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"slug": "california-students-with-immigrant-parents-seek-financial-aid-despite-deportation-risks",
"title": "California Students With Immigrant Parents Seek Financial Aid Despite Deportation Risks",
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"content": "\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>While witnessing a rise in deportations across the country, college-bound high school seniors with immigrant parents in California had to decide this spring whether to submit a federal financial aid application. Their fear: The federal government will use sensitive personal information from the application to identify people in the country who lack legal status. \u003ca href=\"https://www.npr.org/2025/04/08/g-s1-59056/irs-dhs-information-sharing-deal-immigrants-tax-records\">An agreement\u003c/a> between the IRS and U.S. Immigration and Customs Enforcement to share tax information is already in motion.\u003c/p>\n\u003cp>However, the latest data available from the California Student Aid Commission shows that the number of high school senior applicants from mixed-status families has not decreased as much as \u003ca href=\"https://calmatters.org/education/higher-education/2025/02/financial-aid-2/\">some financial aid advocates feared\u003c/a> it would. In fact, the number of high school senior applicants with at least one parent lacking legal status has nearly rebounded to the 2023 number after the revised financial aid form last year kept them from being able to apply without parental Social Security numbers for several months.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Despite the risk of exposing their parents to a deportation dragnet, 35% more college-bound high school seniors from mixed-status families have submitted a Free Application for Federal Student Aid as of the May 2 deadline compared to applications submitted by the same date last year. However, 9% fewer high school seniors from mixed-status families submitted their FAFSA compared to the same date two years ago. Community college students are notably excluded from these numbers as they have a separate deadline of Sept. 2.\u003c/p>\n\u003cp>Students who choose not to submit a financial aid application lose potential federal aid through grants, work study and loans. While the federal deadline is not until the end of the academic year for which a student applies, California sets its own early deadline for the FAFSA to determine state aid such as Cal Grants.\u003c/p>\n\u003cp>[aside postID=forum_2010101909645 hero='https://cdn.kqed.org/wp-content/uploads/sites/43/2025/04/GettyImages-2205113389-1-1020x574.jpg']\u003c/p>\n\u003cp>California officials gave students a one-month extension from April 2 to May 2 to submit the FAFSA after the U.S. Department of Education opened the application in December 2024 rather than the usual launch of October.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.csac.ca.gov/about\">California Student Aid Commission\u003c/a> administers financial aid programs for students in California and helps organizations that counsel students on their financial aid applications. The commission’s spokesperson, Shelveen Ratnam, said the federal student aid application should have been a little easier for mixed-status families this time around.\u003c/p>\n\u003cp>“Now the concern this year has kind of been the federal landscape, the federal administration, given… all the increased immigration enforcement (and) the unprecedented data sharing between federal agencies,” Ratnam said.\u003c/p>\n\u003cp>In the federal financial aid application, parents must submit personal details such as their Social Security numbers. If parents do not have them due to their legal status, they need to click a box that says “I do not have a SSN.” Although Ratnam and fellow staff at the commission are not currently aware of any efforts by immigration enforcement to access the personal information of FAFSA applicants, some students said they are concerned about the possibility that the personal details of their parents might be used to deport them.\u003c/p>\n\u003ch2>\u003cstrong>Students and parents face a tough choice\u003c/strong>\u003c/h2>\n\u003cp>College-bound high school seniors in California who spoke to CalMatters for this story say the importance of going to college outweighs fears of their parents being deported.\u003c/p>\n\u003cp>A graduate of Hawthorne High School in Los Angeles, Janet said she and her parents were antsy as they filled out the application together for the first time. Due to her family’s mixed legal status, she asked to go by her first name only. Janet recalls the concern from one of her parents who lacks permanent legal status that by submitting the application to the federal government they would be exposing themselves to immigration enforcement. However, her parents decided it was more important that their daughter receive financial aid for college.\u003c/p>\n\u003cp>“When we submitted the application together, they said to me, ‘This is for you Janet. This is for the future generations and I hope we stay together,’” she said.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/07/032725_CJN-FAFSA_AJ_05-1024x682.jpg\" alt=\"\">\u003cfigcaption>Janet, a high school senior, outside of Hawthorne High School in Los Angeles on March 27, 2025. Janet is hoping to study theatre in college. \u003cem>(Alisha Jucevic for CalMatters)\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>Alondra, a graduate of University High School Charter in Los Angeles, says she feels stress because most of her family does not have permanent legal status. Alondra also requested to use only her first name to protect her family from potential deportation. Alondra said it surprised her family when she informed them of the possible risk if they apply. However, a counselor in the One Voice Scholars Program, which works with low-income, first-generation students, pointed out that Alondra’s parents already share their personal information with the federal government when they file taxes.\u003c/p>\n\u003cp>“So, it’s like we already know that my parents are already in the system, so we just kind of hope that me submitting my FAFSA isn’t adding on to that risk,” Alondra said.\u003c/p>\n\u003cp>Some students from mixed-status families who have older siblings may already have shared their data with the U.S. Department of Education, according to Alison De Lucca, executive director of the Southern California College Access Network. She said each family has to determine the pros and cons of the implications when applying for financial aid. Mixed-status families are also likely sharing their data with the state and federal government when they file taxes, get a driver’s license, or adjust their immigration status.[aside postID=news_12024593 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/20250129_UcBerkeleyRally_GC-1-1020x680.jpg']Angela, a graduate of the Los Angeles County High School of the Arts who also requested to use her first name only due to her family’s mixed legal status, said she started grappling with the decision of whether to apply for federal student aid during her sophomore year. At the time, her parents were still in the process of obtaining their citizenship and did not know if they would receive it in time for Angela’s financial aid application.\u003c/p>\n\u003cp>“They just really wanted me to be able to go (to college) for as cheap as possible,” Angela said.\u003c/p>\n\u003cp>Angela’s parents were able to obtain citizenship recently. However, she feels some of her college options are “off the table,” including Cornell University, which had offered her a scholarship that would have funded her first year at the university. Angela grew concerned about attending universities in New York after hearing reports of Immigration and Customs Enforcement “targeting” students that led pro-Palestinian protests, such as \u003ca href=\"https://www.nbcnews.com/news/us-news/mahmoud-khalil-columbia-ice-deportation-rcna199814\">Mahmoud Khalil\u003c/a> at Columbia and \u003ca href=\"https://www.nbcnews.com/news/us-news/momodou-taal-cornell-student-activist-surrender-ice-rcna197604\">Momodou Taal\u003c/a> at Cornell.\u003c/p>\n\u003cp>She also feels guilt as some of her extended family and friends who are applying for financial aid do not have parents with permanent legal status in the U.S.\u003c/p>\n\u003cp>“I’m happy for myself but that feels selfish,” Angela said. “I know that I can help my family in that sense, but it’s really upsetting. You worry for your friends that might not be able to do it, might not be able to get that future that they really dream of.”\u003c/p>\n\u003ch2>\u003cstrong>Federal financial aid application faces new problems\u003c/strong>\u003c/h2>\n\u003cp>Following President Donald Trump’s \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/03/improving-education-outcomes-by-empowering-parents-states-and-communities/\">executive order \u003c/a>to dismantle the U.S. Department of Education, the department’s spokesperson James Bergeron wrote \u003ca href=\"https://fsapartners.ed.gov/knowledge-center/library/electronic-announcements/2025-03-17/acting-under-secretary-james-bergeron-letter-education-stakeholders-march-14-2025\">in a letter on March 14\u003c/a> that those working directly with the federal financial aid application or student loan servicing were not affected by the staff reductions.\u003c/p>\n\u003cp>Although Bergeron’s letter addressed the department’s staff reduction, De Lucca said that she and fellow staff at the College Access Network are concerned that layoffs at the department could lead to less support available for students and families when they call for assistance with their financial aid applications.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2024/05/101423_Collge-Info-Berkeley_JY_CM_22-1024x682.jpg\" alt=\"\">\u003cfigcaption>FAFSA fact sheets are displayed at College Information Day at UC Berkeley in Berkeley on Oct. 14, 2023. \u003cem>(Juliana Yamada for CalMatters)\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>“There’s less staff at the Department of Education to consult with community-based organizations like SoCal CAN (College Access Network) and our members,” De Lucca said. “So for us, it’s been more difficult to reach folks at the department when we do have questions.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.insidehighered.com/news/government/student-aid-policy/2025/03/27/how-education-department-cuts-could-jeopardize-fafsa\">Inside Higher Ed reported\u003c/a> in March that the staff reductions in the Office of Federal Student Aid would impact the staff’s ability to fix technical issues with the form, which were prevalent last year. Additional cuts were made to the FAFSA call center and training for financial aid practitioners, according to the same story by Inside Higher Ed.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.politico.com/news/2025/05/22/education-department-court-ruling-firings-00365170\">federal judge blocked Trump’s executive order\u003c/a> that led to the massive staff reduction at the education department in May. However, on July 14 \u003ca href=\"https://apnews.com/article/supreme-court-trump-education-layoffs-9370415531185092341b16a6bfea9344\">the U.S. Supreme Court allowed for the president’s plan to continue\u003c/a>.\u003c/p>\n\u003cp>The education department’s press office did not respond to repeated requests from CalMatters about the number of staff cuts at the Office of Federal Student Aid.\u003c/p>\n\u003cp>During last year’s updated FAFSA rollout, students faced technical issues with the application’s overhaul, \u003ca href=\"https://www.gao.gov/blog/botched-fafsa-rollout-leaves-uncertainty-students-seeking-financial-aid-college\">prompting a review by the U.S. Government Accountability Office\u003c/a>. Revisions to the application included reducing the number of questions by pulling students’ and parents’ financial information straight from the IRS. If parents were missing Social Security numbers then students could not submit a financial aid application.\u003c/p>\n\u003cp>Students had to wait until March 12, 2024 for the glitch on the website to be fixed before completing their submission, still ahead of the state’s extended deadline of May 2. The issues with the application last year resulted in 9,642 fewer federal financial aid applications submitted by May 2 from students in mixed-status families in the state compared to this year, according to the California Student Aid Commission.\u003c/p>\n\u003cp>Sacramento State senior Fernanda Arteaga spent four months trying to submit a FAFSA last year due to her parents not having Social Security numbers.\u003c/p>\n\u003cp>Arteaga tried calling the office about six times to ensure that her application had the necessary information to be submitted, but each time she had to wait for assistance, leading her to hang up and try again at another time. Finally, Arteaga was able to reach a staff member and submit her application. Experts from the federal \u003ca href=\"https://www.gao.gov/blog/botched-fafsa-rollout-leaves-uncertainty-students-seeking-financial-aid-college\">Governmental Accountability Office\u003c/a> testified before Congress in the fall of 2024 that 74% of the calls to the department’s call center went unanswered due to understaffing.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/03/032025-Fernanda-FAFSA-CM-01-1024x682.jpg\" alt=\"A person with dark hair pulled back by a headband stands in front of a colorful mural featuring Indigenous and cultural motifs. They wear a floral-patterned dress with a square neckline and gold hoop earrings. Their expression is calm and confident, with soft lighting highlighting their face. Lush greenery surrounds the scene, and a modern glass building is visible in the background.\">\u003cfigcaption>Cal State Sacramento senior Fernanda Arteaga stands by Lassen Hall, where students can access assistance with their financial aid and scholarships, on Jan. 16, 2025. Arteaga, who comes from a mixed-status family, faced difficulties when applying for federal financial aid last year due to glitches on the site. \u003cem>(Mercy Sosa/CalMatters)\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would mainly say that I just overcame those obstacles by just constantly checking in with the (Office of Federal Student Aid) and making sure that everything I could do on my end was done, and that everything I had was there,” Arteaga said. She finally received her financial aid a month into the fall 2024 semester and was granted an extension to pay for her tuition by the university while the funds were disbursed.\u003c/p>\n\u003cp>With this year’s federal financial aid application, Arteaga did not encounter any website glitches, and had an easier process applying. Instead, Arteaga was concerned about the implications of applying for federal student aid given the political climate. Arteaga and her parents accepted the risk of immigration enforcement accessing their personal information through the application and ultimately applied.\u003c/p>\n\u003cp>“Obviously it is a federal organization,” Arteaga said. “So we were concerned that … our information wasn’t going to be protected. But my parents, since we’ve already done applications … in the past, they were like just do it. We really need the money, and we want to get you to finish your last year in college.”\u003c/p>\n\u003ch2>\u003cstrong>California offers alternative financial aid application\u003c/strong>\u003c/h2>\n\u003cp>Students who lack permanent legal status themselves are not eligible for federal financial aid. However, since 2013, the state has administered the California Dream Act Application, also known as CADAA, for those students to apply for state and campus-based aid. When students from mixed-status families were unable to submit a federal application in 2024, California opened its financial aid application temporarily to those students so they could at least apply for state aid.\u003c/p>\n\u003cp>The California Student Aid Commission again opened the Dream Act application to \u003ca href=\"https://www.csac.ca.gov/cadaa-msf\">students from mixed-status families\u003c/a> this year to provide them a state-protected way to apply for financial aid. California \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=GOV§ionNum=7284.8.\">state law\u003c/a> protects students and families by not sharing their personal information with immigration officials.\u003c/p>\n\u003cp>Now a state senator is proposing to open the financial aid application permanently to students from mixed-status families. State Sen. Sasha Renée Pérez, a Democrat from Pasadena, proposed \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260sb323\">Senate Bill 323\u003c/a>, which would require the California Student Aid Commission to ensure that the state application can be used by “any student eligible for state financial aid programs,” according to the bill text.\u003c/p>\n\u003cp>“It is crucial we provide California college bound students with a stable, safe, and alternative state-based financial aid application to feel safe in applying for financial aid and choosing to go to college,” \u003ca href=\"https://calmatters.digitaldemocracy.org/hearings/259431?t=1593&f=ac41f44fc0a8b5d4e237cc540187d245\">Pérez said on the Senate floor June 2\u003c/a>.\u003c/p>\n\u003cp>Emmanuel Rodriguez, senior director of policy and advocacy at The Institute for College Access and Success, said California’s Dream Act application adds a level of security for applicants as the information they receive is only shared with the campuses listed on a student’s application to determine whether the student is eligible for financial aid.\u003c/p>\n\u003cp>Financial aid advocates say that each family applying for financial aid must make a decision based on their specific situation and whether they should submit the federal application, the state Dream Act application, or both.\u003c/p>\n\u003cp>\u003cem>Samantha Yee contributed to this story. Mercy Sosa is a fellow with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/2025/07/financial-aid-immigration-deportation-fears/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "California Students With Immigrant Parents Seek Financial Aid Despite Deportation Risks | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!-- Creative Commons Attribution-NonCommercial-NoDerivatives https://creativecommons.org/licenses/by-nc-nd/4.0/ -->\u003c/p>\n\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>While witnessing a rise in deportations across the country, college-bound high school seniors with immigrant parents in California had to decide this spring whether to submit a federal financial aid application. Their fear: The federal government will use sensitive personal information from the application to identify people in the country who lack legal status. \u003ca href=\"https://www.npr.org/2025/04/08/g-s1-59056/irs-dhs-information-sharing-deal-immigrants-tax-records\">An agreement\u003c/a> between the IRS and U.S. Immigration and Customs Enforcement to share tax information is already in motion.\u003c/p>\n\u003cp>However, the latest data available from the California Student Aid Commission shows that the number of high school senior applicants from mixed-status families has not decreased as much as \u003ca href=\"https://calmatters.org/education/higher-education/2025/02/financial-aid-2/\">some financial aid advocates feared\u003c/a> it would. In fact, the number of high school senior applicants with at least one parent lacking legal status has nearly rebounded to the 2023 number after the revised financial aid form last year kept them from being able to apply without parental Social Security numbers for several months.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the risk of exposing their parents to a deportation dragnet, 35% more college-bound high school seniors from mixed-status families have submitted a Free Application for Federal Student Aid as of the May 2 deadline compared to applications submitted by the same date last year. However, 9% fewer high school seniors from mixed-status families submitted their FAFSA compared to the same date two years ago. Community college students are notably excluded from these numbers as they have a separate deadline of Sept. 2.\u003c/p>\n\u003cp>Students who choose not to submit a financial aid application lose potential federal aid through grants, work study and loans. While the federal deadline is not until the end of the academic year for which a student applies, California sets its own early deadline for the FAFSA to determine state aid such as Cal Grants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California officials gave students a one-month extension from April 2 to May 2 to submit the FAFSA after the U.S. Department of Education opened the application in December 2024 rather than the usual launch of October.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.csac.ca.gov/about\">California Student Aid Commission\u003c/a> administers financial aid programs for students in California and helps organizations that counsel students on their financial aid applications. The commission’s spokesperson, Shelveen Ratnam, said the federal student aid application should have been a little easier for mixed-status families this time around.\u003c/p>\n\u003cp>“Now the concern this year has kind of been the federal landscape, the federal administration, given… all the increased immigration enforcement (and) the unprecedented data sharing between federal agencies,” Ratnam said.\u003c/p>\n\u003cp>In the federal financial aid application, parents must submit personal details such as their Social Security numbers. If parents do not have them due to their legal status, they need to click a box that says “I do not have a SSN.” Although Ratnam and fellow staff at the commission are not currently aware of any efforts by immigration enforcement to access the personal information of FAFSA applicants, some students said they are concerned about the possibility that the personal details of their parents might be used to deport them.\u003c/p>\n\u003ch2>\u003cstrong>Students and parents face a tough choice\u003c/strong>\u003c/h2>\n\u003cp>College-bound high school seniors in California who spoke to CalMatters for this story say the importance of going to college outweighs fears of their parents being deported.\u003c/p>\n\u003cp>A graduate of Hawthorne High School in Los Angeles, Janet said she and her parents were antsy as they filled out the application together for the first time. Due to her family’s mixed legal status, she asked to go by her first name only. Janet recalls the concern from one of her parents who lacks permanent legal status that by submitting the application to the federal government they would be exposing themselves to immigration enforcement. However, her parents decided it was more important that their daughter receive financial aid for college.\u003c/p>\n\u003cp>“When we submitted the application together, they said to me, ‘This is for you Janet. This is for the future generations and I hope we stay together,’” she said.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/07/032725_CJN-FAFSA_AJ_05-1024x682.jpg\" alt=\"\">\u003cfigcaption>Janet, a high school senior, outside of Hawthorne High School in Los Angeles on March 27, 2025. Janet is hoping to study theatre in college. \u003cem>(Alisha Jucevic for CalMatters)\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>Alondra, a graduate of University High School Charter in Los Angeles, says she feels stress because most of her family does not have permanent legal status. Alondra also requested to use only her first name to protect her family from potential deportation. Alondra said it surprised her family when she informed them of the possible risk if they apply. However, a counselor in the One Voice Scholars Program, which works with low-income, first-generation students, pointed out that Alondra’s parents already share their personal information with the federal government when they file taxes.\u003c/p>\n\u003cp>“So, it’s like we already know that my parents are already in the system, so we just kind of hope that me submitting my FAFSA isn’t adding on to that risk,” Alondra said.\u003c/p>\n\u003cp>Some students from mixed-status families who have older siblings may already have shared their data with the U.S. Department of Education, according to Alison De Lucca, executive director of the Southern California College Access Network. She said each family has to determine the pros and cons of the implications when applying for financial aid. Mixed-status families are also likely sharing their data with the state and federal government when they file taxes, get a driver’s license, or adjust their immigration status.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Angela, a graduate of the Los Angeles County High School of the Arts who also requested to use her first name only due to her family’s mixed legal status, said she started grappling with the decision of whether to apply for federal student aid during her sophomore year. At the time, her parents were still in the process of obtaining their citizenship and did not know if they would receive it in time for Angela’s financial aid application.\u003c/p>\n\u003cp>“They just really wanted me to be able to go (to college) for as cheap as possible,” Angela said.\u003c/p>\n\u003cp>Angela’s parents were able to obtain citizenship recently. However, she feels some of her college options are “off the table,” including Cornell University, which had offered her a scholarship that would have funded her first year at the university. Angela grew concerned about attending universities in New York after hearing reports of Immigration and Customs Enforcement “targeting” students that led pro-Palestinian protests, such as \u003ca href=\"https://www.nbcnews.com/news/us-news/mahmoud-khalil-columbia-ice-deportation-rcna199814\">Mahmoud Khalil\u003c/a> at Columbia and \u003ca href=\"https://www.nbcnews.com/news/us-news/momodou-taal-cornell-student-activist-surrender-ice-rcna197604\">Momodou Taal\u003c/a> at Cornell.\u003c/p>\n\u003cp>She also feels guilt as some of her extended family and friends who are applying for financial aid do not have parents with permanent legal status in the U.S.\u003c/p>\n\u003cp>“I’m happy for myself but that feels selfish,” Angela said. “I know that I can help my family in that sense, but it’s really upsetting. You worry for your friends that might not be able to do it, might not be able to get that future that they really dream of.”\u003c/p>\n\u003ch2>\u003cstrong>Federal financial aid application faces new problems\u003c/strong>\u003c/h2>\n\u003cp>Following President Donald Trump’s \u003ca href=\"https://www.whitehouse.gov/presidential-actions/2025/03/improving-education-outcomes-by-empowering-parents-states-and-communities/\">executive order \u003c/a>to dismantle the U.S. Department of Education, the department’s spokesperson James Bergeron wrote \u003ca href=\"https://fsapartners.ed.gov/knowledge-center/library/electronic-announcements/2025-03-17/acting-under-secretary-james-bergeron-letter-education-stakeholders-march-14-2025\">in a letter on March 14\u003c/a> that those working directly with the federal financial aid application or student loan servicing were not affected by the staff reductions.\u003c/p>\n\u003cp>Although Bergeron’s letter addressed the department’s staff reduction, De Lucca said that she and fellow staff at the College Access Network are concerned that layoffs at the department could lead to less support available for students and families when they call for assistance with their financial aid applications.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2024/05/101423_Collge-Info-Berkeley_JY_CM_22-1024x682.jpg\" alt=\"\">\u003cfigcaption>FAFSA fact sheets are displayed at College Information Day at UC Berkeley in Berkeley on Oct. 14, 2023. \u003cem>(Juliana Yamada for CalMatters)\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>“There’s less staff at the Department of Education to consult with community-based organizations like SoCal CAN (College Access Network) and our members,” De Lucca said. “So for us, it’s been more difficult to reach folks at the department when we do have questions.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.insidehighered.com/news/government/student-aid-policy/2025/03/27/how-education-department-cuts-could-jeopardize-fafsa\">Inside Higher Ed reported\u003c/a> in March that the staff reductions in the Office of Federal Student Aid would impact the staff’s ability to fix technical issues with the form, which were prevalent last year. Additional cuts were made to the FAFSA call center and training for financial aid practitioners, according to the same story by Inside Higher Ed.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.politico.com/news/2025/05/22/education-department-court-ruling-firings-00365170\">federal judge blocked Trump’s executive order\u003c/a> that led to the massive staff reduction at the education department in May. However, on July 14 \u003ca href=\"https://apnews.com/article/supreme-court-trump-education-layoffs-9370415531185092341b16a6bfea9344\">the U.S. Supreme Court allowed for the president’s plan to continue\u003c/a>.\u003c/p>\n\u003cp>The education department’s press office did not respond to repeated requests from CalMatters about the number of staff cuts at the Office of Federal Student Aid.\u003c/p>\n\u003cp>During last year’s updated FAFSA rollout, students faced technical issues with the application’s overhaul, \u003ca href=\"https://www.gao.gov/blog/botched-fafsa-rollout-leaves-uncertainty-students-seeking-financial-aid-college\">prompting a review by the U.S. Government Accountability Office\u003c/a>. Revisions to the application included reducing the number of questions by pulling students’ and parents’ financial information straight from the IRS. If parents were missing Social Security numbers then students could not submit a financial aid application.\u003c/p>\n\u003cp>Students had to wait until March 12, 2024 for the glitch on the website to be fixed before completing their submission, still ahead of the state’s extended deadline of May 2. The issues with the application last year resulted in 9,642 fewer federal financial aid applications submitted by May 2 from students in mixed-status families in the state compared to this year, according to the California Student Aid Commission.