronen said. \"We cannot breathe the air and be healthy.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Mayor London Breed defended the city's reaction to the air quality problems on Tuesday.\u003c/p>\n\u003cp>\"I think overall we've had a good response and we are fortunate that we have not seen a spike in the number of emergency-type situations since this has occurred,\" Breed said. \"I say that's pretty good.\"\u003c/p>\n\u003cp>Smoke from the Camp Fire in Butte County, the most destructive and deadliest wildfire in California history, has streamed into the region for close to two weeks, fouling the air in a significant portion of the Bay Area.\u003c/p>\n\u003cp>According to the standard \u003ca href=\"http://www.baaqmd.gov/about-air-quality/current-air-quality\" target=\"_blank\" rel=\"noopener\">Air Quality Index\u003c/a>, used by the EPA and other agencies, the air has been mostly\"unhealthy\" and at times \"hazardous,\" prompting hundreds of thousands of local residents to stay indoors and use N95 masks when venturing out. The heavy levels of pollution also prompted scores of school districts and universities to \u003ca href=\"https://www.kqed.org/news/11706988/to-close-or-not-to-close-for-bad-air-no-easy-answer-for-bay-area-schools\" target=\"_blank\" rel=\"noopener\">cancel classes\u003c/a>.\u003c/p>\n\u003cp>https://twitter.com/SF_emergency/status/1064911221034340352\u003c/p>\n\u003cp>https://twitter.com/SFUnified/status/1063194688323170304\u003c/p>\n\u003cp>San Francisco officials last Friday \u003ca href=\"https://sfmayor.org/article/20181116-airquality\" target=\"_blank\" rel=\"noopener\">opened extra shelter mats \u003c/a>to help homeless people escape the dangerous air. The city's Homeless Outreach Team also \u003ca href=\"https://www.kqed.org/news/11707098/san-francisco-expands-homeless-outreach-services-in-response-to-unhealthy-air\" target=\"_blank\" rel=\"noopener\">offered masks\u003c/a> to people living on the streets.\u003c/p>\n\u003cp>But some homeless advocates say \u003ca href=\"http://www.sfexaminer.com/advocates-say-city-failed-distribute-enough-air-masks-protect-homeless-smoky-air/\" target=\"_blank\" rel=\"noopener\">that was not enough\u003c/a> and that the city should have handed out more masks.\u003c/p>\n\u003cp>Ronen could not find a respirator mask in San Francisco to fit her 6-year-old child\u003cstrong>, \u003c/strong>an experience other parents have had in the Bay Area. She said that has led her to call on the air district and city officials to make sure there are enough masks on hand.\u003c/p>\n\u003cp>Last Friday the San Francisco Unified School District canceled classes due to the smoke.\u003c/p>\n\u003cp>\"I find that scary and unacceptable,\" Ronen said.\u003c/p>\n\u003cp>District officials say they've worked to improve the situation.\u003c/p>\n\u003cp>\"Many of our schools were built before the 1950s, but they have all gone through modernization,\" SFUSD spokeswoman Laura Dudnick said. \"As part of that modernization program, we check to make sure there's proper air circulation. Schools with mechanical ventilation systems have standard air filters as well.\"\u003c/p>\n\u003cp>It's unclear how much it would cost to purchase thousands of masks and hundreds of air filtration systems. Ronen said she would work with the city's legislative and budget analyst, the SFUSD and the air district to determine a price tag and a proper source of funding to pay for them.\u003c/p>\n\u003cp>\u003cstrong>Relying on PG&E\u003c/strong>\u003c/p>\n\u003cp>Ronen also said Pacific Gas & Electric's actions and the concerns about its future financial health in the wake of the Camp Fire mean San Francisco should accelerate its transition away from relying on the company for electricity.\u003c/p>\n\u003cp>Power lines operated by PG&E have been scrutinized as potentially starting the Camp Fire. Cal Fire has blamed PG&E for causing more than a dozen wildfires that ravaged parts of Northern California last year.\u003c/p>\n\u003cp>Those investigations and a string of lawsuits have some observers predicting the utility could file for bankruptcy.\u003c/p>\n\u003cp>CleanPower SF, the city's program providing customers with energy from green energy sources, relies on PG&E to deliver that energy.\u003c/p>\n\u003cp>The city should start the process of becoming independent from the company, Ronen said.\u003c/p>\n\u003cp>\"It's time for San Francisco to either buy that grid from PG&E or build our own.\"\u003c/p>\n\u003cp>Tony Khing, a PG&E representative, declined to comment on Ronen's remarks.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Right now, our entire company is focused on supporting first responders and assisting our customers and communities impacted by the Camp Fire,\" Khing said in an email.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>San Francisco officials last Friday \u003ca href=\"https://sfmayor.org/article/20181116-airquality\" target=\"_blank\" rel=\"noopener\">opened extra shelter mats \u003c/a>to help homeless people escape the dangerous air. The city's Homeless Outreach Team also \u003ca href=\"https://www.kqed.org/news/11707098/san-francisco-expands-homeless-outreach-services-in-response-to-unhealthy-air\" target=\"_blank\" rel=\"noopener\">offered masks\u003c/a> to people living on the streets.\u003c/p>\n\u003cp>But some homeless advocates say \u003ca href=\"http://www.sfexaminer.com/advocates-say-city-failed-distribute-enough-air-masks-protect-homeless-smoky-air/\" target=\"_blank\" rel=\"noopener\">that was not enough\u003c/a> and that the city should have handed out more masks.\u003c/p>\n\u003cp>Ronen could not find a respirator mask in San Francisco to fit her 6-year-old child\u003cstrong>, \u003c/strong>an experience other parents have had in the Bay Area. She said that has led her to call on the air district and city officials to make sure there are enough masks on hand.\u003c/p>\n\u003cp>Last Friday the San Francisco Unified School District canceled classes due to the smoke.\u003c/p>\n\u003cp>\"I find that scary and unacceptable,\" Ronen said.\u003c/p>\n\u003cp>District officials say they've worked to improve the situation.\u003c/p>\n\u003cp>\"Many of our schools were built before the 1950s, but they have all gone through modernization,\" SFUSD spokeswoman Laura Dudnick said. \"As part of that modernization program, we check to make sure there's proper air circulation. Schools with mechanical ventilation systems have standard air filters as well.\"\u003c/p>\n\u003cp>It's unclear how much it would cost to purchase thousands of masks and hundreds of air filtration systems. Ronen said she would work with the city's legislative and budget analyst, the SFUSD and the air district to determine a price tag and a proper source of funding to pay for them.\u003c/p>\n\u003cp>\u003cstrong>Relying on PG&E\u003c/strong>\u003c/p>\n\u003cp>Ronen also said Pacific Gas & Electric's actions and the concerns about its future financial health in the wake of the Camp Fire mean San Francisco should accelerate its transition away from relying on the company for electricity.\u003c/p>\n\u003cp>Power lines operated by PG&E have been scrutinized as potentially starting the Camp Fire. Cal Fire has blamed PG&E for causing more than a dozen wildfires that ravaged parts of Northern California last year.\u003c/p>\n\u003cp>Those investigations and a string of lawsuits have some observers predicting the utility could file for bankruptcy.\u003c/p>\n\u003cp>CleanPower SF, the city's program providing customers with energy from green energy sources, relies on PG&E to deliver that energy.\u003c/p>\n\u003cp>The city should start the process of becoming independent from the company, Ronen said.\u003c/p>\n\u003cp>\"It's time for San Francisco to either buy that grid from PG&E or build our own.\"\u003c/p>\n\u003cp>Tony Khing, a PG&E representative, declined to comment on Ronen's remarks.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Right now, our entire company is focused on supporting first responders and assisting our customers and communities impacted by the Camp Fire,\" Khing said in an email.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>San Francisco public school leaders desperately want and need people like 22-year-old Tina Yang.\u003c/p>\n\u003cp>She was born and raised in the city, and knew she wanted to be a teacher when she was 5 years old.\u003c/p>\n\u003cp>“When I first went to kindergarten here, I didn’t speak English,\" Yang recalls. \"But my teacher, she worked with me for that year and I did learn English in such a short amount of time.\"\u003c/p>\n\u003cp>Fast forward to this year.\u003c/p>\n\u003cp>Yang just graduated with a degree in education from \u003ca href=\"http://www.sjsu.edu/\">San Jose State University\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified School District\u003c/a> quickly snatched her up for its \u003ca href=\"http://www.sfteacherresidency.org/\">teacher residency program\u003c/a>, designed to get former students into the teaching profession.\u003c/p>\n\u003cfigure id=\"attachment_10682495\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut.jpg\">\u003cimg class=\"wp-image-10682495 size-medium\" title=\"Getty Images\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-800x533.jpg\" alt=\"RS16367_iStock_000042365418_Full-qut\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student raises his hand in class.\u003c/figcaption>\u003c/figure>\n\u003cp>It's one of several unconventional ways the district is trying to build its own pipeline of homegrown teachers in the midst of a national teacher shortage.\u003c/p>\n\u003cp>“It’s just a really good model,” says \u003ca href=\"http://www.sfusd.edu/en/about-sfusd/superintendent-richard-a-carranza.html\">SFUSD Superintendent Richard Carranza\u003c/a>. “The reality is we will never be able to fill all of our vacancies through any one program.”\u003c/p>\n\u003cp>As part of the program, Yang is back in her old neighborhood of Visitacion Valley, spending an entire year embedded at \u003ca href=\"http://www.eldoradoelementarysf.com/\">El Dorado Elementary School\u003c/a> working with second-graders.\u003c/p>\n\u003cp>Yang is matched up with a veteran educator while she works on her teaching credential. Most college credentialing programs require only a semester of student teaching.\u003c/p>\n\u003cp>In exchange for specialized training and support, Yang has promised to stay and work in city schools for at least three years.\u003c/p>\n\u003cp>“You’re not doing it part time,” Yang says. “It’s really about building your endurance for it and exposing you to the reality of what being a teacher is like.”\u003c/p>\n\u003cp>The program was created five years ago, and each year it turns out about 20 new teachers.\u003c/p>\n\u003cp>But even Carranza admits the number of new teachers the program produces is a drop in the bucket. This year, SFUSD had to hire roughly 450 new teachers.\u003c/p>\n\u003cp>As a result, Carranza says he's had to get creative and partner with organizations like \u003ca href=\"https://bayarea.teachforamerica.org/\">Teach For America\u003c/a> and local universities to place teachers without credentials into full-time teaching positions.\u003c/p>\n\u003cp>“These are individuals who have gotten bachelor’s degrees, who have gotten a college education, and have decided they want to come into teaching,” Carranza says. “We’re very selective about how we partner with organizations.”\u003c/p>\n\u003cp>But relying on so-called teacher interns is a strategy many educators, school board members and community leaders do not support because these individuals are untried teachers filling hard-to-staff schools.\u003c/p>\n\u003cfigure id=\"attachment_10682500\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut.jpg\">\u003cimg class=\"wp-image-10682500 size-medium\" title=\"Lenny Gonzalez/MindShift\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-800x532.jpg\" alt=\"RS14145_11_1.21_Ipad_Algebra_0130-qut\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jeannette Williams teaches eighth-grade algebra at Presidio Middle School, a San Francisco Unified School District school. Photo taken in 2011.\u003c/figcaption>\u003c/figure>\n\u003cp>“The bottom line is either you have qualified, talented teachers in the classrooms or you don’t,” says Lita Blanc, president of \u003ca href=\"http://www.uesf.org/\">United Educators of San Francisco\u003c/a>.\u003c/p>\n\u003cp>She and other critics say the district needs to provide the kind of teacher support and better pay that would keep talented educators in place even in tough schools.\u003c/p>\n\u003cp>Research shows kids in the worst schools need the most qualified teachers, with solid experience in managing classroom behavior. They also need to stay in those schools because students are more likely to succeed when there’s teacher stability.\u003c/p>\n\u003cp>“If San Francisco is one of the most expensive cities to live in the United States, they're going to have to address the salary issue big-time.” Blanc says.\u003c/p>\n\u003cp>Carranza says the district just gave teachers a significant pay raise, and says he is also exploring affordable housing options for teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But for now, Carranza maintains the district has to rely on these programs to keep schools running, and to avoid another last-minute scramble to hire teachers for the next school year.\u003c/p>\n\n",
