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"disqusTitle": "Suspensions of Black Students on the Increase in San Francisco",
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"content": "\u003cp>The suspension rate of black students in the San Francisco Unified School District increased last year during the fall semester for the first time since the district began a \u003ca href=\"http://www.sfusd.edu/en/programs-and-services/restorative-practices.html\">restorative practices program\u003c/a> and adopted a \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2014-news-archive/02/board-establishes-policy-to-further-improve-school-climate-and-reduce-school-suspensions.html\">policy\u003c/a> to curb school suspensions.\u003c/p>\n\u003cp>Black students constituted \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/about-SFUSD/files/sfusd-facts-at-a-glance.pdf\">only 7 percent\u003c/a> of the student population last year, yet they accounted for nearly 44 percent of all suspensions in the fall semester, according to \u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/11/SFUSD-Suspension-Data-Analysis-Town-Hall.pdf\">data from SFUSD's intervention tracking system.\u003c/a>\u003c/p>\n\u003cp>SFUSD adopted the \u003ca href=\"http://blogs.kqed.org/americangraduate/2014/02/07/s-f-gate-s-f-schools-move-away-from-suspensions/\">\u003cspan style=\"font-weight: 400\">Safe and Supportive Schools Policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> three years ago to put an emphasis on less punitive and more restorative disciplinary practices that provide encouragement for positive behavior. It was slated to be fully implemented by this school year, but SFUSD did not meet this goal.\u003c/span>\u003c/p>\n\u003cp>[contextly_sidebar id=\"wfCGirsXEv8KzMydlpTgZWkyf1egKZ1M\"]\u003c/p>\n\u003cp>SFUSD officials had not commented on the report or the policy's implementation status by the time of publication.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Although, especially here in San Francisco, the black student population is actually very low, black students are still highly disproportionately targeted in suspensions than anyone else,” said Neva Walker, executive director of \u003ca href=\"https://colemanadvocates.org\">\u003cspan style=\"font-weight: 400\">Coleman Advocates for Children and Youth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that advocates for equitable public schools. \u003c/span>\u003c/p>\n\u003cp>Although suspensions went up for students overall in the first semester of 2016 versus 2015, SFUSD’s data reveal black students continue to be the most impacted. Black students experienced an increase of 13 percent for suspensions in that time span, even though their enrollment numbers dropped by 10 percent.\u003c/p>\n\u003cfigure id=\"attachment_11626364\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11626364\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">More than 80 attendees, mostly youth, pack into the cafeteria at the June Jordan School for Equity for a town hall about youth leadership in San Francisco on Oct. 25, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 80 people, mostly students from a variety of youth organizations, gathered last week for a town hall to rally youth leadership and discuss the recent data.\u003c/p>\n\u003cp>The host of the event, Coleman Advocates, encourages youth to organize efforts to achieve equitable public schools and disciplinary practices. The organization, along with 30 partners, launched the Solutions Not Suspensions movement that eventually spearheaded the district’s adoption of the policy in 2014.\u003c/p>\n\u003cp>“For true change to happen, it has to be you leading us, and us supporting you along the way,” Walker told the students at the meeting. “It’s going to be interesting to see how you all stand and where we go.”\u003c/p>\n\u003cfigure id=\"attachment_11626371\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11626371\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student vote reveals that one of the issues that concerns them the most is that “schools are too racially segregated” in San Francisco. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Disproportionate Punishment\u003c/h2>\n\u003cp>SFUSD saw an initial decline in the number of suspensions overall, and specifically for black students, since adopting the policy in 2014. Fall 2016 is the first fall semester since 2012 that the district has seen an increase in suspensions of black students.\u003c/p>\n\u003cp>Kevine Boggess, director of policy at Coleman Advocates, said the policy has been only partially implemented at some schools, so they are continuing to push for full implementation to truly shift the dynamic toward making the SFUSD a “community school district.”\u003c/p>\n\u003cp>“Our assessment is that the school community as a whole wasn’t united enough, and there wasn’t enough communication and understanding and dialogue, to really successfully transform the institution of the school district,” Boggess said.\u003c/p>\n\u003cfigure id=\"attachment_11626374\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11626374 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Youth sign in at a town hall at the June Jordan School for Equity on Oct. 25, 2017, and receive information about Coleman Advocates in San Francisco. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Leaders also presented data at the town hall meeting that revealed the number of disciplinary referrals for all students has increased every year since 2013-14, since the new policy has been gradually rolled out. Again, black students are disproportionately affected by this disciplinary practice.\u003c/p>\n\u003cp>In the fall 2016 semester, 4,565 referrals were given to black students. That is more than the total number of black students that attended SFUSD that year.\u003c/p>\n\u003cp>The most common reason cited for referral was disruption, but Walker suggested this is cause for concern. “Disruption can mean dropping a pen. Disruption can mean you ask the question at the wrong time,” she said.\u003c/p>\n\u003cp>Black students also made up more than half of on-campus arrests last fall -- 20 total -- while Latinos were the second-highest ethnicity category, totaling seven arrests.\u003c/p>\n\u003cfigure id=\"attachment_11626369\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11626369\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kevine Boggess, director of policy at Coleman Advocates, sits in front of a mural at the organization’s building in San Francisco on Oct. 19, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Not Only Here\u003c/h2>\n\u003cp>This is not an issue unique to San Francisco public schools. The ACLU found in a \u003ca href=\"https://www.aclu-mo.org/files/2515/0731/5330/ACLU_MO_STPP_Report_for_web.pdf\">\u003cspan style=\"font-weight: 400\">September 2017 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that black students in Missouri are punished in schools at far higher rates than white students.\u003c/span>\u003c/p>\n\u003cp>According to Boggess, youth leadership is key to addressing this, and it starts with making students feel like they matter.\u003c/p>\n\u003cp>“I would say that most students, and I would even say a lot of parents, don’t feel that their voice is heard,” Boggess said. “They feel forgotten and neglected a lot of times in schools because there’s such big communities it sometimes feels like people fall through the cracks.”\u003c/p>\n\u003cp>Coleman Advocates has two programs, “Youth Making a Change” and “Parents Making a Change,” which were developed to organize low-income parents and students of color around advocacy causes. The group hopes to plan more events throughout the year like the town hall to build engagement between youth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I don’t like to go off of that notion that youth are the future, because youth are the present,” said Violet Vasquez, representative of \u003ca href=\"http://5elementssf.org\">5 Elements\u003c/a>, speaking at the town hall. “We have the loudest voice, we have the most energy, we have the brightest spirits.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The suspension rate of black students in the San Francisco Unified School District increased last year during the fall semester for the first time since the district began a \u003ca href=\"http://www.sfusd.edu/en/programs-and-services/restorative-practices.html\">restorative practices program\u003c/a> and adopted a \u003ca href=\"http://www.sfusd.edu/en/news/current-news/2014-news-archive/02/board-establishes-policy-to-further-improve-school-climate-and-reduce-school-suspensions.html\">policy\u003c/a> to curb school suspensions.\u003c/p>\n\u003cp>Black students constituted \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/about-SFUSD/files/sfusd-facts-at-a-glance.pdf\">only 7 percent\u003c/a> of the student population last year, yet they accounted for nearly 44 percent of all suspensions in the fall semester, according to \u003ca href=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/11/SFUSD-Suspension-Data-Analysis-Town-Hall.pdf\">data from SFUSD's intervention tracking system.\u003c/a>\u003c/p>\n\u003cp>SFUSD adopted the \u003ca href=\"http://blogs.kqed.org/americangraduate/2014/02/07/s-f-gate-s-f-schools-move-away-from-suspensions/\">\u003cspan style=\"font-weight: 400\">Safe and Supportive Schools Policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> three years ago to put an emphasis on less punitive and more restorative disciplinary practices that provide encouragement for positive behavior. It was slated to be fully implemented by this school year, but SFUSD did not meet this goal.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>SFUSD officials had not commented on the report or the policy's implementation status by the time of publication.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Although, especially here in San Francisco, the black student population is actually very low, black students are still highly disproportionately targeted in suspensions than anyone else,” said Neva Walker, executive director of \u003ca href=\"https://colemanadvocates.org\">\u003cspan style=\"font-weight: 400\">Coleman Advocates for Children and Youth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that advocates for equitable public schools. \u003c/span>\u003c/p>\n\u003cp>Although suspensions went up for students overall in the first semester of 2016 versus 2015, SFUSD’s data reveal black students continue to be the most impacted. Black students experienced an increase of 13 percent for suspensions in that time span, even though their enrollment numbers dropped by 10 percent.\u003c/p>\n\u003cfigure id=\"attachment_11626364\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11626364\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27754_IMG_9534-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">More than 80 attendees, mostly youth, pack into the cafeteria at the June Jordan School for Equity for a town hall about youth leadership in San Francisco on Oct. 25, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>More than 80 people, mostly students from a variety of youth organizations, gathered last week for a town hall to rally youth leadership and discuss the recent data.\u003c/p>\n\u003cp>The host of the event, Coleman Advocates, encourages youth to organize efforts to achieve equitable public schools and disciplinary practices. The organization, along with 30 partners, launched the Solutions Not Suspensions movement that eventually spearheaded the district’s adoption of the policy in 2014.\u003c/p>\n\u003cp>“For true change to happen, it has to be you leading us, and us supporting you along the way,” Walker told the students at the meeting. “It’s going to be interesting to see how you all stand and where we go.”\u003c/p>\n\u003cfigure id=\"attachment_11626371\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11626371\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27755_IMG_9517-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student vote reveals that one of the issues that concerns them the most is that “schools are too racially segregated” in San Francisco. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Disproportionate Punishment\u003c/h2>\n\u003cp>SFUSD saw an initial decline in the number of suspensions overall, and specifically for black students, since adopting the policy in 2014. Fall 2016 is the first fall semester since 2012 that the district has seen an increase in suspensions of black students.\u003c/p>\n\u003cp>Kevine Boggess, director of policy at Coleman Advocates, said the policy has been only partially implemented at some schools, so they are continuing to push for full implementation to truly shift the dynamic toward making the SFUSD a “community school district.”\u003c/p>\n\u003cp>“Our assessment is that the school community as a whole wasn’t united enough, and there wasn’t enough communication and understanding and dialogue, to really successfully transform the institution of the school district,” Boggess said.\u003c/p>\n\u003cfigure id=\"attachment_11626374\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11626374 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27753_IMG_9523-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Youth sign in at a town hall at the June Jordan School for Equity on Oct. 25, 2017, and receive information about Coleman Advocates in San Francisco. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Leaders also presented data at the town hall meeting that revealed the number of disciplinary referrals for all students has increased every year since 2013-14, since the new policy has been gradually rolled out. Again, black students are disproportionately affected by this disciplinary practice.\u003c/p>\n\u003cp>In the fall 2016 semester, 4,565 referrals were given to black students. That is more than the total number of black students that attended SFUSD that year.\u003c/p>\n\u003cp>The most common reason cited for referral was disruption, but Walker suggested this is cause for concern. “Disruption can mean dropping a pen. Disruption can mean you ask the question at the wrong time,” she said.\u003c/p>\n\u003cp>Black students also made up more than half of on-campus arrests last fall -- 20 total -- while Latinos were the second-highest ethnicity category, totaling seven arrests.\u003c/p>\n\u003cfigure id=\"attachment_11626369\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11626369\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27756_IMG_9506-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kevine Boggess, director of policy at Coleman Advocates, sits in front of a mural at the organization’s building in San Francisco on Oct. 19, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>Not Only Here\u003c/h2>\n\u003cp>This is not an issue unique to San Francisco public schools. The ACLU found in a \u003ca href=\"https://www.aclu-mo.org/files/2515/0731/5330/ACLU_MO_STPP_Report_for_web.pdf\">\u003cspan style=\"font-weight: 400\">September 2017 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that black students in Missouri are punished in schools at far higher rates than white students.\u003c/span>\u003c/p>\n\u003cp>According to Boggess, youth leadership is key to addressing this, and it starts with making students feel like they matter.\u003c/p>\n\u003cp>“I would say that most students, and I would even say a lot of parents, don’t feel that their voice is heard,” Boggess said. “They feel forgotten and neglected a lot of times in schools because there’s such big communities it sometimes feels like people fall through the cracks.”\u003c/p>\n\u003cp>Coleman Advocates has two programs, “Youth Making a Change” and “Parents Making a Change,” which were developed to organize low-income parents and students of color around advocacy causes. The group hopes to plan more events throughout the year like the town hall to build engagement between youth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I don’t like to go off of that notion that youth are the future, because youth are the present,” said Violet Vasquez, representative of \u003ca href=\"http://5elementssf.org\">5 Elements\u003c/a>, speaking at the town hall. “We have the loudest voice, we have the most energy, we have the brightest spirits.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Later Start to the Schoolday? Why California Could Delay the Bell",
"title": "A Later Start to the Schoolday? Why California Could Delay the Bell",
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"content": "\u003cp>Coaxing groggy teenagers out of bed and onto an early morning school bus is a challenge for many parents.\u003c/p>\n\u003cp>Democratic state Sen. Anthony Portantino of La Cañada Flintridge says you can count him among them.\u003c/p>\n\u003cp>He’s struggled to get his own sleepy teenage daughter up and out the door on schooldays, and now he’s carrying \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB328\">Senate Bill 328\u003c/a>, which would make California the first state in the nation to prohibit public middle and high schools from starting first period any earlier than 8:30 a.m.\u003c/p>\n\u003cp>“If we want healthy kids and healthy schools, we should have a healthy start time based on science, biology and results,” Portantino said.\u003c/p>\n\u003cp>\u003ca href=\"http://nahic.ucsf.edu/wp-content/uploads/2014/08/Sleep-Brief-FINAL.pdf\">Research\u003c/a> shows two-thirds of adolescents aren’t getting enough sleep and that the consequences are far-reaching. The onset of puberty triggers changes in the body’s circadian rhythms, and the result, notes the National Sleep Foundation, is that the typical high schooler’s natural time to fall asleep shifts to 11 p.m. or later. Sleepy teens are more likely to slip into depression or use drugs and less likely to graduate from high school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there’s disagreement on the best way to address the problem.\u003c/p>\n\u003cp>Some observers say parents need to buckle down and impose stricter bedtimes, while others, like the \u003ca href=\"https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/let-them-sleep-aap-recommends-delaying-start-times-of-middle-and-high-schools-to-combat-teen-sleep-deprivation.aspx\">American Academy of Pediatrics\u003c/a>, point to a “substantial body of research” showing that later school start times alone can reverse the negative effects of sleep deprivation among teens.\u003c/p>\n\u003cp>Currently, California schools are free to begin the schoolday whenever they’d like, and only one in five middle and high schools start as late as Portantino’s bill would require. Many also host sports practices and offer “zero period” classes before the schoolday technically begins, although the bill would not prohibit these early options.\u003c/p>\n\u003cp>Opponents such as the California School Boards Association say SB 328 would wreak havoc on working parents’ schedules and cause districts’ transportation costs to skyrocket.\u003c/p>\n\u003cp>Still, Portantino says he’s siding with science and calls the proposal a response to a “public health crisis” that California shouldn’t ignore.\u003c/p>\n\u003cp>“Schools can’t use ceiling tiles with asbestos because we know it causes cancer. They can’t put lead paint on the walls because we know it causes brain damage. And we shouldn’t let them start school so early when we know it leaves our children sleep-deprived,” Portantino said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"wvOJgWaMZ4fXUuRAox6qI0FF98VuBJvW\"]\u003c/p>\n\u003cp>The value of a good night’s sleep isn’t in dispute, said Nancy Chaires Espinoza, a lobbyist for the California School Boards Association, the measure’s biggest critic.\u003c/p>\n\u003cp>“We recognize the importance of sleep. Of course we do. And we don’t oppose later school start times,” Chaires Espinoza said. “We oppose this bill because we don’t think a one-size-fits-all approach will result in kids getting any more rest.”\u003c/p>\n\u003cp>Chaires Espinoza predicts that most parents won’t be able to modify their work schedules to accommodate the policy change and that they’ll wind up dropping off their children around the same time they do now, regardless of whether school is in session.\u003c/p>\n\u003cp>The California State PTA, however, supports the bill.\u003c/p>\n\u003cp>Flipping the busing schedule so that young children who naturally shoot up out of bed early get driven to school first isn’t cost prohibitive, but it wouldn’t work either, she said. That would require sending kids to elementary school in the dark for part of the year—something parents oppose.\u003c/p>\n\u003cp>She also rejected the applicability of \u003ca href=\"https://www.spps.org/cms/lib/MN01910242/Centricity/Domain/6207/final_version_3-11-14_start_time_report.pdf\">research\u003c/a> frequently cited by Portantino as proof of his proposal’s value, noting that the 2014 study, authored by University of Minnesota researcher Kyla Wahlstrom, wasn’t conducted in California.\u003c/p>\n\u003cp>The study tracked 9,000 students attending eight public high schools in three states and found that when schools start later than 8:30 am, more than 60 percent of students are able to get at least eight hours of sleep. Those students report fewer signs of depression, less caffeine use, better grades, higher standardized test scores and fewer absences.\u003c/p>\n\u003cp>And when schools shifted their start times from 7:35 a.m. to 8:55 a.m., the number of car crashes involving teen drivers ages 16 to 18 dropped by 70 percent, the study found.\u003c/p>\n\u003cp>“The health benefits and the reduction in risky behavior are clear,” Wahlstrom said. “Whether the public health arguments outweigh the local control arguments is for the Legislature to decide.”\u003c/p>\n\u003cp>The short-term benefits of later school start times may be well documented, but the long-term benefits are more murky, say Ian Campbell and Irwin Feinberg, University of California at Davis researchers who study adolescent sleep and warn that Portantino’s promises about what the bill can do may not pan out.\u003c/p>\n\u003cp>They pointed to a 2016 \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4712391/\">study\u003c/a> that examined the impact of a New York high school’s delayed start over several years and found that the increases in sleep that students experienced at first dissipated over time as they gradually pushed back their bedtimes. Sleepiness among adolescents may also be a function of biology, they said.\u003c/p>\n\u003cp>“It would be reckless to make such a sweeping change without the evidence to back it up, and we find the evidence in this case to be pretty weak,” said Feinberg, who called the American Academy of Pediatrics’ recommendation “premature.”\u003c/p>\n\u003cp>SB 328 has already cleared the state Senate and will be taken up by the Assembly Appropriations Committee when lawmakers return from summer recess later this month.\u003c/p>\n\u003cp>Gov. Jerry Brown hasn’t commented on the legislation, but given his penchant for local control, some observers say he’s unlikely to support the measure should it reach his desk.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://calmatters.org\">\u003cem>CALmatters.org\u003c/em>\u003c/a>\u003cem> is a nonprofit, nonpartisan media venture explaining California policies and politics.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Coaxing groggy teenagers out of bed and onto an early morning school bus is a challenge for many parents.\u003c/p>\n\u003cp>Democratic state Sen. Anthony Portantino of La Cañada Flintridge says you can count him among them.\u003c/p>\n\u003cp>He’s struggled to get his own sleepy teenage daughter up and out the door on schooldays, and now he’s carrying \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB328\">Senate Bill 328\u003c/a>, which would make California the first state in the nation to prohibit public middle and high schools from starting first period any earlier than 8:30 a.m.\u003c/p>\n\u003cp>“If we want healthy kids and healthy schools, we should have a healthy start time based on science, biology and results,” Portantino said.\u003c/p>\n\u003cp>\u003ca href=\"http://nahic.ucsf.edu/wp-content/uploads/2014/08/Sleep-Brief-FINAL.pdf\">Research\u003c/a> shows two-thirds of adolescents aren’t getting enough sleep and that the consequences are far-reaching. The onset of puberty triggers changes in the body’s circadian rhythms, and the result, notes the National Sleep Foundation, is that the typical high schooler’s natural time to fall asleep shifts to 11 p.m. or later. Sleepy teens are more likely to slip into depression or use drugs and less likely to graduate from high school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But there’s disagreement on the best way to address the problem.\u003c/p>\n\u003cp>Some observers say parents need to buckle down and impose stricter bedtimes, while others, like the \u003ca href=\"https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/let-them-sleep-aap-recommends-delaying-start-times-of-middle-and-high-schools-to-combat-teen-sleep-deprivation.aspx\">American Academy of Pediatrics\u003c/a>, point to a “substantial body of research” showing that later school start times alone can reverse the negative effects of sleep deprivation among teens.\u003c/p>\n\u003cp>Currently, California schools are free to begin the schoolday whenever they’d like, and only one in five middle and high schools start as late as Portantino’s bill would require. Many also host sports practices and offer “zero period” classes before the schoolday technically begins, although the bill would not prohibit these early options.\u003c/p>\n\u003cp>Opponents such as the California School Boards Association say SB 328 would wreak havoc on working parents’ schedules and cause districts’ transportation costs to skyrocket.\u003c/p>\n\u003cp>Still, Portantino says he’s siding with science and calls the proposal a response to a “public health crisis” that California shouldn’t ignore.\u003c/p>\n\u003cp>“Schools can’t use ceiling tiles with asbestos because we know it causes cancer. They can’t put lead paint on the walls because we know it causes brain damage. And we shouldn’t let them start school so early when we know it leaves our children sleep-deprived,” Portantino said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The value of a good night’s sleep isn’t in dispute, said Nancy Chaires Espinoza, a lobbyist for the California School Boards Association, the measure’s biggest critic.\u003c/p>\n\u003cp>“We recognize the importance of sleep. Of course we do. And we don’t oppose later school start times,” Chaires Espinoza said. “We oppose this bill because we don’t think a one-size-fits-all approach will result in kids getting any more rest.”\u003c/p>\n\u003cp>Chaires Espinoza predicts that most parents won’t be able to modify their work schedules to accommodate the policy change and that they’ll wind up dropping off their children around the same time they do now, regardless of whether school is in session.\u003c/p>\n\u003cp>The California State PTA, however, supports the bill.