\u003c/p>\n\u003cp>Sacramento State senior Fernanda Arteaga spent four months trying to submit a FAFSA last year due to her parents not having Social Security numbers.\u003c/p>\n\u003cp>Arteaga tried calling the office about six times to ensure that her application had the necessary information to be submitted, but each time she had to wait for assistance, leading her to hang up and try again at another time. Finally, Arteaga was able to reach a staff member and submit her application. Experts from the federal \u003ca href=\"https://www.gao.gov/blog/botched-fafsa-rollout-leaves-uncertainty-students-seeking-financial-aid-college\">Governmental Accountability Office\u003c/a> testified before Congress in the fall of 2024 that 74% of the calls to the department’s call center went unanswered due to understaffing.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/03/032025-Fernanda-FAFSA-CM-01-1024x682.jpg\" alt=\"A person with dark hair pulled back by a headband stands in front of a colorful mural featuring Indigenous and cultural motifs. They wear a floral-patterned dress with a square neckline and gold hoop earrings. Their expression is calm and confident, with soft lighting highlighting their face. Lush greenery surrounds the scene, and a modern glass building is visible in the background.\">\u003cfigcaption>Cal State Sacramento senior Fernanda Arteaga stands by Lassen Hall, where students can access assistance with their financial aid and scholarships, on Jan. 16, 2025. Arteaga, who comes from a mixed-status family, faced difficulties when applying for federal financial aid last year due to glitches on the site. \u003cem>(Mercy Sosa/CalMatters)\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>“I would mainly say that I just overcame those obstacles by just constantly checking in with the (Office of Federal Student Aid) and making sure that everything I could do on my end was done, and that everything I had was there,” Arteaga said. She finally received her financial aid a month into the fall 2024 semester and was granted an extension to pay for her tuition by the university while the funds were disbursed.\u003c/p>\n\u003cp>With this year’s federal financial aid application, Arteaga did not encounter any website glitches, and had an easier process applying. Instead, Arteaga was concerned about the implications of applying for federal student aid given the political climate. Arteaga and her parents accepted the risk of immigration enforcement accessing their personal information through the application and ultimately applied.\u003c/p>\n\u003cp>“Obviously it is a federal organization,” Arteaga said. “So we were concerned that … our information wasn’t going to be protected. But my parents, since we’ve already done applications … in the past, they were like just do it. We really need the money, and we want to get you to finish your last year in college.”\u003c/p>\n\u003ch2>\u003cstrong>California offers alternative financial aid application\u003c/strong>\u003c/h2>\n\u003cp>Students who lack permanent legal status themselves are not eligible for federal financial aid. However, since 2013, the state has administered the California Dream Act Application, also known as CADAA, for those students to apply for state and campus-based aid. When students from mixed-status families were unable to submit a federal application in 2024, California opened its financial aid application temporarily to those students so they could at least apply for state aid.\u003c/p>\n\u003cp>The California Student Aid Commission again opened the Dream Act application to \u003ca href=\"https://www.csac.ca.gov/cadaa-msf\">students from mixed-status families\u003c/a> this year to provide them a state-protected way to apply for financial aid. California \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=GOV§ionNum=7284.8.\">state law\u003c/a> protects students and families by not sharing their personal information with immigration officials.\u003c/p>\n\u003cp>Now a state senator is proposing to open the financial aid application permanently to students from mixed-status families. State Sen. Sasha Renée Pérez, a Democrat from Pasadena, proposed \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260sb323\">Senate Bill 323\u003c/a>, which would require the California Student Aid Commission to ensure that the state application can be used by “any student eligible for state financial aid programs,” according to the bill text.\u003c/p>\n\u003cp>“It is crucial we provide California college bound students with a stable, safe, and alternative state-based financial aid application to feel safe in applying for financial aid and choosing to go to college,” \u003ca href=\"https://calmatters.digitaldemocracy.org/hearings/259431?t=1593&f=ac41f44fc0a8b5d4e237cc540187d245\">Pérez said on the Senate floor June 2\u003c/a>.\u003c/p>\n\u003cp>Emmanuel Rodriguez, senior director of policy and advocacy at The Institute for College Access and Success, said California’s Dream Act application adds a level of security for applicants as the information they receive is only shared with the campuses listed on a student’s application to determine whether the student is eligible for financial aid.\u003c/p>\n\u003cp>Financial aid advocates say that each family applying for financial aid must make a decision based on their specific situation and whether they should submit the federal application, the state Dream Act application, or both.\u003c/p>\n\u003cp>\u003cem>Samantha Yee contributed to this story. Mercy Sosa is a fellow with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/2025/07/financial-aid-immigration-deportation-fears/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "AI Is Helping Students Be More Independent, but the Isolation Could Be Career Poison",
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"content": "\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters.\u003c/a> \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Students don’t have the same incentives to talk to their professors — or even their classmates — anymore. Chatbots like \u003ca href=\"https://www.kqed.org/news/tag/chatgpt\">ChatGPT\u003c/a>, Gemini and Claude have given them a new path to self-sufficiency. Instead of asking a professor for help on a paper topic, students can go to a chatbot. Instead of forming a study group, students can ask AI for help. These chatbots give them quick responses, on their own timeline.\u003c/p>\n\u003cp>For students juggling school, work and family responsibilities, that ease can seem like a lifesaver. And maybe turning to a chatbot for homework help here and there isn’t such a big deal in isolation. But every time a student decides to ask a question of a chatbot instead of a professor or peer or tutor, that’s one fewer opportunity to build or strengthen a relationship, and the human connections students make on campus are among the most important benefits of college.\u003c/p>\n\u003cp>Julia Freeland-Fisher studies how technology can help or hinder student success at the \u003ca href=\"https://www.christenseninstitute.org\">Clayton Christensen Institute\u003c/a>. She said the consequences of turning to chatbots for help can compound.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth]\u003c/span>\u003c/p>\n\u003cp>“Over time, that means students have fewer and fewer people in their corner who can help them in other moments of struggle, who can help them in ways a bot might not be capable of,” she said.\u003c/p>\n\u003cp>As colleges further embed ChatGPT and other chatbots into campus life, Freeland-Fisher warns that lost relationships may become a devastating unintended consequence.\u003c/p>\n\u003ch2>Asking for help\u003c/h2>\n\u003cp>Christian Alba said he has never turned in an AI-written assignment. Alba, 20, attends College of the Canyons, a large community college north of Los Angeles, where he is studying business and history. And while he hasn’t asked ChatGPT to write any papers for him, he has turned to the technology when a blank page and a blinking cursor seemed overwhelming. He has asked for an outline. He has asked for ideas to get him started on an introduction. He has asked for advice about what to prioritize first.\u003c/p>\n\u003cp>“It’s kind of hard to just start something fresh off your mind,” Alba said. “I won’t lie. It’s a helpful tool.” Alba has wondered, though, whether turning to ChatGPT with these sorts of questions represents an overreliance on AI. But Alba, like many others in higher education, worries primarily about AI use as it relates to academic integrity, not social capital. And that’s a problem.\u003c/p>\n\u003cfigure id=\"attachment_11988686\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988686\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17.jpg\" alt='A sign that reads \"Can I Use ChatGPT?\" is posted on the wall behind a white woman with glasses.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A poster with information for students on using ChatGPT, an AI platform, in English teacher Jen Roberts’ class at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jean Rhodes, a psychology professor at the University of Massachusetts Boston, has spent decades studying the way college students seek help on campus and how the relationships formed during those interactions end up benefitting the students long-term. Rhodes doesn’t begrudge students integrating chatbots into their workflows, as many of their professors have, but she worries that students will get inferior answers to even simple-sounding questions, like, “How do I change my major?”\u003c/p>\n\u003cp>A chatbot might point a student to the registrar’s office, Rhodes said, but had a student asked the question of an advisor, that person may have asked important follow-up questions — why the student wants the change, for example, which could lead to a deeper conversation about a student’s goals and roadblocks.\u003c/p>\n\u003cp>“We understand the broader context of students’ lives,” Rhodes said. “They’re smart but they’re not wise, these tools.”[aside postID=news_12048270 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/07/Teens-and-AI-Chatbots_web-img.png']\u003c/p>\n\u003cp>Rhodes and one of her former doctoral students, Sarah Schwartz, created a program called Connected Scholars to help students understand why it’s valuable to talk to professors and have mentors. The program helped them hone their networking skills and understand what people get out of their networks over the course of their lives — namely, social capital.\u003c/p>\n\u003cp>Connected Scholars is offered as a semester-long course at U Mass Boston, and a forthcoming paper examines outcomes over the last decade, finding that students who take the course are three times more likely to graduate. Over time, Rhodes and her colleagues discovered that the key to the program’s success is getting students past an aversion to asking others for help.\u003c/p>\n\u003cp>Students will make a plethora of excuses to avoid asking for help, Rhodes said, ticking off a list of them: “‘I don’t want to stand out,’ ‘I don’t want people to realize I don’t fit in here,’ ‘My culture values independence,’ ‘I shouldn’t reach out,’ ‘I’ll get anxious,’ ‘This person won’t respond.’ If you can get past that and get them to recognize the value of reaching out, it’s pretty amazing what happens.”\u003c/p>\n\u003ch2>Connections are key\u003c/h2>\n\u003cp>Seeking human help not only leaves students with a resolution to a single problem, but it also gives them a connection to another person. And that person, down the line, could become a friend, a mentor or a business partner — a “strong tie,” as social scientists describe their centrality to a person’s network. They could also become a “weak tie” that a student may not see often, but could, importantly, still offer \u003ca href=\"https://news.mit.edu/2022/weak-ties-linkedin-employment-0915\">a job lead\u003c/a> or crucial \u003ca href=\"https://www.mariosmall.com/_files/ugd/4a8452_e96d220a75184b14aee623b41c7e7f30.pdf\">social support\u003c/a> one day.\u003c/p>\n\u003cp>Daniel Chambliss, a retired sociologist from Hamilton College, emphasized the value of relationships in his 2014 book, “How College Works,” co-authored with Christopher Takacs. Throughout their research, the pair found that the key to a successful college experience boiled down to relationships, specifically two or three close friends and one or two trusted adults. Hamilton College goes out of its way to make sure students can form those relationships, structuring work-study to get students into campus offices and around faculty and staff, making room for students of varying athletic abilities on sports teams, and more.\u003c/p>\n\u003cfigure id=\"attachment_11989313\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11989313\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The OpenAI ChatGPT logo. \u003ccite>(Jaap Arriens/NurPhoto via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In fact, \u003ca href=\"https://www.media.mit.edu/publications/how-ai-and-human-behaviors-shape-psychosocial-effects-of-chatbot-use-a-longitudinal-controlled-study/\">a recent study\u003c/a> by researchers at the MIT Media Lab and OpenAI found that the most frequent users of ChatGPT — power users — were more likely to be lonely and isolated from human interaction.\u003c/p>\n\u003cp>“What scares me about that is that Big Tech would like all of us to be power users,” said Freeland-Fisher. “That’s in the fabric of the business model of a technology company.”\u003c/p>\n\u003cp>Yesenia Pacheco is preparing to re-enroll in Long Beach City College for her final semester after more than a year off. Last time she was on campus, ChatGPT existed, but it wasn’t widely used. Now she knows she’s returning to a college where ChatGPT is deeply embedded in students’ as well as faculty and staff’s lives, but Pacheco expects she’ll go back to her old habits — going to her professors’ office hours and sticking around after class to ask them questions. She sees the value.\u003c/p>\n\u003cp>She understands why others might not. Today’s high schoolers, she has noticed, are not used to talking to adults or building mentor-style relationships. At 24, she knows why they matter.\u003c/p>\n\u003cp>“A chatbot,” she said, “isn’t going to give you a letter of recommendation.”\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/chatbots/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters.\u003c/a> \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>Students don’t have the same incentives to talk to their professors — or even their classmates — anymore. Chatbots like \u003ca href=\"https://www.kqed.org/news/tag/chatgpt\">ChatGPT\u003c/a>, Gemini and Claude have given them a new path to self-sufficiency. Instead of asking a professor for help on a paper topic, students can go to a chatbot. Instead of forming a study group, students can ask AI for help. These chatbots give them quick responses, on their own timeline.\u003c/p>\n\u003cp>For students juggling school, work and family responsibilities, that ease can seem like a lifesaver. And maybe turning to a chatbot for homework help here and there isn’t such a big deal in isolation. But every time a student decides to ask a question of a chatbot instead of a professor or peer or tutor, that’s one fewer opportunity to build or strengthen a relationship, and the human connections students make on campus are among the most important benefits of college.\u003c/p>\n\u003cp>Julia Freeland-Fisher studies how technology can help or hinder student success at the \u003ca href=\"https://www.christenseninstitute.org\">Clayton Christensen Institute\u003c/a>. She said the consequences of turning to chatbots for help can compound.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>\u003c/p>\n\u003cp>“Over time, that means students have fewer and fewer people in their corner who can help them in other moments of struggle, who can help them in ways a bot might not be capable of,” she said.\u003c/p>\n\u003cp>As colleges further embed ChatGPT and other chatbots into campus life, Freeland-Fisher warns that lost relationships may become a devastating unintended consequence.\u003c/p>\n\u003ch2>Asking for help\u003c/h2>\n\u003cp>Christian Alba said he has never turned in an AI-written assignment. Alba, 20, attends College of the Canyons, a large community college north of Los Angeles, where he is studying business and history. And while he hasn’t asked ChatGPT to write any papers for him, he has turned to the technology when a blank page and a blinking cursor seemed overwhelming. He has asked for an outline. He has asked for ideas to get him started on an introduction. He has asked for advice about what to prioritize first.\u003c/p>\n\u003cp>“It’s kind of hard to just start something fresh off your mind,” Alba said. “I won’t lie. It’s a helpful tool.” Alba has wondered, though, whether turning to ChatGPT with these sorts of questions represents an overreliance on AI. But Alba, like many others in higher education, worries primarily about AI use as it relates to academic integrity, not social capital. And that’s a problem.\u003c/p>\n\u003cfigure id=\"attachment_11988686\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988686\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17.jpg\" alt='A sign that reads \"Can I Use ChatGPT?\" is posted on the wall behind a white woman with glasses.' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_17-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A poster with information for students on using ChatGPT, an AI platform, in English teacher Jen Roberts’ class at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Jean Rhodes, a psychology professor at the University of Massachusetts Boston, has spent decades studying the way college students seek help on campus and how the relationships formed during those interactions end up benefitting the students long-term. Rhodes doesn’t begrudge students integrating chatbots into their workflows, as many of their professors have, but she worries that students will get inferior answers to even simple-sounding questions, like, “How do I change my major?”\u003c/p>\n\u003cp>A chatbot might point a student to the registrar’s office, Rhodes said, but had a student asked the question of an advisor, that person may have asked important follow-up questions — why the student wants the change, for example, which could lead to a deeper conversation about a student’s goals and roadblocks.\u003c/p>\n\u003cp>“We understand the broader context of students’ lives,” Rhodes said. “They’re smart but they’re not wise, these tools.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rhodes and one of her former doctoral students, Sarah Schwartz, created a program called Connected Scholars to help students understand why it’s valuable to talk to professors and have mentors. The program helped them hone their networking skills and understand what people get out of their networks over the course of their lives — namely, social capital.\u003c/p>\n\u003cp>Connected Scholars is offered as a semester-long course at U Mass Boston, and a forthcoming paper examines outcomes over the last decade, finding that students who take the course are three times more likely to graduate. Over time, Rhodes and her colleagues discovered that the key to the program’s success is getting students past an aversion to asking others for help.\u003c/p>\n\u003cp>Students will make a plethora of excuses to avoid asking for help, Rhodes said, ticking off a list of them: “‘I don’t want to stand out,’ ‘I don’t want people to realize I don’t fit in here,’ ‘My culture values independence,’ ‘I shouldn’t reach out,’ ‘I’ll get anxious,’ ‘This person won’t respond.’ If you can get past that and get them to recognize the value of reaching out, it’s pretty amazing what happens.”\u003c/p>\n\u003ch2>Connections are key\u003c/h2>\n\u003cp>Seeking human help not only leaves students with a resolution to a single problem, but it also gives them a connection to another person. And that person, down the line, could become a friend, a mentor or a business partner — a “strong tie,” as social scientists describe their centrality to a person’s network. They could also become a “weak tie” that a student may not see often, but could, importantly, still offer \u003ca href=\"https://news.mit.edu/2022/weak-ties-linkedin-employment-0915\">a job lead\u003c/a> or crucial \u003ca href=\"https://www.mariosmall.com/_files/ugd/4a8452_e96d220a75184b14aee623b41c7e7f30.pdf\">social support\u003c/a> one day.\u003c/p>\n\u003cp>Daniel Chambliss, a retired sociologist from Hamilton College, emphasized the value of relationships in his 2014 book, “How College Works,” co-authored with Christopher Takacs. Throughout their research, the pair found that the key to a successful college experience boiled down to relationships, specifically two or three close friends and one or two trusted adults. Hamilton College goes out of its way to make sure students can form those relationships, structuring work-study to get students into campus offices and around faculty and staff, making room for students of varying athletic abilities on sports teams, and more.\u003c/p>\n\u003cfigure id=\"attachment_11989313\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11989313\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/GettyImages-2155035557-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The OpenAI ChatGPT logo. \u003ccite>(Jaap Arriens/NurPhoto via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In fact, \u003ca href=\"https://www.media.mit.edu/publications/how-ai-and-human-behaviors-shape-psychosocial-effects-of-chatbot-use-a-longitudinal-controlled-study/\">a recent study\u003c/a> by researchers at the MIT Media Lab and OpenAI found that the most frequent users of ChatGPT — power users — were more likely to be lonely and isolated from human interaction.\u003c/p>\n\u003cp>“What scares me about that is that Big Tech would like all of us to be power users,” said Freeland-Fisher. “That’s in the fabric of the business model of a technology company.”\u003c/p>\n\u003cp>Yesenia Pacheco is preparing to re-enroll in Long Beach City College for her final semester after more than a year off. Last time she was on campus, ChatGPT existed, but it wasn’t widely used. Now she knows she’s returning to a college where ChatGPT is deeply embedded in students’ as well as faculty and staff’s lives, but Pacheco expects she’ll go back to her old habits — going to her professors’ office hours and sticking around after class to ask them questions. She sees the value.\u003c/p>\n\u003cp>She understands why others might not. Today’s high schoolers, she has noticed, are not used to talking to adults or building mentor-style relationships. At 24, she knows why they matter.\u003c/p>\n\u003cp>“A chatbot,” she said, “isn’t going to give you a letter of recommendation.”\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/education/higher-education/2025/07/chatbots/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Several weeks after students returned to Canyon Charter Elementary School following the Los Angeles fires in January, a second grade student at the school cried as his teacher packed up an absent friend’s belongings.\u003c/p>\n\u003cp>“What are you doing with this stuff?” the student asked, his grief ongoing, and mounting.\u003c/p>\n\u003cp>Katje Davis said it was difficult to explain that his friend was displaced by the Palisades fire and had to move to another school.\u003c/p>\n\u003cp>“This loss was hard,” Davis said. “But … we’re good teachers here. And we’ve figured out how to put the kids first.”\u003c/p>\n\u003cp>The second grader was one of hundreds who left the Los Angeles Unified School District, which lost two elementary schools to the fires, and the Pasadena Unified School District, which encompasses Altadena, and was the hardest hit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And as the academic year comes to an end, teachers, administrators and experts have stressed that schools in areas affected by fires have remained a key source of stability, despite campuswide adjustments to a new normal and the ongoing grief expressed by students, many of whom lost their homes, pets and communities. Five months after the fires, students were back on track, making progress academically and emotionally.\u003c/p>\n\u003cp>“Schools provide a sense of continuity and safety for children,” said Pedro Noguera, the Emery Stoops and Joyce King Stoops Dean of USC’s Rossier School of Education. “And, that’s why it’s so important to be in school.”\u003c/p>\n\u003ch2>‘Nothing like COVID’: Returning to normalcy\u003c/h2>\n\u003cp>Despite losing some schools to the fire, \u003ca href=\"https://edsource.org/2025/los-angeles-schools-close-brace-for-more-fire-wind-and-ash/724794\">Los Angeles Unified and Pasadena Unified\u003c/a> were \u003ca href=\"https://edsource.org/2025/the-day-i-lost-my-house-school-communities-reel-from-eaton-palisades-fires/725439\">relatively quick to bring students back\u003c/a> and resume classes at their new locations. Many students returned by the end of January.\u003c/p>\n\u003cp>The schools that burned down were relocated to new campuses, so students could stay with the same campus community, classroom, classmates and teachers.\u003c/p>\n\u003cp>Parents at Canyon Charter Elementary were concerned about environmental risks, according to Davis, and many kept their kids home until the district completed a \u003ca class=\"external\" href=\"https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/135/Canyon%20Charter%20ES%20Fire%20Impact%20Assessment%20Report%20R1.pdf\" target=\"_blank\" rel=\"noopener\">Soil and Indoor Air Dust Report (PDF)\u003c/a> in late March.\u003c/p>\n\u003cp>In the months following the Eaton and Palisades fires, students who lived in impacted communities dealt with different circumstances and missed varying amounts of instruction. Some initially seemed happy to be back with their teacher and classmates; others struggled emotionally.\u003c/p>\n\u003cp>“This is nothing like Covid — because at Covid times, everybody was in the same boat,” Davis said. Her school was in a unique position — they were the closest to the burn zone but did not perish. They also didn’t have running water until mid-March.\u003c/p>\n\u003cp>Wendy Connor, a veteran first grade teacher at Marquez Charter Elementary School, which did burn down in Palisades, said the initial days and weeks after they resumed in January at Nora Sterry Elementary were geared toward students’ emotional well-being. [aside postID=\"news_12031140,news_12025436,news_12028438\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Teachers started marking tardies in mid-February, she said, and she tried to cover only the essential parts of each lesson.\u003c/p>\n\u003cp>“We’re reading a story. We’re writing. We’re practicing spelling and writing sentences and things like that,” Connor said in an interview with EdSource in February. “But, we’re just not doing it for as long as we normally would. If there’s five questions for them to answer, maybe I’ll just have them do three.”\u003c/p>\n\u003cp>As the weeks rolled on and students started to settle into their new environments, Connor said she felt she had been able to steer her first graders back into a more normal school day.\u003c/p>\n\u003cp>By May, most of the kids at Marquez Charter Elementary had settled down and were happy at their new location, Connor told EdSource.\u003c/p>\n\u003cp>“There’s been some stories of a few different students from different classrooms whose parents wanted them to go to a different school … and the kids just refused to go. They wanted to stay at Marquez.”\u003c/p>\n\u003cp>The efforts at Pasadena Unified have yielded some surprising results, according to Julianne Reynoso, Pasadena Unified’s assistant superintendent of student wellness and support services.\u003c/p>\n\u003cp>Although 10,000 of the district’s 14,000 students were evacuated from the Eaton fire, the district’s diagnostic assessments show that the number of students performing at or above grade level in math and reading across elementary and middle school has increased between the August/September and March/April assessment periods.\u003c/p>\n\u003cp>Specifically, the number of elementary students who performed at mid- or above-grade level rose 15 percentage points in math and 14 percentage points in reading.\u003c/p>\n\u003cp>Among middle schoolers, math scores rose by 11 percentage points and 6 percentage points in reading.\u003c/p>\n\u003cp>An LAUSD spokesperson said in an email to EdSource that they do not have any data measuring the impacts of the Palisades fire on students at Palisades Charter Elementary and Marquez Charter Elementary.\u003c/p>\n\u003ch2>A changing landscape\u003c/h2>\n\u003cp>In the final weeks of the spring semester, the school day looked similar to what it was before the fires, with one notable exception. Connor’s class is a lot smaller. Only 12 of her 20 students came back, and she made the most of the smaller class size.\u003c/p>\n\u003cp>“When you have 20, you have to run around to like six different kids that need your help. When it’s only 12, it’s like two kids,” Connor said. “And then we end up with extra time in the afternoon, and we’re starting to do some more coding activities … [and] other enrichment-type activities.”\u003c/p>\n\u003cp>At least 89 students left Los Angeles Unified due to the fires, according to a district spokesperson, while Pasadena Unified lost roughly 420 students.\u003c/p>\n\u003cp>“We did have families that left us,” Reynoso said. Other families maintained long-distance commutes to keep their kids in the same district school. “But what’s interesting about it is that they said, ‘We’ll be back. This is just temporary for us,’ I hope that’s true.”\u003c/p>\n\u003cp>But the fires, coupled with fears around immigration enforcement, also led to an uptick in the district’s rate of chronic absenteeism.\u003c/p>\n\u003cp>At the same time, Reynoso said Los Angeles Unified unexpectedly gained 263 students. She speculates that this could be the result of a California executive order allowing students who were affected by the fires to attend schools in other districts.\u003c/p>\n\u003cp>But every fire is different.\u003c/p>\n\u003cp>According to Noguera from USC, many communities in \u003ca class=\"external\" href=\"https://en.wikipedia.org/wiki/Tubbs_Fire\" target=\"_blank\" rel=\"noopener\">Santa Rosa\u003c/a> and \u003ca href=\"https://edsource.org/2018/paradise-high-seniors-lost-almost-everything-in-camp-fire-but-are-determined-to-salvage-their-final-year/606170\">Paradise\u003c/a> that suffered losses after fires returned and rebuilt. However, he cautioned that a large-scale return of families might be less likely in Los Angeles.