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"content": "\u003cp>Lois the Pie Queen, considered one of the oldest \u003ca href=\"https://www.kqed.org/bayareabites/132331/your-guide-to-black-owned-eateries-around-the-bay\">Black-owned restaurants\u003c/a> in Northern California, recently served up a history lesson to Oakland high school students alongside its menu of soul food favorites.\u003c/p>\n\u003cp>“Buildings have been torn down. New buildings been built. But in terms of here, it’s always been the same. Everybody wants to find Lois the Pie Queen and see what it’s all about,” said restaurant owner Corey Jackson.\u003c/p>\n\u003cfigure id=\"attachment_11944744\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944744\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lois the Pie Queen restaurant in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lois the Pie Queen’s decades-long staying power in the community made it the ideal first stop during a high school field trip tour of historic Black sites in Oakland.\u003c/p>\n\u003cp>On Monday, Tony Green, a teacher at Bishop O’Dowd High School, led the field trip for a group of juniors and seniors enrolled in his Advanced Placement African American Studies class.\u003c/p>\n\u003cfigure id=\"attachment_11944785\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944785\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1.jpg\" alt=\"A close up of a diner counter with hot sauce bottles, glass sugar containers, salt and pepper shakers, packets of jelly and plastic bottles of ketchup neatly arranged. In the background, a large collage of individually framed photos decorate the wall leaving no room between each frame. In the center, coffee pots warm on the coffee station.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Photos fill the wall behind the lunch counter at Lois the Pie Queen restaurant in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Throughout the year, Green said he’s taught his students about the wealth gap, redlining and gentrification.\u003c/p>\n\u003cp>“It’s meaningful because it’s an attempt at telling the actual truth about African Americans and their relationship with the rest of the world,” said Green, who’s been teaching a version of the class for 32 years.\u003c/p>\n\u003cfigure id=\"attachment_11944745\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944745\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tony Green speaks to his African American studies class at Bishop O’Dowd High School in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Christian Colbert, a junior, said Green’s teaching style — which aims not only to explain historical facts, but to also show how they’re interconnected across time — resonated with him.\u003c/p>\n\u003cp>“I just feel like a lot of history classes are just like bits and pieces of history,” he said. “Classes like these, kind of give you the whole thing, from like, ancient in Mali, to like, all the way to the Black Panthers.”\u003c/p>\n\u003cfigure id=\"attachment_11944737\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944737\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"Students sit at desks inside a classroom. A projector displays a presentation. Three high school boys stand at the podium in front of the classroom ready to speak.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Christian Colbert (right), a junior, speaks about urban development and redlining during a presentation in Tony Green’s African American studies class at Bishop O’Dowd High School in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bishop O’Dowd, a Catholic school, is among 60 schools in the U.S. currently piloting the \u003ca href=\"https://apcentral.collegeboard.org/media/pdf/ap-african-american-studies-course-framework.pdf\">College Board AP African American Studies curriculum (PDF)\u003c/a> — which covers early African societies, the slave trade and the history of resistance and resilience in the U.S.[pullquote size=\"medium\" align=\"right\" citation=\"Catherine Gholamipour, student\"]‘History is mainly white history. You don’t get a ton of exposure to stuff like this in other classes.’[/pullquote]Recently, the curriculum became part of a national political debate around teaching history in schools. The focus on topics such as Black feminism, among others, is one of the reasons why \u003ca href=\"https://www.npr.org/2023/02/01/1153434464/college-boards-revised-ap-african-american-studies-course-draws-new-criticism\">Florida Gov. Ron DeSantis\u003c/a> initially refused to offer the course in schools in that state.\u003c/p>\n\u003cp>California has also had its share of discussions around social studies requirements. Starting with the class of 2030, \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">a new law\u003c/a> mandates all high school students in the Golden State complete a semester of ethnic studies — in part to help students of color see themselves reflected.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“History is mainly white history,” said Catherine Gholamipour, a student in Green’s class. “You don’t get a ton of exposure to stuff like this in other classes.”\u003c/p>\n\u003cp>Her peer Nartan Farucht, a senior, echoed the importance of a class that fills in the gaps of other social studies classes.\u003c/p>\n\u003cfigure id=\"attachment_11944740\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944740\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut.jpg\" alt='A sign hangs outside of a brick building reads \"Marcus Books.\"' width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A sign for Marcus Book Store hangs above the business in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You can’t actually talk about the way we built our government, where we built our cities, we built our schools, without talking about the slave trade and the people who actually built these locations on their backs,” Farucht said.[aside postID=news_11942006 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/03/Mother-and-Son-1020x765.jpeg']Green and his students all live in Oakland, a city lush with history and the birthplace of the revolutionary Black Panther Party. During the field trip, the class made additional stops at Marcus Books, the oldest Black-owned bookstore in the country, and the West Oakland Mural Project, whose blue facade recognizes the women of the Black Panther Party and houses the only museum in the U.S. dedicated to the organization’s legacy.\u003c/p>\n\u003cp>Jilchristina Vest, the museum’s founder and curator, explained to Green’s class how the party was instrumental in community service efforts, offering free breakfast programs, health care and food co-ops.\u003c/p>\n\u003cp>“It’s uplifting all of us, and if I’m not allowed to learn my history as an American, then why do we have schools at all,” she said.\u003c/p>\n\u003cp>Tobias Aisien, a junior at Bishop O’Dowd, said the museum visit helped him make connections to the history he’s been studying.\u003c/p>\n\u003cfigure id=\"attachment_11944750\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944750\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Tobias Aisien, a Bishop O’Dowd High School junior, listens to speakers during Tony Green’s African American studies class in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Women’s involvement in the Black Panthers, you don’t really learn about that in the history books. So it’s just really cool to see,” Aisien said.\u003c/p>\n\u003cp>Oakland’s contributions to Black history are highlighted in the AP course’s national curriculum, which includes a unit about the origins and contributions of the Black Panther Party.\u003c/p>\n\u003cfigure id=\"attachment_11944792\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944792\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut.jpg\" alt=\"Inside a bookstore, a wall is covered in colorful imagery and black and white posters of historic figures such as James Baldwin, Paul Robeson, Malcolm X and Martin Luther King Jr.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Black history posters line a wall at Marcus Book Store in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Green said AP African American Studies is expected to expand to hundreds of schools nationwide next year.\u003c/p>\n\u003cp>“We are a very diverse country and everybody here has made contributions,” he said. “So that’s what history is supposed to be, right? It gives us, the citizens of society, a sense of who they are and what their values should be.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Bishop O'Dowd, a Catholic high school in Oakland, is among 60 schools in the U.S. currently piloting the College Board AP African American Studies curriculum. Students recently took a field trip to learn more about important Black historical sites in their hometown.",
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"title": "'It's Uplifting All of Us': Oakland High School Students Experience Lessons in Black History Beyond the Classroom | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lois the Pie Queen, considered one of the oldest \u003ca href=\"https://www.kqed.org/bayareabites/132331/your-guide-to-black-owned-eateries-around-the-bay\">Black-owned restaurants\u003c/a> in Northern California, recently served up a history lesson to Oakland high school students alongside its menu of soul food favorites.\u003c/p>\n\u003cp>“Buildings have been torn down. New buildings been built. But in terms of here, it’s always been the same. Everybody wants to find Lois the Pie Queen and see what it’s all about,” said restaurant owner Corey Jackson.\u003c/p>\n\u003cfigure id=\"attachment_11944744\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944744\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lois the Pie Queen restaurant in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lois the Pie Queen’s decades-long staying power in the community made it the ideal first stop during a high school field trip tour of historic Black sites in Oakland.\u003c/p>\n\u003cp>On Monday, Tony Green, a teacher at Bishop O’Dowd High School, led the field trip for a group of juniors and seniors enrolled in his Advanced Placement African American Studies class.\u003c/p>\n\u003cfigure id=\"attachment_11944785\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944785\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1.jpg\" alt=\"A close up of a diner counter with hot sauce bottles, glass sugar containers, salt and pepper shakers, packets of jelly and plastic bottles of ketchup neatly arranged. In the background, a large collage of individually framed photos decorate the wall leaving no room between each frame. In the center, coffee pots warm on the coffee station.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Photos fill the wall behind the lunch counter at Lois the Pie Queen restaurant in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Throughout the year, Green said he’s taught his students about the wealth gap, redlining and gentrification.\u003c/p>\n\u003cp>“It’s meaningful because it’s an attempt at telling the actual truth about African Americans and their relationship with the rest of the world,” said Green, who’s been teaching a version of the class for 32 years.\u003c/p>\n\u003cfigure id=\"attachment_11944745\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944745\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tony Green speaks to his African American studies class at Bishop O’Dowd High School in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Christian Colbert, a junior, said Green’s teaching style — which aims not only to explain historical facts, but to also show how they’re interconnected across time — resonated with him.\u003c/p>\n\u003cp>“I just feel like a lot of history classes are just like bits and pieces of history,” he said. “Classes like these, kind of give you the whole thing, from like, ancient in Mali, to like, all the way to the Black Panthers.”\u003c/p>\n\u003cfigure id=\"attachment_11944737\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944737\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"Students sit at desks inside a classroom. A projector displays a presentation. Three high school boys stand at the podium in front of the classroom ready to speak.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Christian Colbert (right), a junior, speaks about urban development and redlining during a presentation in Tony Green’s African American studies class at Bishop O’Dowd High School in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bishop O’Dowd, a Catholic school, is among 60 schools in the U.S. currently piloting the \u003ca href=\"https://apcentral.collegeboard.org/media/pdf/ap-african-american-studies-course-framework.pdf\">College Board AP African American Studies curriculum (PDF)\u003c/a> — which covers early African societies, the slave trade and the history of resistance and resilience in the U.S.\u003c/p>\u003c/div>",
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"content": "‘History is mainly white history. You don’t get a ton of exposure to stuff like this in other classes.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Recently, the curriculum became part of a national political debate around teaching history in schools. The focus on topics such as Black feminism, among others, is one of the reasons why \u003ca href=\"https://www.npr.org/2023/02/01/1153434464/college-boards-revised-ap-african-american-studies-course-draws-new-criticism\">Florida Gov. Ron DeSantis\u003c/a> initially refused to offer the course in schools in that state.\u003c/p>\n\u003cp>California has also had its share of discussions around social studies requirements. Starting with the class of 2030, \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">a new law\u003c/a> mandates all high school students in the Golden State complete a semester of ethnic studies — in part to help students of color see themselves reflected.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“History is mainly white history,” said Catherine Gholamipour, a student in Green’s class. “You don’t get a ton of exposure to stuff like this in other classes.”\u003c/p>\n\u003cp>Her peer Nartan Farucht, a senior, echoed the importance of a class that fills in the gaps of other social studies classes.\u003c/p>\n\u003cfigure id=\"attachment_11944740\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944740\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut.jpg\" alt='A sign hangs outside of a brick building reads \"Marcus Books.\"' width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A sign for Marcus Book Store hangs above the business in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You can’t actually talk about the way we built our government, where we built our cities, we built our schools, without talking about the slave trade and the people who actually built these locations on their backs,” Farucht said.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Green and his students all live in Oakland, a city lush with history and the birthplace of the revolutionary Black Panther Party. During the field trip, the class made additional stops at Marcus Books, the oldest Black-owned bookstore in the country, and the West Oakland Mural Project, whose blue facade recognizes the women of the Black Panther Party and houses the only museum in the U.S. dedicated to the organization’s legacy.\u003c/p>\n\u003cp>Jilchristina Vest, the museum’s founder and curator, explained to Green’s class how the party was instrumental in community service efforts, offering free breakfast programs, health care and food co-ops.\u003c/p>\n\u003cp>“It’s uplifting all of us, and if I’m not allowed to learn my history as an American, then why do we have schools at all,” she said.\u003c/p>\n\u003cp>Tobias Aisien, a junior at Bishop O’Dowd, said the museum visit helped him make connections to the history he’s been studying.\u003c/p>\n\u003cfigure id=\"attachment_11944750\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944750\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Tobias Aisien, a Bishop O’Dowd High School junior, listens to speakers during Tony Green’s African American studies class in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Women’s involvement in the Black Panthers, you don’t really learn about that in the history books. So it’s just really cool to see,” Aisien said.\u003c/p>\n\u003cp>Oakland’s contributions to Black history are highlighted in the AP course’s national curriculum, which includes a unit about the origins and contributions of the Black Panther Party.\u003c/p>\n\u003cfigure id=\"attachment_11944792\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11944792\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut.jpg\" alt=\"Inside a bookstore, a wall is covered in colorful imagery and black and white posters of historic figures such as James Baldwin, Paul Robeson, Malcolm X and Martin Luther King Jr.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Black history posters line a wall at Marcus Book Store in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Green said AP African American Studies is expected to expand to hundreds of schools nationwide next year.\u003c/p>\n\u003cp>“We are a very diverse country and everybody here has made contributions,” he said. “So that’s what history is supposed to be, right? It gives us, the citizens of society, a sense of who they are and what their values should be.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "reversal-of-oakland-school-closures-renews-hope-of-reparations-for-black-students",
"title": "Reversal of Oakland School Closures Renews Hope of Reparations for Black Students",
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"headTitle": "Reversal of Oakland School Closures Renews Hope of Reparations for Black Students | KQED",
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"content": "\u003cp>The decision by Oakland’s new school board to rescind a school closure plan has renewed hope in the reparations movement to improve the outcomes of Oakland Unified School District’s Black students.\u003c/p>\n\u003cp>But the movement remains in limbo.\u003c/p>\n\u003cp>In March 2021, the school board passed the \u003ca href=\"https://drive.google.com/file/d/1knTRaGliW06LnPCATRmaILnwrgViLgsC/view\">Reparations for Black Students\u003c/a> resolution, an initiative to provide more resources for almost 8,000 Black students. For some observers, the resolution acknowledged the inequitable education students have received for generations.\u003c/p>\n\u003cp>The resolution created a task force to monitor academic performance and, among other things, provide anti-racism training to district teachers and staff. Early versions of the resolution included a ban on school closures where more than 30% of the students are Black, a line item that was opposed by the school district and Chris Learned, the state trustee who oversaw the district’s finances. It was ultimately removed from the final resolution.\u003c/p>\n\u003cp>For two decades, the school district has been under state receivership because of a $100 million bailout in 2003. To address budget shortfalls, the school board voted in January 2022 to close what it deemed were underperforming schools with low enrollment. The vote sparked protests, which included a hunger strike, a 125-day occupation of Parker Elementary School after the district closed it, and a State Department of Justice inquiry into claims that the plan continued a trend of discrimination against the district’s Black students.\u003c/p>\n\u003cfigure id=\"attachment_11942027\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942027 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-800x599.jpg\" alt=\"A group of protesters hold signs against school closures as they march on a city street.\" width=\"800\" height=\"599\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-800x599.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-1020x763.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-1536x1150.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Educators, parents, youth and supporters protest during a citywide rally at Oakland City Hall on Feb. 4, 2022. The rally was one of several events last year in support of the Reparations for Black Students campaign. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The closures derailed the reparations effort to hold the school district accountable for improving the education of Black students. But the reversal, which was approved during a special meeting in January, has activists and community members cautiously optimistic about OUSD’s future. The action was made possible by newly elected board members who opposed the previous board’s decision.\u003c/p>\n\u003cp>As the \u003ca href=\"https://www.kqed.org/reparations\">California Reparations Task Force\u003c/a> continues to study and develop proposals for the entire state, a look into Oakland’s effort reveals just how difficult reparations can be to implement.\u003c/p>\n\u003cp>“We are now finally positioned to start doing things differently,” said Mike Hutchinson, the school board’s new president. “We have to embed this work in the district so it becomes a core part of what we do, and I think we are starting to do that.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Luz Cázares, the current trustee, will have to sign off for the reversal to be permanent. The Alameda County Office of Education must also approve. \u003ca href=\"https://oaklandside.org/2023/01/19/ousd-oakland-school-closures-hutchinson-alameda-county-castro/\">As \u003cem>The Oaklandside\u003c/em>’s Ashley McBride reported\u003c/a>, “the board’s decision could also threaten a separate influx of state cash the district was expecting as a result of closing schools.”\u003c/p>\n\u003cp>Still, if the decision is confirmed by the state, it will save five elementary schools that serve predominantly students of color — Brookfield, Grass Valley, Horace Mann, Carl B. Munck, Fred T. Korematsu Discovery Academy and Hillcrest Elementary School, which would also continue to serve kindergarten through eighth grade. The majority of students at Grass Valley and Carl B. Munck are Black.\u003c/p>\n\u003cp>“Having the board make that decision as soon as it did has really given the system a breath of fresh air,” said Pecolia Manigo, chair of the Black Students and Families Thriving Task Force, the body created to implement the reparations resolution.\u003c/p>\n\u003ch2>Ongoing fight against systemic racism\u003c/h2>\n\u003cp>Jordan Rancifer was captivated by the stories of anti-Black racism in Oakland’s public schools that he heard in the Oakland High School auditorium in 2017.\u003c/p>\n\u003cp>“It piqued my interest because it’s like, damn, I’m not the only one having these racial experiences in OUSD,” he recalled in an interview with KQED.\u003c/p>\n\u003cp>The event was one of a series of community listening sessions held by the \u003ca href=\"https://www.oaklandkidsfirst.org/programs/j4os/\">Justice for Oakland Students coalition\u003c/a>. Students described being called racist slurs by peers. They said they felt ignored when they brought concerns to school administrators, and alienated by curricula that neglected Black experiences. Parents described years of limited enrollment in programs meant to support Black students and funding that always seemed to quickly run out.\u003c/p>\n\u003cfigure id=\"attachment_11942014\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942014 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-800x600.jpg\" alt=\"A young Black man with a black hoodie and shoulder-length black twists looks at the camera while standing on a sidewalk in an urban street.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jordan Rancifer poses for a photo on Grand Avenue in Oakland on April 15, 2022. Rancifer spoke at the listening sessions that led to the Reparations for Black Students resolution when he was a senior at Oakland Technical High School. Now he’s studying political science at Cal State East Bay. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rancifer was then a senior struggling in math at Oakland Technical High School. He shared his experience in a room full of teachers, students and parents.\u003c/p>\n\u003cp>“I just didn’t feel like, as a Black man, I was being helped or noticed,” said Rancifer, now 23 and studying political science at Cal State East Bay. “They just kind of let me fail.”\u003c/p>\n\u003cp>Black students accounted for \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Snapshot?:embed=y&:showAppBanner=false&:display_count=n&:showVizHome=n&:origin=viz_share_link\">20.5% of district enrollment\u003c/a> — roughly 10,000 out of 50,000 students — in the 2021–2022 academic year, according to OUSD’s dashboard. Two decades ago, Black students accounted for nearly half. Since then, the district has shuttered 16 majority Black schools, fracturing school communities and separating students from friends and familiar teachers. At the listening sessions, speakers said the closures contributed to the exodus of Black families from district schools.\u003c/p>\n\u003cp>The listening sessions laid the foundation for the reparations resolution.\u003c/p>\n\u003cp>The resolution promised to address the declining enrollment and poor outcomes of Black students, and set its sights on ending the achievement gap, also called the opportunity gap, by 2026.[pullquote align=\"right\" size=\"medium\" citation=\"Pecolia Manigo, chair, Black Students and Families Thriving Task Force\"]‘Having the board make that decision as soon as it did has really given the system a breath of fresh air.’[/pullquote]In September 2021, the district created the \u003ca href=\"https://drive.google.com/file/d/1PlZalR3MLPd6M4XK5_ORtdu8oK0d26Ox/view\">Black Students and Families Thriving Task Force\u003c/a>, a 25-member volunteer body to carry out the resolution. By that time, Rancifer was in college. His mother, Kampala Taiz-Rancifer, an Oakland teacher and vice president of the Oakland teachers union, became the task force secretary.\u003c/p>\n\u003cp>“The thing that makes me so excited about our work is being able to bring Black folks into a safe space, and for them to know that they’re not alone in their experiences and that other folks are experiencing the same thing, but that they can also come up with the solutions,” said Manigo, who is also executive director of the Bay Area Parent Leadership Action Network, an Oakland-based nonprofit that empowers parents to advocate for their children in public schools.\u003c/p>\n\u003cp>According to Manigo and Hutchinson, things were going smoothly for months after the task force began its work. The volunteer group of Black parents, educators, district employees and community activists met regularly on Zoom, gathering virtually to view colorful slide decks put together by Manigo, mother of two OUSD students and one OUSD graduate.\u003c/p>\n\u003cp>OUSD receives special state funding for students from lower-income families and foster youth, many of whom are Black. The task force aims to track how OUSD invests that money.\u003c/p>\n\u003cp>Oakland has been trying to improve the outcomes for Black students for decades. OUSD founded the African American Male Achievement program in 2010 and what is now known as the African American Female Excellence program in 2015. Data shows the programs improved graduation rates and lowered rates of suspensions.\u003c/p>\n\u003cp>But the impact of other, more diffuse efforts like curriculum changes and diversifying staff is harder to trace. The task force set out to build a system to quantify the impact of district interventions.\u003c/p>\n\u003cp>“Being able to say whether something is effective or not effective, and whether it’s helping to close opportunity gaps or not … we knew that that was a big challenge,” said Manigo, who was unsuccessful in her bid for a school board seat in November.\u003c/p>\n\u003cp>According to Manigo, the school closure plan, announced four months after the task force began its work, revealed that the district was unwilling “to understand the implications of the lived experience and wisdom that so many of us had been putting before them.”\u003c/p>\n\u003cp>The closure plan felt like a betrayal. “By saying reparations, there is an immediate demand to stop the harm,” Manigo said.\u003c/p>\n\u003cfigure id=\"attachment_11942012\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942012 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62641_Manigo-qut-800x596.jpg\" alt=\"A Black woman with a purple top and short cropped hair smiles at the camera as she stands in a park.\" width=\"800\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-800x596.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-1020x760.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-1536x1145.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Pecolia Manigo poses in Maxwell Park in Oakland on Aug. 25, 2022. Manigo is the chair of the Black Students and Families Thriving Task Force. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Instead of focusing on improving outcomes for Black students, conflict grew among members of the task force who found themselves on opposing sides of the closure debate.\u003c/p>\n\u003cp>“We are in a highly polarized political context and I think our minds are pretty trained to put a stake in the ground and not move from that,” said Dr. Dexter Moore Jr., the superintendent’s representative on the task force. “It put a wedge in the work. No question about it.”\u003c/p>\n\u003cp>Last March, a report presented by Moore to the school board on behalf of the district superintendent showed that a year after the reparations resolution was passed, many of the worrying trends affecting Black students continued.\u003c/p>\n\u003cp>Black students were being suspended at more than twice the district average, and more than half of Black students were chronically absent, which Moore attributed in part to the impact of a surge in COVID-19 cases at the time. Between the 2020–21 and 2021–22 school years, \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Historic?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\">Black student enrollment dropped by more than 400 students\u003c/a>, continuing the decades-long pattern of Black students leaving the district, according to OUSD data. Dr. Kyla Johnson-Trammell, district superintendent, instructed the task force to pause indefinitely.\u003c/p>\n\u003cp>The task force initially refused to stop holding meetings, but momentum waned.\u003c/p>\n\u003cp>“We went from 25 folks being able to meet in the very early days and having really great conversations looking over different indicators and putting metrics to those things, to then eventually 15, 16, 17, to slowly but surely many individuals just stepping back,” Manigo said.\u003c/p>\n\u003cp>The task force stopped holding public meetings in April. Not enough members were regularly attending to have a quorum. Ten months later, meetings have yet to resume. But developments since the new year might signal a change.\u003c/p>\n\u003cp>Hutchinson has nominated board members Clifford Thompson and VanCedric Williams, co-author of the reparations resolution, to new positions as board liaisons to the task force. He hopes Thompson and Williams will help the task force rebuild its membership.\u003c/p>\n\u003cfigure id=\"attachment_11942017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11942017\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-800x589.jpg\" alt='A Black man with clean shaven head and wearing a blue hoodie that reads \"Protect West Oakland Mural\" smiles at the camera with people in the background.' width=\"800\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-800x589.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-1020x751.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-1536x1130.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mike Hutchinson, an outspoken opponent of school closures in Oakland, became the president of Oakland’s school board in January. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Manigo feels frustrated that so much time was lost fighting the district, especially in a year with a massive state budget surplus. Instead of galvanizing energy around petitioning the state for more funding for Oakland schools, Manigo said community organizers like her spent the year fighting with the district to keep schools open.\u003c/p>\n\u003cp>“What was lost was the opportunity to really tell the Oakland story, to give lawmakers and the larger community hope that we really can create a district where all students are valued, where racially just schools are real,” she said.\u003c/p>\n\u003cp>That model could be important, because what Black students are up against in Oakland is similar to what Black students face throughout the state. \u003ca href=\"https://oag.ca.gov/system/files/media/ab3121-interim-report-preliminary-recommendations-2022.pdf\">California remains the sixth most segregated state in the country for Black students (PDF)\u003c/a>, according to the interim report published by the state reparations task force in June. “In California’s highly segregated schools, schools attended by white and Asian children receive more funding and resources than schools with predominantly Black and Latino children,” the report says.\u003c/p>\n\u003cp>It’s a reality with deep roots. \u003ca href=\"https://clerk.assembly.ca.gov/sites/clerk.assembly.ca.gov/files/archive/Statutes/1855/1855.PDF\">In 1855, California passed a law that withheld state funds from schools that taught Black and Chinese children (PDF).\u003c/a> Although California taxed Black residents to pay for public schools, the money was only used for the education of white children.[aside label=\"Related Stories\" postID=\"news_11941976,news_11941469\"]Systemic racism continues to affect Black students. According to statewide data, in 2021–2022 \u003ca href=\"http://www.ed-data.org/state/CA/ps_NTI5Mjg%5E?_gl=1*1dpu79i*_ga*MTI4MDk1MjYxOS4xNjc1NzEyMjg0*_ga_475QR6J62K*MTY3NTcxMjI4NC4xLjEuMTY3NTcxMzM5NC42MC4wLjA.\">only 30% of Black students met English language arts standards and less than 16% met the standard in math\u003c/a>, placing Black students behind all other racial groups.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s 2023–2024 budget attempted to address some of this inequity, but \u003ca href=\"https://edsource.org/2023/critics-say-newsoms-proposal-for-low-performing-students-fails-black-students/684148\">the budget proposal drew criticism\u003c/a> from advocates who say they want to see more funding and support specifically for Black students.\u003c/p>\n\u003cp>What has played out in Oakland’s school district is not an anomaly when it comes to reparations, said Dr. Cheryl Grills, a state task force member.\u003c/p>\n\u003cp>“It’s sometimes harder to implement things in the spirit in which they were intended than it is to get the win on the books,” said Grills, professor at Loyola Marymount University.\u003c/p>\n\u003cp>The state task force, which \u003ca href=\"https://oag.ca.gov/ab3121/meetings\">meets Friday and Saturday in Sacramento\u003c/a>, is expected to publish its plan for repairing almost 200 years of anti-Black racism in the state in June. To address racial disparities in public education, \u003ca href=\"https://oag.ca.gov/system/files/media/task-force-agenda-consolidated-prelim-props.pdf\">preliminary policy proposals (PDF)\u003c/a> being considered include an increase in funding to schools through the local control funding formula, which determines how much money schools receive from the state. The preliminary proposals include repealing or amending Proposition 209, the 1996 ballot measure that prohibits state and local government affirmative action programs in the areas of public employment, public education and public contracting. “Proposition 209 is widely viewed as an impediment to the adoption of remedial measures,” the task force stated in the proposal document.\u003c/p>\n\u003cp>No part of a reparations plan will become law without the support of the governor and the state Legislature. Like the reparations push in Oakland, it will require consistent public pressure.\u003c/p>\n\u003cp>“There is a historic moment that could happen in California,” Manigo said. “And I believe that the time is now.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The group redesigning how OUSD supports its Black students was stalled by the district's school closure plan. But that plan was rescinded — and now the group's leadership is hopeful for a renewed commitment to the district's Black families.",
