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"content": "\u003cp>Thanks to a cooling rental market, recent college grads are finding \u003ca href=\"https://www.kqed.org/news/tag/bay-area\">Bay Area\u003c/a> rents a little more affordable, according to a \u003ca href=\"https://www.redfin.com/news/college-grad-rent-burden-2024/\">report\u003c/a> published Thursday by real estate firm Redfin.\u003c/p>\n\u003cp>Around San Jose, Redfin found the median rent in July for a two-bedroom apartment fell nearly 2% compared to last year. In San Francisco, the drop was even more dramatic, with rents declining nearly 7%. However, housing experts and advocates say that the report’s findings do not mean housing is becoming affordable for everyone.\u003c/p>\n\u003cp>“I don’t think we’re even close to that in the Bay Area,” said Jonas Bordo, CEO of rental listing company Dwellsy. “Rents are very expensive, and it’s a huge challenge for folks to be able to afford rent.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Redfin’s report shows that last year, a recent college graduate in the San Jose metro area, which includes San Jose, Sunnyvale and Santa Clara, would have to spend nearly 31% of their income on rent for a two-bedroom apartment they might share with a roommate. For a studio or one-bedroom apartment, they might spend almost half of their income on rent.\u003c/p>\n\u003cp>Because the rental market has cooled, that same person today might only spend about 28% of their income for a shared two-bedroom apartment and would no longer be considered “rent-burdened” — or spending more than a third of their income on housing.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"Share of income a typical recent college grad would need to spend on a studio or 1-bedroom apartment\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-ADgCr\" src=\"https://datawrapper.dwcdn.net/ADgCr/3/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"622\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The findings are slightly different in the San Francisco metropolitan area, which includes San Francisco, Oakland and Berkeley: A recent graduate, who might have paid just over 31% of their income on a two-bedroom apartment last year, would now spend about 27%. For a one-bedroom apartment or studio, that graduate last year would have spent more than half their income on housing. Today, they might spend just over 43%.\u003c/p>\n\u003cp>The report uses an estimated median salary of nearly $109,000 in the San Jose metro area and just over $84,000 for the San Francisco metro. Those salary figures are somewhat higher than the national average, Redfin chief economist Daryl Fairweather said, because the Bay Area leads the country in salaries for recent college graduates.\u003c/p>\n\u003cp>“If you are graduating with a degree that doesn’t bring you a high-tech income, then it will be even more difficult for you to be able to afford rent,” she said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"Share of income a typical recent college grad would need to spend on a 2-bedroom apartment (with a roommate)\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-DXhNA\" src=\"https://datawrapper.dwcdn.net/DXhNA/6/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"622\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>UC Berkeley Labor Center organizer Brad Hirn said because rent prices increased at record rates before and during the pandemic, softening rents should not be viewed as a move toward affordability. Nationwide, rents increased nearly 21% over the past five years, according to a \u003ca href=\"https://www.jchs.harvard.edu/blog/rental-markets-are-cooling-rents-still-far-exceed-pre-pandemic-levels\">recent report\u003c/a> from Harvard’s Joint Center for Housing Studies. The same report found that rents increased only 0.2% nationwide last year, a much more modest increase than the 15% increase in early 2022.\u003c/p>\n\u003cp>“They start to argue that the market has cooled, and it’s like okay, you set it on fire and then decided to drop a few drops of water on it,” Hirn said. “It’s just kind of detached from reality.”\u003c/p>\n\u003cp>[aside postID=news_12002905 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/09/003_KQED_HousingSanFrancisco_02102020_qed-1020x680.jpg']\u003c/p>\n\u003cp>According to Harvard’s report, new apartment construction has helped soften rent prices. The report found that 22% more apartments were built last year compared to the year before.\u003c/p>\n\u003cp>Meanwhile, Bordo said as people are under financial pressure and delaying decisions about moving out of their parents’ homes or getting married, fewer renters are forming their own households. Coupled with new homes coming onto the market, that can also soften rent prices.\u003c/p>\n\u003cp>In the Bay Area, demand for rental apartments and homes also took a hit as \u003ca href=\"https://www.realpage.com/analytics/apartment-market-comparison-the-bay-area-trio/\">people moved out\u003c/a> of the region in favor of more affordable areas.\u003c/p>\n\u003cp>Bordo said the trends shown in Redfin’s report might help some renters, but that doesn’t necessarily equate to meaningful affordability.\u003c/p>\n\u003cp>“We’ll see some more people come into the market as a result of being able to afford things that they wouldn’t have been able to before,” he said. “But it’s not like housing is going to be regarded by any of us as inexpensive anytime soon unless something significant changes.”\u003c/p>\n\u003ch2>What other housing questions do you have for KQED?\u003c/h2>\n\u003cp>Housing is one of the most crucial — and contentious — issues in the Bay Area, and here at KQED, we have a whole team dedicated to exploring \u003ca href=\"https://www.kqed.org/housing\">stories about housing affordability\u003c/a>.\u003c/p>\n\u003cp>As part of our work, we also want to bring you explainers and guides about housing in the region, offering practical advice and insight for renters, homeowners and unhoused people on a wide range of housing situations. We also want you to send us your story ideas and tips, share your personal experience with housing in the Bay Area or volunteer to be one of the KQED readers and listeners we consult about housing stories.\u003c/p>\n\u003cp>\u003cstrong>So tell us: What housing question should we answer next?\u003c/strong>\u003c/p>\n\u003cp>You can use the comment box below to submit your question about housing in the Bay Area or California more widely. Or, maybe there’s a housing program you want to be explained or investigated. Whatever’s on your mind, use the Google Form below to talk to us. The information you provide here will be shared with the people working on KQED’s housing coverage, and we may follow up with you directly through the contact details you provide. (We’ll never share your information outside of KQED without your permission.) 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Redfin’s report shows that last year, a recent college graduate in the San Jose metro area, which includes San Jose, Sunnyvale and Santa Clara, would have to spend nearly 31% of their income on rent for a two-bedroom apartment they might share with a roommate. For a studio or one-bedroom apartment, they might spend almost half of their income on rent.\u003c/p>\n\u003cp>Because the rental market has cooled, that same person today might only spend about 28% of their income for a shared two-bedroom apartment and would no longer be considered “rent-burdened” — or spending more than a third of their income on housing.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"Share of income a typical recent college grad would need to spend on a studio or 1-bedroom apartment\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-ADgCr\" src=\"https://datawrapper.dwcdn.net/ADgCr/3/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"622\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The findings are slightly different in the San Francisco metropolitan area, which includes San Francisco, Oakland and Berkeley: A recent graduate, who might have paid just over 31% of their income on a two-bedroom apartment last year, would now spend about 27%. For a one-bedroom apartment or studio, that graduate last year would have spent more than half their income on housing. Today, they might spend just over 43%.\u003c/p>\n\u003cp>The report uses an estimated median salary of nearly $109,000 in the San Jose metro area and just over $84,000 for the San Francisco metro. Those salary figures are somewhat higher than the national average, Redfin chief economist Daryl Fairweather said, because the Bay Area leads the country in salaries for recent college graduates.\u003c/p>\n\u003cp>“If you are graduating with a degree that doesn’t bring you a high-tech income, then it will be even more difficult for you to be able to afford rent,” she said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" title=\"Share of income a typical recent college grad would need to spend on a 2-bedroom apartment (with a roommate)\" aria-label=\"Grouped Bars\" id=\"datawrapper-chart-DXhNA\" src=\"https://datawrapper.dwcdn.net/DXhNA/6/\" scrolling=\"no\" frameborder=\"0\" style=\"width: 0; min-width: 100% !important; border: none;\" height=\"622\" data-external=\"1\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>UC Berkeley Labor Center organizer Brad Hirn said because rent prices increased at record rates before and during the pandemic, softening rents should not be viewed as a move toward affordability. Nationwide, rents increased nearly 21% over the past five years, according to a \u003ca href=\"https://www.jchs.harvard.edu/blog/rental-markets-are-cooling-rents-still-far-exceed-pre-pandemic-levels\">recent report\u003c/a> from Harvard’s Joint Center for Housing Studies. The same report found that rents increased only 0.2% nationwide last year, a much more modest increase than the 15% increase in early 2022.\u003c/p>\n\u003cp>“They start to argue that the market has cooled, and it’s like okay, you set it on fire and then decided to drop a few drops of water on it,” Hirn said. “It’s just kind of detached from reality.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to Harvard’s report, new apartment construction has helped soften rent prices. The report found that 22% more apartments were built last year compared to the year before.\u003c/p>\n\u003cp>Meanwhile, Bordo said as people are under financial pressure and delaying decisions about moving out of their parents’ homes or getting married, fewer renters are forming their own households. Coupled with new homes coming onto the market, that can also soften rent prices.\u003c/p>\n\u003cp>In the Bay Area, demand for rental apartments and homes also took a hit as \u003ca href=\"https://www.realpage.com/analytics/apartment-market-comparison-the-bay-area-trio/\">people moved out\u003c/a> of the region in favor of more affordable areas.\u003c/p>\n\u003cp>Bordo said the trends shown in Redfin’s report might help some renters, but that doesn’t necessarily equate to meaningful affordability.\u003c/p>\n\u003cp>“We’ll see some more people come into the market as a result of being able to afford things that they wouldn’t have been able to before,” he said. “But it’s not like housing is going to be regarded by any of us as inexpensive anytime soon unless something significant changes.”\u003c/p>\n\u003ch2>What other housing questions do you have for KQED?\u003c/h2>\n\u003cp>Housing is one of the most crucial — and contentious — issues in the Bay Area, and here at KQED, we have a whole team dedicated to exploring \u003ca href=\"https://www.kqed.org/housing\">stories about housing affordability\u003c/a>.\u003c/p>\n\u003cp>As part of our work, we also want to bring you explainers and guides about housing in the region, offering practical advice and insight for renters, homeowners and unhoused people on a wide range of housing situations. We also want you to send us your story ideas and tips, share your personal experience with housing in the Bay Area or volunteer to be one of the KQED readers and listeners we consult about housing stories.\u003c/p>\n\u003cp>\u003cstrong>So tell us: What housing question should we answer next?\u003c/strong>\u003c/p>\n\u003cp>You can use the comment box below to submit your question about housing in the Bay Area or California more widely. Or, maybe there’s a housing program you want to be explained or investigated. Whatever’s on your mind, use the Google Form below to talk to us. The information you provide here will be shared with the people working on KQED’s housing coverage, and we may follow up with you directly through the contact details you provide. (We’ll never share your information outside of KQED without your permission.) We won’t be able to reply to everyone who submits a question, but what you tell us will make our reporting stronger on KQED.org, KQED Public Radio and our social media channels.\u003c/p>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe\n src='https://docs.google.com/forms/d/e/1FAIpQLSfZ-ZKtuSHdeWqxooQwfEcr-oiOpdpJcf2RLZInU7aqjjQlRQ/viewform?embedded=true?embedded=true'\n title='https://docs.google.com/forms/d/e/1FAIpQLSfZ-ZKtuSHdeWqxooQwfEcr-oiOpdpJcf2RLZInU7aqjjQlRQ/viewform?embedded=true'\n width='760' height='500'\n frameborder='0'\n marginheight='0' marginwidth='0'>\u003c/iframe>\u003c/div>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>At a contentious Oakland school board meeting where officials gave an update on \u003ca href=\"https://www.kqed.org/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced\">elevated lead levels\u003c/a> found in water at nearly two dozen campuses, district leaders called for state and federal help to address aging infrastructure and criticized communication lapses.\u003c/p>\n\u003cp>“This is a legacy problem that we’re facing,” board Vice President Mike Hutchinson said, addressing district officials and community members in attendance Wednesday night. “It’s something that’s been known, and it’s something that, as a community and a district, we need to be able to figure out how to address.”\u003c/p>\n\u003cp>Testing that found water sources on 22 campuses had lead levels above the Oakland Unified School District’s acceptable standard of 5 parts per billion was completed as early as April in some cases.\u003c/p>\n\u003cp>Emails to the affected school communities \u003ca href=\"https://www.kqed.org/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say\">were only sent this month\u003c/a>, during the first week of class, prompting anger and fears about the students and staff drinking water in the months between.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Wednesday night’s meeting, Superintendent Kyla Johnson-Trammell apologized for the lapse in communication, calling it “completely unacceptable.” She said a full personnel investigation was underway to determine the cause of the shortcomings.\u003c/p>\n\u003cp>“I sincerely apologize for the stress and concern this has caused our school sites, students and families,” Johnson-Trammell said. “We understand the gravity of this situation, and we are fully committed to taking immediate, transparent and corrective action.”\u003c/p>\n\u003cp>Still, board members and parents pressed that more should be done to replace the aging water fixtures and ensure that lead contamination isn’t just tested more regularly but absent in the schools.\u003c/p>\n\u003cp>[aside postID=news_12000525 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/016_KQEDScience_IntCommunitySchoolOakland_10202022_qed-1020x680.jpg']\u003c/p>\n\u003cp>Multiple district directors said they would work to access local funds allocated for lead abatement after Oakland and Alameda County were allotted a combined $24 million in a 2019 settlement “to clean up lead paint that poisons tens of thousands of children across California each year,” according to a \u003ca href=\"https://www.oaklandcityattorney.org/california-cities-and-counties-announce-groundbreaking-305-million-settlement-of-landmark-lead-paint-litigation/\">release from the city attorney’s office\u003c/a>.\u003c/p>\n\u003cp>Hutchinson also said the district needed “help to improve our infrastructure from both the state and federal government.”\u003c/p>\n\u003cp>“Our local facilities bonds cannot build our way out of this,” he said.\u003c/p>\n\u003cp>Preston Thomas, the district’s chief systems and services officer, said the cost of fixing aging water systems, brought in front of the board in 2017, was estimated at $38 million.\u003c/p>\n\u003cp>Currently, the district is watching Proposition 2, which could allot California schools funding for the renovation of aging facilities if it passes in November, as well as a state bill that would establish a pilot program to require lead testing and remediation at participating school sites built before 2010.\u003c/p>\n\u003cp>Other funding sources that have been discussed come from the lead paint settlement as well as revenue from Oakland’s tax on sugary drinks, which Thomas believed helped fund some of the district’s current FloWater bottle-filling systems.\u003c/p>\n\u003cp>During the meeting, Thomas \u003ca href=\"https://www.kqed.org/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced\">outlined the district’s plan\u003c/a> to restore water fixtures where lead was detected and create a more structured and transparent testing policy.\u003c/p>\n\u003cp>Thomas also said that the district had already ordered additional FloWater stations to be installed at the most affected schools this week and that a second round of testing, focusing on schools with the oldest buildings that were not tested this spring and summer, was completed. Results, which showed six fixtures identified for repair, according to the presentation, were communicated to the campus communities, he said.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At a contentious Oakland school board meeting where officials gave an update on \u003ca href=\"https://www.kqed.org/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced\">elevated lead levels\u003c/a> found in water at nearly two dozen campuses, district leaders called for state and federal help to address aging infrastructure and criticized communication lapses.\u003c/p>\n\u003cp>“This is a legacy problem that we’re facing,” board Vice President Mike Hutchinson said, addressing district officials and community members in attendance Wednesday night. “It’s something that’s been known, and it’s something that, as a community and a district, we need to be able to figure out how to address.”\u003c/p>\n\u003cp>Testing that found water sources on 22 campuses had lead levels above the Oakland Unified School District’s acceptable standard of 5 parts per billion was completed as early as April in some cases.\u003c/p>\n\u003cp>Emails to the affected school communities \u003ca href=\"https://www.kqed.org/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say\">were only sent this month\u003c/a>, during the first week of class, prompting anger and fears about the students and staff drinking water in the months between.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Wednesday night’s meeting, Superintendent Kyla Johnson-Trammell apologized for the lapse in communication, calling it “completely unacceptable.” She said a full personnel investigation was underway to determine the cause of the shortcomings.\u003c/p>\n\u003cp>“I sincerely apologize for the stress and concern this has caused our school sites, students and families,” Johnson-Trammell said. “We understand the gravity of this situation, and we are fully committed to taking immediate, transparent and corrective action.”\u003c/p>\n\u003cp>Still, board members and parents pressed that more should be done to replace the aging water fixtures and ensure that lead contamination isn’t just tested more regularly but absent in the schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Multiple district directors said they would work to access local funds allocated for lead abatement after Oakland and Alameda County were allotted a combined $24 million in a 2019 settlement “to clean up lead paint that poisons tens of thousands of children across California each year,” according to a \u003ca href=\"https://www.oaklandcityattorney.org/california-cities-and-counties-announce-groundbreaking-305-million-settlement-of-landmark-lead-paint-litigation/\">release from the city attorney’s office\u003c/a>.\u003c/p>\n\u003cp>Hutchinson also said the district needed “help to improve our infrastructure from both the state and federal government.”\u003c/p>\n\u003cp>“Our local facilities bonds cannot build our way out of this,” he said.\u003c/p>\n\u003cp>Preston Thomas, the district’s chief systems and services officer, said the cost of fixing aging water systems, brought in front of the board in 2017, was estimated at $38 million.\u003c/p>\n\u003cp>Currently, the district is watching Proposition 2, which could allot California schools funding for the renovation of aging facilities if it passes in November, as well as a state bill that would establish a pilot program to require lead testing and remediation at participating school sites built before 2010.\u003c/p>\n\u003cp>Other funding sources that have been discussed come from the lead paint settlement as well as revenue from Oakland’s tax on sugary drinks, which Thomas believed helped fund some of the district’s current FloWater bottle-filling systems.\u003c/p>\n\u003cp>During the meeting, Thomas \u003ca href=\"https://www.kqed.org/news/12002005/oakland-schools-vow-to-step-up-lead-testing-but-teachers-arent-convinced\">outlined the district’s plan\u003c/a> to restore water fixtures where lead was detected and create a more structured and transparent testing policy.\u003c/p>\n\u003cp>Thomas also said that the district had already ordered additional FloWater stations to be installed at the most affected schools this week and that a second round of testing, focusing on schools with the oldest buildings that were not tested this spring and summer, was completed. Results, which showed six fixtures identified for repair, according to the presentation, were communicated to the campus communities, he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Updated 5:30 p.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>As parents crowded the \u003ca href=\"https://www.kqed.org/news/12001593/sudden-shakeup-on-san-francisco-school-board-adds-another-challenge-for-district\">San Francisco school board\u003c/a> meeting on Tuesday night to push back against the district’s plans for upcoming school closures, a rally by frustrated teachers and staff called out how the district’s budget crisis is already here.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/12000784/sf-teachers-students-face-uncertain-future-as-budget-crisis-threatens-closures\">proposed closures\u003c/a> come amid continuing enrollment declines and a \u003ca href=\"https://www.kqed.org/forum/2010101906869/san-francisco-superintendent-matt-wayne-talks-about-solving-the-school-districts-budget-crisis\">$420 million budget deficit\u003c/a>, which the San Francisco Unified School District must close or risk a state takeover. Intervention from California’s Department of Education has already begun.\u003c/p>\n\u003cp>In the spring, advisers appointed by CDE a few years ago were granted veto power over SFUSD’s financial decisions, deeming it at high risk of running out of money. Teachers say that the move is blocking hiring in their schools, leaving students without resources and available staffers without work.\u003c/p>\n\u003cp>“We’re glad that somebody is now watching and ensuring that the district is doing the right thing,” Cassondra Curiel, the president of United Educators of San Francisco, said during a union protest on Tuesday afternoon outside the district office.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“But if the process is delaying our hiring, if the process and the correctness of these line items is in any way hindering the ability for our students to get what they need, then we are not centering students but centering bureaucracy.”