\u003c/p>\n\u003cp>“Not everybody who was there will come back or can afford to come back,” he said. “It’s a process that’s going to take time, and we will only know, with time, how it all comes together.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2025/students-return-fires-los-angeles/734370\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several weeks after students returned to Canyon Charter Elementary School following the Los Angeles fires in January, a second grade student at the school cried as his teacher packed up an absent friend’s belongings.\u003c/p>\n\u003cp>“What are you doing with this stuff?” the student asked, his grief ongoing, and mounting.\u003c/p>\n\u003cp>Katje Davis said it was difficult to explain that his friend was displaced by the Palisades fire and had to move to another school.\u003c/p>\n\u003cp>“This loss was hard,” Davis said. “But … we’re good teachers here. And we’ve figured out how to put the kids first.”\u003c/p>\n\u003cp>The second grader was one of hundreds who left the Los Angeles Unified School District, which lost two elementary schools to the fires, and the Pasadena Unified School District, which encompasses Altadena, and was the hardest hit.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And as the academic year comes to an end, teachers, administrators and experts have stressed that schools in areas affected by fires have remained a key source of stability, despite campuswide adjustments to a new normal and the ongoing grief expressed by students, many of whom lost their homes, pets and communities. Five months after the fires, students were back on track, making progress academically and emotionally.\u003c/p>\n\u003cp>“Schools provide a sense of continuity and safety for children,” said Pedro Noguera, the Emery Stoops and Joyce King Stoops Dean of USC’s Rossier School of Education. “And, that’s why it’s so important to be in school.”\u003c/p>\n\u003ch2>‘Nothing like COVID’: Returning to normalcy\u003c/h2>\n\u003cp>Despite losing some schools to the fire, \u003ca href=\"https://edsource.org/2025/los-angeles-schools-close-brace-for-more-fire-wind-and-ash/724794\">Los Angeles Unified and Pasadena Unified\u003c/a> were \u003ca href=\"https://edsource.org/2025/the-day-i-lost-my-house-school-communities-reel-from-eaton-palisades-fires/725439\">relatively quick to bring students back\u003c/a> and resume classes at their new locations. Many students returned by the end of January.\u003c/p>\n\u003cp>The schools that burned down were relocated to new campuses, so students could stay with the same campus community, classroom, classmates and teachers.\u003c/p>\n\u003cp>Parents at Canyon Charter Elementary were concerned about environmental risks, according to Davis, and many kept their kids home until the district completed a \u003ca class=\"external\" href=\"https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/135/Canyon%20Charter%20ES%20Fire%20Impact%20Assessment%20Report%20R1.pdf\" target=\"_blank\" rel=\"noopener\">Soil and Indoor Air Dust Report (PDF)\u003c/a> in late March.\u003c/p>\n\u003cp>In the months following the Eaton and Palisades fires, students who lived in impacted communities dealt with different circumstances and missed varying amounts of instruction. Some initially seemed happy to be back with their teacher and classmates; others struggled emotionally.\u003c/p>\n\u003cp>“This is nothing like Covid — because at Covid times, everybody was in the same boat,” Davis said. Her school was in a unique position — they were the closest to the burn zone but did not perish. They also didn’t have running water until mid-March.\u003c/p>\n\u003cp>Wendy Connor, a veteran first grade teacher at Marquez Charter Elementary School, which did burn down in Palisades, said the initial days and weeks after they resumed in January at Nora Sterry Elementary were geared toward students’ emotional well-being. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers started marking tardies in mid-February, she said, and she tried to cover only the essential parts of each lesson.\u003c/p>\n\u003cp>“We’re reading a story. We’re writing. We’re practicing spelling and writing sentences and things like that,” Connor said in an interview with EdSource in February. “But, we’re just not doing it for as long as we normally would. If there’s five questions for them to answer, maybe I’ll just have them do three.”\u003c/p>\n\u003cp>As the weeks rolled on and students started to settle into their new environments, Connor said she felt she had been able to steer her first graders back into a more normal school day.\u003c/p>\n\u003cp>By May, most of the kids at Marquez Charter Elementary had settled down and were happy at their new location, Connor told EdSource.\u003c/p>\n\u003cp>“There’s been some stories of a few different students from different classrooms whose parents wanted them to go to a different school … and the kids just refused to go. They wanted to stay at Marquez.”\u003c/p>\n\u003cp>The efforts at Pasadena Unified have yielded some surprising results, according to Julianne Reynoso, Pasadena Unified’s assistant superintendent of student wellness and support services.\u003c/p>\n\u003cp>Although 10,000 of the district’s 14,000 students were evacuated from the Eaton fire, the district’s diagnostic assessments show that the number of students performing at or above grade level in math and reading across elementary and middle school has increased between the August/September and March/April assessment periods.\u003c/p>\n\u003cp>Specifically, the number of elementary students who performed at mid- or above-grade level rose 15 percentage points in math and 14 percentage points in reading.\u003c/p>\n\u003cp>Among middle schoolers, math scores rose by 11 percentage points and 6 percentage points in reading.\u003c/p>\n\u003cp>An LAUSD spokesperson said in an email to EdSource that they do not have any data measuring the impacts of the Palisades fire on students at Palisades Charter Elementary and Marquez Charter Elementary.\u003c/p>\n\u003ch2>A changing landscape\u003c/h2>\n\u003cp>In the final weeks of the spring semester, the school day looked similar to what it was before the fires, with one notable exception. Connor’s class is a lot smaller. Only 12 of her 20 students came back, and she made the most of the smaller class size.\u003c/p>\n\u003cp>“When you have 20, you have to run around to like six different kids that need your help. When it’s only 12, it’s like two kids,” Connor said. “And then we end up with extra time in the afternoon, and we’re starting to do some more coding activities … [and] other enrichment-type activities.”\u003c/p>\n\u003cp>At least 89 students left Los Angeles Unified due to the fires, according to a district spokesperson, while Pasadena Unified lost roughly 420 students.\u003c/p>\n\u003cp>“We did have families that left us,” Reynoso said. Other families maintained long-distance commutes to keep their kids in the same district school. “But what’s interesting about it is that they said, ‘We’ll be back. This is just temporary for us,’ I hope that’s true.”\u003c/p>\n\u003cp>But the fires, coupled with fears around immigration enforcement, also led to an uptick in the district’s rate of chronic absenteeism.\u003c/p>\n\u003cp>At the same time, Reynoso said Los Angeles Unified unexpectedly gained 263 students. She speculates that this could be the result of a California executive order allowing students who were affected by the fires to attend schools in other districts.\u003c/p>\n\u003cp>But every fire is different.\u003c/p>\n\u003cp>According to Noguera from USC, many communities in \u003ca class=\"external\" href=\"https://en.wikipedia.org/wiki/Tubbs_Fire\" target=\"_blank\" rel=\"noopener\">Santa Rosa\u003c/a> and \u003ca href=\"https://edsource.org/2018/paradise-high-seniors-lost-almost-everything-in-camp-fire-but-are-determined-to-salvage-their-final-year/606170\">Paradise\u003c/a> that suffered losses after fires returned and rebuilt. However, he cautioned that a large-scale return of families might be less likely in Los Angeles.\u003c/p>\n\u003cp>“Not everybody who was there will come back or can afford to come back,” he said. “It’s a process that’s going to take time, and we will only know, with time, how it all comes together.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2025/students-return-fires-los-angeles/734370\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "the-uc-berkeley-students-who-want-a-central-american-studies-department",
"title": "The UC Berkeley Students Who Want a Central American Studies Department",
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"content": "\u003cp>Since Donald Trump’s first term in office, a UC Berkeley student group called Central Americans for Empowerment (CAFE) has been pushing for a Central American Studies department. For them, it would help raise visibility of Central Americans whose specific stories often get lost in broader conversations about Latinos and immigration in the U.S.\u003c/p>\n\u003cp>\u003cem>\u003ci>Some members of the KQED podcast team are represented by The Screen Actors Guild, American Federation of Television and Radio Artists. San Francisco Northern California Local.\u003c/i>\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4135996503&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:01:09] Early in Donald Trump’s first term as president, caravans of Central Americans seeking asylum were arriving to Tijuana at the border with San Diego. Many groups here in the U.S. Made their way there to provide direct aid to the newly arrived migrants. One of them was a group of Central American students from UC Berkeley who’d started meeting as a way to build community and visibility around issues affecting Central Americans. On campus, they also had their own dreams of starting a Central American Studies Department at UC Berkeley.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:01:54] There was just a lot around immigration and there was a lot around Central American migration and like the way Central Americans were being described in the public that really came to the forefront. And so I think it was very much perfect timing.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:02:13] Cal students with roots in Honduras, Guatemala, Nicaragua, El Salvador, and Costa Rica wanted a closer study of their cultural backgrounds. For them, their specific stories often got lost in broader conversations about Latinos and even immigration in the U.S. And establishing a Central American Studies Department at UC Berkeley was one answer to that.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:02:42] Being Central American, we’re always seen as less than, just because our countries aren’t known as much. Being Salvadoran, everyone always assumed that, oh, you’re either affiliated with gang violence or they just assume a lot about the Civil War.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:02:59] Today, the students fighting for a Central American Studies Department at UC Berkeley.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:03:18] According to the Census, the San Francisco-Oakland-Fremont metropolitan area has a population of around 145,000 immigrants from Central America. So that’s also like not including like first gens like me who were born here, but our parents are from Central America.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:43] Mel Velasquez is the production intern for The Bay.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:03:48] Here in California, there’s a large population of Mexican Americans and Mexican immigrants. They make up a majority of the Latine community, which is natural, there are more people in Mexico than in Central America. But what these other sources I’ve talked to and other people I’ve talk to have spoken about is just how a lot of the conversations are very Mexico-centric. It’s very like common for people to just be like, oh yeah, okay, so you’re Latino, so, you’re Mexican. That’s something I’ve gotten like my entire life. I actually didn’t even know I was Central American until like kindergarten. I always thought I was Mexican because other kids would be like yeah. And I was like, yeah, that makes sense.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:04:39] Yeah, but like, as you were saying, there’s many people from these countries have their own histories. And for, I guess, people who don’t know what are some big moments that led Central Americans to come here to the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:04:53] The second half of the 20th century, there were the civil wars in Central America, which led a lot of folks from these countries to flee here, into the Mission District in particular. In Honduras, there was the presidential coup in 2009 that also led a lot of people here. And also the civil wars that happened from around like the 60s to the 90s. They were Cold War fears from the United States that like, oh, we’re gonna have communist regime like in our backyard.\u003c/p>\n\u003cp>\u003cstrong>Ronald Reagan \u003c/strong>[00:05:34] Central America is America. It’s at our doorstep, and it’s become the stage for a bold attempt by the Soviet Union, Cuba, and Nicaragua to install communism by force throughout the hemisphere.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:05:52] Well, I know you met someone whose family is from Central America to talk about some of these just sort of shared histories that you’re talking about. Tell me about Arlette Jacomé. Who is she and what’s her background?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:06:07] I spoke with Arlette Jacomé and she was a student at UC Berkeley from around 2012 to 2017 and she’s Guatemalan.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:06:19] Specifically tried to take Spanish classes and Latin American studies classes.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:06:24] I wanted to talk to Arlette because she was the co-founder of CAFE, which is Central Americans for Empowerment.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:06:34] How does Arlette describe her first years at Cal?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:06:38] So she felt like she was really alone.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:06:42] I could spot Central Americans pretty easily and I was like you’re gonna be my friend but in terms of like structure or like organizationally or systemically speaking I was lonely.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:06:54] She was a first gen college student and she was looking for a group to be a part of that reflected her identity.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:07:04] But I always wanted more. I always want more Central American community. And in my heart of hearts, since probably freshman year, I was like, if we had a Central American group, I would join and I wish I could do that.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:07:17] And there’s like other clubs, Latine affinity groups like MECHA, which is like a nationwide organization. And then there’s smaller clubs here and there that have specific needs for Latino students, but that she didn’t really identify with. And so she wanted to start CAFE, which is Central Americans for Empowerment.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:07:42] I mean, this is 2016, 2017. What is the context around this time and what was happening in the news around immigration in particular as Arlette and other students were forming CAFE?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:07:56] Yeah, so around this time was the first Trump administration. So this was the beginning of the anti-immigration rhetoric about building a border wall and a lot of racist comments about Mexicans in general and also, like, Central Americans lumped in there as well. So, there was a lot of Central Americans coming into the United States during this time as well and more specifically the Honduran caravans that were coming here. And they were at the San Diego-Tijuana border, the U.S.-Mexico border.\u003c/p>\n\u003cp>\u003cstrong>CNN reporter \u003c/strong>[00:08:42] I want to show you exactly what’s happening behind me. You can see on this side, there are quite a few of people from the caravan that has arrived here to the US-Mexico border. They sort of have.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:08:55] So the cafe wasn’t built around that, those issues specifically, but it just happened to be that this was the political climate that CAFE was started in.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:09:06] At the time, the media was just disparaging Central Americans and the caravans. There weren’t a lot of spaces for Central Americans in general to really like talk about that in a way that was like personal. Cause for us, it’s personal, right?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:09:25] They did a lot of direct aid for the Honduran caravan at the border. Some students collected like clothes and money and toiletries and things that anybody can need. They went down south to Tijuana and they were talking to the women of the caravan and just giving them grooming services and helping them just feel normal, feel like a person. Another big goal of theirs was to create a Central American Studies Department. It doesn’t exist at Berkeley. Actually, no university in the Bay Area has a Central American Studies department. They have classes, but the first program for Central American Studies was created at Cal State Northridge. In the beginning, it was just like an idea. It was a dream. They didn’t actually think like when they were there that it would happen because… It’s a long process to create a department at a university. Other ethnicities and races have their own departments as well. And they have like the faculty and staff to educate other folks about things like Chicanx studies, and which is a very popular and nationwide program and that a lot of different universities have. So these students are like, okay, well, this exists somewhere. It exists at Cal State Northridge. Why can’t we have it over here? They want academics to teach Central American history, which is what they feel is very intertwined with U.S. History. The folks I talked to, they told me that they didn’t learn any of this when they were in school, and they were very interested in it.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:11:25] Central American studies is more than just students who are Central American, who wanna identify within this higher ed space. It’s about understanding a history that is very American because the U.S. Has done so much with their imperialistic endeavors that has impacted Central Americans to where we’re here and now we have this interconnected history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:11:52] Coming up, how CAFE students today are trying to move the needle on a Central American Studies Department. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:13:09] So CAFE started around the beginning of President Trump’s first term. It’s now 2025. How has it grown? Or changed?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:13:18] So it’s definitely gone through some ebbs and flows throughout the years, and especially during COVID. But now, in 2025, there’s more students who are active in organizing around a Central American Studies department.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:13:35] We’re fighting for a department that’s just very important to us, but then also to the community.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:13:43] I talked to Lesly Reyes Reyes. She’s going to be a sophomore at Berkeley. She’s a pre-med major. She was really ambitious right at orientation.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:13:55] And I see that they posted, oh, we’re having a board application. So I was like, should I just go for it? I was, like, I might regret if I don’t. So I went ahead and like applied for board.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:14:06] Now, she is working on a class about Central American migration and identity.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:14:14] We’re going to start with a timeline from the 1930s all the way to the present. And then later on, we’re focusing on identifying the different murals that are related to Central American diaspora in the Mission District.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:14:27] There’s this thing at Berkeley called DeCal. So it’s basically a student-led class and there’s a faculty advisor, but it’s everything that a traditional class has, a syllabus, coursework, readings, lectures, and you can get units for them. She already made the syllabus. Now she’s working on the lectures and the homework and the readings. And so she told me that she wants this. Class to like encourage people of all backgrounds to join, not just Central American students.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:15:05] Someone that’s not Central American. I would just want them to feel more educated and kind of feel like, not pity that’s definitely not something I want someone to feel not pity for us, but kind of more like whoa like you guys are strong like you did that and like y’all are still fighting for your identities here in like the US\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:15:29] Why is doing this an important piece of the puzzle to eventually establishing a Central American Studies Department?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:15:38] I talked to Professor Enrique Lima. He is a continuing lecturer at Berkeley and he teaches two of the Central American classes at Berkeley. He was telling me that the university cares about enrollment.\u003c/p>\n\u003cp>\u003cstrong>Enrique Lima \u003c/strong>[00:15:55] My main concern for them was the university cares about numbers. The university is at some level an institution that cares about money.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:16:08] And if the students can prove that they have the numbers in this class, so if they’re consistent with teaching the DeCal, maybe if that has demand, there can be another one, and hopefully it’ll snowball into something like that.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:16:28] What does Professor Lima think about CAFE’s goal of establishing a Central American Studies Department?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:16:37] Yeah, he’s excited about the idea, but he’s also a little skeptical about it as well.\u003c/p>\n\u003cp>\u003cstrong>Enrique Lima \u003c/strong>[00:16:45] It’s a lot of work. It’s not just where would it be housed, all the staff that would it would require.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:16:53] It’s really hard being a college student, first of all, and then a lot of them being first gen college students and also having to support their parents and their family.\u003c/p>\n\u003cp>\u003cstrong>Enrique Lima \u003c/strong>[00:17:05] It would require immense planning. So it would be a multi-year process, I would imagine, even after the approval.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:17:13] The new class he started teaching this past semester, he told me that it took a lot to just even make one class that’s like approved by the university. And from start to finish, it took over a year for him to get the syllabus approved and the coursework approved. So he’s like, this is not gonna happen for a few years at least.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:17:40] And not to mention students graduating and moving on. And are people like Lesly feeling hopeful that they can actually make this happen?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:17:51] Lesly told me that she’s just really passionate about Central American history.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:17:57] For me as a student that’s teaching the class, I hope to feel like I did something more. We’re all like planting our seed to hopefully get the fruit, which is the Central American Studies Department.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:18:09] There’s no exact timeline for like, this department could be created. It’s more about proving to the university that there is a demand for a program and a department.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:18:27] Well, Mel, this all started back in 2017, but what do the students you talk with say about how they’re thinking about the importance of CAFE and even the Central American Studies Department in this particular moment that we’re in now?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:18:44] The students that I spoke to and the former students as well, were telling me that it’s important to know the context, especially right now with the ICE raids that are happening. It’s important for people to be educated around why Central Americans are immigrating here anyways. The students I spoke too were telling me that there are conditions in Central America that are, they’re there because the United States had influence in it in a way, so that led them to immigrating over here so they could flee violence. They could flee political repression. So they want people to know that there’s a reason why Central Americans are here. And there’s also a reason why we should protect them.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:19:38] Yeah, I mean, what’s your takeaway from your reporting, Mel? I know this came from a very personal place for you, and now that you’ve finished all your reporting. I mean what, what are you walking away with?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:19:51] Um, I’m feeling very proud of my community, actually. I hope that people can also see that we’re beyond just immigration and drug violence and crime that’s happening. Even here in the Bay Area, that rhetoric has been going on for a long time, especially when it comes to drug trafficking. We’re more than that.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:20:23] Well, Mel Velasquez, The Bay’s intern, thank you so much for joining me.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:20:28] It’s always a pleasure, Ericka.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:20:37] That was Mel Velasquez, The Bay’s beloved production intern. This 38-minute conversation with Mel was cut down and edited by Alan Montecillo. Mel produced this episode, scored it, and added all the tape. Extra production support by me and Jessica Kariisa.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Since Donald Trump’s first term in office, a UC Berkeley student group called Central Americans for Empowerment (CAFE) has been pushing for a Central American Studies department. For them, it would help raise visibility of Central Americans whose specific stories often get lost in broader conversations about Latinos and immigration in the U.S.\u003c/p>\n\u003cp>\u003cem>\u003ci>Some members of the KQED podcast team are represented by The Screen Actors Guild, American Federation of Television and Radio Artists. San Francisco Northern California Local.\u003c/i>\u003c/em>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4135996503&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cem>This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:01:09] Early in Donald Trump’s first term as president, caravans of Central Americans seeking asylum were arriving to Tijuana at the border with San Diego. Many groups here in the U.S. Made their way there to provide direct aid to the newly arrived migrants. One of them was a group of Central American students from UC Berkeley who’d started meeting as a way to build community and visibility around issues affecting Central Americans. On campus, they also had their own dreams of starting a Central American Studies Department at UC Berkeley.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:01:54] There was just a lot around immigration and there was a lot around Central American migration and like the way Central Americans were being described in the public that really came to the forefront. And so I think it was very much perfect timing.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:02:13] Cal students with roots in Honduras, Guatemala, Nicaragua, El Salvador, and Costa Rica wanted a closer study of their cultural backgrounds. For them, their specific stories often got lost in broader conversations about Latinos and even immigration in the U.S. And establishing a Central American Studies Department at UC Berkeley was one answer to that.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:02:42] Being Central American, we’re always seen as less than, just because our countries aren’t known as much. Being Salvadoran, everyone always assumed that, oh, you’re either affiliated with gang violence or they just assume a lot about the Civil War.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:02:59] Today, the students fighting for a Central American Studies Department at UC Berkeley.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:03:18] According to the Census, the San Francisco-Oakland-Fremont metropolitan area has a population of around 145,000 immigrants from Central America. So that’s also like not including like first gens like me who were born here, but our parents are from Central America.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:03:43] Mel Velasquez is the production intern for The Bay.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:03:48] Here in California, there’s a large population of Mexican Americans and Mexican immigrants. They make up a majority of the Latine community, which is natural, there are more people in Mexico than in Central America. But what these other sources I’ve talked to and other people I’ve talk to have spoken about is just how a lot of the conversations are very Mexico-centric. It’s very like common for people to just be like, oh yeah, okay, so you’re Latino, so, you’re Mexican. That’s something I’ve gotten like my entire life. I actually didn’t even know I was Central American until like kindergarten. I always thought I was Mexican because other kids would be like yeah. And I was like, yeah, that makes sense.