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"excerpt": "The city's school district is trying to develop its own talent, bringing in young, untried educators. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco public school leaders desperately want and need people like 22-year-old Tina Yang.\u003c/p>\n\u003cp>She was born and raised in the city, and knew she wanted to be a teacher when she was 5 years old.\u003c/p>\n\u003cp>“When I first went to kindergarten here, I didn’t speak English,\" Yang recalls. \"But my teacher, she worked with me for that year and I did learn English in such a short amount of time.\"\u003c/p>\n\u003cp>Fast forward to this year.\u003c/p>\n\u003cp>Yang just graduated with a degree in education from \u003ca href=\"http://www.sjsu.edu/\">San Jose State University\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified School District\u003c/a> quickly snatched her up for its \u003ca href=\"http://www.sfteacherresidency.org/\">teacher residency program\u003c/a>, designed to get former students into the teaching profession.\u003c/p>\n\u003cfigure id=\"attachment_10682495\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut.jpg\">\u003cimg class=\"wp-image-10682495 size-medium\" title=\"Getty Images\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-800x533.jpg\" alt=\"RS16367_iStock_000042365418_Full-qut\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-1440x960.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS16367_iStock_000042365418_Full-qut-960x640.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student raises his hand in class.\u003c/figcaption>\u003c/figure>\n\u003cp>It's one of several unconventional ways the district is trying to build its own pipeline of homegrown teachers in the midst of a national teacher shortage.\u003c/p>\n\u003cp>“It’s just a really good model,” says \u003ca href=\"http://www.sfusd.edu/en/about-sfusd/superintendent-richard-a-carranza.html\">SFUSD Superintendent Richard Carranza\u003c/a>. “The reality is we will never be able to fill all of our vacancies through any one program.”\u003c/p>\n\u003cp>As part of the program, Yang is back in her old neighborhood of Visitacion Valley, spending an entire year embedded at \u003ca href=\"http://www.eldoradoelementarysf.com/\">El Dorado Elementary School\u003c/a> working with second-graders.\u003c/p>\n\u003cp>Yang is matched up with a veteran educator while she works on her teaching credential. Most college credentialing programs require only a semester of student teaching.\u003c/p>\n\u003cp>In exchange for specialized training and support, Yang has promised to stay and work in city schools for at least three years.\u003c/p>\n\u003cp>“You’re not doing it part time,” Yang says. “It’s really about building your endurance for it and exposing you to the reality of what being a teacher is like.”\u003c/p>\n\u003cp>The program was created five years ago, and each year it turns out about 20 new teachers.\u003c/p>\n\u003cp>But even Carranza admits the number of new teachers the program produces is a drop in the bucket. This year, SFUSD had to hire roughly 450 new teachers.\u003c/p>\n\u003cp>As a result, Carranza says he's had to get creative and partner with organizations like \u003ca href=\"https://bayarea.teachforamerica.org/\">Teach For America\u003c/a> and local universities to place teachers without credentials into full-time teaching positions.\u003c/p>\n\u003cp>“These are individuals who have gotten bachelor’s degrees, who have gotten a college education, and have decided they want to come into teaching,” Carranza says. “We’re very selective about how we partner with organizations.”\u003c/p>\n\u003cp>But relying on so-called teacher interns is a strategy many educators, school board members and community leaders do not support because these individuals are untried teachers filling hard-to-staff schools.\u003c/p>\n\u003cfigure id=\"attachment_10682500\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut.jpg\">\u003cimg class=\"wp-image-10682500 size-medium\" title=\"Lenny Gonzalez/MindShift\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-800x532.jpg\" alt=\"RS14145_11_1.21_Ipad_Algebra_0130-qut\" width=\"800\" height=\"532\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-800x532.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-1180x785.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/09/RS14145_11_1.21_Ipad_Algebra_0130-qut-960x639.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Jeannette Williams teaches eighth-grade algebra at Presidio Middle School, a San Francisco Unified School District school. Photo taken in 2011.\u003c/figcaption>\u003c/figure>\n\u003cp>“The bottom line is either you have qualified, talented teachers in the classrooms or you don’t,” says Lita Blanc, president of \u003ca href=\"http://www.uesf.org/\">United Educators of San Francisco\u003c/a>.\u003c/p>\n\u003cp>She and other critics say the district needs to provide the kind of teacher support and better pay that would keep talented educators in place even in tough schools.\u003c/p>\n\u003cp>Research shows kids in the worst schools need the most qualified teachers, with solid experience in managing classroom behavior. They also need to stay in those schools because students are more likely to succeed when there’s teacher stability.\u003c/p>\n\u003cp>“If San Francisco is one of the most expensive cities to live in the United States, they're going to have to address the salary issue big-time.” Blanc says.\u003c/p>\n\u003cp>Carranza says the district just gave teachers a significant pay raise, and says he is also exploring affordable housing options for teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But for now, Carranza maintains the district has to rely on these programs to keep schools running, and to avoid another last-minute scramble to hire teachers for the next school year.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Anxious Parents Try to Game System in San Francisco School Lottery",
"title": "Anxious Parents Try to Game System in San Francisco School Lottery",
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"content": "\u003cp>Thousands of San Francisco parents are on tenterhooks this week as they wait to find out which schools their kids have been assigned to in the first round of the school district’s lottery. The district sent out those letters last Friday.\u003c/p>\n\u003cp>Having gone through this last year, I know that telling anxious moms and dads to take it easy is useless. There's just too much at stake -- at least in the minds of parents who worry that getting into the wrong kindergarten could herald a life's worth of bad luck and missed opportunities, or at least slam the door on Stanford.\u003c/p>\n\u003cp>For thorough types, preparation for the school lottery can be especially time-consuming. Take Susan Zuckert, who researched schools before her daughter, Mira, went to kindergarten last year.\u003c/p>\n\u003cp>\"I attended workshops given by Parents for Public Schools of San Francisco; I attended talks given by SFUSD, in particular the executive director of the educational placement center. I did a lot of reading. I studied the enrollment catalog. I went to the school district enrollment fair last year and the year before, to get some idea of what I'd be in for. I talked to a lot of parents. And I went on 26 school tours.\"\u003c/p>\n\u003cp>We didn't go on 26 tours; we settled for eight or nine before I decided I couldn't take seeing one more school vegetable garden. It didn't hurt us, though: We got our No. 1 choice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And I can tell you: Winning the lottery felt like, well, winning the lottery.\u003c/p>\n\u003cp>My wife, Molly, recalled the moment I told her the good news.\u003c/p>\n\u003cp>“It actually ranks with the time you called to tell me what gender our child was,\" she said. \"And I remember I was like, ‘\u003cem>Did you read the letter right?\u003c/em> Are you sure?' \"\u003c/p>\n\u003cp>Sure I was sure. I'd read it eight times in a row, scouring for loopholes. We didn't think we'd had any chance of getting our top pick, because we had none of the advantages the school system doles out to certain families applying to certain schools.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/196360313\" 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>How It Works\u003c/strong>\u003c/p>\n\u003cp>First you fill out an application listing all the schools you’d consider sending your kid to, in order of preference.\u003c/p>\n\u003cp>The school system's computer, a HAL-like presence in the minds of parents in search of some individual human consideration, gives advantages in the lottery, depending on which school and grade families are applying to and certain attributes of each household.\u003c/p>\n\u003cp>If your kid already has a sibling attending the school, for instance, you get a big leg up. For kindergarten, you also get a boost if you live in an area with low test scores or you actually live in the school’s official attendance area, among other factors.\u003c/p>\n\u003cp>Otherwise, the computer puts you into a random drawing for your listed schools and tries to assign you one of your choices.\u003c/p>\n\u003cp>And there are rounds. So if you don’t get the school you want at first, you can enter the lottery again and again, hoping someone will eventually drop out of the school you want and you’ll sneak in.\u003c/p>\n\u003cp>“The student assignment process is coined as the largest game of musical chairs that we know possible. Because it really comes down to seats and availability from school to school,\" says Masharika Prejean Maddison, executive director of Parents For Public Schools of San Francisco, an educational and advocacy group.\u003c/p>\n\u003cp>\"The entire process, much to the bemoaning of parents, is an insanely and sometimes intolerably long process, from October to September of any given school year.\"\u003c/p>\n\u003cp>\u003cstrong>Odds Not So Bad \u003c/strong>\u003c/p>\n\u003cp>Prejean Maddison recommends expanding your list to more than just your top few choices. Because if you’re trying to get into one of the more popular schools, the odds are not great. Last year the most requested kindergarten was Clarendon. It had 61 applicants for each available seat. The San Francisco Chronicle reported it was easier to get into Harvard.\u003c/p>\n\u003cp>But most of the time -- 59 percent of the time in 2014 -- parents \u003cem>get\u003c/em> their first choice. And 82 percent got \u003cem>some\u003c/em> school on their list. Still, that left enough families getting shut out of their choices altogether for the transmission of horror stories to erupt on city playgrounds.\u003c/p>\n\u003cp>Elizabeth Drew, for instance, took no comfort in the statistics.\u003c/p>\n\u003cp>“I’ve heard some anecdotes, like people who’ve put 16 schools on their list and didn’t get any of them,\" she told me. “I know several people who’ve waited until the first week of school before their child got into a school that they were willing to attend. That would cause me a lot of anxiety.”\u003c/p>\n\u003cp>Drew is opting out of public school altogether, sending her daughter to private school.\u003c/p>\n\u003cp>Kim Brady, on the other hand, is optimistic about her chances. She's applying to all Spanish-immersion programs for her daughter, Caoilinn, because she and her husband plan on moving to Mexico within a few years.\u003c/p>\n\u003cp>\"I don’t feel stressed about it. I feel like there are spots available.\"\u003c/p>\n\u003cp>She does, however, know some who aren't so sanguine.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\"We also have friends with older children, and they’ve gotten really stressed out for months of a time. I have heard of people buying second homes in areas by their school of choice so they can enroll their students there.\" (That wouldn't necessarily ensure their assignment to that school, by the way.)\u003c/span>\u003c/p>\n\u003cp class=\"p1\">Robert Snavely says his family can't afford to do that, and he worries about his son, William, not getting any of the schools on his list, as copious as it is at nearly 30.\u003c/p>\n\u003cp>I asked him how the anxiety level was among his fellow parent-applicants at his preschool co-op.\u003c/p>\n\u003cp>\"I'd say very high, very high,\" he said. \"Many of (William's) classmates' families have decided to either have private school in their back pocket or just have that as their first option altogether, that it’s not worth rolling the dice to get a good school or a bad school.\"\u003c/p>\n\u003cp>When Snavely “rolled the dice” in this year’s lottery, he loaded them, just a little. Before the computer makes its final assignments in the first round, it completes \"transfers,\" or more familiarly, engages in \"swapping.