\u003c/p>\n\u003cp>Curiel said that she has met with CDE staff multiple times and that their “priority is shared with [the union’s] priority.” The “failure lies with the system of the district not getting it right,” she said at the rally. In a press release ahead of the protest, though, the unions said, “CDE is currently blocking the hiring of critical school staff.\u003c/p>\n\u003cfigure id=\"attachment_12002119\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12002119\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1244\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-800x498.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1020x634.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1536x955.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1920x1194.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">People cheer during an emergency rally and press conference held by the United Educators of San Francisco on Aug. 27, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Laura Dudnick, SFUSD’s executive director of communications, said in an email that the district is continuing to work “collaboratively” with fiscal advisers and labor partners to hire for vacant positions.\u003c/p>\n\u003cp>“The escalated state oversight has further highlighted the need for SFUSD to take corrective action to eliminate deficit spending and implement sustainable financial practices,” Dudnick said. “We all share the goal of returning SFUSD’s budget to local control.”\u003c/p>\n\u003cp>It’s not entirely clear where the breakdown in the hiring process is, but Curiel told KQED that 104 student-facing positions are vacant across SFUSD, including nurses, psychologists, social workers and paraeducators. She said the number of vacancies was even higher at the start of last year.\u003c/p>\n\u003cp>[aside postID=news_12002005 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/240827-OUSD-LEAD-FOLO-MD-03-KQED-1020x680.jpg']\u003c/p>\n\u003cp>The district has already cut nearly 900 roles, many of which were vacant, and currently has a hiring freeze on non-classroom positions.\u003c/p>\n\u003cp>The frustration shared by Curiel and protest attendees is that they say some people have been selected for many of the roles and money budgeted to pay them, but they have been unable to start.\u003c/p>\n\u003cp>“I work with elementary school social workers, and this school year, we were really excited because we were going to welcome at least 14 new school social workers,” said Yajaira Cuapio, who works at the district level. “We were only able to welcome four because 10 are stuck in this hiring freeze.”\u003c/p>\n\u003cp>Cynthia Vasquez, a \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">transitional kindergarten\u003c/a> teacher at Junipero Serra Elementary School, told the crowd that she has been housing one paraprofessional who she said is slated for a role but isn’t hired.\u003c/p>\n\u003cp>“She’s awesome, she’s honest, she’s smart, she’s bilingual, she’s everything you want in a paraprofessional,” Vasquez said. “She can not get an offer letter in order to get a place to live.”\u003c/p>\n\u003cfigure id=\"attachment_12002121\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12002121\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Individuals picket during an emergency rally and press conference for student support services outside of the San Francisco Unified School District administrative offices on Franklin Street on Aug. 27, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the school board meeting that followed the protest, Superintendent Matt Wayne presented an update about the district’s plan to close several schools at the end of the academic year. Parents, meanwhile, pleaded for their children’s schools to remain open.\u003c/p>\n\u003cp>Wayne is set to announce the list of schools recommended for closures on Sept. 18. District officials said letters will be sent out to the campus communities, and staff will be on hand that day to answer questions and address concerns.\u003c/p>\n\u003cp>The closures will be the first in the district in 20 years despite enrollment consistently declining since 1999, leaving more than 14,000 empty seats across campuses. More than 4,000 students have left the district since the 2017–18 school year, and SFUSD could lose 4,600 more by 2032, according to the district.\u003c/p>\n\u003cp>Speaking \u003ca href=\"https://www.kqed.org/forum/2010101906869/san-francisco-superintendent-matt-wayne-talks-about-solving-the-school-districts-budget-crisis\">on KQED’s Forum\u003c/a> on Wednesday morning, Wayne argued that the closures would improve opportunities for students by concentrating resources.\u003c/p>\n\u003cp>“We need to do this now so we’re not trying to maintain a status quo that overall is not working for our students — and particularly our students that over the years have been the most vulnerable and most underserved,” he said.\u003c/p>\n\u003cp>District officials will consider three factors in deciding which schools will close, according to the presentation: equity, excellence and effective use of resources. Equity is weighted the highest at 50%, while the other two categories split the remaining half of the score.\u003c/p>\n\u003cp>Teacher turnover, social and emotional learning development, academics, and school culture will all be factors in those composite scores.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 5:30 p.m. Wednesday\u003c/em>\u003c/p>\n\u003cp>As parents crowded the \u003ca href=\"https://www.kqed.org/news/12001593/sudden-shakeup-on-san-francisco-school-board-adds-another-challenge-for-district\">San Francisco school board\u003c/a> meeting on Tuesday night to push back against the district’s plans for upcoming school closures, a rally by frustrated teachers and staff called out how the district’s budget crisis is already here.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/12000784/sf-teachers-students-face-uncertain-future-as-budget-crisis-threatens-closures\">proposed closures\u003c/a> come amid continuing enrollment declines and a \u003ca href=\"https://www.kqed.org/forum/2010101906869/san-francisco-superintendent-matt-wayne-talks-about-solving-the-school-districts-budget-crisis\">$420 million budget deficit\u003c/a>, which the San Francisco Unified School District must close or risk a state takeover. Intervention from California’s Department of Education has already begun.\u003c/p>\n\u003cp>In the spring, advisers appointed by CDE a few years ago were granted veto power over SFUSD’s financial decisions, deeming it at high risk of running out of money. Teachers say that the move is blocking hiring in their schools, leaving students without resources and available staffers without work.\u003c/p>\n\u003cp>“We’re glad that somebody is now watching and ensuring that the district is doing the right thing,” Cassondra Curiel, the president of United Educators of San Francisco, said during a union protest on Tuesday afternoon outside the district office.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“But if the process is delaying our hiring, if the process and the correctness of these line items is in any way hindering the ability for our students to get what they need, then we are not centering students but centering bureaucracy.”\u003c/p>\n\u003cp>Curiel said that she has met with CDE staff multiple times and that their “priority is shared with [the union’s] priority.” The “failure lies with the system of the district not getting it right,” she said at the rally. In a press release ahead of the protest, though, the unions said, “CDE is currently blocking the hiring of critical school staff.\u003c/p>\n\u003cfigure id=\"attachment_12002119\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12002119\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1244\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-800x498.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1020x634.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1536x955.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-6-KQED-1920x1194.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">People cheer during an emergency rally and press conference held by the United Educators of San Francisco on Aug. 27, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Laura Dudnick, SFUSD’s executive director of communications, said in an email that the district is continuing to work “collaboratively” with fiscal advisers and labor partners to hire for vacant positions.\u003c/p>\n\u003cp>“The escalated state oversight has further highlighted the need for SFUSD to take corrective action to eliminate deficit spending and implement sustainable financial practices,” Dudnick said. “We all share the goal of returning SFUSD’s budget to local control.”\u003c/p>\n\u003cp>It’s not entirely clear where the breakdown in the hiring process is, but Curiel told KQED that 104 student-facing positions are vacant across SFUSD, including nurses, psychologists, social workers and paraeducators. She said the number of vacancies was even higher at the start of last year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district has already cut nearly 900 roles, many of which were vacant, and currently has a hiring freeze on non-classroom positions.\u003c/p>\n\u003cp>The frustration shared by Curiel and protest attendees is that they say some people have been selected for many of the roles and money budgeted to pay them, but they have been unable to start.\u003c/p>\n\u003cp>“I work with elementary school social workers, and this school year, we were really excited because we were going to welcome at least 14 new school social workers,” said Yajaira Cuapio, who works at the district level. “We were only able to welcome four because 10 are stuck in this hiring freeze.”\u003c/p>\n\u003cp>Cynthia Vasquez, a \u003ca href=\"https://www.kqed.org/news/11989955/what-to-expect-when-enrolling-your-child-in-transitional-kindergarten\">transitional kindergarten\u003c/a> teacher at Junipero Serra Elementary School, told the crowd that she has been housing one paraprofessional who she said is slated for a role but isn’t hired.\u003c/p>\n\u003cp>“She’s awesome, she’s honest, she’s smart, she’s bilingual, she’s everything you want in a paraprofessional,” Vasquez said. “She can not get an offer letter in order to get a place to live.”\u003c/p>\n\u003cfigure id=\"attachment_12002121\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12002121\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240827_SFUSDPROTEST_GC-16-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Individuals picket during an emergency rally and press conference for student support services outside of the San Francisco Unified School District administrative offices on Franklin Street on Aug. 27, 2024. \u003ccite>(Gina Castro/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the school board meeting that followed the protest, Superintendent Matt Wayne presented an update about the district’s plan to close several schools at the end of the academic year. Parents, meanwhile, pleaded for their children’s schools to remain open.\u003c/p>\n\u003cp>Wayne is set to announce the list of schools recommended for closures on Sept. 18. District officials said letters will be sent out to the campus communities, and staff will be on hand that day to answer questions and address concerns.\u003c/p>\n\u003cp>The closures will be the first in the district in 20 years despite enrollment consistently declining since 1999, leaving more than 14,000 empty seats across campuses. More than 4,000 students have left the district since the 2017–18 school year, and SFUSD could lose 4,600 more by 2032, according to the district.\u003c/p>\n\u003cp>Speaking \u003ca href=\"https://www.kqed.org/forum/2010101906869/san-francisco-superintendent-matt-wayne-talks-about-solving-the-school-districts-budget-crisis\">on KQED’s Forum\u003c/a> on Wednesday morning, Wayne argued that the closures would improve opportunities for students by concentrating resources.\u003c/p>\n\u003cp>“We need to do this now so we’re not trying to maintain a status quo that overall is not working for our students — and particularly our students that over the years have been the most vulnerable and most underserved,” he said.\u003c/p>\n\u003cp>District officials will consider three factors in deciding which schools will close, according to the presentation: equity, excellence and effective use of resources. Equity is weighted the highest at 50%, while the other two categories split the remaining half of the score.\u003c/p>\n\u003cp>Teacher turnover, social and emotional learning development, academics, and school culture will all be factors in those composite scores.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>After high lead levels were found in water sources \u003ca href=\"https://www.kqed.org/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say\">at nearly two dozen Oakland public schools\u003c/a>, the district plans to roll out more robust testing on a routine schedule and share the data in a public dashboard.\u003c/p>\n\u003cp>The plans are set to be presented by Superintendent Kyla Johnson-Trammell at Wednesday’s school board meeting as the district seeks to quell concerns over the safety of drinking water at its campuses. Still, teachers say the situation has affected their classrooms and aren’t convinced that the district’s plans go far enough to ensure water on campus is safe in the future.\u003c/p>\n\u003cp>During the first week of school, OUSD sent emails notifying families of 22 schools that at least one water source on their campus had heightened lead levels in routine testing over the spring and summer. In one case, the concentration was as high as 900 parts per billion. The Oakland school board’s maximum allowable level is 5 parts per billion, while the state and federal standard is 15 parts per billion.\u003c/p>\n\u003cp>The testing took place at 49 sites and found a total of 186 needed repairs, according to Johnson-Trammell’s presentation.\u003c/p>\n\u003cp>As of Aug. 16, 66 have been addressed and are waiting for retesting. The district plans to complete the remediation process within three weeks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some teachers and parents criticized what they called a lag in communication after tests were completed, as early as April at certain schools. Stuart Loebl, a sixth-grade teacher at Frick United Academy of Language, where the highest detected lead level was 51 parts per billion, said he doesn’t feel the district’s response has been adequate.\u003c/p>\n\u003cp>“They let students continue to drink from that fountain for months, both during the rest of the school year and [when] we had 80 students at our site during summer school. To call the problem an issue of communication is very damaging to the trust that I can put in the districts to solve this issue,” Loebl said. “I haven’t seen any kind of explanation as to why that failure happened, in which all these water fountains were not immediately shut down.”\u003c/p>\n\u003cp>OUSD officials did not respond to a request for comment on Tuesday, but spokesperson John Sasaki told KQED earlier this month that district officials were “aggressive about the testing but were not as efficient at communicating in the ways we should have been. That’s something we are working on as an organization.”\u003c/p>\n\u003cp>Frick staff found out on Aug. 12, the first day of school, that six fixtures on campus tested over the district limit in April.\u003c/p>\n\u003cp>Loebl said that made for a hectic start to the school year as everybody was directed to use only the campus’ single FloWater filtered water bottle filling station.\u003c/p>\n\u003cp>“When 400 people, 370 students plus staff, are trying to use that one FloWater station, it very quickly started to break down and go out of service because the way that these work is they need a certain amount of time for them to filter the water,” he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_12000525 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/016_KQEDScience_IntCommunitySchoolOakland_10202022_qed-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>The administration added a second FloWater station last week and brought in Gatorade jugs to supplement the amount of water available. But Loebl teaches on the second floor of the two-story campus, while the FloWater stations are located on the first floor and in the cafeteria — “It’s, the way that students walk, a five to 10-minute round trip to get water,” he said.\u003c/p>\n\u003cp>Cassandra Lizardi Morales, who teaches sixth grade English at Frick, said it’s been “hit and miss” trying to meet the demand for water in her classroom, especially on hot days.\u003c/p>\n\u003cp>The district began expedited testing of all campuses more than 50 years old that were not tested earlier this year on Aug. 17. Reports from that testing showed that more than 95% of the fixtures were below OUSD’s permissible lead level and six fixtures were identified for repair, according to the superintendent’s presentation.\u003c/p>\n\u003cp>Throughout the fall, OUSD plans to conduct testing at its other sites, working from the oldest campuses to the newest and prioritizing early education centers that were not tested recently.\u003c/p>\n\u003cp>A comprehensive testing schedule will also be announced within 30 days, the presentation says, and OUSD will ask the facilities committee to install more water bottle filling stations on campuses. By January, the district plans to launch a testing dashboard on its website.\u003c/p>\n\u003cp>But teachers say that the efforts to test and repair fixtures where lead is found might just be “kicking the can down the road.”\u003c/p>\n\u003cp>“There’s soldering in the lead pipes, and you can do short-term filters, but if you’re not regularly maintaining the filters, the lead will come back into the water,” Loebl said. “There needs to be a long-term plan to replace the pipes so that there is no longer lead seeping into our water.”\u003c/p>\n\u003cp>Lizardi Morales added that she feels the district will need to rebuild trust in schools’ water sources after their retesting is complete. She said she wouldn’t feel comfortable drinking the water unless lead was not detectable at all.\u003c/p>\n\u003cp>“They are serving a community of children who are already exposed to lead in the paint of their old homes and soil; they shouldn’t be exasperating the lead poisoning of our children,” Lizardi Morales said. “I’m not even comfortable with the 5 parts per billion… no amount of lead is safe.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After high lead levels were found in water sources \u003ca href=\"https://www.kqed.org/news/12000525/water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say\">at nearly two dozen Oakland public schools\u003c/a>, the district plans to roll out more robust testing on a routine schedule and share the data in a public dashboard.\u003c/p>\n\u003cp>The plans are set to be presented by Superintendent Kyla Johnson-Trammell at Wednesday’s school board meeting as the district seeks to quell concerns over the safety of drinking water at its campuses. Still, teachers say the situation has affected their classrooms and aren’t convinced that the district’s plans go far enough to ensure water on campus is safe in the future.\u003c/p>\n\u003cp>During the first week of school, OUSD sent emails notifying families of 22 schools that at least one water source on their campus had heightened lead levels in routine testing over the spring and summer. In one case, the concentration was as high as 900 parts per billion. The Oakland school board’s maximum allowable level is 5 parts per billion, while the state and federal standard is 15 parts per billion.\u003c/p>\n\u003cp>The testing took place at 49 sites and found a total of 186 needed repairs, according to Johnson-Trammell’s presentation.\u003c/p>\n\u003cp>As of Aug. 16, 66 have been addressed and are waiting for retesting. The district plans to complete the remediation process within three weeks.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some teachers and parents criticized what they called a lag in communication after tests were completed, as early as April at certain schools. Stuart Loebl, a sixth-grade teacher at Frick United Academy of Language, where the highest detected lead level was 51 parts per billion, said he doesn’t feel the district’s response has been adequate.\u003c/p>\n\u003cp>“They let students continue to drink from that fountain for months, both during the rest of the school year and [when] we had 80 students at our site during summer school. To call the problem an issue of communication is very damaging to the trust that I can put in the districts to solve this issue,” Loebl said. “I haven’t seen any kind of explanation as to why that failure happened, in which all these water fountains were not immediately shut down.”\u003c/p>\n\u003cp>OUSD officials did not respond to a request for comment on Tuesday, but spokesperson John Sasaki told KQED earlier this month that district officials were “aggressive about the testing but were not as efficient at communicating in the ways we should have been. That’s something we are working on as an organization.”\u003c/p>\n\u003cp>Frick staff found out on Aug. 12, the first day of school, that six fixtures on campus tested over the district limit in April.\u003c/p>\n\u003cp>Loebl said that made for a hectic start to the school year as everybody was directed to use only the campus’ single FloWater filtered water bottle filling station.\u003c/p>\n\u003cp>“When 400 people, 370 students plus staff, are trying to use that one FloWater station, it very quickly started to break down and go out of service because the way that these work is they need a certain amount of time for them to filter the water,” he said.\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>The administration added a second FloWater station last week and brought in Gatorade jugs to supplement the amount of water available. But Loebl teaches on the second floor of the two-story campus, while the FloWater stations are located on the first floor and in the cafeteria — “It’s, the way that students walk, a five to 10-minute round trip to get water,” he said.\u003c/p>\n\u003cp>Cassandra Lizardi Morales, who teaches sixth grade English at Frick, said it’s been “hit and miss” trying to meet the demand for water in her classroom, especially on hot days.\u003c/p>\n\u003cp>The district began expedited testing of all campuses more than 50 years old that were not tested earlier this year on Aug. 17. Reports from that testing showed that more than 95% of the fixtures were below OUSD’s permissible lead level and six fixtures were identified for repair, according to the superintendent’s presentation.\u003c/p>\n\u003cp>Throughout the fall, OUSD plans to conduct testing at its other sites, working from the oldest campuses to the newest and prioritizing early education centers that were not tested recently.\u003c/p>\n\u003cp>A comprehensive testing schedule will also be announced within 30 days, the presentation says, and OUSD will ask the facilities committee to install more water bottle filling stations on campuses. By January, the district plans to launch a testing dashboard on its website.\u003c/p>\n\u003cp>But teachers say that the efforts to test and repair fixtures where lead is found might just be “kicking the can down the road.”\u003c/p>\n\u003cp>“There’s soldering in the lead pipes, and you can do short-term filters, but if you’re not regularly maintaining the filters, the lead will come back into the water,” Loebl said. “There needs to be a long-term plan to replace the pipes so that there is no longer lead seeping into our water.”\u003c/p>\n\u003cp>Lizardi Morales added that she feels the district will need to rebuild trust in schools’ water sources after their retesting is complete. She said she wouldn’t feel comfortable drinking the water unless lead was not detectable at all.\u003c/p>\n\u003cp>“They are serving a community of children who are already exposed to lead in the paint of their old homes and soil; they shouldn’t be exasperating the lead poisoning of our children,” Lizardi Morales said. “I’m not even comfortable with the 5 parts per billion… no amount of lead is safe.