\u003c/p>\n\u003cp>Flipping the busing schedule so that young children who naturally shoot up out of bed early get driven to school first isn’t cost prohibitive, but it wouldn’t work either, she said. That would require sending kids to elementary school in the dark for part of the year—something parents oppose.\u003c/p>\n\u003cp>She also rejected the applicability of \u003ca href=\"https://www.spps.org/cms/lib/MN01910242/Centricity/Domain/6207/final_version_3-11-14_start_time_report.pdf\">research\u003c/a> frequently cited by Portantino as proof of his proposal’s value, noting that the 2014 study, authored by University of Minnesota researcher Kyla Wahlstrom, wasn’t conducted in California.\u003c/p>\n\u003cp>The study tracked 9,000 students attending eight public high schools in three states and found that when schools start later than 8:30 am, more than 60 percent of students are able to get at least eight hours of sleep. Those students report fewer signs of depression, less caffeine use, better grades, higher standardized test scores and fewer absences.\u003c/p>\n\u003cp>And when schools shifted their start times from 7:35 a.m. to 8:55 a.m., the number of car crashes involving teen drivers ages 16 to 18 dropped by 70 percent, the study found.\u003c/p>\n\u003cp>“The health benefits and the reduction in risky behavior are clear,” Wahlstrom said. “Whether the public health arguments outweigh the local control arguments is for the Legislature to decide.”\u003c/p>\n\u003cp>The short-term benefits of later school start times may be well documented, but the long-term benefits are more murky, say Ian Campbell and Irwin Feinberg, University of California at Davis researchers who study adolescent sleep and warn that Portantino’s promises about what the bill can do may not pan out.\u003c/p>\n\u003cp>They pointed to a 2016 \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4712391/\">study\u003c/a> that examined the impact of a New York high school’s delayed start over several years and found that the increases in sleep that students experienced at first dissipated over time as they gradually pushed back their bedtimes. Sleepiness among adolescents may also be a function of biology, they said.\u003c/p>\n\u003cp>“It would be reckless to make such a sweeping change without the evidence to back it up, and we find the evidence in this case to be pretty weak,” said Feinberg, who called the American Academy of Pediatrics’ recommendation “premature.”\u003c/p>\n\u003cp>SB 328 has already cleared the state Senate and will be taken up by the Assembly Appropriations Committee when lawmakers return from summer recess later this month.\u003c/p>\n\u003cp>Gov. Jerry Brown hasn’t commented on the legislation, but given his penchant for local control, some observers say he’s unlikely to support the measure should it reach his desk.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://calmatters.org\">\u003cem>CALmatters.org\u003c/em>\u003c/a>\u003cem> is a nonprofit, nonpartisan media venture explaining California policies and politics.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "For Some Students, Getting an Education Means Crossing the Border",
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"content": "\u003cp>The land border crossing between Tijuana and San Ysidro is one of the busiest in the world. Every day 25,000 people cross the border on foot. Among the crowd are students whose families live in Tijuana. Each morning their families commute many hours to bring the children to school in the U.S.\u003c/p>\n\u003cp>Juan and his mom, Maria, wake up at 5:30 a.m. each day to make the trek from their home in Tijuana to Juan's high school in San Ysidro. Some mornings, crossing the border can take up to an hour and half.\u003c/p>\n\u003cp>\"It's been kind of, it's been a lot,\" Juan says. \"Every day crossing it's like, the time management, it's finishing homework on time. It's a lot.\"\u003c/p>\n\u003cp>But Juan's mom says it's worth the sacrifice.\u003c/p>\n\u003cp>\"He has more of a future here in the United States,\" Maria says. \"The school is much better here than in Tijuana. It's a lot of work. A lot for him and for me. We wake up very early, wait in line, but it's worth it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Juan and Maria asked not to be identified by their last name because families caught living outside the district can be fined the cost of their education.\u003c/p>\n\u003cp>Teachers in San Ysidro say as many as 1,000 students cross the border every morning to go to school.\u003c/p>\n\u003cfigure id=\"attachment_11520720\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/borderstudents_001a_custom-487e7833873fc1e0e649bc53281d00355e08e1c0-800x533.jpg\" alt=\"Cars wait in line to cross from Mexico into the United States on May 2 in Tijuana. The U.S. government says approximately 50,000 vehicles cross between Tijuana and San Diego every day.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11520720\">\u003cfigcaption class=\"wp-caption-text\">Cars wait in line to cross from Mexico into the United States on May 2 in Tijuana. The U.S. government says approximately 50,000 vehicles cross between Tijuana and San Diego every day. \u003ccite>(Jonathan Levinson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By 5:30 a.m. on a typical day at the border crossing, a steady stream of cars continues to pull up to the Mexico side of the border and drop off kids. They all make their way through the fence and up the ramp to cross the border into the U.S. to go to school. The kids are of all ages. High school students come in groups of three, four and five, and younger kids walk with their parents.\u003c/p>\n\u003cp>On the other side of the border, some students get on the bus, and others take off on skateboards and bikes.\u003c/p>\n\u003cp>Many of the younger children will walk just a few blocks to Willow Elementary School where Nancy Alvarado has taught 5th grade since 2000.\u003c/p>\n\u003cp>\"In many cases, those are the kids who are here every day with their little backpacks on, their hair done, their breakfast eaten, and they get up at the crack of dawn,\" Alvarado says. \"Any parent who makes that sacrifice obviously wants their children in school.\"\u003c/p>\n\u003cp>Alvarado says there are two primary reasons families move to Tijuana.\u003c/p>\n\u003cp>[contextly_sidebar id=\"mozjCntZO3vRfhKPzzD0wHnFOgIheq0J\"]\u003c/p>\n\u003cp>One is the cost of living in southern California. The San Ysidro School District has a staggering 33 percent student homelessness rate, the highest in the country.\u003c/p>\n\u003cp>In other cases, if parents of kids who are U.S. citizens find themselves forcibly removed from the U.S., many parents still want their children to have a U.S. education.\u003c/p>\n\u003cp>\"We have kids arrive mid-year because someone got deported, and that's every year,\" Alvarado says. \"We have kids who arrive in, like, April.\"\u003c/p>\n\u003cp>She says they ask the students questions like, \" 'Where were you before? Bakersfield. And what brings you here? Ah, my dad was deported.' That's every year.\"\u003c/p>\n\u003cp>All but one of Alvarado's 30 students are Hispanic and many commute from Mexico. She says she can see that her students are visibly stressed by having to cross the border every day, especially now with the heightened rhetoric about illegal immigration.\u003c/p>\n\u003cp>\"They hear the rhetoric of 'build the wall' and imagine the Berlin Wall,\" Alvarado says. \"My kids are very aware of it.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://www.npr.org/player/embed/533118558/533327622\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" title=\"NPR embedded audio player\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Public school budgets are determined by attendance and funded through property taxes. In order to enroll, families must prove residency.\u003c/p>\n\u003cp>No one from the school district responded to a request for comment on whether families or kids traveling daily from Tijuana were skirting the rules. But Jason Wells, the executive director of the San Ysidro Chamber of Commerce says the community has faith in its system.\u003c/p>\n\u003cp>\"As a community we trust in our school district and what they do as far as their handling of residency confirmation,\" Wells says. \"I wouldn't say that the community sees children coming from Mexico as a tax burden. This community is very supportive of people regardless of their immigration status.\"\u003c/p>\n\u003cp>When Maria registered Juan for school last year, the two still lived in the district.\u003c/p>\n\u003cp>\"We lived here in San Diego, but here the rent is very expensive,\" she says. \"So, I decided to go to Tijuana.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"3CI1FiF104s2AbDuX8p4RO0SUKuRLpUz\"]\u003c/p>\n\u003cp>But before next school year, they will have to find another way to prove residency.\u003c/p>\n\u003cp>\"I'm scared. Next year, they'll ask for a lot of papers,\" Maria says. \"I'll ask for an address from one of my family members. I'll ask for a favor and maybe he'll stay here with them. It will be harder for me because we're used to being together, but, well, he has to.\"\u003c/p>\n\u003cp>Alvarado is quick to point out that most of the families who cross the border would likely be homeless if they stayed in San Ysidro, and wouldn't be paying property taxes anyway.\u003c/p>\n\u003cp>\"Those kids are American citizens,\" she says. \"They have a right to live here. That they don't live here now doesn't mean they won't live here someday.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With that being the case, she says it's in the community's and the country's best interest to see that these students get an education. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Some+Students%2C+Getting+An+Education+Means+Crossing+The+Border&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Hundreds of kids are U.S. citizens, but live in Mexico. Every day they walk across the border to go to school in California.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The land border crossing between Tijuana and San Ysidro is one of the busiest in the world. Every day 25,000 people cross the border on foot. Among the crowd are students whose families live in Tijuana. Each morning their families commute many hours to bring the children to school in the U.S.\u003c/p>\n\u003cp>Juan and his mom, Maria, wake up at 5:30 a.m. each day to make the trek from their home in Tijuana to Juan's high school in San Ysidro. Some mornings, crossing the border can take up to an hour and half.\u003c/p>\n\u003cp>\"It's been kind of, it's been a lot,\" Juan says. \"Every day crossing it's like, the time management, it's finishing homework on time. It's a lot.\"\u003c/p>\n\u003cp>But Juan's mom says it's worth the sacrifice.\u003c/p>\n\u003cp>\"He has more of a future here in the United States,\" Maria says. \"The school is much better here than in Tijuana. It's a lot of work. A lot for him and for me. We wake up very early, wait in line, but it's worth it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Juan and Maria asked not to be identified by their last name because families caught living outside the district can be fined the cost of their education.\u003c/p>\n\u003cp>Teachers in San Ysidro say as many as 1,000 students cross the border every morning to go to school.\u003c/p>\n\u003cfigure id=\"attachment_11520720\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/06/borderstudents_001a_custom-487e7833873fc1e0e649bc53281d00355e08e1c0-800x533.jpg\" alt=\"Cars wait in line to cross from Mexico into the United States on May 2 in Tijuana. The U.S. government says approximately 50,000 vehicles cross between Tijuana and San Diego every day.\" width=\"800\" height=\"533\" class=\"size-medium wp-image-11520720\">\u003cfigcaption class=\"wp-caption-text\">Cars wait in line to cross from Mexico into the United States on May 2 in Tijuana. The U.S. government says approximately 50,000 vehicles cross between Tijuana and San Diego every day. \u003ccite>(Jonathan Levinson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>By 5:30 a.m. on a typical day at the border crossing, a steady stream of cars continues to pull up to the Mexico side of the border and drop off kids. They all make their way through the fence and up the ramp to cross the border into the U.S. to go to school. The kids are of all ages. High school students come in groups of three, four and five, and younger kids walk with their parents.\u003c/p>\n\u003cp>On the other side of the border, some students get on the bus, and others take off on skateboards and bikes.\u003c/p>\n\u003cp>Many of the younger children will walk just a few blocks to Willow Elementary School where Nancy Alvarado has taught 5th grade since 2000.\u003c/p>\n\u003cp>\"In many cases, those are the kids who are here every day with their little backpacks on, their hair done, their breakfast eaten, and they get up at the crack of dawn,\" Alvarado says. \"Any parent who makes that sacrifice obviously wants their children in school.\"\u003c/p>\n\u003cp>Alvarado says there are two primary reasons families move to Tijuana.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One is the cost of living in southern California. The San Ysidro School District has a staggering 33 percent student homelessness rate, the highest in the country.\u003c/p>\n\u003cp>In other cases, if parents of kids who are U.S. citizens find themselves forcibly removed from the U.S., many parents still want their children to have a U.S. education.