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"title": "Reversal of Oakland School Closures Renews Hope of Reparations for Black Students | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The decision by Oakland’s new school board to rescind a school closure plan has renewed hope in the reparations movement to improve the outcomes of Oakland Unified School District’s Black students.\u003c/p>\n\u003cp>But the movement remains in limbo.\u003c/p>\n\u003cp>In March 2021, the school board passed the \u003ca href=\"https://drive.google.com/file/d/1knTRaGliW06LnPCATRmaILnwrgViLgsC/view\">Reparations for Black Students\u003c/a> resolution, an initiative to provide more resources for almost 8,000 Black students. For some observers, the resolution acknowledged the inequitable education students have received for generations.\u003c/p>\n\u003cp>The resolution created a task force to monitor academic performance and, among other things, provide anti-racism training to district teachers and staff. Early versions of the resolution included a ban on school closures where more than 30% of the students are Black, a line item that was opposed by the school district and Chris Learned, the state trustee who oversaw the district’s finances. It was ultimately removed from the final resolution.\u003c/p>\n\u003cp>For two decades, the school district has been under state receivership because of a $100 million bailout in 2003. To address budget shortfalls, the school board voted in January 2022 to close what it deemed were underperforming schools with low enrollment. The vote sparked protests, which included a hunger strike, a 125-day occupation of Parker Elementary School after the district closed it, and a State Department of Justice inquiry into claims that the plan continued a trend of discrimination against the district’s Black students.\u003c/p>\n\u003cfigure id=\"attachment_11942027\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942027 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-800x599.jpg\" alt=\"A group of protesters hold signs against school closures as they march on a city street.\" width=\"800\" height=\"599\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-800x599.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-1020x763.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut-1536x1150.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS53519_20220204-IMG_2625-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Educators, parents, youth and supporters protest during a citywide rally at Oakland City Hall on Feb. 4, 2022. The rally was one of several events last year in support of the Reparations for Black Students campaign. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The closures derailed the reparations effort to hold the school district accountable for improving the education of Black students. But the reversal, which was approved during a special meeting in January, has activists and community members cautiously optimistic about OUSD’s future. The action was made possible by newly elected board members who opposed the previous board’s decision.\u003c/p>\n\u003cp>As the \u003ca href=\"https://www.kqed.org/reparations\">California Reparations Task Force\u003c/a> continues to study and develop proposals for the entire state, a look into Oakland’s effort reveals just how difficult reparations can be to implement.\u003c/p>\n\u003cp>“We are now finally positioned to start doing things differently,” said Mike Hutchinson, the school board’s new president. “We have to embed this work in the district so it becomes a core part of what we do, and I think we are starting to do that.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Luz Cázares, the current trustee, will have to sign off for the reversal to be permanent. The Alameda County Office of Education must also approve. \u003ca href=\"https://oaklandside.org/2023/01/19/ousd-oakland-school-closures-hutchinson-alameda-county-castro/\">As \u003cem>The Oaklandside\u003c/em>’s Ashley McBride reported\u003c/a>, “the board’s decision could also threaten a separate influx of state cash the district was expecting as a result of closing schools.”\u003c/p>\n\u003cp>Still, if the decision is confirmed by the state, it will save five elementary schools that serve predominantly students of color — Brookfield, Grass Valley, Horace Mann, Carl B. Munck, Fred T. Korematsu Discovery Academy and Hillcrest Elementary School, which would also continue to serve kindergarten through eighth grade. The majority of students at Grass Valley and Carl B. Munck are Black.\u003c/p>\n\u003cp>“Having the board make that decision as soon as it did has really given the system a breath of fresh air,” said Pecolia Manigo, chair of the Black Students and Families Thriving Task Force, the body created to implement the reparations resolution.\u003c/p>\n\u003ch2>Ongoing fight against systemic racism\u003c/h2>\n\u003cp>Jordan Rancifer was captivated by the stories of anti-Black racism in Oakland’s public schools that he heard in the Oakland High School auditorium in 2017.\u003c/p>\n\u003cp>“It piqued my interest because it’s like, damn, I’m not the only one having these racial experiences in OUSD,” he recalled in an interview with KQED.\u003c/p>\n\u003cp>The event was one of a series of community listening sessions held by the \u003ca href=\"https://www.oaklandkidsfirst.org/programs/j4os/\">Justice for Oakland Students coalition\u003c/a>. Students described being called racist slurs by peers. They said they felt ignored when they brought concerns to school administrators, and alienated by curricula that neglected Black experiences. Parents described years of limited enrollment in programs meant to support Black students and funding that always seemed to quickly run out.\u003c/p>\n\u003cfigure id=\"attachment_11942014\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942014 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-800x600.jpg\" alt=\"A young Black man with a black hoodie and shoulder-length black twists looks at the camera while standing on a sidewalk in an urban street.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62640_Jordan-Photo-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jordan Rancifer poses for a photo on Grand Avenue in Oakland on April 15, 2022. Rancifer spoke at the listening sessions that led to the Reparations for Black Students resolution when he was a senior at Oakland Technical High School. Now he’s studying political science at Cal State East Bay. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rancifer was then a senior struggling in math at Oakland Technical High School. He shared his experience in a room full of teachers, students and parents.\u003c/p>\n\u003cp>“I just didn’t feel like, as a Black man, I was being helped or noticed,” said Rancifer, now 23 and studying political science at Cal State East Bay. “They just kind of let me fail.”\u003c/p>\n\u003cp>Black students accounted for \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Snapshot?:embed=y&:showAppBanner=false&:display_count=n&:showVizHome=n&:origin=viz_share_link\">20.5% of district enrollment\u003c/a> — roughly 10,000 out of 50,000 students — in the 2021–2022 academic year, according to OUSD’s dashboard. Two decades ago, Black students accounted for nearly half. Since then, the district has shuttered 16 majority Black schools, fracturing school communities and separating students from friends and familiar teachers. At the listening sessions, speakers said the closures contributed to the exodus of Black families from district schools.\u003c/p>\n\u003cp>The listening sessions laid the foundation for the reparations resolution.\u003c/p>\n\u003cp>The resolution promised to address the declining enrollment and poor outcomes of Black students, and set its sights on ending the achievement gap, also called the opportunity gap, by 2026.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In September 2021, the district created the \u003ca href=\"https://drive.google.com/file/d/1PlZalR3MLPd6M4XK5_ORtdu8oK0d26Ox/view\">Black Students and Families Thriving Task Force\u003c/a>, a 25-member volunteer body to carry out the resolution. By that time, Rancifer was in college. His mother, Kampala Taiz-Rancifer, an Oakland teacher and vice president of the Oakland teachers union, became the task force secretary.\u003c/p>\n\u003cp>“The thing that makes me so excited about our work is being able to bring Black folks into a safe space, and for them to know that they’re not alone in their experiences and that other folks are experiencing the same thing, but that they can also come up with the solutions,” said Manigo, who is also executive director of the Bay Area Parent Leadership Action Network, an Oakland-based nonprofit that empowers parents to advocate for their children in public schools.\u003c/p>\n\u003cp>According to Manigo and Hutchinson, things were going smoothly for months after the task force began its work. The volunteer group of Black parents, educators, district employees and community activists met regularly on Zoom, gathering virtually to view colorful slide decks put together by Manigo, mother of two OUSD students and one OUSD graduate.\u003c/p>\n\u003cp>OUSD receives special state funding for students from lower-income families and foster youth, many of whom are Black. The task force aims to track how OUSD invests that money.\u003c/p>\n\u003cp>Oakland has been trying to improve the outcomes for Black students for decades. OUSD founded the African American Male Achievement program in 2010 and what is now known as the African American Female Excellence program in 2015. Data shows the programs improved graduation rates and lowered rates of suspensions.\u003c/p>\n\u003cp>But the impact of other, more diffuse efforts like curriculum changes and diversifying staff is harder to trace. The task force set out to build a system to quantify the impact of district interventions.\u003c/p>\n\u003cp>“Being able to say whether something is effective or not effective, and whether it’s helping to close opportunity gaps or not … we knew that that was a big challenge,” said Manigo, who was unsuccessful in her bid for a school board seat in November.\u003c/p>\n\u003cp>According to Manigo, the school closure plan, announced four months after the task force began its work, revealed that the district was unwilling “to understand the implications of the lived experience and wisdom that so many of us had been putting before them.”\u003c/p>\n\u003cp>The closure plan felt like a betrayal. “By saying reparations, there is an immediate demand to stop the harm,” Manigo said.\u003c/p>\n\u003cfigure id=\"attachment_11942012\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11942012 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62641_Manigo-qut-800x596.jpg\" alt=\"A Black woman with a purple top and short cropped hair smiles at the camera as she stands in a park.\" width=\"800\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-800x596.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-1020x760.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut-1536x1145.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62641_Manigo-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Pecolia Manigo poses in Maxwell Park in Oakland on Aug. 25, 2022. Manigo is the chair of the Black Students and Families Thriving Task Force. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Instead of focusing on improving outcomes for Black students, conflict grew among members of the task force who found themselves on opposing sides of the closure debate.\u003c/p>\n\u003cp>“We are in a highly polarized political context and I think our minds are pretty trained to put a stake in the ground and not move from that,” said Dr. Dexter Moore Jr., the superintendent’s representative on the task force. “It put a wedge in the work. No question about it.”\u003c/p>\n\u003cp>Last March, a report presented by Moore to the school board on behalf of the district superintendent showed that a year after the reparations resolution was passed, many of the worrying trends affecting Black students continued.\u003c/p>\n\u003cp>Black students were being suspended at more than twice the district average, and more than half of Black students were chronically absent, which Moore attributed in part to the impact of a surge in COVID-19 cases at the time. Between the 2020–21 and 2021–22 school years, \u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Historic?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\">Black student enrollment dropped by more than 400 students\u003c/a>, continuing the decades-long pattern of Black students leaving the district, according to OUSD data. Dr. Kyla Johnson-Trammell, district superintendent, instructed the task force to pause indefinitely.\u003c/p>\n\u003cp>The task force initially refused to stop holding meetings, but momentum waned.\u003c/p>\n\u003cp>“We went from 25 folks being able to meet in the very early days and having really great conversations looking over different indicators and putting metrics to those things, to then eventually 15, 16, 17, to slowly but surely many individuals just stepping back,” Manigo said.\u003c/p>\n\u003cp>The task force stopped holding public meetings in April. Not enough members were regularly attending to have a quorum. Ten months later, meetings have yet to resume. But developments since the new year might signal a change.\u003c/p>\n\u003cp>Hutchinson has nominated board members Clifford Thompson and VanCedric Williams, co-author of the reparations resolution, to new positions as board liaisons to the task force. He hopes Thompson and Williams will help the task force rebuild its membership.\u003c/p>\n\u003cfigure id=\"attachment_11942017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11942017\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-800x589.jpg\" alt='A Black man with clean shaven head and wearing a blue hoodie that reads \"Protect West Oakland Mural\" smiles at the camera with people in the background.' width=\"800\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-800x589.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-1020x751.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-160x118.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut-1536x1130.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2023/02/RS62639_Hutchinson-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mike Hutchinson, an outspoken opponent of school closures in Oakland, became the president of Oakland’s school board in January. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Manigo feels frustrated that so much time was lost fighting the district, especially in a year with a massive state budget surplus. Instead of galvanizing energy around petitioning the state for more funding for Oakland schools, Manigo said community organizers like her spent the year fighting with the district to keep schools open.\u003c/p>\n\u003cp>“What was lost was the opportunity to really tell the Oakland story, to give lawmakers and the larger community hope that we really can create a district where all students are valued, where racially just schools are real,” she said.\u003c/p>\n\u003cp>That model could be important, because what Black students are up against in Oakland is similar to what Black students face throughout the state. \u003ca href=\"https://oag.ca.gov/system/files/media/ab3121-interim-report-preliminary-recommendations-2022.pdf\">California remains the sixth most segregated state in the country for Black students (PDF)\u003c/a>, according to the interim report published by the state reparations task force in June. “In California’s highly segregated schools, schools attended by white and Asian children receive more funding and resources than schools with predominantly Black and Latino children,” the report says.\u003c/p>\n\u003cp>It’s a reality with deep roots. \u003ca href=\"https://clerk.assembly.ca.gov/sites/clerk.assembly.ca.gov/files/archive/Statutes/1855/1855.PDF\">In 1855, California passed a law that withheld state funds from schools that taught Black and Chinese children (PDF).\u003c/a> Although California taxed Black residents to pay for public schools, the money was only used for the education of white children.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Systemic racism continues to affect Black students. According to statewide data, in 2021–2022 \u003ca href=\"http://www.ed-data.org/state/CA/ps_NTI5Mjg%5E?_gl=1*1dpu79i*_ga*MTI4MDk1MjYxOS4xNjc1NzEyMjg0*_ga_475QR6J62K*MTY3NTcxMjI4NC4xLjEuMTY3NTcxMzM5NC42MC4wLjA.\">only 30% of Black students met English language arts standards and less than 16% met the standard in math\u003c/a>, placing Black students behind all other racial groups.\u003c/p>\n\u003cp>Gov. Gavin Newsom’s 2023–2024 budget attempted to address some of this inequity, but \u003ca href=\"https://edsource.org/2023/critics-say-newsoms-proposal-for-low-performing-students-fails-black-students/684148\">the budget proposal drew criticism\u003c/a> from advocates who say they want to see more funding and support specifically for Black students.\u003c/p>\n\u003cp>What has played out in Oakland’s school district is not an anomaly when it comes to reparations, said Dr. Cheryl Grills, a state task force member.\u003c/p>\n\u003cp>“It’s sometimes harder to implement things in the spirit in which they were intended than it is to get the win on the books,” said Grills, professor at Loyola Marymount University.\u003c/p>\n\u003cp>The state task force, which \u003ca href=\"https://oag.ca.gov/ab3121/meetings\">meets Friday and Saturday in Sacramento\u003c/a>, is expected to publish its plan for repairing almost 200 years of anti-Black racism in the state in June. To address racial disparities in public education, \u003ca href=\"https://oag.ca.gov/system/files/media/task-force-agenda-consolidated-prelim-props.pdf\">preliminary policy proposals (PDF)\u003c/a> being considered include an increase in funding to schools through the local control funding formula, which determines how much money schools receive from the state. The preliminary proposals include repealing or amending Proposition 209, the 1996 ballot measure that prohibits state and local government affirmative action programs in the areas of public employment, public education and public contracting. “Proposition 209 is widely viewed as an impediment to the adoption of remedial measures,” the task force stated in the proposal document.\u003c/p>\n\u003cp>No part of a reparations plan will become law without the support of the governor and the state Legislature. Like the reparations push in Oakland, it will require consistent public pressure.\u003c/p>\n\u003cp>“There is a historic moment that could happen in California,” Manigo said. “And I believe that the time is now.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Education Advocates Say Newsom's School Funding Plan Will Not Close Achievement Gaps",
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"content": "\u003cp>Black students’ standardized test scores and graduation rates have long trailed those of their white and Asian peers. For decades, educators and legislators have tried to close that achievement gap, and a school funding proposal in Gov. Gavin Newsom’s new budget illustrates just how difficult it is to do.\u003c/p>\n\u003cp>The idea for the proposed funding began as a bill that would have provided more money for Black K–12 students. The bill, authored last year by Assemblymember \u003ca href=\"https://calmatters.org/legislator-tracker/akilah-weber-1978/\">Akilah Weber\u003c/a>, a Democrat from La Mesa, made it through both the Assembly and Senate with unanimous support. While Newsom never vetoed the bill, he ultimately refused to sign it. Weber agreed to drop the bill when the governor promised to include the funding in his proposed budget for the next fiscal year.\u003c/p>\n\u003cp>But after Newsom released his budget earlier this month, some advocates who supported Weber’s bill say the governor’s proposal falls short. Driven by concerns the bill would violate state and federal laws banning preferential treatment of specific racial or ethnic groups, the governor’s office directed the funding to high-poverty schools rather than Black students specifically.\u003c/p>\n\u003cp>Some advocates say the proposed school funding in the budget waters down the intent of the bill and will perpetuate the achievement gap for Black students.\u003c/p>\n\u003cp>According to a CalMatters analysis, less than 26% of Black students in California attend a school that would qualify for the $300 million proposed in Newsom’s budget.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Margaret Fortune is president and CEO of the charter school organization Fortune School of Education and was one of the lead sponsors of the bill. She said the proposal does not reflect the intentions of Weber’s bill.\u003c/p>\n\u003cp>“It sounds good, but it doesn’t actually get to the students who need the help,” she said. “This is an apple, and what we wanted was an orange.”\u003c/p>\n\u003cp>But the bill wasn’t just about race. Weber’s \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB2774\">AB 2774\u003c/a> would have given additional funding to school districts and charter schools for the student group with the lowest standardized test scores statewide. In 2022, that group was Black students: Statewide, 30% of Black students met or exceeded standards in English language arts, and 16% met or exceeded standards in math in the 2021–22 school year. For white students, those percentages were 61% for English language arts and 48% for math.\u003c/p>\n\u003cp>Test scores dropped slightly for all students during the pandemic, and the achievement gap persisted. In the spring of 2019, the last year of standardized testing before the pandemic shutdown, 33% of Black students met or exceeded English language arts standards, and 21% met or exceeded math standards. Among white students, 66% and 54%, respectively, met or exceeded standards.[pullquote align=\"right\" size=\"medium\" citation=\"Tyrone Howard, UCLA education professor\"]‘I don’t think you can take 245 years of slavery and Jim Crow and a legacy of separate and unequal education and expect this gap to not exist.’[/pullquote]Supporters of Weber’s bill said it would have helped Black students — as the lowest-performing group on state standardized test scores — improve academically. At the same time, the legislation would have used test scores to ensure the funding was producing results: Once Black students’ scores were no longer the lowest, the next group with the lowest test scores would qualify for the additional funding.\u003c/p>\n\u003cp>“If after one or two years those students were progressing, it could be any other student group that could be considered,” said Christina Laster, an educational adviser for Al Sharpton’s National Action Network and a co-sponsor of the bill.\u003c/p>\n\u003cp>Some experts say that while elected officials and policymakers are quick to identify the racial achievement gaps, they lack the political will to target Black students with extra resources.\u003c/p>\n\u003cp>“I think we’re really afraid to have hard conversations and subsequent legislation around race and how we achieve racial justice in education,” said Tyrone Howard, education professor at UCLA. “I don’t think you can take 245 years of slavery and Jim Crow and a legacy of separate and unequal education and expect this gap to not exist.”\u003c/p>\n\u003cp>Weber’s bill isn’t a new idea. Her mother, former Assemblymember and current Secretary of State Shirley Weber, authored nearly identical bills in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB2635\">2018\u003c/a>, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB575\">2019\u003c/a> and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB2685\">2020\u003c/a>. None of them made it out of the state Assembly. In 2018, Newsom made a similar deal with Shirley Weber by including \u003ca href=\"https://edsource.org/2018/state-budget-deal-includes-extra-funding-for-students-with-lowest-test-scores/599405\">$300 million in one-time funding\u003c/a> for the state’s lowest-performing students. That funding applied to all students regardless of race to avoid a potential legal conflict.\u003c/p>\n\u003cp>But some experts and advocates say race-blind solutions won’t close the achievement gap for Black students.\u003c/p>\n\u003cp>“When the lowest-performing groups do better, that benefits students across the state,” Howard said. “I think the governor got it wrong here.”\u003c/p>\n\u003ch2>Tweaking the Local Control Funding Formula\u003c/h2>\n\u003cp>California funds its K–12 public schools through the Local Control Funding Formula, a system enacted in 2013. The formula gives more money to districts serving higher percentages of high-needs students — English learners, foster children and students qualifying for free or reduced-price meals.[aside label=\"Related Stories\" tag=\"school-funding\"]The intent is equity over equality: more resources for students who need them most. And while research shows that \u003ca href=\"https://www.ppic.org/publication/targeted-k-12-funding-and-student-outcomes/\">the Local Control Funding Formula has helped close gaps\u003c/a> in graduation rates, college readiness and test scores, some advocates and legislators have said the state needs to increase accountability over how districts spend the money.\u003c/p>\n\u003cp>In 2015, the \u003ca href=\"https://www.aclusocal.org/en/press-releases/lawsuit-claims-la-unified-plans-illegally-divert-2-billion-intended-serve-high-need\">ACLU sued the Los Angeles Unified School District\u003c/a> for failing to spend the money generated by English learners, foster children and students from lower-income families on services for those groups. In 2021, the California Department of Education found that \u003ca href=\"https://edsource.org/2021/state-orders-stricter-county-oversight-of-districts-spending-for-low-income-kids-english-learners/656621\">three school districts in San Bernardino County\u003c/a> misused funds for high-needs students.\u003c/p>\n\u003cp>Weber’s bill would have added the subgroup with the lowest standardized test scores to the three student groups specified in the funding formula. Subgroups of students, like students with disabilities, that already qualify districts for additional state and federal funding would not qualify. That left racial and ethnic groups as the remaining categories.\u003c/p>\n\u003cp>This year, the bill would have allocated $400 million to districts and charter schools for their Black students.\u003c/p>\n\u003ch2>The ‘equity multiplier’\u003c/h2>\n\u003cp>In Newsom’s proposed budget, Weber’s bill became the “equity multiplier.” The proposal allocates $300 million for elementary and middle schools where at least 90% of students qualify for free or reduced-price meals. For high schools, that percentage is 85%.\u003c/p>\n\u003cp>Unlike funding formula money that goes to districts, the dollars from the equity multiplier will go directly to schools and the rules will be stricter about where the money can be spent.\u003c/p>\n\u003cp>Brooks Allen, an education policy adviser for Newsom and the executive director of the State Board of Education, said Weber’s bill was a “launching pad.” He pointed out that Weber’s bill didn’t include any requirements for districts on spending the money. He said Newsom’s proposal will have more accountability measures to make sure schools spend the money on the students with the highest needs. Newsom and his advisers are still working on those details.\u003c/p>\n\u003cp>Weber’s offices provided little comment about Newsom’s proposal. When asked whether Weber was disappointed by it, her chief-of-staff, Tiffany Ryan, wrote in an email only that the “equity multiplier” is a “step in the right direction.”\u003c/p>\n\u003cp>It’s unclear how the state will allocate the $300 million to the qualifying schools. Those details will be released in the education trailer bill that comes out later this year, state officials said. The trailer bill will describe the specific education programs that will receive money through the state budget.\u003c/p>\n\u003ch2>Potential legal problems\u003c/h2>\n\u003cp>Weber’s office and the bill’s sponsors said Newsom raised concerns about violating the state’s Proposition 209 and the 14th Amendment of the U.S. Constitution. The former prohibits preferential treatment of a racial or ethnic group, and the latter guarantees equal protection for all citizens.\u003c/p>\n\u003cp>There’s no mention of these potential conflicts in any of the analyses of the bill. However, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billAnalysisClient.xhtml?bill_id=201720180AB2635#\">one analysis\u003c/a> for Shirley Weber’s 2018 bill identifies a potential conflict with Prop. 209, stating the bill would “ultimately target an ethnic group for supplemental funding.”\u003c/p>\n\u003cp>Supporters of Akilah Weber’s bill say it doesn’t mention race but rather the group of students with the lowest test scores.\u003c/p>\n\u003cp>“It was never once a racial thing,” Laster said. “It’s about the category rather than who’s in the category.”\u003c/p>\n\u003cp>Thomas A. Saenz, president and general counsel for the Mexican American Legal Defense and Educational Fund, said the issue remains unclear because no law has been adjudicated.\u003c/p>\n\u003cp>“The potential problem here is that among the available subgroups for test scores, many of them are race-defined,” he said.\u003c/p>\n\u003cp>State officials declined to comment on the potential legal conflicts. Weber’s and Newsom’s offices didn’t provide full details about the backroom deal that led to the race-neutral budget proposal.\u003c/p>\n\u003cp>Assemblymember Lori Wilson, a Fairfield Democrat and chair of the California Legislative Black Caucus, said Weber’s bill was a top priority for the caucus last year, and she’s pleased with the outcome.\u003c/p>\n\u003cp>“To get to where you want to be, it has to be an incremental approach,” Wilson said. “We do not look at it as a loss in any way, shape or form.”\u003c/p>\n\u003ch2>A loss for some\u003c/h2>\n\u003cp>Some California districts have seen success with programs that target Black students. At Fresno Unified, Lisa Mitchell oversees the \u003ca href=\"https://a4.fresnounified.org/\">African-American Academic Acceleration program\u003c/a>. In 2017, the local school board started allocating $4 million to the program each year. This year, the program has an additional $2 million thanks to emergency COVID funds from the federal government.