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cb>Here are the morning’s top stories on Tuesday, August 27, 2024…\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you’ve had a loved one pass away, what comes next includes a lot of logistical hurdles: planning a funeral, reading a will, and deciding what to do with their body. There’s traditional burial, there’s cremation, and recently a new method has taken off. \u003c/span>\u003ca href=\"https://www.kcrw.com/news/shows/kcrw-features/human-composting\">\u003cspan style=\"font-weight: 400\">It’s called terramation.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Basically, human composting.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Public school teachers in California are required to call the police if a student assaults or threatens them. \u003c/span>\u003ca href=\"https://calmatters.org/politics/capitol/2024/08/school-security-california-bill/\">\u003cspan style=\"font-weight: 400\">This week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, state lawmakers will vote on a bill that could change that.\u003c/span>\u003c/li>\n\u003cli>California lawmakers \u003ca href=\"https://www.politico.com/news/2024/08/26/gavin-newsom-hiring-undocumented-college-students-00176392\">have passed first-in-the-nation legislation\u003c/a> that would require public universities to hire undocumented students who are not eligible for the Deferred Action for Childhood Arrivals program, or DACA.\u003c/li>\n\u003c/ul>\n\u003ch2>\u003ca href=\"https://www.kcrw.com/news/shows/kcrw-features/human-composting\">\u003cb>Dying Harms The Planet. So CA Legalized Human Composting\u003c/b>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a burgeoning industry that offers “terramation.” Just like cremation is a euphemism for body incineration, terramation simply means composting human remains. The big selling point: It’s a natural process that creates almost no pollution.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">California legalized \u003c/span>\u003ca href=\"https://www.kqed.org/science/1991112/californians-are-being-shipped-to-washington-after-they-die-to-be-composted\">\u003cspan style=\"font-weight: 400\">this process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but that law doesn’t go into effect until 2027 to give state agencies the time to research and prepare for this new industry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A company called \u003c/span>\u003ca href=\"https://earthfuneral.com/\">\u003cspan style=\"font-weight: 400\">Earth Funeral\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> just opened a new facility in Las Vegas. Its co-founder and CEO Tom Harries explains their simple, four-step process: Step one is gently washing your body and wrapping it in a biodegradable shroud. Step two is placing the body on a bed of organic mulch, wood chip, and wildflower. Step three is optimizing temperature, moisture, and oxygen levels that creates the perfect conditions for microbes to break the body down. And step four is you’re left with nutrient-rich soil.\u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://calmatters.org/politics/capitol/2024/08/school-security-california-bill/\">\u003cb>When Should Police Be Involved At School? A CA Bill Would Let Teachers Make The Call\u003c/b>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under California law, school staff are required to make a police report if a student assaults them — and can be prosecuted if they don’t. But \u003c/span>\u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2441?slug=CA_202320240AB2441&_gl=1*1audcm2*_gcl_au*MjA1MDYyODgzMC4xNzI0Njk3Mzk1*_ga*MTEyNTIzNzAxNy4xNjkzNDAwNjY4*_ga_5TKXNLE5NK*MTcyNDc3MDQ1OC4zMDYuMS4xNzI0Nzc0MTI0LjM2LjAuMA..*_ga_DX0K9PCWYH*MTcyNDc3MDQ1OC42NC4xLjE3MjQ3NzI2NzUuMC4wLjA.*_ga_GNY4L81DZE*MTcyNDc3MDQ1OC4yOTIuMS4xNzI0NzcwNDcyLjAuMC4w\">\u003cspan style=\"font-weight: 400\">a new bill would change that.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bill would give teachers more leeway to decide when they report students to law enforcement. While opponents of the bill say giving teachers the choice not to report could be a risk to campus safety, supporters say forcing teachers to report can also put student safety at risk. That’s because research shows students of color and students with disabilities make up a disproportionate amount of school arrests in California. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclusocal.org/sites/default/files/field_documents/no_police_in_schools_-_report_-_aclu_-_082421.pdf\">\u003cspan style=\"font-weight: 400\">A 2021 study by the ACLU of Southern California\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that students with disabilities make up 26% of school arrests, despite being 11% of total enrollment. According to a \u003c/span>\u003ca href=\"https://oag.ca.gov/system/files/media/ripa-board-report-2024.pdf\">\u003cspan style=\"font-weight: 400\">2024 report by the California Racial and Identity Profiling Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students of color are handcuffed by police at a disproportionate rate — 20% of Black students compared to 9% of white students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Legislation Would Allow Public Universities To Hire Undocumented Students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">California lawmakers \u003ca href=\"https://www.politico.com/news/2024/08/26/gavin-newsom-hiring-undocumented-college-students-00176392\">have sent a bill\u003c/a> to Governor Gavin Newsom that could have a big impact for undocumented students. \u003c/span>\u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2586?slug=CA_202320240AB2586\">\u003cspan style=\"font-weight: 400\">The legislation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would allow public colleges and universities to hire undocumented students for on-campus jobs.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Assemblymember David Alvarez of Chula Vista introduced \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2586\">\u003cspan style=\"font-weight: 400\">AB 2586\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, known as the Opportunity for All Act, which would give these students a way to legally earn an income on campus. He said it’s a way to provide equal access to on-campus jobs that addresses the fact that the previous path for a work visa, the Deferred Action for Childhood Arrivals program, or DACA, has been mostly closed since 2017. Without that federal program, undocumented students can’t legally work most jobs, including those on-campus. \u003c/span>\u003c/p>\n\n",
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"title": "Some CA Families Turning To Terramation For Loved Ones | KQED",
"description": "Here are the morning's top stories on Tuesday, August 27, 2024… If you’ve had a loved one pass away, what comes next includes a lot of logistical hurdles: planning a funeral, reading a will, and deciding what to do with their body. There’s traditional burial, there’s cremation, and recently a new method has taken off. It’s called terramation. Basically, human composting. Public school teachers in California are required to call the police if a student assaults or threatens them. This week, state lawmakers will vote on a bill that could change that. California lawmakers have passed first-in-the-nation legislation that would",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>Here are the morning’s top stories on Tuesday, August 27, 2024…\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you’ve had a loved one pass away, what comes next includes a lot of logistical hurdles: planning a funeral, reading a will, and deciding what to do with their body. There’s traditional burial, there’s cremation, and recently a new method has taken off. \u003c/span>\u003ca href=\"https://www.kcrw.com/news/shows/kcrw-features/human-composting\">\u003cspan style=\"font-weight: 400\">It’s called terramation.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Basically, human composting.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Public school teachers in California are required to call the police if a student assaults or threatens them. \u003c/span>\u003ca href=\"https://calmatters.org/politics/capitol/2024/08/school-security-california-bill/\">\u003cspan style=\"font-weight: 400\">This week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, state lawmakers will vote on a bill that could change that.\u003c/span>\u003c/li>\n\u003cli>California lawmakers \u003ca href=\"https://www.politico.com/news/2024/08/26/gavin-newsom-hiring-undocumented-college-students-00176392\">have passed first-in-the-nation legislation\u003c/a> that would require public universities to hire undocumented students who are not eligible for the Deferred Action for Childhood Arrivals program, or DACA.\u003c/li>\n\u003c/ul>\n\u003ch2>\u003ca href=\"https://www.kcrw.com/news/shows/kcrw-features/human-composting\">\u003cb>Dying Harms The Planet. So CA Legalized Human Composting\u003c/b>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a burgeoning industry that offers “terramation.” Just like cremation is a euphemism for body incineration, terramation simply means composting human remains. The big selling point: It’s a natural process that creates almost no pollution.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">California legalized \u003c/span>\u003ca href=\"https://www.kqed.org/science/1991112/californians-are-being-shipped-to-washington-after-they-die-to-be-composted\">\u003cspan style=\"font-weight: 400\">this process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but that law doesn’t go into effect until 2027 to give state agencies the time to research and prepare for this new industry. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A company called \u003c/span>\u003ca href=\"https://earthfuneral.com/\">\u003cspan style=\"font-weight: 400\">Earth Funeral\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> just opened a new facility in Las Vegas. Its co-founder and CEO Tom Harries explains their simple, four-step process: Step one is gently washing your body and wrapping it in a biodegradable shroud. Step two is placing the body on a bed of organic mulch, wood chip, and wildflower. Step three is optimizing temperature, moisture, and oxygen levels that creates the perfect conditions for microbes to break the body down. And step four is you’re left with nutrient-rich soil.\u003c/span>\u003c/p>\n\u003ch2>\u003ca href=\"https://calmatters.org/politics/capitol/2024/08/school-security-california-bill/\">\u003cb>When Should Police Be Involved At School? A CA Bill Would Let Teachers Make The Call\u003c/b>\u003c/a>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under California law, school staff are required to make a police report if a student assaults them — and can be prosecuted if they don’t. But \u003c/span>\u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2441?slug=CA_202320240AB2441&_gl=1*1audcm2*_gcl_au*MjA1MDYyODgzMC4xNzI0Njk3Mzk1*_ga*MTEyNTIzNzAxNy4xNjkzNDAwNjY4*_ga_5TKXNLE5NK*MTcyNDc3MDQ1OC4zMDYuMS4xNzI0Nzc0MTI0LjM2LjAuMA..*_ga_DX0K9PCWYH*MTcyNDc3MDQ1OC42NC4xLjE3MjQ3NzI2NzUuMC4wLjA.*_ga_GNY4L81DZE*MTcyNDc3MDQ1OC4yOTIuMS4xNzI0NzcwNDcyLjAuMC4w\">\u003cspan style=\"font-weight: 400\">a new bill would change that.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The bill would give teachers more leeway to decide when they report students to law enforcement. While opponents of the bill say giving teachers the choice not to report could be a risk to campus safety, supporters say forcing teachers to report can also put student safety at risk. That’s because research shows students of color and students with disabilities make up a disproportionate amount of school arrests in California. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.aclusocal.org/sites/default/files/field_documents/no_police_in_schools_-_report_-_aclu_-_082421.pdf\">\u003cspan style=\"font-weight: 400\">A 2021 study by the ACLU of Southern California\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that students with disabilities make up 26% of school arrests, despite being 11% of total enrollment. According to a \u003c/span>\u003ca href=\"https://oag.ca.gov/system/files/media/ripa-board-report-2024.pdf\">\u003cspan style=\"font-weight: 400\">2024 report by the California Racial and Identity Profiling Advisory Board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students of color are handcuffed by police at a disproportionate rate — 20% of Black students compared to 9% of white students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Legislation Would Allow Public Universities To Hire Undocumented Students\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">California lawmakers \u003ca href=\"https://www.politico.com/news/2024/08/26/gavin-newsom-hiring-undocumented-college-students-00176392\">have sent a bill\u003c/a> to Governor Gavin Newsom that could have a big impact for undocumented students. \u003c/span>\u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2586?slug=CA_202320240AB2586\">\u003cspan style=\"font-weight: 400\">The legislation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would allow public colleges and universities to hire undocumented students for on-campus jobs.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Assemblymember David Alvarez of Chula Vista introduced \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240AB2586\">\u003cspan style=\"font-weight: 400\">AB 2586\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, known as the Opportunity for All Act, which would give these students a way to legally earn an income on campus. He said it’s a way to provide equal access to on-campus jobs that addresses the fact that the previous path for a work visa, the Deferred Action for Childhood Arrivals program, or DACA, has been mostly closed since 2017. Without that federal program, undocumented students can’t legally work most jobs, including those on-campus. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-teen-voters-in-berkeley-oakland-can-shape-upcoming-school-board-elections",
"title": "How Teen Voters in Berkeley, Oakland Can Shape Upcoming School Board Elections",
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"headTitle": "How Teen Voters in Berkeley, Oakland Can Shape Upcoming School Board Elections | KQED",
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"content": "\u003cp>After a years-long fight, 16 and 17-year-olds in Berkeley and Oakland will be able to vote in school board \u003ca href=\"https://www.kqed.org/voterguide/alameda/school\">elections\u003c/a> this fall, the first two districts in the state to give young people a say in who governs their public schools.\u003c/p>\n\u003cp>Earlier this month, the Alameda County Registrar of Voters announced technology for printing and counting youth ballots is ready for the November election. Berkeley passed Measure Y1, giving young people the right to vote in school board elections in 2016. Oakland followed suit with Measure QQ four years later.\u003c/p>\n\u003cp>Ixchel Arista, an Oakland High School graduate, joined the campaign for the Oakland measure as a high school freshman.\u003c/p>\n\u003cp>“We are the main constituents and recipients of the decisions made at the school board level, and it only makes sense in my mind that 16-17 year-olds are able to decide who they feel is going to best represent their interests,” Arista says, adding that the challenge now is making sure young people have the information they need to cast their vote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And there is a lot to learn. Chances are, if you are 16 or 17, you have never voted in an election before. If that’s the case, don’t worry; this is new to everyone. Even the county registrar has had a hard time figuring it out and spent months designing and building a new voting system for young people. Below, you’ll find information about how to register, how to learn about candidates, and where to vote.\u003c/p>\n\u003cp>\u003cem>Did we miss something? If you have other questions about how to vote, please send us your questions by \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe2Acbz9vp9kYjW_zXntoPd3AGmn4q3A57lVKLQ-oInhMdzXg/viewform\">filling out this form\u003c/a>. If you’d like to email me directly, \u003ca href=\"mailto:afinney@kqed.org\">click here.\u003c/a>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_12000542\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000542\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">This November, 16- and 17-year-olds in Oakland will have four school board seats to consider on the ballot, while those in Berkeley will have two. \u003ccite>(Aaron Mendelson/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>How do I register to vote?\u003c/h2>\n\u003cp>To cast a ballot, people who are 16 or 17 need to register with the Secretary of State using a process called “pre-registration.” You can pre-register \u003ca href=\"https://registertovote.ca.gov/\">online\u003c/a> or in person at the Alameda County Registrar’s office in the Rene C. Davidson Courthouse near Lake Merritt in Oakland at 1225 Fallon St., room G1. Paper forms are also available at some public libraries and DMV locations.\u003c/p>\n\u003cp>If you register online, make sure you select the “pre-register” option on the Secretary of State’s website. If you are using a paper form, check the box at the top of the page that says you are 16 or 17.\u003c/p>\n\u003cp>To pre-register to vote in Berkeley or Oakland school board elections, you’ll need to meet all of the state’s regular voting requirements, other than being 18, and be a Berkeley or Oakland resident.\u003c/p>\n\u003cp>The online application will ask you for the following information, so it’s good to have it ready when you go online to fill out the form:\u003c/p>\n\u003cul>\n\u003cli>Your home address\u003c/li>\n\u003cli>The last four digits of your social security number or a state driver’s license or ID card number. If you don’t have a state ID, the registrar will need a copy of your signature to have on file. The registrar will compare that signature with the signature on your ballot to make sure it came from you. If you register on paper, the registrar will ask you to sign a legal document called an affidavit. If you register online, you will have to print a form, sign it and mail it to the registrar’s office.\u003c/li>\n\u003c/ul>\n\u003cp>After you register, you can check to make sure it was received using the Secretary of State’s \u003ca href=\"https://voterstatus.sos.ca.gov/\">registration voter status page\u003c/a>. The Alameda County Registrar is encouraging young people to register before Oct. 21.\u003c/p>\n\u003ch2>How can I learn about what I’ll be voting on?\u003c/h2>\n\u003cp>Eligible voters who are 16 and 17 are only allowed to vote in their school board elections. In Oakland, there are four school board seats on the ballot in November, two in Berkeley.\u003c/p>\n\u003cp>In Oakland, only eligible youth voters living in school board Districts 1, 3, 5 and 7 will vote this year. In 2026, Districts 2, 4 and 6, will be up for election. You can look up which Oakland school board district you live in using this \u003ca href=\"https://gisapps1.mapoakland.com/ousd/\">Oakland Unified School District District map\u003c/a>.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_12000525 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/016_KQEDScience_IntCommunitySchoolOakland_10202022_qed-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>In Berkeley, school board members serve the entire city, so all eligible youth voters will be able to vote regardless of where they live in the city.\u003c/p>\n\u003cp>School boards are a group of people elected to make decisions about how local public schools operate. They vote on what schools teach, how schools are kept safe and how to spend money set aside by the state for schools. There is a lot to say about what school boards do. For more check out \u003ca href=\"https://oaklandside.org/2020/09/17/what-do-oakland-school-board-members-do-exactly/?gad_source=1&gclid=Cj0KCQjwiOy1BhDCARIsADGvQnCmKEjAinyYWO727WdG7ixHUEAarQxP6O4ATBxpFpKrnRgV6P8YPVMaAiy1EALw_wcB\">this 2020 article\u003c/a> from \u003cem>The Oaklandside\u003c/em>.\u003c/p>\n\u003cp>School board directors in Oakland and Berkeley are up for election every four years. Leading up to elections, people interested in becoming school board members file official paperwork, start raising money, make campaign websites, print advertisements like lawn signs (if you keep an eye out, you’ll probably see some around your city) and host campaign events.\u003c/p>\n\u003cp>To find out what candidates support, you can search online for their campaign websites, go to local campaign events or candidate forums, read local reporting about how candidates have voted in the past and research candidates in voter information guides. You can look up who is giving money to each candidate on \u003ca href=\"https://public.netfile.com/pub2/Default.aspx?aid=COAK\">Oakland’s campaign finance website\u003c/a> or \u003ca href=\"https://public.netfile.com/pub2/?aid=BRK\">Berkeley’s campaign finance website\u003c/a>.\u003c/p>\n\u003cp>KQED has a voter guide that will give you basic information about Oakland’s school board candidates for Districts \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-1\">1\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-3\">3\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-5\">5\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-7\">7\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#berkeley-school-director\">Berkeley’s school board candidates\u003c/a>.\u003c/p>\n\u003ch2>How do I vote?\u003c/h2>\n\u003cp>If you pre-register with the Secretary of State, you’ll get a ballot sent to the address on your registration. You have to fill out the ballot, sign the envelope and send it in on or before Election Day on Nov. 5.\u003c/p>\n\u003cp>If you don’t receive a mail-in ballot, lose it or would just like to get help filling it out, there will be one location for in-person youth voting on Nov. 5: The Alameda County Registrar’s office at the Rene Davidson Courthouse.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After a years-long fight, 16 and 17-year-olds in Berkeley and Oakland will be able to vote in school board \u003ca href=\"https://www.kqed.org/voterguide/alameda/school\">elections\u003c/a> this fall, the first two districts in the state to give young people a say in who governs their public schools.\u003c/p>\n\u003cp>Earlier this month, the Alameda County Registrar of Voters announced technology for printing and counting youth ballots is ready for the November election. Berkeley passed Measure Y1, giving young people the right to vote in school board elections in 2016. Oakland followed suit with Measure QQ four years later.\u003c/p>\n\u003cp>Ixchel Arista, an Oakland High School graduate, joined the campaign for the Oakland measure as a high school freshman.\u003c/p>\n\u003cp>“We are the main constituents and recipients of the decisions made at the school board level, and it only makes sense in my mind that 16-17 year-olds are able to decide who they feel is going to best represent their interests,” Arista says, adding that the challenge now is making sure young people have the information they need to cast their vote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And there is a lot to learn. Chances are, if you are 16 or 17, you have never voted in an election before. If that’s the case, don’t worry; this is new to everyone. Even the county registrar has had a hard time figuring it out and spent months designing and building a new voting system for young people. Below, you’ll find information about how to register, how to learn about candidates, and where to vote.