\" That’s when Student A is initially assigned to a school that student B wants more, and vice versa. The computer then trades the two assignments.\u003c/p>\n\u003cp>\"To be honest, Rooftop is probably not the best fit for our son,\" Snavely said, explaining his gambit. \"It might have been fifth, but because it’s so highly ranked, we ranked it second, in case we don’t get Grattan. It’s our belief that the formula the district uses will help us switch back up to Grattan more easily. So it’s sort of holding a better bargaining chip.\"\u003c/p>\n\u003cp>Darlene Lim, the executive director of SFUSD's Educational Placement Center, says this particular strategy won't yield results.\u003c/p>\n\u003cp>\"The transfer mechanism is dependent on what other students have as a tentative assignment going into the transfer process, and there can be no way of knowing or strategizing in order to maximize their chances of a swap,\" she said in an email.\u003c/p>\n\u003cp>Still, the word has gotten out that listing more schools will give you extra \"swapping value,\" something SFUSD acknowledges. Susan Zuckert last year even put some schools on her list she wouldn't have considered sending her child to, just for this reason.\u003c/p>\n\u003cp>\"There was a lot of talk about it, and at some point somebody did tell us, and they said statistically even if you have a bunch of schools in your application you don’t want, somebody else might want them, and if you got one, you would be further up in the swapping hierarchy.\"\u003c/p>\n\u003cp>SFUSD does not want you to do this -- put a school down that you have no intention of sending your child to. And Darlene Lim says there is really no way to game the algorithm.\u003c/p>\n\u003cp>\"I tell parents it’s not a system where they have to strategize. And it was deliberately designed that way because of what we had in our old system. There was a lot of strategizing encouraged in our old system.\"\u003c/p>\n\u003cp>Maddison says she thinks parents have come to view swapping as a \"silver bullet\" for getting into their desired school. But she and Lim both stress that parents should keep it simple: List all the schools that they can envision their kids going to, then rank them in order of preference.\u003c/p>\n\u003cp>Maddison also says if there \u003cem>is\u003c/em> any gaming that goes on, it’s important to narrow the knowledge gap among different populations of parents about how the lottery works.\u003c/p>\n\u003cp>\"Consider the timing of school tours in comparison to when parents are working, the pathways people are sharing information. The options are limited based on timing, language capacity. It’s really important that moving forward when we’re talking about, is the system being gamed, we’re talking about how equitably information is shared across San Francisco.\"\u003c/p>\n\u003cp>And not everyone knows even the basics, Maddison says.\u003c/p>\n\u003cp>\"We’ve heard parents say, 'Well, I just show up at the school closest to me on the first day, and that's it.' \"\u003c/p>\n\u003cp>To get people up to speed, her organization offers workshops on the lottery in Spanish and Chinese in addition to English. Those \u003ca href=\"http://ppssf.org/Events_calendar.html\" target=\"_blank\">workshops\u003c/a> will continue for Round 2 -- for those parents who want to try for a preferable school to the one they were assigned in Round 1.\u003c/p>\n\u003cp>But really, no amount of preparation or statistics is going to assuage the anxiety of some parents where their kids are concerned. So something to consider: Several parents told me the school they didn’t particularly want turned out to be great. And one parent who \u003cem>did\u003c/em> get her top choice ... ended up not liking it so much.\u003c/p>\n\u003cp>So maybe you’re not really a lottery winner or loser until your kid actually goes to school.\u003c/p>\n\u003cp>\u003cem>Update\u003c/em>: Robert Snavely and Kim Brady are two who will have to keep that in mind. Snavely received his letter Monday. He got his fourth choice.\u003c/p>\n\u003cp>\"I'm pretty bummed about it; my wife is more upbeat,\" he wrote me. \"It's Jefferson, which is a good school, but it's not our neighborhood school -- 25 blocks away instead of one. We're probably going to hold out and hope to get a spot at Grattan, our neighborhood school.\"\u003c/p>\n\u003cp>Kim Brady also got the word -- her daughter was assigned to a Spanish-immersion program, but at a school -- Bret Harte -- she didn't even put on her list .\u003c/p>\n\u003cp>She'll be entering Round 2. \"Rolling the dice again,\" she texted me.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If parents want to go into Round 2 to try to get a better assignment, applications are due by April 10. If you like your Round 1 school, the deadline to register is also April 10. You can also do both -- register for your Round 1 school and go into Round 2. You will \u003cstrong>not be at a disadvantage\u003c/strong> in Round 2 if you register for your Round 1 school.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of San Francisco parents are on tenterhooks this week as they wait to find out which schools their kids have been assigned to in the first round of the school district’s lottery. The district sent out those letters last Friday.\u003c/p>\n\u003cp>Having gone through this last year, I know that telling anxious moms and dads to take it easy is useless. There's just too much at stake -- at least in the minds of parents who worry that getting into the wrong kindergarten could herald a life's worth of bad luck and missed opportunities, or at least slam the door on Stanford.\u003c/p>\n\u003cp>For thorough types, preparation for the school lottery can be especially time-consuming. Take Susan Zuckert, who researched schools before her daughter, Mira, went to kindergarten last year.\u003c/p>\n\u003cp>\"I attended workshops given by Parents for Public Schools of San Francisco; I attended talks given by SFUSD, in particular the executive director of the educational placement center. I did a lot of reading. I studied the enrollment catalog. I went to the school district enrollment fair last year and the year before, to get some idea of what I'd be in for. I talked to a lot of parents. And I went on 26 school tours.\"\u003c/p>\n\u003cp>We didn't go on 26 tours; we settled for eight or nine before I decided I couldn't take seeing one more school vegetable garden. It didn't hurt us, though: We got our No. 1 choice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And I can tell you: Winning the lottery felt like, well, winning the lottery.\u003c/p>\n\u003cp>My wife, Molly, recalled the moment I told her the good news.\u003c/p>\n\u003cp>“It actually ranks with the time you called to tell me what gender our child was,\" she said. \"And I remember I was like, ‘\u003cem>Did you read the letter right?\u003c/em> Are you sure?' \"\u003c/p>\n\u003cp>Sure I was sure. I'd read it eight times in a row, scouring for loopholes. We didn't think we'd had any chance of getting our top pick, because we had none of the advantages the school system doles out to certain families applying to certain schools.\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/196360313&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/196360313'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How It Works\u003c/strong>\u003c/p>\n\u003cp>First you fill out an application listing all the schools you’d consider sending your kid to, in order of preference.\u003c/p>\n\u003cp>The school system's computer, a HAL-like presence in the minds of parents in search of some individual human consideration, gives advantages in the lottery, depending on which school and grade families are applying to and certain attributes of each household.\u003c/p>\n\u003cp>If your kid already has a sibling attending the school, for instance, you get a big leg up. For kindergarten, you also get a boost if you live in an area with low test scores or you actually live in the school’s official attendance area, among other factors.\u003c/p>\n\u003cp>Otherwise, the computer puts you into a random drawing for your listed schools and tries to assign you one of your choices.\u003c/p>\n\u003cp>And there are rounds. So if you don’t get the school you want at first, you can enter the lottery again and again, hoping someone will eventually drop out of the school you want and you’ll sneak in.\u003c/p>\n\u003cp>“The student assignment process is coined as the largest game of musical chairs that we know possible. Because it really comes down to seats and availability from school to school,\" says Masharika Prejean Maddison, executive director of Parents For Public Schools of San Francisco, an educational and advocacy group.\u003c/p>\n\u003cp>\"The entire process, much to the bemoaning of parents, is an insanely and sometimes intolerably long process, from October to September of any given school year.\"\u003c/p>\n\u003cp>\u003cstrong>Odds Not So Bad \u003c/strong>\u003c/p>\n\u003cp>Prejean Maddison recommends expanding your list to more than just your top few choices. Because if you’re trying to get into one of the more popular schools, the odds are not great. Last year the most requested kindergarten was Clarendon. It had 61 applicants for each available seat. The San Francisco Chronicle reported it was easier to get into Harvard.\u003c/p>\n\u003cp>But most of the time -- 59 percent of the time in 2014 -- parents \u003cem>get\u003c/em> their first choice. And 82 percent got \u003cem>some\u003c/em> school on their list. Still, that left enough families getting shut out of their choices altogether for the transmission of horror stories to erupt on city playgrounds.\u003c/p>\n\u003cp>Elizabeth Drew, for instance, took no comfort in the statistics.\u003c/p>\n\u003cp>“I’ve heard some anecdotes, like people who’ve put 16 schools on their list and didn’t get any of them,\" she told me. “I know several people who’ve waited until the first week of school before their child got into a school that they were willing to attend. That would cause me a lot of anxiety.”\u003c/p>\n\u003cp>Drew is opting out of public school altogether, sending her daughter to private school.\u003c/p>\n\u003cp>Kim Brady, on the other hand, is optimistic about her chances. She's applying to all Spanish-immersion programs for her daughter, Caoilinn, because she and her husband plan on moving to Mexico within a few years.\u003c/p>\n\u003cp>\"I don’t feel stressed about it. I feel like there are spots available.\"\u003c/p>\n\u003cp>She does, however, know some who aren't so sanguine.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\"We also have friends with older children, and they’ve gotten really stressed out for months of a time. I have heard of people buying second homes in areas by their school of choice so they can enroll their students there.\" (That wouldn't necessarily ensure their assignment to that school, by the way.)\u003c/span>\u003c/p>\n\u003cp class=\"p1\">Robert Snavely says his family can't afford to do that, and he worries about his son, William, not getting any of the schools on his list, as copious as it is at nearly 30.\u003c/p>\n\u003cp>I asked him how the anxiety level was among his fellow parent-applicants at his preschool co-op.\u003c/p>\n\u003cp>\"I'd say very high, very high,\" he said. \"Many of (William's) classmates' families have decided to either have private school in their back pocket or just have that as their first option altogether, that it’s not worth rolling the dice to get a good school or a bad school.\"\u003c/p>\n\u003cp>When Snavely “rolled the dice” in this year’s lottery, he loaded them, just a little. Before the computer makes its final assignments in the first round, it completes \"transfers,\" or more familiarly, engages in \"swapping.\" That’s when Student A is initially assigned to a school that student B wants more, and vice versa. The computer then trades the two assignments.\u003c/p>\n\u003cp>\"To be honest, Rooftop is probably not the best fit for our son,\" Snavely said, explaining his gambit. \"It might have been fifth, but because it’s so highly ranked, we ranked it second, in case we don’t get Grattan. It’s our belief that the formula the district uses will help us switch back up to Grattan more easily. So it’s sort of holding a better bargaining chip.\"\u003c/p>\n\u003cp>Darlene Lim, the executive director of SFUSD's Educational Placement Center, says this particular strategy won't yield results.\u003c/p>\n\u003cp>\"The transfer mechanism is dependent on what other students have as a tentative assignment going into the transfer process, and there can be no way of knowing or strategizing in order to maximize their chances of a swap,\" she said in an email.\u003c/p>\n\u003cp>Still, the word has gotten out that listing more schools will give you extra \"swapping value,\" something SFUSD acknowledges. Susan Zuckert last year even put some schools on her list she wouldn't have considered sending her child to, just for this reason.\u003c/p>\n\u003cp>\"There was a lot of talk about it, and at some point somebody did tell us, and they said statistically even if you have a bunch of schools in your application you don’t want, somebody else might want them, and if you got one, you would be further up in the swapping hierarchy.