[pullquote align=\"right\" size=\"medium\" citation=\"Lisa Mitchell, executive director, Fresno Unified's African-American Acceleration program\"]‘Why do we give to Black students? Because Black students need the most help.’[/pullquote]The district used the money to hire teachers, tutors and counselors dedicated to increasing test scores and grades and decreasing suspension and expulsion rates for the district’s Black students. Between 2017 and 2019, the district’s Black students saw slight improvements in test scores, but those gains were wiped out during the pandemic. In 2022, less than 1 in 5 Black students met or exceeded English language arts standards and 1 in 10 met or exceeded math standards. Mitchell said the program could be doing more to train teachers as well as more to train parents to teach reading at home.\u003c/p>\n\u003cp>“We have a lot of great programs, but they’re not adequately staffed,” Mitchell said. It’s unclear exactly how much money the bill would have directed to the district, but she said it would have helped.\u003c/p>\n\u003cp>The acceleration program offers a 10-week after-school literacy program in the spring and a four-week program in the summer. The curriculum is based on African American authors. The district also offers a three-week coding boot camp for fifth and sixth graders that also teaches students about the contributions of African American scientists. While most of the students in these programs are Black, Mitchell said the district doesn’t turn anyone away. The program also provides on-campus supervision and instruction for suspended students as well as coaching sessions for parents who want to teach reading at home.\u003c/p>\n\u003cp>Mitchell said the district hasn’t encountered threats of lawsuits or criticism based on Prop. 209 or the 14th Amendment. She said district administrators and community members generally support her work.\u003c/p>\n\u003cp>“I try to explain to people that equity and equality don’t mean the same thing,” Mitchell said. “Why do we give to Black students? Because Black students need the most help.”\u003c/p>\n\u003cp>Representatives from the governor’s office and the State Board of Education, however, said the $300 million for high-poverty schools will ultimately lead to greater equity.\u003c/p>\n\u003cp>“I understand sometimes folks are wed to their initial idea,” Allen said. “When folks have a chance to sit with this and study it, our hope is that they’ll see there’s a lot to like here.”\u003c/p>\n\u003cp>\u003cem>CalMatters reporter Erica Yee contributed to this story.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Black students’ standardized test scores and graduation rates have long trailed those of their white and Asian peers. For decades, educators and legislators have tried to close that achievement gap, and a school funding proposal in Gov. Gavin Newsom’s new budget illustrates just how difficult it is to do.\u003c/p>\n\u003cp>The idea for the proposed funding began as a bill that would have provided more money for Black K–12 students. The bill, authored last year by Assemblymember \u003ca href=\"https://calmatters.org/legislator-tracker/akilah-weber-1978/\">Akilah Weber\u003c/a>, a Democrat from La Mesa, made it through both the Assembly and Senate with unanimous support. While Newsom never vetoed the bill, he ultimately refused to sign it. Weber agreed to drop the bill when the governor promised to include the funding in his proposed budget for the next fiscal year.\u003c/p>\n\u003cp>But after Newsom released his budget earlier this month, some advocates who supported Weber’s bill say the governor’s proposal falls short. Driven by concerns the bill would violate state and federal laws banning preferential treatment of specific racial or ethnic groups, the governor’s office directed the funding to high-poverty schools rather than Black students specifically.\u003c/p>\n\u003cp>Some advocates say the proposed school funding in the budget waters down the intent of the bill and will perpetuate the achievement gap for Black students.\u003c/p>\n\u003cp>According to a CalMatters analysis, less than 26% of Black students in California attend a school that would qualify for the $300 million proposed in Newsom’s budget.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Margaret Fortune is president and CEO of the charter school organization Fortune School of Education and was one of the lead sponsors of the bill. She said the proposal does not reflect the intentions of Weber’s bill.\u003c/p>\n\u003cp>“It sounds good, but it doesn’t actually get to the students who need the help,” she said. “This is an apple, and what we wanted was an orange.”\u003c/p>\n\u003cp>But the bill wasn’t just about race. Weber’s \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB2774\">AB 2774\u003c/a> would have given additional funding to school districts and charter schools for the student group with the lowest standardized test scores statewide. In 2022, that group was Black students: Statewide, 30% of Black students met or exceeded standards in English language arts, and 16% met or exceeded standards in math in the 2021–22 school year. For white students, those percentages were 61% for English language arts and 48% for math.\u003c/p>\n\u003cp>Test scores dropped slightly for all students during the pandemic, and the achievement gap persisted. In the spring of 2019, the last year of standardized testing before the pandemic shutdown, 33% of Black students met or exceeded English language arts standards, and 21% met or exceeded math standards. Among white students, 66% and 54%, respectively, met or exceeded standards.\u003c/p>\u003c/div>",
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"content": "‘I don’t think you can take 245 years of slavery and Jim Crow and a legacy of separate and unequal education and expect this gap to not exist.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Supporters of Weber’s bill said it would have helped Black students — as the lowest-performing group on state standardized test scores — improve academically. At the same time, the legislation would have used test scores to ensure the funding was producing results: Once Black students’ scores were no longer the lowest, the next group with the lowest test scores would qualify for the additional funding.\u003c/p>\n\u003cp>“If after one or two years those students were progressing, it could be any other student group that could be considered,” said Christina Laster, an educational adviser for Al Sharpton’s National Action Network and a co-sponsor of the bill.\u003c/p>\n\u003cp>Some experts say that while elected officials and policymakers are quick to identify the racial achievement gaps, they lack the political will to target Black students with extra resources.\u003c/p>\n\u003cp>“I think we’re really afraid to have hard conversations and subsequent legislation around race and how we achieve racial justice in education,” said Tyrone Howard, education professor at UCLA. “I don’t think you can take 245 years of slavery and Jim Crow and a legacy of separate and unequal education and expect this gap to not exist.”\u003c/p>\n\u003cp>Weber’s bill isn’t a new idea. Her mother, former Assemblymember and current Secretary of State Shirley Weber, authored nearly identical bills in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201720180AB2635\">2018\u003c/a>, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201920200AB575\">2019\u003c/a> and \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB2685\">2020\u003c/a>. None of them made it out of the state Assembly. In 2018, Newsom made a similar deal with Shirley Weber by including \u003ca href=\"https://edsource.org/2018/state-budget-deal-includes-extra-funding-for-students-with-lowest-test-scores/599405\">$300 million in one-time funding\u003c/a> for the state’s lowest-performing students. That funding applied to all students regardless of race to avoid a potential legal conflict.\u003c/p>\n\u003cp>But some experts and advocates say race-blind solutions won’t close the achievement gap for Black students.\u003c/p>\n\u003cp>“When the lowest-performing groups do better, that benefits students across the state,” Howard said. “I think the governor got it wrong here.”\u003c/p>\n\u003ch2>Tweaking the Local Control Funding Formula\u003c/h2>\n\u003cp>California funds its K–12 public schools through the Local Control Funding Formula, a system enacted in 2013. The formula gives more money to districts serving higher percentages of high-needs students — English learners, foster children and students qualifying for free or reduced-price meals.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The intent is equity over equality: more resources for students who need them most. And while research shows that \u003ca href=\"https://www.ppic.org/publication/targeted-k-12-funding-and-student-outcomes/\">the Local Control Funding Formula has helped close gaps\u003c/a> in graduation rates, college readiness and test scores, some advocates and legislators have said the state needs to increase accountability over how districts spend the money.\u003c/p>\n\u003cp>In 2015, the \u003ca href=\"https://www.aclusocal.org/en/press-releases/lawsuit-claims-la-unified-plans-illegally-divert-2-billion-intended-serve-high-need\">ACLU sued the Los Angeles Unified School District\u003c/a> for failing to spend the money generated by English learners, foster children and students from lower-income families on services for those groups. In 2021, the California Department of Education found that \u003ca href=\"https://edsource.org/2021/state-orders-stricter-county-oversight-of-districts-spending-for-low-income-kids-english-learners/656621\">three school districts in San Bernardino County\u003c/a> misused funds for high-needs students.\u003c/p>\n\u003cp>Weber’s bill would have added the subgroup with the lowest standardized test scores to the three student groups specified in the funding formula. Subgroups of students, like students with disabilities, that already qualify districts for additional state and federal funding would not qualify. That left racial and ethnic groups as the remaining categories.\u003c/p>\n\u003cp>This year, the bill would have allocated $400 million to districts and charter schools for their Black students.\u003c/p>\n\u003ch2>The ‘equity multiplier’\u003c/h2>\n\u003cp>In Newsom’s proposed budget, Weber’s bill became the “equity multiplier.” The proposal allocates $300 million for elementary and middle schools where at least 90% of students qualify for free or reduced-price meals. For high schools, that percentage is 85%.\u003c/p>\n\u003cp>Unlike funding formula money that goes to districts, the dollars from the equity multiplier will go directly to schools and the rules will be stricter about where the money can be spent.\u003c/p>\n\u003cp>Brooks Allen, an education policy adviser for Newsom and the executive director of the State Board of Education, said Weber’s bill was a “launching pad.” He pointed out that Weber’s bill didn’t include any requirements for districts on spending the money. He said Newsom’s proposal will have more accountability measures to make sure schools spend the money on the students with the highest needs. Newsom and his advisers are still working on those details.\u003c/p>\n\u003cp>Weber’s offices provided little comment about Newsom’s proposal. When asked whether Weber was disappointed by it, her chief-of-staff, Tiffany Ryan, wrote in an email only that the “equity multiplier” is a “step in the right direction.”\u003c/p>\n\u003cp>It’s unclear how the state will allocate the $300 million to the qualifying schools. Those details will be released in the education trailer bill that comes out later this year, state officials said. The trailer bill will describe the specific education programs that will receive money through the state budget.\u003c/p>\n\u003ch2>Potential legal problems\u003c/h2>\n\u003cp>Weber’s office and the bill’s sponsors said Newsom raised concerns about violating the state’s Proposition 209 and the 14th Amendment of the U.S. Constitution. The former prohibits preferential treatment of a racial or ethnic group, and the latter guarantees equal protection for all citizens.\u003c/p>\n\u003cp>There’s no mention of these potential conflicts in any of the analyses of the bill. However, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billAnalysisClient.xhtml?bill_id=201720180AB2635#\">one analysis\u003c/a> for Shirley Weber’s 2018 bill identifies a potential conflict with Prop. 209, stating the bill would “ultimately target an ethnic group for supplemental funding.”\u003c/p>\n\u003cp>Supporters of Akilah Weber’s bill say it doesn’t mention race but rather the group of students with the lowest test scores.\u003c/p>\n\u003cp>“It was never once a racial thing,” Laster said. “It’s about the category rather than who’s in the category.”\u003c/p>\n\u003cp>Thomas A. Saenz, president and general counsel for the Mexican American Legal Defense and Educational Fund, said the issue remains unclear because no law has been adjudicated.\u003c/p>\n\u003cp>“The potential problem here is that among the available subgroups for test scores, many of them are race-defined,” he said.\u003c/p>\n\u003cp>State officials declined to comment on the potential legal conflicts. Weber’s and Newsom’s offices didn’t provide full details about the backroom deal that led to the race-neutral budget proposal.\u003c/p>\n\u003cp>Assemblymember Lori Wilson, a Fairfield Democrat and chair of the California Legislative Black Caucus, said Weber’s bill was a top priority for the caucus last year, and she’s pleased with the outcome.\u003c/p>\n\u003cp>“To get to where you want to be, it has to be an incremental approach,” Wilson said. “We do not look at it as a loss in any way, shape or form.”\u003c/p>\n\u003ch2>A loss for some\u003c/h2>\n\u003cp>Some California districts have seen success with programs that target Black students. At Fresno Unified, Lisa Mitchell oversees the \u003ca href=\"https://a4.fresnounified.org/\">African-American Academic Acceleration program\u003c/a>. In 2017, the local school board started allocating $4 million to the program each year. This year, the program has an additional $2 million thanks to emergency COVID funds from the federal government.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district used the money to hire teachers, tutors and counselors dedicated to increasing test scores and grades and decreasing suspension and expulsion rates for the district’s Black students. Between 2017 and 2019, the district’s Black students saw slight improvements in test scores, but those gains were wiped out during the pandemic. In 2022, less than 1 in 5 Black students met or exceeded English language arts standards and 1 in 10 met or exceeded math standards. Mitchell said the program could be doing more to train teachers as well as more to train parents to teach reading at home.\u003c/p>\n\u003cp>“We have a lot of great programs, but they’re not adequately staffed,” Mitchell said. It’s unclear exactly how much money the bill would have directed to the district, but she said it would have helped.\u003c/p>\n\u003cp>The acceleration program offers a 10-week after-school literacy program in the spring and a four-week program in the summer. The curriculum is based on African American authors. The district also offers a three-week coding boot camp for fifth and sixth graders that also teaches students about the contributions of African American scientists. While most of the students in these programs are Black, Mitchell said the district doesn’t turn anyone away. The program also provides on-campus supervision and instruction for suspended students as well as coaching sessions for parents who want to teach reading at home.\u003c/p>\n\u003cp>Mitchell said the district hasn’t encountered threats of lawsuits or criticism based on Prop. 209 or the 14th Amendment. She said district administrators and community members generally support her work.\u003c/p>\n\u003cp>“I try to explain to people that equity and equality don’t mean the same thing,” Mitchell said. “Why do we give to Black students? Because Black students need the most help.”\u003c/p>\n\u003cp>Representatives from the governor’s office and the State Board of Education, however, said the $300 million for high-poverty schools will ultimately lead to greater equity.\u003c/p>\n\u003cp>“I understand sometimes folks are wed to their initial idea,” Allen said. “When folks have a chance to sit with this and study it, our hope is that they’ll see there’s a lot to like here.”\u003c/p>\n\u003cp>\u003cem>CalMatters reporter Erica Yee contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "FAFSA Opens Oct. 1. Here's What You Need to Know About Applications for Federal Student Aid",
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"content": "\u003cp>\u003cem>\u003ca href=\"https://apnews.com/article/espanol-financial-aid-season-what-you-need-to-know-212d885e9b92707de45f36827c9a4586\">\u003cstrong>Leer en español.\u003c/strong>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>The \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">Free Application for Federal Student Aid\u003c/a> filing season starts October 1 for the 2023-2024 school year. If you plan to attend college next year, experts say you might want to fill out the FAFSA application as close to the opening date as possible.\u003c/p>\n\u003cp>Many institutions award financial aid on a first-come, first-serve basis. Karen McCarthy, vice president of public policy and federal relations from the \u003ca href=\"https://www.nasfaa.org/\">National Association of Student Financial Aid Administrators\u003c/a>, recommends students get started.\u003c/p>\n\u003cp>“It is a good idea to do it on the earlier side,” said McCarthy. “Whenever (colleges) run out of money, then that’s all the funding they have for the year.”\u003c/p>\n\u003cp>Whether this is your first or fifth time filling out the application, here are some recommendations and background for completing this process and getting financial aid for your college career.\u003c/p>\n\u003cp>\u003cstrong>Jump straight to:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#whofafsa\">Who should fill out my FAFSA, and how?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#whenfafsa\">When should I fill out the FAFSA for fall 2023-2024?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#renewfafsa\">Do I need to renew my FAFSA?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#parentsfafsa\">How should I work with my parents to fill out the FAFSA?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#mistakefafsa\">What if I make a mistake filling out my FAFSA?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003ch2>How does FAFSA work?\u003c/h2>\n\u003cp>The FAFSA is a free government application that uses financial information from you and \u003ca href=\"https://studentaid.gov/articles/parents-understanding-fafsa/\">your family\u003c/a> to determine whether you can get financial aid from the federal government to pay for college.\u003c/p>\n\u003cp>The FAFSA will send your financial information to \u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/filling-out/school-list\">the schools listed in the application that you are interested in attending — up to 10 schools\u003c/a>. Each school that admits you will send you a financial aid package. The amount of financial aid you get depends on each institution.\u003c/p>\n\u003cp>This application is also used to determine eligibility for other federal student aid programs, like work-study and loans, as well as state and school aid. Sometimes, private, merit-based scholarships also require FAFSA information to determine whether you qualify for their specific aid.\u003c/p>\n\u003cp>“Completing the FAFSA is probably the single most important thing you can do to get in line for scholarships, grants and other federal financial aid for college,” said Rick Castellano, vice president of corporate communications at Sallie Mae.\u003c/p>\n\u003cp>Nitro College, a website that offers advice for college students, has \u003ca href=\"https://www.nitrocollege.com/fafsa-guide\">a step-by-step guide listing all the questions in the FAFSA\u003c/a>.\u003c/p>\n\u003ch2>\u003ca id=\"whofafsa\">\u003c/a>Who should fill out the FAFSA?\u003c/h2>\n\u003cp>Anyone planning to attend college next year should fill out the FAFSA. Many decide not to apply, thinking their family’s income is too high to be considered, but McCarthy recommends all students fill out the application.\u003c/p>\n\u003cp>“There’s no commitment, there’s no charge,” said McCarthy. “See what happens, you may be surprised. And if not, you have it on file in case you change your mind.”\u003c/p>\n\u003cp>Students and parents can use the \u003ca href=\"https://studentaid.gov/aid-estimator/\">federal student aid estimator\u003c/a> to get an early approximation of their financial package.\u003c/p>\n\u003ch2>How do I fill out the FAFSA?\u003c/h2>\n\u003cp>The first step is to \u003ca href=\"https://studentaid.gov/fsa-id/create-account/launch\">create an FSA ID\u003c/a> to help you log into your account electronically. If you are a dependent student, your parents also will need to create an account.\u003c/p>\n\u003cp>Before starting your application, McCarthy recommends using your permanent personal email, one that is “available to you and that you check regularly.”\u003c/p>\n\u003cp>Here are the documents you will need to fill out your FAFSA application:\u003c/p>\n\u003cul>\n\u003cli>Your Social Security number\u003c/li>\n\u003cli>Your driver’s license number, if you have one\u003c/li>\n\u003cli>Your green card number, if you are not a U.S. citizen\u003c/li>\n\u003cli>Your federal income tax returns, W-2s and other records of money earned\u003c/li>\n\u003cli>Your bank statements and records of investments\u003c/li>\n\u003cli>Your records of untaxed income\u003c/li>\n\u003c/ul>\n\u003cp>The application offers the option to get your federal tax return information from \u003ca href=\"https://studentaid.gov/help-center/answers/article/what-is-irs-drt\">the IRS data retrieval tool\u003c/a>.\u003c/p>\n\u003cp>McCarthy also recommends students use their physical Social Security card when they fill out the application, not only to make sure they use the right number, but to double-check their name.\u003c/p>\n\u003cp>“It’s much easier to avoid an issue in the first place,” said McCarthy. Some students who use their middle name in their daily lives make the mistake of listing it as their first name on the application, she said. This causes issues with the application that will need to be resolved.\u003c/p>\n\u003ch2>\u003ca id=\"whenfafsa\">\u003c/a>When should I fill out the FAFSA for fall 2023-2024?\u003c/h2>\n\u003cp>Meeting deadlines is important to avoid missing out on any possible financial aid you might receive. Aside from the federal deadline, students need to know whether their state also has a deadline to be considered for financial aid.\u003c/p>\n\u003cp>The FAFSA application for the 2023-2024 year opens on October 1 and must be submitted by June 30, 2024.\u003c/p>\n\u003cp>Each state has different deadlines for financial aid. \u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/fafsa-deadlines#state\">California has a March 2, 2023, deadline\u003c/a> for many state financial aid programs, but has different deadlines for others.\u003c/p>\n\u003ch2>\u003ca id=\"renewfafsa\">\u003c/a>Do I have to renew my FAFSA?\u003c/h2>\n\u003cp>The FAFSA needs to be filled out every year you plan to attend college. However, it usually becomes easier to navigate the process after you’ve done it once.\u003c/p>\n\u003cp>“I feel a lot faster every year,” said Haley Campbell Garcia, 28, who filled out the FAFSA for the first time in 2013 and has filled it out every year since, for her undergraduate and graduate degrees.\u003c/p>\n\u003cp>When you \u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/renew\">renew your application\u003c/a>, some information is already pre-filled, but tax information and other items need to be updated.\u003c/p>\n\u003ch2>\u003ca id=\"parentsfafsa\">\u003c/a>What information do I need from my parents for the FAFSA?\u003c/h2>\n\u003cp>If you are filing as a dependent student, you’ll need to provide the financial information of at least one parent. If you list both parents, you need to know how they filed their tax return — jointly or separately — and their official marital status, said McCarthy.\u003c/p>\n\u003cp>“It seems like it should be obvious, but sometimes people don’t necessarily know whether their parents are separated or actually divorced,” said McCarthy. You can find the official marital status of your parents by checking their tax return.\u003c/p>\n\u003cp>\u003ca href=\"https://studentaid.gov/fsa-id/create-account/launch\">Parents need to create their own FSA IDs.\u003c/a> When your parents fill out the application, they can manually input their tax return information or use the IRS data retrieval tool.\u003c/p>\n\u003cp>Parents will need this information to fill out the FAFSA:\u003c/p>\n\u003cul>\n\u003cli>Social Security number or green card number (if they are not U.S. citizens)\u003c/li>\n\u003cli>Federal income tax returns, W-2s and other records of money earned\u003c/li>\n\u003c/ul>\n\u003cp>If a student is applying for the 2023-2024 school year, parents need to use their 2021 federal tax return information.\u003c/p>\n\u003cp>If you have questions about income information, you can call the federal student aid office at (800) 433-3243.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>What if my parents are noncitizens when I fill out the FAFSA?\u003c/h2>\n\u003cp>Your parents’ citizenship status does not affect your eligibility for student aid. The application doesn’t ask for your parents’ legal status in the country.\u003c/p>\n\u003cp>If your parent does not have a Social Security number, students should enter all zeros on the application. Also, parents without a Social Security number won’t need to create an FSA ID, but will need to sign the application by printing and mailing it to the financial aid office so the student’s application gets processed.\u003c/p>\n\u003cp>\u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/filling-out/parent-info#unwilling-parents\">For more details on noncitizen parents, you can visit studentaid.gov.\u003c/a>\u003c/p>\n\u003ch2>How can I speak with my parents about the FAFSA when they’re never done it before?\u003c/h2>\n\u003cp>Whether you are a first-generation college student or your parents are immigrants, having to explain the FAFSA to them can be challenging.\u003c/p>\n\u003cp>The way Jessica Sansarran, a 25-year-old resident of Orlando, Florida, approached this issue was by reading FAFSA guides to her parents and communicating her frustrations with the process.\u003c/p>\n\u003cp>“I told them, ‘You know, this is complicated for me, too,’” said Sansarran, whose parents are from Guyana.\u003c/p>\n\u003cp>Anastasia Acerno, 21, approached the process similarly.\u003c/p>\n\u003cp>“I would just ask my parents for all their tax documentation, wait for them to find it, and then just ask them the questions myself, instead of having them go through the application,” said Acerno, who graduated from the University of Albany.\u003c/p>\n\u003ch2>What if my financial circumstances have changed since 2021?\u003c/h2>\n\u003cp>\u003ca href=\"https://studentaid.gov/fafsa/announcements/changes-family-financial-situation?src=trending\">If your (or your family’s) financial situation has drastically changed\u003c/a>, you need to contact the specific institution that you are planning to attend. Each college handles special circumstances differently, said McCarthy.\u003c/p>\n\u003ch2>When will I receive my FAFSA financial aid package?\u003c/h2>\n\u003cp>\u003ca href=\"https://studentaid.gov/help-center/answers/article/next-steps-after-submitting-fafsa\">FAFSA applications take three to five days to process\u003c/a>, according to the student aid website. However, when you receive your financial aid package will depend on your institution. Usually, students get their financial aid package shortly after their admission offers.\u003c/p>\n\u003ch2>\u003ca id=\"mistakefafsa\">\u003c/a>What if I made a mistake on my FAFSA?\u003c/h2>\n\u003cp>\u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/review-and-correct/correct\">If you made a mistake filling out your application\u003c/a>, you need to correct your FAFSA form. You can do this by logging in with your FSA ID, going to the “My FAFSA” page and selecting “make corrections.”\u003c/p>\n\u003cp>In some instances, if the changes cannot be made through the FAFSA portal, students will need to reach out to their institution’s financial aid office to make corrections.\u003c/p>\n\u003ch2>What if my financial aid is not enough to pay for my college?\u003c/h2>\n\u003cp>If the financial aid package from the college you plan to attend will not cover your college expenses, there are alternatives.\u003c/p>\n\u003cp>You can look into scholarships that might help lower the cost of attending college, or \u003ca href=\"https://studentaid.gov/understand-aid/types/loans/subsidized-unsubsidized\">student loans\u003c/a>. There are two types of student loans: federal and private. Federal student loans usually offer lower interest rates than private loans.\u003c/p>\n\u003ch2>Where can I find more help to fill out the FAFSA?\u003c/h2>\n\u003cp>\u003ca href=\"https://studentaid.gov/\">A lot of information about the FAFSA can be found on the studentaid.gov website\u003c/a>, but if you have more specific questions, you can speak with the financial aid office of your desired institution.\u003c/p>\n\u003cp>From filling out basic questions to a more in-depth understanding of your financial aid package, your college or community college’s financial aid office can help.\u003c/p>\n\u003cp>In Yvette Solano’s case, she requested help from someone in the financial aid office who spoke Spanish.\u003c/p>\n\u003cp>“For me, it was about feeling comfortable asking questions and understanding the information,” said Solano, 25, who attended San Diego City College and graduated from Cal State, Los Angeles this summer. “You shouldn’t be ashamed of asking for help.” \u003ca href=\"https://apnews.com/article/espanol-financial-aid-season-what-you-need-to-know-212d885e9b92707de45f36827c9a4586\">\u003cstrong>Read the guide to applying for the FAFSA in Spanish.\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>McCarthy also recommends looking for college access organizations that provide free help completing the FAFSA.\u003c/p>\n\u003cp>Students or parents can also \u003ca href=\"https://studentaid.gov/help-center/contact#all-aid-fsaic\">call, email or live-chat with the Federal Student Aid Information Center\u003c/a>.\u003c/p>\n\u003cp>\u003cem>The Associated Press receives support from the Charles Schwab Foundation for educational and explanatory reporting to improve financial literacy. The independent foundation is separate from Charles Schwab and Co. Inc. The AP is solely responsible for its journalism.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"https://apnews.com/article/espanol-financial-aid-season-what-you-need-to-know-212d885e9b92707de45f36827c9a4586\">\u003cstrong>Leer en español.\u003c/strong>\u003c/a>\u003c/em>\u003c/p>\n\u003cp>The \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">Free Application for Federal Student Aid\u003c/a> filing season starts October 1 for the 2023-2024 school year. If you plan to attend college next year, experts say you might want to fill out the FAFSA application as close to the opening date as possible.\u003c/p>\n\u003cp>Many institutions award financial aid on a first-come, first-serve basis. Karen McCarthy, vice president of public policy and federal relations from the \u003ca href=\"https://www.nasfaa.org/\">National Association of Student Financial Aid Administrators\u003c/a>, recommends students get started.\u003c/p>\n\u003cp>“It is a good idea to do it on the earlier side,” said McCarthy. “Whenever (colleges) run out of money, then that’s all the funding they have for the year.”\u003c/p>\n\u003cp>Whether this is your first or fifth time filling out the application, here are some recommendations and background for completing this process and getting financial aid for your college career.\u003c/p>\n\u003cp>\u003cstrong>Jump straight to:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"#whofafsa\">Who should fill out my FAFSA, and how?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#whenfafsa\">When should I fill out the FAFSA for fall 2023-2024?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#renewfafsa\">Do I need to renew my FAFSA?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#parentsfafsa\">How should I work with my parents to fill out the FAFSA?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"#mistakefafsa\">What if I make a mistake filling out my FAFSA?\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003ch2>How does FAFSA work?\u003c/h2>\n\u003cp>The FAFSA is a free government application that uses financial information from you and \u003ca href=\"https://studentaid.gov/articles/parents-understanding-fafsa/\">your family\u003c/a> to determine whether you can get financial aid from the federal government to pay for college.\u003c/p>\n\u003cp>The FAFSA will send your financial information to \u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/filling-out/school-list\">the schools listed in the application that you are interested in attending — up to 10 schools\u003c/a>. Each school that admits you will send you a financial aid package. The amount of financial aid you get depends on each institution.