\u003c/p>\n\u003cp>\"We have kids arrive mid-year because someone got deported, and that's every year,\" Alvarado says. \"We have kids who arrive in, like, April.\"\u003c/p>\n\u003cp>She says they ask the students questions like, \" 'Where were you before? Bakersfield. And what brings you here? Ah, my dad was deported.' That's every year.\"\u003c/p>\n\u003cp>All but one of Alvarado's 30 students are Hispanic and many commute from Mexico. She says she can see that her students are visibly stressed by having to cross the border every day, especially now with the heightened rhetoric about illegal immigration.\u003c/p>\n\u003cp>\"They hear the rhetoric of 'build the wall' and imagine the Berlin Wall,\" Alvarado says. \"My kids are very aware of it.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://www.npr.org/player/embed/533118558/533327622\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" title=\"NPR embedded audio player\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Public school budgets are determined by attendance and funded through property taxes. In order to enroll, families must prove residency.\u003c/p>\n\u003cp>No one from the school district responded to a request for comment on whether families or kids traveling daily from Tijuana were skirting the rules. But Jason Wells, the executive director of the San Ysidro Chamber of Commerce says the community has faith in its system.\u003c/p>\n\u003cp>\"As a community we trust in our school district and what they do as far as their handling of residency confirmation,\" Wells says. \"I wouldn't say that the community sees children coming from Mexico as a tax burden. This community is very supportive of people regardless of their immigration status.\"\u003c/p>\n\u003cp>When Maria registered Juan for school last year, the two still lived in the district.\u003c/p>\n\u003cp>\"We lived here in San Diego, but here the rent is very expensive,\" she says. \"So, I decided to go to Tijuana.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But before next school year, they will have to find another way to prove residency.\u003c/p>\n\u003cp>\"I'm scared. Next year, they'll ask for a lot of papers,\" Maria says. \"I'll ask for an address from one of my family members. I'll ask for a favor and maybe he'll stay here with them. It will be harder for me because we're used to being together, but, well, he has to.\"\u003c/p>\n\u003cp>Alvarado is quick to point out that most of the families who cross the border would likely be homeless if they stayed in San Ysidro, and wouldn't be paying property taxes anyway.\u003c/p>\n\u003cp>\"Those kids are American citizens,\" she says. \"They have a right to live here. That they don't live here now doesn't mean they won't live here someday.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With that being the case, she says it's in the community's and the country's best interest to see that these students get an education. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+Some+Students%2C+Getting+An+Education+Means+Crossing+The+Border&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Holiday Stories, From Some of San Francisco's Youngest Writers",
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"headTitle": "The California Report | KQED News",
"content": "\u003cp>\u003cem>The California Report Magazine is airing some of these stories and poems in collaboration with \u003ca href=\"http://www.826valencia.org.\">826 Valencia\u003c/a>, a nonprofit organization dedicated to supporting under-resourced students with their writing skills and to helping teachers inspire their students to write. You can check out more of these stories at 826's podcast, \u003ca href=\"https://soundcloud.com/826messageinabottle\">Message in a Bottle.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/299236682\" 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\u003ch2>\u003cstrong>Gallo Pinto\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>by Lily, Grade 4, Bessie Carmichael Elementary\u003c/strong>\u003cbr>\nA love poem to rice and beans on Christmas: \"You are amazing because Gallo Pinto, you are my best friend. You taste so good, I want to gobble you up.\"\u003c/p>\n\u003cp style=\"margin: 0in;margin-bottom: .0001pt\">[soundcloud url=\"https://api.soundcloud.com/tracks/298276459\" 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> \u003c/p>\n\u003ch2>\u003cstrong>The Day of Christmas \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>by Jason, Grade 7, Martin Luther King Middle School\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A sibling prank: \"I ran to the tree to open my presents when I saw the big one. I opened it quickly and was shocked to see that it was an empty box full of layers of wrappers. Disappointment flowed through my veins while exploding my mind at the same time. I was so angry that I could have cooked steak on my head.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/295387777\" 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\u003ch2>\u003cstrong>I Love My Tribe\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> by Tina, Grade 12, Downtown High School \u003c/strong>\u003c/p>\n\u003cp>A story about gratitude: \"The weather is cold enough to wear a leather jacket, but it's my community that keeps me warm. Just receiving hugs and even seeing my people, makes me feel like I'm safe.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/291550546\" 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\u003ch2>\u003cstrong>My Secret Santa\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>by Timaureen, Grade 8, KIPP Bayview Academy\u003c/strong>\u003c/p>\n\u003cp>A family's secret Santa game: \"I learned then, that no matter how many things there are in the world, you can have happiness in your family as long as you have love!\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/289066411\" 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\u003ch2>\u003cstrong>My Family's Christmas\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> by Katrina, 7th Grade, Martin Luther King Middle School\u003c/strong>\u003c/p>\n\u003cp>A Christmas memory: \"I ate a gingerbread man which was as good as going to Japan.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/292443709\" 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\u003ch2>\u003cstrong>One Cold, Cloudy Saturday \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>by Annie, 7th grade, Martin Luther King Middle School\u003c/strong>\u003c/p>\n\u003cp>Volunteering at a food bank: \"Even though the sun might not be shining, it doesn't mean it's going to be a sad day. One cold, cloudy Saturday was all it took to make people's day better.\"\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/295387740\" 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\u003ch2>\u003cstrong>El Valor de mi Madre\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> by Natalie, 12th grade, Burton High School\u003c/strong>\u003c/p>\n\u003cp>Gratitude for mom after almost losing her: \"Now that we have our small arguments, I reflect and remember what had happened and just give her a smile in the middle of an argument, and rush to hug her.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/291369496\" 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\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The California Report Magazine is airing some of these stories and poems in collaboration with \u003ca href=\"http://www.826valencia.org.\">826 Valencia\u003c/a>, a nonprofit organization dedicated to supporting under-resourced students with their writing skills and to helping teachers inspire their students to write. You can check out more of these stories at 826's podcast, \u003ca href=\"https://soundcloud.com/826messageinabottle\">Message in a Bottle.\u003c/a>\u003c/em>\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/299236682&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/299236682'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003ch2>\u003cstrong>Gallo Pinto\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>by Lily, Grade 4, Bessie Carmichael Elementary\u003c/strong>\u003cbr>\nA love poem to rice and beans on Christmas: \"You are amazing because Gallo Pinto, you are my best friend. You taste so good, I want to gobble you up.\"\u003c/p>\n\u003cp style=\"margin: 0in;margin-bottom: .0001pt\">\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/298276459&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/298276459'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>\u003cstrong>The Day of Christmas \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>by Jason, Grade 7, Martin Luther King Middle School\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A sibling prank: \"I ran to the tree to open my presents when I saw the big one. I opened it quickly and was shocked to see that it was an empty box full of layers of wrappers. Disappointment flowed through my veins while exploding my mind at the same time. I was so angry that I could have cooked steak on my head.\"\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/295387777&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/295387777'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003ch2>\u003cstrong>I Love My Tribe\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> by Tina, Grade 12, Downtown High School \u003c/strong>\u003c/p>\n\u003cp>A story about gratitude: \"The weather is cold enough to wear a leather jacket, but it's my community that keeps me warm. Just receiving hugs and even seeing my people, makes me feel like I'm safe.\"\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/291550546&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/291550546'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003ch2>\u003cstrong>My Secret Santa\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>by Timaureen, Grade 8, KIPP Bayview Academy\u003c/strong>\u003c/p>\n\u003cp>A family's secret Santa game: \"I learned then, that no matter how many things there are in the world, you can have happiness in your family as long as you have love!\"\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/289066411&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/289066411'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003ch2>\u003cstrong>My Family's Christmas\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> by Katrina, 7th Grade, Martin Luther King Middle School\u003c/strong>\u003c/p>\n\u003cp>A Christmas memory: \"I ate a gingerbread man which was as good as going to Japan.\"\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/292443709&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/292443709'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003ch2>\u003cstrong>One Cold, Cloudy Saturday \u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>by Annie, 7th grade, Martin Luther King Middle School\u003c/strong>\u003c/p>\n\u003cp>Volunteering at a food bank: \"Even though the sun might not be shining, it doesn't mean it's going to be a sad day. One cold, cloudy Saturday was all it took to make people's day better.\"\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/295387740&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/295387740'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003ch2>\u003cstrong>El Valor de mi Madre\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong> by Natalie, 12th grade, Burton High School\u003c/strong>\u003c/p>\n\u003cp>Gratitude for mom after almost losing her: \"Now that we have our small arguments, I reflect and remember what had happened and just give her a smile in the middle of an argument, and rush to hug her.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/291369496&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/291369496'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "After Years of Helping Kids Manage Trauma, One School’s Unique Program Faces Uncertainty",