\"\u003c/p>\n\u003cp>SFUSD does not want you to do this -- put a school down that you have no intention of sending your child to. And Darlene Lim says there is really no way to game the algorithm.\u003c/p>\n\u003cp>\"I tell parents it’s not a system where they have to strategize. And it was deliberately designed that way because of what we had in our old system. There was a lot of strategizing encouraged in our old system.\"\u003c/p>\n\u003cp>Maddison says she thinks parents have come to view swapping as a \"silver bullet\" for getting into their desired school. But she and Lim both stress that parents should keep it simple: List all the schools that they can envision their kids going to, then rank them in order of preference.\u003c/p>\n\u003cp>Maddison also says if there \u003cem>is\u003c/em> any gaming that goes on, it’s important to narrow the knowledge gap among different populations of parents about how the lottery works.\u003c/p>\n\u003cp>\"Consider the timing of school tours in comparison to when parents are working, the pathways people are sharing information. The options are limited based on timing, language capacity. It’s really important that moving forward when we’re talking about, is the system being gamed, we’re talking about how equitably information is shared across San Francisco.\"\u003c/p>\n\u003cp>And not everyone knows even the basics, Maddison says.\u003c/p>\n\u003cp>\"We’ve heard parents say, 'Well, I just show up at the school closest to me on the first day, and that's it.' \"\u003c/p>\n\u003cp>To get people up to speed, her organization offers workshops on the lottery in Spanish and Chinese in addition to English. Those \u003ca href=\"http://ppssf.org/Events_calendar.html\" target=\"_blank\">workshops\u003c/a> will continue for Round 2 -- for those parents who want to try for a preferable school to the one they were assigned in Round 1.\u003c/p>\n\u003cp>But really, no amount of preparation or statistics is going to assuage the anxiety of some parents where their kids are concerned. So something to consider: Several parents told me the school they didn’t particularly want turned out to be great. And one parent who \u003cem>did\u003c/em> get her top choice ... ended up not liking it so much.\u003c/p>\n\u003cp>So maybe you’re not really a lottery winner or loser until your kid actually goes to school.\u003c/p>\n\u003cp>\u003cem>Update\u003c/em>: Robert Snavely and Kim Brady are two who will have to keep that in mind. Snavely received his letter Monday. He got his fourth choice.\u003c/p>\n\u003cp>\"I'm pretty bummed about it; my wife is more upbeat,\" he wrote me. \"It's Jefferson, which is a good school, but it's not our neighborhood school -- 25 blocks away instead of one. We're probably going to hold out and hope to get a spot at Grattan, our neighborhood school.\"\u003c/p>\n\u003cp>Kim Brady also got the word -- her daughter was assigned to a Spanish-immersion program, but at a school -- Bret Harte -- she didn't even put on her list .\u003c/p>\n\u003cp>She'll be entering Round 2. \"Rolling the dice again,\" she texted me.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If parents want to go into Round 2 to try to get a better assignment, applications are due by April 10. If you like your Round 1 school, the deadline to register is also April 10. You can also do both -- register for your Round 1 school and go into Round 2. You will \u003cstrong>not be at a disadvantage\u003c/strong> in Round 2 if you register for your Round 1 school.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Linda Perez, a teacher at Buena Vista Horace Mann elementary school, shares her home with nine people — only two are family members. Frank Lara teaches fourth grade at the same school and has crashed on friends’ couches or shared a bedroom to make ends meet, all while struggling to repay a mountain of student loan debt. Laura Rocha, who used to teach pre-K classes at another school, said she can earn more money cleaning houses or rolling burritos than she can as a teacher.\u003c/p>\n\u003cp>“I adore kids, but I can’t support myself and my daughter like this,” Rocha said.\u003c/p>\n\u003cp>Perez, Lara and Rocha gathered with some 30 other teachers and parents Thursday night at a panel discussion on San Francisco’s affordability crisis, organized by the United Educators of San Francisco, a teachers union.\u003c/p>\n\u003cp>Representatives from the union and teachers from Buena Vista stressed the importance of keeping teachers living in the communities they serve — a goal that has become increasingly difficult as rents have risen to an average of about $3,800 a month for a two-bedroom apartment. The starting salary for a full-time credentialed teacher is $50,000 a year — paraprofessionals average around $25,000, according to Matthew Hardy, the communications director for the union.\u003c/p>\n\u003cp>Earlier this year, the SFUSD stated that teachers earn an average salary of $86,000 a year in salary and health benefits. Hardy said many teachers aren’t full time, and they haven’t had a pay raise in five years (though teachers do get incremental experience-based raises over the years).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://missionlocal.org/2014/11/rising-costs-hit-teachers-hard/\" target=\"_blank\">Read the rest on Mission Local\u003c/a> ...\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Linda Perez, a teacher at Buena Vista Horace Mann elementary school, shares her home with nine people — only two are family members. Frank Lara teaches fourth grade at the same school and has crashed on friends’ couches or shared a bedroom to make ends meet, all while struggling to repay a mountain of student loan debt. Laura Rocha, who used to teach pre-K classes at another school, said she can earn more money cleaning houses or rolling burritos than she can as a teacher.\u003c/p>\n\u003cp>“I adore kids, but I can’t support myself and my daughter like this,” Rocha said.\u003c/p>\n\u003cp>Perez, Lara and Rocha gathered with some 30 other teachers and parents Thursday night at a panel discussion on San Francisco’s affordability crisis, organized by the United Educators of San Francisco, a teachers union.\u003c/p>\n\u003cp>Representatives from the union and teachers from Buena Vista stressed the importance of keeping teachers living in the communities they serve — a goal that has become increasingly difficult as rents have risen to an average of about $3,800 a month for a two-bedroom apartment. The starting salary for a full-time credentialed teacher is $50,000 a year — paraprofessionals average around $25,000, according to Matthew Hardy, the communications director for the union.\u003c/p>\n\u003cp>Earlier this year, the SFUSD stated that teachers earn an average salary of $86,000 a year in salary and health benefits. Hardy said many teachers aren’t full time, and they haven’t had a pay raise in five years (though teachers do get incremental experience-based raises over the years).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://missionlocal.org/2014/11/rising-costs-hit-teachers-hard/\" target=\"_blank\">Read the rest on Mission Local\u003c/a> ...\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "A Tale of 2 San Francisco Public Schools: Do PTAs Widen Inequality?",
"headTitle": "A Tale of 2 San Francisco Public Schools: Do PTAs Widen Inequality? | KQED",
"content": "\u003cp>As if sending one’s child to public or private school were not a tough enough decision, parents now face issues related to the time and money they donate. Is it fair to focus your efforts only on the school your child attends? Should you only be concerned about other schools where parents lack the time and money to fundraise effectively? Do PTAs and booster clubs now contribute to education inequality ?\u003c/p>\n\u003cfigure id=\"attachment_126598\" class=\"wp-caption alignright\" style=\"max-width: 293px\">\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptasandthewideninggapineducation/rs7870_img_2615/\" rel=\"attachment wp-att-126598\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-126598 \" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/RS7870_IMG_2615-640x480.jpg\" alt=\"A young boy sits at a desk, drawing a chart.\" width=\"293\" height=\"219\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A study by San Francisco Public Press found that the PTA budgets of San Francisco Public Schools quadrupled in the past five years. Photo: Francesca Segrè\u003c/figcaption>\u003c/figure>\n\u003cp>A feature in the \u003ca href=\"http://sfpublicpress.org/news/public-schools\" target=\"_blank\" rel=\"noopener\">San Francisco Public Press\u003c/a> by Jeremy Adam Smith lays out the difference between the haves and have nots very well — faced with severe funding cutbacks during the last five years, parents stepped in to help fill the need. But as Smith pointed out during a conversation on \u003ca href=\"http://www.kqed.org/a/forum/R201402140900\" target=\"_blank\" rel=\"noopener\">KQED’s “Forum\u003c/a>, not all schools anted up equally.\u003c/p>\n\u003cp>\u003cstrong>The Fundraising Gap\u003c/strong>\u003c/p>\n\u003cp>“We found that over the course of the recession, over the course of all these budget cuts, (San Francisco public schools’) PTA budgets approximately quadrupled. … But we also found that just 10 schools raised half that money, as much as the other 61 combined.”\u003c/p>\n\u003cp>So how do those fundraising differences actually play out on school campuses? Smith cited two of the schools he reported on: Grattan Elementary School in San Francisco’s Haight district and Junipero Serra Elementary School in the city’s Bernal Heights neighborhood.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Grattan raised about $275,000, and that money “supports all or part of the salaries of about six staff,” Smith says.\u003c/p>\n\u003cp>Smith says that during the five years of cuts, instead of laying off employees, Grattan was “able to expand their staffing. They invested very wisely in academics, they were able to improve their standardized test scores and they created a school that people are really proud to be a part of.”\u003c/p>\n\u003cp>Across the city, Junipero Serra Elementary School, which has a predominantly Latino student population and where 90 percent of students qualify for free and reduced lunch “simply didn’t have the capacity to raise funds at the same level,” said Smith.\u003c/p>\n\u003cp>Smith’s research “found that a school’s poverty predicted its PTA budget.”\u003c/p>\n\u003cp>One listener described the concrete benefits of PTA fundraising:\u003c/p>\n\u003cp>“Without our PTA my kids would not have a music teacher, a PE teacher, a computer lab teacher, or new library books – hardly luxury items. So yes, I suppose PTA money does widen education inequality gap – by making some schools less dismal.”\u003c/p>\n\u003cp>\u003cstrong>Strong opinions on either side\u003c/strong>\u003c/p>\n\u003cp>All of the guests applauded parents’ support for their children’s schools. Time and time again, the “Forum” conversation returned to the idea that all schools in California are underfunded and that ideally, parents would not be in the position of making up for state funding. However, listeners’ opinions differed greatly on how big of a problem the difference in fundraising abilities were — especially the idea of sharing funds with a districtwide pot, as occurs in \u003ca href=\"http://sfpublicpress.org/news/2014-02/albany-school-district-levels-parent-fundraising-playing-field\" target=\"_blank\" rel=\"noopener\">Albany Unified School District\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptas-reveal-widening-gap-in/picture-340/\" rel=\"attachment wp-att-126549\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-126549 aligncenter\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/Picture-340.png\" alt=\"Picture 340\" width=\"354\" height=\"72\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptas-reveal-widening-gap-in/picture-337/\" rel=\"attachment wp-att-126552\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-126552 aligncenter\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/Picture-337.png\" alt=\"Picture 337\" width=\"355\" height=\"103\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptas-reveal-widening-gap-in/picture-339/\" rel=\"attachment wp-att-126550\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-126550 aligncenter\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/Picture-339.png\" alt=\"Picture 339\" width=\"403\" height=\"123\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptas-reveal-widening-gap-in/picture-341/\" rel=\"attachment wp-att-126548\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-126548 aligncenter\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/Picture-341.png\" alt=\"Picture 341\" width=\"359\" height=\"66\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Empowering All Parents\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">Several possible solutions outside of increased state funding did surface throughout “\u003ca href=\"http://www.kqed.org/a/forum/R201402140900\" target=\"_blank\" rel=\"noopener\">Forum’s” conversation\u003c/a>. Carol Kocivar, the immediate past president of the \u003ca href=\"http://www.capta.org/\" target=\"_blank\" rel=\"noopener\">California State Parent Teacher Association,\u003c/a> mentioned an effort called \u003ca href=\"http://www.capta.org/sections/school-smarts/\" target=\"_blank\" rel=\"noopener\">School Smarts\u003c/a> to educate parents:\u003c/p>\n\u003cp style=\"text-align: left\">“One of the things the state PTA has been involved in is creating parent academies, where parents are invited into the school and are given skills and resources to understand how the school system works. Because, as we know, we have a lot of parents who are new to the United States, or didn’t finish high school or go to college and give those parents the skills and resources to be advocates for their kids.”