\u003c/p>\n\u003cp>\u003cem>Did we miss something? If you have other questions about how to vote, please send us your questions by \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe2Acbz9vp9kYjW_zXntoPd3AGmn4q3A57lVKLQ-oInhMdzXg/viewform\">filling out this form\u003c/a>. If you’d like to email me directly, \u003ca href=\"mailto:afinney@kqed.org\">click here.\u003c/a>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_12000542\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000542\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/Photo3_qed-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">This November, 16- and 17-year-olds in Oakland will have four school board seats to consider on the ballot, while those in Berkeley will have two. \u003ccite>(Aaron Mendelson/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>How do I register to vote?\u003c/h2>\n\u003cp>To cast a ballot, people who are 16 or 17 need to register with the Secretary of State using a process called “pre-registration.” You can pre-register \u003ca href=\"https://registertovote.ca.gov/\">online\u003c/a> or in person at the Alameda County Registrar’s office in the Rene C. Davidson Courthouse near Lake Merritt in Oakland at 1225 Fallon St., room G1. Paper forms are also available at some public libraries and DMV locations.\u003c/p>\n\u003cp>If you register online, make sure you select the “pre-register” option on the Secretary of State’s website. If you are using a paper form, check the box at the top of the page that says you are 16 or 17.\u003c/p>\n\u003cp>To pre-register to vote in Berkeley or Oakland school board elections, you’ll need to meet all of the state’s regular voting requirements, other than being 18, and be a Berkeley or Oakland resident.\u003c/p>\n\u003cp>The online application will ask you for the following information, so it’s good to have it ready when you go online to fill out the form:\u003c/p>\n\u003cul>\n\u003cli>Your home address\u003c/li>\n\u003cli>The last four digits of your social security number or a state driver’s license or ID card number. If you don’t have a state ID, the registrar will need a copy of your signature to have on file. The registrar will compare that signature with the signature on your ballot to make sure it came from you. If you register on paper, the registrar will ask you to sign a legal document called an affidavit. If you register online, you will have to print a form, sign it and mail it to the registrar’s office.\u003c/li>\n\u003c/ul>\n\u003cp>After you register, you can check to make sure it was received using the Secretary of State’s \u003ca href=\"https://voterstatus.sos.ca.gov/\">registration voter status page\u003c/a>. The Alameda County Registrar is encouraging young people to register before Oct. 21.\u003c/p>\n\u003ch2>How can I learn about what I’ll be voting on?\u003c/h2>\n\u003cp>Eligible voters who are 16 and 17 are only allowed to vote in their school board elections. In Oakland, there are four school board seats on the ballot in November, two in Berkeley.\u003c/p>\n\u003cp>In Oakland, only eligible youth voters living in school board Districts 1, 3, 5 and 7 will vote this year. In 2026, Districts 2, 4 and 6, will be up for election. You can look up which Oakland school board district you live in using this \u003ca href=\"https://gisapps1.mapoakland.com/ousd/\">Oakland Unified School District District map\u003c/a>.\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>In Berkeley, school board members serve the entire city, so all eligible youth voters will be able to vote regardless of where they live in the city.\u003c/p>\n\u003cp>School boards are a group of people elected to make decisions about how local public schools operate. They vote on what schools teach, how schools are kept safe and how to spend money set aside by the state for schools. There is a lot to say about what school boards do. For more check out \u003ca href=\"https://oaklandside.org/2020/09/17/what-do-oakland-school-board-members-do-exactly/?gad_source=1&gclid=Cj0KCQjwiOy1BhDCARIsADGvQnCmKEjAinyYWO727WdG7ixHUEAarQxP6O4ATBxpFpKrnRgV6P8YPVMaAiy1EALw_wcB\">this 2020 article\u003c/a> from \u003cem>The Oaklandside\u003c/em>.\u003c/p>\n\u003cp>School board directors in Oakland and Berkeley are up for election every four years. Leading up to elections, people interested in becoming school board members file official paperwork, start raising money, make campaign websites, print advertisements like lawn signs (if you keep an eye out, you’ll probably see some around your city) and host campaign events.\u003c/p>\n\u003cp>To find out what candidates support, you can search online for their campaign websites, go to local campaign events or candidate forums, read local reporting about how candidates have voted in the past and research candidates in voter information guides. You can look up who is giving money to each candidate on \u003ca href=\"https://public.netfile.com/pub2/Default.aspx?aid=COAK\">Oakland’s campaign finance website\u003c/a> or \u003ca href=\"https://public.netfile.com/pub2/?aid=BRK\">Berkeley’s campaign finance website\u003c/a>.\u003c/p>\n\u003cp>KQED has a voter guide that will give you basic information about Oakland’s school board candidates for Districts \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-1\">1\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-3\">3\u003c/a>, \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-5\">5\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#oakland-school-director-district-7\">7\u003c/a> and \u003ca href=\"https://www.kqed.org/voterguide/alameda/school#berkeley-school-director\">Berkeley’s school board candidates\u003c/a>.\u003c/p>\n\u003ch2>How do I vote?\u003c/h2>\n\u003cp>If you pre-register with the Secretary of State, you’ll get a ballot sent to the address on your registration. You have to fill out the ballot, sign the envelope and send it in on or before Election Day on Nov. 5.\u003c/p>\n\u003cp>If you don’t receive a mail-in ballot, lose it or would just like to get help filling it out, there will be one location for in-person youth voting on Nov. 5: The Alameda County Registrar’s office at the Rene Davidson Courthouse.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "water-at-22-oakland-schools-tested-high-for-lead-its-no-surprise-parents-and-teachers-say",
"title": "Water at 22 Oakland Schools Tested High for Lead. It’s No Surprise, Parents and Teachers Say",
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"headTitle": "Water at 22 Oakland Schools Tested High for Lead. It’s No Surprise, Parents and Teachers Say | KQED",
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"content": "\u003cp>As staff welcomed students back to Frick United Academy of Language in \u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a> on Monday, they received concerning information — five water sources at their school contained unsafe levels of lead.\u003c/p>\n\u003cp>Ella Every-Wortman, who teaches eighth-grade English at Frick, said they were confused and frustrated.\u003c/p>\n\u003cp>Their two immediate concerns were “first, our safety, and second, how this lapse in communication and complete systems failure had happened,” Every-Wortman said. “The testing was done in April. The information was released in April. So why, as a school site, were we not receiving this information until August?”\u003c/p>\n\u003cp>Twenty-two campuses in the Oakland Unified School District were contacted this week regarding elevated lead levels, according to district spokesperson John Sasaki.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The district has been “aggressive” in testing water since 2017, he said, but “in this case, we were aggressive about the testing but were not as efficient at communicating in the ways we should have been,” referring to the tests done in April. “That’s something we are working on as an organization.”\u003c/p>\n\u003cp>On Tuesday morning, parents and community members at the schools received messages from the district, multiple of which have been viewed by KQED, notifying them of the testing and ensuring that the affected water sources were not accessible. Forty schools’ water has been tested, and Sasaki said the number with elevated lead in at least one source could be higher than 22.\u003c/p>\n\u003cp>Every-Wortman brought their concerns to a school board meeting on Wednesday, where they said the lead levels in one of the tested water sources at Frick was 51 parts per billion. Sasaki could not confirm any levels but said that the testing data would be made publicly available.\u003c/p>\n\u003cp>The Oakland school board’s maximum allowable level is 5 parts per billion, while the state and federal standard is 15 parts per billion.\u003c/p>\n\u003cp>The affected campuses had water sources that tested above the board’s maximum allowable level during routine testing over recent months.\u003c/p>\n\u003cp>In its letter to parents and community members, the district said its buildings and grounds team was installing new filters on every fixture that showed elevated levels of lead or replacing the fixtures and some of the attached piping.\u003c/p>\n\u003cp>Nate Landry, whose daughter began at Edna Brewer Middle School this week, said that when they got the notice, their reaction “unfortunately was not one of surprise.” Other parents gathered at a parent-teacher-student association coffee meeting on Friday shared similar sentiments.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11999998 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/20240604_FloodedSchool-17_qed-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>Multiple pointed to the lead previously identified in water sources at McClymonds High School, where elevated levels were reported in 2016. Over the next few years, 22 more schools were found to have at least one tap with lead levels above 15 parts per billion, according to \u003ca href=\"https://www.ktvu.com/news/lead-found-under-blacktop-at-two-oakland-schools\">KTVU\u003c/a>. In 2019, lead was also found under the blacktop at two schools in the district.\u003c/p>\n\u003cp>“This was a predictable problem,” Every-Wortman said. “We have many facilities in this district that were built prior to 1980. They have a high likelihood of containing lead.”\u003c/p>\n\u003cp>Brewer was built in \u003ca href=\"https://www.oaklandedfund.org/wp-content/uploads/2021/07/Edna-Brewer.pdf\">1913\u003c/a>, and a building at Frick was constructed in \u003ca href=\"https://abitofhistory.site/2019/10/08/oakland-schools-then-and-now-part-1/\">1927\u003c/a>.\u003c/p>\n\u003cp>Oakland Superintendent Kyla Johnson-Trammell is expected to give an update on the district’s progress in addressing the affected water fixtures at the next school board meeting on Aug. 28.\u003c/p>\n\u003cp>“Each fixture will be tested again after our staff installs the new filters to ensure they comply with our safety standards. We expect the work to be completed over the next several weeks,” the letter sent to Frick parents reads.\u003c/p>\n\u003cp>One Brewer mom said her kids only use the school’s filtered “FloWater” stations, which the district’s letter said are safe to drink and located on each campus. Most parents KQED spoke with said they were having their children bring water from home — and don’t really worry about them using the water on campus.\u003c/p>\n\u003cp>One parent lovingly said their daughter “isn’t the queen of hydration.”\u003c/p>\n\u003cp>With a laugh, Brewer mom, Stefanie Moser, said, “I can’t get [my son] to refill his water bottle during the day.”\u003c/p>\n\u003cp>“We want the kids to be safe, and we want them to be healthy, and we obviously want the staff to be safe and healthy too because they are drinking the same water out of the pipes,” she continued. “I’m glad that they’ve got a mitigation plan in place and that they’re going to work on it and get it fixed.”\u003c/p>\n\u003cp>Staff and parents said they hope the district will make it a priority to ensure that the water on campus does not contain lead, but Brewer employee Dinah Despenza said there was “nothing” the district could do that would make her feel comfortable drinking the school’s water.\u003c/p>\n\u003cp>“I just wash my hands in it, that’s all.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/afinney\">Annelise Finney\u003c/a> contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As staff welcomed students back to Frick United Academy of Language in \u003ca href=\"https://www.kqed.org/news/tag/oakland\">Oakland\u003c/a> on Monday, they received concerning information — five water sources at their school contained unsafe levels of lead.\u003c/p>\n\u003cp>Ella Every-Wortman, who teaches eighth-grade English at Frick, said they were confused and frustrated.\u003c/p>\n\u003cp>Their two immediate concerns were “first, our safety, and second, how this lapse in communication and complete systems failure had happened,” Every-Wortman said. “The testing was done in April. The information was released in April. So why, as a school site, were we not receiving this information until August?”\u003c/p>\n\u003cp>Twenty-two campuses in the Oakland Unified School District were contacted this week regarding elevated lead levels, according to district spokesperson John Sasaki.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The district has been “aggressive” in testing water since 2017, he said, but “in this case, we were aggressive about the testing but were not as efficient at communicating in the ways we should have been,” referring to the tests done in April. “That’s something we are working on as an organization.”\u003c/p>\n\u003cp>On Tuesday morning, parents and community members at the schools received messages from the district, multiple of which have been viewed by KQED, notifying them of the testing and ensuring that the affected water sources were not accessible. Forty schools’ water has been tested, and Sasaki said the number with elevated lead in at least one source could be higher than 22.\u003c/p>\n\u003cp>Every-Wortman brought their concerns to a school board meeting on Wednesday, where they said the lead levels in one of the tested water sources at Frick was 51 parts per billion. Sasaki could not confirm any levels but said that the testing data would be made publicly available.\u003c/p>\n\u003cp>The Oakland school board’s maximum allowable level is 5 parts per billion, while the state and federal standard is 15 parts per billion.\u003c/p>\n\u003cp>The affected campuses had water sources that tested above the board’s maximum allowable level during routine testing over recent months.\u003c/p>\n\u003cp>In its letter to parents and community members, the district said its buildings and grounds team was installing new filters on every fixture that showed elevated levels of lead or replacing the fixtures and some of the attached piping.\u003c/p>\n\u003cp>Nate Landry, whose daughter began at Edna Brewer Middle School this week, said that when they got the notice, their reaction “unfortunately was not one of surprise.” Other parents gathered at a parent-teacher-student association coffee meeting on Friday shared similar sentiments.\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>Multiple pointed to the lead previously identified in water sources at McClymonds High School, where elevated levels were reported in 2016. Over the next few years, 22 more schools were found to have at least one tap with lead levels above 15 parts per billion, according to \u003ca href=\"https://www.ktvu.com/news/lead-found-under-blacktop-at-two-oakland-schools\">KTVU\u003c/a>. In 2019, lead was also found under the blacktop at two schools in the district.\u003c/p>\n\u003cp>“This was a predictable problem,” Every-Wortman said. “We have many facilities in this district that were built prior to 1980. They have a high likelihood of containing lead.”\u003c/p>\n\u003cp>Brewer was built in \u003ca href=\"https://www.oaklandedfund.org/wp-content/uploads/2021/07/Edna-Brewer.pdf\">1913\u003c/a>, and a building at Frick was constructed in \u003ca href=\"https://abitofhistory.site/2019/10/08/oakland-schools-then-and-now-part-1/\">1927\u003c/a>.\u003c/p>\n\u003cp>Oakland Superintendent Kyla Johnson-Trammell is expected to give an update on the district’s progress in addressing the affected water fixtures at the next school board meeting on Aug. 28.\u003c/p>\n\u003cp>“Each fixture will be tested again after our staff installs the new filters to ensure they comply with our safety standards. We expect the work to be completed over the next several weeks,” the letter sent to Frick parents reads.\u003c/p>\n\u003cp>One Brewer mom said her kids only use the school’s filtered “FloWater” stations, which the district’s letter said are safe to drink and located on each campus. Most parents KQED spoke with said they were having their children bring water from home — and don’t really worry about them using the water on campus.\u003c/p>\n\u003cp>One parent lovingly said their daughter “isn’t the queen of hydration.”\u003c/p>\n\u003cp>With a laugh, Brewer mom, Stefanie Moser, said, “I can’t get [my son] to refill his water bottle during the day.”\u003c/p>\n\u003cp>“We want the kids to be safe, and we want them to be healthy, and we obviously want the staff to be safe and healthy too because they are drinking the same water out of the pipes,” she continued. “I’m glad that they’ve got a mitigation plan in place and that they’re going to work on it and get it fixed.”\u003c/p>\n\u003cp>Staff and parents said they hope the district will make it a priority to ensure that the water on campus does not contain lead, but Brewer employee Dinah Despenza said there was “nothing” the district could do that would make her feel comfortable drinking the school’s water.\u003c/p>\n\u003cp>“I just wash my hands in it, that’s all.”\u003c/p>\n\u003cp>\u003cem>KQED’s \u003ca href=\"https://www.kqed.org/author/afinney\">Annelise Finney\u003c/a> contributed to this report. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Class is back in session, and more students might be spending their days phone-free after Gov. Gavin Newsom on Tuesday urged districts to restrict use during school hours.\u003c/p>\n\u003cp>While multiple bills that could affect phone access in schools are considered in the California Legislature, Newsom told leaders that there is “no reason for schools to wait” to limit smartphone use. More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea.\u003c/p>\n\u003cp>“Reducing phone use in class leads to improved concentration, better academic outcomes, and enhanced social interactions,” Newsom said in his letter on Tuesday, adding that schools and districts that have already rolled out no-phone policies have seen “positive impacts,” including higher test scores and less bullying.\u003c/p>\n\u003cp>Here’s what to know about the efforts so far:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Which Bay Area schools already lock down phones?\u003c/h2>\n\u003cp>San Mateo-Foster City School District began requiring middle school students to put their phones into lockable bags called Yondr pouches during the 2022–23 academic year. The pouch can be unlocked outside the “\u003ca href=\"https://www.overyondr.com/phone-locking-pouch\">phone-free area\u003c/a>,” according to Yondr’s website.\u003c/p>\n\u003cp>Without the distraction of messages and social media notifications, students are talking to each other more and paying attention in class, district spokesperson Diego Perez said.\u003c/p>\n\u003cfigure id=\"attachment_12000041\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea. \u003ccite>(Deborah Svoboda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a teacher, you see students look down into their backpacks … They’ll look up, down, up, down — they’ll find their way to be able to respond to that text,” he said. “Because of the pouches storing the phones away, leaving them in a backpack, we don’t see that anymore.”\u003c/p>\n\u003cp>In the San Mateo Union High School District, San Mateo and Peninsula high schools use the same technology so far. Spokesperson Laura Chalkley said the district’s board of trustees “has expressed an interest in exploring expanding the Yondr program, but there has been no formal discussion” yet.\u003c/p>\n\u003cp>In the East Bay, Mt. Diablo Unified School District is introducing Yondr to two campuses. In April, the district’s board approved the purchase of more than 3,000 pouches for Mt. Diablo and Ygnacio Valley high schools.\u003c/p>\n\u003cp>Tamalpais Union High School District is also considering the pouches. At a board meeting last week, district officials presented on Yondr after piloting an “expanded cellphone policy which requires all teachers to collect cellphones at the start of every class period” during the spring semester last year, according to its agenda.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified said Tuesday that though campuses require phones to be off and put away during class and passing periods, “students may have mobile communication devices on campus as long as the device is utilized in accordance with law, board policy and any rules that individual schools may impose.”\u003c/p>\n\u003ch2>Could a statewide ban be on the way?\u003c/h2>\n\u003cp>Currently, the state does not have any binding phone restrictions that affect campuses, but in June, Newsom said in a \u003ca href=\"https://www.gov.ca.gov/2024/06/18/governor-newsom-supports-efforts-to-get-smartphones-out-of-schools/\">statement\u003c/a> that he “looks forward to working with the Legislature to restrict the use of smartphones during the school day,” building on a bill he signed in 2019 that permitted districts to regulate phone use.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11999471 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2018/03/RS8759_ucberkeley20140213-1180x786.jpg']\u003c/span>\u003c/p>\n\u003cp>That month, the California Senate Education Committee unanimously approved \u003ca href=\"https://legiscan.com/CA/text/AB3216/id/2965936\">Assembly Bill 3216\u003c/a>, a bill introduced by Rep. Josh Hoover (R-Folsom), which would “require school districts in California to adopt a policy no later than July 1, 2026, that limits or prohibits the use of smartphones by students during the school day.” \u003ca href=\"https://legiscan.com/CA/text/SB1283/id/3000774\">Senate Bill 1283\u003c/a>, introduced by Sen. Henry Stern (D-Los Angeles), would explicitly allow school districts to “limit or prohibit the use by its pupils of social media.”\u003c/p>\n\u003cp>Some advocates say a blanket ban on cellphones is a bad idea.\u003c/p>\n\u003cp>Troy Flint, the chief communications officer for the California School Boards Association, said that there are some “potentially positive uses of cellphone access.”\u003c/p>\n\u003cp>“For communications with their parents in case of emergency, or to monitor their intake of medications that they’re required to have during the day, or, in case of a disaster, in case of a school shooting and other incidents where it’s been documented that cellphones have been helpful.”\u003c/p>\n\u003cp>He said the organization is not against limitations but would “vigorously oppose any bill that proposes a blanket mandate and removes that decision-making power about how to restrict cellphones from local communities.”\u003c/p>\n\u003ch2>Aren’t kids always using the Internet in modern classrooms?\u003c/h2>\n\u003cp>There’s also the question of other technology-based learning.\u003c/p>\n\u003cp>“If kids are using computers three or four classes a day, which are going to have Internet access generally, then what are you accomplishing?” Flint said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[aside postID=news_11997949 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240730-serramontedelrey-1-RETAIL-CROPPED-KQED-1020x680.jpg']\u003c/span>\u003c/p>\n\u003cp>More districts are becoming “one-to-one,” providing students with devices access to electronic devices as a part of their curriculum, including at the San Mateo-Foster City School District.\u003c/p>\n\u003cp>Perez said that the district distributes Chromebooks on campuses with “layers of security” to ensure they’re used for learning, such as a Lego education program that uses technology to bring the physical brick structures to life.