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"content": "\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre\" target=\"_blank\" rel=\"noopener\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nRoom 30 at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> in Sacramento is decked out with inspirational posters.\u003c/p>\n\u003cp>Board games and art supplies fill the shelves. An exercise treadmill is tucked in one corner. Students use this piece of equipment on a daily basis to manage stress and refocus their energy.\u003c/p>\n\u003cp>Across the room sits school social worker Danielle Martin. She has a stack of student files on her desk this morning and gets ready to make some phone calls to families. But first, she turns on a small device in her cubicle called a “sound screen,” which produces a constant buzz of white noise.\u003c/p>\n\u003cp>“It’s like a little buffer,” Martin says. “A lot of what happens here could be sensitive, but it’s also a private confidential space.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/259701864″ 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>Martin then calls the parents of a young girl who has been getting into fights. Martin says the girl needs help and she wants their permission to get her some group counseling.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oak Ridge is unique in the \u003ca href=\"http://www.scusd.edu/\">Sacramento City Unified School District\u003c/a> because it has a \u003ca href=\"http://www.scusd.edu/student-support-centers\">Student Support Center\u003c/a> on campus with two dedicated professionals. Millions of dollars in federal funding made that possible several years ago. But now, that funding is drying up.\u003c/p>\n\u003cfigure id=\"attachment_10930556\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930556\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg\" alt=\"Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives.\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-400x246.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-1180x725.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-960x590.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">California’s new way of handing out school funding\u003c/a>, Oak Ridge is getting an additional $187,000 this year for its at-risk students — but it’s not enough to cover all the people and programs it has added over the years.\u003c/p>\n\u003cp>The principal is now trying to figure out how to spend that money so that it has the biggest impact.\u003c/p>\n\u003cp>Bethany Coburn, the other school social worker at Oak Ridge, says having a space like Room 30 is critical for high-needs students because it helps them and their families with everything from evictions to domestic violence. As many as 70 students come here every week for special services.\u003c/p>\n\u003cp>“Teachers are dealing with so many things,” Coburn says. “We can take some of that pressure, some of that load off of them, so that teachers can teach and focus on academics.”\u003c/p>\n\u003cp>Coburn, who is also the Student Support Center coordinator, says she and Martin try not to let budget concerns get in the way of their work, because a crisis could come up at any moment.\u003c/p>\n\u003cp>Today is no exception.\u003c/p>\n\u003cfigure id=\"attachment_10930565\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930565\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg\" alt=\"Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students.\" width=\"800\" height=\"503\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-400x251.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-1180x741.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-960x603.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A second-grade boy who is new to the school is brought to Room 30 because he says he’s going to hurt himself. Martin springs into action, but is careful not to overreact. She takes him into her cubicle and begins a casual conversation with the boy, which eventually evolves into a line of questioning as part of a suicide risk assessment.\u003c/p>\n\u003cp>“Ms. Allison told me that you were thinking of possibly hurting yourself,” Martin says to the boy.\u003c/p>\n\u003cp>He confirms what Martin was told, and then urges her not to call his parents because he says there will be consequences if they find out he is in trouble. Martin does her best to settle his fears.\u003c/p>\n\u003cp>“When kids come see me, they’re usually not in trouble. So you are not in trouble with me,” Martin responds sympathetically.\u003c/p>\n\u003cp>The boy lets out a big sigh of relief. Thirty minutes later, Martin and the student come out of her cubicle, and the boy hops on the treadmill to walk it off.\u003c/p>\n\u003cp>This school year, Oak Ridge’s Student Support Center performed four suicide risk assessments on students at the campus. More than 50 assessments have been completed districtwide.\u003c/p>\n\u003cfigure id=\"attachment_10930607\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930607\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg\" alt=\"Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy.\" width=\"800\" height=\"736\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-400x368.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-1180x1086.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-960x884.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coburn and Martin says they’re trying to help little ones understand their emotions before things escalate. Another way is through weekly group counseling sessions.\u003c/p>\n\u003cp>On this day, Coburn brings a small group of first-grade students into Room 30 during lunch, sits them down at a table and reads a book about feelings as they munch on apple slices and crackers.\u003c/p>\n\u003cp>“Can you tell me a time when you felt sad?” Coburn asks the kids.\u003c/p>\n\u003cp>“I feel sad because I get mad. Sad and mad,” responds one of the little girls.\u003c/p>\n\u003cp>“Sometimes those feelings go together, and that’s OK,” Coburn tells her. “The important thing is that we learn to manage those feelings and control them.”\u003c/p>\n\u003cp>Many parents say they appreciate what’s happening in Room 30.\u003c/p>\n\u003cp>Amanda Hawkins pops into the room for a quick visit with her son, Mekhi, who’s in the sixth grade. Earlier this year, Mekhi wasn’t listening in class, and he was talking back and hitting other kids. Now he’s less explosive and more focused.\u003c/p>\n\u003cp>[contextly_sidebar id=”LsEKR6HOfZFBnuSX3qBVEu1KYfm4079p”]\u003c/p>\n\u003cp>“I’m very proud of him for the choices he has made,” Hawkins says. “I just want him to be the person that he is.”\u003c/p>\n\u003cp>This year Oak Ridge did end up using part of its extra state funding to support Room 30 because of its impact on high-needs kids. But next year the money is going to a different position, and so Oak Ridge will have to tap into another stream of federal funding to keep the center alive.\u003c/p>\n\u003cp>“I think the work we do speaks for itself,” Coburn says. “We serve so many students, and I think we’re a valuable asset to the school and the community. I think it would be a shame for it to go away.”\u003c/p>\n\u003cp>\u003cem>This report is the third in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\" rel=\"noopener\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\" rel=\"noopener\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\n",
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"excerpt": "Sacramento's Oak Ridge Elementary created Room 30 to help at-risk kids manage stress and trauma. But the program's financial future is uncertain.\r\n",
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"title": "After Years of Helping Kids Manage Trauma, One School’s Unique Program Faces Uncertainty | KQED",
"description": "Sacramento's Oak Ridge Elementary created Room 30 to help at-risk kids manage stress and trauma. But the program's financial future is uncertain.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre\" target=\"_blank\" rel=\"noopener\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nRoom 30 at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> in Sacramento is decked out with inspirational posters.\u003c/p>\n\u003cp>Board games and art supplies fill the shelves. An exercise treadmill is tucked in one corner. Students use this piece of equipment on a daily basis to manage stress and refocus their energy.\u003c/p>\n\u003cp>Across the room sits school social worker Danielle Martin. She has a stack of student files on her desk this morning and gets ready to make some phone calls to families. But first, she turns on a small device in her cubicle called a “sound screen,” which produces a constant buzz of white noise.\u003c/p>\n\u003cp>“It’s like a little buffer,” Martin says. “A lot of what happens here could be sensitive, but it’s also a private confidential space.”\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/259701864″&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/259701864″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Martin then calls the parents of a young girl who has been getting into fights. Martin says the girl needs help and she wants their permission to get her some group counseling.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oak Ridge is unique in the \u003ca href=\"http://www.scusd.edu/\">Sacramento City Unified School District\u003c/a> because it has a \u003ca href=\"http://www.scusd.edu/student-support-centers\">Student Support Center\u003c/a> on campus with two dedicated professionals. Millions of dollars in federal funding made that possible several years ago. But now, that funding is drying up.\u003c/p>\n\u003cfigure id=\"attachment_10930556\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930556\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg\" alt=\"Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives.\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-400x246.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-1180x725.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-960x590.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">California’s new way of handing out school funding\u003c/a>, Oak Ridge is getting an additional $187,000 this year for its at-risk students — but it’s not enough to cover all the people and programs it has added over the years.\u003c/p>\n\u003cp>The principal is now trying to figure out how to spend that money so that it has the biggest impact.\u003c/p>\n\u003cp>Bethany Coburn, the other school social worker at Oak Ridge, says having a space like Room 30 is critical for high-needs students because it helps them and their families with everything from evictions to domestic violence. As many as 70 students come here every week for special services.\u003c/p>\n\u003cp>“Teachers are dealing with so many things,” Coburn says. “We can take some of that pressure, some of that load off of them, so that teachers can teach and focus on academics.”\u003c/p>\n\u003cp>Coburn, who is also the Student Support Center coordinator, says she and Martin try not to let budget concerns get in the way of their work, because a crisis could come up at any moment.\u003c/p>\n\u003cp>Today is no exception.\u003c/p>\n\u003cfigure id=\"attachment_10930565\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930565\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg\" alt=\"Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students.\" width=\"800\" height=\"503\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-400x251.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-1180x741.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-960x603.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A second-grade boy who is new to the school is brought to Room 30 because he says he’s going to hurt himself. Martin springs into action, but is careful not to overreact. She takes him into her cubicle and begins a casual conversation with the boy, which eventually evolves into a line of questioning as part of a suicide risk assessment.\u003c/p>\n\u003cp>“Ms. Allison told me that you were thinking of possibly hurting yourself,” Martin says to the boy.\u003c/p>\n\u003cp>He confirms what Martin was told, and then urges her not to call his parents because he says there will be consequences if they find out he is in trouble. Martin does her best to settle his fears.\u003c/p>\n\u003cp>“When kids come see me, they’re usually not in trouble. So you are not in trouble with me,” Martin responds sympathetically.\u003c/p>\n\u003cp>The boy lets out a big sigh of relief. Thirty minutes later, Martin and the student come out of her cubicle, and the boy hops on the treadmill to walk it off.\u003c/p>\n\u003cp>This school year, Oak Ridge’s Student Support Center performed four suicide risk assessments on students at the campus. More than 50 assessments have been completed districtwide.\u003c/p>\n\u003cfigure id=\"attachment_10930607\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930607\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg\" alt=\"Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy.\" width=\"800\" height=\"736\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-400x368.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-1180x1086.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-960x884.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coburn and Martin says they’re trying to help little ones understand their emotions before things escalate. Another way is through weekly group counseling sessions.\u003c/p>\n\u003cp>On this day, Coburn brings a small group of first-grade students into Room 30 during lunch, sits them down at a table and reads a book about feelings as they munch on apple slices and crackers.\u003c/p>\n\u003cp>“Can you tell me a time when you felt sad?” Coburn asks the kids.\u003c/p>\n\u003cp>“I feel sad because I get mad. Sad and mad,” responds one of the little girls.\u003c/p>\n\u003cp>“Sometimes those feelings go together, and that’s OK,” Coburn tells her. “The important thing is that we learn to manage those feelings and control them.”\u003c/p>\n\u003cp>Many parents say they appreciate what’s happening in Room 30.\u003c/p>\n\u003cp>Amanda Hawkins pops into the room for a quick visit with her son, Mekhi, who’s in the sixth grade. Earlier this year, Mekhi wasn’t listening in class, and he was talking back and hitting other kids. Now he’s less explosive and more focused.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I’m very proud of him for the choices he has made,” Hawkins says. “I just want him to be the person that he is.”\u003c/p>\n\u003cp>This year Oak Ridge did end up using part of its extra state funding to support Room 30 because of its impact on high-needs kids. But next year the money is going to a different position, and so Oak Ridge will have to tap into another stream of federal funding to keep the center alive.\u003c/p>\n\u003cp>“I think the work we do speaks for itself,” Coburn says. “We serve so many students, and I think we’re a valuable asset to the school and the community. I think it would be a shame for it to go away.”\u003c/p>\n\u003cp>\u003cem>This report is the third in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\" rel=\"noopener\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\" rel=\"noopener\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Undocumented UC Students May Find Paths to Citizenship With New Legal Aid",