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:04:39] Yeah, but like, as you were saying, there’s many people from these countries have their own histories. And for, I guess, people who don’t know what are some big moments that led Central Americans to come here to the Bay Area.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:04:53] The second half of the 20th century, there were the civil wars in Central America, which led a lot of folks from these countries to flee here, into the Mission District in particular. In Honduras, there was the presidential coup in 2009 that also led a lot of people here. And also the civil wars that happened from around like the 60s to the 90s. They were Cold War fears from the United States that like, oh, we’re gonna have communist regime like in our backyard.\u003c/p>\n\u003cp>\u003cstrong>Ronald Reagan \u003c/strong>[00:05:34] Central America is America. It’s at our doorstep, and it’s become the stage for a bold attempt by the Soviet Union, Cuba, and Nicaragua to install communism by force throughout the hemisphere.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:05:52] Well, I know you met someone whose family is from Central America to talk about some of these just sort of shared histories that you’re talking about. Tell me about Arlette Jacomé. Who is she and what’s her background?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:06:07] I spoke with Arlette Jacomé and she was a student at UC Berkeley from around 2012 to 2017 and she’s Guatemalan.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:06:19] Specifically tried to take Spanish classes and Latin American studies classes.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:06:24] I wanted to talk to Arlette because she was the co-founder of CAFE, which is Central Americans for Empowerment.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:06:34] How does Arlette describe her first years at Cal?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:06:38] So she felt like she was really alone.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:06:42] I could spot Central Americans pretty easily and I was like you’re gonna be my friend but in terms of like structure or like organizationally or systemically speaking I was lonely.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:06:54] She was a first gen college student and she was looking for a group to be a part of that reflected her identity.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:07:04] But I always wanted more. I always want more Central American community. And in my heart of hearts, since probably freshman year, I was like, if we had a Central American group, I would join and I wish I could do that.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:07:17] And there’s like other clubs, Latine affinity groups like MECHA, which is like a nationwide organization. And then there’s smaller clubs here and there that have specific needs for Latino students, but that she didn’t really identify with. And so she wanted to start CAFE, which is Central Americans for Empowerment.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:07:42] I mean, this is 2016, 2017. What is the context around this time and what was happening in the news around immigration in particular as Arlette and other students were forming CAFE?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:07:56] Yeah, so around this time was the first Trump administration. So this was the beginning of the anti-immigration rhetoric about building a border wall and a lot of racist comments about Mexicans in general and also, like, Central Americans lumped in there as well. So, there was a lot of Central Americans coming into the United States during this time as well and more specifically the Honduran caravans that were coming here. And they were at the San Diego-Tijuana border, the U.S.-Mexico border.\u003c/p>\n\u003cp>\u003cstrong>CNN reporter \u003c/strong>[00:08:42] I want to show you exactly what’s happening behind me. You can see on this side, there are quite a few of people from the caravan that has arrived here to the US-Mexico border. They sort of have.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:08:55] So the cafe wasn’t built around that, those issues specifically, but it just happened to be that this was the political climate that CAFE was started in.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:09:06] At the time, the media was just disparaging Central Americans and the caravans. There weren’t a lot of spaces for Central Americans in general to really like talk about that in a way that was like personal. Cause for us, it’s personal, right?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:09:25] They did a lot of direct aid for the Honduran caravan at the border. Some students collected like clothes and money and toiletries and things that anybody can need. They went down south to Tijuana and they were talking to the women of the caravan and just giving them grooming services and helping them just feel normal, feel like a person. Another big goal of theirs was to create a Central American Studies Department. It doesn’t exist at Berkeley. Actually, no university in the Bay Area has a Central American Studies department. They have classes, but the first program for Central American Studies was created at Cal State Northridge. In the beginning, it was just like an idea. It was a dream. They didn’t actually think like when they were there that it would happen because… It’s a long process to create a department at a university. Other ethnicities and races have their own departments as well. And they have like the faculty and staff to educate other folks about things like Chicanx studies, and which is a very popular and nationwide program and that a lot of different universities have. So these students are like, okay, well, this exists somewhere. It exists at Cal State Northridge. Why can’t we have it over here? They want academics to teach Central American history, which is what they feel is very intertwined with U.S. History. The folks I talked to, they told me that they didn’t learn any of this when they were in school, and they were very interested in it.\u003c/p>\n\u003cp>\u003cstrong>Arlette Jacomé \u003c/strong>[00:11:25] Central American studies is more than just students who are Central American, who wanna identify within this higher ed space. It’s about understanding a history that is very American because the U.S. Has done so much with their imperialistic endeavors that has impacted Central Americans to where we’re here and now we have this interconnected history.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:11:52] Coming up, how CAFE students today are trying to move the needle on a Central American Studies Department. Stay with us.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:13:09] So CAFE started around the beginning of President Trump’s first term. It’s now 2025. How has it grown? Or changed?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:13:18] So it’s definitely gone through some ebbs and flows throughout the years, and especially during COVID. But now, in 2025, there’s more students who are active in organizing around a Central American Studies department.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:13:35] We’re fighting for a department that’s just very important to us, but then also to the community.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:13:43] I talked to Lesly Reyes Reyes. She’s going to be a sophomore at Berkeley. She’s a pre-med major. She was really ambitious right at orientation.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:13:55] And I see that they posted, oh, we’re having a board application. So I was like, should I just go for it? I was, like, I might regret if I don’t. So I went ahead and like applied for board.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:14:06] Now, she is working on a class about Central American migration and identity.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:14:14] We’re going to start with a timeline from the 1930s all the way to the present. And then later on, we’re focusing on identifying the different murals that are related to Central American diaspora in the Mission District.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:14:27] There’s this thing at Berkeley called DeCal. So it’s basically a student-led class and there’s a faculty advisor, but it’s everything that a traditional class has, a syllabus, coursework, readings, lectures, and you can get units for them. She already made the syllabus. Now she’s working on the lectures and the homework and the readings. And so she told me that she wants this. Class to like encourage people of all backgrounds to join, not just Central American students.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:15:05] Someone that’s not Central American. I would just want them to feel more educated and kind of feel like, not pity that’s definitely not something I want someone to feel not pity for us, but kind of more like whoa like you guys are strong like you did that and like y’all are still fighting for your identities here in like the US\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:15:29] Why is doing this an important piece of the puzzle to eventually establishing a Central American Studies Department?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:15:38] I talked to Professor Enrique Lima. He is a continuing lecturer at Berkeley and he teaches two of the Central American classes at Berkeley. He was telling me that the university cares about enrollment.\u003c/p>\n\u003cp>\u003cstrong>Enrique Lima \u003c/strong>[00:15:55] My main concern for them was the university cares about numbers. The university is at some level an institution that cares about money.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:16:08] And if the students can prove that they have the numbers in this class, so if they’re consistent with teaching the DeCal, maybe if that has demand, there can be another one, and hopefully it’ll snowball into something like that.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:16:28] What does Professor Lima think about CAFE’s goal of establishing a Central American Studies Department?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:16:37] Yeah, he’s excited about the idea, but he’s also a little skeptical about it as well.\u003c/p>\n\u003cp>\u003cstrong>Enrique Lima \u003c/strong>[00:16:45] It’s a lot of work. It’s not just where would it be housed, all the staff that would it would require.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:16:53] It’s really hard being a college student, first of all, and then a lot of them being first gen college students and also having to support their parents and their family.\u003c/p>\n\u003cp>\u003cstrong>Enrique Lima \u003c/strong>[00:17:05] It would require immense planning. So it would be a multi-year process, I would imagine, even after the approval.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:17:13] The new class he started teaching this past semester, he told me that it took a lot to just even make one class that’s like approved by the university. And from start to finish, it took over a year for him to get the syllabus approved and the coursework approved. So he’s like, this is not gonna happen for a few years at least.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:17:40] And not to mention students graduating and moving on. And are people like Lesly feeling hopeful that they can actually make this happen?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:17:51] Lesly told me that she’s just really passionate about Central American history.\u003c/p>\n\u003cp>\u003cstrong>Lesly Reyes Reyes \u003c/strong>[00:17:57] For me as a student that’s teaching the class, I hope to feel like I did something more. We’re all like planting our seed to hopefully get the fruit, which is the Central American Studies Department.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:18:09] There’s no exact timeline for like, this department could be created. It’s more about proving to the university that there is a demand for a program and a department.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:18:27] Well, Mel, this all started back in 2017, but what do the students you talk with say about how they’re thinking about the importance of CAFE and even the Central American Studies Department in this particular moment that we’re in now?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:18:44] The students that I spoke to and the former students as well, were telling me that it’s important to know the context, especially right now with the ICE raids that are happening. It’s important for people to be educated around why Central Americans are immigrating here anyways. The students I spoke too were telling me that there are conditions in Central America that are, they’re there because the United States had influence in it in a way, so that led them to immigrating over here so they could flee violence. They could flee political repression. So they want people to know that there’s a reason why Central Americans are here. And there’s also a reason why we should protect them.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:19:38] Yeah, I mean, what’s your takeaway from your reporting, Mel? I know this came from a very personal place for you, and now that you’ve finished all your reporting. I mean what, what are you walking away with?\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:19:51] Um, I’m feeling very proud of my community, actually. I hope that people can also see that we’re beyond just immigration and drug violence and crime that’s happening. Even here in the Bay Area, that rhetoric has been going on for a long time, especially when it comes to drug trafficking. We’re more than that.\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:20:23] Well, Mel Velasquez, The Bay’s intern, thank you so much for joining me.\u003c/p>\n\u003cp>\u003cstrong>Mel Velasquez \u003c/strong>[00:20:28] It’s always a pleasure, Ericka.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ericka Cruz Guevarra \u003c/strong>[00:20:37] That was Mel Velasquez, The Bay’s beloved production intern. This 38-minute conversation with Mel was cut down and edited by Alan Montecillo. Mel produced this episode, scored it, and added all the tape. Extra production support by me and Jessica Kariisa.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "California Promised to Boost Mental Health in Schools. Why a Key Program Is Behind Schedule ",
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"content": "\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>California made a huge \u003ca href=\"https://calmatters.org/health/2022/03/california-children-mental-health-crisis/\">one-time investment in youth mental health \u003c/a>during the COVID-19 pandemic as rates of depression, anxiety and eating disorders surged among children and teens. One piece of the state’s plan included a way to keep money flowing for schools that wanted to expand mental health services for students.\u003c/p>\n\u003cp>It involved allowing K–12 schools and colleges to charge \u003ca href=\"https://calmatters.org/tag/medi-cal/\">Medi-Cal\u003c/a> and private health insurance for behavioral health care provided on campus, a change that would allow them to provide more services and hire additional mental health staff.\u003c/p>\n\u003cp>But that effort — among the first of its kind in the country — is off to a slow start, delaying dollars and resources for schools to help students with \u003ca href=\"https://calmatters.org/tag/mental-health/\">mental health\u003c/a> challenges.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Only 14 school districts and county offices of education have begun billing for behavioral health services under the Children and Youth Behavioral Health Initiative Fee Schedule Program, according to state health officials. Forty six school districts and county offices of education started the implementation process in January 2024 and were supposed to start billing last July. A total of 494 school districts, county offices of education and colleges have signed up to participate in the new billing program.\u003c/p>\n\u003cp>Some school officials are frustrated over program delays. They say the state was slow to release guidance and necessary training to submit claims for mental health services provided. Officials at schools that hired mental health staff say they may soon have to lay off recent hires because payments for services provided are not coming in as expected. This means students could lose newly gained access to services.\u003c/p>\n\u003cp>“There are so many unknowns and the timelines just keep getting pushed,” said Trina Frazier, assistant superintendent of student services at the Fresno County Office of Education. “And that’s really sad because it has so much potential.”\u003c/p>\n\u003cp>The California Department of Health Care Services, which is overseeing implementation of the program, told CalMatters in an email that while the target was to begin billing in mid-2024, “the scale and complexity of implementation required adjustments to provide additional flexibilities to schools.”\u003c/p>\n\u003cp>“Major reforms of this kind require time, coordination, and phased implementation,” the department said in its email.\u003c/p>\n\u003cp>The department said it continues to work with schools to address any outstanding challenges. Its new goal is for that first group of 46 districts and education offices to start billing by the end of the current school year.\u003c/p>\n\u003ch2>A boost for mental health in schools\u003c/h2>\n\u003cp>California and the nation have seen a surge in mental health disorders among students. For example, about 284,000 California children and teens deal with major depression, and \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2022/08/KidsMentalHealthMasterPlan_8.18.22.pdf\">two-thirds of them do not receive treatment\u003c/a>, according to state estimates.\u003c/p>\n\u003cp>Despite the slow start for the new school billing program, other mental health efforts are underway through other components of the state’s $4.7 billion \u003ca href=\"https://cybhi.chhs.ca.gov/\">Children and Youth Behavioral Health Initiative\u003c/a> that launched in 2021. That money has paid for mental health apps, education campaigns, and mental health workforce training programs, among a number of other efforts. About \u003ca href=\"https://cybhi.chhs.ca.gov/workstream/school-linked-partnership-and-capacity-grants/\">$400 million of that money\u003c/a> was allotted in the form of one-time grants to education institutions to hire providers and prepare for this new billing program.[aside postID=forum_2010101909165 hero='https://cdn.kqed.org/wp-content/uploads/sites/43/2025/03/002_SanFrancisco_ClarendonSchoolReopeningRally_02182021-1020x680.jpg']In response to delays in the billing program, a group of lawmakers recently sent Gov. Gavin Newsom \u003ca href=\"https://calmatters.org/wp-content/uploads/2025/05/4.29.25-letter.pdf\">a letter requesting bridge funding\u003c/a> that they say would allow schools to keep building mental health services while the program comes up to speed. The letter does not specify a dollar amount.\u003c/p>\n\u003cp>For the last 30 years and through a separate program, California schools have been able to get reimbursed by Medi-Cal, the state’s Medicaid program for low-income residents, \u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Documents/ACLSS/LEA%20BOP/Program_Req_and_Info/LEAProgramOverview.pdf\">for certain physical and mental health services\u003c/a>. But there’s long been a gap for children with private insurance. This new billing program is supposed to address that, as well as allow schools to expand the types of mental health services they can provide and charge for.\u003c/p>\n\u003cp>Mental health experts regard school as an ideal setting for children to receive help. It’s where they spend most of their weekdays and generally feel safe. It’s also a “logistics problem solver” because schools resolve some potential barriers to care, like transportation to appointments, said Sarah Broome, a school Medicaid consultant. Also, teachers and staff see children every day and can notice when things are off.\u003c/p>\n\u003cp>Broome said that the challenges that the state and schools are facing in rolling out this new fee schedule program are somewhat predictable, partly because what California is doing is new. “So it’s not even like you can call your peer states and be like, ‘Hey, how did you guys figure out how to do this?’ You are creating a lot of this as you go. So there’s absolutely real pain there.”\u003c/p>\n\u003ch2>What’s behind the delays?\u003c/h2>\n\u003cp>State legislators are hearing from frustrated local officials about the billing delays. The Fresno County Office of Education filed its first claim for reimbursement on Feb. 28, but as of last week continued to face challenges, according to Frazier.\u003c/p>\n\u003cp>Frazier told lawmakers in a hearing last week that the program rollout “feels like building the plane while flying it.”\u003c/p>\n\u003cp>In Santa Clara County, the local office of education established 25 wellness centers across its schools and hired 50 new mental health workers, including clinicians and wellness coaches. But the delays prompted the office to notify its new staff about possible layoffs, Amanda Dickey, executive director of government relations for the Santa Clara County Office of Education, told lawmakers during the hearing.\u003c/p>\n\u003cp>“Because we didn’t receive reimbursement for a single claim until 15 months after (starting program implementation) … as of March we were forced to pink slip 27 of our staff. So 27 of the approximately 50 that we hired,” she said.\u003c/p>\n\u003cp>Dickey told legislators that the state and the third party administrator contracted to process claims, Carelon Behavioral Health, did not give schools access to or training for the billing software used to file claims until late last year.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/05/031524_Wellness-Center_MO_CM_01-1024x682.jpg\" alt='A wide view of a room with students sitting on couches or chairs as they stare down at their phones or laptops. The room is decorated in light purple tones and includes several activities and resources. A digital monitor displayed a slide with \"student self-referral\" information on it.'>\u003cfigcaption>College Park High School students relax in the Wellness Center, which provides a quiet environment, peer support, social services and other resources in Pleasant Hill on March 15, 2024. \u003cem>Manuel Orbegozo for CalMatters\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, the Los Angeles County Office of Education told CalMatters that one of the challenges has been \u003ca href=\"https://www.dhcs.ca.gov/CYBHI/Documents/CYBHI-Fee-Schedule-Program-Parent-and-Caregiver-Flyer.pdf\">collecting students’ health insurance information\u003c/a> — a new task for schools, and one that requires parents and caregivers to cooperate in sharing information about their health plan. (Mental health care provided at schools under this program should not result in any out-of-pocket costs for families, according to the state.)\u003c/p>\n\u003cp>Tanya Ward, a project director at the Los Angeles County Office of Education, said her office has yet to file mental health claims under this new program, but expects to do so later this month.\u003c/p>\n\u003cp>The California Department of Health Care Services attributes the delays to a “learning curve” for both the state and schools.\u003c/p>\n\u003cp>According to the department, a number of factors contributed to the delays, including the fact that some schools requested edits to the contractual documents to participate in the program and that others expressed confusion about the process and needed additional support.\u003c/p>\n\u003cp>The department said that districts are allowed to submit claims retroactively for dates of service back to July 1, 2024, as long as those claims are submitted by June 30.\u003c/p>\n\u003cp>The 14 districts and education offices that are now able to file claims are starting to do so in larger numbers, Autumn Boylan, deputy director of the Office of Strategic Partnerships at the state health department, told lawmakers in last week’s hearing.\u003c/p>\n\u003cp>“This is a significant change for the entire system, and changes of this magnitude take time,” Boylan told lawmakers.\u003c/p>\n\u003cp>“There is still work to be done, but I do think we are making progress,” she said.\u003c/p>\n\u003cp>Testifying next to each other at last week’s hearing, Boylan and Frazier from Fresno couldn’t agree on how much in claims had actually been paid out to the Fresno County Office of Education.\u003c/p>\n\u003cp>Of the first 40 claims that had been processed for Fresno, 21 were denied, Frazier said. Boylan said that some claims are being denied because they are incomplete or not properly filed. Lawmakers questioned whether schools are filing claims incorrectly because they have not been adequately taught how to do so.\u003c/p>\n\u003cp>“This is brand new for schools,” Sen. Caroline Menjivar, a Van Nuys Democrat, said during the hearing. “It is imperative on us, as government, to lead them in the right path if we want them to take on something that’s completely out of their scope.”\u003c/p>\n\u003cp>\u003cem>Supported by the California Health Care Foundation (CHCF), which works to ensure that people have access to the care they need, when they need it, at a price they can afford. Visit www.chcf.org to learn more.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/health/mental-health/2025/05/youth-mental-health-insurance-billing/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was originally published by \u003ca href=\"https://calmatters.org/\">CalMatters\u003c/a>. \u003ca href=\"https://calmatters.org/subscribe-to-calmatters/\">Sign up\u003c/a> for their newsletters.\u003c/em>\u003c/p>\n\u003cp>California made a huge \u003ca href=\"https://calmatters.org/health/2022/03/california-children-mental-health-crisis/\">one-time investment in youth mental health \u003c/a>during the COVID-19 pandemic as rates of depression, anxiety and eating disorders surged among children and teens. One piece of the state’s plan included a way to keep money flowing for schools that wanted to expand mental health services for students.\u003c/p>\n\u003cp>It involved allowing K–12 schools and colleges to charge \u003ca href=\"https://calmatters.org/tag/medi-cal/\">Medi-Cal\u003c/a> and private health insurance for behavioral health care provided on campus, a change that would allow them to provide more services and hire additional mental health staff.\u003c/p>\n\u003cp>But that effort — among the first of its kind in the country — is off to a slow start, delaying dollars and resources for schools to help students with \u003ca href=\"https://calmatters.org/tag/mental-health/\">mental health\u003c/a> challenges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Only 14 school districts and county offices of education have begun billing for behavioral health services under the Children and Youth Behavioral Health Initiative Fee Schedule Program, according to state health officials. Forty six school districts and county offices of education started the implementation process in January 2024 and were supposed to start billing last July. A total of 494 school districts, county offices of education and colleges have signed up to participate in the new billing program.\u003c/p>\n\u003cp>Some school officials are frustrated over program delays. They say the state was slow to release guidance and necessary training to submit claims for mental health services provided. Officials at schools that hired mental health staff say they may soon have to lay off recent hires because payments for services provided are not coming in as expected. This means students could lose newly gained access to services.\u003c/p>\n\u003cp>“There are so many unknowns and the timelines just keep getting pushed,” said Trina Frazier, assistant superintendent of student services at the Fresno County Office of Education. “And that’s really sad because it has so much potential.”\u003c/p>\n\u003cp>The California Department of Health Care Services, which is overseeing implementation of the program, told CalMatters in an email that while the target was to begin billing in mid-2024, “the scale and complexity of implementation required adjustments to provide additional flexibilities to schools.”\u003c/p>\n\u003cp>“Major reforms of this kind require time, coordination, and phased implementation,” the department said in its email.\u003c/p>\n\u003cp>The department said it continues to work with schools to address any outstanding challenges. Its new goal is for that first group of 46 districts and education offices to start billing by the end of the current school year.\u003c/p>\n\u003ch2>A boost for mental health in schools\u003c/h2>\n\u003cp>California and the nation have seen a surge in mental health disorders among students. For example, about 284,000 California children and teens deal with major depression, and \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2022/08/KidsMentalHealthMasterPlan_8.18.22.pdf\">two-thirds of them do not receive treatment\u003c/a>, according to state estimates.\u003c/p>\n\u003cp>Despite the slow start for the new school billing program, other mental health efforts are underway through other components of the state’s $4.7 billion \u003ca href=\"https://cybhi.chhs.ca.gov/\">Children and Youth Behavioral Health Initiative\u003c/a> that launched in 2021. That money has paid for mental health apps, education campaigns, and mental health workforce training programs, among a number of other efforts. About \u003ca href=\"https://cybhi.chhs.ca.gov/workstream/school-linked-partnership-and-capacity-grants/\">$400 million of that money\u003c/a> was allotted in the form of one-time grants to education institutions to hire providers and prepare for this new billing program.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In response to delays in the billing program, a group of lawmakers recently sent Gov. Gavin Newsom \u003ca href=\"https://calmatters.org/wp-content/uploads/2025/05/4.29.25-letter.pdf\">a letter requesting bridge funding\u003c/a> that they say would allow schools to keep building mental health services while the program comes up to speed. The letter does not specify a dollar amount.