\u003c/p>\n\u003cp>“While they are using technology in the classroom, they’re engaging, and they’re collaborating. The technology is the tool,” Perez said.\u003c/p>\n\u003cp>He said minimizing students’ texting, social media use, and other cellphone distractions on campus makes a big impact, especially after spending so much school time on screens during the pandemic.\u003c/p>\n\u003cp>“Having the ability to minimize those practices and habits on the school grounds helps them to actually engage,” he said. “Then, when you provide a curriculum that brings interest from students, it just makes them want to come to school the following day.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Class is back in session, and more students might be spending their days phone-free after Gov. Gavin Newsom on Tuesday urged districts to restrict use during school hours.\u003c/p>\n\u003cp>While multiple bills that could affect phone access in schools are considered in the California Legislature, Newsom told leaders that there is “no reason for schools to wait” to limit smartphone use. More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea.\u003c/p>\n\u003cp>“Reducing phone use in class leads to improved concentration, better academic outcomes, and enhanced social interactions,” Newsom said in his letter on Tuesday, adding that schools and districts that have already rolled out no-phone policies have seen “positive impacts,” including higher test scores and less bullying.\u003c/p>\n\u003cp>Here’s what to know about the efforts so far:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Which Bay Area schools already lock down phones?\u003c/h2>\n\u003cp>San Mateo-Foster City School District began requiring middle school students to put their phones into lockable bags called Yondr pouches during the 2022–23 academic year. The pouch can be unlocked outside the “\u003ca href=\"https://www.overyondr.com/phone-locking-pouch\">phone-free area\u003c/a>,” according to Yondr’s website.\u003c/p>\n\u003cp>Without the distraction of messages and social media notifications, students are talking to each other more and paying attention in class, district spokesperson Diego Perez said.\u003c/p>\n\u003cfigure id=\"attachment_12000041\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-12000041\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/08/HighSchoolStudents-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">More Bay Area schools plan to implement restrictions as the new academic year begins this week, but some advocates say a blanket ban is a bad idea. \u003ccite>(Deborah Svoboda/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“As a teacher, you see students look down into their backpacks … They’ll look up, down, up, down — they’ll find their way to be able to respond to that text,” he said. “Because of the pouches storing the phones away, leaving them in a backpack, we don’t see that anymore.”\u003c/p>\n\u003cp>In the San Mateo Union High School District, San Mateo and Peninsula high schools use the same technology so far. Spokesperson Laura Chalkley said the district’s board of trustees “has expressed an interest in exploring expanding the Yondr program, but there has been no formal discussion” yet.\u003c/p>\n\u003cp>In the East Bay, Mt. Diablo Unified School District is introducing Yondr to two campuses. In April, the district’s board approved the purchase of more than 3,000 pouches for Mt. Diablo and Ygnacio Valley high schools.\u003c/p>\n\u003cp>Tamalpais Union High School District is also considering the pouches. At a board meeting last week, district officials presented on Yondr after piloting an “expanded cellphone policy which requires all teachers to collect cellphones at the start of every class period” during the spring semester last year, according to its agenda.\u003c/p>\n\u003cp>A spokesperson for San Francisco Unified said Tuesday that though campuses require phones to be off and put away during class and passing periods, “students may have mobile communication devices on campus as long as the device is utilized in accordance with law, board policy and any rules that individual schools may impose.”\u003c/p>\n\u003ch2>Could a statewide ban be on the way?\u003c/h2>\n\u003cp>Currently, the state does not have any binding phone restrictions that affect campuses, but in June, Newsom said in a \u003ca href=\"https://www.gov.ca.gov/2024/06/18/governor-newsom-supports-efforts-to-get-smartphones-out-of-schools/\">statement\u003c/a> that he “looks forward to working with the Legislature to restrict the use of smartphones during the school day,” building on a bill he signed in 2019 that permitted districts to regulate phone use.\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>That month, the California Senate Education Committee unanimously approved \u003ca href=\"https://legiscan.com/CA/text/AB3216/id/2965936\">Assembly Bill 3216\u003c/a>, a bill introduced by Rep. Josh Hoover (R-Folsom), which would “require school districts in California to adopt a policy no later than July 1, 2026, that limits or prohibits the use of smartphones by students during the school day.” \u003ca href=\"https://legiscan.com/CA/text/SB1283/id/3000774\">Senate Bill 1283\u003c/a>, introduced by Sen. Henry Stern (D-Los Angeles), would explicitly allow school districts to “limit or prohibit the use by its pupils of social media.”\u003c/p>\n\u003cp>Some advocates say a blanket ban on cellphones is a bad idea.\u003c/p>\n\u003cp>Troy Flint, the chief communications officer for the California School Boards Association, said that there are some “potentially positive uses of cellphone access.”\u003c/p>\n\u003cp>“For communications with their parents in case of emergency, or to monitor their intake of medications that they’re required to have during the day, or, in case of a disaster, in case of a school shooting and other incidents where it’s been documented that cellphones have been helpful.”\u003c/p>\n\u003cp>He said the organization is not against limitations but would “vigorously oppose any bill that proposes a blanket mandate and removes that decision-making power about how to restrict cellphones from local communities.”\u003c/p>\n\u003ch2>Aren’t kids always using the Internet in modern classrooms?\u003c/h2>\n\u003cp>There’s also the question of other technology-based learning.\u003c/p>\n\u003cp>“If kids are using computers three or four classes a day, which are going to have Internet access generally, then what are you accomplishing?” Flint said.\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>More districts are becoming “one-to-one,” providing students with devices access to electronic devices as a part of their curriculum, including at the San Mateo-Foster City School District.\u003c/p>\n\u003cp>Perez said that the district distributes Chromebooks on campuses with “layers of security” to ensure they’re used for learning, such as a Lego education program that uses technology to bring the physical brick structures to life.\u003c/p>\n\u003cp>“While they are using technology in the classroom, they’re engaging, and they’re collaborating. The technology is the tool,” Perez said.\u003c/p>\n\u003cp>He said minimizing students’ texting, social media use, and other cellphone distractions on campus makes a big impact, especially after spending so much school time on screens during the pandemic.\u003c/p>\n\u003cp>“Having the ability to minimize those practices and habits on the school grounds helps them to actually engage,” he said. “Then, when you provide a curriculum that brings interest from students, it just makes them want to come to school the following day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"title": "UC Berkeley Family Housing Tenants Fight Rent Hike, New Parking Fees",
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"content": "\u003cp>Hundreds of residents of a UC Berkeley family housing complex in Albany are refusing to pay new rent hikes and parking fees, saying the added expenses are putting new strain on already-tight family budgets.\u003c/p>\n\u003cp>At a press conference Thursday, the residents expressed their discontent after the university imposed a $64 monthly parking fee on July 1 at \u003ca href=\"https://housing.berkeley.edu/explore-housing-options/family-student-housing-university-village/\">University Village\u003c/a>, a nearly 974-unit residential community for graduate students, post-doc researchers and others. Residents also received a 4% rent increase on July 1 — the third year in a row of consecutive 4% increases. According to the \u003ca href=\"https://housing.berkeley.edu/explore-housing-options/family-student-housing-university-village/\">university’s website\u003c/a>, residents at the Village pay between $2,090 for one-bedroom units and $3,455 for three-bedroom apartments.\u003c/p>\n\u003cp>“The households are refusing to pay the fee … to show the university that this is in fact a serious issue, and they can’t simply change the terms of their tenancy and start charging these new fees without coming to a fair agreement first,” said Brad Hirn, unit chair for UC Berkeley Academic Researchers at UAW Local 4811, a union representing graduate students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>More than 450 households at the Village are members of the UAW 4811, according to Hirn. Hirn, who is not a resident of the Village, said that UAW 4811 is “overall concerned about reducing rent burden for students and workers due to these new fees,” and that he is “supporting the residents in their efforts” with his background in tenant and labor union organizing.\u003c/p>\n\u003cp>On Monday, residents of the Village delivered a poster signed by over 270 residents to the offices of Associate Vice Chancellor Jo Mackness, who oversees Residential & Student Service Programs, communicating their decision to not pay the fees.\u003c/p>\n\u003cp>The residents are demanding the university to drop the fees, waive monetary citations over the past several months from increasing monthly rents and to reach a fair agreement on parking fees, rent increases and housing services.\u003c/p>\n\u003cp>“We would also like to see better transparency on how money is spent. Our primary playground is in complete disarray and dangerous for kids to play on,” Robin López, a Village resident, wrote in an email to KQED. “Part of [a] memorial for a past resident who was killed due to domestic violence has been removed and not yet replaced. There should be funds to take care of the bare minimum for a community full of children. We would also like to have reclaimed access to our community spaces.”\u003c/p>\n\u003cfigure id=\"attachment_11993666\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993666\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Protesters hold a sign of signatures of residents of University Village, a housing community for students and families owned and operated by UC Berkeley, who are refusing to pay new parking fees imposed by the university at a rally outside the offices of UC Berkeley Associate Vice Chancellor Jo Mackness in Berkeley on July 11, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, UC Berkeley spokesperson Adam Ratliff wrote that the planned increases in parking fees had been communicated to residents in February 2023. Mackness had announced in April 2021 the university’s plan to increase rents by 4% each year for three years.\u003c/p>\n\u003cp>“We wanted to give our residents plenty of time to plan accordingly, which is why we first offered virtual parking permits at no cost for the 2023–24 academic year with the notice that we would need to charge for the permits on July 1, 2024, for the 2024–25 academic year,” Ratliff wrote.\u003c/p>\n\u003cp>He added that resident vehicles are required to register and pay for a virtual permit to be allowed to park in an assigned parking space, and that the university’s goal is to ensure residents can have access to “adequate parking.”\u003c/p>\n\u003cp>“We recognize our University Village community includes a diverse array of families with unique needs, and we remain committed to providing an affordable education for students and continually strive to keep costs and living expenses as low as possible,” he wrote.\u003c/p>\n\u003cp>Ratliff noted that if residents cannot afford the rent increases or the new parking fee, they are encouraged to work with the university’s \u003ca href=\"https://financialaid.berkeley.edu/\">Office of Financial Aid & Scholarships\u003c/a>, as well as with other resources and programs that can assist them.\u003c/p>\n\u003cp>At Thursday’s press conference, speakers urged the university to negotiate with the union and described the power the university held over them as their “employer, landlord, educator, insurer, child care provider, and more.”\u003c/p>\n\u003cfigure id=\"attachment_11993711\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993711\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A sign opposing new parking fees at University Village in Albany on July 11, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ninel Melkonyan, a UAW 4811 member, Village resident and graduate student in the Goldman School of Public Policy described the community as a “vibrant and diverse community representing a large number of marginalized people.”\u003c/p>\n\u003cp>As an immigrant student, she said, “For many of us, it is our first and only home here.”\u003c/p>\n\u003cp>She called the parking fees “extraordinary,” leading to a dilemma where she has to ask herself, “Do I buy food for my family, or do I pay these extra fees?” adding that she would not be able to pay the fees without going further into debt.\u003c/p>\n\u003cp>López told KQED that at a town hall meeting last summer at the Village, UC Berkeley officials initially said that the parking fee would be more than $100.\u003c/p>\n\u003cp>He described the reaction from residents as “livid” and “upset.” When he spoke to a reporter from \u003cem>The Daily Californian\u003c/em>, the university’s undergraduate student newspaper, and the newspaper \u003ca href=\"https://www.dailycal.org/archives/university-village-to-introduce-monthly-parking-fee/article_1b436e86-1522-594f-a842-9a595e25e270.html\">reported the story\u003c/a>, university staff said that they did not know where that number came from.\u003c/p>\n\u003cp>“So I am assuming that the UC’s concession there was, ‘okay we’ll charge $64 instead,’” he said.\u003c/p>\n\u003cfigure id=\"attachment_11993712\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993712\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A ticket on the windshield of a car parked at University Village in Albany on July 11, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>López, who is also the vice mayor of Albany, noted that the city has more red tape to go through when approving affordable housing opportunities but universities like UC Berkeley do not. He noted that Albany has “little to no control” over property owned by the university, even though it is within city limits.\u003c/p>\n\u003cp>“Instead of maintaining affordable options for some of the most vulnerable student demographics, they rather increase their rent far above what the affordable housing numbers are right here in the exact same city,” he said.\u003c/p>\n\u003cp>He noted that the new parking permit fee resulted in residents, including himself, having to “reevaluate what our budget is.”\u003c/p>\n\u003cp>“[A] $64 fee is not minuscule,” López said. “That could very well determine whether or not someone’s able to put food on the table or provide simple basic needs for their child.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Hundreds of residents of a UC Berkeley family housing complex in Albany are refusing to pay new rent hikes and parking fees, saying the added expenses are putting new strain on already-tight family budgets.\u003c/p>\n\u003cp>At a press conference Thursday, the residents expressed their discontent after the university imposed a $64 monthly parking fee on July 1 at \u003ca href=\"https://housing.berkeley.edu/explore-housing-options/family-student-housing-university-village/\">University Village\u003c/a>, a nearly 974-unit residential community for graduate students, post-doc researchers and others. Residents also received a 4% rent increase on July 1 — the third year in a row of consecutive 4% increases. According to the \u003ca href=\"https://housing.berkeley.edu/explore-housing-options/family-student-housing-university-village/\">university’s website\u003c/a>, residents at the Village pay between $2,090 for one-bedroom units and $3,455 for three-bedroom apartments.\u003c/p>\n\u003cp>“The households are refusing to pay the fee … to show the university that this is in fact a serious issue, and they can’t simply change the terms of their tenancy and start charging these new fees without coming to a fair agreement first,” said Brad Hirn, unit chair for UC Berkeley Academic Researchers at UAW Local 4811, a union representing graduate students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>More than 450 households at the Village are members of the UAW 4811, according to Hirn. Hirn, who is not a resident of the Village, said that UAW 4811 is “overall concerned about reducing rent burden for students and workers due to these new fees,” and that he is “supporting the residents in their efforts” with his background in tenant and labor union organizing.\u003c/p>\n\u003cp>On Monday, residents of the Village delivered a poster signed by over 270 residents to the offices of Associate Vice Chancellor Jo Mackness, who oversees Residential & Student Service Programs, communicating their decision to not pay the fees.\u003c/p>\n\u003cp>The residents are demanding the university to drop the fees, waive monetary citations over the past several months from increasing monthly rents and to reach a fair agreement on parking fees, rent increases and housing services.\u003c/p>\n\u003cp>“We would also like to see better transparency on how money is spent. Our primary playground is in complete disarray and dangerous for kids to play on,” Robin López, a Village resident, wrote in an email to KQED. “Part of [a] memorial for a past resident who was killed due to domestic violence has been removed and not yet replaced. There should be funds to take care of the bare minimum for a community full of children. We would also like to have reclaimed access to our community spaces.”\u003c/p>\n\u003cfigure id=\"attachment_11993666\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993666\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-01-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Protesters hold a sign of signatures of residents of University Village, a housing community for students and families owned and operated by UC Berkeley, who are refusing to pay new parking fees imposed by the university at a rally outside the offices of UC Berkeley Associate Vice Chancellor Jo Mackness in Berkeley on July 11, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In a statement, UC Berkeley spokesperson Adam Ratliff wrote that the planned increases in parking fees had been communicated to residents in February 2023. Mackness had announced in April 2021 the university’s plan to increase rents by 4% each year for three years.\u003c/p>\n\u003cp>“We wanted to give our residents plenty of time to plan accordingly, which is why we first offered virtual parking permits at no cost for the 2023–24 academic year with the notice that we would need to charge for the permits on July 1, 2024, for the 2024–25 academic year,” Ratliff wrote.\u003c/p>\n\u003cp>He added that resident vehicles are required to register and pay for a virtual permit to be allowed to park in an assigned parking space, and that the university’s goal is to ensure residents can have access to “adequate parking.”\u003c/p>\n\u003cp>“We recognize our University Village community includes a diverse array of families with unique needs, and we remain committed to providing an affordable education for students and continually strive to keep costs and living expenses as low as possible,” he wrote.\u003c/p>\n\u003cp>Ratliff noted that if residents cannot afford the rent increases or the new parking fee, they are encouraged to work with the university’s \u003ca href=\"https://financialaid.berkeley.edu/\">Office of Financial Aid & Scholarships\u003c/a>, as well as with other resources and programs that can assist them.\u003c/p>\n\u003cp>At Thursday’s press conference, speakers urged the university to negotiate with the union and described the power the university held over them as their “employer, landlord, educator, insurer, child care provider, and more.”\u003c/p>\n\u003cfigure id=\"attachment_11993711\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993711\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-07-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A sign opposing new parking fees at University Village in Albany on July 11, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ninel Melkonyan, a UAW 4811 member, Village resident and graduate student in the Goldman School of Public Policy described the community as a “vibrant and diverse community representing a large number of marginalized people.”\u003c/p>\n\u003cp>As an immigrant student, she said, “For many of us, it is our first and only home here.”\u003c/p>\n\u003cp>She called the parking fees “extraordinary,” leading to a dilemma where she has to ask herself, “Do I buy food for my family, or do I pay these extra fees?” adding that she would not be able to pay the fees without going further into debt.\u003c/p>\n\u003cp>López told KQED that at a town hall meeting last summer at the Village, UC Berkeley officials initially said that the parking fee would be more than $100.\u003c/p>\n\u003cp>He described the reaction from residents as “livid” and “upset.” When he spoke to a reporter from \u003cem>The Daily Californian\u003c/em>, the university’s undergraduate student newspaper, and the newspaper \u003ca href=\"https://www.dailycal.org/archives/university-village-to-introduce-monthly-parking-fee/article_1b436e86-1522-594f-a842-9a595e25e270.html\">reported the story\u003c/a>, university staff said that they did not know where that number came from.\u003c/p>\n\u003cp>“So I am assuming that the UC’s concession there was, ‘okay we’ll charge $64 instead,’” he said.\u003c/p>\n\u003cfigure id=\"attachment_11993712\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11993712\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/240711-UC-VILLAGE-MD-08-KQED-1920x1280.jpg 1920w\" sizes=\"auto, (max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A ticket on the windshield of a car parked at University Village in Albany on July 11, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>López, who is also the vice mayor of Albany, noted that the city has more red tape to go through when approving affordable housing opportunities but universities like UC Berkeley do not. He noted that Albany has “little to no control” over property owned by the university, even though it is within city limits.\u003c/p>\n\u003cp>“Instead of maintaining affordable options for some of the most vulnerable student demographics, they rather increase their rent far above what the affordable housing numbers are right here in the exact same city,” he said.\u003c/p>\n\u003cp>He noted that the new parking permit fee resulted in residents, including himself, having to “reevaluate what our budget is.”\u003c/p>\n\u003cp>“[A] $64 fee is not minuscule,” López said. “That could very well determine whether or not someone’s able to put food on the table or provide simple basic needs for their child.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "UC Berkeley Can Start Building on People's Park, California Supreme Court Rules",