\u003c/p>\n\u003cp>This application is also used to determine eligibility for other federal student aid programs, like work-study and loans, as well as state and school aid. Sometimes, private, merit-based scholarships also require FAFSA information to determine whether you qualify for their specific aid.\u003c/p>\n\u003cp>“Completing the FAFSA is probably the single most important thing you can do to get in line for scholarships, grants and other federal financial aid for college,” said Rick Castellano, vice president of corporate communications at Sallie Mae.\u003c/p>\n\u003cp>Nitro College, a website that offers advice for college students, has \u003ca href=\"https://www.nitrocollege.com/fafsa-guide\">a step-by-step guide listing all the questions in the FAFSA\u003c/a>.\u003c/p>\n\u003ch2>\u003ca id=\"whofafsa\">\u003c/a>Who should fill out the FAFSA?\u003c/h2>\n\u003cp>Anyone planning to attend college next year should fill out the FAFSA. Many decide not to apply, thinking their family’s income is too high to be considered, but McCarthy recommends all students fill out the application.\u003c/p>\n\u003cp>“There’s no commitment, there’s no charge,” said McCarthy. “See what happens, you may be surprised. And if not, you have it on file in case you change your mind.”\u003c/p>\n\u003cp>Students and parents can use the \u003ca href=\"https://studentaid.gov/aid-estimator/\">federal student aid estimator\u003c/a> to get an early approximation of their financial package.\u003c/p>\n\u003ch2>How do I fill out the FAFSA?\u003c/h2>\n\u003cp>The first step is to \u003ca href=\"https://studentaid.gov/fsa-id/create-account/launch\">create an FSA ID\u003c/a> to help you log into your account electronically. If you are a dependent student, your parents also will need to create an account.\u003c/p>\n\u003cp>Before starting your application, McCarthy recommends using your permanent personal email, one that is “available to you and that you check regularly.”\u003c/p>\n\u003cp>Here are the documents you will need to fill out your FAFSA application:\u003c/p>\n\u003cul>\n\u003cli>Your Social Security number\u003c/li>\n\u003cli>Your driver’s license number, if you have one\u003c/li>\n\u003cli>Your green card number, if you are not a U.S. citizen\u003c/li>\n\u003cli>Your federal income tax returns, W-2s and other records of money earned\u003c/li>\n\u003cli>Your bank statements and records of investments\u003c/li>\n\u003cli>Your records of untaxed income\u003c/li>\n\u003c/ul>\n\u003cp>The application offers the option to get your federal tax return information from \u003ca href=\"https://studentaid.gov/help-center/answers/article/what-is-irs-drt\">the IRS data retrieval tool\u003c/a>.\u003c/p>\n\u003cp>McCarthy also recommends students use their physical Social Security card when they fill out the application, not only to make sure they use the right number, but to double-check their name.\u003c/p>\n\u003cp>“It’s much easier to avoid an issue in the first place,” said McCarthy. Some students who use their middle name in their daily lives make the mistake of listing it as their first name on the application, she said. This causes issues with the application that will need to be resolved.\u003c/p>\n\u003ch2>\u003ca id=\"whenfafsa\">\u003c/a>When should I fill out the FAFSA for fall 2023-2024?\u003c/h2>\n\u003cp>Meeting deadlines is important to avoid missing out on any possible financial aid you might receive. Aside from the federal deadline, students need to know whether their state also has a deadline to be considered for financial aid.\u003c/p>\n\u003cp>The FAFSA application for the 2023-2024 year opens on October 1 and must be submitted by June 30, 2024.\u003c/p>\n\u003cp>Each state has different deadlines for financial aid. \u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/fafsa-deadlines#state\">California has a March 2, 2023, deadline\u003c/a> for many state financial aid programs, but has different deadlines for others.\u003c/p>\n\u003ch2>\u003ca id=\"renewfafsa\">\u003c/a>Do I have to renew my FAFSA?\u003c/h2>\n\u003cp>The FAFSA needs to be filled out every year you plan to attend college. However, it usually becomes easier to navigate the process after you’ve done it once.\u003c/p>\n\u003cp>“I feel a lot faster every year,” said Haley Campbell Garcia, 28, who filled out the FAFSA for the first time in 2013 and has filled it out every year since, for her undergraduate and graduate degrees.\u003c/p>\n\u003cp>When you \u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/renew\">renew your application\u003c/a>, some information is already pre-filled, but tax information and other items need to be updated.\u003c/p>\n\u003ch2>\u003ca id=\"parentsfafsa\">\u003c/a>What information do I need from my parents for the FAFSA?\u003c/h2>\n\u003cp>If you are filing as a dependent student, you’ll need to provide the financial information of at least one parent. If you list both parents, you need to know how they filed their tax return — jointly or separately — and their official marital status, said McCarthy.\u003c/p>\n\u003cp>“It seems like it should be obvious, but sometimes people don’t necessarily know whether their parents are separated or actually divorced,” said McCarthy. You can find the official marital status of your parents by checking their tax return.\u003c/p>\n\u003cp>\u003ca href=\"https://studentaid.gov/fsa-id/create-account/launch\">Parents need to create their own FSA IDs.\u003c/a> When your parents fill out the application, they can manually input their tax return information or use the IRS data retrieval tool.\u003c/p>\n\u003cp>Parents will need this information to fill out the FAFSA:\u003c/p>\n\u003cul>\n\u003cli>Social Security number or green card number (if they are not U.S. citizens)\u003c/li>\n\u003cli>Federal income tax returns, W-2s and other records of money earned\u003c/li>\n\u003c/ul>\n\u003cp>If a student is applying for the 2023-2024 school year, parents need to use their 2021 federal tax return information.\u003c/p>\n\u003cp>If you have questions about income information, you can call the federal student aid office at (800) 433-3243.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>What if my parents are noncitizens when I fill out the FAFSA?\u003c/h2>\n\u003cp>Your parents’ citizenship status does not affect your eligibility for student aid. The application doesn’t ask for your parents’ legal status in the country.\u003c/p>\n\u003cp>If your parent does not have a Social Security number, students should enter all zeros on the application. Also, parents without a Social Security number won’t need to create an FSA ID, but will need to sign the application by printing and mailing it to the financial aid office so the student’s application gets processed.\u003c/p>\n\u003cp>\u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/filling-out/parent-info#unwilling-parents\">For more details on noncitizen parents, you can visit studentaid.gov.\u003c/a>\u003c/p>\n\u003ch2>How can I speak with my parents about the FAFSA when they’re never done it before?\u003c/h2>\n\u003cp>Whether you are a first-generation college student or your parents are immigrants, having to explain the FAFSA to them can be challenging.\u003c/p>\n\u003cp>The way Jessica Sansarran, a 25-year-old resident of Orlando, Florida, approached this issue was by reading FAFSA guides to her parents and communicating her frustrations with the process.\u003c/p>\n\u003cp>“I told them, ‘You know, this is complicated for me, too,’” said Sansarran, whose parents are from Guyana.\u003c/p>\n\u003cp>Anastasia Acerno, 21, approached the process similarly.\u003c/p>\n\u003cp>“I would just ask my parents for all their tax documentation, wait for them to find it, and then just ask them the questions myself, instead of having them go through the application,” said Acerno, who graduated from the University of Albany.\u003c/p>\n\u003ch2>What if my financial circumstances have changed since 2021?\u003c/h2>\n\u003cp>\u003ca href=\"https://studentaid.gov/fafsa/announcements/changes-family-financial-situation?src=trending\">If your (or your family’s) financial situation has drastically changed\u003c/a>, you need to contact the specific institution that you are planning to attend. Each college handles special circumstances differently, said McCarthy.\u003c/p>\n\u003ch2>When will I receive my FAFSA financial aid package?\u003c/h2>\n\u003cp>\u003ca href=\"https://studentaid.gov/help-center/answers/article/next-steps-after-submitting-fafsa\">FAFSA applications take three to five days to process\u003c/a>, according to the student aid website. However, when you receive your financial aid package will depend on your institution. Usually, students get their financial aid package shortly after their admission offers.\u003c/p>\n\u003ch2>\u003ca id=\"mistakefafsa\">\u003c/a>What if I made a mistake on my FAFSA?\u003c/h2>\n\u003cp>\u003ca href=\"https://studentaid.gov/apply-for-aid/fafsa/review-and-correct/correct\">If you made a mistake filling out your application\u003c/a>, you need to correct your FAFSA form. You can do this by logging in with your FSA ID, going to the “My FAFSA” page and selecting “make corrections.”\u003c/p>\n\u003cp>In some instances, if the changes cannot be made through the FAFSA portal, students will need to reach out to their institution’s financial aid office to make corrections.\u003c/p>\n\u003ch2>What if my financial aid is not enough to pay for my college?\u003c/h2>\n\u003cp>If the financial aid package from the college you plan to attend will not cover your college expenses, there are alternatives.\u003c/p>\n\u003cp>You can look into scholarships that might help lower the cost of attending college, or \u003ca href=\"https://studentaid.gov/understand-aid/types/loans/subsidized-unsubsidized\">student loans\u003c/a>. There are two types of student loans: federal and private. Federal student loans usually offer lower interest rates than private loans.\u003c/p>\n\u003ch2>Where can I find more help to fill out the FAFSA?\u003c/h2>\n\u003cp>\u003ca href=\"https://studentaid.gov/\">A lot of information about the FAFSA can be found on the studentaid.gov website\u003c/a>, but if you have more specific questions, you can speak with the financial aid office of your desired institution.\u003c/p>\n\u003cp>From filling out basic questions to a more in-depth understanding of your financial aid package, your college or community college’s financial aid office can help.\u003c/p>\n\u003cp>In Yvette Solano’s case, she requested help from someone in the financial aid office who spoke Spanish.\u003c/p>\n\u003cp>“For me, it was about feeling comfortable asking questions and understanding the information,” said Solano, 25, who attended San Diego City College and graduated from Cal State, Los Angeles this summer. “You shouldn’t be ashamed of asking for help.” \u003ca href=\"https://apnews.com/article/espanol-financial-aid-season-what-you-need-to-know-212d885e9b92707de45f36827c9a4586\">\u003cstrong>Read the guide to applying for the FAFSA in Spanish.\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>McCarthy also recommends looking for college access organizations that provide free help completing the FAFSA.\u003c/p>\n\u003cp>Students or parents can also \u003ca href=\"https://studentaid.gov/help-center/contact#all-aid-fsaic\">call, email or live-chat with the Federal Student Aid Information Center\u003c/a>.\u003c/p>\n\u003cp>\u003cem>The Associated Press receives support from the Charles Schwab Foundation for educational and explanatory reporting to improve financial literacy. The independent foundation is separate from Charles Schwab and Co. Inc. The AP is solely responsible for its journalism.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>[dropcap]I[/dropcap]nside a borrowed studio apartment in a two-story courtyard building in Oakland’s Fruitvale neighborhood, Nya Owens is preparing for her afternoon client, a woman named Yummy Jones who has driven all the way from Richmond, despite heavy traffic and the high cost of gas these days, just to see her.\u003c/p>\n\u003cp>Owens, who just turned 18, goes over styles as they watch TikTok videos of different looks. Then Owens asks Yummy to part her hair, and the work begins.\u003c/p>\n\u003cp>Braiding is Owens’ business, and it’s why she was so focused on graduating this year. She sees that high school diploma as the ticket to college and a degree in business administration, all part of her plan to start her own fashion company.\u003c/p>\n\u003cp>“I’ve loved fashion since I was a little kid. I’ve had experience with customer service, I’m a people person and I used to model,” she says.\u003c/p>\n\u003cp>Her future plan?\u003c/p>\n\u003cp>“Phase one would be to go to pop-up shops and sell clothes, promote on social media,” she says. “Phase two would be to grow my online store out of state, do raffles and also gain more and more ambassador events.”\u003c/p>\n\u003cfigure id=\"attachment_11917101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg\" alt=\"A woman stands over another woman doing her hair.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens at work in her salon space at a friend’s apartment with client Yummy Jones. Owens wants to get a degree in business administration, but this year she had to focus first on showing up to finish high school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But just last January, Owens saw those plans evaporating. Her school, McClymonds High in West Oakland, told her that unless she started showing up for school on time, she wouldn’t get to graduate. “I was falling behind because I was too busy trying to make my money and also trying to focus on school,” she says.\u003c/p>\n\u003cp>Owens was also behind because of a series of academic setbacks junior year: Pandemic-related distance learning had been impossible for her.[pullquote size='medium' align='left' citation=\"Nya Owens, participant, Oakland Natives Give Back\"]‘COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on.’[/pullquote]“COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on. I got to be hands on. I cannot do it on my own,” she says. “I used to fall asleep during class.”\u003c/p>\n\u003cp>Then there was a devastating personal blow: Owens’ 25-year-old brother was shot and killed in East Oakland. At that point, with her mother grieving, Owens says she ended up living with different relatives. Getting to school at all was a challenge.\u003c/p>\n\u003cp>But she kept going, and she says her late brother has played a big part in that.\u003c/p>\n\u003cp>“I feel like my brother has been pushing me,” Owens says. “Since he’s gone, he’s been pushing me on. I’ve been catching a whole lot of angel numbers.”\u003c/p>\n\u003cp>Also pushing her was the team from Oakland Natives Give Back.\u003c/p>\n\u003cfigure id=\"attachment_11917102\" class=\"wp-caption aligncenter\" style=\"max-width: 1180px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg\" alt=\"A woman stands in a school hallway next to graduation balloons. She is holding up a diploma and is smiling at someone off-camera.\" width=\"1180\" height=\"886\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-800x601.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-1020x766.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-160x120.jpg 160w\" sizes=\"auto, (max-width: 1180px) 100vw, 1180px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens poses for a portrait during graduation. Owens was a participant with Oakland Natives Give Back and says the program helped her achieve her goal of getting a high school diploma. \u003ccite>(Courtesy of Nya Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The organization launched a pilot program at McClymonds in January involving 10 students who were chronically absent but also were considered “influencers” — students others took their cues from. The goal was not only to get the 10 to graduate, but to get them to send a larger message to the student body that attendance matters.\u003c/p>\n\u003cp>Chronic absenteeism among Black students like Owens is a critical problem for the district. District statistics through May show that 58% of OUSD’s Black students missed at least 18 school days during this past school year; nearly half of those students were absent 36 days or more.\u003c/p>\n\u003cp>Kids not getting to school could cost OUSD millions of dollars a year in state funding, which is allotted on the basis of the district’s average daily attendance. And more important, chronic absences are devastating for the growth and progress of students like Owens.[aside label=\"More Education Stories\" tag=\"education\"]The pilot program that Oakland Natives Give Back deployed at McClymonds this year was designed to provide intensive wraparound support for the 10 students who were invited to participate and see them through to graduation. The pilot also aimed to help each student plan for the future and teach them the skills they’d need to turn that plan into reality.\u003c/p>\n\u003cp>“We’re not here to chastise you. We’re here to support you. You know — even with love, with a different angle,” says Brian McGee, McClymonds’ head of programs, who helped bring in Oakland Natives Give Back. “Yes, your attendance is bad, but we don’t think you’re bad people. You’re here because we want to correct some things and get you ready for the real world. And the way we’re going to do that is to give you some skill sets for a toolbox that you can take with you along your journey.”\u003c/p>\n\u003cp>Stefon Dent, an achievement coordinator with Oakland Natives Give Back, was part of a two-person team that worked with the 10 McClymonds students.\u003c/p>\n\u003cp>The students would participate in a 90-minute class once a week to learn skills they could use both in and outside of school: a lot of focus on accountability and what it means to show up on time. In return, they would be paid a monthly stipend of $500, paid for by Oakland Natives Give Back.\u003c/p>\n\u003cp>Dent says the classes were anchored in deep, emotional work that Dent says is key to Black students surviving and thriving in a systemically racist society.\u003c/p>\n\u003cp>“You really have to have a strong foundation within yourself and love yourself in order for you to manifest your desires,” Dent says.\u003c/p>\n\u003cfigure id=\"attachment_11917084\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11917084 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg\" alt=\" Stefon Dent sports a beard and wears his Proud Oakland Native shirt as he stars into the distance on a street in downtown Oakland. Behind him is a yellow wall with artist's tags in black paint on it.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stefon Dent, achievement coordinator with Oakland Natives Give Back, poses for a portrait in downtown Oakland on June 6, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school,” he says. “All we’re teaching them is science, math, accounting. The school system was designed to teach people to work for other people.”\u003c/p>\n\u003cp>The day Owens meets Yummy Jones to braid her hair shows the importance of this emotional dimension of learning.\u003c/p>\n\u003cp>Owens says the day had been a stressful one. It was finals week.\u003c/p>\n\u003cp>“Finals actually had me crying at school, crying,” she says, explaining that she got into a disagreement with a teacher.\u003c/p>\n\u003cp>“I was supposed to present, but I didn’t know,” she says. “I didn’t get the email. And I almost punched a wall. I was very upset. Grabbing at my hair and everything.”[pullquote size='medium' align='right' citation=\"Stefon Dent, achievement coordinator, Oakland Natives Give Back\"]‘Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school.’[/pullquote]Dent calls this kind of reaction getting emotionally hijacked, saying of Owens, “She fell victim to her own negative programming.”\u003c/p>\n\u003cp>Dent says in that split second, Owens had a choice: to act on impulse or to be her higher self. He says he works on this himself every day.\u003c/p>\n\u003cp>“If you’re driving and somebody cuts you off, you have the option to get around them, flip them off, curse them out or whatever,” he says. “Or you have the choice to be like, ‘OK, well, maybe they need to get to someplace. So I’m going to allow them to, you know, have that.’ Then I send them love and light. You know, ‘I hope you make it to your destination safely.’ And those are some of the tools I teach my clients.”\u003c/p>\n\u003cp>Dent calls this operating on a higher frequency. And he shares this wisdom in his classes.\u003c/p>\n\u003cp>“A lot of professionals have trouble relating to students because all they have is book smarts. And that can only lead you so far, especially going into the belly of the beast,” Dent says.\u003c/p>\n\u003cp>Dent says his own experience in public schools forced him onto his path of self-discovery. In third grade, he says, a teacher placed him in special education — where he remained until 12th grade.\u003c/p>\n\u003cp>“She asked me to play quietly, but what 6-year-old, you know, plays quietly?” he says. “So she influenced my mom to keep me in these classes due to my mom being on drugs at the time, saying, like, ‘If your child is on SSI, you have an extra income.’ So saying that to a person that’s hooked on something — that’s volumes.”\u003c/p>\n\u003cp>Dent is adamant he stopped growing psychologically at 6 when this teacher imprinted that negative view on him. He graduated 12th grade reading at a third-grade level “because all we did was sing songs and [eat] snacks and color.”\u003c/p>\n\u003cp>Today he has a master’s degree in behavioral psychology from Cal State East Bay. But first he had to go to Laney College for seven years to catch up on all the learning he missed in his earlier years.\u003c/p>\n\u003cp>“So it’s possible for you to accomplish anything,” Dent says. As he likes to tell the students, “The only thing in the way of you, is you.”\u003c/p>\n\u003cp>When Owens became frustrated with her teacher during finals week, instead of just walking out of school and not returning — as she says she normally would have done — she took steps to recover.\u003c/p>\n\u003cp>“I just kept having to breathe, and breathe, and breathe as much as I can. Anger like that, you really have to be careful,” she says.\u003c/p>\n\u003cp>In that moment, a McClymonds staffer who works closely with Dent also helped her with some advice: “Go ahead, cry yourself out of it. Do as much crying as you gotta do and then we gotta get right back to this essay.”[pullquote size='medium' align='right' citation=\"Nya Owens, participant, Oakland Natives Give Back\"]‘This program has actually helped me with getting to work on time. I get to clients on time.’[/pullquote]At the end of the year, when Owens learned one of her teachers had flunked her, she immediately signed up for adult school to take the class again.\u003c/p>\n\u003cp>“It took me a while, but I built myself up. I listen to gospel music and I listen to old school music, ‘Good Morning Beautiful.’ And then that type of music gives me some motivation into myself: ‘OK, Nya, you got this. You’re pretty. You’re beautiful.’ I tell myself that every day, every morning, every time I wake up, every time I go to sleep and wake back up.”\u003c/p>\n\u003cp>Owens didn’t graduate with her class at McClymonds in May. But she redid the course online and graduated with an adult school class this month.\u003c/p>\n\u003cp>She says the accountability lessons from her internship at McClymonds are grounding her for her next steps.\u003c/p>\n\u003cp>“This program has actually helped me with getting to work on time,” she says. “I get to clients on time. I used to be at least 10 to 15 minutes behind. Now, I leave early. If you’re not going to be on time, you’re just not going to be knowing what’s going on.”\u003c/p>\n\u003cp>Owens’ graduation, albeit slightly delayed, meant that all 10 of the McClymonds seniors who were part of the Oakland Natives Give Back pilot project got their diplomas.\u003c/p>\n\u003cp>The organization is hoping to expand to seven other Oakland high schools this fall to reach as many as 100 students in the coming academic year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">I\u003c/span>\u003c/p>\u003cp>nside a borrowed studio apartment in a two-story courtyard building in Oakland’s Fruitvale neighborhood, Nya Owens is preparing for her afternoon client, a woman named Yummy Jones who has driven all the way from Richmond, despite heavy traffic and the high cost of gas these days, just to see her.\u003c/p>\n\u003cp>Owens, who just turned 18, goes over styles as they watch TikTok videos of different looks. Then Owens asks Yummy to part her hair, and the work begins.\u003c/p>\n\u003cp>Braiding is Owens’ business, and it’s why she was so focused on graduating this year. She sees that high school diploma as the ticket to college and a degree in business administration, all part of her plan to start her own fashion company.\u003c/p>\n\u003cp>“I’ve loved fashion since I was a little kid. I’ve had experience with customer service, I’m a people person and I used to model,” she says.\u003c/p>\n\u003cp>Her future plan?\u003c/p>\n\u003cp>“Phase one would be to go to pop-up shops and sell clothes, promote on social media,” she says. “Phase two would be to grow my online store out of state, do raffles and also gain more and more ambassador events.”\u003c/p>\n\u003cfigure id=\"attachment_11917101\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg\" alt=\"A woman stands over another woman doing her hair.\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56635_IMG_7762-qut-1536x1152.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens at work in her salon space at a friend’s apartment with client Yummy Jones. Owens wants to get a degree in business administration, but this year she had to focus first on showing up to finish high school. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But just last January, Owens saw those plans evaporating. Her school, McClymonds High in West Oakland, told her that unless she started showing up for school on time, she wouldn’t get to graduate. “I was falling behind because I was too busy trying to make my money and also trying to focus on school,” she says.\u003c/p>\n\u003cp>Owens was also behind because of a series of academic setbacks junior year: Pandemic-related distance learning had been impossible for her.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“COVID really took me away from school, where I got the majority of my help from. Like, I’m the type of person that needs hands on. I got to be hands on. I cannot do it on my own,” she says. “I used to fall asleep during class.”\u003c/p>\n\u003cp>Then there was a devastating personal blow: Owens’ 25-year-old brother was shot and killed in East Oakland. At that point, with her mother grieving, Owens says she ended up living with different relatives. Getting to school at all was a challenge.\u003c/p>\n\u003cp>But she kept going, and she says her late brother has played a big part in that.\u003c/p>\n\u003cp>“I feel like my brother has been pushing me,” Owens says. “Since he’s gone, he’s been pushing me on. I’ve been catching a whole lot of angel numbers.”\u003c/p>\n\u003cp>Also pushing her was the team from Oakland Natives Give Back.\u003c/p>\n\u003cfigure id=\"attachment_11917102\" class=\"wp-caption aligncenter\" style=\"max-width: 1180px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11917102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg\" alt=\"A woman stands in a school hallway next to graduation balloons. She is holding up a diploma and is smiling at someone off-camera.\" width=\"1180\" height=\"886\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-800x601.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-1020x766.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56633_IMG_5832-qut-160x120.jpg 160w\" sizes=\"auto, (max-width: 1180px) 100vw, 1180px\">\u003cfigcaption class=\"wp-caption-text\">Nya Owens poses for a portrait during graduation. Owens was a participant with Oakland Natives Give Back and says the program helped her achieve her goal of getting a high school diploma. \u003ccite>(Courtesy of Nya Owens)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The organization launched a pilot program at McClymonds in January involving 10 students who were chronically absent but also were considered “influencers” — students others took their cues from. The goal was not only to get the 10 to graduate, but to get them to send a larger message to the student body that attendance matters.\u003c/p>\n\u003cp>Chronic absenteeism among Black students like Owens is a critical problem for the district. District statistics through May show that 58% of OUSD’s Black students missed at least 18 school days during this past school year; nearly half of those students were absent 36 days or more.\u003c/p>\n\u003cp>Kids not getting to school could cost OUSD millions of dollars a year in state funding, which is allotted on the basis of the district’s average daily attendance. And more important, chronic absences are devastating for the growth and progress of students like Owens.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The pilot program that Oakland Natives Give Back deployed at McClymonds this year was designed to provide intensive wraparound support for the 10 students who were invited to participate and see them through to graduation. The pilot also aimed to help each student plan for the future and teach them the skills they’d need to turn that plan into reality.\u003c/p>\n\u003cp>“We’re not here to chastise you. We’re here to support you. You know — even with love, with a different angle,” says Brian McGee, McClymonds’ head of programs, who helped bring in Oakland Natives Give Back. “Yes, your attendance is bad, but we don’t think you’re bad people. You’re here because we want to correct some things and get you ready for the real world. And the way we’re going to do that is to give you some skill sets for a toolbox that you can take with you along your journey.”\u003c/p>\n\u003cp>Stefon Dent, an achievement coordinator with Oakland Natives Give Back, was part of a two-person team that worked with the 10 McClymonds students.\u003c/p>\n\u003cp>The students would participate in a 90-minute class once a week to learn skills they could use both in and outside of school: a lot of focus on accountability and what it means to show up on time. In return, they would be paid a monthly stipend of $500, paid for by Oakland Natives Give Back.\u003c/p>\n\u003cp>Dent says the classes were anchored in deep, emotional work that Dent says is key to Black students surviving and thriving in a systemically racist society.\u003c/p>\n\u003cp>“You really have to have a strong foundation within yourself and love yourself in order for you to manifest your desires,” Dent says.\u003c/p>\n\u003cfigure id=\"attachment_11917084\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11917084 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg\" alt=\" Stefon Dent sports a beard and wears his Proud Oakland Native shirt as he stars into the distance on a street in downtown Oakland. Behind him is a yellow wall with artist's tags in black paint on it.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/06/RS56551_004_KQED_StefonDentOaklandGivesBack_06062022-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stefon Dent, achievement coordinator with Oakland Natives Give Back, poses for a portrait in downtown Oakland on June 6, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Education itself needs to implement teachings for individuals to learn themselves. We don’t have that in school,” he says. “All we’re teaching them is science, math, accounting. The school system was designed to teach people to work for other people.”\u003c/p>\n\u003cp>The day Owens meets Yummy Jones to braid her hair shows the importance of this emotional dimension of learning.\u003c/p>\n\u003cp>Owens says the day had been a stressful one. It was finals week.\u003c/p>\n\u003cp>“Finals actually had me crying at school, crying,” she says, explaining that she got into a disagreement with a teacher.\u003c/p>\n\u003cp>“I was supposed to present, but I didn’t know,” she says. “I didn’t get the email. And I almost punched a wall. I was very upset. Grabbing at my hair and everything.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Dent calls this kind of reaction getting emotionally hijacked, saying of Owens, “She fell victim to her own negative programming.”\u003c/p>\n\u003cp>Dent says in that split second, Owens had a choice: to act on impulse or to be her higher self. He says he works on this himself every day.\u003c/p>\n\u003cp>“If you’re driving and somebody cuts you off, you have the option to get around them, flip them off, curse them out or whatever,” he says. “Or you have the choice to be like, ‘OK, well, maybe they need to get to someplace. So I’m going to allow them to, you know, have that.’ Then I send them love and light. You know, ‘I hope you make it to your destination safely.’ And those are some of the tools I teach my clients.”\u003c/p>\n\u003cp>Dent calls this operating on a higher frequency. And he shares this wisdom in his classes.\u003c/p>\n\u003cp>“A lot of professionals have trouble relating to students because all they have is book smarts. And that can only lead you so far, especially going into the belly of the beast,” Dent says.\u003c/p>\n\u003cp>Dent says his own experience in public schools forced him onto his path of self-discovery. In third grade, he says, a teacher placed him in special education — where he remained until 12th grade.