"title": "Undocumented UC Students May Find Paths to Citizenship With New Legal Aid",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>At their weekly meeting, the University of California's brand-new immigration attorneys share notes on how to reach the estimated 2,000 UC students who either lack legal immigration documents or have only temporary protection from deportation.\u003c/p>\n\u003cp>\"I sent out an email to my student listserv with a message in caps and bold like, 'If your DACA is going to expire anytime in the summer or fall ... please let me know ASAP,'\" says attorney Habiba Simjee, who is participating in the meeting by phone from UC Santa Barbara. She's referring to \u003ca href=\"http://www.uscis.gov/humanitarian/consideration-deferred-action-childhood-arrivals-daca\">Deferred Action for Childhood Arrivals\u003c/a>, a two-year protection for young people who came to the United States illegally as children.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/210418999\" 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>The University of California is the first public university in the country to start a legal center on this level, with full-time attorneys to provide legal aid to undocumented students and their families.\u003c/p>\n\u003cfigure id=\"attachment_10552227\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AB-540-center.jpg\">\u003cimg class=\"size-medium wp-image-10552227\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AB-540-center-800x600.jpg\" alt=\"UC Davis is also home to an undocumented student center. Pictured here is office coordinator Aurora Garcia.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UC Davis is also home to an undocumented student center. Pictured here is office coordinator Aurora Garcia. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The UC Undocumented Legal Services Center is based at the \u003ca href=\"https://law.ucdavis.edu/\">UC Davis School of Law\u003c/a>, but the attorneys see students at six other campuses, specifically those that don't have their own law schools: Santa Cruz, Riverside, Merced, San Diego, Santa Barbara and San Francisco.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The attorneys say they've helped more than 100 students since the center opened in November.\u003c/p>\n\u003cp>Some students need guidance to apply for the DACA program or renew it. Many students who already have that protection are seeking special permission to leave the country in order to study abroad.\u003c/p>\n\u003cp>UC San Diego ethnic studies and public health student Alexis Buz was one of them. He applied to go to Vietnam for a five-week course this summer.\u003c/p>\n\u003cfigure id=\"attachment_10547153\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut.jpg\">\u003cimg class=\"size-medium wp-image-10547153\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-800x450.jpg\" alt=\"UCSD student Alexis Buz got legal help from attorneys to apply to leave the country to study public health this summer in Vietnam.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UCSD student Alexis Buz got legal help from attorneys to apply to leave the country to study public health this summer in Vietnam. \u003ccite>(Courtesy of Alexis Buz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I'll also be researching and learning at a clinic that treats children in Vietnam who were born with defects due to exposure to Agent Orange,\" says Buz. \"Ultimately, this will also give me the patient exposure, the knowledge and the cultural competency for when I want to apply for medical school.\"\u003c/p>\n\u003cp>Buz was born in Mexico, but he's been in the U.S. since he was 2. He says the free legal help from the Undocumented Legal Services Center went beyond his foreign study program. Perhaps even more importantly, the attorney who met with Buz in San Diego asked him a lot of questions about his family history.\u003c/p>\n\u003cp>\"As we were discussing my family's dynamic, there were several things I realized and we realized,\" says Buz. \"There would be a way for me to get an adjustment of status, which means I can probably, if things work out, get residency in the next few years.\"\u003c/p>\n\u003cp>This is a huge deal. Most undocumented immigrants in the U.S. don't have a pathway to permanent legalization under current law. But as many as one in four young people can find a way -- if they're able to meet with an attorney, says legal center director Maria Blanco.\u003c/p>\n\u003cp>\"There's a potential there that doesn't get uncovered unless you really screen carefully,\" says Blanco.\u003c/p>\n\u003cp>One of those potentials is a \u003ca href=\"http://www.uscis.gov/humanitarian/victims-human-trafficking-other-crimes/victims-criminal-activity-u-nonimmigrant-status/victims-criminal-activity-u-nonimmigrant-status\">U visa, for victims of violent crime\u003c/a> who cooperate with police.\u003c/p>\n\u003cfigure id=\"attachment_10547092\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut.jpg\">\u003cimg class=\"size-medium wp-image-10547092\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-800x600.jpg\" alt=\"Maria Blanco is the executive director of the UC Undocumented Legal Services Center.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Maria Blanco is the executive director of the UC Undocumented Legal Services Center. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were surprised how many of our students were victims of violent crimes,\" says Blanco. \"[But] a lot of students come from high-crime neighborhoods, which makes sense when you think about it.\"\u003c/p>\n\u003cp>The UC lawyers can also help students' parents, brothers and sisters with immigration matters. Blanco says the idea behind the legal services is to help undocumented students -- and those with undocumented family members -- to stay in school.\u003c/p>\n\u003cp>\"When you help them emotionally, they do better academically as well,\" she says. \"Just the stress of being in fear of their deportation, but also their families being at risk. Because of the stress, the students often stop and start. They drop out, then they come back. And some don't come back.\"\u003c/p>\n\u003cp>Not everyone agrees with the center's work. Student Claire Chiara is director of the \u003ca href=\"http://www.berkeleycollegerepublicans.com/\">UC Berkeley College Republicans\u003c/a>. She says if the university is going to provide legal services, they should be for all students.\u003c/p>\n\u003cp>\"Students could get legal help for anything ranging from, my gosh, a divorce they're going through, to fighting any form of trial they might appear in,\" says Chiara. \"So I think this legal aid for undocumented students is really an issue because it doesn't represent the entire student body.\"\u003c/p>\n\u003cp>UC President Janet Napolitano disagrees.\u003c/p>\n\u003cp>\"Our undocumented students are in a special place, a unique place,\" says Napolitano. She funded the legal center as part of a $5 million investment to support undocumented students. The money is from the President's Initiative Fund, which she is allowed to use to address needs around the UC system.\u003c/p>\n\u003cp>\"It's the public policy of the state of California that they pay in-state tuition, that they qualify for financial aid. All we are doing is recognizing they are a special population,\" says Napolitano. \"They have high needs. So if these students are going to be part of the UC family, and they are … why not also do what we can to provide legal services?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Napolitano says she wants universities in other states to follow the University of California's lead.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At their weekly meeting, the University of California's brand-new immigration attorneys share notes on how to reach the estimated 2,000 UC students who either lack legal immigration documents or have only temporary protection from deportation.\u003c/p>\n\u003cp>\"I sent out an email to my student listserv with a message in caps and bold like, 'If your DACA is going to expire anytime in the summer or fall ... please let me know ASAP,'\" says attorney Habiba Simjee, who is participating in the meeting by phone from UC Santa Barbara. She's referring to \u003ca href=\"http://www.uscis.gov/humanitarian/consideration-deferred-action-childhood-arrivals-daca\">Deferred Action for Childhood Arrivals\u003c/a>, a two-year protection for young people who came to the United States illegally as children.\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/210418999&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/210418999'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The University of California is the first public university in the country to start a legal center on this level, with full-time attorneys to provide legal aid to undocumented students and their families.\u003c/p>\n\u003cfigure id=\"attachment_10552227\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AB-540-center.jpg\">\u003cimg class=\"size-medium wp-image-10552227\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/AB-540-center-800x600.jpg\" alt=\"UC Davis is also home to an undocumented student center. Pictured here is office coordinator Aurora Garcia.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/AB-540-center.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UC Davis is also home to an undocumented student center. Pictured here is office coordinator Aurora Garcia. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The UC Undocumented Legal Services Center is based at the \u003ca href=\"https://law.ucdavis.edu/\">UC Davis School of Law\u003c/a>, but the attorneys see students at six other campuses, specifically those that don't have their own law schools: Santa Cruz, Riverside, Merced, San Diego, Santa Barbara and San Francisco.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The attorneys say they've helped more than 100 students since the center opened in November.\u003c/p>\n\u003cp>Some students need guidance to apply for the DACA program or renew it. Many students who already have that protection are seeking special permission to leave the country in order to study abroad.\u003c/p>\n\u003cp>UC San Diego ethnic studies and public health student Alexis Buz was one of them. He applied to go to Vietnam for a five-week course this summer.\u003c/p>\n\u003cfigure id=\"attachment_10547153\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut.jpg\">\u003cimg class=\"size-medium wp-image-10547153\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-800x450.jpg\" alt=\"UCSD student Alexis Buz got legal help from attorneys to apply to leave the country to study public health this summer in Vietnam.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15313_10687188_873996065959087_791989802156277640_n-qut.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">UCSD student Alexis Buz got legal help from attorneys to apply to leave the country to study public health this summer in Vietnam. \u003ccite>(Courtesy of Alexis Buz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I'll also be researching and learning at a clinic that treats children in Vietnam who were born with defects due to exposure to Agent Orange,\" says Buz. \"Ultimately, this will also give me the patient exposure, the knowledge and the cultural competency for when I want to apply for medical school.\"\u003c/p>\n\u003cp>Buz was born in Mexico, but he's been in the U.S. since he was 2. He says the free legal help from the Undocumented Legal Services Center went beyond his foreign study program. Perhaps even more importantly, the attorney who met with Buz in San Diego asked him a lot of questions about his family history.\u003c/p>\n\u003cp>\"As we were discussing my family's dynamic, there were several things I realized and we realized,\" says Buz. \"There would be a way for me to get an adjustment of status, which means I can probably, if things work out, get residency in the next few years.\"\u003c/p>\n\u003cp>This is a huge deal. Most undocumented immigrants in the U.S. don't have a pathway to permanent legalization under current law. But as many as one in four young people can find a way -- if they're able to meet with an attorney, says legal center director Maria Blanco.\u003c/p>\n\u003cp>\"There's a potential there that doesn't get uncovered unless you really screen carefully,\" says Blanco.\u003c/p>\n\u003cp>One of those potentials is a \u003ca href=\"http://www.uscis.gov/humanitarian/victims-human-trafficking-other-crimes/victims-criminal-activity-u-nonimmigrant-status/victims-criminal-activity-u-nonimmigrant-status\">U visa, for victims of violent crime\u003c/a> who cooperate with police.\u003c/p>\n\u003cfigure id=\"attachment_10547092\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut.jpg\">\u003cimg class=\"size-medium wp-image-10547092\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-800x600.jpg\" alt=\"Maria Blanco is the executive director of the UC Undocumented Legal Services Center.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/06/RS15305_IMG_20150521_131721-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Maria Blanco is the executive director of the UC Undocumented Legal Services Center. \u003ccite>(Zaidee Stavely/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were surprised how many of our students were victims of violent crimes,\" says Blanco. \"[But] a lot of students come from high-crime neighborhoods, which makes sense when you think about it.