\u003c/p>\n\u003cp style=\"text-align: left\">Another possible solution proposed was having well-to-do, more established PTAs partner with those at schools with lower-income families. Smith said that was “something so fundamental and direct that we can do right now, which is to build bridges between these different PTAs, with these different cultures.”\u003c/p>\n\u003cp style=\"text-align: left\">Two commenters who identified themselves as having children at schools that raise a lot of money supported this buddy system of funding.\u003c/p>\n\u003cp style=\"text-align: left\">A commenter named Mark cited the ability of a few parents at his school to rally and lead the fundraising charge. He said, “We should be helping more parents at more schools learn this kind of leadership, because we will never be completely able to rely on city or state support.”\u003c/p>\n\u003cp style=\"text-align: left\">Another listener said:\u003c/p>\n\u003cp style=\"text-align: left\">“Just a half-hour walk away from my son’s school is one of the schools with no PTA at all, and a very low-income population. Perhaps our PTA (which is very well organized and well supported by the parents) could help them.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Educational foundations\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">Keeping with the schools-helping-schools theme, the idea of educational foundations came up several times. One caller shared his experience with a foundation in Redwood City: “I’m part of the Redwood City Educational Foundation. … In our district, which is similar demographically to San Francisco, instead of 17 schools going out to try to raise money from the community, we speak with one voice and we go out to the community.”\u003c/p>\n\u003cp style=\"text-align: left\">And Laura wrote in to say: “Please tell your listeners to take a look at what has happened through the Ravenswood Education Foundation in East Palo Alto. It’s a parent foundation supported significantly by both parents within the district and their wealthier neighbors to the West.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Wider community involvement\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">That appeal to the wider community was touched on several times throughout the show. Callers and guests alike said that schools need to convince the wider community — not only parents — that investment in schools is worthwhile. Carol Kocivar said, “One of the things that schools and school districts need to do is emphasize the importance that these are community schools. This is our community.”\u003c/p>\n\u003cp style=\"text-align: left\">Norton said, “You have to show (the community) what’s going on in public schools … what are some of the wonderful things happening in our schools.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>A larger issue\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">Robert Reich, professor of public policy at UC Berkeley’s Goldman School of Public Policy and a former U.S. secretary of labor under President Clinton, said the school equity question will linger as long as America’s larger equity issues continue:\u003c/p>\n\u003cp style=\"text-align: left\">“Children are being segregated geographically by income more than ever before — where you live has a direct bearing on the quality of education and other public services you are going to get …. And because families and children are segregating by income, that almost inevitably means that poor kids are going to get the short end of the stick. I think therefore one of the most important things we can do in terms of public policy is reverse and reduce the trend toward segregation by income, by neighborhood ….\u003c/p>\n\u003cp style=\"text-align: left\">“Being rich in America increasingly means not having to come across anybody who is not, and that really undermines the sense of empathy, and connection and social solidarity.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Still not enough funding\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"text-align: left\">As far as the great hope that increased state funding under \u003ca href=\"http://voterguide.sos.ca.gov/propositions/30/\" target=\"_blank\" rel=\"noopener\">Proposition 30\u003c/a> will help alleviate the dramatic gap between schools with active and apathetic PTAs, Norton summed up her sentiment this way: “We’re still fighting over scraps.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As if sending one’s child to public or private school were not a tough enough decision, parents now face issues related to the time and money they donate. Is it fair to focus your efforts only on the school your child attends? Should you only be concerned about other schools where parents lack the time and money to fundraise effectively? Do PTAs and booster clubs now contribute to education inequality ?\u003c/p>\n\u003cfigure id=\"attachment_126598\" class=\"wp-caption alignright\" style=\"max-width: 293px\">\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptasandthewideninggapineducation/rs7870_img_2615/\" rel=\"attachment wp-att-126598\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-126598 \" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/RS7870_IMG_2615-640x480.jpg\" alt=\"A young boy sits at a desk, drawing a chart.\" width=\"293\" height=\"219\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A study by San Francisco Public Press found that the PTA budgets of San Francisco Public Schools quadrupled in the past five years. Photo: Francesca Segrè\u003c/figcaption>\u003c/figure>\n\u003cp>A feature in the \u003ca href=\"http://sfpublicpress.org/news/public-schools\" target=\"_blank\" rel=\"noopener\">San Francisco Public Press\u003c/a> by Jeremy Adam Smith lays out the difference between the haves and have nots very well — faced with severe funding cutbacks during the last five years, parents stepped in to help fill the need. But as Smith pointed out during a conversation on \u003ca href=\"http://www.kqed.org/a/forum/R201402140900\" target=\"_blank\" rel=\"noopener\">KQED’s “Forum\u003c/a>, not all schools anted up equally.\u003c/p>\n\u003cp>\u003cstrong>The Fundraising Gap\u003c/strong>\u003c/p>\n\u003cp>“We found that over the course of the recession, over the course of all these budget cuts, (San Francisco public schools’) PTA budgets approximately quadrupled. … But we also found that just 10 schools raised half that money, as much as the other 61 combined.”\u003c/p>\n\u003cp>So how do those fundraising differences actually play out on school campuses? Smith cited two of the schools he reported on: Grattan Elementary School in San Francisco’s Haight district and Junipero Serra Elementary School in the city’s Bernal Heights neighborhood.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Grattan raised about $275,000, and that money “supports all or part of the salaries of about six staff,” Smith says.\u003c/p>\n\u003cp>Smith says that during the five years of cuts, instead of laying off employees, Grattan was “able to expand their staffing. They invested very wisely in academics, they were able to improve their standardized test scores and they created a school that people are really proud to be a part of.”\u003c/p>\n\u003cp>Across the city, Junipero Serra Elementary School, which has a predominantly Latino student population and where 90 percent of students qualify for free and reduced lunch “simply didn’t have the capacity to raise funds at the same level,” said Smith.\u003c/p>\n\u003cp>Smith’s research “found that a school’s poverty predicted its PTA budget.”\u003c/p>\n\u003cp>One listener described the concrete benefits of PTA fundraising:\u003c/p>\n\u003cp>“Without our PTA my kids would not have a music teacher, a PE teacher, a computer lab teacher, or new library books – hardly luxury items. So yes, I suppose PTA money does widen education inequality gap – by making some schools less dismal.”\u003c/p>\n\u003cp>\u003cstrong>Strong opinions on either side\u003c/strong>\u003c/p>\n\u003cp>All of the guests applauded parents’ support for their children’s schools. Time and time again, the “Forum” conversation returned to the idea that all schools in California are underfunded and that ideally, parents would not be in the position of making up for state funding. However, listeners’ opinions differed greatly on how big of a problem the difference in fundraising abilities were — especially the idea of sharing funds with a districtwide pot, as occurs in \u003ca href=\"http://sfpublicpress.org/news/2014-02/albany-school-district-levels-parent-fundraising-playing-field\" target=\"_blank\" rel=\"noopener\">Albany Unified School District\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptas-reveal-widening-gap-in/picture-340/\" rel=\"attachment wp-att-126549\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-126549 aligncenter\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/Picture-340.png\" alt=\"Picture 340\" width=\"354\" height=\"72\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptas-reveal-widening-gap-in/picture-337/\" rel=\"attachment wp-att-126552\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-126552 aligncenter\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/Picture-337.png\" alt=\"Picture 337\" width=\"355\" height=\"103\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptas-reveal-widening-gap-in/picture-339/\" rel=\"attachment wp-att-126550\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-126550 aligncenter\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/Picture-339.png\" alt=\"Picture 339\" width=\"403\" height=\"123\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2014/02/14/ptas-reveal-widening-gap-in/picture-341/\" rel=\"attachment wp-att-126548\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-126548 aligncenter\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/02/Picture-341.png\" alt=\"Picture 341\" width=\"359\" height=\"66\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Empowering All Parents\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">Several possible solutions outside of increased state funding did surface throughout “\u003ca href=\"http://www.kqed.org/a/forum/R201402140900\" target=\"_blank\" rel=\"noopener\">Forum’s” conversation\u003c/a>. Carol Kocivar, the immediate past president of the \u003ca href=\"http://www.capta.org/\" target=\"_blank\" rel=\"noopener\">California State Parent Teacher Association,\u003c/a> mentioned an effort called \u003ca href=\"http://www.capta.org/sections/school-smarts/\" target=\"_blank\" rel=\"noopener\">School Smarts\u003c/a> to educate parents:\u003c/p>\n\u003cp style=\"text-align: left\">“One of the things the state PTA has been involved in is creating parent academies, where parents are invited into the school and are given skills and resources to understand how the school system works. Because, as we know, we have a lot of parents who are new to the United States, or didn’t finish high school or go to college and give those parents the skills and resources to be advocates for their kids.”\u003c/p>\n\u003cp style=\"text-align: left\">Another possible solution proposed was having well-to-do, more established PTAs partner with those at schools with lower-income families. Smith said that was “something so fundamental and direct that we can do right now, which is to build bridges between these different PTAs, with these different cultures.”\u003c/p>\n\u003cp style=\"text-align: left\">Two commenters who identified themselves as having children at schools that raise a lot of money supported this buddy system of funding.\u003c/p>\n\u003cp style=\"text-align: left\">A commenter named Mark cited the ability of a few parents at his school to rally and lead the fundraising charge. He said, “We should be helping more parents at more schools learn this kind of leadership, because we will never be completely able to rely on city or state support.”\u003c/p>\n\u003cp style=\"text-align: left\">Another listener said:\u003c/p>\n\u003cp style=\"text-align: left\">“Just a half-hour walk away from my son’s school is one of the schools with no PTA at all, and a very low-income population. Perhaps our PTA (which is very well organized and well supported by the parents) could help them.