\u003c/p>\n\u003cp>“She asked me to play quietly, but what 6-year-old, you know, plays quietly?” he says. “So she influenced my mom to keep me in these classes due to my mom being on drugs at the time, saying, like, ‘If your child is on SSI, you have an extra income.’ So saying that to a person that’s hooked on something — that’s volumes.”\u003c/p>\n\u003cp>Dent is adamant he stopped growing psychologically at 6 when this teacher imprinted that negative view on him. He graduated 12th grade reading at a third-grade level “because all we did was sing songs and [eat] snacks and color.”\u003c/p>\n\u003cp>Today he has a master’s degree in behavioral psychology from Cal State East Bay. But first he had to go to Laney College for seven years to catch up on all the learning he missed in his earlier years.\u003c/p>\n\u003cp>“So it’s possible for you to accomplish anything,” Dent says. As he likes to tell the students, “The only thing in the way of you, is you.”\u003c/p>\n\u003cp>When Owens became frustrated with her teacher during finals week, instead of just walking out of school and not returning — as she says she normally would have done — she took steps to recover.\u003c/p>\n\u003cp>“I just kept having to breathe, and breathe, and breathe as much as I can. Anger like that, you really have to be careful,” she says.\u003c/p>\n\u003cp>In that moment, a McClymonds staffer who works closely with Dent also helped her with some advice: “Go ahead, cry yourself out of it. Do as much crying as you gotta do and then we gotta get right back to this essay.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At the end of the year, when Owens learned one of her teachers had flunked her, she immediately signed up for adult school to take the class again.\u003c/p>\n\u003cp>“It took me a while, but I built myself up. I listen to gospel music and I listen to old school music, ‘Good Morning Beautiful.’ And then that type of music gives me some motivation into myself: ‘OK, Nya, you got this. You’re pretty. You’re beautiful.’ I tell myself that every day, every morning, every time I wake up, every time I go to sleep and wake back up.”\u003c/p>\n\u003cp>Owens didn’t graduate with her class at McClymonds in May. But she redid the course online and graduated with an adult school class this month.\u003c/p>\n\u003cp>She says the accountability lessons from her internship at McClymonds are grounding her for her next steps.\u003c/p>\n\u003cp>“This program has actually helped me with getting to work on time,” she says. “I get to clients on time. I used to be at least 10 to 15 minutes behind. Now, I leave early. If you’re not going to be on time, you’re just not going to be knowing what’s going on.”\u003c/p>\n\u003cp>Owens’ graduation, albeit slightly delayed, meant that all 10 of the McClymonds seniors who were part of the Oakland Natives Give Back pilot project got their diplomas.\u003c/p>\n\u003cp>The organization is hoping to expand to seven other Oakland high schools this fall to reach as many as 100 students in the coming academic year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Every spring since 2018, KQED has been handing the mic to teens as part of our \u003ca href=\"https://www.kqed.org/youthtakeover\">Youth Takeover\u003c/a> week. High school students from around the Bay Area produce stories that reflect their experiences and communities. Clara Chiu, a junior at Woodside High School in San Mateo County, describes how she’s learning to balance her identity with the pressures of \u003c/span>\u003cspan style=\"font-weight: 400\">high school.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I reread the sentence I’ve just written, my eyes tear apart the letters at their seams. Words dangle uselessly like misplaced modifiers. Empty clichés packaged together in an attempt at insight. With the decisive execution of a keystroke, my mistakes are wiped from existence. I’m back to staring at the impassive, unrelenting blankness of the screen before me. Its blankness, it seems, is a testament to my incompetence. Next to me, my classmates are working busily. Their fingers hammer out paragraphs with ease. What am I even doing in this class? How have I managed to scrape by, day after day? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m wearing a mask — not one that protects me from germs, but one that shields me from scrutiny. But it’s slipping, and soon it’s going to reveal the \u003c/span>\u003cspan style=\"font-weight: 400\">fraud \u003c/span>\u003cspan style=\"font-weight: 400\">behind it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ve always carried this seed of doubt in the back of my mind. It’s not uncommon, especially among people my age. \u003c/span>\u003cb>\u003ci> \u003c/i>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impostor syndrome.\u003c/span>\u003cspan style=\"font-weight: 400\"> A sense of failure or fraudulence. A sense that your accomplishments are not your own but, instead, a lucky throw of the dice. Impostor syndrome can appear in the workplace, relationships and social media. For me, these symptoms are exacerbated by academic pressures.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In elementary school, I always felt the pressure to succeed based on my race. I was supposed to be that stereotypical quiet Chinese kid. When I entered middle school, I measured my success based on the achievements of my older sister, Emma. \u003c/span>\u003cspan style=\"font-weight: 400\">I began to see my grades as a reflection of how well I could live up to the standards she set. But even then I felt like an impostor: a poor imitation of her accomplishments.\u003c/span>\u003cspan style=\"font-weight: 400\"> But as the oldest sibling, she says she felt a different side of that pressure: the pressure of setting standards.\u003c/span>\u003c/p>\n\u003cp>“So, first of all you’re kind of expected to be a role model and set a good example for the younger siblings,” Emma says. “And at the same time, since you’re the parents’ first child, they’re also always pushing you to be better. And I feel like that has a lot of overlaps with impostor syndrome because they’re both about keeping up a certain appearance or some reputation of capability.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this pressure we feel doesn’t just come from having siblings. I wondered: Where does\u003c/span>\u003cspan style=\"font-weight: 400\"> Emma \u003c/span>\u003cspan style=\"font-weight: 400\">think it comes from? \u003c/span>\u003c/p>\n\u003cp>“I think especially growing up in the Bay Area there’s a really big college culture where you’re expected to do well, get good grades, get into a good college. So I think there definitely is that academic pressure to succeed,” Emma says.\u003c/p>\n\u003cp>It’s true. I’ve lived in the Bay Area my whole life, but even I’ve been intimidated by its heightened reputation. It’s a stomping ground for tech companies and corporations, a place where just \u003ci>\u003cspan style=\"font-weight: 400\">living\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is expensive. And, it has a billion-dollar education industry: private tutors, standardized test prep — all aimed at pushing kids into college.\u003c/span>\u003c/p>\n\u003cp>Back in high school, Emma says, it was always just kind of “get into a good college and then you’ll be set. With not a lot of thought as to what comes after.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And for me, as a junior in high school, that hasn’t changed much. I’m confronted with the college application process everywhere I go. It’s the biggest obstacle looming in my future.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">But aside from figuring out my future, the application process has aggravated my sense of identity. Being accepted or rejected by a college can feel like a statement of my self-worth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly, activities I once enjoyed seem dull, routine. I feel like I’m choosing to do things based on how it will look to a college admissions committee. I think, “\u003c/span>\u003cspan style=\"font-weight: 400\">Am I wasting my time on a subject I probably won’t pursue in the future? Am I really taking this class because I enjoy it, or because it looks good to a college? Maybe I shouldn’t be here, taking up a spot that someone else deserves. Maybe I really am a fraud, hiding behind all these labels, trying to prove that, yes, I am successful.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But especially in the Bay Area — in this climate — this type of thinking is fairly common. Emma agrees. \u003c/span>\u003c/p>\n\u003cp>“You’ll realize most people have experienced that at least once, whether that be in the application process or in a college,” she says. “You feel that even though you got accepted somewhere or you got a certain position, maybe the person choosing you made a mistake and you weren’t good enough.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult to ignore these thoughts, Emma says. But it’s even trickier to know how to navigate them.\u003c/span>\u003c/p>\n\u003cp>“I definitely still do experience impostor syndrome,” Emma says. “I feel like it’s something that doesn’t go away. You just learn how to deal with it. But I feel like I learned to focus more on myself and my own interests rather than trying to think about what other people are doing or comparing myself to them. And that’s helped me stay more grounded.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that that’s what I’ve been doing: basing my standards on someone else’s. And my sister is right: My impostor syndrome never really goes away. But I can’t keep wasting my energy worrying about what I can’t control. Instead, I can use that energy to pursue what makes \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">me\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> happy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Success is individual; it isn’t quantifiable by some universal measurement. And, oftentimes, you can only look at success through a rearview mirror, only seeing how far you’ve come once you’re a good distance away.\u003c/span>\u003c/p>\n\u003ch2>More Youth Takeover stories:\u003c/h2>\n\u003cp>\u003cstrong>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-11912613\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1-800x943.jpg\" alt=\"\" width=\"66\" height=\"78\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/Image-from-iOS-1-800x943.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/Image-from-iOS-1-160x189.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/Image-from-iOS-1.jpg 869w\" sizes=\"auto, (max-width: 66px) 100vw, 66px\">Jack Quach, Saint Ignatius High School, San Francisco\u003cbr>\n\u003c/strong>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/youth-takeover-san-franciscos-small-businesses-sho\">\u003cstrong>Youth Takeover: San Francisco’s Small Businesses Show Resilience During the Pandemic\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-11912612\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot-800x894.jpg\" alt=\"\" width=\"65\" height=\"73\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/StevenSitu-Headshot-800x894.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/StevenSitu-Headshot-160x179.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/StevenSitu-Headshot.jpg 1004w\" sizes=\"auto, (max-width: 65px) 100vw, 65px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Steven Situ, Abraham Lincoln High School, San Francisco\u003c/strong>\u003cbr>\n\u003cstrong>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/youth-takeover-can-california-grizzlies-make-a-com\">Youth Takeover: Can California Grizzlies Make a Comeback?\u003c/a>\u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In elementary school, I always felt the pressure to succeed based on my race. I was supposed to be that stereotypical quiet Chinese kid. When I entered middle school, I measured my success based on the achievements of my older sister, Emma. \u003c/span>\u003cspan style=\"font-weight: 400\">I began to see my grades as a reflection of how well I could live up to the standards she set. But even then I felt like an impostor: a poor imitation of her accomplishments.\u003c/span>\u003cspan style=\"font-weight: 400\"> But as the oldest sibling, she says she felt a different side of that pressure: the pressure of setting standards.\u003c/span>\u003c/p>\n\u003cp>“So, first of all you’re kind of expected to be a role model and set a good example for the younger siblings,” Emma says. “And at the same time, since you’re the parents’ first child, they’re also always pushing you to be better. And I feel like that has a lot of overlaps with impostor syndrome because they’re both about keeping up a certain appearance or some reputation of capability.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this pressure we feel doesn’t just come from having siblings. I wondered: Where does\u003c/span>\u003cspan style=\"font-weight: 400\"> Emma \u003c/span>\u003cspan style=\"font-weight: 400\">think it comes from? \u003c/span>\u003c/p>\n\u003cp>“I think especially growing up in the Bay Area there’s a really big college culture where you’re expected to do well, get good grades, get into a good college. So I think there definitely is that academic pressure to succeed,” Emma says.\u003c/p>\n\u003cp>It’s true. I’ve lived in the Bay Area my whole life, but even I’ve been intimidated by its heightened reputation. It’s a stomping ground for tech companies and corporations, a place where just \u003ci>\u003cspan style=\"font-weight: 400\">living\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is expensive. And, it has a billion-dollar education industry: private tutors, standardized test prep — all aimed at pushing kids into college.\u003c/span>\u003c/p>\n\u003cp>Back in high school, Emma says, it was always just kind of “get into a good college and then you’ll be set. With not a lot of thought as to what comes after.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And for me, as a junior in high school, that hasn’t changed much. I’m confronted with the college application process everywhere I go. It’s the biggest obstacle looming in my future.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">But aside from figuring out my future, the application process has aggravated my sense of identity. Being accepted or rejected by a college can feel like a statement of my self-worth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly, activities I once enjoyed seem dull, routine. I feel like I’m choosing to do things based on how it will look to a college admissions committee. I think, “\u003c/span>\u003cspan style=\"font-weight: 400\">Am I wasting my time on a subject I probably won’t pursue in the future? Am I really taking this class because I enjoy it, or because it looks good to a college? Maybe I shouldn’t be here, taking up a spot that someone else deserves. Maybe I really am a fraud, hiding behind all these labels, trying to prove that, yes, I am successful.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But especially in the Bay Area — in this climate — this type of thinking is fairly common. Emma agrees. \u003c/span>\u003c/p>\n\u003cp>“You’ll realize most people have experienced that at least once, whether that be in the application process or in a college,” she says. “You feel that even though you got accepted somewhere or you got a certain position, maybe the person choosing you made a mistake and you weren’t good enough.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult to ignore these thoughts, Emma says. But it’s even trickier to know how to navigate them.\u003c/span>\u003c/p>\n\u003cp>“I definitely still do experience impostor syndrome,” Emma says. “I feel like it’s something that doesn’t go away. You just learn how to deal with it. But I feel like I learned to focus more on myself and my own interests rather than trying to think about what other people are doing or comparing myself to them. And that’s helped me stay more grounded.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that that’s what I’ve been doing: basing my standards on someone else’s. And my sister is right: My impostor syndrome never really goes away. But I can’t keep wasting my energy worrying about what I can’t control. Instead, I can use that energy to pursue what makes \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">me\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> happy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Success is individual; it isn’t quantifiable by some universal measurement. And, oftentimes, you can only look at success through a rearview mirror, only seeing how far you’ve come once you’re a good distance away.\u003c/span>\u003c/p>\n\u003ch2>More Youth Takeover stories:\u003c/h2>\n\u003cp>\u003cstrong>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-11912613\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1-800x943.jpg\" alt=\"\" width=\"66\" height=\"78\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/Image-from-iOS-1-800x943.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/Image-from-iOS-1-160x189.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/Image-from-iOS-1.jpg 869w\" sizes=\"auto, (max-width: 66px) 100vw, 66px\">Jack Quach, Saint Ignatius High School, San Francisco\u003cbr>\n\u003c/strong>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/youth-takeover-san-franciscos-small-businesses-sho\">\u003cstrong>Youth Takeover: San Francisco’s Small Businesses Show Resilience During the Pandemic\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-11912612\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot-800x894.jpg\" alt=\"\" width=\"65\" height=\"73\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/StevenSitu-Headshot-800x894.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/StevenSitu-Headshot-160x179.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/04/StevenSitu-Headshot.jpg 1004w\" sizes=\"auto, (max-width: 65px) 100vw, 65px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Steven Situ, Abraham Lincoln High School, San Francisco\u003c/strong>\u003cbr>\n\u003cstrong>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/youth-takeover-can-california-grizzlies-make-a-com\">Youth Takeover: Can California Grizzlies Make a Comeback?\u003c/a>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A group of homeowners sued over UC Berkeley’s plans to increase enrollment, claiming that the university has not adequately studied the environmental impacts of a higher student population.\u003c/p>\n\u003cp>This legal battle has been going on for years, but in the last few weeks it’s gotten national attention. That’s because the courts recently ruled against the university, which is now required to cap enrollment levels. It’s set off arguments in Berkeley and across the state about growth, housing, and more. And it may even lead to legislative changes as well.\u003c/p>\n\u003cp>\u003cstrong>Guest: \u003c/strong>\u003ca href=\"https://twitter.com/frannydink\" target=\"_blank\" rel=\"noopener noreferrer\">Frances Dinkelspiel\u003c/a>, reporter and co-founder of Berkeleyside and The Oaklandside\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/37c7wEd\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Episode Transcript \u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1530878699&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003cstrong>Links:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>‘\u003c/strong>\u003ca href=\"https://www.kqed.org/news/11840548/the-racist-history-of-single-family-home-zoning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>The Racist Roots of Single-Family Zoning\u003c/strong>\u003c/a>\u003cstrong>,\u003c/strong>‘ \u003cem>SOLD OUT: Rethinking Housing in America, \u003c/em>Oct. 5, 2020.\u003c/li>\n\u003cli>‘\u003ca href=\"https://www.kqed.org/news/11864507/a-big-first-step-bay-area-cities-are-rethinking-single-family-zoning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>A Big First Step: Bay Area Cities Are Rethinking Single-Family Zoning,’\u003c/strong>\u003c/a> \u003cem>The Bay\u003c/em>, Mar. 15, 2021.\u003c/li>\n\u003cli>‘\u003ca href=\"https://www.berkeleyside.org/2022/03/04/uc-berkeley-enrollment-freeze-impacts-400-applicants-not-5100\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>UC Berkeley finds a workaround to mandatory enrollment freeze\u003c/strong>\u003c/a>\u003cstrong>,’ \u003c/strong>\u003cem>Berkeleyside\u003c/em>, Mar. 4, 2022.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of homeowners sued over UC Berkeley’s plans to increase enrollment, claiming that the university has not adequately studied the environmental impacts of a higher student population.\u003c/p>\n\u003cp>This legal battle has been going on for years, but in the last few weeks it’s gotten national attention. That’s because the courts recently ruled against the university, which is now required to cap enrollment levels. It’s set off arguments in Berkeley and across the state about growth, housing, and more. And it may even lead to legislative changes as well.\u003c/p>\n\u003cp>\u003cstrong>Guest: \u003c/strong>\u003ca href=\"https://twitter.com/frannydink\" target=\"_blank\" rel=\"noopener noreferrer\">Frances Dinkelspiel\u003c/a>, reporter and co-founder of Berkeleyside and The Oaklandside\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/37c7wEd\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Episode Transcript \u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1530878699&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003cstrong>Links:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>‘\u003c/strong>\u003ca href=\"https://www.kqed.org/news/11840548/the-racist-history-of-single-family-home-zoning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>The Racist Roots of Single-Family Zoning\u003c/strong>\u003c/a>\u003cstrong>,\u003c/strong>‘ \u003cem>SOLD OUT: Rethinking Housing in America, \u003c/em>Oct. 5, 2020.\u003c/li>\n\u003cli>‘\u003ca href=\"https://www.kqed.org/news/11864507/a-big-first-step-bay-area-cities-are-rethinking-single-family-zoning\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>A Big First Step: Bay Area Cities Are Rethinking Single-Family Zoning,’\u003c/strong>\u003c/a> \u003cem>The Bay\u003c/em>, Mar. 15, 2021.\u003c/li>\n\u003cli>‘\u003ca href=\"https://www.berkeleyside.org/2022/03/04/uc-berkeley-enrollment-freeze-impacts-400-applicants-not-5100\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>UC Berkeley finds a workaround to mandatory enrollment freeze\u003c/strong>\u003c/a>\u003cstrong>,’ \u003c/strong>\u003cem>Berkeleyside\u003c/em>, Mar. 4, 2022.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "teachers-and-families-rally-ahead-of-upcoming-vote-on-oakland-school-closures",
"title": "Teachers and Families Rally Ahead of Upcoming Vote on Oakland School Closures",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Mann, a fourth grade teacher at Allendale Elementary, sat on the concrete steps of the amphitheater in front of Oakland’s City Hall on Friday, among the roughly 200 people gathered to protest the city’s recently announced school closure plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are a school district,” Mann said. “We should be keeping schools open and cutting everything else we could possibly cut.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of January, the Oakland Unified School District announced its controversial \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1pWL0ZdDNCWBGV4OgE3oyQ0nNgHi4F-Nj/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">plan to close eight schools and merge six others over the next two years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If approved, the move would disproportionately affect Black students, who make up only 22% of the district’s enrollees, but about 43% of students at the eight schools slated for closure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://oaklandside.org/2021/01/12/how-to-watch-and-participate-in-oakland-school-board-meetings/?gclid=Cj0KCQiAgP6PBhDmARIsAPWMq6l80j09E4PPDprx-M-slG7l7Ah3rqM0OtHxTiE_6wHP_MVq0izmCHAaAlsTEALw_wcB\">\u003cspan style=\"font-weight: 400\">school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will vote on the plan on Tuesday at 5 p.m. in a meeting open to the public virtually via \u003c/span>\u003ca href=\"https://www.ousd.org/boewatch\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904280\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904280\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Keith Brown, Oakland Education Association President, speaks to the crowd during a citywide rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the announcement, families and teachers opposing the proposal have demonstrated on school campuses, \u003ca href=\"https://oaklandside.org/2022/02/03/protesters-caravan-to-denounce-ousd-school-closures/\">in car caravans and outside the homes of school board members\u003c/a>.\u003c/span>[pullquote size=\"medium\" align=\"right\" citation=\"Mike Hutchinson, OUSD school board director\"]‘We forget the real services that our public schools provide, everything from a community meeting space to educating generations of kids, to the anchor and the source of pride for a lot of communities.’[/pullquote]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mann said she’d rather see cuts come from the salaries of district administrators or from the money OUSD pays to lease and operate its downtown headquarters. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think those things should be cut first before actual humans are made to change their whole entire lives and go to a new school or have no school in their neighborhood,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Standing nearby was Audrey Darnis, a teacher at Manzanita Community School, which serves students in Fruitvale and East Oakland. The district’s proposal would merge her school with Fruitvale Elementary, starting in the 2023-2024 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Many of the students live right in the neighborhood, right? So they walk to school. A majority of my students’ families do not have cars,” Darnis said, noting that Fruitvale Elementary is about a mile away from Manzanita. “If their school shuts down, it’s going to be very hard for them to get to another school.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904281\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904281\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-800x550.jpg\" alt='Three young people stand with their signs. One in a purple jacket, one in a red jacket and one person in a jean jacket with a sign saying \"Hands off our schools.\"' width=\"800\" height=\"550\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-800x550.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-1020x701.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-1536x1056.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Malou, a Melrose Leadership Academy student, listens to speeches with two friends during a rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Mayor Libby Schaaf says she understands the district’s proposal is hard on students and teachers, especially given Oakland’s history of school closures over the last two decades — many of them campuses where the majority of students were Black. \u003c/span>[aside postID=\"forum_2010101887739,news_11900752\" label=\"Related Posts\"]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have been through so much trauma and they have every right to feel distrustful and fearful about this decision,” she said in an interview with KQED on Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment in OUSD has declined by nearly 20,000 students over the last two decades, from over 52,000 in 2002 to just under 35,500 now, according to \u003c/span>\u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Historic?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\">\u003cspan style=\"font-weight: 400\">district data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And because state funding for public schools is tied to attendance, as students left the district, so did a lot of money. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schaaf says consolidating schools is necessary to fix structural problems in the district’s budget. “When you look at districts like Stockton, Fremont, San Jose, they serve roughly the same number of students — about 33,000,” she said. “But they do it in almost half the campuses — between 41 and 48 campuses — in those three districts, whereas Oakland has 80 campuses.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Schaaf, the consolidation would allow the district to redirect more funds from building upkeep and redundant administrative costs to student services. “This is an opportunity to do better for our students, our educators, and our families,” she said. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904283\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904283\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-800x559.jpg\" alt=\"Several red and white signs shown from a distance with many people standing in front of City Hall in Oakland\" width=\"800\" height=\"559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-800x559.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-1020x713.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-160x112.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-1536x1074.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Educators, parents and youth gather in protest during a citywide rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School board member Mike Hutchinson, who is opposed to the consolidation plan, said it breaks promises the district made to the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In March 2021, the school board passed the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1knTRaGliW06LnPCATRmaILnwrgViLgsC/view\">\u003cspan style=\"font-weight: 400\">Reparations for Black Students Resolution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a response to longtime efforts by community activists to call attention to the displacement of Black students and the disproportionate impact school closures in the district have had on them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of the resolution, the board promised, among other things, to work with the newly created Black Students and Families Thriving Task Force to develop an equity impact analysis before announcing additional school closures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But on January 12, \u003c/span>\u003ca href=\"https://drive.google.com/file/d/19DPEJIKPw_pyiS_6ZTzya59OpvIAYtPC/view\">\u003cspan style=\"font-weight: 400\">the board instructed the superintendent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to move forward on a consolidation plan, in spite of its commitments made in the Reparations for Black Students resolution. They also instructed the district to do so without consideration for previous resolutions designed to improve community engagement ahead of school closures. Instead, the board asked for a plan as soon as possible, that could be put into action in the next school year and the year after. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904318\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904318\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7844-2-800x589.jpeg\" alt=\"A bald man in a light blue hoodie stands for a portrait. Behind him a scattered crowd stands on blacktop at Prescott School. \" width=\"800\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-800x589.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1020x751.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-160x118.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1536x1131.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-2048x1508.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1920x1413.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mike Hutchinson, school board director for District 5, stands on the blacktop of Prescott School in West Oakland during a rally there on Feb. 5, 2022. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hutchinson says the rush is eroding community trust in the board. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We forget the real services that our public schools provide, everything from a community meeting space to educating generations of kids, to the anchor and the source of pride for a lot of communities,” Hutchinson said at a rally on Saturday. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prescott, an elementary school in West Oakland, is a prime example. The school, which has served Oakland students for more than a century, is where Ida Louise Jackson, Oakland’s first Black teacher, began teaching in the 1920s. Now it’s on the chopping block.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lavena Brown, who attended a rally at Prescott on Saturday morning, says she lives near the school and was once a student there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot of memories here,” she said of Prescott, the only elementary school in the Lower Bottoms neighborhood of West Oakland. “All my family, my parents went to this school. I went to this school in the ’70s, my parents way before me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under the district’s plan, Prescott students would go to either Martin Luther King Jr. Elementary — about a mile away — or Hoover Elementary — about two miles away — starting next school year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904314\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904314 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7838-800x600.jpeg\" alt=\"A woman wearing a black head scarf and a black hoodie with images from Mario Kart poses for a portrait the a young child wearing glasses. The child is holding a sign that reads, "Don't cut our kids." Stick into the frame above them is the top of a basketball hoop. Behind them are two cream and blue portable classrooms. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Erica Wade and her son Samuel pose for a portrait during a rally at Prescott School on Feb. 5, 2022. Wade is a graduate of Prescott and Samuel is a student at OUSD’s Martin Luther King Jr. Elementary School. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hutchinson says keeping neighborhood schools open is a basic issue of fairness. “Every community pays taxes. Every community deserves the same access to resources,” he says. “If our anchor public elementary schools close, that leaves that community, that neighborhood, without access to public resources.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across town, two OUSD staff members have turned to more drastic methods to protest the closure plan: Moses Omolade, OUSD’s program director for community schools, and Maurice André San-Chez, a choir and dance teacher at Westlake Middle School, have been on a hunger strike since last Monday. The two are camped out on the front lawn of the school, which, under the district’s proposal, would be merged with West Oakland Middle School, roughly two miles away. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904317\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904317 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7847-800x600.jpeg\" alt='Two tents, one gray and one red stand on a lawn above a small retaining wall. A sign next to the tents reads, \"Westlake Middle School, Westlake convocation hunger strike day 5.\" In front of the tents a line of protest signs lines the edge of the retaining wall. Two read, \"No cuts, no closures.\" Behind the tents and one story white and green school building is visible. ' width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The OUSD staff members engaged in a hunger strike have set up a camp on the front lawn of Westlake Middle School. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Omolade says the short timeline for the approval of the plan and the lack of community engagement in the process has backed the families and teachers into a corner. When the plan was announced, he says, his world was turned upside down. “The community was struck. Kids freaking out, parents freaking out, staff freaking out,” he said. “Prescott, 150 years! At the stroke of a pen and a Zoom call, you think you’re about to take Prescott?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In thinking about how to protest, Omolade said he reflected on how his body has always been politicized. “I’m in a really large Black body — 6’8”, 210, and dark as night. And it’s a beautiful thing, but that hasn’t always been the messaging.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904316\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904316 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7846-2-800x600.jpeg\" alt=\"A waist-up photo of a man wearing a maroon beanie and a gray Westlake Middle School t-shirt. He's sitting in a green armchair. He has two nose piercings and septum piercing. He has beaded necklaces around his neck and his arms are spread out over the arms of the armchair. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Moses Omolade, OUSD program director of community schools, sits in an armchair outside Westlake Middle School. Omolade is one of two OUSD staff members on a hunger strike. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">He says his decision to go on hunger strike is a way to show the board how much these closures will affect the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is what it looks like when you continue to make choices that create harm that you are so far removed from,” he said. “You don’t get to see those children and those families hurt and cry and travel across Oakland, lose hubs, community hubs, that produced their ancestors. So now this is what it looks like. I want you to see my body.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The Oakland Unified School District announced its controversial plan to close eight schools and merge six others over the next two years. If approved, the move would disproportionately affect Black students, who make up only 22% of the district's enrollees, but about 43% of students at the eight schools slated for closure. ",