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"content": "\u003cp>\u003cem>Updated 2:30 p.m. Friday, June 7.\u003c/em>\u003c/p>\n\u003cp>Capping a decades-long \u003ca href=\"https://www.kqed.org/news/11971915/peoples-park-fight-pits-housing-against-history\">battle over the fate of People’s Park\u003c/a>, the California Supreme Court ruled Thursday that UC Berkeley can start constructing a student dormitory and supportive housing facility on the property.\u003c/p>\n\u003cp>The case stemmed from a 2021 lawsuit against UC Berkeley’s \u003ca href=\"https://capitalstrategies.berkeley.edu/planning-documents\">Long Range Development Plan\u003c/a>, which aims to add nearly 12,000 new student beds and 8 million square feet of new classrooms, research labs, libraries and other amenities.\u003c/p>\n\u003cp>“We are pleased and relieved that the Supreme Court’s decision enables the campus to resume construction at People’s Park,” Kyle Gibson, UC Berkeley’s director of communications, said in a statement. “The housing components of the project are desperately needed by our students and unhoused people.”\u003c/p>\n\u003cp>Two neighborhood groups, Make UC A Good Neighbor and the People’s Park Historic District Advocacy Group, brought the initial lawsuit, arguing that the park should be protected as a historic landmark.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We’ll be losing a lot with People’s Park,” Harvey Smith, president of the People’s Park Historic District Advocacy Group, said on Thursday. “It’s a national historic site, so this goes beyond Berkeley; it goes beyond the state of California. All that is being ignored.”\u003c/p>\n\u003cp>Speaking to reporters from his Berkeley office Friday, Mayor Jesse \u003cspan style=\"font-weight: 400\">Arreguín \u003c/span>\u003cspan style=\"font-weight: 400\">acknowledged the park’s more than half-century-long role as a center for political activism and community building. But, he said, “H\u003c/span>istory should not stop us from progress\u003ci>.”\u003c/i>\u003c/p>\n\u003cp>“We face these huge challenges as a city, as a region, as a state, of rampant homelessness and housing affordability,” he said. “And I think that the city of Berkeley and the university need to do something to address those those challenges, too.”\u003c/p>\n\u003cp>The neighborhood groups had sought to make a novel case under state environmental law, arguing that noise generated by the future student residents would be a form of pollution, requiring UC Berkeley to study the impacts on neighbors. Although noise is considered pollution under the California Environmental Quality Act (CEQA), it had previously been used exclusively in arguments against concert venues or industrial sites.\u003c/p>\n\u003cp>In February 2023, an appellate court agreed with the groups and ruled that the university had to study the noise from future residents and its impact on neighbors, as well as consider alternative sites for the proposed development at People’s Park and housing built elsewhere on campus.\u003c/p>\n\u003cp>The Supreme Court ruled that none of Make UC A Good Neighbor’s claims about social noise had merit and reversed the Court of Appeal’s judgment.\u003c/p>\n\u003cp>“We decline to consider Good Neighbor’s alternative locations argument with respect to potential future housing projects,” the opinion read. “In short, as all parties have effectively acknowledged, this lawsuit poses no obstacle to the development of the People’s Park housing project.”\u003c/p>\n\u003cp>[aside postID=news_11981358,news_11971915,news_11971858 label='related coverage']In the face of the state’s and UC Berkeley’s student housing crisis, many California legislators had sought alternative ways to protect the university’s campus expansion plan. Assemblymember Buffy Wicks (D-Berkeley) \u003ca href=\"https://www.kqed.org/news/11959483/legislation-that-could-push-peoples-park-student-housing-project-forward-heads-to-newsom\">penned AB 1307\u003c/a>, a bill specifically tailored to this project. It amended CEQA so developers don’t have to consider noise generated by future residents as having a “significant effect on the environment” and allowed public universities not to have to consider alternative locations for projects.\u003c/p>\n\u003cp>That bill was quickly signed into law and effectively cleared the way for the People’s Park development, but it left the door open on whether UC Berkeley would have to study noise impacts and consider alternative sites for other housing projects in its Long Range Development Plan.\u003c/p>\n\u003cp>Thursday’s Supreme Court ruling closed that door, stating that “the new law applies to both the People’s Park housing project and the development plan.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Arreguín, who is \u003ca href=\"https://oaklandside.org/2024/03/06/state-senate-results-district-7-berkeley-oakland/\">running for a state Senate seat\u003c/a>, lauded the ruling, calling the lower court’s decision “misguided” and “not based in fact or law.”\u003c/span>\u003c/p>\n\u003cp>“Imagine how that could be weaponized by NIMBYs throughout California to stop affordable housing, to stop permanent supportive housing and stop student housing?” he said. “Thankfully, that will no longer be a barrier for this project or any project in California.”\u003c/p>\n\u003cp>Historically, courts have taken a more expansive view of CEQA seeking to protect the environment, according to UC Davis land-use law professor Chris Elmendorf. This ruling suggests a shift in perspective.\u003c/p>\n\u003cp>“The California Supreme Court is interpreting CEQA in light of current legislative sentiments rather than in light of judicial sentiments from the 1970s,” Elmendorf said. “The court is sort of trying to make CEQA responsive to present-day needs, as expressed by the political branches of government, rather than carrying forward a vision of CEQA that was first advanced in the courts in the 1970s.”\u003c/p>\n\u003cp>The university currently provides the lowest amount of student housing within the UC system: about 22% of its more than 45,000 undergraduate and graduate students have access to university-provided housing. The People’s Park project and other housing included in the long-range plan would effectively double the number of beds the university provides.\u003c/p>\n\u003cp>“The campus is turning its attention to the timeline for resuming construction now that all legal challenges have been resolved by the California Supreme Court,” Gibson said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Erin Baldassari contributed to this story. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated 2:30 p.m. Friday, June 7.\u003c/em>\u003c/p>\n\u003cp>Capping a decades-long \u003ca href=\"https://www.kqed.org/news/11971915/peoples-park-fight-pits-housing-against-history\">battle over the fate of People’s Park\u003c/a>, the California Supreme Court ruled Thursday that UC Berkeley can start constructing a student dormitory and supportive housing facility on the property.\u003c/p>\n\u003cp>The case stemmed from a 2021 lawsuit against UC Berkeley’s \u003ca href=\"https://capitalstrategies.berkeley.edu/planning-documents\">Long Range Development Plan\u003c/a>, which aims to add nearly 12,000 new student beds and 8 million square feet of new classrooms, research labs, libraries and other amenities.\u003c/p>\n\u003cp>“We are pleased and relieved that the Supreme Court’s decision enables the campus to resume construction at People’s Park,” Kyle Gibson, UC Berkeley’s director of communications, said in a statement. “The housing components of the project are desperately needed by our students and unhoused people.”\u003c/p>\n\u003cp>Two neighborhood groups, Make UC A Good Neighbor and the People’s Park Historic District Advocacy Group, brought the initial lawsuit, arguing that the park should be protected as a historic landmark.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’ll be losing a lot with People’s Park,” Harvey Smith, president of the People’s Park Historic District Advocacy Group, said on Thursday. “It’s a national historic site, so this goes beyond Berkeley; it goes beyond the state of California. All that is being ignored.”\u003c/p>\n\u003cp>Speaking to reporters from his Berkeley office Friday, Mayor Jesse \u003cspan style=\"font-weight: 400\">Arreguín \u003c/span>\u003cspan style=\"font-weight: 400\">acknowledged the park’s more than half-century-long role as a center for political activism and community building. But, he said, “H\u003c/span>istory should not stop us from progress\u003ci>.”\u003c/i>\u003c/p>\n\u003cp>“We face these huge challenges as a city, as a region, as a state, of rampant homelessness and housing affordability,” he said. “And I think that the city of Berkeley and the university need to do something to address those those challenges, too.”\u003c/p>\n\u003cp>The neighborhood groups had sought to make a novel case under state environmental law, arguing that noise generated by the future student residents would be a form of pollution, requiring UC Berkeley to study the impacts on neighbors. Although noise is considered pollution under the California Environmental Quality Act (CEQA), it had previously been used exclusively in arguments against concert venues or industrial sites.\u003c/p>\n\u003cp>In February 2023, an appellate court agreed with the groups and ruled that the university had to study the noise from future residents and its impact on neighbors, as well as consider alternative sites for the proposed development at People’s Park and housing built elsewhere on campus.\u003c/p>\n\u003cp>The Supreme Court ruled that none of Make UC A Good Neighbor’s claims about social noise had merit and reversed the Court of Appeal’s judgment.\u003c/p>\n\u003cp>“We decline to consider Good Neighbor’s alternative locations argument with respect to potential future housing projects,” the opinion read. “In short, as all parties have effectively acknowledged, this lawsuit poses no obstacle to the development of the People’s Park housing project.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In the face of the state’s and UC Berkeley’s student housing crisis, many California legislators had sought alternative ways to protect the university’s campus expansion plan. Assemblymember Buffy Wicks (D-Berkeley) \u003ca href=\"https://www.kqed.org/news/11959483/legislation-that-could-push-peoples-park-student-housing-project-forward-heads-to-newsom\">penned AB 1307\u003c/a>, a bill specifically tailored to this project. It amended CEQA so developers don’t have to consider noise generated by future residents as having a “significant effect on the environment” and allowed public universities not to have to consider alternative locations for projects.\u003c/p>\n\u003cp>That bill was quickly signed into law and effectively cleared the way for the People’s Park development, but it left the door open on whether UC Berkeley would have to study noise impacts and consider alternative sites for other housing projects in its Long Range Development Plan.\u003c/p>\n\u003cp>Thursday’s Supreme Court ruling closed that door, stating that “the new law applies to both the People’s Park housing project and the development plan.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Arreguín, who is \u003ca href=\"https://oaklandside.org/2024/03/06/state-senate-results-district-7-berkeley-oakland/\">running for a state Senate seat\u003c/a>, lauded the ruling, calling the lower court’s decision “misguided” and “not based in fact or law.”\u003c/span>\u003c/p>\n\u003cp>“Imagine how that could be weaponized by NIMBYs throughout California to stop affordable housing, to stop permanent supportive housing and stop student housing?” he said. “Thankfully, that will no longer be a barrier for this project or any project in California.”\u003c/p>\n\u003cp>Historically, courts have taken a more expansive view of CEQA seeking to protect the environment, according to UC Davis land-use law professor Chris Elmendorf. This ruling suggests a shift in perspective.\u003c/p>\n\u003cp>“The California Supreme Court is interpreting CEQA in light of current legislative sentiments rather than in light of judicial sentiments from the 1970s,” Elmendorf said. “The court is sort of trying to make CEQA responsive to present-day needs, as expressed by the political branches of government, rather than carrying forward a vision of CEQA that was first advanced in the courts in the 1970s.”\u003c/p>\n\u003cp>The university currently provides the lowest amount of student housing within the UC system: about 22% of its more than 45,000 undergraduate and graduate students have access to university-provided housing. The People’s Park project and other housing included in the long-range plan would effectively double the number of beds the university provides.\u003c/p>\n\u003cp>“The campus is turning its attention to the timeline for resuming construction now that all legal challenges have been resolved by the California Supreme Court,” Gibson said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Erin Baldassari contributed to this story. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "study-reveals-low-calfresh-enrollment-among-california-college-students",
"title": "Study Reveals Low CalFresh Enrollment Among California College Students",
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"content": "\u003cp>Few college students participate in the state’s CalFresh food program despite being eligible, according to a report published Tuesday by the University of California’s \u003ca class=\"external\" href=\"https://www.capolicylab.org/\" target=\"_blank\" rel=\"noopener\">California Policy Lab\u003c/a>.\u003c/p>\n\u003cp>The report, “\u003ca class=\"external\" href=\"https://www.capolicylab.org/news/new-report-finds-the-majority-of-california-college-students-who-are-eligible-for-calfresh-benefits-dont-participate/\" target=\"_blank\" rel=\"noopener\">Filling the Gap: CalFresh Eligibility Among University of California and California Community College Students\u003c/a>,” is the first to link together datasets that provide estimates on the number of California college students who are eligible for CalFresh, the state’s food benefits program, in addition to their take-up rate — the share of students who are eligible and also participate in the program.\u003c/p>\n\u003cp>The report’s authors found that CalFresh eligibility and students’ subsequent enrollment in the program depended significantly on which institution of higher learning they attended, age, housing situation, and other factors. The school they were enrolled in was often connected to the level of outreach they received, informing them of the food benefits program and whether they received a certain financial aid grant that made them eligible for CalFresh.\u003c/p>\n\u003cp>[aside postID=\"news_11978394,news_11974262\" label=\"Related Stories\"]“California, in the last few years, has been increasingly focused on this channel of potential support for college students. It’s one of the pieces that students can paste together to put together a financial package that allows them to go to college,” said Jesse Rothstein, report co-author, about the CalFresh program.\u003c/p>\n\u003cp>CalFresh, once known as food stamps, is designed to provide money for groceries for California residents, making it a significant support program for low-income students. College students are typically eligible for CalFresh if they meet the regular rules that everyone, whether a student or not, must meet, in addition to at least one of more than a dozen exemptions. Understanding the \u003ca class=\"external\" href=\"https://www.cdss.ca.gov/Portals/9/CalFresh/Students/CF6177.pdf\" target=\"_blank\" rel=\"noopener\">long list of eligibility criteria\u003c/a> specific to students has long been seen as a significant barrier for students, according to the report.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“But because CalFresh is run by a different agency — it’s not part of the education system — I think it’s hard for students to navigate,” said Rothstein, Carmel P. Friesen Professor of Public Policy and Economics at UC Berkeley and the faculty director of the California Policy Lab’s UC Berkeley site.\u003c/p>\n\u003cp>The UC’s California Policy Lab collected the data for the report from four institutions: California Community College Chancellor’s Office, University of California Office of the President, California Department of Social Services and California Student Aid Commission.\u003c/p>\n\u003cp>In gathering data from these four agencies, the authors developed a database connecting college enrollment numbers, monthly CalFresh participation records, and annual federal financial aid (FAFSA) details.\u003c/p>\n\u003cp>The data points to differences in eligibility and take-up rates between students in the California community colleges and the UC campuses, as well as which students actually enroll to receive the benefits if they are eligible.\u003c/p>\n\u003cp>Data from the fall of 2019, the semester immediately prior to the COVID-19 pandemic, provides one of the clearest examples. During that time, the data showed a significant discrepancy between students who were eligible for CalFresh versus those who applied to receive the food aid — and further disparities depending on whether students were enrolled in a community college or a UC.\u003c/p>\n\u003cp>They found that 19% of community college students, 31% of UC undergraduates and 6% of UC graduate students were likely eligible for CalFresh. Yet just 30% of eligible community college students, 22% of eligible UC undergraduates, and 29% of eligible UC graduate students actually enrolled to receive CalFresh benefits.\u003c/p>\n\u003cp>The authors suggest a few reasons for the discrepancies.\u003c/p>\n\u003cp>First, UC students are less likely to live at home with their parents, increasing their chances of being eligible for CalFresh.\u003c/p>\n\u003cp>Second, students in the community colleges are overall less likely to be eligible for CalFresh. This is because “the version of the Cal Grant given to UC students qualifies many of them for CalFresh eligibility, but the version given to CCC students does not,” per the report’s authors.\u003c/p>\n\u003cp>And, finally, the UC has increased outreach efforts to enroll more eligible students into basic needs programs like CalFresh. This would explain, the authors wrote, why the take-up rate among UC undergraduates has increased substantially since 2017, while the same rate among community college students has declined.\u003c/p>\n\u003cp>The authors note that they can only provide data estimates in the report because the multiple eligibility determination factors may be captured inaccurately, although errors were likely insignificant and “our estimates are a good approximation of the share of students who would be found eligible under individualized determinations.”\u003c/p>\n\u003cp>A deeper look into data from the fall of 2019 highlights important details, including:\u003c/p>\n\u003cul>\n\u003cli>The Central Coast’s UC Santa Barbara had the third-highest eligibility rate at 36% but the highest take-up rate at 37%\u003c/li>\n\u003cli>Of the community college regions statewide, the Central Valley had both the highest eligibility rate at 23% and the highest take-up rate at 38%, while the Bay Area had the lowest eligibility rate at 12% and the lowest take-up rate at 22%\u003c/li>\n\u003cli>Black and Latino students were more likely to be eligible than white or Asian peers regardless of the institution attended\u003c/li>\n\u003cli>When it came to actually enrolling in CalFresh, Black and Latino students were more likely to do so if attending a UC, but Latino students were less likely to enroll in the program if attending a community college\u003c/li>\n\u003cli>Students over the age of 23 had higher take-up rates than those 23 years and younger at both institutions\u003c/li>\n\u003c/ul>\n\u003cp>Some of those details were expected, given the history of outreach out of certain institutions. Santa Barbara County and UC Santa Barbara, for example, have long worked toward smoothing out the process for students to both determine their CalFresh eligibility and to apply for the program.\u003c/p>\n\u003cp>Other details, such as the low take-up rates in Los Angeles and the San Francisco Bay Area, highlight the potential need for additional outreach in regions with increasingly high housing and cost-of-living expenses. Among community college students in Los Angeles, just 4% of the population were both eligible and participating in CalFresh during the fall of 2019. That number is 3% during the same timeframe in the Bay Area.\u003c/p>\n\u003ch2>The development of a new dataset\u003c/h2>\n\u003cp>The report included data from millions of students who attended UC and community college campuses between the 2010-11 and 2021-22 school years. While the report’s authors were largely focused on the most recent data, they included previous years’ data that was consistent across the four agencies they had data-sharing agreements with — and this happened to take them as far back as the 2010-11 school year.\u003c/p>\n\u003cp>The bulk of the project took about four years to complete, according to Rothstein, who noted that this project took “longer than most” he’s worked on in his career. The team first needed to execute data-sharing agreements between each of the institutions included in the report and then clean it up to ensure accuracy.\u003c/p>\n\u003cp>“It’s really beyond the ability of the individual agencies to do this kind of project,” Rothstein said.“It just takes too long and requires too much collaboration between agencies.”\u003c/p>\n\u003cp>Notably missing from the institutions that shared their data was California State University, which is the nation’s largest four-year public university system.\u003c/p>\n\u003cp>The CSU “was more reluctant” to share their data, Rothstein said, and his team decided to move forward without that system’s information. He noted that his team plans to work on another edition of the report in which they hope to be able to include CSU data.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Our hope is that by kind of developing long-term relationships with the agencies, we can build the trust that’s required to do this kind of project,” Rothstein said. “We can also build the kind of specialized knowledge of the individual data sets that makes it possible.”\u003c/p>\n\n",