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Educational foundations\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">Keeping with the schools-helping-schools theme, the idea of educational foundations came up several times. One caller shared his experience with a foundation in Redwood City: “I’m part of the Redwood City Educational Foundation. … In our district, which is similar demographically to San Francisco, instead of 17 schools going out to try to raise money from the community, we speak with one voice and we go out to the community.”\u003c/p>\n\u003cp style=\"text-align: left\">And Laura wrote in to say: “Please tell your listeners to take a look at what has happened through the Ravenswood Education Foundation in East Palo Alto. It’s a parent foundation supported significantly by both parents within the district and their wealthier neighbors to the West.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Wider community involvement\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">That appeal to the wider community was touched on several times throughout the show. Callers and guests alike said that schools need to convince the wider community — not only parents — that investment in schools is worthwhile. Carol Kocivar said, “One of the things that schools and school districts need to do is emphasize the importance that these are community schools. This is our community.”\u003c/p>\n\u003cp style=\"text-align: left\">Norton said, “You have to show (the community) what’s going on in public schools … what are some of the wonderful things happening in our schools.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>A larger issue\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"text-align: left\">Robert Reich, professor of public policy at UC Berkeley’s Goldman School of Public Policy and a former U.S. secretary of labor under President Clinton, said the school equity question will linger as long as America’s larger equity issues continue:\u003c/p>\n\u003cp style=\"text-align: left\">“Children are being segregated geographically by income more than ever before — where you live has a direct bearing on the quality of education and other public services you are going to get …. And because families and children are segregating by income, that almost inevitably means that poor kids are going to get the short end of the stick. I think therefore one of the most important things we can do in terms of public policy is reverse and reduce the trend toward segregation by income, by neighborhood ….\u003c/p>\n\u003cp style=\"text-align: left\">“Being rich in America increasingly means not having to come across anybody who is not, and that really undermines the sense of empathy, and connection and social solidarity.”\u003c/p>\n\u003cp style=\"text-align: left\">\u003cstrong>Still not enough funding\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">As far as the great hope that increased state funding under \u003ca href=\"http://voterguide.sos.ca.gov/propositions/30/\" target=\"_blank\" rel=\"noopener\">Proposition 30\u003c/a> will help alleviate the dramatic gap between schools with active and apathetic PTAs, Norton summed up her sentiment this way: “We’re still fighting over scraps.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_119709\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/?attachment_id=119709\" rel=\"attachment wp-att-119709\">\u003cimg class=\"size-full wp-image-119709\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/12/RS7773_iPad-11.jpg\" alt=\"Students at Martin Luther King Jr. Middle School in San Francisco complete a science assignment using iPads. (Ana Tintocalis/KQED)\" width=\"640\" height=\"480\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Martin Luther King Jr. Middle School in San Francisco complete a science assignment using iPads. (Ana Tintocalis/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>San Francisco middle schools are in the midst of spending the largest gift ever given to the district.\u003c/p>\n\u003cp>In October, Salesforce.com’s CEO \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/watch/archive/277955\">Marc Benioff dropped a cool $2.7 million\u003c/a> into the \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified School District\u003c/a>, with the only requirement being the money goes toward “innovation.”\u003c/p>\n\u003cp>The district will use about half of the money to beef up its technology infrastructure. The rest will go to 12 middle school principals, each of whom is getting a $100,000 grant.\u003c/p>\n\u003cp>Those principals are now trying to parlay the money into real change.\u003c/p>\n\u003cp>“One hundred thousand dollars is a lot of money,” said Tony Payne, principal of Presidio Middle School, in the Outer Richmond neighborhood near the Presidio. “The first thing to do is get over the shock. Now, I’m looking at how to get the biggest bang for the money.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Presidio students consistently post high marks on state tests. Kids began using iPads at Presidio three years ago. Payne now plans to use his innovation grant to add to his already solid academic program.\u003c/p>\n\u003cp>“After school we started a robotics club. ... Part of the grant will also go to strengthening and building on our outdoor education program,” Payne said. Payne is also investing the money in a zero-period science class just for girls of color.\u003c/p>\n\u003cp>The situation is very different across town at Martin Luther King Jr. Middle School.\u003c/p>\n\u003cp>King, located in the city’s Portola neighborhood near the intersection of Highways 101 and 280, is a more typical urban school because it serves a large number of at-risk students. Roughly 80 percent of students at the school are eligible for the federal free and reduced lunch program.\u003c/p>\n\u003cp>Principal Natalie Eberhard says unlike students at Presidio and private schools, most of her students don’t have an Internet connection at home, let alone their own laptop computer.\u003c/p>\n\u003cp>“That’s a huge equity gap,” Eberhard said. “What is exciting about this (grant) is that it is an opportunity for us to jump over that gap.”\u003c/p>\n\u003cp>Eberhard is using the grant to put iPads in all of her science classes.\u003c/p>\n\u003cp>Students at King are more engaged in these classes now that the tablets have arrived. However, teachers believe the real challenge is to make sure the device is not just replacing paper and pencil.\u003c/p>\n\u003cp>“(The iPads) come with a great expectation,” says science teacher Kristin La. “We can’t just use them to go on Wikipedia.”\u003c/p>\n\u003cp>La says her goal is to use the device so students can work together and teach one another. She and other educators say they need much more training so they can take advantage of all the educational apps that now exist for the iPad in their classroom.\u003c/p>\n\u003cp>Education tech expert Steven Anderson says \"tech training\" is best taught when information is spread out in bits and pieces over the entire year. He believes the best classroom projects allow students to use technology to investigate issues that are “meaningful” in their lives.\u003c/p>\n\u003cp>Anderson points to one class in North Carolina that used technology to analyze economic data, and conduct science experiments. The class was investigating the impact of a proposed high school stadium in their neighborhood. They ended up writing letters to their city council.\u003c/p>\n\u003cp>“The kids are now talking about things you’d never think they would talk about because they’re engaged. … (The issue) has meaning to them,” Anderson said.\u003c/p>\n\u003cp>Middle school principals like Natalie Eberhard like the idea of revamping instruction using technology. Eberhard thinks this grant will be a catalyst for real change.\u003c/p>\n\u003cp>“The reality is that the present system hasn’t been giving the students here at MLK what they need to succeed. The idea of being able to blow up the box is like, ‘Thank God! Hallelujah! Finally.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If the district’s middle school principals can blow up that box in ways that produce real academic results, SFUSD officials expect Bay Area tech giants will be even more willing to share their wealth in the name of changing education.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Presidio students consistently post high marks on state tests. Kids began using iPads at Presidio three years ago. Payne now plans to use his innovation grant to add to his already solid academic program.\u003c/p>\n\u003cp>“After school we started a robotics club. ... Part of the grant will also go to strengthening and building on our outdoor education program,” Payne said. Payne is also investing the money in a zero-period science class just for girls of color.\u003c/p>\n\u003cp>The situation is very different across town at Martin Luther King Jr. Middle School.\u003c/p>\n\u003cp>King, located in the city’s Portola neighborhood near the intersection of Highways 101 and 280, is a more typical urban school because it serves a large number of at-risk students. Roughly 80 percent of students at the school are eligible for the federal free and reduced lunch program.\u003c/p>\n\u003cp>Principal Natalie Eberhard says unlike students at Presidio and private schools, most of her students don’t have an Internet connection at home, let alone their own laptop computer.\u003c/p>\n\u003cp>“That’s a huge equity gap,” Eberhard said. “What is exciting about this (grant) is that it is an opportunity for us to jump over that gap.”\u003c/p>\n\u003cp>Eberhard is using the grant to put iPads in all of her science classes.\u003c/p>\n\u003cp>Students at King are more engaged in these classes now that the tablets have arrived. However, teachers believe the real challenge is to make sure the device is not just replacing paper and pencil.\u003c/p>\n\u003cp>“(The iPads) come with a great expectation,” says science teacher Kristin La. “We can’t just use them to go on Wikipedia.”\u003c/p>\n\u003cp>La says her goal is to use the device so students can work together and teach one another. She and other educators say they need much more training so they can take advantage of all the educational apps that now exist for the iPad in their classroom.\u003c/p>\n\u003cp>Education tech expert Steven Anderson says \"tech training\" is best taught when information is spread out in bits and pieces over the entire year. He believes the best classroom projects allow students to use technology to investigate issues that are “meaningful” in their lives.\u003c/p>\n\u003cp>Anderson points to one class in North Carolina that used technology to analyze economic data, and conduct science experiments. The class was investigating the impact of a proposed high school stadium in their neighborhood. They ended up writing letters to their city council.\u003c/p>\n\u003cp>“The kids are now talking about things you’d never think they would talk about because they’re engaged. … (The issue) has meaning to them,” Anderson said.\u003c/p>\n\u003cp>Middle school principals like Natalie Eberhard like the idea of revamping instruction using technology. Eberhard thinks this grant will be a catalyst for real change.\u003c/p>\n\u003cp>“The reality is that the present system hasn’t been giving the students here at MLK what they need to succeed. The idea of being able to blow up the box is like, ‘Thank God! Hallelujah! Finally.’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If the district’s middle school principals can blow up that box in ways that produce real academic results, SFUSD officials expect Bay Area tech giants will be even more willing to share their wealth in the name of changing education.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/08/school.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-72108 alignright\" title=\"school\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/08/school.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>The United Educators of San Francisco (UESF) and the San Francisco Unified School District (SFUSD) signed a tentative agreement today, the school district announced on Thursday, three weeks prior to the start of the school year on August 20.\u003c/p>\n\u003cp>The union’s executive board voted by a 2 to 1 margin to recommend the agreement for ratification by the union’s membership, according to the district. In a news release, it described the agreement this way:\u003c/p>\n\u003cblockquote>\u003cp>Within the mediated agreement, the school year will be restored to 179.5 school days, up from the 176 school days of the past two years and almost a return to the standard 180 days. If ratified, all employees would take 1.5 furlough days, with a half day taken the last day of school and one day taken in lieu of a third paid professional development day.\u003c/p>\n\u003cp>UESF and SFUSD have agreed to additional furlough days should neither of the proposed tax initiatives get passed by voters in November.\u003c/p>\u003c/blockquote>\n\u003cp>Dennis Kelly, president of the United Educators of San Francisco told KQED’s Ana Tintocalis that the union made a low number of furlough days a high priority in its negotiations in order to protect student learning.\u003c/p>\n\u003cblockquote>\u003cp>We can open school without this cloud handing over our heads… it means that we’re working two days more days and getting paid those days. In no way can that be seen as a raise, however it is a move in the restoration towards the levels we had prior to 2010… We can open school without this cloud handing over our heads… I think we did a very good job of meeting the state’s fiscal crisis and the underfunding of education.”\u003c/p>\u003c/blockquote>\n\u003cp>Tom Ruiz, senior executive director of labor relations at SFUSD, told Tintocalis:\u003c/p>\n\u003cblockquote>\u003cp>We are thankful to our labor partners for realizing our core mission to educate all of our students. That is less compromised now that we’ve been able to restore the three instructional days that we’ve lost.”\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"disqusTitle": "Latino Immigrant Parents Call For Moratorium on SFUSD Programs, Closing Achievement Gap",