\u003c/p>\n\u003cp>For the last 30 years and through a separate program, California schools have been able to get reimbursed by Medi-Cal, the state’s Medicaid program for low-income residents, \u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Documents/ACLSS/LEA%20BOP/Program_Req_and_Info/LEAProgramOverview.pdf\">for certain physical and mental health services\u003c/a>. But there’s long been a gap for children with private insurance. This new billing program is supposed to address that, as well as allow schools to expand the types of mental health services they can provide and charge for.\u003c/p>\n\u003cp>Mental health experts regard school as an ideal setting for children to receive help. It’s where they spend most of their weekdays and generally feel safe. It’s also a “logistics problem solver” because schools resolve some potential barriers to care, like transportation to appointments, said Sarah Broome, a school Medicaid consultant. Also, teachers and staff see children every day and can notice when things are off.\u003c/p>\n\u003cp>Broome said that the challenges that the state and schools are facing in rolling out this new fee schedule program are somewhat predictable, partly because what California is doing is new. “So it’s not even like you can call your peer states and be like, ‘Hey, how did you guys figure out how to do this?’ You are creating a lot of this as you go. So there’s absolutely real pain there.”\u003c/p>\n\u003ch2>What’s behind the delays?\u003c/h2>\n\u003cp>State legislators are hearing from frustrated local officials about the billing delays. The Fresno County Office of Education filed its first claim for reimbursement on Feb. 28, but as of last week continued to face challenges, according to Frazier.\u003c/p>\n\u003cp>Frazier told lawmakers in a hearing last week that the program rollout “feels like building the plane while flying it.”\u003c/p>\n\u003cp>In Santa Clara County, the local office of education established 25 wellness centers across its schools and hired 50 new mental health workers, including clinicians and wellness coaches. But the delays prompted the office to notify its new staff about possible layoffs, Amanda Dickey, executive director of government relations for the Santa Clara County Office of Education, told lawmakers during the hearing.\u003c/p>\n\u003cp>“Because we didn’t receive reimbursement for a single claim until 15 months after (starting program implementation) … as of March we were forced to pink slip 27 of our staff. So 27 of the approximately 50 that we hired,” she said.\u003c/p>\n\u003cp>Dickey told legislators that the state and the third party administrator contracted to process claims, Carelon Behavioral Health, did not give schools access to or training for the billing software used to file claims until late last year.\u003c/p>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"https://calmatters.org/wp-content/uploads/2025/05/031524_Wellness-Center_MO_CM_01-1024x682.jpg\" alt='A wide view of a room with students sitting on couches or chairs as they stare down at their phones or laptops. The room is decorated in light purple tones and includes several activities and resources. A digital monitor displayed a slide with \"student self-referral\" information on it.'>\u003cfigcaption>College Park High School students relax in the Wellness Center, which provides a quiet environment, peer support, social services and other resources in Pleasant Hill on March 15, 2024. \u003cem>Manuel Orbegozo for CalMatters\u003c/em>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, the Los Angeles County Office of Education told CalMatters that one of the challenges has been \u003ca href=\"https://www.dhcs.ca.gov/CYBHI/Documents/CYBHI-Fee-Schedule-Program-Parent-and-Caregiver-Flyer.pdf\">collecting students’ health insurance information\u003c/a> — a new task for schools, and one that requires parents and caregivers to cooperate in sharing information about their health plan. (Mental health care provided at schools under this program should not result in any out-of-pocket costs for families, according to the state.)\u003c/p>\n\u003cp>Tanya Ward, a project director at the Los Angeles County Office of Education, said her office has yet to file mental health claims under this new program, but expects to do so later this month.\u003c/p>\n\u003cp>The California Department of Health Care Services attributes the delays to a “learning curve” for both the state and schools.\u003c/p>\n\u003cp>According to the department, a number of factors contributed to the delays, including the fact that some schools requested edits to the contractual documents to participate in the program and that others expressed confusion about the process and needed additional support.\u003c/p>\n\u003cp>The department said that districts are allowed to submit claims retroactively for dates of service back to July 1, 2024, as long as those claims are submitted by June 30.\u003c/p>\n\u003cp>The 14 districts and education offices that are now able to file claims are starting to do so in larger numbers, Autumn Boylan, deputy director of the Office of Strategic Partnerships at the state health department, told lawmakers in last week’s hearing.\u003c/p>\n\u003cp>“This is a significant change for the entire system, and changes of this magnitude take time,” Boylan told lawmakers.\u003c/p>\n\u003cp>“There is still work to be done, but I do think we are making progress,” she said.\u003c/p>\n\u003cp>Testifying next to each other at last week’s hearing, Boylan and Frazier from Fresno couldn’t agree on how much in claims had actually been paid out to the Fresno County Office of Education.\u003c/p>\n\u003cp>Of the first 40 claims that had been processed for Fresno, 21 were denied, Frazier said. Boylan said that some claims are being denied because they are incomplete or not properly filed. Lawmakers questioned whether schools are filing claims incorrectly because they have not been adequately taught how to do so.\u003c/p>\n\u003cp>“This is brand new for schools,” Sen. Caroline Menjivar, a Van Nuys Democrat, said during the hearing. “It is imperative on us, as government, to lead them in the right path if we want them to take on something that’s completely out of their scope.”\u003c/p>\n\u003cp>\u003cem>Supported by the California Health Care Foundation (CHCF), which works to ensure that people have access to the care they need, when they need it, at a price they can afford. Visit www.chcf.org to learn more.\u003c/em>\u003c/p>\n\u003cp>\u003cem>This article was \u003ca href=\"https://calmatters.org/health/mental-health/2025/05/youth-mental-health-insurance-billing/\">originally published on CalMatters\u003c/a> and was republished under the \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">Creative Commons Attribution-NonCommercial-NoDerivatives\u003c/a> license.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>San Francisco State University has completed a new campus project featuring affordable housing for more than 700 students. It’s the first to be completed through a state grant program aimed at tackling the housing crunch for California college students.\u003c/p>\n\u003cp>The \u003ca href=\"https://cpdc.sfsu.edu/wcg\">West Grove Commons, located on the west side of campus,\u003c/a> also includes a health center and dining hall. California’s Higher Education Student Housing Grant program funded about 65% of the $170 million project.\u003c/p>\n\u003cp>“We couldn’t have done it otherwise,” said Lynn Mahoney, president of the university. “The state has not traditionally funded student housing, so this is a really historic first step to what California needs to do to make sure that its public higher education remains affordable.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Last year, almost 4,000 people in the California State University system were on a \u003ca href=\"https://www.calstate.edu/impact-of-the-csu/government/Advocacy-and-State-Relations/legislativereports1/CSU%20Student%20Housing%20Data%20Collection%20%E2%80%93%20Annual%20Report%20-%202024.pdf\">waiting list for student housing\u003c/a>. A \u003ca href=\"https://transformschools.ucla.edu/research/state-of-crisis/\">2020 UCLA report\u003c/a> found that 1 out of 10 CSU students experience homelessness.\u003c/p>\n\u003cp>In 2021, lawmakers introduced a bill that established grants to fund affordable housing for students. Apart from the 750 beds at San Francisco State, \u003ca href=\"https://www.calstate.edu/impact-of-the-csu/government/Advocacy-and-State-Relations/legislativereports1/Higher%20Education%20Student%20Housing%20Grant%20Program%20-%202024.pdf\">almost 3,000\u003c/a> more are being added to the California State University system, according to a 2024 report.\u003c/p>\n\u003cfigure id=\"attachment_12037810\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037810\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco State University President Lynn Mahoney speaks during a dedication ceremony for the West Grove Commons on April 25, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the state’s community colleges, \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/general/cccco-college-map-round-1-and-2.pdf\">almost 5,000 beds\u003c/a> for low-income students are set to become available in the coming years.\u003c/p>\n\u003cp>At the West Grove Commons, students have access to \u003ca href=\"https://housing.sfsu.edu/reduced-rate-student-housing-program\">reduced-rate housing\u003c/a>, meaning they can pay 25% less than the traditional rate.\u003c/p>\n\u003cp>Rylissa Aquino Javier, a senior at the university, served as a resident assistant in the new dorm this year. When she started at San Francisco State four years ago, she commuted almost two hours from Fairfield twice a week because she couldn’t afford to live on campus.[aside postID=news_11997949 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240730-serramontedelrey-1-RETAIL-CROPPED-KQED-1020x680.jpg']“Even on campus, the housing is just really expensive and we do have to take out a good amount of loans to be able to afford to live here,” she said. “It’s kind of rare to find a good housing situation for an affordable price as a college student here.”\u003c/p>\n\u003cp>In her year living at the West Grove commons, she found it welcoming and filled with spaces for students to gather.\u003c/p>\n\u003cp>“We have a big living room downstairs with a communal kitchen and I’ve seen a lot of residents cooking with each other, cooking for each other,” she said. “There’s a lot of opportunities for them to study, relax and just hang out with one another.”\u003c/p>\n\u003cp>Lynne Riesselman, principal architect with EHDD Architecture, which designed the new buildings, said she wanted students to have easy access to the health center, a need that became clear after the pandemic.\u003c/p>\n\u003cfigure id=\"attachment_12037812\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037812\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">An exterior view of the West Grove Commons. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_12037836\" class=\"wp-caption aligncenter\" style=\"max-width: 2500px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037836\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16.jpg\" alt=\"\" width=\"2500\" height=\"833\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-800x267.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-1020x340.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-160x53.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-1536x512.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-2048x682.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-1920x640.jpg 1920w\" sizes=\"auto, (max-width: 2500px) 100vw, 2500px\">\u003cfigcaption class=\"wp-caption-text\">The on-campus residence hall provides shared spaces for more than 700 students. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There’s sort of a raised awareness around the importance of mental and physical health,” she said. “And so combining those pieces into a prominent building where students are used to coming on a day-to-day basis where they’re really familiar with it, I think really elevates those services and increases student comfort with using them.”\u003c/p>\n\u003cp>The project was completed just 25 months after the state provided the grant, far less than the\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA3743-1.html\"> four years\u003c/a> that housing projects often take to be permitted and completed in California.\u003c/p>\n\u003cp>“When the state allocated that funding, they didn’t want it to take 10 years — you had to have a shovel-ready project and commit to getting it done,” she said. “The state funding was there, our team in capital planning was ready. They literally had a project ready, if ever we could get the funding. And the architects and the construction company — everybody rode in the same direction as fast as they could.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco State University has completed a new campus project featuring affordable housing for more than 700 students. It’s the first to be completed through a state grant program aimed at tackling the housing crunch for California college students.\u003c/p>\n\u003cp>The \u003ca href=\"https://cpdc.sfsu.edu/wcg\">West Grove Commons, located on the west side of campus,\u003c/a> also includes a health center and dining hall. California’s Higher Education Student Housing Grant program funded about 65% of the $170 million project.\u003c/p>\n\u003cp>“We couldn’t have done it otherwise,” said Lynn Mahoney, president of the university. “The state has not traditionally funded student housing, so this is a really historic first step to what California needs to do to make sure that its public higher education remains affordable.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last year, almost 4,000 people in the California State University system were on a \u003ca href=\"https://www.calstate.edu/impact-of-the-csu/government/Advocacy-and-State-Relations/legislativereports1/CSU%20Student%20Housing%20Data%20Collection%20%E2%80%93%20Annual%20Report%20-%202024.pdf\">waiting list for student housing\u003c/a>. A \u003ca href=\"https://transformschools.ucla.edu/research/state-of-crisis/\">2020 UCLA report\u003c/a> found that 1 out of 10 CSU students experience homelessness.\u003c/p>\n\u003cp>In 2021, lawmakers introduced a bill that established grants to fund affordable housing for students. Apart from the 750 beds at San Francisco State, \u003ca href=\"https://www.calstate.edu/impact-of-the-csu/government/Advocacy-and-State-Relations/legislativereports1/Higher%20Education%20Student%20Housing%20Grant%20Program%20-%202024.pdf\">almost 3,000\u003c/a> more are being added to the California State University system, according to a 2024 report.\u003c/p>\n\u003cfigure id=\"attachment_12037810\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037810\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-01-BL_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco State University President Lynn Mahoney speaks during a dedication ceremony for the West Grove Commons on April 25, 2025. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At the state’s community colleges, \u003ca href=\"https://www.cccco.edu/-/media/CCCCO-Website/docs/general/cccco-college-map-round-1-and-2.pdf\">almost 5,000 beds\u003c/a> for low-income students are set to become available in the coming years.\u003c/p>\n\u003cp>At the West Grove Commons, students have access to \u003ca href=\"https://housing.sfsu.edu/reduced-rate-student-housing-program\">reduced-rate housing\u003c/a>, meaning they can pay 25% less than the traditional rate.\u003c/p>\n\u003cp>Rylissa Aquino Javier, a senior at the university, served as a resident assistant in the new dorm this year. When she started at San Francisco State four years ago, she commuted almost two hours from Fairfield twice a week because she couldn’t afford to live on campus.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Even on campus, the housing is just really expensive and we do have to take out a good amount of loans to be able to afford to live here,” she said. “It’s kind of rare to find a good housing situation for an affordable price as a college student here.”\u003c/p>\n\u003cp>In her year living at the West Grove commons, she found it welcoming and filled with spaces for students to gather.\u003c/p>\n\u003cp>“We have a big living room downstairs with a communal kitchen and I’ve seen a lot of residents cooking with each other, cooking for each other,” she said. “There’s a lot of opportunities for them to study, relax and just hang out with one another.”\u003c/p>\n\u003cp>Lynne Riesselman, principal architect with EHDD Architecture, which designed the new buildings, said she wanted students to have easy access to the health center, a need that became clear after the pandemic.\u003c/p>\n\u003cfigure id=\"attachment_12037812\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037812\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/250425-SFSUStudentHousing-11-BL_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">An exterior view of the West Grove Commons. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_12037836\" class=\"wp-caption aligncenter\" style=\"max-width: 2500px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12037836\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16.jpg\" alt=\"\" width=\"2500\" height=\"833\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16.jpg 2500w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-800x267.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-1020x340.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-160x53.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-1536x512.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-2048x682.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/Copy-of-KQED-side-by-side-downpage-image-16-1920x640.jpg 1920w\" sizes=\"auto, (max-width: 2500px) 100vw, 2500px\">\u003cfigcaption class=\"wp-caption-text\">The on-campus residence hall provides shared spaces for more than 700 students. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There’s sort of a raised awareness around the importance of mental and physical health,” she said. “And so combining those pieces into a prominent building where students are used to coming on a day-to-day basis where they’re really familiar with it, I think really elevates those services and increases student comfort with using them.”\u003c/p>\n\u003cp>The project was completed just 25 months after the state provided the grant, far less than the\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA3743-1.html\"> four years\u003c/a> that housing projects often take to be permitted and completed in California.\u003c/p>\n\u003cp>“When the state allocated that funding, they didn’t want it to take 10 years — you had to have a shovel-ready project and commit to getting it done,” she said. “The state funding was there, our team in capital planning was ready. They literally had a project ready, if ever we could get the funding. And the architects and the construction company — everybody rode in the same direction as fast as they could.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "As Trump Targets Schools for Deportation Sweeps, Undocumented UC Berkeley Students Call For More Support",
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"content": "\u003cp>\u003cstrong>Here are the top stories this morning for Friday, April 11th, 2025:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>President Trump says he will not limit the scope of his deportation efforts, going so far as to say \u003ca href=\"https://apnews.com/article/trump-immigration-ice-raids-school-2d899678264f44fe1021847ee385fd15\">schools across the country will also be targeted\u003c/a> in sweeps and raids by Immigrations and Customs Enforcement agents. That looming threat has undocumented students attending UC Berkeley calling on the university to issue a strong statement of support for them.\u003c/li>\n\u003cli>Santa Clara County’s District Attorney is moving forward with pressing charges against a dozen students that took part in \u003ca href=\"https://www.kqed.org/news/11984203/pro-palestinian-protests-sweep-california-college-campuses-amid-israel-hamas-war\">last year’s on-campus pro-Palestinian protests,\u003c/a> where demonstrators occupied the office of the campus resident. The Santa Clara DA alleges that the students are responsible for thousands of dollars in damages, and are facing felony vandalism and trespassing related charges.\u003c/li>\n\u003cli>The Trump Administration’s trade war with China is heating up, and that may not bode well for California’s \u003ca href=\"https://www.theguardian.com/environment/2025/apr/11/trump-china-tariffs-california-farms\">agriculture businesses\u003c/a> in the Central Valley.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Undocumented UC Berkeley Students Want Same Support The School Showed in First Trump Term \u003c/strong>\u003c/p>\n\u003cp>When President Trump was expressing his aspirations to deport undocumented immigrants from the US en masse \u003ca href=\"https://www.kqed.org/news/11341338/how-trump-could-detain-more-immigrants-in-california\">during his first term\u003c/a>, UC Berkeley did not mince words about \u003ca href=\"https://news.berkeley.edu/2016/11/23/chancellors-message-support-for-undocumented-students/\">supporting its undocumented student\u003c/a>.\u003c/p>\n\u003cp>But the university has taken a \u003ca href=\"https://www.universityofcalifornia.edu/frequently-asked-questions-university-employees-about-possible-federal-immigration-enforcement\">less conspicuous approach\u003c/a> to voicing its concern for potential raids on its campus. This comes as the Trump Administration has threatened to pull funding from UC Berkeley and other California universities over any policies it deems promotes DEI, as well as claims that school officials allowed antisemitism to run rampant because of last year’s pro-Palestinian protests. The threats sparked \u003ca href=\"https://www.kqed.org/news/12032030/uc-berkeley-faculty-rally-to-defend-free-speech-and-protest-cuts\">faculty and student protests\u003c/a> against in February against the funding cuts.\u003c/p>\n\u003cp>Since the new administration aims to ramp up immigration sweeps and target spaces that were once deemed sanctuaries for the undocumented, those students at UC Berkeley are asking university officials to \u003ca href=\"https://www.kqed.org/news/12024593/uc-berkeley-students-march-for-undocumented-classmates-say-school-isnt-doing-enough\">match the same energy it had in 2017\u003c/a> and take a stronger stance against the Trump Administration’s deportation policies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>California’s Central Valley Could Become Collateral Damage in China-US Trade War Escalation\u003c/strong>\u003c/p>\n\u003cp>China has placed a \u003ca href=\"https://www.npr.org/2025/04/11/nx-s1-5361056/china-us-trade-war-tariffs-escalation\">125 percent tariff\u003c/a> on all US imports. It was a direct response to the Trump Administration calling for a 145 percent tariff to be placed on all Chinese imports.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The tit-for-tat has already shaken up some of California’s biggest industries, like \u003ca href=\"https://www.kqed.org/news/12034730/trump-tariffs-shake-world-economy-rattling-silicon-valley\">Silicon Valley\u003c/a> and \u003ca href=\"https://www.reuters.com/business/media-telecom/beijing-bites-back-us-tariffs-by-curbing-hollywood-imports-2025-04-10/\">Hollywood\u003c/a>, but the state’s agriculture sector is in flux over the tariff battle. \u003ca href=\"https://ww2.kqed.org/news/wp-admin/post.php?post=12035610&action=edit&classic-editor\">Ag businesses in the Central Valley\u003c/a> are already lamenting how these tariffs will impact revenues.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Here are the top stories this morning for Friday, April 11th, 2025:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>President Trump says he will not limit the scope of his deportation efforts, going so far as to say \u003ca href=\"https://apnews.com/article/trump-immigration-ice-raids-school-2d899678264f44fe1021847ee385fd15\">schools across the country will also be targeted\u003c/a> in sweeps and raids by Immigrations and Customs Enforcement agents. That looming threat has undocumented students attending UC Berkeley calling on the university to issue a strong statement of support for them.\u003c/li>\n\u003cli>Santa Clara County’s District Attorney is moving forward with pressing charges against a dozen students that took part in \u003ca href=\"https://www.kqed.org/news/11984203/pro-palestinian-protests-sweep-california-college-campuses-amid-israel-hamas-war\">last year’s on-campus pro-Palestinian protests,\u003c/a> where demonstrators occupied the office of the campus resident. The Santa Clara DA alleges that the students are responsible for thousands of dollars in damages, and are facing felony vandalism and trespassing related charges.\u003c/li>\n\u003cli>The Trump Administration’s trade war with China is heating up, and that may not bode well for California’s \u003ca href=\"https://www.theguardian.com/environment/2025/apr/11/trump-china-tariffs-california-farms\">agriculture businesses\u003c/a> in the Central Valley.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Undocumented UC Berkeley Students Want Same Support The School Showed in First Trump Term \u003c/strong>\u003c/p>\n\u003cp>When President Trump was expressing his aspirations to deport undocumented immigrants from the US en masse \u003ca href=\"https://www.kqed.org/news/11341338/how-trump-could-detain-more-immigrants-in-california\">during his first term\u003c/a>, UC Berkeley did not mince words about \u003ca href=\"https://news.berkeley.edu/2016/11/23/chancellors-message-support-for-undocumented-students/\">supporting its undocumented student\u003c/a>.\u003c/p>\n\u003cp>But the university has taken a \u003ca href=\"https://www.universityofcalifornia.edu/frequently-asked-questions-university-employees-about-possible-federal-immigration-enforcement\">less conspicuous approach\u003c/a> to voicing its concern for potential raids on its campus. This comes as the Trump Administration has threatened to pull funding from UC Berkeley and other California universities over any policies it deems promotes DEI, as well as claims that school officials allowed antisemitism to run rampant because of last year’s pro-Palestinian protests. The threats sparked \u003ca href=\"https://www.kqed.org/news/12032030/uc-berkeley-faculty-rally-to-defend-free-speech-and-protest-cuts\">faculty and student protests\u003c/a> against in February against the funding cuts.\u003c/p>\n\u003cp>Since the new administration aims to ramp up immigration sweeps and target spaces that were once deemed sanctuaries for the undocumented, those students at UC Berkeley are asking university officials to \u003ca href=\"https://www.kqed.org/news/12024593/uc-berkeley-students-march-for-undocumented-classmates-say-school-isnt-doing-enough\">match the same energy it had in 2017\u003c/a> and take a stronger stance against the Trump Administration’s deportation policies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>California’s Central Valley Could Become Collateral Damage in China-US Trade War Escalation\u003c/strong>\u003c/p>\n\u003cp>China has placed a \u003ca href=\"https://www.npr.org/2025/04/11/nx-s1-5361056/china-us-trade-war-tariffs-escalation\">125 percent tariff\u003c/a> on all US imports. It was a direct response to the Trump Administration calling for a 145 percent tariff to be placed on all Chinese imports.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The tit-for-tat has already shaken up some of California’s biggest industries, like \u003ca href=\"https://www.kqed.org/news/12034730/trump-tariffs-shake-world-economy-rattling-silicon-valley\">Silicon Valley\u003c/a> and \u003ca href=\"https://www.reuters.com/business/media-telecom/beijing-bites-back-us-tariffs-by-curbing-hollywood-imports-2025-04-10/\">Hollywood\u003c/a>, but the state’s agriculture sector is in flux over the tariff battle. \u003ca href=\"https://ww2.kqed.org/news/wp-admin/post.php?post=12035610&action=edit&classic-editor\">Ag businesses in the Central Valley\u003c/a> are already lamenting how these tariffs will impact revenues.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "California Legislators Propose Phonics-Based Approach to Improve Third-Grade Reading",