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"title": "Teachers and Families Rally Ahead of Upcoming Vote on Oakland School Closures | KQED",
"description": "The Oakland Unified School District announced its controversial plan to close eight schools and merge six others over the next two years. If approved, the move would disproportionately affect Black students, who make up only 22% of the district's enrollees, but about 43% of students at the eight schools slated for closure. ",
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"headline": "Teachers and Families Rally Ahead of Upcoming Vote on Oakland School Closures",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Mann, a fourth grade teacher at Allendale Elementary, sat on the concrete steps of the amphitheater in front of Oakland’s City Hall on Friday, among the roughly 200 people gathered to protest the city’s recently announced school closure plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are a school district,” Mann said. “We should be keeping schools open and cutting everything else we could possibly cut.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of January, the Oakland Unified School District announced its controversial \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1pWL0ZdDNCWBGV4OgE3oyQ0nNgHi4F-Nj/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">plan to close eight schools and merge six others over the next two years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. If approved, the move would disproportionately affect Black students, who make up only 22% of the district’s enrollees, but about 43% of students at the eight schools slated for closure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://oaklandside.org/2021/01/12/how-to-watch-and-participate-in-oakland-school-board-meetings/?gclid=Cj0KCQiAgP6PBhDmARIsAPWMq6l80j09E4PPDprx-M-slG7l7Ah3rqM0OtHxTiE_6wHP_MVq0izmCHAaAlsTEALw_wcB\">\u003cspan style=\"font-weight: 400\">school board\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will vote on the plan on Tuesday at 5 p.m. in a meeting open to the public virtually via \u003c/span>\u003ca href=\"https://www.ousd.org/boewatch\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904280\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904280\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53505_20220204-IMG_2199-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Keith Brown, Oakland Education Association President, speaks to the crowd during a citywide rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the announcement, families and teachers opposing the proposal have demonstrated on school campuses, \u003ca href=\"https://oaklandside.org/2022/02/03/protesters-caravan-to-denounce-ousd-school-closures/\">in car caravans and outside the homes of school board members\u003c/a>.\u003c/span>\u003c/p>\u003c/div>",
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"content": "‘We forget the real services that our public schools provide, everything from a community meeting space to educating generations of kids, to the anchor and the source of pride for a lot of communities.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mann said she’d rather see cuts come from the salaries of district administrators or from the money OUSD pays to lease and operate its downtown headquarters. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think those things should be cut first before actual humans are made to change their whole entire lives and go to a new school or have no school in their neighborhood,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Standing nearby was Audrey Darnis, a teacher at Manzanita Community School, which serves students in Fruitvale and East Oakland. The district’s proposal would merge her school with Fruitvale Elementary, starting in the 2023-2024 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Many of the students live right in the neighborhood, right? So they walk to school. A majority of my students’ families do not have cars,” Darnis said, noting that Fruitvale Elementary is about a mile away from Manzanita. “If their school shuts down, it’s going to be very hard for them to get to another school.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904281\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904281\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-800x550.jpg\" alt='Three young people stand with their signs. One in a purple jacket, one in a red jacket and one person in a jean jacket with a sign saying \"Hands off our schools.\"' width=\"800\" height=\"550\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-800x550.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-1020x701.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-160x110.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut-1536x1056.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53509_20220204-IMG_2284-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Malou, a Melrose Leadership Academy student, listens to speeches with two friends during a rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakland Mayor Libby Schaaf says she understands the district’s proposal is hard on students and teachers, especially given Oakland’s history of school closures over the last two decades — many of them campuses where the majority of students were Black. \u003c/span>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have been through so much trauma and they have every right to feel distrustful and fearful about this decision,” she said in an interview with KQED on Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enrollment in OUSD has declined by nearly 20,000 students over the last two decades, from over 52,000 in 2002 to just under 35,500 now, according to \u003c/span>\u003ca href=\"https://dashboards.ousd.org/views/Enrollment/Historic?%3Aembed=y&%3AshowShareOptions=true&%3Adisplay_count=no&%3AshowVizHome=no&%3Arender=false#7\">\u003cspan style=\"font-weight: 400\">district data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And because state funding for public schools is tied to attendance, as students left the district, so did a lot of money. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schaaf says consolidating schools is necessary to fix structural problems in the district’s budget. “When you look at districts like Stockton, Fremont, San Jose, they serve roughly the same number of students — about 33,000,” she said. “But they do it in almost half the campuses — between 41 and 48 campuses — in those three districts, whereas Oakland has 80 campuses.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Schaaf, the consolidation would allow the district to redirect more funds from building upkeep and redundant administrative costs to student services. “This is an opportunity to do better for our students, our educators, and our families,” she said. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904283\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904283\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-800x559.jpg\" alt=\"Several red and white signs shown from a distance with many people standing in front of City Hall in Oakland\" width=\"800\" height=\"559\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-800x559.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-1020x713.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-160x112.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut-1536x1074.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/RS53515_20220204-IMG_2539-2-qut.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Educators, parents and youth gather in protest during a citywide rally at Oakland City Hall on Feb. 4, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">School board member Mike Hutchinson, who is opposed to the consolidation plan, said it breaks promises the district made to the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In March 2021, the school board passed the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1knTRaGliW06LnPCATRmaILnwrgViLgsC/view\">\u003cspan style=\"font-weight: 400\">Reparations for Black Students Resolution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a response to longtime efforts by community activists to call attention to the displacement of Black students and the disproportionate impact school closures in the district have had on them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As part of the resolution, the board promised, among other things, to work with the newly created Black Students and Families Thriving Task Force to develop an equity impact analysis before announcing additional school closures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But on January 12, \u003c/span>\u003ca href=\"https://drive.google.com/file/d/19DPEJIKPw_pyiS_6ZTzya59OpvIAYtPC/view\">\u003cspan style=\"font-weight: 400\">the board instructed the superintendent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to move forward on a consolidation plan, in spite of its commitments made in the Reparations for Black Students resolution. They also instructed the district to do so without consideration for previous resolutions designed to improve community engagement ahead of school closures. Instead, the board asked for a plan as soon as possible, that could be put into action in the next school year and the year after. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904318\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11904318\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7844-2-800x589.jpeg\" alt=\"A bald man in a light blue hoodie stands for a portrait. Behind him a scattered crowd stands on blacktop at Prescott School. \" width=\"800\" height=\"589\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-800x589.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1020x751.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-160x118.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1536x1131.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-2048x1508.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7844-2-1920x1413.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mike Hutchinson, school board director for District 5, stands on the blacktop of Prescott School in West Oakland during a rally there on Feb. 5, 2022. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hutchinson says the rush is eroding community trust in the board. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We forget the real services that our public schools provide, everything from a community meeting space to educating generations of kids, to the anchor and the source of pride for a lot of communities,” Hutchinson said at a rally on Saturday. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Prescott, an elementary school in West Oakland, is a prime example. The school, which has served Oakland students for more than a century, is where Ida Louise Jackson, Oakland’s first Black teacher, began teaching in the 1920s. Now it’s on the chopping block.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lavena Brown, who attended a rally at Prescott on Saturday morning, says she lives near the school and was once a student there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a lot of memories here,” she said of Prescott, the only elementary school in the Lower Bottoms neighborhood of West Oakland. “All my family, my parents went to this school. I went to this school in the ’70s, my parents way before me.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Under the district’s plan, Prescott students would go to either Martin Luther King Jr. Elementary — about a mile away — or Hoover Elementary — about two miles away — starting next school year.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904314\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904314 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7838-800x600.jpeg\" alt=\"A woman wearing a black head scarf and a black hoodie with images from Mario Kart poses for a portrait the a young child wearing glasses. The child is holding a sign that reads, "Don't cut our kids." Stick into the frame above them is the top of a basketball hoop. Behind them are two cream and blue portable classrooms. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7838-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Erica Wade and her son Samuel pose for a portrait during a rally at Prescott School on Feb. 5, 2022. Wade is a graduate of Prescott and Samuel is a student at OUSD’s Martin Luther King Jr. Elementary School. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hutchinson says keeping neighborhood schools open is a basic issue of fairness. “Every community pays taxes. Every community deserves the same access to resources,” he says. “If our anchor public elementary schools close, that leaves that community, that neighborhood, without access to public resources.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across town, two OUSD staff members have turned to more drastic methods to protest the closure plan: Moses Omolade, OUSD’s program director for community schools, and Maurice André San-Chez, a choir and dance teacher at Westlake Middle School, have been on a hunger strike since last Monday. The two are camped out on the front lawn of the school, which, under the district’s proposal, would be merged with West Oakland Middle School, roughly two miles away. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904317\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904317 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7847-800x600.jpeg\" alt='Two tents, one gray and one red stand on a lawn above a small retaining wall. A sign next to the tents reads, \"Westlake Middle School, Westlake convocation hunger strike day 5.\" In front of the tents a line of protest signs lines the edge of the retaining wall. Two read, \"No cuts, no closures.\" Behind the tents and one story white and green school building is visible. ' width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7847-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The OUSD staff members engaged in a hunger strike have set up a camp on the front lawn of Westlake Middle School. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Omolade says the short timeline for the approval of the plan and the lack of community engagement in the process has backed the families and teachers into a corner. When the plan was announced, he says, his world was turned upside down. “The community was struck. Kids freaking out, parents freaking out, staff freaking out,” he said. “Prescott, 150 years! At the stroke of a pen and a Zoom call, you think you’re about to take Prescott?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In thinking about how to protest, Omolade said he reflected on how his body has always been politicized. “I’m in a really large Black body — 6’8”, 210, and dark as night. And it’s a beautiful thing, but that hasn’t always been the messaging.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11904316\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11904316 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/02/IMG_7846-2-800x600.jpeg\" alt=\"A waist-up photo of a man wearing a maroon beanie and a gray Westlake Middle School t-shirt. He's sitting in a green armchair. He has two nose piercings and septum piercing. He has beaded necklaces around his neck and his arms are spread out over the arms of the armchair. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/02/IMG_7846-2-1920x1440.jpeg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Moses Omolade, OUSD program director of community schools, sits in an armchair outside Westlake Middle School. Omolade is one of two OUSD staff members on a hunger strike. \u003ccite>(Annelise Finney/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">He says his decision to go on hunger strike is a way to show the board how much these closures will affect the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This is what it looks like when you continue to make choices that create harm that you are so far removed from,” he said. “You don’t get to see those children and those families hurt and cry and travel across Oakland, lose hubs, community hubs, that produced their ancestors. So now this is what it looks like. I want you to see my body.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "In Now Third Year, High School Seniors Still Struggle to Graduate During COVID",
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"content": "\u003cp>California high school seniors were in 10th grade when the COVID-19 pandemic closed schools and sent them home to learn. This year, many seniors are either struggling to earn enough credits to graduate or, because of a new state law, graduating with fewer credits and requirements than classes before them.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB104\">Assembly Bill 104\u003c/a>, signed by Gov. Gavin Newsom in July, allowed parents to request that D’s and F’s earned in the 2020-21 school year be changed to pass or no-pass grades. It also gave last year’s juniors and seniors the option to graduate with \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=51225.3.&nodeTreePath=2.3.4.3.3&lawCode=EDC\">the state’s minimum requirements\u003c/a>, made up of 13 courses totaling about 130 credits. Students also can take a fifth year of high school if needed.\u003c/p>\n\u003cp>Despite these flexibilities, some high school students are still lagging academically, and school districts and their teachers are working hard to help them catch up. Popular tactics include instituting block schedules that allow students to take more classes and add tutoring sessions into their school days, as well as meeting with students to set up graduation plans and expanding after-school tutoring programs.[pullquote size=\"medium\" align=\"right\" citation=\"Alix Gallagher, director of strategic partnerships, Policy Analysis for California Education\"]‘Some of the students the hardest hit were the ones already struggling.’[/pullquote]\u003c/p>\n\u003cp>It’s hard to know how many seniors are failing classes this school year, as first-term grades aren’t yet available, but it’s no secret students are struggling, said Alix Gallagher, director of strategic partnerships for Policy Analysis for California Education, \u003ca href=\"https://edpolicyinca.org/\">or PACE,\u003c/a> an independent research center at Stanford University that focuses on education.\u003c/p>\n\u003cp>“I’m hearing it everywhere,” she said. “Last year was their junior year, and they spent it online.”\u003c/p>\n\u003cp>Data from \u003ca href=\"https://coredistricts.org/\">Core Districts\u003c/a>, a collaboration of California school districts working to improve student achievement, shows a 10% increase in the number of ninth graders at 15 schools across multiple districts with at least one D or F in college preparation courses in the second semester of 2020-21, compared with the same semester of the 2018-19 school year.\u003c/p>\n\u003cp>“It’s not a small leap to say it isn’t just ninth graders [who are failing more classes],” Gallagher said.\u003c/p>\n\u003cp>And, she said, students who stopped showing up for school weren’t included in those numbers.\u003c/p>\n\u003cp>“Some of the students the hardest hit were the ones already struggling,” she said.\u003c/p>\n\u003ch3>Students need academic and social-emotional support\u003c/h3>\n\u003cp>Educators contacted by EdSource overwhelmingly said that social-emotional issues are the primary reason students are struggling academically. Schools have added therapists, counselors and social workers to help students to deal with emotional issues, often related to the pandemic, so they can get on track academically.\u003c/p>\n\u003cp>Tatiana Torres, 17, a senior at Heritage High School in Brentwood, started attending high school her sophomore year after three years in a home-hospital school program because of an injury. She was just settling into the high school campus — making friends, changing classes, dreaming about school dances — when the pandemic hit, and she found herself at home again.\u003c/p>\n\u003cp>Even though she was accustomed to studying independently, online distance learning was a struggle, Torres said. “It was a difficult time academically,” she said. “There was so much emotion going on. It was really difficult.”\u003c/p>\n\u003cp>But returning to school was also hard. Along with trying to get reacquainted with old friends, adapting to the return to school and being part of a class again, seniors had to make sure they had enough credits to graduate, Torres said.\u003c/p>\n\u003cp>“I know in my class, especially in the beginning of the year, people couldn’t pay attention,” Torres said. “Some people just couldn’t do it. Some people couldn’t focus. If you haven’t been doing it in the last one and a half years, getting back into it is very difficult.”[aside postID=\"mindshift_58693,news_11888038,mindshift_58872\" label=\"Related Posts\"]David Cohen, an English and writing teacher at Palo Alto High School with certification from the National Board for Professional Teaching Standards, said students are still trying to get acclimated to classrooms again, as well as to academic rhythms and expectations. The problems in his classes seem to be overall work habits and drive, he said.\u003c/p>\n\u003cp>“Anecdotally, there has not been a huge increase in the number [of students] that actually fail, but an increase in those who come close and need extra support to stay on solid ground,” he said.\u003c/p>\n\u003cp>Many teachers are trying to provide more structure for students by guiding them through their work, but they also are offering more flexibility when students have trouble completing work on time, Cohen said.\u003c/p>\n\u003ch3>School districts are getting creative to keep students on track\u003c/h3>\n\u003cp>Los Angeles Unified, the state’s largest district, with 450,000 students, and Nevada Joint Union High School District in Grass Valley, with 2,686 students, were two of the districts that adopted a block schedule to help students catch up.\u003c/p>\n\u003cp>A block schedule allows for longer class periods and fewer classes each day. Individual classes are held a few times a week instead of five times, often allowing students to take more classes and earn additional units.\u003c/p>\n\u003cp>Los Angeles Unified saw a 1.6% increase in students earning a failing grade in the 2020-21 school year, compared with 2018-19 — the year before the pandemic — although the graduation rate increased slightly.\u003c/p>\n\u003cp>“Los Angeles Unified has aggressively worked to increase instructional opportunities and credit recovery for all students, including the adoption of block scheduling and eight-period school days to enable students to graduate on time and be eligible for post-secondary opportunities,” said district officials in a statement.\u003c/p>\n\u003cp>Nevada Joint Union High School District, located in the Sierra Nevada foothills, moved to four 82-minute classes a day and a 35-minute period for tutoring.\u003c/p>\n\u003cp>“If students are struggling in any particular thing, counselors will assign them to get additional assistance,” said Superintendent Brett McFadden. “If students are doing well and are on target, they can use the 35 minutes for homework. “\u003c/p>\n\u003cp>The district also went to a pass/no pass grading policy a few months after schools closed in 2020 and agreed last year to allow students who were struggling to petition the district to allow them to graduate with a minimum of 160 credits, instead of the district’s usual 210-credit requirement.\u003c/p>\n\u003cp>At the end of last school year, counselors also met with students who didn’t have enough credits and their parents to develop a graduation plan and to offer services like after-school tutoring and summer school.\u003c/p>\n\u003cp>“Because of early actions we took, we aren’t facing a high number of seniors at risk of not graduating,” McFadden said.\u003c/p>\n\u003cp>San Juan Unified School District in Sacramento was another district that didn’t wait for legislators to pass AB 104 before they stepped in to make graduating easier for seniors affected by the pandemic. District officials decided early in the pandemic to allow students who had been on track to graduate before the pandemic to earn their diploma even if they had fallen behind since.\u003c/p>\n\u003cp>“We basically just notified them and said, ‘Hey, by the way, you know you don’t have to go to summer school. You graduated,’” said Brett Wolfe, a director with the school district.\u003c/p>\n\u003cp>District officials expect that the legislative flexibilities that are still in place and district strategies to accelerate learning will keep graduation rates around 96% — the same as last year.\u003c/p>\n\u003cp>Some strategies the district uses include meetings with counselors, students and their parents to ensure students who are struggling are aware of how many credits they still need, as well as the academic interventions that are available.\u003c/p>\n\u003cp>Last year 433 of San Juan’s 2,734 high school graduates used the lower state graduation requirements allowed under AB 104. The district has 51,000 students.\u003c/p>\n\u003cp>“We want kids to graduate what we call college-, career-ready,” Wolfe said. “AB 104 is a safety net, not a strategy. And so really that’s the message we want to send.”\u003c/p>\n\u003cp>To accommodate students who are behind on credits, the district increased access to online credit-recovery courses and summer school programs, and added flexible schedules at high schools that include 30 minutes of designated time each day to provide academic intervention, enrichment and emotional support to students.\u003c/p>\n\u003cp>“It’s very hard for them, coming back full time,” said Kristan Schnepp, assistant superintendent of secondary education at San Juan Unified. “There’s just a lot of stress that goes along with that return. There was a lot of trauma that happened for students over the last 18 months.”\u003c/p>\n\u003cp>San Bernardino City Unified, a district of 48,755 students in Southern California, also has seen some increase in failure rates, said Sudha Venkatesan, director of secondary education for the district.\u003c/p>\n\u003cp>“The learning loss is evident,” she said.\u003c/p>\n\u003cp>Many students fell behind academically during school closures because of a lack of attendance, due to problems including getting online and turning their cameras on, Venkatesan said.\u003c/p>\n\u003cp>The district also had a slight drop in its graduation rate — from 91.8% in 2018 to 88.5% in 2020, according to the \u003ca href=\"https://www6.cde.ca.gov/californiamodel/gradreport?&year=2020&cdcode=3667876&scode=&reporttype=schools\">California Department of Education website\u003c/a>.\u003c/p>\n\u003cp>San Bernardino City Unified has long offered high school seniors credit-recovery programs so they can make up needed credits and graduate. But its optional fifth year of high school, online credit-recovery programs and condensed coursework at its alternative schools wasn’t enough this year.\u003c/p>\n\u003cp>The district added tutors and increased access to online classes that allow students to make up credits. The district’s summer school program also had some of the highest enrollment numbers since the program began about seven years ago, Venkatesan said.\u003c/p>\n\u003cp>San Bernardino students who were affected by the 2020-21 school closures also were allowed to submit a petition to waive the district’s graduation requirements, which are currently 220 credits, and complete the state’s minimum course requirements of about 130 credits. A district team of counselors, parents and school administrators vetted student petitions, ultimately approving about 35 requests last year.\u003c/p>\n\u003cp>Students who were struggling academically before the pandemic are more likely than their peers to be failing their classes now and are more likely to ask to graduate with fewer credits, according to experts. Students who were planning and preparing for college before the pandemic have been the quickest to get back on track academically.\u003c/p>\n\u003cp>“There has been a further separation of the haves and have-nots,” McFadden said. “Students from a high social-economic status and more stable homes, those students continue to get enrolled into colleges, and we aren’t seeing much of a change in that. COVID’s impact has been on students who have lower economic status and students who are having more challenges, academic and social-emotional. It further exacerbates the challenges they are facing.