\"\u003c/p>\n\u003cp>The UC lawyers can also help students' parents, brothers and sisters with immigration matters. Blanco says the idea behind the legal services is to help undocumented students -- and those with undocumented family members -- to stay in school.\u003c/p>\n\u003cp>\"When you help them emotionally, they do better academically as well,\" she says. \"Just the stress of being in fear of their deportation, but also their families being at risk. Because of the stress, the students often stop and start. They drop out, then they come back. And some don't come back.\"\u003c/p>\n\u003cp>Not everyone agrees with the center's work. Student Claire Chiara is director of the \u003ca href=\"http://www.berkeleycollegerepublicans.com/\">UC Berkeley College Republicans\u003c/a>. She says if the university is going to provide legal services, they should be for all students.\u003c/p>\n\u003cp>\"Students could get legal help for anything ranging from, my gosh, a divorce they're going through, to fighting any form of trial they might appear in,\" says Chiara. \"So I think this legal aid for undocumented students is really an issue because it doesn't represent the entire student body.\"\u003c/p>\n\u003cp>UC President Janet Napolitano disagrees.\u003c/p>\n\u003cp>\"Our undocumented students are in a special place, a unique place,\" says Napolitano. She funded the legal center as part of a $5 million investment to support undocumented students. The money is from the President's Initiative Fund, which she is allowed to use to address needs around the UC system.\u003c/p>\n\u003cp>\"It's the public policy of the state of California that they pay in-state tuition, that they qualify for financial aid. All we are doing is recognizing they are a special population,\" says Napolitano. \"They have high needs. So if these students are going to be part of the UC family, and they are … why not also do what we can to provide legal services?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Napolitano says she wants universities in other states to follow the University of California's lead.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "$1 Million Donated to Cal for Undocumented Immigrants",
"title": "$1 Million Donated to Cal for Undocumented Immigrants",
"headTitle": "News Fix | KQED News",
"content": "\u003cp>The University of California, Berkeley announced on Tuesday that it is launching a new scholarship fund exclusively for undocumented students on campus. The \"Dreamers Fund\" will start with a $1 million dollar donation from the \u003ca href=\"http://www.haasjr.org/\">Evelyn and Walter Haas Junior Foundation\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_82702\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/12/Dream-Act-Alex-Wong-Getty-Images.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/12/Dream-Act-Alex-Wong-Getty-Images-300x200.jpg\" alt=\"\" title=\"Immigrant Students Rally In Washington\" width=\"300\" height=\"200\" class=\"size-medium wp-image-82702\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Immigrant students demonstrated for the Dream Act in 2004. (Alex Wong/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>Undocumented students in California are eligible for some state-funded scholarship programs but are ineligible for federally financed financial aid. A separate $300,000 grant from Elise Haas will be used to start a resource center for undocumented students.\u003c/p>\n\u003cp>\"Twice as many jobs are created in California by immigrants than by native born Californians,\" Chancellor Robert J. Birgeneau told NPR reporter Richard Gonzales. \"Our economy needs these people. We cannot afford to waste this talent.\"\u003c/p>\n\u003cp>Berkeley is aware of about 200 students who are undocumented, Birgeneau said. About 65,000 graduate from U.S. high schools each year.\u003c/p>\n\u003cp>The $1 million is not an endowment; it will be paid out to undocumented students over the course of five to 10 years, said Birgeneau. But he added that other donors are already giving money for undocumented students and that a large foundation had visited the campus to talk about expanding the program to other UC campuses as well as the California State University system.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Birgeneau said he made the project a priority partly because of his personal experiences. \"At 15 1/2 I was working in a factory,\" he told Gonzales. \"But my high school teacher said to me if I continued down that track I would end up being a very unhappy person... I’m obviously very sympathetic to people who find themselves in life situations like I did. I’m trying to play the same role for them that this high school teacher played for me when I was 15, 16 years old.\"\u003c/p>\n\u003cp>Birgeneau got to know some of Berkeley's undocumented students personally. One was a transfer student who was promised financial aid to attend Berkeley because of his excellent record at community college. But when the student applied, he discovered for the first time that he had entered the country illegally as a child and therefore was not eligible for financial aid. The student took a full-time job to support himself and pay tuition.\u003c/p>\n\u003cp>\"Between the stresses of having a full-time job and being a transfer student, he actually had a nervous breakdown and had to be hospitalized,\" said Birgeneau. Later friends raised money for the student to continue at Berkeley.\u003c/p>\n\u003cp>Birgeneau lobbied for the \u003ca href=\"http://www.fao.ucla.edu/publications/2011-2012/CA%20Dream%20Act%20%28AB130%20&%20AB131%29%20FAQ%27s.pdf\">legislation\u003c/a> that allows the state to give scholarships to undocumented students, and will allow \u003ca href=\"http://www.calgrants.org/\">Cal Grants\u003c/a> for undocumented students starting in January. He will step down as chancellor at the end of the school year, and plans to continue lobbying for the federal\u003ca href=\"http://dreamact.info/\"> Dream Act\u003c/a>, which would allow undocumented students to obtain U.S. citizenship.\u003c/p>\n\u003cp>Here's a video from the university:\u003ciframe src=\"http://www.youtube.com/embed/UktXJIeB1tg?rel=0\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>And here's \u003ca href=\"http://newscenter.berkeley.edu/2012/12/11/nations-single-largest-gift-for-scholarships-to-undocumented-students-announced/\">the university's press release\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>Uriel Rivera overcame a maze of obstacles to be in the United States, not the least of which was living in the shadows of society as an undocumented immigrant. He excelled academically, volunteered in the community, had a vision of helping others and earned admission to the world’s greatest public university.\u003c/p>\n\u003cp>But his dreams were nearly dashed because his status barred him from applying for publicly funded scholarships, grants or loans.\u003c/p>\n\u003cp>Those dreams may get back on track soon, thanks in part to the announcement today (Tuesday, Dec. 11) that the Evelyn and Walter Haas, Jr. Fund has awarded $1 million to UC Berkeley for scholarships for undocumented students — a life changer for students like Rivera. This is the single-largest gift for scholarships of this type at a U.S. university.\u003c/p>\n\u003cp>The gift will assist the nearly 200 undocumented students at UC Berkeley from 20 different countries who currently qualify, and will help more in the future. These students are not eligible for federal Pell grants, federally backed loans or work-study positions. Their average family income is $24,000.\u003c/p>\n\u003cp>As public support for comprehensive immigration reform grows — and with it, an acknowledgement of the plight of students who came to the United States as children and are hampered by their immigration status as they pursue higher education and careers — UC Berkeley is leading the nation in assisting its students who are undocumented. Most of these students were brought to this country by their parents, were educated in California’s public schools and achieved academic success, despite barriers resulting from their legal status.\u003c/p>\n\u003cp>As a diligent high school student in Los Angeles, Rivera thrived in the classroom and juggled numerous family responsibilities, volunteered, worked in a convenience store owned by his family and did homework from 10 p.m. until midnight every night. At UC Berkeley, he embraced campus life, becoming active in student government, but was forced to drop out more than a year ago when he couldn’t keep up with the cost of tuition. Next semester, with money he earned working at the store and new state financial aid made possible by the passage of the California Dream Act, he’ll return to finish his studies. In the fall, funding from the new Haas, Jr. Fund scholarships will provide additional and much-needed resources for Rivera and others who don’t qualify for federal student aid.\u003c/p>\n\u003cp>“I’m so grateful for this opportunity,” said Rivera. Of UC Berkeley’s new services and scholarships designed for students like him, he added, “You’re not just paying for a student to go to college, you are helping a whole community.”\u003c/p>\n\u003cp>In 2011, the state Legislature passed the two-part California Dream Act, ensuring that undocumented immigrants have the same access to state financial aid as all other low-income students. Undocumented students can now receive privately funded scholarships through UC Berkeley and eventually will receive Cal Grants and state-funded scholarships.\u003c/p>\n\u003cp>Shortly after the California Dream Act passed, UC Berkeley was one of the state’s first public universities to provide significant aid to undocumented students. This new gift from the Haas, Jr. Fund helps to fill the gap left by students’ inability to receive federal funds.\u003c/p>\n\u003cp>“Against great odds, our ‘Dreamers’ have persevered to be here at Berkeley — adding so much to this campus,” said Chancellor Robert J. Birgeneau, who has made access to UC Berkeley by talented students from all walks of life a centerpiece of his eight-year tenure. “We are grateful for the courage of these ‘Dreamers’ and also for the courage of those who stepped forward to support them. Our challenge is to continue ensuring that all our students at Berkeley, regardless of background, have access to their dreams, and that we do not waste the potential of a single talented person.”\u003c/p>\n\u003cp>“At the Haas, Jr. Fund, we are committed to advancing rights and creating opportunities so that all people can live, work and raise their families with dignity,” said Haas, Jr. Fund President Ira S. Hirschfield. “These motivated, hardworking and inspiring students are an asset to our state and our country. We are proud to partner with UC Berkeley. Now that it’s legal to do so in California, we encourage other foundations and private donors to consider providing funding to help undocumented students achieve their potential.”\u003c/p>\n\u003cp>The scholarships are part of a comprehensive plan at UC Berkeley to address the unique challenges undocumented students face. New services launching this semester also include support for those enrolled in a campus summer program to help high schoolers transition to UC Berkeley, funds for emergency needs, an online resource that centralizes information for the students and their families, legal services support, a textbook lending library and mental health resources.\u003c/p>\n\u003cp>An additional gift of $300,000 by Elise Haas will support services for undocumented students, including UC Berkeley’s new Robert D. Haas Dreamers Resource Center, named in honor of Elise Haas’s father.\u003c/p>\n\u003cp>“UC Berkeley’s comprehensive approach to supporting undocumented students is truly a model for colleges and universities around the country,” said Katharine Gin, co-founder and executive director of Educators for Fair Consideration, a San Francisco-based organization that supports undocumented students in their pursuit of college, career and citizenship.\u003c/p>\n\u003cp>“With essential scholarships and support services,” she said, “UC Berkeley’s undocumented students will be able to thrive academically, engage fully in the campus community, serve as inspiration for other undocumented students nationwide, and show our entire country what undocumented students are capable of achieving and contributing.”\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The university also released profiles of two undocumented students, \u003ca href=\"http://newscenter.berkeley.edu/2012/12/11/marco-flores/\">Marco Antonio Flores\u003c/a> and \u003ca href=\"http://newscenter.berkeley.edu/2012/12/11/jessica-g/\">Jessica G.\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California, Berkeley announced on Tuesday that it is launching a new scholarship fund exclusively for undocumented students on campus. The \"Dreamers Fund\" will start with a $1 million dollar donation from the \u003ca href=\"http://www.haasjr.org/\">Evelyn and Walter Haas Junior Foundation\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_82702\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/12/Dream-Act-Alex-Wong-Getty-Images.jpg\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/12/Dream-Act-Alex-Wong-Getty-Images-300x200.jpg\" alt=\"\" title=\"Immigrant Students Rally In Washington\" width=\"300\" height=\"200\" class=\"size-medium wp-image-82702\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Immigrant students demonstrated for the Dream Act in 2004. (Alex Wong/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>Undocumented students in California are eligible for some state-funded scholarship programs but are ineligible for federally financed financial aid. A separate $300,000 grant from Elise Haas will be used to start a resource center for undocumented students.