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"content": "\u003cp>Can you spell \u003cem>deja vu?\u003c/em>\u003c/p>\n\u003cp>The battle over the best way to teach children how to read has re-erupted in the California Legislature, as dueling factions haggle over a bill that would mandate a phonics-based style of reading curriculum.\u003c/p>\n\u003cp>The new bill, \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab1121\">AB 1121\u003c/a>, would require all schools to use a method based on the so-called “science of reading,” which emphasizes phonics. Last year, an \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202320240ab2222\">almost identical bill\u003c/a> died in the Assembly after pushback from the teachers union and English learner advocates, who argued that curriculum isn’t effective with students who aren’t fluent in English, and therefore shouldn’t be required.\u003c/p>\n\u003cp>The stakes are high, as California’s \u003ca href=\"https://calmatters.org/education/k-12-education/2024/10/test-scores/\">reading scores have stagnated\u003c/a> since the pandemic. Nearly 60% of third graders weren’t reading at grade level last year, with some student groups faring even worse. More than 70% of Black and low-income students, for example, failed to meet the state’s reading standard.\u003c/p>\n\u003cp>The bill would build on \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">existing legislation\u003c/a> that requires credential programs to teach phonics instruction to teachers-in-training. The proposed legislation would require existing teachers to undergo training in the topic.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Assemblywoman Blanca Rubio, a Democrat from West Covina, who sponsored both bills, hopes this year’s version will fare better than its predecessor, even though it only contains minor tweaks from its earlier version.\u003c/p>\n\u003cp>“At this point, it’s personal for me. I’m termed out in four years and I want to get this done,” Rubio said. “Reading is such a foundational skill. We need to create the best opportunities for all kids to read, not just for those who can afford after-school tutors.”\u003c/p>\n\u003ch2>Phonics vs. whole-language\u003c/h2>\n\u003cp>The science of reading refers to \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8128160/\">research\u003c/a> that shows reading isn’t a natural skill, like learning to speak. It must be explicitly taught, and the best method, primarily, is sounding words out rather than memorizing whole words by sight or trying to guess a word based on its context — an approach known as whole-language or balanced literacy instruction.\u003c/p>\n\u003cp>California schools use about half a dozen reading curricula, and some are more phonics-based than others. Typically, schools use a combination of programs and give teachers some leeway. Proponents of Rubio’s bill say that system makes it hard to track which reading curriculum works and can make it tough for students who switch schools, if the new school is using a different approach to literacy. That’s why the state needs a uniform reading curriculum, they said.\u003c/p>\n\u003cp>The California Reading Coalition, an advocacy group, surveyed 300 districts statewide in 2022 and found that \u003ca href=\"https://www.careads.org/curric-report\">80% were using older curriculum\u003c/a> that didn’t focus sufficiently on phonics. The report highlighted 10 districts that have large numbers of high-needs students but also had high reading scores — including Bonita Unified in Los Angeles County, Clovis Elementary near Fresno and Etiwanda Elementary in San Bernardino County. The districts use a variety of reading programs, but most have an emphasis on phonics.\u003c/p>\n\u003cp>Nearly 40 other states require phonics-based reading instruction.\u003c/p>\n\u003cp>“In other states, we’ve often seen governors and state education heads take the lead in driving these policies,” said Todd Collins, an organizer of the California Reading Coalition and former Palo Alto Unified school board member. “That would make a big difference for California — leadership from the top is crucial for getting good results. … We have a state-level reading crisis. State-level problems call for state-level action.”\u003c/p>\n\u003ch2>Opposition from teachers, English learner advocates\u003c/h2>\n\u003cp>The California Teachers Association, the union that represents 310,000 of the state’s K-12 educators, fought the previous literacy bill, arguing that teachers need flexibility in the classroom. So far the union has not taken a position on the new bill.\u003c/p>\n\u003cp>English learner advocates have fought both bills particularly hard. The California Association of Bilingual Education said the latest bill “fails to address the needs of English learners” and would cost too much money because it requires teachers to undergo training.\u003c/p>\n\u003cfigure id=\"attachment_12034684\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06.jpg\" alt=\"Hands of teenagers place pink and orange sticky notes on a desk.\" width=\"2000\" height=\"1333\" class=\"size-full wp-image-12034684\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in a literacy class at Oakland International High School in Oakland on March 7, 2025. The school primarily serves students who are newly arrived immigrants and offers foundational literacy and English language development for its multilingual learners. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They also said that California already has a literacy framework and the state should do a better job of promoting that rather than introducing a new program altogether.\u003c/p>\n\u003cp>Students who aren’t native English speakers need a more flexible approach to reading, the group said. Reading programs that are heavily focused on phonics are too narrow and confusing for students who struggle with English, especially if they can’t understand what they’re reading, they said.\u003c/p>\n\u003cfigure id=\"attachment_12034682\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09.jpg\" alt=\"Several students sit around desks in a classroom looking at a woman wearing glasses.\" width=\"2000\" height=\"1334\" class=\"size-full wp-image-12034682\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Marcela Smith, center, an instructional assistant, works with students in a literacy class at Oakland International High School in Oakland on March 7, 2025. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Martha Hernandez, executive director of the English learner advocacy group Californians Together, said the new bill is a “non-starter” unless it can include a broader approach to reading instruction, not one that focuses primarily on phonics.\u003c/p>\n\u003cfigure id=\"attachment_12034683\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18.jpg\" alt='A classroom board with signs that read \"Present\" and \"Past.\"' width=\"2000\" height=\"1333\" class=\"size-full wp-image-12034683\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A literacy classroom at Oakland International High School in Oakland on March 7, 2025. The school primarily serves students who are newly arrived immigrants and offers foundational literacy and English language development for its multilingual learners. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>English learners, she said, need schools to teach phonics hand-in-hand with oral language development and reading comprehension in a way that’s specifically suited to second-language acquisition. Prioritizing phonics gives short shrift to those other skills, she said.\u003c/p>\n\u003cp>“Literacy is multi-dimensional,” Hernandez said. “English learners need a more comprehensive approach.”\u003c/p>\n\u003cp>The bill has not yet been scheduled for a hearing, as both sides continue to work on a compromise.\u003c/p>\n\u003ch2 id=\"h-evidence-of-english-learner-success\" class=\"wp-block-heading\">Evidence of English learner success\u003c/h2>\n\u003cp>Some districts that use phonics-based programs have seen good results with English learners and low-income Latino students generally.\u003c/p>\n\u003cp>At Kings Canyon Joint Unified, for example, English learners scored almost twice as high on reading tests last year as their counterparts statewide, according to the \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2024&lstTestType=B&lstGroup=4&lstSubGroup=160&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">Smarter Balanced assessments\u003c/a>. Almost half of low-income Latino students met the state reading standard, compared to 33% statewide. Kings Canyon, located in Fresno County, uses a curriculum called Wit & Wisdom, which is phonics-based.\u003c/p>\n\u003cp>Last year at Bonita Unified, near Pomona in Los Angeles County, which uses a phonics-based program called Benchmark, English learners scored nearly three times higher than their peers statewide. Almost 60% of low-income Latino students met the state reading standard, nearly double the percentage of their peers statewide.\u003c/p>\n\u003cp>Rubio was an English learner in California schools, and feels strongly that phonics is the most effective way to teach students who aren’t fluent in English. It can help them learn English vocabulary at the same time they’re learning how to decode words, a useful skill in any language.\u003c/p>\n\u003cp>Yolie Flores, president of Families in Schools, an advocacy group that’s cosponsoring Rubio’s bill, was also an English learner in California schools. Literacy was a priority in her family, she said, in part because her father never learned to read. A laborer from Mexico who never attended school past third grade, he “worked his whole life, but couldn’t read a rental application, he couldn’t read basic instructions, he couldn’t read letters from our school,” Flores said. “He always told us, you must learn to read. It was very important to him — he knew that our ability to read would open our world.” [aside postID=\"news_11982920,mindshift_65279,mindshift_65184\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Flores is frustrated by the state’s persistently dismal reading scores for English learners — a situation that she believes could be improved with a phonics-based program.\u003c/p>\n\u003cp>“It is mind-boggling and disappointing and frankly, I find it harmful that (the California Association of Bilingual Education) would oppose something that could help all kids, including bilingual students, succeed in school and life,” said Flores, a former Los Angeles Unified school board member. “There is a vast body of research from the most respected reading scientists in the world telling us one unequivocal truth: there is a specific, evidence-based approach to teaching children to read. I struggle to understand why they are fighting it.”\u003c/p>\n\u003cp>Gov. Gavin Newsom hasn’t taken a position on the bill, but has been a strong supporter of literacy generally. He championed a screening test for dyslexia, which will be given to all kindergarten-through-second-graders starting this fall; approved funding for 2,000 literacy coaches to work in high-needs schools; and fought for transitional kindergarten for all 4-year-olds, which is intended to boost students’ reading skills.\u003c/p>\n\u003cp>Over the past few years, the warring factions of the literacy battle have found common ground, publishing a \u003ca href=\"https://www.thereadingleague.org/wp-content/uploads/2024/04/Joint-Statement-on-the-Science-of-Reading-and-English-Learners_Emergent-Bilinguals-24.pdf\">pair\u003c/a> of \u003ca href=\"https://unbounded.org/resources/narrowing-down-to-find-common-ground/\">papers\u003c/a> that essentially call for a truce. In the papers, both sides agreed that English learners have unique needs when learning how to read, and any formal policy or curriculum should address those needs. They also agreed that both sides should dispense with labels and over-simplifying the various approaches to reading instruction, and look at the issue with more nuance.\u003c/p>\n\u003cp>The truce doesn’t seem to have reached the Legislature, though. So far, English learner groups remain opposed.\u003c/p>\n\u003ch2>‘Unlocking something’\u003c/h2>\n\u003cp>At Oakland International High School, a public school for recent immigrants, nearly all students are English learners and a majority read at a kindergarten level when they enroll. That’s because they’ve had little formal education in their home countries or their schooling has been disrupted, in some cases for years.\u003c/p>\n\u003cfigure id=\"attachment_12034681\" class=\"wp-caption aligncenter\" style=\"max-width: 1333px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03.jpg\" alt=\"International flags of multiple colors hang in a large room with the reflection of a courtyard in the window.\" width=\"1333\" height=\"2000\" class=\"size-full wp-image-12034681\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03.jpg 1333w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03-1024x1536.jpg 1024w\" sizes=\"auto, (max-width: 1333px) 100vw, 1333px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">International flags hang in the cafeteria as the courtyard is reflected on a window at Oakland International High School in Oakland on March 7, 2025. The school primarily serves students who are newly arrived immigrants and offers foundational literacy and English language development for its multilingual learners. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But teachers there use a phonics-based approach that’s tailored to English learners, with good results. A student will learn to sound out the word “hop,” for example, while seeing a picture of a person hopping, then spell “hop” and read “hop” in a passage. They learn to connect the sound of a word with its meaning.\u003c/p>\n\u003cp>“When they start to see the patterns and rules, it starts to make sense and they get excited,” said Aly Kronick, a literacy teacher at Oakland International High for the past 10 years. “It’s like they’re unlocking something. They feel successful.”\u003c/p>\n\u003cp>She said the process can be slow, but within two years students go from minimal literacy skills to reading whole passages with high levels of comprehension. Some students have even gone on to four-year colleges. One student went on to become a bilingual teacher. Others have returned to the school after they graduated to lead phonics instruction in the classroom.\u003c/p>\n\u003cp>Rachel Hunt, a parent in Los Angeles Unified who’s a former teacher and school principal, has been a proponent of phonics-based reading instruction. She noticed firsthand the importance of a good reading program when her family moved from Massachusetts to California about eight years ago. Her child, who uses they/them pronouns, was in second grade when the family enrolled them at an elementary school in Los Angeles County that was using a phonics-based curriculum. Although her child was reading at grade level, they struggled with the ability to identify sounds, which affected their spelling skills.\u003c/p>\n\u003cp>“They were so behind in that regard,” Hunt said. “They felt so self-conscious. Other kids would call them ‘stupid.’ They developed a lack of self-esteem which was really damaging.”\u003c/p>\n\u003cp>Her child eventually caught up and is now a sophomore at Eagle Rock High School near Glendale, where they’re an avid reader and doing well.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If you see that a majority of kids aren’t reading at grade level, and we know that explicit (phonics) instruction works, it seems obvious that this is something we should be mandating,” Hunt said.\u003c/p>\n\n",
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"excerpt": "Nearly 60% of third graders aren’t reading at grade level. A new bill would require schools to use a phonics-based approach to teach students.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Can you spell \u003cem>deja vu?\u003c/em>\u003c/p>\n\u003cp>The battle over the best way to teach children how to read has re-erupted in the California Legislature, as dueling factions haggle over a bill that would mandate a phonics-based style of reading curriculum.\u003c/p>\n\u003cp>The new bill, \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260ab1121\">AB 1121\u003c/a>, would require all schools to use a method based on the so-called “science of reading,” which emphasizes phonics. Last year, an \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202320240ab2222\">almost identical bill\u003c/a> died in the Assembly after pushback from the teachers union and English learner advocates, who argued that curriculum isn’t effective with students who aren’t fluent in English, and therefore shouldn’t be required.\u003c/p>\n\u003cp>The stakes are high, as California’s \u003ca href=\"https://calmatters.org/education/k-12-education/2024/10/test-scores/\">reading scores have stagnated\u003c/a> since the pandemic. Nearly 60% of third graders weren’t reading at grade level last year, with some student groups faring even worse. More than 70% of Black and low-income students, for example, failed to meet the state’s reading standard.\u003c/p>\n\u003cp>The bill would build on \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">existing legislation\u003c/a> that requires credential programs to teach phonics instruction to teachers-in-training. The proposed legislation would require existing teachers to undergo training in the topic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Assemblywoman Blanca Rubio, a Democrat from West Covina, who sponsored both bills, hopes this year’s version will fare better than its predecessor, even though it only contains minor tweaks from its earlier version.\u003c/p>\n\u003cp>“At this point, it’s personal for me. I’m termed out in four years and I want to get this done,” Rubio said. “Reading is such a foundational skill. We need to create the best opportunities for all kids to read, not just for those who can afford after-school tutors.”\u003c/p>\n\u003ch2>Phonics vs. whole-language\u003c/h2>\n\u003cp>The science of reading refers to \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8128160/\">research\u003c/a> that shows reading isn’t a natural skill, like learning to speak. It must be explicitly taught, and the best method, primarily, is sounding words out rather than memorizing whole words by sight or trying to guess a word based on its context — an approach known as whole-language or balanced literacy instruction.\u003c/p>\n\u003cp>California schools use about half a dozen reading curricula, and some are more phonics-based than others. Typically, schools use a combination of programs and give teachers some leeway. Proponents of Rubio’s bill say that system makes it hard to track which reading curriculum works and can make it tough for students who switch schools, if the new school is using a different approach to literacy. That’s why the state needs a uniform reading curriculum, they said.\u003c/p>\n\u003cp>The California Reading Coalition, an advocacy group, surveyed 300 districts statewide in 2022 and found that \u003ca href=\"https://www.careads.org/curric-report\">80% were using older curriculum\u003c/a> that didn’t focus sufficiently on phonics. The report highlighted 10 districts that have large numbers of high-needs students but also had high reading scores — including Bonita Unified in Los Angeles County, Clovis Elementary near Fresno and Etiwanda Elementary in San Bernardino County. The districts use a variety of reading programs, but most have an emphasis on phonics.\u003c/p>\n\u003cp>Nearly 40 other states require phonics-based reading instruction.\u003c/p>\n\u003cp>“In other states, we’ve often seen governors and state education heads take the lead in driving these policies,” said Todd Collins, an organizer of the California Reading Coalition and former Palo Alto Unified school board member. “That would make a big difference for California — leadership from the top is crucial for getting good results. … We have a state-level reading crisis. State-level problems call for state-level action.”\u003c/p>\n\u003ch2>Opposition from teachers, English learner advocates\u003c/h2>\n\u003cp>The California Teachers Association, the union that represents 310,000 of the state’s K-12 educators, fought the previous literacy bill, arguing that teachers need flexibility in the classroom. So far the union has not taken a position on the new bill.\u003c/p>\n\u003cp>English learner advocates have fought both bills particularly hard. The California Association of Bilingual Education said the latest bill “fails to address the needs of English learners” and would cost too much money because it requires teachers to undergo training.\u003c/p>\n\u003cfigure id=\"attachment_12034684\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06.jpg\" alt=\"Hands of teenagers place pink and orange sticky notes on a desk.\" width=\"2000\" height=\"1333\" class=\"size-full wp-image-12034684\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_06-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in a literacy class at Oakland International High School in Oakland on March 7, 2025. The school primarily serves students who are newly arrived immigrants and offers foundational literacy and English language development for its multilingual learners. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They also said that California already has a literacy framework and the state should do a better job of promoting that rather than introducing a new program altogether.\u003c/p>\n\u003cp>Students who aren’t native English speakers need a more flexible approach to reading, the group said. Reading programs that are heavily focused on phonics are too narrow and confusing for students who struggle with English, especially if they can’t understand what they’re reading, they said.\u003c/p>\n\u003cfigure id=\"attachment_12034682\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09.jpg\" alt=\"Several students sit around desks in a classroom looking at a woman wearing glasses.\" width=\"2000\" height=\"1334\" class=\"size-full wp-image-12034682\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_09-1920x1281.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Marcela Smith, center, an instructional assistant, works with students in a literacy class at Oakland International High School in Oakland on March 7, 2025. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Martha Hernandez, executive director of the English learner advocacy group Californians Together, said the new bill is a “non-starter” unless it can include a broader approach to reading instruction, not one that focuses primarily on phonics.\u003c/p>\n\u003cfigure id=\"attachment_12034683\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18.jpg\" alt='A classroom board with signs that read \"Present\" and \"Past.\"' width=\"2000\" height=\"1333\" class=\"size-full wp-image-12034683\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_18-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A literacy classroom at Oakland International High School in Oakland on March 7, 2025. The school primarily serves students who are newly arrived immigrants and offers foundational literacy and English language development for its multilingual learners. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>English learners, she said, need schools to teach phonics hand-in-hand with oral language development and reading comprehension in a way that’s specifically suited to second-language acquisition. Prioritizing phonics gives short shrift to those other skills, she said.\u003c/p>\n\u003cp>“Literacy is multi-dimensional,” Hernandez said. “English learners need a more comprehensive approach.”\u003c/p>\n\u003cp>The bill has not yet been scheduled for a hearing, as both sides continue to work on a compromise.\u003c/p>\n\u003ch2 id=\"h-evidence-of-english-learner-success\" class=\"wp-block-heading\">Evidence of English learner success\u003c/h2>\n\u003cp>Some districts that use phonics-based programs have seen good results with English learners and low-income Latino students generally.\u003c/p>\n\u003cp>At Kings Canyon Joint Unified, for example, English learners scored almost twice as high on reading tests last year as their counterparts statewide, according to the \u003ca href=\"https://caaspp-elpac.ets.org/caaspp/DashViewReportSB?ps=true&lstTestYear=2024&lstTestType=B&lstGroup=4&lstSubGroup=160&lstGrade=13&lstSchoolType=A&lstCounty=00&lstDistrict=00000&lstSchool=0000000&lstFocus=a\">Smarter Balanced assessments\u003c/a>. Almost half of low-income Latino students met the state reading standard, compared to 33% statewide. Kings Canyon, located in Fresno County, uses a curriculum called Wit & Wisdom, which is phonics-based.\u003c/p>\n\u003cp>Last year at Bonita Unified, near Pomona in Los Angeles County, which uses a phonics-based program called Benchmark, English learners scored nearly three times higher than their peers statewide. Almost 60% of low-income Latino students met the state reading standard, nearly double the percentage of their peers statewide.\u003c/p>\n\u003cp>Rubio was an English learner in California schools, and feels strongly that phonics is the most effective way to teach students who aren’t fluent in English. It can help them learn English vocabulary at the same time they’re learning how to decode words, a useful skill in any language.\u003c/p>\n\u003cp>Yolie Flores, president of Families in Schools, an advocacy group that’s cosponsoring Rubio’s bill, was also an English learner in California schools. Literacy was a priority in her family, she said, in part because her father never learned to read. A laborer from Mexico who never attended school past third grade, he “worked his whole life, but couldn’t read a rental application, he couldn’t read basic instructions, he couldn’t read letters from our school,” Flores said. “He always told us, you must learn to read. It was very important to him — he knew that our ability to read would open our world.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Flores is frustrated by the state’s persistently dismal reading scores for English learners — a situation that she believes could be improved with a phonics-based program.\u003c/p>\n\u003cp>“It is mind-boggling and disappointing and frankly, I find it harmful that (the California Association of Bilingual Education) would oppose something that could help all kids, including bilingual students, succeed in school and life,” said Flores, a former Los Angeles Unified school board member. “There is a vast body of research from the most respected reading scientists in the world telling us one unequivocal truth: there is a specific, evidence-based approach to teaching children to read. I struggle to understand why they are fighting it.”\u003c/p>\n\u003cp>Gov. Gavin Newsom hasn’t taken a position on the bill, but has been a strong supporter of literacy generally. He championed a screening test for dyslexia, which will be given to all kindergarten-through-second-graders starting this fall; approved funding for 2,000 literacy coaches to work in high-needs schools; and fought for transitional kindergarten for all 4-year-olds, which is intended to boost students’ reading skills.\u003c/p>\n\u003cp>Over the past few years, the warring factions of the literacy battle have found common ground, publishing a \u003ca href=\"https://www.thereadingleague.org/wp-content/uploads/2024/04/Joint-Statement-on-the-Science-of-Reading-and-English-Learners_Emergent-Bilinguals-24.pdf\">pair\u003c/a> of \u003ca href=\"https://unbounded.org/resources/narrowing-down-to-find-common-ground/\">papers\u003c/a> that essentially call for a truce. In the papers, both sides agreed that English learners have unique needs when learning how to read, and any formal policy or curriculum should address those needs. They also agreed that both sides should dispense with labels and over-simplifying the various approaches to reading instruction, and look at the issue with more nuance.\u003c/p>\n\u003cp>The truce doesn’t seem to have reached the Legislature, though. So far, English learner groups remain opposed.\u003c/p>\n\u003ch2>‘Unlocking something’\u003c/h2>\n\u003cp>At Oakland International High School, a public school for recent immigrants, nearly all students are English learners and a majority read at a kindergarten level when they enroll. That’s because they’ve had little formal education in their home countries or their schooling has been disrupted, in some cases for years.\u003c/p>\n\u003cfigure id=\"attachment_12034681\" class=\"wp-caption aligncenter\" style=\"max-width: 1333px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03.jpg\" alt=\"International flags of multiple colors hang in a large room with the reflection of a courtyard in the window.\" width=\"1333\" height=\"2000\" class=\"size-full wp-image-12034681\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03.jpg 1333w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/04/030725_Literacy_FM_CM_03-1024x1536.jpg 1024w\" sizes=\"auto, (max-width: 1333px) 100vw, 1333px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">International flags hang in the cafeteria as the courtyard is reflected on a window at Oakland International High School in Oakland on March 7, 2025. The school primarily serves students who are newly arrived immigrants and offers foundational literacy and English language development for its multilingual learners. \u003ccite>(Florence Middleton/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But teachers there use a phonics-based approach that’s tailored to English learners, with good results. A student will learn to sound out the word “hop,” for example, while seeing a picture of a person hopping, then spell “hop” and read “hop” in a passage. They learn to connect the sound of a word with its meaning.\u003c/p>\n\u003cp>“When they start to see the patterns and rules, it starts to make sense and they get excited,” said Aly Kronick, a literacy teacher at Oakland International High for the past 10 years. “It’s like they’re unlocking something. They feel successful.”\u003c/p>\n\u003cp>She said the process can be slow, but within two years students go from minimal literacy skills to reading whole passages with high levels of comprehension. Some students have even gone on to four-year colleges. One student went on to become a bilingual teacher. Others have returned to the school after they graduated to lead phonics instruction in the classroom.\u003c/p>\n\u003cp>Rachel Hunt, a parent in Los Angeles Unified who’s a former teacher and school principal, has been a proponent of phonics-based reading instruction. She noticed firsthand the importance of a good reading program when her family moved from Massachusetts to California about eight years ago. Her child, who uses they/them pronouns, was in second grade when the family enrolled them at an elementary school in Los Angeles County that was using a phonics-based curriculum. Although her child was reading at grade level, they struggled with the ability to identify sounds, which affected their spelling skills.\u003c/p>\n\u003cp>“They were so behind in that regard,” Hunt said. “They felt so self-conscious. Other kids would call them ‘stupid.’ They developed a lack of self-esteem which was really damaging.”\u003c/p>\n\u003cp>Her child eventually caught up and is now a sophomore at Eagle Rock High School near Glendale, where they’re an avid reader and doing well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If you see that a majority of kids aren’t reading at grade level, and we know that explicit (phonics) instruction works, it seems obvious that this is something we should be mandating,” Hunt said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Trump administration launched an investigation Thursday into the California Department of Education over a law that says districts can’t force teachers and staff to notify parents if a student changes their gender identity at school.\u003c/p>\n\u003cp>The U.S. Department of Education said the policy may violate the Family Educational Rights and Privacy Act, a law allowing parents to access their child’s records.\u003c/p>\n\u003cp>“It is not only immoral but also potentially in contradiction with federal law for California schools to hide crucial information about a student’s wellbeing from parents and guardians,” Education Secretary Linda McMahon said in a statement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Democratic Gov. Gavin Newsom’s office defended the law, saying parents still have the right to access their child’s education records.