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"content": "\u003cfigure id=\"attachment_62206\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/04/sfusdlatinomtg.jpg\">\u003cimg class=\"size-full wp-image-62206\" title=\"sfusdlatinomtg\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/04/sfusdlatinomtg.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Attendees of last night's meeting at Sanchez Elementary listening to Latino parents speaking about an achievement gap at SFUSD (Thibault Worth/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>About 200 Latino immigrant parents gathered at San Francisco’s Sanchez Elementary School Thursday night to ask city and school district officials for a moratorium on new school programs, pending a comprehensive solution to what they say is a crisis in teaching immigrant students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://www.kqed.org/a/kqednews/RN201204121730\">\u003cstrong>Audio: Latino immigrant parents dissatisfied with SFUSD\u003c/strong>\u003c/a> (KQED)\u003c/aside>\n\u003cp>“We don’t want [our children] to be statistics,” said Maria Rocha, whose son is enrolled in the bi-lingual program at Cesar Chavez Elementary School.\u003c/p>\n\u003cp>Rocha says her son is struggling academically, and she is looking for an after-school community program to compensate for what she believes the school isn’t providing. Rocha says she has heard that other schools in the city provide better support for English Learners.\u003c/p>\n\u003cp>“[Latino English Learners] can succeed,” she said. “But we need support. That’s what we are asking for.” Rocha said that schools work differently in the United States than in her native Mexico, and that she is still learning to navigate the system.\u003c/p>\n\u003cp>SFUSD Mission Superintendent Guadalupe Guerrero, Supervisor David Campos and Supervisor Scott Wiener were among the officials who attended. Wiener said the solution lies in raising the performance of troubled schools so that parents can stop jockeying for admission into a small number of schools perceived as the best. \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Until we do that, we are going to have an achievement gap,” said Wiener. “We’re going to have certain kids who are at schools that are underperforming. We need to make sure that all the schools are performing well.”\u003c/p>\n\u003cp>Cynthia Meza, a teacher at Leonard R. Flynn Elementary, said “whatever we’ve been doing is just not working. There is a huge discrepancy in academic success between \u003ca href=\"http://www.edweek.org/ew/issues/english-language-learners/\">English-Language Learners\u003c/a> and their white or Asian counterparts. When Latino parents complain about issues, it’s not the same as a small group of white middle class parents saying there’s an issue,” said Meza. “Latinos are not part of the culture of power, let's face it.\"\u003c/p>\n\u003cp>Before the event, SFUSD Deputy Superintendent Richard Carranza, who is set to take over as head of the system in July, spoke about the district's commitment to educating struggling students.\u003c/p>\n\u003cp>\"I went to public schools as an English language learner not speaking one word of English, so I am very sensitive to this issue,\" he said. \"And it is really the rallying cry with which our district has formed its strategic plan. Our entire strategic plan is focused on really closing the achievement gap for African American, Latino, Samoans and students with disabilities.\"\u003c/p>\n\u003cp>Carranza added that he needed to better understand what parents meant by placing a “moratorium” on new programs before taking any action on the suggestion.\u003c/p>\n\u003cp>\u003cstrong>Update Apr 30\u003c/strong>: After publication of this blog post, Ms. Rocha took issue with some of the quotations of her and contacted KQED requesting several corrections. KQED stands by the original reporting, but we have added the following remarks from Ms. Rocha for context. \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ms. Rocha says that Latino English Learner children have the same capabilities as other children, and that as members of society, it's their right to receive a quality education. She also says that it is important for Latino immigrant parents to get more involved in advocating for their children and for themselves within the school system.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_62206\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/04/sfusdlatinomtg.jpg\">\u003cimg class=\"size-full wp-image-62206\" title=\"sfusdlatinomtg\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/04/sfusdlatinomtg.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Attendees of last night's meeting at Sanchez Elementary listening to Latino parents speaking about an achievement gap at SFUSD (Thibault Worth/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>About 200 Latino immigrant parents gathered at San Francisco’s Sanchez Elementary School Thursday night to ask city and school district officials for a moratorium on new school programs, pending a comprehensive solution to what they say is a crisis in teaching immigrant students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://www.kqed.org/a/kqednews/RN201204121730\">\u003cstrong>Audio: Latino immigrant parents dissatisfied with SFUSD\u003c/strong>\u003c/a> (KQED)\u003c/aside>\n\u003cp>“We don’t want [our children] to be statistics,” said Maria Rocha, whose son is enrolled in the bi-lingual program at Cesar Chavez Elementary School.\u003c/p>\n\u003cp>Rocha says her son is struggling academically, and she is looking for an after-school community program to compensate for what she believes the school isn’t providing. Rocha says she has heard that other schools in the city provide better support for English Learners.\u003c/p>\n\u003cp>“[Latino English Learners] can succeed,” she said. “But we need support. That’s what we are asking for.” Rocha said that schools work differently in the United States than in her native Mexico, and that she is still learning to navigate the system.\u003c/p>\n\u003cp>SFUSD Mission Superintendent Guadalupe Guerrero, Supervisor David Campos and Supervisor Scott Wiener were among the officials who attended. Wiener said the solution lies in raising the performance of troubled schools so that parents can stop jockeying for admission into a small number of schools perceived as the best. \u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Until we do that, we are going to have an achievement gap,” said Wiener. “We’re going to have certain kids who are at schools that are underperforming. We need to make sure that all the schools are performing well.”\u003c/p>\n\u003cp>Cynthia Meza, a teacher at Leonard R. Flynn Elementary, said “whatever we’ve been doing is just not working. There is a huge discrepancy in academic success between \u003ca href=\"http://www.edweek.org/ew/issues/english-language-learners/\">English-Language Learners\u003c/a> and their white or Asian counterparts. When Latino parents complain about issues, it’s not the same as a small group of white middle class parents saying there’s an issue,” said Meza. “Latinos are not part of the culture of power, let's face it.\"\u003c/p>\n\u003cp>Before the event, SFUSD Deputy Superintendent Richard Carranza, who is set to take over as head of the system in July, spoke about the district's commitment to educating struggling students.\u003c/p>\n\u003cp>\"I went to public schools as an English language learner not speaking one word of English, so I am very sensitive to this issue,\" he said. \"And it is really the rallying cry with which our district has formed its strategic plan. Our entire strategic plan is focused on really closing the achievement gap for African American, Latino, Samoans and students with disabilities.\"\u003c/p>\n\u003cp>Carranza added that he needed to better understand what parents meant by placing a “moratorium” on new programs before taking any action on the suggestion.\u003c/p>\n\u003cp>\u003cstrong>Update Apr 30\u003c/strong>: After publication of this blog post, Ms. Rocha took issue with some of the quotations of her and contacted KQED requesting several corrections. KQED stands by the original reporting, but we have added the following remarks from Ms. Rocha for context. \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ms. Rocha says that Latino English Learner children have the same capabilities as other children, and that as members of society, it's their right to receive a quality education. She also says that it is important for Latino immigrant parents to get more involved in advocating for their children and for themselves within the school system.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "SFUSD to Offer Transitional Kindergarten at 2 Schools; How to Apply",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/03/school.jpg\">\u003cimg class=\"alignright size-full wp-image-58846\" title=\"school\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/03/school.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>In January \u003ca href=\"http://ww2.kqed.org/news/2012/01/25/san-francisco-schools-wont-offer-transitional-kindergarten-in-2012-13/\">San Francisco Unified School District announced it would not offer transitional kindergarten\u003c/a> due to the fiscal uncertainty caused by Gov. Brown's budget proposal to eliminate funding for the new grade, intended for students too young to be in traditional kindergarten but too old for pre-school.\u003c/p>\n\u003cp>Yesterday, however, SFUSD changed course and announced it will offer transitional kindergarten at two schools: \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/burnett-early-education-school.html\">Havard Early Education School\u003c/a> in the Bayview and \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/2115.html\">McLaren Early Education School\u003c/a> in Visitacion Valley.\u003c/p>\n\u003cp>SFUSD spokesperson Gentle Blythe told KQED education reporter Ana Tintocalis that this backup plan had always been in the works.\u003c/p>\n\u003cp>\"What we realized even then was that this not only creates a lot of uncertainty for our district, but for our parents, so we decided regardless of what the state does ultimately for next year with transitional kindergarten, we'd go ahead and offer these two sites for families so they could have a clear understanding of what they could depend on for next year.\" \u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/news/2012/03/08/san-francisco-to-offer-transitional-kindegarten-at-two-schools/#info\">\u003cstrong>How to apply for transitional kindergarten in San Francisco\u003c/strong>\u003c/a>\u003c/aside>\n\u003cp>Blythe said the Visitacion Valley and Bayview schools were chosen because both sites have a capacity to grow, and because they're located in areas where the city's lowest-income families live. She said the two sites together can accomodate over a hundred students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We're prepared to open another site if demand exceeds that,\" Blythe said.\u003c/p>\n\u003cp>Doug Provencio of San Francisco, who is parent to a November-born four-year-old, told Tintocalis that he feels lucky to have placed his daughter in a pre-school program though his employer, as he does not feel the new plan for limited trans-K classes will be sufficient.\u003c/p>\n\u003cp>\"Almost everybody else is not going to be that lucky and I don’t know how they're going to fit 400 kids into what right now is 40-80 spots,\" he said. \"That group of kids who are born in the month my daughter was were sacrificed.\u003c/p>\n\u003cp>\"I think it would be better if they'd stuck with their original plan, which is offering classes at the regular elementary schools. The district does not seem to have planned this out very well. The state legislator who offered the bill in the first place does not seem to have really planned for what would happen if there were doubts about the funding. The governor hasn't done a good job with this. What they really need is pre-school for every kid in California, so this wouldn't be an issue.