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"title": "Study Reveals Low CalFresh Enrollment Among California College Students | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Few college students participate in the state’s CalFresh food program despite being eligible, according to a report published Tuesday by the University of California’s \u003ca class=\"external\" href=\"https://www.capolicylab.org/\" target=\"_blank\" rel=\"noopener\">California Policy Lab\u003c/a>.\u003c/p>\n\u003cp>The report, “\u003ca class=\"external\" href=\"https://www.capolicylab.org/news/new-report-finds-the-majority-of-california-college-students-who-are-eligible-for-calfresh-benefits-dont-participate/\" target=\"_blank\" rel=\"noopener\">Filling the Gap: CalFresh Eligibility Among University of California and California Community College Students\u003c/a>,” is the first to link together datasets that provide estimates on the number of California college students who are eligible for CalFresh, the state’s food benefits program, in addition to their take-up rate — the share of students who are eligible and also participate in the program.\u003c/p>\n\u003cp>The report’s authors found that CalFresh eligibility and students’ subsequent enrollment in the program depended significantly on which institution of higher learning they attended, age, housing situation, and other factors. The school they were enrolled in was often connected to the level of outreach they received, informing them of the food benefits program and whether they received a certain financial aid grant that made them eligible for CalFresh.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“California, in the last few years, has been increasingly focused on this channel of potential support for college students. It’s one of the pieces that students can paste together to put together a financial package that allows them to go to college,” said Jesse Rothstein, report co-author, about the CalFresh program.\u003c/p>\n\u003cp>CalFresh, once known as food stamps, is designed to provide money for groceries for California residents, making it a significant support program for low-income students. College students are typically eligible for CalFresh if they meet the regular rules that everyone, whether a student or not, must meet, in addition to at least one of more than a dozen exemptions. Understanding the \u003ca class=\"external\" href=\"https://www.cdss.ca.gov/Portals/9/CalFresh/Students/CF6177.pdf\" target=\"_blank\" rel=\"noopener\">long list of eligibility criteria\u003c/a> specific to students has long been seen as a significant barrier for students, according to the report.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“But because CalFresh is run by a different agency — it’s not part of the education system — I think it’s hard for students to navigate,” said Rothstein, Carmel P. Friesen Professor of Public Policy and Economics at UC Berkeley and the faculty director of the California Policy Lab’s UC Berkeley site.\u003c/p>\n\u003cp>The UC’s California Policy Lab collected the data for the report from four institutions: California Community College Chancellor’s Office, University of California Office of the President, California Department of Social Services and California Student Aid Commission.\u003c/p>\n\u003cp>In gathering data from these four agencies, the authors developed a database connecting college enrollment numbers, monthly CalFresh participation records, and annual federal financial aid (FAFSA) details.\u003c/p>\n\u003cp>The data points to differences in eligibility and take-up rates between students in the California community colleges and the UC campuses, as well as which students actually enroll to receive the benefits if they are eligible.\u003c/p>\n\u003cp>Data from the fall of 2019, the semester immediately prior to the COVID-19 pandemic, provides one of the clearest examples. During that time, the data showed a significant discrepancy between students who were eligible for CalFresh versus those who applied to receive the food aid — and further disparities depending on whether students were enrolled in a community college or a UC.\u003c/p>\n\u003cp>They found that 19% of community college students, 31% of UC undergraduates and 6% of UC graduate students were likely eligible for CalFresh. Yet just 30% of eligible community college students, 22% of eligible UC undergraduates, and 29% of eligible UC graduate students actually enrolled to receive CalFresh benefits.\u003c/p>\n\u003cp>The authors suggest a few reasons for the discrepancies.\u003c/p>\n\u003cp>First, UC students are less likely to live at home with their parents, increasing their chances of being eligible for CalFresh.\u003c/p>\n\u003cp>Second, students in the community colleges are overall less likely to be eligible for CalFresh. This is because “the version of the Cal Grant given to UC students qualifies many of them for CalFresh eligibility, but the version given to CCC students does not,” per the report’s authors.\u003c/p>\n\u003cp>And, finally, the UC has increased outreach efforts to enroll more eligible students into basic needs programs like CalFresh. This would explain, the authors wrote, why the take-up rate among UC undergraduates has increased substantially since 2017, while the same rate among community college students has declined.\u003c/p>\n\u003cp>The authors note that they can only provide data estimates in the report because the multiple eligibility determination factors may be captured inaccurately, although errors were likely insignificant and “our estimates are a good approximation of the share of students who would be found eligible under individualized determinations.”\u003c/p>\n\u003cp>A deeper look into data from the fall of 2019 highlights important details, including:\u003c/p>\n\u003cul>\n\u003cli>The Central Coast’s UC Santa Barbara had the third-highest eligibility rate at 36% but the highest take-up rate at 37%\u003c/li>\n\u003cli>Of the community college regions statewide, the Central Valley had both the highest eligibility rate at 23% and the highest take-up rate at 38%, while the Bay Area had the lowest eligibility rate at 12% and the lowest take-up rate at 22%\u003c/li>\n\u003cli>Black and Latino students were more likely to be eligible than white or Asian peers regardless of the institution attended\u003c/li>\n\u003cli>When it came to actually enrolling in CalFresh, Black and Latino students were more likely to do so if attending a UC, but Latino students were less likely to enroll in the program if attending a community college\u003c/li>\n\u003cli>Students over the age of 23 had higher take-up rates than those 23 years and younger at both institutions\u003c/li>\n\u003c/ul>\n\u003cp>Some of those details were expected, given the history of outreach out of certain institutions. Santa Barbara County and UC Santa Barbara, for example, have long worked toward smoothing out the process for students to both determine their CalFresh eligibility and to apply for the program.\u003c/p>\n\u003cp>Other details, such as the low take-up rates in Los Angeles and the San Francisco Bay Area, highlight the potential need for additional outreach in regions with increasingly high housing and cost-of-living expenses. Among community college students in Los Angeles, just 4% of the population were both eligible and participating in CalFresh during the fall of 2019. That number is 3% during the same timeframe in the Bay Area.\u003c/p>\n\u003ch2>The development of a new dataset\u003c/h2>\n\u003cp>The report included data from millions of students who attended UC and community college campuses between the 2010-11 and 2021-22 school years. While the report’s authors were largely focused on the most recent data, they included previous years’ data that was consistent across the four agencies they had data-sharing agreements with — and this happened to take them as far back as the 2010-11 school year.\u003c/p>\n\u003cp>The bulk of the project took about four years to complete, according to Rothstein, who noted that this project took “longer than most” he’s worked on in his career. The team first needed to execute data-sharing agreements between each of the institutions included in the report and then clean it up to ensure accuracy.\u003c/p>\n\u003cp>“It’s really beyond the ability of the individual agencies to do this kind of project,” Rothstein said.“It just takes too long and requires too much collaboration between agencies.”\u003c/p>\n\u003cp>Notably missing from the institutions that shared their data was California State University, which is the nation’s largest four-year public university system.\u003c/p>\n\u003cp>The CSU “was more reluctant” to share their data, Rothstein said, and his team decided to move forward without that system’s information. He noted that his team plans to work on another edition of the report in which they hope to be able to include CSU data.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our hope is that by kind of developing long-term relationships with the agencies, we can build the trust that’s required to do this kind of project,” Rothstein said. “We can also build the kind of specialized knowledge of the individual data sets that makes it possible.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "california-teachers-utilize-ai-for-paper-grading-but-who-evaluates-the-ai",
"title": "California Teachers Utilize AI for Paper Grading, But Who Evaluates the AI?",
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"headTitle": "California Teachers Utilize AI for Paper Grading, But Who Evaluates the AI? | KQED",
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"content": "\u003cp>Your children could be some of a growing number of California kids having their writing graded by software instead of a teacher.\u003c/p>\n\u003cp>California school districts are signing more contracts for artificial intelligence tools, from automated grading in San Diego to chatbots in central California, Los Angeles, and the San Francisco Bay Area.\u003c/p>\n\u003cp>English teachers say AI tools can help them grade papers faster, get students more feedback, and improve their learning experience. However, guidelines are vague, and adoption by teachers and districts is spotty.\u003c/p>\n\u003cp>The California Department of Education can’t tell you which schools use AI or how much they pay for it. The state doesn’t track AI use by school districts, said Katherine Goyette, computer science coordinator for the California Department of Education.\u003c/p>\n\u003cp>While Goyette said chatbots are the most common form of AI she’s encountered in schools, more and more California teachers are using AI tools to help grade student work. That’s consistent with surveys that have found \u003ca href=\"https://www.waltonfamilyfoundation.org/chatgpt-used-by-teachers-more-than-students-new-survey-from-walton-family-foundation-finds\">teachers use AI as often, if not more than students\u003c/a>, news that contrasts sharply with headlines about fears of students cheating with AI.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers use AI to do things like personalize reading material, create lesson plans, and other tasks in order to \u003ca href=\"https://www.wired.com/story/teachers-are-going-all-in-on-generative-ai/\">save time and and reduce burnout\u003c/a>. A report issued last fall in response to an \u003ca href=\"https://calmatters.org/economy/technology/2024/03/california-ai-purchasing-guidelines/\">AI executive order by Gov. Gavin Newsom\u003c/a> mentions opportunities to use AI for tutoring, summarization, and personalized content generation but also labels education a risky use case. Generative AI tools have been known to create convincing but inaccurate answers to questions and use\u003ca href=\"https://www.wired.com/story/efforts-make-text-ai-less-racist-terrible/\"> toxic language\u003c/a> or imagery laden with racism or sexism.\u003c/p>\n\u003cp>California \u003ca href=\"https://www.cde.ca.gov/pd/ca/cs/aiincalifornia.asp\">issued guidance\u003c/a> for how educators should use the technology last fall, one of seven states to do so. It encourages critical analysis of text and imagery created by AI models and conversations between teachers and students about what amounts to ethical or appropriate use of AI in the classroom.\u003c/p>\n\u003cp>But no specific mention is made of how teachers should treat AI that grades assignments. Additionally, the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=33308.5&lawCode=EDC\">California education code\u003c/a> states that guidance from the state is “merely exemplary and that compliance with the guidelines is not mandatory.”\u003c/p>\n\u003cfigure id=\"attachment_11988689\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988689\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg\" alt=\"A closeup of a laptop screen.\" width=\"1600\" height=\"2000\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg 1600w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-1229x1536.jpg 1229w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts uses Writeable, an AI platform, to grade students’ work at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Goyette said she’s waiting to see if the California Legislature passes \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb1288?slug=CA_202320240SB1288\">Senate Bill 1288\u003c/a>, which would require state Superintendent Tony Thurmond to create an AI working group to issue further guidance to local school districts on how to safely use AI. Cosponsored by Thurmond, the bill also calls for an assessment of the current state of AI in education and for the identification of forms of AI that can harm students and educators by 2026.\u003c/p>\n\u003cp>Nobody tracks what AI tools school districts are adopting or the policy they use to enforce standards, said Alix Gallagher, head of strategic partnerships at the Policy Analysis for California Education center at Stanford University. Since the state does not track curriculum that school districts adopt or software in use, it would be highly unusual for them to track AI contracts, she said.\u003c/p>\n\u003cp>[aside postID=\"news_11988031,news_11987803,mindshift_63809\" label=\"Related Stories\"]Amid AI hype, Gallagher thinks people can lose sight of the fact that the technology is just a tool and it will only be as good or problematic as the decisions of the humans using that tool, which is why she repeatedly urges investments in helping teachers understand AI tools and how to be thoughtful about their use and making space for communities are given voice about how to best meet their kid’s needs.\u003c/p>\n\u003cp>“Some people will probably make some pretty bad decisions that are not in the best interests of kids, and some other people might find ways to use maybe even the same tools to enrich student experiences,” she said.\u003c/p>\n\u003ch2>Teachers use AI to grade English papers\u003c/h2>\n\u003cp>Last summer, Jen Roberts, an English teacher at Point Loma High School in San Diego, went to a training session to learn how to use Writable, an AI tool that automates grading writing assignments and gives students feedback powered by OpenAI. For the past school year, Roberts used Writable and other AI tools in the classroom, and she said it’s been the best year yet of nearly three decades of teaching. Roberts said it has made her students better writers, not because AI did the writing for them, but because automated feedback can tell her students faster than she can how to improve, which in turn allows her to hand out more writing assignments.\u003c/p>\n\u003cp>“At this point last year, a lot of students were still struggling to write a paragraph, let alone an essay with evidence and claims and reasoning and explanation and elaboration and all of that,” Roberts said. “This year, they’re just getting there faster.”\u003c/p>\n\u003cp>Roberts feels Writable is “very accurate” when grading her students of average aptitude. But, she said, there’s a downside: It sometimes assigns high-performing students lower grades than merited and struggling students higher grades. She said she routinely checks answers when the AI grades assignments but only checks the feedback it gives students occasionally.\u003c/p>\n\u003cp>“In actual practicality, I do not look at the feedback it gives every single student,” she said. “That’s just not a great use of my time. But I do a lot of spot checking, and I see what’s going on, and if I see a student that I’m worried about get feedback, (I’m like) ‘Let me go look at what his feedback is and then go talk to him about that.’”\u003c/p>\n\u003cfigure id=\"attachment_11988687\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988687\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg\" alt=\"Students sit at desks with laptops in front of them in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students read during Jen Roberts’ English class at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Alex Rainey teaches English to fourth graders at Chico Country Day School in northern California. She used GPT-4, a language model made by OpenAI which costs $20 a month, to grade papers and provide feedback. After uploading her grading rubric and examples of her written feedback, she used AI to grade assignments about animal defense mechanisms, allowing GPT-4 to analyze students’ grammar and sentence structure while she focused on assessing creativity.\u003c/p>\n\u003cfigure id=\"attachment_11988685\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988685\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg\" alt=\"A closeup of a laptop screen.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student uses Magic School, an AI platform, to help generate ideas for a classroom writing prompt at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like the feedback it gave was very similar to how I grade my kids like my brain was tapped into it,” she said.\u003c/p>\n\u003cp>Like Roberts, she found that it saves time, transforming work that took hours into less than an hour, but she also found that sometimes GPT-4 is a tougher grader than she is. She agrees that quicker feedback and the ability to dole out more writing assignments produces better writers. A teacher can assign more writing before delivering feedback, but “then kids have nothing to grow from.”\u003c/p>\n\u003cp>Rainey said her experience grading with GPT-4 left her in agreement with Roberts, that more feedback and writing more often produces better writers. She feels strongly that teachers still need to oversee grading and feedback by AI, “but I think it’s amazing. I couldn’t go backwards now.”\u003c/p>\n\u003ch2>The cost of using AI in the classroom\u003c/h2>\n\u003cp>Contracts involving artificial intelligence can be lucrative.\u003c/p>\n\u003cp>To launch a chatbot named Ed, the Los Angeles Unified School District signed a $6.2 million contract for two years with the option of renewing for three additional years. Educators in Los Angeles use magic School AI and costs $100 per teacher per year.\u003c/p>\n\u003cp>Despite repeated calls and emails over the span of roughly a month, Writable and the San Diego Unified School District declined to share pricing details with CalMatters. A district spokesperson said teachers got access to Writeable through a contract with Houghton Mifflin Harcourt for English language learners.\u003c/p>\n\u003cp>QuillBot is an AI-powered writing tool for students in grades 4-12 made by the company Quill. Quill says its tool is currently used at 1,000 schools in California and has more than 13,000 student and educator users in San Diego alone. An annual Quill Premium subscription costs $80 per teacher or $1800 per school.\u003c/p>\n\u003cp>QuillBot does not generate writing for students like ChatGPT or grade writing assignments but gives students feedback on their writing. Quill is a nonprofit that’s raised $20 million from groups like Google’s charitable foundation and the Bill and Melinda Gates Foundation over the past 10 years.\u003c/p>\n\u003cfigure id=\"attachment_11988683\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988683\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg\" alt=\"A white woman wearing glasses and a black seater with a a dark red shirt points at a board while students at desks with laptops look.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts explains to her students how she uses Magic School, an AI platform, at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even if a teacher or district wants to shell out for an AI tool, guidance for safe and responsible use is still getting worked out.\u003c/p>\n\u003cp>Governments are placing high-risk labels on forms of AI with the power to make critical decisions about \u003ca href=\"https://calmatters.org/economy/technology/2024/05/ca-eu-ai-regulation/\">whether a person gets a job or rents an apartment or receives government benefits\u003c/a>. California Federation of Teachers President Jeff Freitas said he hasn’t considered whether AI for grading is moderate or high risk, but “it definitely is a risk to use for grading.”\u003c/p>\n\u003cp>The California Federation of Teachers is a union with 120,000 members. Freitas told CalMatters he’s concerned about AI having a number of consequences in the classroom. He’s worried administrators may use it to justify increasing classroom sizes or adding to teacher workloads; he’s worried about climate change and the amount of energy needed to train and deploy AI models’ he’s worried about protecting students’ privacy, and he’s worried about automation bias.\u003c/p>\n\u003cp>Regulators around the world are wrestling with AI praise approaches where it is used to \u003cem>augment \u003c/em>human decision-making instead of replacing it. But it’s difficult for laws to account for automation bias and humans becoming placing too much trust in machines.\u003c/p>\n\u003cp>The American Federation of Teachers created an AI working group in October 2023 to propose guidance on how educators should use the technology or talk about it in collective bargaining contract negotiations. Freitas said those guidelines are due out in the coming weeks.\u003c/p>\n\u003cp>“We’re trying to provide guidelines for educators to not solely rely on (AI), he said. “It should be used as a tool, and you should not lose your critical analysis of what it’s producing for you.”\u003c/p>\n\u003ch2>State AI guidelines for teachers\u003c/h2>\n\u003cp>Goyette, the computer science coordinator for the education department, helped create state AI guidelines and speaks to county offices of education for in-person training on AI for educators. She also helped create an online AI training series for educators. She said the \u003ca href=\"https://www.youtube.com/watch?v=0QXvYEjGKbI\">most popular online course is about workflow and efficiency\u003c/a>, which shows teachers how to automate lesson planning and grading.\u003c/p>\n\u003cp>“Teachers have an incredibly important and tough job, and what’s most important is that they’re building relationships with their students,” she said. “There’s decades of research that speaks to the power of that, so if they can save time on mundane tasks so that they can spend more time with their students, that’s a win.”\u003c/p>\n\u003cfigure id=\"attachment_11988684\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988684\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg\" alt=\"A white woman wearing glasses and a black seater with a a dark red shirt stand behind students sitting at desks in a classroom. \" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts checks on her student’s work at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Alex Kotran, chief executive of an education nonprofit that’s supported by Google and OpenAI, said they found that it’s hard to design a language model to predictably match how a teacher grades papers.\u003c/p>\n\u003cp>He spoke with teachers willing to accept a model that’s accurate 80% of the time in order to reap the reward of time saved, but he thinks it’s probably safe to say that a student or parent would want to make sure an AI model used for grading is even more accurate.\u003c/p>\n\u003cp>Kotran of the AI Education Project thinks it makes sense for school districts to adopt a policy that says teachers should be wary any time they use AI tools that can have disparate effects on student’s lives.\u003c/p>\n\u003cp>Even with such a policy, teachers can still fall victim to trusting AI without question. And even if the state kept track of AI used by school districts, there’s still the possibility that teachers will purchase technology for use on their personal computers.\u003c/p>\n\u003cp>Kotran said he routinely speaks with educators across the U.S. and is not aware of any systematic studies to verify the effectiveness and consistency of AI for grading English papers.\u003c/p>\n\u003ch3 id=\"h-when-teachers-can-t-tell-if-they-re-cheating\" class=\"wp-block-heading\">When teachers can’t tell if they’re cheating\u003c/h3>\n\u003cp>Roberts, the Point Loma High School teacher, describes herself as pro technology.\u003c/p>\n\u003cp>She \u003ca href=\"http://www.litandtech.com/\">regularly writes\u003c/a> and speaks about AI. Her experiences have led her to the opinion that grading with AI is what’s best for her students, but she didn’t arrive at that conclusion easily.\u003c/p>\n\u003cp>At first, she questioned whether using AI for grading and feedback could hurt her understanding of her students. Today, she views using AI as the cross-country coach who rides alongside student-athletes in a golf cart, like an aid that helps her assist her students better.\u003c/p>\n\u003cfigure id=\"attachment_11988688\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988688\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg\" alt=\"A hand rests on a laptop keyboard with a book beside it.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student scrolls through their laptop during 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>Roberts says the average high school English teacher in her district has roughly 180 students. Grading and feedback can take between five to 10 minutes per assignment, she says, so between teaching, meetings, and other duties, it can take two to three weeks to get feedback back into the hands of students unless a teacher decides to give up large chunks of their weekends. With AI, it takes Roberts a day or two.