\u003c/p>\n\u003cp>“If the U.S. Department of Education still had staff, this would be a quick investigation — all they would need to do is read the law the Governor signed,” Newsom spokesperson Elana Ross said in a statement, referencing Trump’s \u003ca href=\"https://apnews.com/article/trump-education-department-shutdown-b1d25a2e1bdcd24cfde8ad8b655b9843\">plans to dismantle the agency\u003c/a>.\u003c/p>\n\u003cp>Now, the Education Department says it could take away funding if it determines California’s school gender-identity law violates federal rules.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">What does the law do?\u003c/h2>\n\u003cp>It bans school districts from adopting or enforcing rules that require staff to disclose information about a student’s sexual orientation, gender identity, or gender expression to any other person without the child’s consent, unless otherwise required by law. That means if a student wants to use different pronouns, the school can’t force teachers to tell the students’ parents. It does not prohibit teachers and school staff from choosing to share that information with parents.\u003c/p>\n\u003cp>Newsom signed the law last year, making California the \u003ca href=\"https://apnews.com/article/gender-identity-schools-california-law-af387bef5c25c14f51d1cf05a7e422eb\">first state to enact such a policy\u003c/a>. It took effect Jan. 1.\u003c/p>\n\u003cp>The law also requires the state education department to develop resources to support LGBTQ+ students and their families.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">Why was it passed?\u003c/h2>\n\u003cp>A nationwide battle is underway over transgender rights, with some states \u003ca href=\"https://apnews.com/article/politics-health-texas-state-government-tennessee-minnesota-878a9217fa434f3ecd83738a71e40572\">imposing bans on gender-affirming care\u003c/a>, \u003ca href=\"https://apnews.com/article/congress-transgender-women-sports-ban-athletes-1c58c20cac2b191e323e4376d7949a2d\">barring trans athletes\u003c/a> from girls and women’s sports, and requiring schools to share students’ gender identity with parents without the students’ consent.\u003c/p>\n\u003cp>[aside postID=news_12021521 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/01/GettyImages-1158696624-1020x681.jpg']\u003c/p>\n\u003cp>Republican Assemblymember Bill Essayli introduced a bill in 2023 that would have required schools to notify parents within three days of a school employee becoming aware of a child’s pronoun change.\u003c/p>\n\u003cp>Lawmakers in the Democratic-dominated Legislature blocked the bill from receiving a hearing, so school boards started to take up the issue and pass so-called parental notification policies of their own. The state \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">started a legal battle\u003c/a> with Chino Valley Unified School District, one of the first districts to enact such a rule, arguing the policy violated the rights of students and put the well-being of transgender children at risk.\u003c/p>\n\u003cp>The district later \u003ca href=\"https://apnews.com/article/california-chino-gender-pronouns-school-board-a8d3f17ec89b2ec8a2e946da37284e5c\">updated its rule\u003c/a> to remove any mention of gender identification and require staff broadly to notify parents of any request their child makes for a change to their records.\u003c/p>\n\u003cp>Democratic Assemblymember Chris Ward, chair of the legislative LGBTQ+ caucus, introduced the bill largely in response to the school district policies. It passed on party lines.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">What do supporters say?\u003c/h2>\n\u003cp>The goal is to protect the privacy of students, some of whom may live in unaccepting households and are not ready to tell their parents, backers say. Teachers should not be required to get involved in family discussions about a student’s gender identity, they argue.[aside postID=forum_2010101908942 hero='https://cdn.kqed.org/wp-content/uploads/sites/43/2025/02/transrights-1020x574.jpg']“Requiring governmental school officials to expose them without their consent runs afoul of the US Constitution,” Ward said in a statement, calling such policies “immorally invasive.”\u003c/p>\n\u003cp>David Goldberg, president of the California Teachers Association, said the law helps ensure students have a safe and supportive learning environment.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">What do opponents say?\u003c/h2>\n\u003cp>Critics of the law say parents should be able to know if their child changes their gender identification at school. Chino Valley Unified \u003ca href=\"https://apnews.com/article/california-gender-identity-pronouns-schools-parents-teachers-4b4079dbd5a121f25fa05ff38785505f\">sued the state\u003c/a> over the policy, arguing it violated parents’ rights under the U.S. Constitution.\u003c/p>\n\u003cp>“I would like to get very clear guidance to school districts that they absolutely should not have policies keeping secrets from parents,” said Jonathan Zachreson, a Roseville City School District board member.\u003c/p>\n\u003cp>The Trump administration said children are at risk of falling victim to “radical transgender ideology” and medical interventions.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">Are other California policies at risk?\u003c/h2>\n\u003cp>Trump \u003ca href=\"https://apnews.com/article/trump-transgender-order-passports-prisons-military-3c14ecbdd10f61618384e81624d090fb\">set the tone\u003c/a> on his administration’s stance on issues affecting transgender and nonbinary people during his first days back in office. He signed executive orders to restrict gender-affirming care for minors and transgender athletes’ participation in girls sports.\u003c/p>\n\u003cp>Newsom has also been in the spotlight for his position on trans rights after he \u003ca href=\"https://apnews.com/article/gavin-newsom-transgender-athletes-e28abfe4d507086633e5f83b94b095e6\">said on his podcast\u003c/a> that transgender athletes’ participation in girls sports was unfair. California has a state law, signed in 2013 by then-Gov. Jerry Brown, allowing students to participate on a sex-segregated sports team that aligns with their gender identity, regardless of the gender listed on the student’s records. A Republican bill seeks to reverse it; Newsom hasn’t taken a position.\u003c/p>\n\u003cp>The Trump administration also sent a letter Thursday requesting the state to submit curricula and materials from a sexual health education program that receives federal funding. The U.S. Department of Health and Human Services will review whether the materials are “medically accurate” and “age-appropriate,” the letter said.\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Trump administration launched an investigation Thursday into the California Department of Education over a law that says districts can’t force teachers and staff to notify parents if a student changes their gender identity at school.\u003c/p>\n\u003cp>The U.S. Department of Education said the policy may violate the Family Educational Rights and Privacy Act, a law allowing parents to access their child’s records.\u003c/p>\n\u003cp>“It is not only immoral but also potentially in contradiction with federal law for California schools to hide crucial information about a student’s wellbeing from parents and guardians,” Education Secretary Linda McMahon said in a statement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Democratic Gov. Gavin Newsom’s office defended the law, saying parents still have the right to access their child’s education records.\u003c/p>\n\u003cp>“If the U.S. Department of Education still had staff, this would be a quick investigation — all they would need to do is read the law the Governor signed,” Newsom spokesperson Elana Ross said in a statement, referencing Trump’s \u003ca href=\"https://apnews.com/article/trump-education-department-shutdown-b1d25a2e1bdcd24cfde8ad8b655b9843\">plans to dismantle the agency\u003c/a>.\u003c/p>\n\u003cp>Now, the Education Department says it could take away funding if it determines California’s school gender-identity law violates federal rules.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">What does the law do?\u003c/h2>\n\u003cp>It bans school districts from adopting or enforcing rules that require staff to disclose information about a student’s sexual orientation, gender identity, or gender expression to any other person without the child’s consent, unless otherwise required by law. That means if a student wants to use different pronouns, the school can’t force teachers to tell the students’ parents. It does not prohibit teachers and school staff from choosing to share that information with parents.\u003c/p>\n\u003cp>Newsom signed the law last year, making California the \u003ca href=\"https://apnews.com/article/gender-identity-schools-california-law-af387bef5c25c14f51d1cf05a7e422eb\">first state to enact such a policy\u003c/a>. It took effect Jan. 1.\u003c/p>\n\u003cp>The law also requires the state education department to develop resources to support LGBTQ+ students and their families.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">Why was it passed?\u003c/h2>\n\u003cp>A nationwide battle is underway over transgender rights, with some states \u003ca href=\"https://apnews.com/article/politics-health-texas-state-government-tennessee-minnesota-878a9217fa434f3ecd83738a71e40572\">imposing bans on gender-affirming care\u003c/a>, \u003ca href=\"https://apnews.com/article/congress-transgender-women-sports-ban-athletes-1c58c20cac2b191e323e4376d7949a2d\">barring trans athletes\u003c/a> from girls and women’s sports, and requiring schools to share students’ gender identity with parents without the students’ consent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Republican Assemblymember Bill Essayli introduced a bill in 2023 that would have required schools to notify parents within three days of a school employee becoming aware of a child’s pronoun change.\u003c/p>\n\u003cp>Lawmakers in the Democratic-dominated Legislature blocked the bill from receiving a hearing, so school boards started to take up the issue and pass so-called parental notification policies of their own. The state \u003ca href=\"https://apnews.com/article/california-sues-chino-valley-parental-notification-transgender-students-03fd6e74c62054d9bb4ba85ee92e850d\">started a legal battle\u003c/a> with Chino Valley Unified School District, one of the first districts to enact such a rule, arguing the policy violated the rights of students and put the well-being of transgender children at risk.\u003c/p>\n\u003cp>The district later \u003ca href=\"https://apnews.com/article/california-chino-gender-pronouns-school-board-a8d3f17ec89b2ec8a2e946da37284e5c\">updated its rule\u003c/a> to remove any mention of gender identification and require staff broadly to notify parents of any request their child makes for a change to their records.\u003c/p>\n\u003cp>Democratic Assemblymember Chris Ward, chair of the legislative LGBTQ+ caucus, introduced the bill largely in response to the school district policies. It passed on party lines.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">What do supporters say?\u003c/h2>\n\u003cp>The goal is to protect the privacy of students, some of whom may live in unaccepting households and are not ready to tell their parents, backers say. Teachers should not be required to get involved in family discussions about a student’s gender identity, they argue.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Requiring governmental school officials to expose them without their consent runs afoul of the US Constitution,” Ward said in a statement, calling such policies “immorally invasive.”\u003c/p>\n\u003cp>David Goldberg, president of the California Teachers Association, said the law helps ensure students have a safe and supportive learning environment.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">What do opponents say?\u003c/h2>\n\u003cp>Critics of the law say parents should be able to know if their child changes their gender identification at school. Chino Valley Unified \u003ca href=\"https://apnews.com/article/california-gender-identity-pronouns-schools-parents-teachers-4b4079dbd5a121f25fa05ff38785505f\">sued the state\u003c/a> over the policy, arguing it violated parents’ rights under the U.S. Constitution.\u003c/p>\n\u003cp>“I would like to get very clear guidance to school districts that they absolutely should not have policies keeping secrets from parents,” said Jonathan Zachreson, a Roseville City School District board member.\u003c/p>\n\u003cp>The Trump administration said children are at risk of falling victim to “radical transgender ideology” and medical interventions.\u003c/p>\n\u003ch2 class=\"mb-0 pb-2 ap-font-bold\">Are other California policies at risk?\u003c/h2>\n\u003cp>Trump \u003ca href=\"https://apnews.com/article/trump-transgender-order-passports-prisons-military-3c14ecbdd10f61618384e81624d090fb\">set the tone\u003c/a> on his administration’s stance on issues affecting transgender and nonbinary people during his first days back in office. He signed executive orders to restrict gender-affirming care for minors and transgender athletes’ participation in girls sports.\u003c/p>\n\u003cp>Newsom has also been in the spotlight for his position on trans rights after he \u003ca href=\"https://apnews.com/article/gavin-newsom-transgender-athletes-e28abfe4d507086633e5f83b94b095e6\">said on his podcast\u003c/a> that transgender athletes’ participation in girls sports was unfair. California has a state law, signed in 2013 by then-Gov. Jerry Brown, allowing students to participate on a sex-segregated sports team that aligns with their gender identity, regardless of the gender listed on the student’s records. A Republican bill seeks to reverse it; Newsom hasn’t taken a position.\u003c/p>\n\u003cp>The Trump administration also sent a letter Thursday requesting the state to submit curricula and materials from a sexual health education program that receives federal funding. The U.S. Department of Health and Human Services will review whether the materials are “medically accurate” and “age-appropriate,” the letter said.\u003c/p>\n\u003cp>\u003cem>Austin is a corps member for The Associated Press/Report for America Statehouse News Initiative. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "No Need to Apply: Cal State Is Automatically Admitting High School Students With Good Grades",
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"content": "\u003cp>More than 17,400 high school seniors last fall got the sweetest news any anxious student can get: Congratulations, because of your high school GPA, you’re automatically admitted to one of 10 California State University campuses of your choice — and they’re all relatively affordable.\u003c/p>\n\u003cp>Even with less than a week to go before the campuses wrap their final decisions about whom to admit, \u003ca href=\"https://www.calstate.edu/impact-of-the-csu/community/Pages/riverside-county-office-of-education-partnership.aspx\">a pilot program focusing on Riverside County\u003c/a> is already showing that more students have been admitted from the county than last year, about 10,600 so far in 2025 compared to last year’s roughly 9,800.\u003c/p>\n\u003cp>The pilot builds on Cal State’s efforts to enroll more students and works like this: High school seniors receive a notice in the mail that they’re automatically admitted as long as they maintain their grades, finish the 15 mandatory courses necessary for admission to a Cal State, and complete an admissions form to claim their spot at a campus. Cal State was able to mail the notices because it signed an agreement with the Riverside County Office of Education that gave the university eligible students’ addresses.\u003c/p>\n\u003cp>Now in the program’s first year, Cal State joins other public universities across the country in a growing national movement to \u003ca href=\"https://www.washingtonpost.com/education/2025/03/06/state-colleges-direct-admissions-programs-high-school-students/\">automatically admit eligible students\u003c/a>. From November through January, Cal State informed students they were accepted to the 10 campuses. To claim a spot, students needed to go online and pick at least one campus.\u003c/p>\n\u003cp>If past admissions and enrollment trends hold, Cal State as a system will educate hundreds of more students, all from Riverside, than they would have without the pilot. That’d be a boon for a system that prides itself on its affordability and motto that it’s the people’s university; Cal State admits a far higher percentage of students than the University of California. It also could serve as a much-needed budget boost from the extra tuition revenue those students bring, especially at campuses with sinking enrollment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Eight campuses — Channel Islands, Chico, East Bay, Humboldt, Maritime Academy, Monterey Bay, San Francisco, and Sonoma — are so under-enrolled that Cal State is pulling some of their state revenues to send \u003ca href=\"https://calmatters.org/wp-content/uploads/2025/03/B_2024-02_Final_Budget_Allocations_Attachments.pdf#page=2\">to campuses that are still growing (PDF)\u003c/a>. Cal Maritime is soon merging with another campus \u003ca href=\"https://calmatters.org/education/2024/11/cal-maritime-cal-poly-merger/\">because of its perilous finances\u003c/a>. The pilot also includes the two closest campuses to the county, San Bernardino and San Marcos.\u003c/p>\n\u003cp>The system chose Riverside County because all of its public high school students were already loaded onto a state data platform that \u003ca href=\"https://vimeo.com/902085427\">can directly transmit student grades to Cal State\u003c/a> — a key step in creating automatic admissions. Riverside is also “ethnically and economically representative of the diversity of California — many of the students the CSU is so proud to serve,” a spokesperson for the system, Amy Bentley Smith, wrote in an email.\u003c/p>\n\u003cp>At Heritage High School, a public school in Riverside County, the pilot encouraged students who previously didn’t even consider attending a public four-year university to submit the automatic admission forms to a Cal State.\u003c/p>\n\u003cp>Silvia Morales, a 17-year-old senior at Heritage, got an automatic admissions letter. “I was pretty set on going to community college and then transferring, because I felt like I wasn’t ready for the four-year commitment to a college,” she said.\u003c/p>\n\u003cp>Even with a 3.0 GPA, higher than \u003ca href=\"https://www.calstate.edu/apply/freshman/getting_into_the_csu/pages/admission-requirements.aspx\">the 2.5 GPA Cal State requires for admission\u003c/a>, she nearly didn’t submit the forms to secure her admission until early January. That’s well past the standard Nov. 30 admissions deadline.\u003c/p>\n\u003cp>It wasn’t until her counselor, Chris Tinajero, pulled her into a meeting that she decided to opt into the pilot. “I went through the sales pitch like, ‘Hey, you get this guaranteed admission, you’re an amazing student,’” he recounted. [aside postID=\"news_12012688,news_12033192,news_12033333\" label=\"Related Stories\"]\u003c/p>\n\u003cp>The pitch worked. Though Cal State sent a physical pamphlet and her high school also emailed her about the pilot, “I wasn’t really paying attention,” Morales said. She needed an adult she trusted at the school to persuade her that the applications were worth the effort, she said.\u003c/p>\n\u003cp>Morales applied to three Cal State campuses in the pilot plus two outside the program that were still accepting late applications — Chico, Humboldt, Los Angeles, Northridge and San Bernardino. She got into each one, she said.\u003c/p>\n\u003cp>Her parents are “proud of me because I want to go to college,” Morales said. Neither went to college, she added.\u003c/p>\n\u003cp>Final enrollment figures won’t be tallied until August, including how many of the students admitted through the pilot attended one of the 10 campuses. But the system’s chancellor’s office is already planning to replicate the pilot program in a Northern California county, which will be named sometime in April, Cal State officials said.\u003c/p>\n\u003cp>A \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260sb640\">bill\u003c/a> by Christopher Cabaldon, a state senator and Democrat from Napa, would make automatic enrollment to Cal State for eligible students a state law. The bill hasn’t been heard in a committee yet.\u003c/p>\n\u003ch2>A boost in application numbers\u003c/h2>\n\u003cp>Of the 17,000 students who received an invitation to secure their automatic admissions, about 13,200 submitted the necessary forms. That’s about 3,000 more students who applied from the county than last year.\u003c/p>\n\u003cp>Those who otherwise wouldn’t have applied to a Cal State include students who were eyeing private colleges, said Melina Gonzalez, a counselor at Heritage who typically advises students who are already college-bound.\u003c/p>\n\u003cp>Nearby private colleges offer all students application fee waivers; at Cal State, typically only students with low income receive fee waivers. But the pilot provided each Cal State student one fee waiver worth $70, which was a draw to students and their parents who don’t qualify for the fee waiver but might struggle to pay.\u003c/p>\n\u003cp>Last year, 10 of the 100 senior students Gonzalez counseled didn’t apply to a Cal State. This application season, all her students submitted at least one Cal State application, she said.\u003c/p>\n\u003cp>“It was big, it was really cool, their eyes, they were so excited,” she said of the automatically admitted students. “They would come in and show me their letters.”\u003c/p>\n\u003cp>Parents called her asking if the pamphlet from Cal State was authentic. With guaranteed admission, some parents ultimately decided to pay for additional applications to campuses in the pilot, knowing it wasn’t in vain.\u003c/p>\n\u003cp>At Heritage, high school counselors reviewed Cal State’s provisional list of students eligible for the pilot to add more seniors, such as those who hadn’t yet completed the mandatory courses but were on track to do so.\u003c/p>\n\u003cp>Tinajero was also able to persuade some students who hadn’t completed all the required courses for Cal State entry to take those, including online classes. Still, others with qualifying grades didn’t apply because they weren’t persuaded that a four-year university was for them. Tinajero sees program growth in the coming years, assuming Cal State continues with the pilot. Younger high school students who witnessed the fanfare of automatic admissions may take more seriously the need to pass the 15 required courses to be eligible for a Cal State or University of California campus, he said.\u003c/p>\n\u003cp>That’s part of Cal State’s vision for this pilot, said April Grommo, the system’s assistant vice chancellor of strategic enrollment management: Begin encouraging students to take the required courses in ninth grade so that by 11th and 12th grade they’re more receptive to applying to Cal State.\u003c/p>\n\u003ch2>Pilot leads to more applications\u003c/h2>\n\u003cp>The automatic admissions pilot is likely what explains the jump in overall applicants, said Grommo. “If you look at the historical numbers of Riverside County students that have applied to the CSU, it’s very consistent at 10,000, so there’s no other accelerator or explanation for the significant increase in the applications,” she said.\u003c/p>\n\u003cp>Some campuses in the pilot are probably going to see more students from Riverside County than others. The eight under-enrolled Cal State campuses each enrolled fewer than than 100 Riverside students as freshmen, a CalMatters review of 2024 admissions data show. Two enrolled fewer than 10 Riverside students as freshmen.\u003c/p>\n\u003cp>Cal State isn’t solely relying on past trends to enroll more students. Grommo cited research that suggests direct admissions programs are associated with increases in student enrollment, but not among low-income students, who are less familiar with the college-going process or have additional economic and family demands, like work and child care.\u003c/p>\n\u003cfigure id=\"attachment_12033774\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12033774\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02.jpg\" alt=\"People walking around a campus with buildings and trees.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The quad at San Francisco State University in San Francisco on July 7, 2023. \u003ccite>(Semantha Norris/Calmatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even after students are admitted, some don’t complete key steps in the enrollment process, such as maintaining their grades in the second semester, completing registration forms to enroll, and paying deposits. Others, especially low-income students, have a change of heart over summer about attending college, \u003ca href=\"https://educationnorthwest.org/resources/what-research-says-about-summer-melt\">which scholars call “summer melt\u003c/a>.” Then there are the students who got into typically more selective campuses, such as at elite private schools and the University of California, and choose instead to go to those.\u003c/p>\n\u003cp>To prompt more students to actually enroll, Cal State officials in early March hosted \u003ca href=\"https://app.smartsheet.com/b/form/ab897910675041c2aa0783b4687c3177\">two college fairs\u003c/a> in Riverside County for students admitted through the pilot. About 2,600 students signed up to be bussed from their high schools to large venues, including the Riverside Convention Center, where they met with staff, alumni and current students from all 10 Cal State campuses participating in the program. Those were followed by receptions with students and parents.\u003c/p>\n\u003cp>Grommo said they maxed out capacity at both venues for the student events. While it’s common for individual campuses to host events for admitted students, it was a first for Cal State’s central office.\u003c/p>\n\u003cp>The event costs, physical mailers to students about their admissions guarantee, invitation to the college fairs and another flyer about the relative affordability of a Cal State cost the system’s central office around $300,000, Grommo estimates. But if the event moves the needle on students agreeing to attend a Cal State, the tuition revenue at the largely under-enrolled campuses alone would be a huge return on investment.\u003c/p>\n\u003cp>The effort is a far more targeted approach than another admissions outreach effort Cal State rolled out last fall to inform students who started but didn’t finish their college applications that they’re provisionally accepted, as long as they complete and send their forms. The notification went to 106,000 students and was the result of a \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/CSU-Named-as-Winner-of-The-Great-Admissions-Redesign-Challenge.aspx\">$750,000 grant Cal State won from the Lumina Foundation\u003c/a>, a major higher education philanthropy. The system will know by fall if this notification resulted in more students attending a Cal State.\u003c/p>\n\u003cp>But that was aimed at students who already applied. The Riverside pilot brings in students, like Morales, who wouldn’t have applied without the mailers and entreaties from counselors. She’s leaning toward picking Cal State San Bernardino for next fall. It’s close to home and an older cousin recently graduated who had a good experience there, she said.\u003c/p>\n\u003cp>Her next task? Working with her parents to complete the federal application for financial aid by April 2, the deadline for guaranteed tuition waivers for low- and middle-income students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It’s possible that Cal State may take the direct admissions pilot statewide. All counties are required by state law to join the state-funded data system that Riverside is already a part of to electronically transmit students’ high school grades to Cal States and UCs. Doing so removes the need for schools to send campuses paper transcripts. The deadline for all counties to join the state data system is summer of 2026.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More than 17,400 high school seniors last fall got the sweetest news any anxious student can get: Congratulations, because of your high school GPA, you’re automatically admitted to one of 10 California State University campuses of your choice — and they’re all relatively affordable.\u003c/p>\n\u003cp>Even with less than a week to go before the campuses wrap their final decisions about whom to admit, \u003ca href=\"https://www.calstate.edu/impact-of-the-csu/community/Pages/riverside-county-office-of-education-partnership.aspx\">a pilot program focusing on Riverside County\u003c/a> is already showing that more students have been admitted from the county than last year, about 10,600 so far in 2025 compared to last year’s roughly 9,800.\u003c/p>\n\u003cp>The pilot builds on Cal State’s efforts to enroll more students and works like this: High school seniors receive a notice in the mail that they’re automatically admitted as long as they maintain their grades, finish the 15 mandatory courses necessary for admission to a Cal State, and complete an admissions form to claim their spot at a campus. Cal State was able to mail the notices because it signed an agreement with the Riverside County Office of Education that gave the university eligible students’ addresses.\u003c/p>\n\u003cp>Now in the program’s first year, Cal State joins other public universities across the country in a growing national movement to \u003ca href=\"https://www.washingtonpost.com/education/2025/03/06/state-colleges-direct-admissions-programs-high-school-students/\">automatically admit eligible students\u003c/a>. From November through January, Cal State informed students they were accepted to the 10 campuses. To claim a spot, students needed to go online and pick at least one campus.