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/hit-hard-by-covid-california-high-school-seniors-are-struggling-but-still-moving-toward-graduation/665184\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California high school seniors were in 10th grade when the COVID-19 pandemic closed schools and sent them home to learn. This year, many seniors are either struggling to earn enough credits to graduate or, because of a new state law, graduating with fewer credits and requirements than classes before them.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB104\">Assembly Bill 104\u003c/a>, signed by Gov. Gavin Newsom in July, allowed parents to request that D’s and F’s earned in the 2020-21 school year be changed to pass or no-pass grades. It also gave last year’s juniors and seniors the option to graduate with \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=51225.3.&nodeTreePath=2.3.4.3.3&lawCode=EDC\">the state’s minimum requirements\u003c/a>, made up of 13 courses totaling about 130 credits. Students also can take a fifth year of high school if needed.\u003c/p>\n\u003cp>Despite these flexibilities, some high school students are still lagging academically, and school districts and their teachers are working hard to help them catch up. Popular tactics include instituting block schedules that allow students to take more classes and add tutoring sessions into their school days, as well as meeting with students to set up graduation plans and expanding after-school tutoring programs.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s hard to know how many seniors are failing classes this school year, as first-term grades aren’t yet available, but it’s no secret students are struggling, said Alix Gallagher, director of strategic partnerships for Policy Analysis for California Education, \u003ca href=\"https://edpolicyinca.org/\">or PACE,\u003c/a> an independent research center at Stanford University that focuses on education.\u003c/p>\n\u003cp>“I’m hearing it everywhere,” she said. “Last year was their junior year, and they spent it online.”\u003c/p>\n\u003cp>Data from \u003ca href=\"https://coredistricts.org/\">Core Districts\u003c/a>, a collaboration of California school districts working to improve student achievement, shows a 10% increase in the number of ninth graders at 15 schools across multiple districts with at least one D or F in college preparation courses in the second semester of 2020-21, compared with the same semester of the 2018-19 school year.\u003c/p>\n\u003cp>“It’s not a small leap to say it isn’t just ninth graders [who are failing more classes],” Gallagher said.\u003c/p>\n\u003cp>And, she said, students who stopped showing up for school weren’t included in those numbers.\u003c/p>\n\u003cp>“Some of the students the hardest hit were the ones already struggling,” she said.\u003c/p>\n\u003ch3>Students need academic and social-emotional support\u003c/h3>\n\u003cp>Educators contacted by EdSource overwhelmingly said that social-emotional issues are the primary reason students are struggling academically. Schools have added therapists, counselors and social workers to help students to deal with emotional issues, often related to the pandemic, so they can get on track academically.\u003c/p>\n\u003cp>Tatiana Torres, 17, a senior at Heritage High School in Brentwood, started attending high school her sophomore year after three years in a home-hospital school program because of an injury. She was just settling into the high school campus — making friends, changing classes, dreaming about school dances — when the pandemic hit, and she found herself at home again.\u003c/p>\n\u003cp>Even though she was accustomed to studying independently, online distance learning was a struggle, Torres said. “It was a difficult time academically,” she said. “There was so much emotion going on. It was really difficult.”\u003c/p>\n\u003cp>But returning to school was also hard. Along with trying to get reacquainted with old friends, adapting to the return to school and being part of a class again, seniors had to make sure they had enough credits to graduate, Torres said.\u003c/p>\n\u003cp>“I know in my class, especially in the beginning of the year, people couldn’t pay attention,” Torres said. “Some people just couldn’t do it. Some people couldn’t focus. If you haven’t been doing it in the last one and a half years, getting back into it is very difficult.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>David Cohen, an English and writing teacher at Palo Alto High School with certification from the National Board for Professional Teaching Standards, said students are still trying to get acclimated to classrooms again, as well as to academic rhythms and expectations. The problems in his classes seem to be overall work habits and drive, he said.\u003c/p>\n\u003cp>“Anecdotally, there has not been a huge increase in the number [of students] that actually fail, but an increase in those who come close and need extra support to stay on solid ground,” he said.\u003c/p>\n\u003cp>Many teachers are trying to provide more structure for students by guiding them through their work, but they also are offering more flexibility when students have trouble completing work on time, Cohen said.\u003c/p>\n\u003ch3>School districts are getting creative to keep students on track\u003c/h3>\n\u003cp>Los Angeles Unified, the state’s largest district, with 450,000 students, and Nevada Joint Union High School District in Grass Valley, with 2,686 students, were two of the districts that adopted a block schedule to help students catch up.\u003c/p>\n\u003cp>A block schedule allows for longer class periods and fewer classes each day. Individual classes are held a few times a week instead of five times, often allowing students to take more classes and earn additional units.\u003c/p>\n\u003cp>Los Angeles Unified saw a 1.6% increase in students earning a failing grade in the 2020-21 school year, compared with 2018-19 — the year before the pandemic — although the graduation rate increased slightly.\u003c/p>\n\u003cp>“Los Angeles Unified has aggressively worked to increase instructional opportunities and credit recovery for all students, including the adoption of block scheduling and eight-period school days to enable students to graduate on time and be eligible for post-secondary opportunities,” said district officials in a statement.\u003c/p>\n\u003cp>Nevada Joint Union High School District, located in the Sierra Nevada foothills, moved to four 82-minute classes a day and a 35-minute period for tutoring.\u003c/p>\n\u003cp>“If students are struggling in any particular thing, counselors will assign them to get additional assistance,” said Superintendent Brett McFadden. “If students are doing well and are on target, they can use the 35 minutes for homework. “\u003c/p>\n\u003cp>The district also went to a pass/no pass grading policy a few months after schools closed in 2020 and agreed last year to allow students who were struggling to petition the district to allow them to graduate with a minimum of 160 credits, instead of the district’s usual 210-credit requirement.\u003c/p>\n\u003cp>At the end of last school year, counselors also met with students who didn’t have enough credits and their parents to develop a graduation plan and to offer services like after-school tutoring and summer school.\u003c/p>\n\u003cp>“Because of early actions we took, we aren’t facing a high number of seniors at risk of not graduating,” McFadden said.\u003c/p>\n\u003cp>San Juan Unified School District in Sacramento was another district that didn’t wait for legislators to pass AB 104 before they stepped in to make graduating easier for seniors affected by the pandemic. District officials decided early in the pandemic to allow students who had been on track to graduate before the pandemic to earn their diploma even if they had fallen behind since.\u003c/p>\n\u003cp>“We basically just notified them and said, ‘Hey, by the way, you know you don’t have to go to summer school. You graduated,’” said Brett Wolfe, a director with the school district.\u003c/p>\n\u003cp>District officials expect that the legislative flexibilities that are still in place and district strategies to accelerate learning will keep graduation rates around 96% — the same as last year.\u003c/p>\n\u003cp>Some strategies the district uses include meetings with counselors, students and their parents to ensure students who are struggling are aware of how many credits they still need, as well as the academic interventions that are available.\u003c/p>\n\u003cp>Last year 433 of San Juan’s 2,734 high school graduates used the lower state graduation requirements allowed under AB 104. The district has 51,000 students.\u003c/p>\n\u003cp>“We want kids to graduate what we call college-, career-ready,” Wolfe said. “AB 104 is a safety net, not a strategy. And so really that’s the message we want to send.”\u003c/p>\n\u003cp>To accommodate students who are behind on credits, the district increased access to online credit-recovery courses and summer school programs, and added flexible schedules at high schools that include 30 minutes of designated time each day to provide academic intervention, enrichment and emotional support to students.\u003c/p>\n\u003cp>“It’s very hard for them, coming back full time,” said Kristan Schnepp, assistant superintendent of secondary education at San Juan Unified. “There’s just a lot of stress that goes along with that return. There was a lot of trauma that happened for students over the last 18 months.”\u003c/p>\n\u003cp>San Bernardino City Unified, a district of 48,755 students in Southern California, also has seen some increase in failure rates, said Sudha Venkatesan, director of secondary education for the district.\u003c/p>\n\u003cp>“The learning loss is evident,” she said.\u003c/p>\n\u003cp>Many students fell behind academically during school closures because of a lack of attendance, due to problems including getting online and turning their cameras on, Venkatesan said.\u003c/p>\n\u003cp>The district also had a slight drop in its graduation rate — from 91.8% in 2018 to 88.5% in 2020, according to the \u003ca href=\"https://www6.cde.ca.gov/californiamodel/gradreport?&year=2020&cdcode=3667876&scode=&reporttype=schools\">California Department of Education website\u003c/a>.\u003c/p>\n\u003cp>San Bernardino City Unified has long offered high school seniors credit-recovery programs so they can make up needed credits and graduate. But its optional fifth year of high school, online credit-recovery programs and condensed coursework at its alternative schools wasn’t enough this year.\u003c/p>\n\u003cp>The district added tutors and increased access to online classes that allow students to make up credits. The district’s summer school program also had some of the highest enrollment numbers since the program began about seven years ago, Venkatesan said.\u003c/p>\n\u003cp>San Bernardino students who were affected by the 2020-21 school closures also were allowed to submit a petition to waive the district’s graduation requirements, which are currently 220 credits, and complete the state’s minimum course requirements of about 130 credits. A district team of counselors, parents and school administrators vetted student petitions, ultimately approving about 35 requests last year.\u003c/p>\n\u003cp>Students who were struggling academically before the pandemic are more likely than their peers to be failing their classes now and are more likely to ask to graduate with fewer credits, according to experts. Students who were planning and preparing for college before the pandemic have been the quickest to get back on track academically.\u003c/p>\n\u003cp>“There has been a further separation of the haves and have-nots,” McFadden said. “Students from a high social-economic status and more stable homes, those students continue to get enrolled into colleges, and we aren’t seeing much of a change in that. COVID’s impact has been on students who have lower economic status and students who are having more challenges, academic and social-emotional. It further exacerbates the challenges they are facing.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/hit-hard-by-covid-california-high-school-seniors-are-struggling-but-still-moving-toward-graduation/665184\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Student Cartoons from KQED's Youth Media Challenge",
"headTitle": "Mark Fiore: Drawn to the Bay | KQED News",
"content": "\u003cp>Let me start by saying how glad I am that I don't have to pick a winner from any of these cartoons that students submitted as part of KQED's \u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">\"Political Cartooning With Mark Fiore\" Youth Media Challenge\u003c/a>.\u003c/p>\n\u003cp>This challenge invites students in grades 6-12 to submit an original one-panel editorial cartoon about any issue that matters to them. (All submissions are published on \u003ca href=\"https://learn.kqed.org/challenges/\">KQED’s Youth Media Challenge Showcase\u003c/a>, and I’ll try to feature as many as I can throughout the school year.)\u003c/p>\n\u003cp>There is so much talent here it would be a shame to have to pick just one.\u003c/p>\n\u003cp>As \u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">a long-time cartoonist\u003c/a> who remembers my earliest cartoons, I can see potential magic — that may not be immediately apparent to some — in many of these works.\u003c/p>\n\u003cp>Here (in no particular order of preference) are some of the standouts among the roughly 250 submissions we've received from students living everywhere from here in the Bay Area to Billings, Montana, and Jefferson, Iowa.\u003c/p>\n\u003cp>(\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">The Youth Media Challenge is accepting submissions until June 2022\u003c/a>, so you can still send in your cartoons if you haven't already done so.)\u003c/p>\n\u003ch3>Student debt\u003c/h3>\n\u003cp>\u003cstrong>Aidan N.\u003c/strong> does a great job of encapsulating the massive problem of student debt, and I know exactly what the cartoon is trying to say.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a student with a ball and chain labeled \"student debt\" as they are reaching for a house and the American Dream.' width=\"960\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png 960w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-160x120.png 160w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>One thing I noticed about \u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NTkwMTVkNzg0MjIxZTkzOGZmZTk4\">Aidan's cartoon\u003c/a> that takes me back to some of my earlier cartoons: the visual metaphor of the ball and chain.\u003c/p>\n\u003cp>Multiple submissions we received featured a ball and chain, and that's OK — but try thinking outside the box and push yourself to make your cartoon even more unique. If you want your cartoons to stand out, it's important that they be wholly unique.\u003c/p>\n\u003cp>Is there another way to represent a challenging or difficult situation? Remember, you can draw \u003cem>anything\u003c/em> — maybe next time it could be an alligator latched onto a leg or a bear trap!\u003c/p>\n\u003ch3>Rosie the Riveter\u003c/h3>\n\u003cp>\u003cstrong>Khushi C.\u003c/strong> tapped into the classic Rosie the Riveter poster for \u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZmYwOTBjMmE1MmQ1YmM5NWY3YTg2\">this pro-vaccination cartoon\u003c/a>, one that could also easily be made into a poster.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a masked woman in the \"Rosie the Riveter\" pose as she gets her vaccine shot. Atop the cartoon is lettering that reads, \"you should do it too.\"' width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1020x1020.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1536x1536.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>I love how the syringe doesn't look intimidating or scary — an illustration challenge that can be difficult to pull off!\u003c/p>\n\u003cp>One thing to keep in mind \u003ca href=\"https://www.defense.gov/News/Feature-Stories/story/Article/1791664/rosie-the-riveter-inspired-women-to-serve-in-world-war-ii/\">when using historical images as a basis for a cartoon\u003c/a>: Remember there is oftentimes \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">more to the story of the image than what most history books imparted\u003c/a>.\u003c/p>\n\u003cp>To some experts, like Betty Reid Soskin, a 100-year-old park ranger \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">who still leads tours\u003c/a> at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, \"\u003ca href=\"https://theriveter.co/voice/betty-reid-siskin-original-rosie-the-riveter/\">the story of Rosie the Riveter is a white woman’s story\u003c/a>.\"\u003c/p>\n\u003cp>Which is another reason I like how Khushi has changed up the imagery.\u003c/p>\n\u003ch3>The arc of oppression in America\u003c/h3>\n\u003cp>I know I said this roundup isn't about awards, but \u003cstrong>John M.\u003c/strong> gets my vote for \"Most Ambitious Single-Panel Cartoon About the Arc of Oppression in America.\"\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA4YzY3MjBkMGVkZGM0NWI1NmI4OTAx\">He's trying to say a \u003cem>lot\u003c/em> in this cartoon\u003c/a> and actually pulls it off!\u003c/p>\n\u003cp>It might take a while for the reader to absorb it all, but it works, right down to the disturbing and salient portrayal of the Native Americans at the bottom rung of the cartoon's visual hierarchy.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\" alt='A \"Youth Media Challenge\" cartoon titled \"The Hierarchy of Oppression\" showing a white Trump supporter sitting atop minorities in various states of oppression. At the bottom of the pyramid are dead Native Americans.' width=\"993\" height=\"1324\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png 993w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-160x213.png 160w\" sizes=\"(max-width: 993px) 100vw, 993px\">\u003c/a>\u003c/p>\n\u003ch3>Social media and mental health\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MGNiNmVkNjU1N2I3MDRmYzBlY2Rm\">\u003cstrong>Jaidene M.\u003c/strong> created one of my absolute favorite cartoons\u003c/a> among all the submissions.\u003c/p>\n\u003cp>The simplicity and beauty of this drawing — particularly the wilting flower — is incredibly moving.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896103\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a sun labeled \"positivity\" that is obscured by a cloud labeled \"hate\" that rains down \"social media\" on a wilting flower labeled \"mental health.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>One of the challenges a cartoonist always faces is how to clearly convey what the different elements in an illustration represent.\u003c/p>\n\u003cp>Labeling is one of the simplest ways to do this, but is there another way to \u003cem>show\u003c/em> rather than \u003cem>tell\u003c/em> what this cartoon is about?\u003c/p>\n\u003cp>Maybe the clouds can \u003cem>look\u003c/em> hateful and mean rather than being labeled \"hate.\"\u003c/p>\n\u003ch3>Conspiracy storm\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5NTY3ODYyODZmMWUwMWRiZjFjMzRm\">\u003cstrong>Jasper S.\u003c/strong> has drawn one of the most traditional \"political cartoons\"\u003c/a> among this collection.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896100\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\" alt=\"A "Youth Media Challenge" cartoon titled "The Conspiracy Storm" that shows a tornado heading for the White House labeled "Democracy." The tornado includes conspiracy terms like "fake news," "government control" and "it's a cover."\" width=\"799\" height=\"797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png 799w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin-160x160.png 160w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003c/p>\n\u003cp>That tornado definitely looks like trouble.\u003c/p>\n\u003cp>Remember, you can let your labels and lettering show emotion and movement, too. If I were letters in that storm, I might be a little skewed or curved.\u003c/p>\n\u003cp>Check out \u003ca href=\"https://www.ralphsteadman.com/\">Ralph Steadman, a master illustrator\u003c/a> who pours so much emotion into his drawings and lettering.\u003c/p>\n\u003ch3>High gas prices\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZDBiNWY0NTk4OGI0MGFmZjgwYWQ1\">\u003cstrong>Justin C.\u003c/strong> goes after President Biden for high gas prices\u003c/a>, and though I may not agree with the message, I really like how he uses the gambling metaphor.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\">\u003cimg class=\"alignnone size-full wp-image-11896104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\" alt='A \"Youth Media Challenge\" cartoon that is mostly text with a caricature of Joe Biden in the center. The top reads \"King Gasoline\" and below says \"Biden Bucks\" and \"$6 per gallon.\" The bottom reads \"lose jobs.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>As a side note, the fact that we can see a kitchen counter behind Justin's drawing takes me back to my earliest cartoons, which I drew on the lid of a clothes hamper.\u003c/p>\n\u003cp>Remember, if you love drawing cartoons, you don't need any fancy equipment or a drafting table!\u003c/p>\n\u003ch3>Social media problems\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE3NmUwZjZkYTEyN2Y3NzBkMDk1ZWVj\">\u003cstrong>Madison K.\u003c/strong> tackles some very difficult issues in this cartoon about social media\u003c/a>, and is on the right track by making it a multipanel illustration.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896105\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a multi-panel strip that shows kids \"spread rumors,\" \"depression,\" \"bullying\" and \"not getting enough sleep.\" A main caption at the bottom reads, \"social media problems.\"' width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1536x1152.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Sometimes a cartoon can be much more effective if you lead the audience through your thought process and what you're trying to say, which can sometimes be better accomplished through a comic book-style format.\u003c/p>\n\u003ch3>Thank you!\u003c/h3>\n\u003cp>Thanks so much to all of you who have submitted cartoons and participated in this challenge. We'll feature more here in the coming months.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Send along your cartoons\u003c/a>, and most importantly, keep cartooning!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "KQED's resident cartoonist reviews a selection of student cartoons recently submitted as part of our \"Political Cartooning with Mark Fiore\" Youth Media Challenge.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Let me start by saying how glad I am that I don't have to pick a winner from any of these cartoons that students submitted as part of KQED's \u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">\"Political Cartooning With Mark Fiore\" Youth Media Challenge\u003c/a>.\u003c/p>\n\u003cp>This challenge invites students in grades 6-12 to submit an original one-panel editorial cartoon about any issue that matters to them. (All submissions are published on \u003ca href=\"https://learn.kqed.org/challenges/\">KQED’s Youth Media Challenge Showcase\u003c/a>, and I’ll try to feature as many as I can throughout the school year.)\u003c/p>\n\u003cp>There is so much talent here it would be a shame to have to pick just one.\u003c/p>\n\u003cp>As \u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">a long-time cartoonist\u003c/a> who remembers my earliest cartoons, I can see potential magic — that may not be immediately apparent to some — in many of these works.\u003c/p>\n\u003cp>Here (in no particular order of preference) are some of the standouts among the roughly 250 submissions we've received from students living everywhere from here in the Bay Area to Billings, Montana, and Jefferson, Iowa.\u003c/p>\n\u003cp>(\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">The Youth Media Challenge is accepting submissions until June 2022\u003c/a>, so you can still send in your cartoons if you haven't already done so.)\u003c/p>\n\u003ch3>Student debt\u003c/h3>\n\u003cp>\u003cstrong>Aidan N.\u003c/strong> does a great job of encapsulating the massive problem of student debt, and I know exactly what the cartoon is trying to say.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a student with a ball and chain labeled \"student debt\" as they are reaching for a house and the American Dream.' width=\"960\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin.png 960w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/01student_debt_fin-160x120.png 160w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/a>\u003c/p>\n\u003cp>One thing I noticed about \u003ca href=\"https://learn.kqed.org/challenges/submission/NjE2NTkwMTVkNzg0MjIxZTkzOGZmZTk4\">Aidan's cartoon\u003c/a> that takes me back to some of my earlier cartoons: the visual metaphor of the ball and chain.\u003c/p>\n\u003cp>Multiple submissions we received featured a ball and chain, and that's OK — but try thinking outside the box and push yourself to make your cartoon even more unique. If you want your cartoons to stand out, it's important that they be wholly unique.\u003c/p>\n\u003cp>Is there another way to represent a challenging or difficult situation? Remember, you can draw \u003cem>anything\u003c/em> — maybe next time it could be an alligator latched onto a leg or a bear trap!\u003c/p>\n\u003ch3>Rosie the Riveter\u003c/h3>\n\u003cp>\u003cstrong>Khushi C.\u003c/strong> tapped into the classic Rosie the Riveter poster for \u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZmYwOTBjMmE1MmQ1YmM5NWY3YTg2\">this pro-vaccination cartoon\u003c/a>, one that could also easily be made into a poster.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a masked woman in the \"Rosie the Riveter\" pose as she gets her vaccine shot. Atop the cartoon is lettering that reads, \"you should do it too.\"' width=\"1920\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-800x800.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1020x1020.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/04youshoulddoit_fin-1536x1536.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>I love how the syringe doesn't look intimidating or scary — an illustration challenge that can be difficult to pull off!\u003c/p>\n\u003cp>One thing to keep in mind \u003ca href=\"https://www.defense.gov/News/Feature-Stories/story/Article/1791664/rosie-the-riveter-inspired-women-to-serve-in-world-war-ii/\">when using historical images as a basis for a cartoon\u003c/a>: Remember there is oftentimes \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">more to the story of the image than what most history books imparted\u003c/a>.\u003c/p>\n\u003cp>To some experts, like Betty Reid Soskin, a 100-year-old park ranger \u003ca href=\"https://www.kqed.org/news/11889493/east-bay-middle-school-renamed-for-pioneering-park-ranger-betty-reid-soskin-on-her-100th-birthday\">who still leads tours\u003c/a> at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, \"\u003ca href=\"https://theriveter.co/voice/betty-reid-siskin-original-rosie-the-riveter/\">the story of Rosie the Riveter is a white woman’s story\u003c/a>.\"\u003c/p>\n\u003cp>Which is another reason I like how Khushi has changed up the imagery.\u003c/p>\n\u003ch3>The arc of oppression in America\u003c/h3>\n\u003cp>I know I said this roundup isn't about awards, but \u003cstrong>John M.\u003c/strong> gets my vote for \"Most Ambitious Single-Panel Cartoon About the Arc of Oppression in America.\"\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA4YzY3MjBkMGVkZGM0NWI1NmI4OTAx\">He's trying to say a \u003cem>lot\u003c/em> in this cartoon\u003c/a> and actually pulls it off!\u003c/p>\n\u003cp>It might take a while for the reader to absorb it all, but it works, right down to the disturbing and salient portrayal of the Native Americans at the bottom rung of the cartoon's visual hierarchy.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png\" alt='A \"Youth Media Challenge\" cartoon titled \"The Hierarchy of Oppression\" showing a white Trump supporter sitting atop minorities in various states of oppression. At the bottom of the pyramid are dead Native Americans.' width=\"993\" height=\"1324\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin.png 993w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/03hierarchyofoppression_fin-160x213.png 160w\" sizes=\"(max-width: 993px) 100vw, 993px\">\u003c/a>\u003c/p>\n\u003ch3>Social media and mental health\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5MGNiNmVkNjU1N2I3MDRmYzBlY2Rm\">\u003cstrong>Jaidene M.\u003c/strong> created one of my absolute favorite cartoons\u003c/a> among all the submissions.\u003c/p>\n\u003cp>The simplicity and beauty of this drawing — particularly the wilting flower — is incredibly moving.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896103\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a sun labeled \"positivity\" that is obscured by a cloud labeled \"hate\" that rains down \"social media\" on a wilting flower labeled \"mental health.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/05socialmedia_fin-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>One of the challenges a cartoonist always faces is how to clearly convey what the different elements in an illustration represent.\u003c/p>\n\u003cp>Labeling is one of the simplest ways to do this, but is there another way to \u003cem>show\u003c/em> rather than \u003cem>tell\u003c/em> what this cartoon is about?\u003c/p>\n\u003cp>Maybe the clouds can \u003cem>look\u003c/em> hateful and mean rather than being labeled \"hate.\"\u003c/p>\n\u003ch3>Conspiracy storm\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjA5NTY3ODYyODZmMWUwMWRiZjFjMzRm\">\u003cstrong>Jasper S.\u003c/strong> has drawn one of the most traditional \"political cartoons\"\u003c/a> among this collection.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896100\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png\" alt=\"A "Youth Media Challenge" cartoon titled "The Conspiracy Storm" that shows a tornado heading for the White House labeled "Democracy." The tornado includes conspiracy terms like "fake news," "government control" and "it's a cover."\" width=\"799\" height=\"797\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin.png 799w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/02conspiracystorm_fin-160x160.png 160w\" sizes=\"(max-width: 799px) 100vw, 799px\">\u003c/a>\u003c/p>\n\u003cp>That tornado definitely looks like trouble.\u003c/p>\n\u003cp>Remember, you can let your labels and lettering show emotion and movement, too. If I were letters in that storm, I might be a little skewed or curved.\u003c/p>\n\u003cp>Check out \u003ca href=\"https://www.ralphsteadman.com/\">Ralph Steadman, a master illustrator\u003c/a> who pours so much emotion into his drawings and lettering.\u003c/p>\n\u003ch3>High gas prices\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjBhZDBiNWY0NTk4OGI0MGFmZjgwYWQ1\">\u003cstrong>Justin C.\u003c/strong> goes after President Biden for high gas prices\u003c/a>, and though I may not agree with the message, I really like how he uses the gambling metaphor.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\">\u003cimg class=\"alignnone size-full wp-image-11896104\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png\" alt='A \"Youth Media Challenge\" cartoon that is mostly text with a caricature of Joe Biden in the center. The top reads \"King Gasoline\" and below says \"Biden Bucks\" and \"$6 per gallon.\" The bottom reads \"lose jobs.\"' width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1020x1360.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-160x213.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1152x1536.png 1152w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/06kinggasoline-1536x2048.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>As a side note, the fact that we can see a kitchen counter behind Justin's drawing takes me back to my earliest cartoons, which I drew on the lid of a clothes hamper.\u003c/p>\n\u003cp>Remember, if you love drawing cartoons, you don't need any fancy equipment or a drafting table!\u003c/p>\n\u003ch3>Social media problems\u003c/h3>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/submission/NjE3NmUwZjZkYTEyN2Y3NzBkMDk1ZWVj\">\u003cstrong>Madison K.\u003c/strong> tackles some very difficult issues in this cartoon about social media\u003c/a>, and is on the right track by making it a multipanel illustration.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\">\u003cimg class=\"alignnone size-full wp-image-11896105\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png\" alt='A \"Youth Media Challenge\" cartoon showing a multi-panel strip that shows kids \"spread rumors,\" \"depression,\" \"bullying\" and \"not getting enough sleep.\" A main caption at the bottom reads, \"social media problems.\"' width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/07socialmediadepression_fin-1536x1152.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Sometimes a cartoon can be much more effective if you lead the audience through your thought process and what you're trying to say, which can sometimes be better accomplished through a comic book-style format.\u003c/p>\n\u003ch3>Thank you!\u003c/h3>\n\u003cp>Thanks so much to all of you who have submitted cartoons and participated in this challenge. We'll feature more here in the coming months.\u003c/p>\n\u003cp>\u003ca href=\"https://learn.kqed.org/challenges/teachers/political-cartooning\">Send along your cartoons\u003c/a>, and most importantly, keep cartooning!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "scores-of-california-students-still-lack-proof-of-vaccination-as-school-mandate-deadlines-approach",