\"\u003c/p>\n\u003cp>In January, I talked to Ana Tintocalis about the \u003ca href=\"http://ww2.kqed.org/news/2012/01/11/education-and-the-budget-governor-proposes-axing-transitional-kindergarten-and-a-radical-redistribution-plan/\">effect of Gov. Brown's budget proposal on education\u003c/a>. Here's what she said about the potential end of the state's transitional kindergarten program, legislation that was sponsored by State Senator Joe Simitian (D - Palo Alto) and signed by Gov.Schwarzenegger in 2010:\u003c/p>\n\u003cblockquote>\u003cp>The governor estimates $225 million a year would be saved by eliminating transitional kindergarten. Currently, there's a state law that requires school districts to start phasing transitional kindergarten in over a three-year period. Many people call this a two-year kindergarten program.\u003c/p>\n\u003cp>The program came out of the current thinking among education reformers that you need to really look at the early grades, the building blocks of learning, to figure out what students really need. Thus, a really high-quality kindergarten program is important.\u003c/p>\n\u003cp>Transitional kindergarten is essentially a new grade, created for students too young to be in traditional kindergarten but too old to be in pre-school. Students who turn five years old by Sept 1 in any school year qualify to enroll in these transitional classes. The recommendation is that kids who qualify should go, though it isn't required.\u003c/p>\n\u003cp>But now the governor is calling for, basically, the revocation of this state law. A lot of districts are already piloting these programs, and now they're being told they won't have the money to keep those classes intact if Brown's proposal goes through. And a number of districts, including Sacramento, San Francisco and Oakland have already rolled out these classes as part of a pilot program.\u003c/p>\n\u003cp>For many parents who don't quality for a state pre-school program or don't have the money for private school, that will be a hardship.\n\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca name=\"info\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/enroll-for-next-year/overview/frequently-asked-questions.html#transitional-kindergarten\">Information on the application process for transitional kindergarten\u003c/a>, from SFUSD's web site: \u003c/p>\n\u003cblockquote>\n\u003cp>At this time the SFUSD Educational Placement Center is accepting applications from parents who wish to enroll their child in a TK program at these two sites. SFUSD will guarantee a TK placement at one of these two schools. If these schools become fully enrolled, SFUSD will offer every eligible student a TK placement at another SFUSD Early Education school.\u003c/p>\n\u003cp>Next Steps for Parents interested in TK at Havard or McLaren Early Education schools:\u003c/p>\n\u003cp>If you have already submitted an enrollment application for Transitional Kindergarten and would like to enroll your child in TK at an Early Education school, please indicate on the supplemental Early Education School TK Enrollment form your order of preference for Havard and McLaren Early Education school.\u003c/p>\n\u003cp>If you have not already submitted an enrollment application and you would like to enroll in Transitional Kindergarten at an Early Education school, please submit the regular Kindergarten enrollment form and the supplemental Early Education School TK Enrollment form stating your order of preference for Havard and McLaren Early Education schools.\u003c/p>\n\u003cp>Please submit your application for TK by May 25, 2012. Notification of assignment will be mailed out to families by June 1, 2012.\u003c/p>\n\u003cp>More info for families who want to send their kids to transitional kindergarten:\u003c/p>\n\u003cp>How do I hold a spot for my child in TK at Havard and/or McLaren Early Education schools?\u003c/p>\n\u003cp>At this time the SFUSD Educational Placement Center is accepting applications from parents who wish to enroll their child in a TK program Havard or McLaren. Families should complete both the general enrollment application and the TK supplemental form.\u003c/p>\n\u003cp>What if more families want to go to Havard or McLaren for TK than there are spaces available?\u003c/p>\n\u003cp>Havard and McLaren Early Education Schools have room to grow. If there are more requests for a site than spaces available, the SFUSD Kindergarten tie-breakers will be used to determine placement. If more families request TK than there are spaces available at both sites, then another site may be identified.\u003c/p>\n\u003cp>SFUSD also says it will \"notify any parent who has requested a TK slot to determine whether or not they wish to enroll in TK at Havard or McLaren Early Education schools.\"\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/03/school.jpg\">\u003cimg class=\"alignright size-full wp-image-58846\" title=\"school\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/03/school.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>In January \u003ca href=\"http://ww2.kqed.org/news/2012/01/25/san-francisco-schools-wont-offer-transitional-kindergarten-in-2012-13/\">San Francisco Unified School District announced it would not offer transitional kindergarten\u003c/a> due to the fiscal uncertainty caused by Gov. Brown's budget proposal to eliminate funding for the new grade, intended for students too young to be in traditional kindergarten but too old for pre-school.\u003c/p>\n\u003cp>Yesterday, however, SFUSD changed course and announced it will offer transitional kindergarten at two schools: \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/burnett-early-education-school.html\">Havard Early Education School\u003c/a> in the Bayview and \u003ca href=\"http://www.sfusd.edu/en/schools/school-information/2115.html\">McLaren Early Education School\u003c/a> in Visitacion Valley.\u003c/p>\n\u003cp>SFUSD spokesperson Gentle Blythe told KQED education reporter Ana Tintocalis that this backup plan had always been in the works.\u003c/p>\n\u003cp>\"What we realized even then was that this not only creates a lot of uncertainty for our district, but for our parents, so we decided regardless of what the state does ultimately for next year with transitional kindergarten, we'd go ahead and offer these two sites for families so they could have a clear understanding of what they could depend on for next year.\" \u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003ca href=\"http://ww2.kqed.org/news/2012/03/08/san-francisco-to-offer-transitional-kindegarten-at-two-schools/#info\">\u003cstrong>How to apply for transitional kindergarten in San Francisco\u003c/strong>\u003c/a>\u003c/aside>\n\u003cp>Blythe said the Visitacion Valley and Bayview schools were chosen because both sites have a capacity to grow, and because they're located in areas where the city's lowest-income families live. She said the two sites together can accomodate over a hundred students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We're prepared to open another site if demand exceeds that,\" Blythe said.\u003c/p>\n\u003cp>Doug Provencio of San Francisco, who is parent to a November-born four-year-old, told Tintocalis that he feels lucky to have placed his daughter in a pre-school program though his employer, as he does not feel the new plan for limited trans-K classes will be sufficient.\u003c/p>\n\u003cp>\"Almost everybody else is not going to be that lucky and I don’t know how they're going to fit 400 kids into what right now is 40-80 spots,\" he said. \"That group of kids who are born in the month my daughter was were sacrificed.\u003c/p>\n\u003cp>\"I think it would be better if they'd stuck with their original plan, which is offering classes at the regular elementary schools. The district does not seem to have planned this out very well. The state legislator who offered the bill in the first place does not seem to have really planned for what would happen if there were doubts about the funding. The governor hasn't done a good job with this. What they really need is pre-school for every kid in California, so this wouldn't be an issue.\"\u003c/p>\n\u003cp>In January, I talked to Ana Tintocalis about the \u003ca href=\"http://ww2.kqed.org/news/2012/01/11/education-and-the-budget-governor-proposes-axing-transitional-kindergarten-and-a-radical-redistribution-plan/\">effect of Gov. Brown's budget proposal on education\u003c/a>. Here's what she said about the potential end of the state's transitional kindergarten program, legislation that was sponsored by State Senator Joe Simitian (D - Palo Alto) and signed by Gov.Schwarzenegger in 2010:\u003c/p>\n\u003cblockquote>\u003cp>The governor estimates $225 million a year would be saved by eliminating transitional kindergarten. Currently, there's a state law that requires school districts to start phasing transitional kindergarten in over a three-year period. Many people call this a two-year kindergarten program.\u003c/p>\n\u003cp>The program came out of the current thinking among education reformers that you need to really look at the early grades, the building blocks of learning, to figure out what students really need. Thus, a really high-quality kindergarten program is important.\u003c/p>\n\u003cp>Transitional kindergarten is essentially a new grade, created for students too young to be in traditional kindergarten but too old to be in pre-school. Students who turn five years old by Sept 1 in any school year qualify to enroll in these transitional classes. The recommendation is that kids who qualify should go, though it isn't required.\u003c/p>\n\u003cp>But now the governor is calling for, basically, the revocation of this state law. A lot of districts are already piloting these programs, and now they're being told they won't have the money to keep those classes intact if Brown's proposal goes through. And a number of districts, including Sacramento, San Francisco and Oakland have already rolled out these classes as part of a pilot program.\u003c/p>\n\u003cp>For many parents who don't quality for a state pre-school program or don't have the money for private school, that will be a hardship.\n\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca name=\"info\">\u003cbr>\n\u003c/a>\u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/enroll-for-next-year/overview/frequently-asked-questions.html#transitional-kindergarten\">Information on the application process for transitional kindergarten\u003c/a>, from SFUSD's web site: \u003c/p>\n\u003cblockquote>\n\u003cp>At this time the SFUSD Educational Placement Center is accepting applications from parents who wish to enroll their child in a TK program at these two sites. SFUSD will guarantee a TK placement at one of these two schools. If these schools become fully enrolled, SFUSD will offer every eligible student a TK placement at another SFUSD Early Education school.\u003c/p>\n\u003cp>Next Steps for Parents interested in TK at Havard or McLaren Early Education schools:\u003c/p>\n\u003cp>If you have already submitted an enrollment application for Transitional Kindergarten and would like to enroll your child in TK at an Early Education school, please indicate on the supplemental Early Education School TK Enrollment form your order of preference for Havard and McLaren Early Education school.\u003c/p>\n\u003cp>If you have not already submitted an enrollment application and you would like to enroll in Transitional Kindergarten at an Early Education school, please submit the regular Kindergarten enrollment form and the supplemental Early Education School TK Enrollment form stating your order of preference for Havard and McLaren Early Education schools.\u003c/p>\n\u003cp>Please submit your application for TK by May 25, 2012. Notification of assignment will be mailed out to families by June 1, 2012.\u003c/p>\n\u003cp>More info for families who want to send their kids to transitional kindergarten:\u003c/p>\n\u003cp>How do I hold a spot for my child in TK at Havard and/or McLaren Early Education schools?\u003c/p>\n\u003cp>At this time the SFUSD Educational Placement Center is accepting applications from parents who wish to enroll their child in a TK program Havard or McLaren. Families should complete both the general enrollment application and the TK supplemental form.\u003c/p>\n\u003cp>What if more families want to go to Havard or McLaren for TK than there are spaces available?\u003c/p>\n\u003cp>Havard and McLaren Early Education Schools have room to grow. If there are more requests for a site than spaces available, the SFUSD Kindergarten tie-breakers will be used to determine placement. If more families request TK than there are spaces available at both sites, then another site may be identified.\u003c/p>\n\u003cp>SFUSD also says it will \"notify any parent who has requested a TK slot to determine whether or not they wish to enroll in TK at Havard or McLaren Early Education schools.\"\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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