\u003c/p>\n\u003cp>Ultimately, she concluded, “If my students are growing as writers, then I don’t think I’m cheating.” She says AI reduces her fatigue, giving her more time to focus on struggling students and giving them more detailed feedback.\u003c/p>\n\u003cp>“My job is to make sure you grow and that you’re a healthy, happy, literate adult by the time you graduate from high school, and I will use any tool that helps me do that, and I’m not going to get hung up on the moral aspects of that,” she said. “My job is not to spend every Saturday reading essays. Way too many English teachers work way too many hours a week because they are grading students the old-fashioned way.”\u003c/p>\n\u003cp>Roberts also thinks AI might be a less biased grader in some instances than human teachers, who can adjust their grading for students sometimes to give them the benefit of the doubt or be punitive if they were particularly annoying in class recently.\u003c/p>\n\u003cp>She isn’t worried about students cheating with AI, a concern she characterizes as a moral panic. She points to a \u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">Stanford University study\u003c/a> released last fall, which found that students cheated just as much before the advent of ChatGPT as they did a year after the release of the AI.\u003c/p>\n\u003cp>Goyette said she understands why students question whether some AI use by teachers is like cheating. Education department AI guidelines encourage teachers and students to use the technology more. What’s essential, Goyette said, is that teachers discuss what ethical use of AI looks like in their classroom and convey that — like using a calculator in math class — using AI is accepted or encouraged for some assignments and not others.\u003c/p>\n\u003cp>For the last assignment of the year, Robers has one final experiment to run: Edit an essay written entirely by AI. However, they must change at least 50% of the text, make it 25% longer, write their own thesis, and add quotes from classroom reading material. The idea, she said, is to prepare them for a future where AI writes the first draft and humans edit the results to fit their needs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It used to be you weren’t allowed to bring a calculator into the SATs, and now you’re supposed to bring your calculator, so things change,” she said. “It’s just moral panic. Things change, and people freak out, and that’s what’s happening.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Your children could be some of a growing number of California kids having their writing graded by software instead of a teacher.\u003c/p>\n\u003cp>California school districts are signing more contracts for artificial intelligence tools, from automated grading in San Diego to chatbots in central California, Los Angeles, and the San Francisco Bay Area.\u003c/p>\n\u003cp>English teachers say AI tools can help them grade papers faster, get students more feedback, and improve their learning experience. However, guidelines are vague, and adoption by teachers and districts is spotty.\u003c/p>\n\u003cp>The California Department of Education can’t tell you which schools use AI or how much they pay for it. The state doesn’t track AI use by school districts, said Katherine Goyette, computer science coordinator for the California Department of Education.\u003c/p>\n\u003cp>While Goyette said chatbots are the most common form of AI she’s encountered in schools, more and more California teachers are using AI tools to help grade student work. That’s consistent with surveys that have found \u003ca href=\"https://www.waltonfamilyfoundation.org/chatgpt-used-by-teachers-more-than-students-new-survey-from-walton-family-foundation-finds\">teachers use AI as often, if not more than students\u003c/a>, news that contrasts sharply with headlines about fears of students cheating with AI.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers use AI to do things like personalize reading material, create lesson plans, and other tasks in order to \u003ca href=\"https://www.wired.com/story/teachers-are-going-all-in-on-generative-ai/\">save time and and reduce burnout\u003c/a>. A report issued last fall in response to an \u003ca href=\"https://calmatters.org/economy/technology/2024/03/california-ai-purchasing-guidelines/\">AI executive order by Gov. Gavin Newsom\u003c/a> mentions opportunities to use AI for tutoring, summarization, and personalized content generation but also labels education a risky use case. Generative AI tools have been known to create convincing but inaccurate answers to questions and use\u003ca href=\"https://www.wired.com/story/efforts-make-text-ai-less-racist-terrible/\"> toxic language\u003c/a> or imagery laden with racism or sexism.\u003c/p>\n\u003cp>California \u003ca href=\"https://www.cde.ca.gov/pd/ca/cs/aiincalifornia.asp\">issued guidance\u003c/a> for how educators should use the technology last fall, one of seven states to do so. It encourages critical analysis of text and imagery created by AI models and conversations between teachers and students about what amounts to ethical or appropriate use of AI in the classroom.\u003c/p>\n\u003cp>But no specific mention is made of how teachers should treat AI that grades assignments. Additionally, the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=33308.5&lawCode=EDC\">California education code\u003c/a> states that guidance from the state is “merely exemplary and that compliance with the guidelines is not mandatory.”\u003c/p>\n\u003cfigure id=\"attachment_11988689\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988689\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg\" alt=\"A closeup of a laptop screen.\" width=\"1600\" height=\"2000\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29.jpg 1600w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-800x1000.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-1020x1275.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_29-1229x1536.jpg 1229w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts uses Writeable, an AI platform, to grade students’ work at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Goyette said she’s waiting to see if the California Legislature passes \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240sb1288?slug=CA_202320240SB1288\">Senate Bill 1288\u003c/a>, which would require state Superintendent Tony Thurmond to create an AI working group to issue further guidance to local school districts on how to safely use AI. Cosponsored by Thurmond, the bill also calls for an assessment of the current state of AI in education and for the identification of forms of AI that can harm students and educators by 2026.\u003c/p>\n\u003cp>Nobody tracks what AI tools school districts are adopting or the policy they use to enforce standards, said Alix Gallagher, head of strategic partnerships at the Policy Analysis for California Education center at Stanford University. Since the state does not track curriculum that school districts adopt or software in use, it would be highly unusual for them to track AI contracts, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Amid AI hype, Gallagher thinks people can lose sight of the fact that the technology is just a tool and it will only be as good or problematic as the decisions of the humans using that tool, which is why she repeatedly urges investments in helping teachers understand AI tools and how to be thoughtful about their use and making space for communities are given voice about how to best meet their kid’s needs.\u003c/p>\n\u003cp>“Some people will probably make some pretty bad decisions that are not in the best interests of kids, and some other people might find ways to use maybe even the same tools to enrich student experiences,” she said.\u003c/p>\n\u003ch2>Teachers use AI to grade English papers\u003c/h2>\n\u003cp>Last summer, Jen Roberts, an English teacher at Point Loma High School in San Diego, went to a training session to learn how to use Writable, an AI tool that automates grading writing assignments and gives students feedback powered by OpenAI. For the past school year, Roberts used Writable and other AI tools in the classroom, and she said it’s been the best year yet of nearly three decades of teaching. Roberts said it has made her students better writers, not because AI did the writing for them, but because automated feedback can tell her students faster than she can how to improve, which in turn allows her to hand out more writing assignments.\u003c/p>\n\u003cp>“At this point last year, a lot of students were still struggling to write a paragraph, let alone an essay with evidence and claims and reasoning and explanation and elaboration and all of that,” Roberts said. “This year, they’re just getting there faster.”\u003c/p>\n\u003cp>Roberts feels Writable is “very accurate” when grading her students of average aptitude. But, she said, there’s a downside: It sometimes assigns high-performing students lower grades than merited and struggling students higher grades. She said she routinely checks answers when the AI grades assignments but only checks the feedback it gives students occasionally.\u003c/p>\n\u003cp>“In actual practicality, I do not look at the feedback it gives every single student,” she said. “That’s just not a great use of my time. But I do a lot of spot checking, and I see what’s going on, and if I see a student that I’m worried about get feedback, (I’m like) ‘Let me go look at what his feedback is and then go talk to him about that.’”\u003c/p>\n\u003cfigure id=\"attachment_11988687\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988687\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg\" alt=\"Students sit at desks with laptops in front of them in a classroom.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_18-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students read during Jen Roberts’ English class at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Alex Rainey teaches English to fourth graders at Chico Country Day School in northern California. She used GPT-4, a language model made by OpenAI which costs $20 a month, to grade papers and provide feedback. After uploading her grading rubric and examples of her written feedback, she used AI to grade assignments about animal defense mechanisms, allowing GPT-4 to analyze students’ grammar and sentence structure while she focused on assessing creativity.\u003c/p>\n\u003cfigure id=\"attachment_11988685\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988685\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg\" alt=\"A closeup of a laptop screen.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_12-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student uses Magic School, an AI platform, to help generate ideas for a classroom writing prompt at Point Loma High School in San Diego on May 3, 2024. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I feel like the feedback it gave was very similar to how I grade my kids like my brain was tapped into it,” she said.\u003c/p>\n\u003cp>Like Roberts, she found that it saves time, transforming work that took hours into less than an hour, but she also found that sometimes GPT-4 is a tougher grader than she is. She agrees that quicker feedback and the ability to dole out more writing assignments produces better writers. A teacher can assign more writing before delivering feedback, but “then kids have nothing to grow from.”\u003c/p>\n\u003cp>Rainey said her experience grading with GPT-4 left her in agreement with Roberts, that more feedback and writing more often produces better writers. She feels strongly that teachers still need to oversee grading and feedback by AI, “but I think it’s amazing. I couldn’t go backwards now.”\u003c/p>\n\u003ch2>The cost of using AI in the classroom\u003c/h2>\n\u003cp>Contracts involving artificial intelligence can be lucrative.\u003c/p>\n\u003cp>To launch a chatbot named Ed, the Los Angeles Unified School District signed a $6.2 million contract for two years with the option of renewing for three additional years. Educators in Los Angeles use magic School AI and costs $100 per teacher per year.\u003c/p>\n\u003cp>Despite repeated calls and emails over the span of roughly a month, Writable and the San Diego Unified School District declined to share pricing details with CalMatters. A district spokesperson said teachers got access to Writeable through a contract with Houghton Mifflin Harcourt for English language learners.\u003c/p>\n\u003cp>QuillBot is an AI-powered writing tool for students in grades 4-12 made by the company Quill. Quill says its tool is currently used at 1,000 schools in California and has more than 13,000 student and educator users in San Diego alone. An annual Quill Premium subscription costs $80 per teacher or $1800 per school.\u003c/p>\n\u003cp>QuillBot does not generate writing for students like ChatGPT or grade writing assignments but gives students feedback on their writing. Quill is a nonprofit that’s raised $20 million from groups like Google’s charitable foundation and the Bill and Melinda Gates Foundation over the past 10 years.\u003c/p>\n\u003cfigure id=\"attachment_11988683\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988683\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg\" alt=\"A white woman wearing glasses and a black seater with a a dark red shirt points at a board while students at desks with laptops look.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_09-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts explains to her students how she uses Magic School, an AI platform, at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even if a teacher or district wants to shell out for an AI tool, guidance for safe and responsible use is still getting worked out.\u003c/p>\n\u003cp>Governments are placing high-risk labels on forms of AI with the power to make critical decisions about \u003ca href=\"https://calmatters.org/economy/technology/2024/05/ca-eu-ai-regulation/\">whether a person gets a job or rents an apartment or receives government benefits\u003c/a>. California Federation of Teachers President Jeff Freitas said he hasn’t considered whether AI for grading is moderate or high risk, but “it definitely is a risk to use for grading.”\u003c/p>\n\u003cp>The California Federation of Teachers is a union with 120,000 members. Freitas told CalMatters he’s concerned about AI having a number of consequences in the classroom. He’s worried administrators may use it to justify increasing classroom sizes or adding to teacher workloads; he’s worried about climate change and the amount of energy needed to train and deploy AI models’ he’s worried about protecting students’ privacy, and he’s worried about automation bias.\u003c/p>\n\u003cp>Regulators around the world are wrestling with AI praise approaches where it is used to \u003cem>augment \u003c/em>human decision-making instead of replacing it. But it’s difficult for laws to account for automation bias and humans becoming placing too much trust in machines.\u003c/p>\n\u003cp>The American Federation of Teachers created an AI working group in October 2023 to propose guidance on how educators should use the technology or talk about it in collective bargaining contract negotiations. Freitas said those guidelines are due out in the coming weeks.\u003c/p>\n\u003cp>“We’re trying to provide guidelines for educators to not solely rely on (AI), he said. “It should be used as a tool, and you should not lose your critical analysis of what it’s producing for you.”\u003c/p>\n\u003ch2>State AI guidelines for teachers\u003c/h2>\n\u003cp>Goyette, the computer science coordinator for the education department, helped create state AI guidelines and speaks to county offices of education for in-person training on AI for educators. She also helped create an online AI training series for educators. She said the \u003ca href=\"https://www.youtube.com/watch?v=0QXvYEjGKbI\">most popular online course is about workflow and efficiency\u003c/a>, which shows teachers how to automate lesson planning and grading.\u003c/p>\n\u003cp>“Teachers have an incredibly important and tough job, and what’s most important is that they’re building relationships with their students,” she said. “There’s decades of research that speaks to the power of that, so if they can save time on mundane tasks so that they can spend more time with their students, that’s a win.”\u003c/p>\n\u003cfigure id=\"attachment_11988684\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988684\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg\" alt=\"A white woman wearing glasses and a black seater with a a dark red shirt stand behind students sitting at desks in a classroom. \" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_11-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">English teacher Jen Roberts checks on her student’s work at Point Loma High School in San Diego on May 3, 2024. Roberts uses AI platforms for classroom exercises and grading. \u003ccite>(Adriana Heldiz/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Alex Kotran, chief executive of an education nonprofit that’s supported by Google and OpenAI, said they found that it’s hard to design a language model to predictably match how a teacher grades papers.\u003c/p>\n\u003cp>He spoke with teachers willing to accept a model that’s accurate 80% of the time in order to reap the reward of time saved, but he thinks it’s probably safe to say that a student or parent would want to make sure an AI model used for grading is even more accurate.\u003c/p>\n\u003cp>Kotran of the AI Education Project thinks it makes sense for school districts to adopt a policy that says teachers should be wary any time they use AI tools that can have disparate effects on student’s lives.\u003c/p>\n\u003cp>Even with such a policy, teachers can still fall victim to trusting AI without question. And even if the state kept track of AI used by school districts, there’s still the possibility that teachers will purchase technology for use on their personal computers.\u003c/p>\n\u003cp>Kotran said he routinely speaks with educators across the U.S. and is not aware of any systematic studies to verify the effectiveness and consistency of AI for grading English papers.\u003c/p>\n\u003ch3 id=\"h-when-teachers-can-t-tell-if-they-re-cheating\" class=\"wp-block-heading\">When teachers can’t tell if they’re cheating\u003c/h3>\n\u003cp>Roberts, the Point Loma High School teacher, describes herself as pro technology.\u003c/p>\n\u003cp>She \u003ca href=\"http://www.litandtech.com/\">regularly writes\u003c/a> and speaks about AI. Her experiences have led her to the opinion that grading with AI is what’s best for her students, but she didn’t arrive at that conclusion easily.\u003c/p>\n\u003cp>At first, she questioned whether using AI for grading and feedback could hurt her understanding of her students. Today, she views using AI as the cross-country coach who rides alongside student-athletes in a golf cart, like an aid that helps her assist her students better.\u003c/p>\n\u003cfigure id=\"attachment_11988688\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11988688\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg\" alt=\"A hand rests on a laptop keyboard with a book beside it.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/06/050324_School-AI-San-Diego_AH_CM_20-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student scrolls through their laptop during 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>Roberts says the average high school English teacher in her district has roughly 180 students. Grading and feedback can take between five to 10 minutes per assignment, she says, so between teaching, meetings, and other duties, it can take two to three weeks to get feedback back into the hands of students unless a teacher decides to give up large chunks of their weekends. With AI, it takes Roberts a day or two.\u003c/p>\n\u003cp>Ultimately, she concluded, “If my students are growing as writers, then I don’t think I’m cheating.” She says AI reduces her fatigue, giving her more time to focus on struggling students and giving them more detailed feedback.\u003c/p>\n\u003cp>“My job is to make sure you grow and that you’re a healthy, happy, literate adult by the time you graduate from high school, and I will use any tool that helps me do that, and I’m not going to get hung up on the moral aspects of that,” she said. “My job is not to spend every Saturday reading essays. Way too many English teachers work way too many hours a week because they are grading students the old-fashioned way.”\u003c/p>\n\u003cp>Roberts also thinks AI might be a less biased grader in some instances than human teachers, who can adjust their grading for students sometimes to give them the benefit of the doubt or be punitive if they were particularly annoying in class recently.\u003c/p>\n\u003cp>She isn’t worried about students cheating with AI, a concern she characterizes as a moral panic. She points to a \u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">Stanford University study\u003c/a> released last fall, which found that students cheated just as much before the advent of ChatGPT as they did a year after the release of the AI.\u003c/p>\n\u003cp>Goyette said she understands why students question whether some AI use by teachers is like cheating. Education department AI guidelines encourage teachers and students to use the technology more. What’s essential, Goyette said, is that teachers discuss what ethical use of AI looks like in their classroom and convey that — like using a calculator in math class — using AI is accepted or encouraged for some assignments and not others.\u003c/p>\n\u003cp>For the last assignment of the year, Robers has one final experiment to run: Edit an essay written entirely by AI. However, they must change at least 50% of the text, make it 25% longer, write their own thesis, and add quotes from classroom reading material. The idea, she said, is to prepare them for a future where AI writes the first draft and humans edit the results to fit their needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It used to be you weren’t allowed to bring a calculator into the SATs, and now you’re supposed to bring your calculator, so things change,” she said. “It’s just moral panic. Things change, and people freak out, and that’s what’s happening.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
"link": "https://www.cityarts.net",
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"order": 1
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"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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"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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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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}
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"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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"source": "kqed",
"order": 9
},
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"id": "fresh-air",
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"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",
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"source": "NPR"
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
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"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. ",
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"order": 18
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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/",
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},
"link": "/radio/program/latino-usa",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
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"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",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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