"title": "Scores of California Students Still Lack Proof of Vaccination as School Mandate Deadlines Approach",
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"content": "\u003cp>A handful of large California school districts are facing a potential crisis in the coming weeks: Thousands of their students 12 years and older have yet to provide proof of vaccination, despite looming deadlines.\u003c/p>\n\u003cp>Those districts include West Contra Costa Unified (WCCUSD), as well those in Los Angeles, Sacramento and Oakland. As of last Wednesday, for instance, only 33% of WCCUSD’s students age 12 and older had verified that they had received both doses of the vaccine, which will be required to continue in-person education there beginning Jan. 3.[pullquote size=\"medium\" align=\"right\" citation=\"LaResha Martin, chief academic officer, West Contra Costa Unified School District\"]‘The reality is that we have a virtual academy that doesn’t have enough teachers.’[/pullquote]That means weeks ahead of the district’s mandate deadline, the status of about 8,000 students remains unknown. Students who aren’t fully vaccinated by then will either have to enroll in the \u003ca href=\"https://edsource.org/2021/bay-area-district-among-first-in-state-to-keep-distance-learning-even-after-campuses-reopen/647422\">district’s independent study program\u003c/a> or leave the district altogether.\u003c/p>\n\u003cp>It’s likely that many families simply haven’t gotten around to submitting their children’s vaccination status. \u003ca href=\"https://covid19.ca.gov/vaccination-progress-data/\">The state touts that more than 70% of children age 12-17 have received at least one dose of the vaccine\u003c/a>, but parents must still submit their children’s proof of vaccination to districts with mandates to continue in-person instruction.\u003c/p>\n\u003cp data-reader-unique-id=\"8\">But the sheer number of people holding out so close to the deadline is stoking anxiety among officials in districts like WCCUSD, who fear that their short-staffed virtual education alternatives will be quickly overwhelmed by an onslaught of unvaccinated students.\u003c/p>\n\u003cp data-reader-unique-id=\"9\">“The reality is that we have a virtual academy that doesn’t have enough teachers,” WCCUSD’s Chief Academic Officer LaResha Martin told EdSource. Superintendent Kenneth “Chris” Hurst, at a school board meeting last Wednesday, said he no longer believes the Jan. 3 deadline for the vaccine mandate is tenable, and intends to propose pushing the date back, possibly to July 2022 to align with the state’s student vaccine mandate.\u003c/p>\n\u003cp>In the meantime, the district is boosting its outreach efforts and hosting vaccine clinics. Martin laid out some options for dealing with the potential flood of independent study students: The district will continue trying to quickly hire teachers, and could propose transferring unvaccinated teachers to the virtual academy — although those teachers are not required to move to different schools. Currently, 85% of school staff have provided proof of vaccination, according to the district.\u003c/p>\n\u003cp data-reader-unique-id=\"13\">Similar situations are playing out in other districts throughout California.\u003c/p>\n\u003cp data-reader-unique-id=\"15\">In Los Angeles Unified — which enrolls about one-fifth of California’s students — some 34,000 students have not yet complied with the district’s vaccine mandate, \u003ca href=\"https://www.latimes.com/california/story/2021-12-07/33-000-l-a-unified-have-not-provided-proof-of-covid-vaccination\" data-reader-unique-id=\"16\">The Los Angeles Times reported\u003c/a> last week. That’s more than twice as many students as are currently enrolled in the district’s independent study program.\u003c/p>\n\u003cp>While noting that more than 86% of its eligible students have been vaccinated, the district on Friday \u003ca href=\"https://achieve.lausd.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=114452&PageID=1\" data-reader-unique-id=\"19\">announced a proposal\u003c/a> to allow unvaccinated students to continue in-person instruction until the 2022 fall semester, at which point they would have to enroll in independent study if still unvaccinated. That proposal will go before the school board on Dec. 14.[aside postID=\"news_11896682,mindshift_58766,news_11895014\" label=\"Related Posts\"]In Sacramento City Unified, \u003ca href=\"https://edsource.org/updates/75-of-sacramento-city-unifieds-students-miss-vaccination-deadline\" data-reader-unique-id=\"21\">only a quarter\u003c/a> of middle and high school students turned in proof that they had received at least one dose of the COVID-19 vaccine by the district’s Nov. 30 deadline. That means more than 14,000 students 12 and older will have to potentially enroll in independent study.\u003c/p>\n\u003cp data-reader-unique-id=\"22\">And in Oakland Unified, about 40% of students 12 and older — some 6,000 students — have not yet submitted proof of vaccination, \u003ca href=\"https://oaklandside.org/2021/12/02/oaklands-student-vaccine-mandate-starts-jan-31-what-you-need-to-know/\" data-reader-unique-id=\"23\">Oaklandside reported earlier this month\u003c/a>, prompting the school board last week to \u003ca href=\"https://www.ktvu.com/news/oakland-schools-delays-student-covid-vaccine-requirement-deadline\">push back the district’s deadline\u003c/a> from Jan. 1 to Jan. 31. About 1,000 of those students have qualified for either a medical or religious exemption, district officials said — an exemption not offered by the West Contra Costa or LA districts.\u003c/p>\n\u003cp data-reader-unique-id=\"26\">Martin, WCCUSD’s chief academic officer, said the district has been scrambling since the start of the semester to hire enough teachers to meet the demand for its virtual academy. Even before the pandemic, however, the state and county faced a district-wide school staffing shortage, which only got worse over the last year, after many teachers and other employees left the profession.\u003c/p>\n\u003cp data-reader-unique-id=\"27\">“We don’t have enough teachers. That’s just the bottom line,” Martin said.\u003c/p>\n\u003cp data-reader-unique-id=\"28\">The district is actively hiring teachers for its virtual academy. But among the hundreds of applicants who have responded to the district’s job listings, Martin said, only a handful are actually qualified.\u003c/p>\n\u003cp data-reader-unique-id=\"29\">She said the academy, whose existence preceded the pandemic, was designed as a year-round option for the handful of families in the district who wanted a remote learning alternative for their children. It was not, however, designed to be a state-required independent study option for the entire district.\u003c/p>\n\u003cp data-reader-unique-id=\"31\">Teachers and school staff “are doing a whole reset, adding new students to classes, trying to reorganize their school,” Martin said. “It’s a constant revolving door, and that’s not what it was originally designed for. I would hope people are understanding.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/thousands-of-california-students-still-lack-proof-of-vaccination-despite-school-deadlines/664510\">This story was originally published by EdSource\u003c/a>.\u003c/em>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That means weeks ahead of the district’s mandate deadline, the status of about 8,000 students remains unknown. Students who aren’t fully vaccinated by then will either have to enroll in the \u003ca href=\"https://edsource.org/2021/bay-area-district-among-first-in-state-to-keep-distance-learning-even-after-campuses-reopen/647422\">district’s independent study program\u003c/a> or leave the district altogether.\u003c/p>\n\u003cp>It’s likely that many families simply haven’t gotten around to submitting their children’s vaccination status. \u003ca href=\"https://covid19.ca.gov/vaccination-progress-data/\">The state touts that more than 70% of children age 12-17 have received at least one dose of the vaccine\u003c/a>, but parents must still submit their children’s proof of vaccination to districts with mandates to continue in-person instruction.\u003c/p>\n\u003cp data-reader-unique-id=\"8\">But the sheer number of people holding out so close to the deadline is stoking anxiety among officials in districts like WCCUSD, who fear that their short-staffed virtual education alternatives will be quickly overwhelmed by an onslaught of unvaccinated students.\u003c/p>\n\u003cp data-reader-unique-id=\"9\">“The reality is that we have a virtual academy that doesn’t have enough teachers,” WCCUSD’s Chief Academic Officer LaResha Martin told EdSource. Superintendent Kenneth “Chris” Hurst, at a school board meeting last Wednesday, said he no longer believes the Jan. 3 deadline for the vaccine mandate is tenable, and intends to propose pushing the date back, possibly to July 2022 to align with the state’s student vaccine mandate.\u003c/p>\n\u003cp>In the meantime, the district is boosting its outreach efforts and hosting vaccine clinics. Martin laid out some options for dealing with the potential flood of independent study students: The district will continue trying to quickly hire teachers, and could propose transferring unvaccinated teachers to the virtual academy — although those teachers are not required to move to different schools. Currently, 85% of school staff have provided proof of vaccination, according to the district.\u003c/p>\n\u003cp data-reader-unique-id=\"13\">Similar situations are playing out in other districts throughout California.\u003c/p>\n\u003cp data-reader-unique-id=\"15\">In Los Angeles Unified — which enrolls about one-fifth of California’s students — some 34,000 students have not yet complied with the district’s vaccine mandate, \u003ca href=\"https://www.latimes.com/california/story/2021-12-07/33-000-l-a-unified-have-not-provided-proof-of-covid-vaccination\" data-reader-unique-id=\"16\">The Los Angeles Times reported\u003c/a> last week. That’s more than twice as many students as are currently enrolled in the district’s independent study program.\u003c/p>\n\u003cp>While noting that more than 86% of its eligible students have been vaccinated, the district on Friday \u003ca href=\"https://achieve.lausd.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=114452&PageID=1\" data-reader-unique-id=\"19\">announced a proposal\u003c/a> to allow unvaccinated students to continue in-person instruction until the 2022 fall semester, at which point they would have to enroll in independent study if still unvaccinated. That proposal will go before the school board on Dec. 14.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In Sacramento City Unified, \u003ca href=\"https://edsource.org/updates/75-of-sacramento-city-unifieds-students-miss-vaccination-deadline\" data-reader-unique-id=\"21\">only a quarter\u003c/a> of middle and high school students turned in proof that they had received at least one dose of the COVID-19 vaccine by the district’s Nov. 30 deadline. That means more than 14,000 students 12 and older will have to potentially enroll in independent study.\u003c/p>\n\u003cp data-reader-unique-id=\"22\">And in Oakland Unified, about 40% of students 12 and older — some 6,000 students — have not yet submitted proof of vaccination, \u003ca href=\"https://oaklandside.org/2021/12/02/oaklands-student-vaccine-mandate-starts-jan-31-what-you-need-to-know/\" data-reader-unique-id=\"23\">Oaklandside reported earlier this month\u003c/a>, prompting the school board last week to \u003ca href=\"https://www.ktvu.com/news/oakland-schools-delays-student-covid-vaccine-requirement-deadline\">push back the district’s deadline\u003c/a> from Jan. 1 to Jan. 31. About 1,000 of those students have qualified for either a medical or religious exemption, district officials said — an exemption not offered by the West Contra Costa or LA districts.\u003c/p>\n\u003cp data-reader-unique-id=\"26\">Martin, WCCUSD’s chief academic officer, said the district has been scrambling since the start of the semester to hire enough teachers to meet the demand for its virtual academy. Even before the pandemic, however, the state and county faced a district-wide school staffing shortage, which only got worse over the last year, after many teachers and other employees left the profession.\u003c/p>\n\u003cp data-reader-unique-id=\"27\">“We don’t have enough teachers. That’s just the bottom line,” Martin said.\u003c/p>\n\u003cp data-reader-unique-id=\"28\">The district is actively hiring teachers for its virtual academy. But among the hundreds of applicants who have responded to the district’s job listings, Martin said, only a handful are actually qualified.\u003c/p>\n\u003cp data-reader-unique-id=\"29\">She said the academy, whose existence preceded the pandemic, was designed as a year-round option for the handful of families in the district who wanted a remote learning alternative for their children. It was not, however, designed to be a state-required independent study option for the entire district.\u003c/p>\n\u003cp data-reader-unique-id=\"31\">Teachers and school staff “are doing a whole reset, adding new students to classes, trying to reorganize their school,” Martin said. “It’s a constant revolving door, and that’s not what it was originally designed for. I would hope people are understanding.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/thousands-of-california-students-still-lack-proof-of-vaccination-despite-school-deadlines/664510\">This story was originally published by EdSource\u003c/a>.\u003c/em>\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>A growing number of education advocates who have long called on schools to diversify their teaching staffs are urging administrators to extend those efforts beyond the classroom — to the counseling office.\u003c/p>\n\u003cp>The needs of Black students, advocates argue, are too often overlooked by non-Black middle and high school counselors. Black students are \u003ca href=\"http://blog.csba.org/ap-inequities/\">more likely to be placed in classes that don’t adequately prepare them\u003c/a> for college or a career, \u003ca class=\"external\" href=\"https://www.apa.org/news/press/releases/2021/10/black-students-harsh-discipline\" target=\"_blank\" rel=\"noopener noreferrer\">subject them to harsher discipline\u003c/a> and fail to address any mental health needs, research shows.[pullquote align=\"right\" size=\"medium\" citation=\"Lisa Andrews, California College Guidance Initiative\"]‘It often takes Black counselors to be on the front lines, aggressively advocating for Black students, pushing the needle forward for them, ensuring they have access to rigorous classes.’[/pullquote]“There’s a subconscious mindset that Black students, students in poverty, cannot learn,” said Lisa Andrews, a director at the California College Guidance Initiative and a counseling professor at the University of La Verne, near Pomona. “To change that, school counseling needs to be transformational and revolutionary.”\u003c/p>\n\u003cp>School counselors help students choose classes, provide academic guidance, advise students on college applications and career options and offer mental health support. While counselors of any race or background can offer high-quality advising to any student, Black counselors might be more inclined to take extra time, show a little more patience and establish trust with Black students and their families, she said.\u003c/p>\n\u003ch3>Personal experience\u003c/h3>\n\u003cp>Andrews points to an experience she had while working as a high school counselor. One day she met a group of young Black girls outside her office who lagged academically and were not focused on four-year college goals. She brought them in and explained they needed to focus more on academics if they wanted to go to college, she said.\u003c/p>\n\u003cp>“At first, they didn’t respond because I sounded like just another authority figure. But then I told them, ‘Listen, I was born in Compton. I have struggled,’” Andrews said. “That changed everything. They knew that I understood, and we could start building a trusting relationship.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She met with the girls weekly to check in on their progress. By the time they became seniors, all 17 had passed the classes needed to attend California’s public universities, Andrews said.\u003c/p>\n\u003cp>“It often takes Black counselors to be on the front lines, aggressively advocating for Black students, pushing the needle forward for them, ensuring they have access to rigorous classes,” she said. “If you set the expectations high, the students will respond.”\u003c/p>\n\u003cp>There’s no data on the racial or ethnic makeup of California’s nearly 10,000 K-12 school counselors. Classroom teachers throughout the state, however, are overwhelmingly white. In the 2018-19 school year, more than 60% of California’s public school teachers were white, even though just 22% of students were white, according to an analysis by \u003ca class=\"external\" href=\"https://edtrust.org/educator-diversity/#CA\" target=\"_blank\" rel=\"noopener noreferrer\">EdTrust West\u003c/a>, a nonprofit education equity organization. Meanwhile, fewer than 4% of teachers — and 5.4% of students — that year were Black.\u003c/p>\n\u003cp>A 2020 \u003ca class=\"external\" href=\"https://s3-us-east-2.amazonaws.com/edtrustmain/wp-content/uploads/2014/09/08183916/Inequities-in-Advanced-Coursework-Whats-Driving-Them-and-What-Leaders-Can-Do-January-2019.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">EdTrust study\u003c/a> showed that Black students are less likely to be placed in advanced math in middle school or in Advanced Placement classes in high school, and many attend schools where AP classes are not offered at all. \u003ca href=\"https://kappanonline.org/meeting-mental-health-needs-black-students-cokley-cody-smith/\">Numerous academic studies have shown that Black students are less likely to attend schools with adequate counseling\u003c/a> staff or access to mental health services.\u003c/p>\n\u003cp>\u003cspan class=\"m_4958875047977244530normaltextrun\">“Representation matters. Whether it’s guidance counselors, teachers, mental health providers or leaders, having a workforce that reflects the racial and ethnic diversity of California directly impacts students’ experiences in school — and their educational outcomes,” said Natalie Wheatfall-Lum, EdTrust West’s director of education policy. “Moreover, counselors can either be the gatekeepers or the connectors to college. We need counselors who believe all students can go to college and challenge the biases they may have about who is and isn’t ‘college-bound.’ Unfortunately, too few California students have access to education professionals who look like them and understand their lived experiences.”\u003c/span>\u003c/p>\n\u003ch3>Recruitment challenges\u003c/h3>\n\u003cp>School districts and counselor preparation programs can take steps to diversify the field through mentorship, training and retention programs, said Loretta Whitson, executive director of the California Association of School Counselors. Graduate schools can host job fairs and make other outreach efforts to recruit Black students to the counseling field, she added, and ensure they get the support they need to graduate and find jobs.[aside label=\"related coverage\" tag=\"education\"]The Los Angeles Unified School District has taken a lead in efforts to hire Black counselors. In February, the district allotted $80 million to fund a Black Student Achievement Plan, which includes several initiatives aimed at improving test scores, attendance and graduation rates at about 100 schools where many Black students are enrolled. So far, as part of the plan, the district has hired about 60 new counselors, many of whom are Black.\u003c/p>\n\u003cp>But it’s not an easy task, said Jared DuPree, a senior director at the district. For one, the district does not ask job candidates their race or ethnicity, and among the candidates interviewed, only a small percentage are Black, he said.\u003c/p>\n\u003cp>“We’re fooling ourselves if we think we can reserve these spots just for Black counselors,” DuPree said. “But you don’t have to be Black to support Black students. Counselors of any race can be effective at this.”\u003c/p>\n\u003cp>Still, a counselor’s race can be an important factor in establishing trust, at least in the beginning, he noted. And Black students, he said, might be more likely to ask for help from counselors whose culture, experiences and outlook resemble their own.\u003c/p>\n\u003cp>“Whether it’s right or wrong, Black families sometimes feel more comfortable with people who look like them,” he said. “It reduces anxiety. They feel, ‘This person can identify with my lived experiences, to the things I value.’ It’s a source of comfort.”\u003c/p>\n\u003ch3>‘It’s about relatability’\u003c/h3>\n\u003cp>Lyndsey Taylor, a student adviser at Chaffey College in Rancho Cucamonga, who’s studying to be a high school counselor, said that being Black helps when she’s counseling Black students, but it’s certainly not the only factor that leads to a successful counseling relationship. Patience is key, too.\u003c/p>\n\u003cp>“Just because you’re the same race, it’s not going to be instant. You still have to build trust,” Taylor said. “It’s about relatability, being able to see yourself in the person who’s advising you. ‘Here’s someone who looks like me, and authentically wants me to succeed.’ It takes time for students of color to build that trust, break that barrier.”\u003c/p>\n\u003cp>Lavernis Martin, a high school counselor at a group of Southern California charter schools, said that his experience as a student inspired him to pursue counseling as a career. While he grew up in a middle-class, predominantly white suburb of Los Angeles, his cousins lived in a mostly Black neighborhood in the city, he said, and throughout his childhood witnessed the differences in their educational experiences.[pullquote align=\"right\" size=\"medium\" citation=\"Lavernis Martin, high school counselor\"]‘As a counselor, I tell my Black students, you are better than what your environment suggests. You are just as capable as your peers. And I’m on your team.’[/pullquote]“It was like, ‘Why am I in the fourth grade and learning these things, and you’re in eighth grade and struggling to keep up?’ It was a big eye-opener. Something clearly needed to change,” he said. “My own privilege played a huge role in my options and opportunities. As a counselor, I tell my Black students, you are better than what your environment suggests. You are just as capable as your peers. And I’m on your team.”\u003c/p>\n\u003cp>Like Taylor, Martin agrees that Black counselors are only part of what it will take to ensure Black students succeed. Curriculum that emphasizes the accomplishments of Black people, as well as practices on campus to keep Black students engaged in school, are also crucial steps, he said.\u003c/p>\n\u003cp>Muhammad Abdul-Qawi, principal of Del Mar High School, a continuation school in San Gabriel, said he never would have made it to college if his mother hadn’t pushed him. The counselors at his high school in Oklahoma did not encourage Black students academically, he said, and many of his classmates, whose abilities were equal to his, suffered for it.\u003c/p>\n\u003cp>“This should not be controversial,” Abdul-Qawi said of the need to recruit more Black counselors. “There’s a lot of success stories out there, but there should be a whole lot more.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/the-absolutely-essential-role-of-black-counselors-on-campus/663367\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A growing number of education advocates who have long called on schools to diversify their teaching staffs are urging administrators to extend those efforts beyond the classroom — to the counseling office.\u003c/p>\n\u003cp>The needs of Black students, advocates argue, are too often overlooked by non-Black middle and high school counselors. Black students are \u003ca href=\"http://blog.csba.org/ap-inequities/\">more likely to be placed in classes that don’t adequately prepare them\u003c/a> for college or a career, \u003ca class=\"external\" href=\"https://www.apa.org/news/press/releases/2021/10/black-students-harsh-discipline\" target=\"_blank\" rel=\"noopener noreferrer\">subject them to harsher discipline\u003c/a> and fail to address any mental health needs, research shows.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“There’s a subconscious mindset that Black students, students in poverty, cannot learn,” said Lisa Andrews, a director at the California College Guidance Initiative and a counseling professor at the University of La Verne, near Pomona. “To change that, school counseling needs to be transformational and revolutionary.”\u003c/p>\n\u003cp>School counselors help students choose classes, provide academic guidance, advise students on college applications and career options and offer mental health support. While counselors of any race or background can offer high-quality advising to any student, Black counselors might be more inclined to take extra time, show a little more patience and establish trust with Black students and their families, she said.\u003c/p>\n\u003ch3>Personal experience\u003c/h3>\n\u003cp>Andrews points to an experience she had while working as a high school counselor. One day she met a group of young Black girls outside her office who lagged academically and were not focused on four-year college goals. She brought them in and explained they needed to focus more on academics if they wanted to go to college, she said.\u003c/p>\n\u003cp>“At first, they didn’t respond because I sounded like just another authority figure. But then I told them, ‘Listen, I was born in Compton. I have struggled,’” Andrews said. “That changed everything. They knew that I understood, and we could start building a trusting relationship.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She met with the girls weekly to check in on their progress. By the time they became seniors, all 17 had passed the classes needed to attend California’s public universities, Andrews said.\u003c/p>\n\u003cp>“It often takes Black counselors to be on the front lines, aggressively advocating for Black students, pushing the needle forward for them, ensuring they have access to rigorous classes,” she said. “If you set the expectations high, the students will respond.”\u003c/p>\n\u003cp>There’s no data on the racial or ethnic makeup of California’s nearly 10,000 K-12 school counselors. Classroom teachers throughout the state, however, are overwhelmingly white. In the 2018-19 school year, more than 60% of California’s public school teachers were white, even though just 22% of students were white, according to an analysis by \u003ca class=\"external\" href=\"https://edtrust.org/educator-diversity/#CA\" target=\"_blank\" rel=\"noopener noreferrer\">EdTrust West\u003c/a>, a nonprofit education equity organization. Meanwhile, fewer than 4% of teachers — and 5.4% of students — that year were Black.\u003c/p>\n\u003cp>A 2020 \u003ca class=\"external\" href=\"https://s3-us-east-2.amazonaws.com/edtrustmain/wp-content/uploads/2014/09/08183916/Inequities-in-Advanced-Coursework-Whats-Driving-Them-and-What-Leaders-Can-Do-January-2019.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">EdTrust study\u003c/a> showed that Black students are less likely to be placed in advanced math in middle school or in Advanced Placement classes in high school, and many attend schools where AP classes are not offered at all. \u003ca href=\"https://kappanonline.org/meeting-mental-health-needs-black-students-cokley-cody-smith/\">Numerous academic studies have shown that Black students are less likely to attend schools with adequate counseling\u003c/a> staff or access to mental health services.\u003c/p>\n\u003cp>\u003cspan class=\"m_4958875047977244530normaltextrun\">“Representation matters. Whether it’s guidance counselors, teachers, mental health providers or leaders, having a workforce that reflects the racial and ethnic diversity of California directly impacts students’ experiences in school — and their educational outcomes,” said Natalie Wheatfall-Lum, EdTrust West’s director of education policy. “Moreover, counselors can either be the gatekeepers or the connectors to college. We need counselors who believe all students can go to college and challenge the biases they may have about who is and isn’t ‘college-bound.’ Unfortunately, too few California students have access to education professionals who look like them and understand their lived experiences.”\u003c/span>\u003c/p>\n\u003ch3>Recruitment challenges\u003c/h3>\n\u003cp>School districts and counselor preparation programs can take steps to diversify the field through mentorship, training and retention programs, said Loretta Whitson, executive director of the California Association of School Counselors. Graduate schools can host job fairs and make other outreach efforts to recruit Black students to the counseling field, she added, and ensure they get the support they need to graduate and find jobs.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The Los Angeles Unified School District has taken a lead in efforts to hire Black counselors. In February, the district allotted $80 million to fund a Black Student Achievement Plan, which includes several initiatives aimed at improving test scores, attendance and graduation rates at about 100 schools where many Black students are enrolled. So far, as part of the plan, the district has hired about 60 new counselors, many of whom are Black.\u003c/p>\n\u003cp>But it’s not an easy task, said Jared DuPree, a senior director at the district. For one, the district does not ask job candidates their race or ethnicity, and among the candidates interviewed, only a small percentage are Black, he said.\u003c/p>\n\u003cp>“We’re fooling ourselves if we think we can reserve these spots just for Black counselors,” DuPree said. “But you don’t have to be Black to support Black students. Counselors of any race can be effective at this.”\u003c/p>\n\u003cp>Still, a counselor’s race can be an important factor in establishing trust, at least in the beginning, he noted. And Black students, he said, might be more likely to ask for help from counselors whose culture, experiences and outlook resemble their own.\u003c/p>\n\u003cp>“Whether it’s right or wrong, Black families sometimes feel more comfortable with people who look like them,” he said. “It reduces anxiety. They feel, ‘This person can identify with my lived experiences, to the things I value.’ It’s a source of comfort.”\u003c/p>\n\u003ch3>‘It’s about relatability’\u003c/h3>\n\u003cp>Lyndsey Taylor, a student adviser at Chaffey College in Rancho Cucamonga, who’s studying to be a high school counselor, said that being Black helps when she’s counseling Black students, but it’s certainly not the only factor that leads to a successful counseling relationship. Patience is key, too.\u003c/p>\n\u003cp>“Just because you’re the same race, it’s not going to be instant. You still have to build trust,” Taylor said. “It’s about relatability, being able to see yourself in the person who’s advising you. ‘Here’s someone who looks like me, and authentically wants me to succeed.’ It takes time for students of color to build that trust, break that barrier.”\u003c/p>\n\u003cp>Lavernis Martin, a high school counselor at a group of Southern California charter schools, said that his experience as a student inspired him to pursue counseling as a career. While he grew up in a middle-class, predominantly white suburb of Los Angeles, his cousins lived in a mostly Black neighborhood in the city, he said, and throughout his childhood witnessed the differences in their educational experiences.\u003c/p>\u003c/div>",
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"content": "‘As a counselor, I tell my Black students, you are better than what your environment suggests. You are just as capable as your peers. And I’m on your team.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It was like, ‘Why am I in the fourth grade and learning these things, and you’re in eighth grade and struggling to keep up?’ It was a big eye-opener. Something clearly needed to change,” he said. “My own privilege played a huge role in my options and opportunities. As a counselor, I tell my Black students, you are better than what your environment suggests. You are just as capable as your peers. And I’m on your team.”\u003c/p>\n\u003cp>Like Taylor, Martin agrees that Black counselors are only part of what it will take to ensure Black students succeed. Curriculum that emphasizes the accomplishments of Black people, as well as practices on campus to keep Black students engaged in school, are also crucial steps, he said.\u003c/p>\n\u003cp>Muhammad Abdul-Qawi, principal of Del Mar High School, a continuation school in San Gabriel, said he never would have made it to college if his mother hadn’t pushed him. The counselors at his high school in Oklahoma did not encourage Black students academically, he said, and many of his classmates, whose abilities were equal to his, suffered for it.\u003c/p>\n\u003cp>“This should not be controversial,” Abdul-Qawi said of the need to recruit more Black counselors. “There’s a lot of success stories out there, but there should be a whole lot more.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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