\u003c/p>\n\u003cp>\"Twice as many jobs are created in California by immigrants than by native born Californians,\" Chancellor Robert J. Birgeneau told NPR reporter Richard Gonzales. \"Our economy needs these people. We cannot afford to waste this talent.\"\u003c/p>\n\u003cp>Berkeley is aware of about 200 students who are undocumented, Birgeneau said. About 65,000 graduate from U.S. high schools each year.\u003c/p>\n\u003cp>The $1 million is not an endowment; it will be paid out to undocumented students over the course of five to 10 years, said Birgeneau. But he added that other donors are already giving money for undocumented students and that a large foundation had visited the campus to talk about expanding the program to other UC campuses as well as the California State University system.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Birgeneau said he made the project a priority partly because of his personal experiences. \"At 15 1/2 I was working in a factory,\" he told Gonzales. \"But my high school teacher said to me if I continued down that track I would end up being a very unhappy person... I’m obviously very sympathetic to people who find themselves in life situations like I did. I’m trying to play the same role for them that this high school teacher played for me when I was 15, 16 years old.\"\u003c/p>\n\u003cp>Birgeneau got to know some of Berkeley's undocumented students personally. One was a transfer student who was promised financial aid to attend Berkeley because of his excellent record at community college. But when the student applied, he discovered for the first time that he had entered the country illegally as a child and therefore was not eligible for financial aid. The student took a full-time job to support himself and pay tuition.\u003c/p>\n\u003cp>\"Between the stresses of having a full-time job and being a transfer student, he actually had a nervous breakdown and had to be hospitalized,\" said Birgeneau. Later friends raised money for the student to continue at Berkeley.\u003c/p>\n\u003cp>Birgeneau lobbied for the \u003ca href=\"http://www.fao.ucla.edu/publications/2011-2012/CA%20Dream%20Act%20%28AB130%20&%20AB131%29%20FAQ%27s.pdf\">legislation\u003c/a> that allows the state to give scholarships to undocumented students, and will allow \u003ca href=\"http://www.calgrants.org/\">Cal Grants\u003c/a> for undocumented students starting in January. He will step down as chancellor at the end of the school year, and plans to continue lobbying for the federal\u003ca href=\"http://dreamact.info/\"> Dream Act\u003c/a>, which would allow undocumented students to obtain U.S. citizenship.\u003c/p>\n\u003cp>Here's a video from the university:\u003ciframe src=\"http://www.youtube.com/embed/UktXJIeB1tg?rel=0\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>And here's \u003ca href=\"http://newscenter.berkeley.edu/2012/12/11/nations-single-largest-gift-for-scholarships-to-undocumented-students-announced/\">the university's press release\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>Uriel Rivera overcame a maze of obstacles to be in the United States, not the least of which was living in the shadows of society as an undocumented immigrant. He excelled academically, volunteered in the community, had a vision of helping others and earned admission to the world’s greatest public university.\u003c/p>\n\u003cp>But his dreams were nearly dashed because his status barred him from applying for publicly funded scholarships, grants or loans.\u003c/p>\n\u003cp>Those dreams may get back on track soon, thanks in part to the announcement today (Tuesday, Dec. 11) that the Evelyn and Walter Haas, Jr. Fund has awarded $1 million to UC Berkeley for scholarships for undocumented students — a life changer for students like Rivera. This is the single-largest gift for scholarships of this type at a U.S. university.\u003c/p>\n\u003cp>The gift will assist the nearly 200 undocumented students at UC Berkeley from 20 different countries who currently qualify, and will help more in the future. These students are not eligible for federal Pell grants, federally backed loans or work-study positions. Their average family income is $24,000.\u003c/p>\n\u003cp>As public support for comprehensive immigration reform grows — and with it, an acknowledgement of the plight of students who came to the United States as children and are hampered by their immigration status as they pursue higher education and careers — UC Berkeley is leading the nation in assisting its students who are undocumented. Most of these students were brought to this country by their parents, were educated in California’s public schools and achieved academic success, despite barriers resulting from their legal status.\u003c/p>\n\u003cp>As a diligent high school student in Los Angeles, Rivera thrived in the classroom and juggled numerous family responsibilities, volunteered, worked in a convenience store owned by his family and did homework from 10 p.m. until midnight every night. At UC Berkeley, he embraced campus life, becoming active in student government, but was forced to drop out more than a year ago when he couldn’t keep up with the cost of tuition. Next semester, with money he earned working at the store and new state financial aid made possible by the passage of the California Dream Act, he’ll return to finish his studies. In the fall, funding from the new Haas, Jr. Fund scholarships will provide additional and much-needed resources for Rivera and others who don’t qualify for federal student aid.\u003c/p>\n\u003cp>“I’m so grateful for this opportunity,” said Rivera. Of UC Berkeley’s new services and scholarships designed for students like him, he added, “You’re not just paying for a student to go to college, you are helping a whole community.”\u003c/p>\n\u003cp>In 2011, the state Legislature passed the two-part California Dream Act, ensuring that undocumented immigrants have the same access to state financial aid as all other low-income students. Undocumented students can now receive privately funded scholarships through UC Berkeley and eventually will receive Cal Grants and state-funded scholarships.\u003c/p>\n\u003cp>Shortly after the California Dream Act passed, UC Berkeley was one of the state’s first public universities to provide significant aid to undocumented students. This new gift from the Haas, Jr. Fund helps to fill the gap left by students’ inability to receive federal funds.\u003c/p>\n\u003cp>“Against great odds, our ‘Dreamers’ have persevered to be here at Berkeley — adding so much to this campus,” said Chancellor Robert J. Birgeneau, who has made access to UC Berkeley by talented students from all walks of life a centerpiece of his eight-year tenure. “We are grateful for the courage of these ‘Dreamers’ and also for the courage of those who stepped forward to support them. Our challenge is to continue ensuring that all our students at Berkeley, regardless of background, have access to their dreams, and that we do not waste the potential of a single talented person.”\u003c/p>\n\u003cp>“At the Haas, Jr. Fund, we are committed to advancing rights and creating opportunities so that all people can live, work and raise their families with dignity,” said Haas, Jr. Fund President Ira S. Hirschfield. “These motivated, hardworking and inspiring students are an asset to our state and our country. We are proud to partner with UC Berkeley. Now that it’s legal to do so in California, we encourage other foundations and private donors to consider providing funding to help undocumented students achieve their potential.”\u003c/p>\n\u003cp>The scholarships are part of a comprehensive plan at UC Berkeley to address the unique challenges undocumented students face. New services launching this semester also include support for those enrolled in a campus summer program to help high schoolers transition to UC Berkeley, funds for emergency needs, an online resource that centralizes information for the students and their families, legal services support, a textbook lending library and mental health resources.\u003c/p>\n\u003cp>An additional gift of $300,000 by Elise Haas will support services for undocumented students, including UC Berkeley’s new Robert D. Haas Dreamers Resource Center, named in honor of Elise Haas’s father.\u003c/p>\n\u003cp>“UC Berkeley’s comprehensive approach to supporting undocumented students is truly a model for colleges and universities around the country,” said Katharine Gin, co-founder and executive director of Educators for Fair Consideration, a San Francisco-based organization that supports undocumented students in their pursuit of college, career and citizenship.\u003c/p>\n\u003cp>“With essential scholarships and support services,” she said, “UC Berkeley’s undocumented students will be able to thrive academically, engage fully in the campus community, serve as inspiration for other undocumented students nationwide, and show our entire country what undocumented students are capable of achieving and contributing.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Trustees Delay Fee Hike Proposal",
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"content": "\u003cp>\u003cstrong>Update:\u003c/strong> California State University Trustees announced on Tuesday that they are postponing a plan to hike fees on selected students.\u003c/p>\n\u003cp>The CSU chancellor released the following statement:\u003c/p>\n\u003cblockquote>\u003cp>California State University Trustees have postponed reviewing a plan to improve access and reduce time to degree. The proposal to modify the current undergraduate fee structure was part of the agenda for today’s Board of Trustees meeting and will now be reviewed at a later date after Trustees gather additional information and input from stakeholders. \u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_80125\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/11/cal-state-san-jose-20120813.jpg\">\u003cimg class=\"size-medium wp-image-80125\" title=\"cal state san jose 20120813\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/11/cal-state-san-jose-20120813-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Jose State University (Steve McFarland/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>Here's the background from a Monday Associated Press report:\u003c/p>\n\u003cblockquote>\u003cp>LOS ANGELES (AP) -- A group of California State University students say they plan to ask the board of trustees to postpone a set of proposed tuition hikes while the effect of the increases is further studied.\u003c/p>\n\u003cp>Natalie Dorado of Students for a Quality Education told reporters in a conference call Monday that increasing fees would hinder students from graduating faster.\u003c/p>\n\u003cp>The university announced last week it would ask trustees at its meeting Tuesday to approve higher fees for students who already have enough credits to graduate, take more than a fulltime load, and those who repeat courses. The goal is to push students to graduate faster and free class space.\u003c/p>\n\u003cp>But students say the fee boosts would punish students who may have to quit a class because of job pressures or switch majors.\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update:\u003c/strong> California State University Trustees announced on Tuesday that they are postponing a plan to hike fees on selected students.\u003c/p>\n\u003cp>The CSU chancellor released the following statement:\u003c/p>\n\u003cblockquote>\u003cp>California State University Trustees have postponed reviewing a plan to improve access and reduce time to degree. The proposal to modify the current undergraduate fee structure was part of the agenda for today’s Board of Trustees meeting and will now be reviewed at a later date after Trustees gather additional information and input from stakeholders. \u003c/p>\u003c/blockquote>\n\u003cfigure id=\"attachment_80125\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/11/cal-state-san-jose-20120813.jpg\">\u003cimg class=\"size-medium wp-image-80125\" title=\"cal state san jose 20120813\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/11/cal-state-san-jose-20120813-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Jose State University (Steve McFarland/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>Here's the background from a Monday Associated Press report:\u003c/p>\n\u003cblockquote>\u003cp>LOS ANGELES (AP) -- A group of California State University students say they plan to ask the board of trustees to postpone a set of proposed tuition hikes while the effect of the increases is further studied.\u003c/p>\n\u003cp>Natalie Dorado of Students for a Quality Education told reporters in a conference call Monday that increasing fees would hinder students from graduating faster.\u003c/p>\n\u003cp>The university announced last week it would ask trustees at its meeting Tuesday to approve higher fees for students who already have enough credits to graduate, take more than a fulltime load, and those who repeat courses. The goal is to push students to graduate faster and free class space.\u003c/p>\n\u003cp>But students say the fee boosts would punish students who may have to quit a class because of job pressures or switch majors.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"soldout": {
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