\u003c/p>\n\u003cp>If past admissions and enrollment trends hold, Cal State as a system will educate hundreds of more students, all from Riverside, than they would have without the pilot. That’d be a boon for a system that prides itself on its affordability and motto that it’s the people’s university; Cal State admits a far higher percentage of students than the University of California. It also could serve as a much-needed budget boost from the extra tuition revenue those students bring, especially at campuses with sinking enrollment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Eight campuses — Channel Islands, Chico, East Bay, Humboldt, Maritime Academy, Monterey Bay, San Francisco, and Sonoma — are so under-enrolled that Cal State is pulling some of their state revenues to send \u003ca href=\"https://calmatters.org/wp-content/uploads/2025/03/B_2024-02_Final_Budget_Allocations_Attachments.pdf#page=2\">to campuses that are still growing (PDF)\u003c/a>. Cal Maritime is soon merging with another campus \u003ca href=\"https://calmatters.org/education/2024/11/cal-maritime-cal-poly-merger/\">because of its perilous finances\u003c/a>. The pilot also includes the two closest campuses to the county, San Bernardino and San Marcos.\u003c/p>\n\u003cp>The system chose Riverside County because all of its public high school students were already loaded onto a state data platform that \u003ca href=\"https://vimeo.com/902085427\">can directly transmit student grades to Cal State\u003c/a> — a key step in creating automatic admissions. Riverside is also “ethnically and economically representative of the diversity of California — many of the students the CSU is so proud to serve,” a spokesperson for the system, Amy Bentley Smith, wrote in an email.\u003c/p>\n\u003cp>At Heritage High School, a public school in Riverside County, the pilot encouraged students who previously didn’t even consider attending a public four-year university to submit the automatic admission forms to a Cal State.\u003c/p>\n\u003cp>Silvia Morales, a 17-year-old senior at Heritage, got an automatic admissions letter. “I was pretty set on going to community college and then transferring, because I felt like I wasn’t ready for the four-year commitment to a college,” she said.\u003c/p>\n\u003cp>Even with a 3.0 GPA, higher than \u003ca href=\"https://www.calstate.edu/apply/freshman/getting_into_the_csu/pages/admission-requirements.aspx\">the 2.5 GPA Cal State requires for admission\u003c/a>, she nearly didn’t submit the forms to secure her admission until early January. That’s well past the standard Nov. 30 admissions deadline.\u003c/p>\n\u003cp>It wasn’t until her counselor, Chris Tinajero, pulled her into a meeting that she decided to opt into the pilot. “I went through the sales pitch like, ‘Hey, you get this guaranteed admission, you’re an amazing student,’” he recounted. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The pitch worked. Though Cal State sent a physical pamphlet and her high school also emailed her about the pilot, “I wasn’t really paying attention,” Morales said. She needed an adult she trusted at the school to persuade her that the applications were worth the effort, she said.\u003c/p>\n\u003cp>Morales applied to three Cal State campuses in the pilot plus two outside the program that were still accepting late applications — Chico, Humboldt, Los Angeles, Northridge and San Bernardino. She got into each one, she said.\u003c/p>\n\u003cp>Her parents are “proud of me because I want to go to college,” Morales said. Neither went to college, she added.\u003c/p>\n\u003cp>Final enrollment figures won’t be tallied until August, including how many of the students admitted through the pilot attended one of the 10 campuses. But the system’s chancellor’s office is already planning to replicate the pilot program in a Northern California county, which will be named sometime in April, Cal State officials said.\u003c/p>\n\u003cp>A \u003ca href=\"https://calmatters.digitaldemocracy.org/bills/ca_202520260sb640\">bill\u003c/a> by Christopher Cabaldon, a state senator and Democrat from Napa, would make automatic enrollment to Cal State for eligible students a state law. The bill hasn’t been heard in a committee yet.\u003c/p>\n\u003ch2>A boost in application numbers\u003c/h2>\n\u003cp>Of the 17,000 students who received an invitation to secure their automatic admissions, about 13,200 submitted the necessary forms. That’s about 3,000 more students who applied from the county than last year.\u003c/p>\n\u003cp>Those who otherwise wouldn’t have applied to a Cal State include students who were eyeing private colleges, said Melina Gonzalez, a counselor at Heritage who typically advises students who are already college-bound.\u003c/p>\n\u003cp>Nearby private colleges offer all students application fee waivers; at Cal State, typically only students with low income receive fee waivers. But the pilot provided each Cal State student one fee waiver worth $70, which was a draw to students and their parents who don’t qualify for the fee waiver but might struggle to pay.\u003c/p>\n\u003cp>Last year, 10 of the 100 senior students Gonzalez counseled didn’t apply to a Cal State. This application season, all her students submitted at least one Cal State application, she said.\u003c/p>\n\u003cp>“It was big, it was really cool, their eyes, they were so excited,” she said of the automatically admitted students. “They would come in and show me their letters.”\u003c/p>\n\u003cp>Parents called her asking if the pamphlet from Cal State was authentic. With guaranteed admission, some parents ultimately decided to pay for additional applications to campuses in the pilot, knowing it wasn’t in vain.\u003c/p>\n\u003cp>At Heritage, high school counselors reviewed Cal State’s provisional list of students eligible for the pilot to add more seniors, such as those who hadn’t yet completed the mandatory courses but were on track to do so.\u003c/p>\n\u003cp>Tinajero was also able to persuade some students who hadn’t completed all the required courses for Cal State entry to take those, including online classes. Still, others with qualifying grades didn’t apply because they weren’t persuaded that a four-year university was for them. Tinajero sees program growth in the coming years, assuming Cal State continues with the pilot. Younger high school students who witnessed the fanfare of automatic admissions may take more seriously the need to pass the 15 required courses to be eligible for a Cal State or University of California campus, he said.\u003c/p>\n\u003cp>That’s part of Cal State’s vision for this pilot, said April Grommo, the system’s assistant vice chancellor of strategic enrollment management: Begin encouraging students to take the required courses in ninth grade so that by 11th and 12th grade they’re more receptive to applying to Cal State.\u003c/p>\n\u003ch2>Pilot leads to more applications\u003c/h2>\n\u003cp>The automatic admissions pilot is likely what explains the jump in overall applicants, said Grommo. “If you look at the historical numbers of Riverside County students that have applied to the CSU, it’s very consistent at 10,000, so there’s no other accelerator or explanation for the significant increase in the applications,” she said.\u003c/p>\n\u003cp>Some campuses in the pilot are probably going to see more students from Riverside County than others. The eight under-enrolled Cal State campuses each enrolled fewer than than 100 Riverside students as freshmen, a CalMatters review of 2024 admissions data show. Two enrolled fewer than 10 Riverside students as freshmen.\u003c/p>\n\u003cp>Cal State isn’t solely relying on past trends to enroll more students. Grommo cited research that suggests direct admissions programs are associated with increases in student enrollment, but not among low-income students, who are less familiar with the college-going process or have additional economic and family demands, like work and child care.\u003c/p>\n\u003cfigure id=\"attachment_12033774\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12033774\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02.jpg\" alt=\"People walking around a campus with buildings and trees.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/070723_San-Francisco-State_SN_CM_02-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The quad at San Francisco State University in San Francisco on July 7, 2023. \u003ccite>(Semantha Norris/Calmatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even after students are admitted, some don’t complete key steps in the enrollment process, such as maintaining their grades in the second semester, completing registration forms to enroll, and paying deposits. Others, especially low-income students, have a change of heart over summer about attending college, \u003ca href=\"https://educationnorthwest.org/resources/what-research-says-about-summer-melt\">which scholars call “summer melt\u003c/a>.” Then there are the students who got into typically more selective campuses, such as at elite private schools and the University of California, and choose instead to go to those.\u003c/p>\n\u003cp>To prompt more students to actually enroll, Cal State officials in early March hosted \u003ca href=\"https://app.smartsheet.com/b/form/ab897910675041c2aa0783b4687c3177\">two college fairs\u003c/a> in Riverside County for students admitted through the pilot. About 2,600 students signed up to be bussed from their high schools to large venues, including the Riverside Convention Center, where they met with staff, alumni and current students from all 10 Cal State campuses participating in the program. Those were followed by receptions with students and parents.\u003c/p>\n\u003cp>Grommo said they maxed out capacity at both venues for the student events. While it’s common for individual campuses to host events for admitted students, it was a first for Cal State’s central office.\u003c/p>\n\u003cp>The event costs, physical mailers to students about their admissions guarantee, invitation to the college fairs and another flyer about the relative affordability of a Cal State cost the system’s central office around $300,000, Grommo estimates. But if the event moves the needle on students agreeing to attend a Cal State, the tuition revenue at the largely under-enrolled campuses alone would be a huge return on investment.\u003c/p>\n\u003cp>The effort is a far more targeted approach than another admissions outreach effort Cal State rolled out last fall to inform students who started but didn’t finish their college applications that they’re provisionally accepted, as long as they complete and send their forms. The notification went to 106,000 students and was the result of a \u003ca href=\"https://www.calstate.edu/csu-system/news/Pages/CSU-Named-as-Winner-of-The-Great-Admissions-Redesign-Challenge.aspx\">$750,000 grant Cal State won from the Lumina Foundation\u003c/a>, a major higher education philanthropy. The system will know by fall if this notification resulted in more students attending a Cal State.\u003c/p>\n\u003cp>But that was aimed at students who already applied. The Riverside pilot brings in students, like Morales, who wouldn’t have applied without the mailers and entreaties from counselors. She’s leaning toward picking Cal State San Bernardino for next fall. It’s close to home and an older cousin recently graduated who had a good experience there, she said.\u003c/p>\n\u003cp>Her next task? Working with her parents to complete the federal application for financial aid by April 2, the deadline for guaranteed tuition waivers for low- and middle-income students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s possible that Cal State may take the direct admissions pilot statewide. All counties are required by state law to join the state-funded data system that Riverside is already a part of to electronically transmit students’ high school grades to Cal States and UCs. Doing so removes the need for schools to send campuses paper transcripts. The deadline for all counties to join the state data system is summer of 2026.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The Trump administration is ramping up penalties against students who engaged in protests against the war in Gaza, revoking the visas of hundreds of alleged demonstrators.\u003c/p>\n\u003cp>“We gave you a visa to come and study and get a degree, not to become a social activist that tears up our university campuses,” Secretary of State Marco Rubio said in a Thursday press conference, estimating that more than 300 student visas have been revoked so far.\u003c/p>\n\u003cp>“If we’ve given you a visa and then you decide to do that, we’re going to take it away.”\u003c/p>\n\u003cp>Rubio’s comments come as several headlines have emerged regarding the detainment of foreign students in the United States due to their participation in pro-Palestine demonstrations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This week, \u003ca href=\"https://www.youtube.com/watch?v=em2UbzC_hgI\" target=\"_blank\" rel=\"noopener\">surveillance video\u003c/a> emerged showing \u003ca href=\"https://apnews.com/article/tufts-student-detained-massachusetts-immigration-6c3978da98a8d0f39ab311e092ffd892\" target=\"_blank\" rel=\"noopener\">Tufts University graduate student Rumeysa Öztürk\u003c/a> being arrested near her off-campus apartment in Somerville, Mass., by federal agents.\u003c/p>\n\u003cp>Öztürk, who was heading to meet friends for an Iftar dinner to break her Ramadan fast, was quickly surrounded by masked, plainclothes officers and taken into custody.\u003c/p>\n\u003cp>The \u003ca href=\"https://x.com/tori_bedford/status/1904939116191441157?s=46&t=8ScBfxIpbdey-DgeSfKJDg\" target=\"_blank\" rel=\"noopener\">visibly frightened Turkish-born PhD student \u003c/a>raised her hands and let out a scream as the agents closed in on her and took her phone.\u003c/p>\n\u003cp>“I know this seems scary,” one agent said. “We’re the police.”\u003c/p>\n\u003cp>A bystander replied, “Well, you don’t look like it. Why are you hiding your faces?”\u003c/p>\n\u003cp>Öztürk, 30, is currently being held in a federal facility in Louisiana.\u003c/p>\n\u003cp>Last year, Öztürk \u003ca href=\"https://www.tuftsdaily.com/article/2024/03/4ftk27sm6jkj\" target=\"_blank\" rel=\"noopener\">\u003cu>co-authored an op-ed\u003c/u>\u003c/a> for the school’s newspaper criticizing the university’s response to the war in Gaza and demanding that the institution take steps to “hold Israel accountable for clear violations of international law.”\u003c/p>\n\u003cp>[aside postID=news_12030938 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/03/GettyImages-2149730456-1020x693.jpg']\u003c/p>\n\u003cp>Attorney Masha Khanbabai did not return an NPR request for comment.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.tufts.edu/president/speeches-and-messages/03252025-Message-about-a-Tufts-student-taken-into-custody\" target=\"_blank\" rel=\"noopener\">\u003cu>a letter\u003c/u>\u003c/a> to the Tufts community on Tuesday, university President Sunil Kumar said the school had no warning that Öztürk would be targeted for detainment and had not provided authorities with any information about her before her arrest.\u003c/p>\n\u003cp>“We recognize how frightening and distressing this situation is for her, her loved ones, and the larger community here at Tufts, especially our international students, staff, and faculty who may be feeling vulnerable or unsettled by these events,” Kumar wrote in a \u003ca href=\"https://www.tufts.edu/president/speeches-and-messages/03262025-an-update-on-tufts-student-taken-into-custody\" target=\"_blank\" rel=\"noopener\">\u003cu>statement\u003c/u>\u003c/a>, describing the footage of Öztürk’s arrest as “disturbing.”\u003c/p>\n\u003cp>Hundreds of \u003ca href=\"https://www.wbur.org/news/2025/03/26/protesters-demand-tufts-students-release-following-arrest-by-immigration-officials\" target=\"_blank\" rel=\"noopener\">protesters demonstrated\u003c/a> in Somerville on Wednesday demanding Öztürk’s release and an end to what detractors have likened to state-sanctioned kidnapping.\u003c/p>\n\u003cp>Rubio pledged that more of these arrests would follow, saying student activists pose a threat to U.S. national security and, without providing evidence, accusing them of causing damage to university property.\u003c/p>\n\u003cp>“Every time I find one of these lunatics, I take away their visa,” he said on Thursday.\u003c/p>\n\u003cp>“We’re looking every day for these lunatics that are tearing things up.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Trump administration is ramping up penalties against students who engaged in protests against the war in Gaza, revoking the visas of hundreds of alleged demonstrators.\u003c/p>\n\u003cp>“We gave you a visa to come and study and get a degree, not to become a social activist that tears up our university campuses,” Secretary of State Marco Rubio said in a Thursday press conference, estimating that more than 300 student visas have been revoked so far.\u003c/p>\n\u003cp>“If we’ve given you a visa and then you decide to do that, we’re going to take it away.”\u003c/p>\n\u003cp>Rubio’s comments come as several headlines have emerged regarding the detainment of foreign students in the United States due to their participation in pro-Palestine demonstrations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This week, \u003ca href=\"https://www.youtube.com/watch?v=em2UbzC_hgI\" target=\"_blank\" rel=\"noopener\">surveillance video\u003c/a> emerged showing \u003ca href=\"https://apnews.com/article/tufts-student-detained-massachusetts-immigration-6c3978da98a8d0f39ab311e092ffd892\" target=\"_blank\" rel=\"noopener\">Tufts University graduate student Rumeysa Öztürk\u003c/a> being arrested near her off-campus apartment in Somerville, Mass., by federal agents.\u003c/p>\n\u003cp>Öztürk, who was heading to meet friends for an Iftar dinner to break her Ramadan fast, was quickly surrounded by masked, plainclothes officers and taken into custody.\u003c/p>\n\u003cp>The \u003ca href=\"https://x.com/tori_bedford/status/1904939116191441157?s=46&t=8ScBfxIpbdey-DgeSfKJDg\" target=\"_blank\" rel=\"noopener\">visibly frightened Turkish-born PhD student \u003c/a>raised her hands and let out a scream as the agents closed in on her and took her phone.\u003c/p>\n\u003cp>“I know this seems scary,” one agent said. “We’re the police.”\u003c/p>\n\u003cp>A bystander replied, “Well, you don’t look like it. Why are you hiding your faces?”\u003c/p>\n\u003cp>Öztürk, 30, is currently being held in a federal facility in Louisiana.\u003c/p>\n\u003cp>Last year, Öztürk \u003ca href=\"https://www.tuftsdaily.com/article/2024/03/4ftk27sm6jkj\" target=\"_blank\" rel=\"noopener\">\u003cu>co-authored an op-ed\u003c/u>\u003c/a> for the school’s newspaper criticizing the university’s response to the war in Gaza and demanding that the institution take steps to “hold Israel accountable for clear violations of international law.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Attorney Masha Khanbabai did not return an NPR request for comment.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.tufts.edu/president/speeches-and-messages/03252025-Message-about-a-Tufts-student-taken-into-custody\" target=\"_blank\" rel=\"noopener\">\u003cu>a letter\u003c/u>\u003c/a> to the Tufts community on Tuesday, university President Sunil Kumar said the school had no warning that Öztürk would be targeted for detainment and had not provided authorities with any information about her before her arrest.\u003c/p>\n\u003cp>“We recognize how frightening and distressing this situation is for her, her loved ones, and the larger community here at Tufts, especially our international students, staff, and faculty who may be feeling vulnerable or unsettled by these events,” Kumar wrote in a \u003ca href=\"https://www.tufts.edu/president/speeches-and-messages/03262025-an-update-on-tufts-student-taken-into-custody\" target=\"_blank\" rel=\"noopener\">\u003cu>statement\u003c/u>\u003c/a>, describing the footage of Öztürk’s arrest as “disturbing.”\u003c/p>\n\u003cp>Hundreds of \u003ca href=\"https://www.wbur.org/news/2025/03/26/protesters-demand-tufts-students-release-following-arrest-by-immigration-officials\" target=\"_blank\" rel=\"noopener\">protesters demonstrated\u003c/a> in Somerville on Wednesday demanding Öztürk’s release and an end to what detractors have likened to state-sanctioned kidnapping.\u003c/p>\n\u003cp>Rubio pledged that more of these arrests would follow, saying student activists pose a threat to U.S. national security and, without providing evidence, accusing them of causing damage to university property.\u003c/p>\n\u003cp>“Every time I find one of these lunatics, I take away their visa,” he said on Thursday.\u003c/p>\n\u003cp>“We’re looking every day for these lunatics that are tearing things up.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A conservative parents group is targeting new enrichment programming for Black boys at two \u003ca href=\"https://www.kqed.org/news/tag/san-leandro\">San Leandro\u003c/a> schools, alleging in a civil rights complaint that the initiative discriminates against other students.\u003c/p>\n\u003cp>In the complaint filed with the U.S. Department of Education on Monday, Parents Defending Education said the race-based affinity programs, which it said are only open to Black students and teachers, violate equal rights protections under the Civil Rights Act and 14th Amendment.\u003c/p>\n\u003cp>The programs come from \u003ca href=\"https://www.kqed.org/arts/13952712/kingmakers-of-oakland-black-history-month-film-festival-music-videos\">Kingmakers of Oakland\u003c/a>, a nonprofit that contracted with San Leandro’s Halkin Elementary School and John Muir Middle School at the start of this school year to roll out a curriculum taught by Black male teachers to Black boys that includes “Black history, cultural knowledge, positive self-identity, literacy and academic mentoring,” according to CEO Christopher Chatmon’s proposal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Parents Defending Education said that the specialized course and additional services, with a combined budget of nearly $75,000, “confer a benefit that is not accessible to the entire student and educator body.” The complaint alleges that the San Leandro Unified School District is violating Title VI of the Civil Rights Act, which bars racial discrimination in programs and activities that receive federal funding.\u003c/p>\n\u003cp>Neither Kingmakers nor the San Leandro school district responded to requests for comment.\u003c/p>\n\u003cp>But Travis Bristol, a professor at UC Berkeley’s School of Education, said the district’s curriculum geared toward Black boys helps equalize the education system, which has historically failed marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_12016443\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12016443 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Parents Defending Education has filed a civil rights complaint against a San Leandro school program that provides Black boys with cultural education and academic mentoring, arguing it discriminates against other students. \u003ccite>(Daisy Nguyen/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What these programs do is they identify the groups that have been the most marginalized based on how they perform in school, based on their experiences outside of school,” Bristol told KQED. “And they say, ‘How do we identify the groups who are at the margins? And how do we help school districts include them to bring them to the center so that they can pursue happiness?’”\u003c/p>\n\u003cp>The curriculum — and Kingmakers organization — grew from the Oakland Unified School District’s first-of-its-kind African American Male Achievement Program, which started in 2010. The program led to a significant reduction in the number of Black students who dropped out of high schools in Oakland, especially in ninth grade, according to \u003ca href=\"https://news.stanford.edu/stories/2019/10/access-program-black-male-students-lowered-high-school-dropout-rates\">research by Stanford’s Center for Education Policy Analysis\u003c/a>. The graduation rate among Black boys in OUSD increased from 46% in 2010 to 69% in 2019.\u003c/p>\n\u003cp>In San Leandro, the contract with Kingmakers gives Halkin Elementary and John Muir Middle access to the classroom curriculum and funds a facilitator position to work with both schools, as well as some annual campus events and training for school staff.\u003c/p>\n\u003cp>“If the curriculum improved outcomes for Black boys, why wouldn’t you want Black boys to do better in school?” Bristol asked.\u003c/p>\n\u003cp>[aside postID=news_12028309 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2025/02/241023-SFUSDSuperintendent-12-BL_qed-1020x680.jpg']\u003c/p>\n\u003cp>In its complaint, Parents Defending Education calls itself “an interested third-party organization with members who are parents of school children throughout the country.” It is not clear whether any in the group have children in San Leandro schools.\u003c/p>\n\u003cp>The group cited a 2015 decision by the Department of Education finding that a Black Lives Matter assembly hosted “for African American students only” in the suburbs of Chicago violated Title VI and the Equal Protection Clause of the 14th Amendment.\u003c/p>\n\u003cp>The Department of Education’s Office for Civil Rights decided in that case that the district did not assess whether there were “race-neutral alternatives” to the event, and the district agreed to host programming open to all students regardless of race in the future.\u003c/p>\n\u003cp>Bristol said that there probably are some components of the Kingmakers’ curriculum in San Leandro that should be taught to all students.\u003c/p>\n\u003cp>“I believe that we owe it to white children to understand and not have a fairytale rendering of U.S. history that centers only white people and the accomplishments of white people,” he told KQED. “Such a fairytale rendering of history for white children does not set them up for success when they go to college, when they sit in my classroom at UC Berkeley, because such a rendering of history is inaccurate. And then when they [do] have to engage with an accurate telling of history, there becomes a great deal of cognitive dissonance.\u003c/p>\n\u003cp>“I think we see some of that playing out on the national stage.”\u003c/p>\n\u003cp>The complaint comes as the Trump administration’s Department of Education has called on school districts to \u003ca href=\"https://www.kqed.org/news/12027218/how-trumps-drastic-k-12-plans-will-and-wont-change-california-schools\">eliminate diversity, equity and inclusion programs\u003c/a> across the country. The department said it would begin assessing districts’ compliance with the demand on Feb. 28.\u003c/p>\n\u003cp>Craig Trainor, the department’s acting assistant secretary for civil rights, said that DEI programs have discriminated against white and Asian students and “indoctrinated students” with a “false premise” of structural racism.\u003c/p>\n\u003cp>The Department of Education has already dissolved two DEI-related councils, canceled trainings, placed employees in DEI roles on paid administrative leave and withdrawn an equity action plan.\u003c/p>\n\u003cp>Rolling back these programs — at both the school district and federal levels — makes schools more, not less, unequal, according to Bristol.\u003c/p>\n\u003cp>“The whole purpose of a democracy is to ensure that everyone is included, that we have diverse perspectives, that everyone feels like they have an equitable and equal opportunity to participate and that they are included,” Bristol said. “That’s what diversity, equity, and inclusion is.\u003c/p>\n\u003cp>“Schools are broken, and they haven’t served the unique needs of Black boys, and in order to fix it, we have to spend special attention and target it.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Parents Defending Education said that the specialized course and additional services, with a combined budget of nearly $75,000, “confer a benefit that is not accessible to the entire student and educator body.” The complaint alleges that the San Leandro Unified School District is violating Title VI of the Civil Rights Act, which bars racial discrimination in programs and activities that receive federal funding.\u003c/p>\n\u003cp>Neither Kingmakers nor the San Leandro school district responded to requests for comment.\u003c/p>\n\u003cp>But Travis Bristol, a professor at UC Berkeley’s School of Education, said the district’s curriculum geared toward Black boys helps equalize the education system, which has historically failed marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_12016443\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-12016443 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace.jpg\" alt=\"\" width=\"2000\" height=\"1500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/12/ClassroomSanctuarySpace-1920x1440.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Parents Defending Education has filed a civil rights complaint against a San Leandro school program that provides Black boys with cultural education and academic mentoring, arguing it discriminates against other students. \u003ccite>(Daisy Nguyen/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What these programs do is they identify the groups that have been the most marginalized based on how they perform in school, based on their experiences outside of school,” Bristol told KQED. “And they say, ‘How do we identify the groups who are at the margins? And how do we help school districts include them to bring them to the center so that they can pursue happiness?’”\u003c/p>\n\u003cp>The curriculum — and Kingmakers organization — grew from the Oakland Unified School District’s first-of-its-kind African American Male Achievement Program, which started in 2010. The program led to a significant reduction in the number of Black students who dropped out of high schools in Oakland, especially in ninth grade, according to \u003ca href=\"https://news.stanford.edu/stories/2019/10/access-program-black-male-students-lowered-high-school-dropout-rates\">research by Stanford’s Center for Education Policy Analysis\u003c/a>. The graduation rate among Black boys in OUSD increased from 46% in 2010 to 69% in 2019.\u003c/p>\n\u003cp>In San Leandro, the contract with Kingmakers gives Halkin Elementary and John Muir Middle access to the classroom curriculum and funds a facilitator position to work with both schools, as well as some annual campus events and training for school staff.\u003c/p>\n\u003cp>“If the curriculum improved outcomes for Black boys, why wouldn’t you want Black boys to do better in school?” Bristol asked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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