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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Garamendi, a Democrat whose congressional district includes parts of Contra Costa and Solano counties, said he’s trying to protect Head Start in case Donald Trump wins the election and goes through with the proposal laid out \u003ca href=\"https://static.project2025.org/2025_MandateForLeadership_FULL.pdf\">in Project 2025, a set of policy recommendations for the next Republican administration, to eliminate Head Start.\u003c/a> In the document, the conservative think tank The Heritage Foundation states that it’s against “universal day care,” and prefers giving money to parents so they can afford to stay home with a child or pay for “familial, in-home childcare.”\u003c/p>\n\u003cp>Garamendi said Trump could use the appropriations process to defund Head Start.\u003c/p>\n\u003cp>“He is dead set on doing it, the people he’s hiring they’re determined to do it,” Garamendi added. “So we have to use every tool we can think of [to take] defensive action.”\u003c/p>\n\u003cp>He said his legislation, which would need the approval of the House, the Senate and President Biden, is crafted to guarantee funding for the program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The bill “is seriously vetted across the nation with Head Start programs in virtually every state saying ‘yeah, expanded eligibility makes sense in our state,’” Garamendi said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "california-schools-keep-losing-teachers-the-state-wants-to-help-build-homes-for-them",
"title": "California Schools Keep Losing Teachers. The State Wants to Help Build Homes for Them",
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"content": "\u003cp>To stem an outflow of teachers from schools across the state, California’s Department of Education encourages districts to venture into a different business: \u003ca href=\"https://www.kqed.org/news/tag/housing\">housing\u003c/a>.\u003c/p>\n\u003cp>Superintendent Tony Thurmond on Tuesday announced an initiative that aims to establish the department as a go-to resource for districts looking to build homes for teachers on their property. The move comes as the state faces a housing affordability crisis and a shortage of some \u003ca href=\"https://storymaps.arcgis.com/stories/94729ab1648d43b1811c1698a748c136\">2.5 million homes\u003c/a>. School districts lose, on average, \u003ca href=\"https://www.csba.org/-/media/CSBA/Files/Advocacy/LegislativeAdvocacy/ResearchReport.ashx\">12% of their staff\u003c/a> each year to retirements and turnover.\u003c/p>\n\u003cp>“This is a strategy to help allow us to keep our workforce,” Thurmond said. “This is part of a larger plan to make sure that people can afford to live where they work, that they can afford the American dream and to buy a home, and that they have earnings that support them.”\u003c/p>\n\u003cp>The nearly 11,000 school districts across the state control more than 151,000 acres of total property. A 2021 analysis by UC Berkeley and UCLA found that of that land, there are enough developable parcels to support \u003ca href=\"https://www.csba.org/-/media/CSBA/Files/Advocacy/LegislativeAdvocacy/ResearchReport.ashx\">2.3 million new homes\u003c/a> or more than 90% of the state’s estimated shortage.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Districts have shown recent success in overcoming \u003ca href=\"https://www.cbsnews.com/sanfrancisco/news/san-jose-unified-teachers-react-affordable-housing-proposal/\">opposition\u003c/a> to affordable housing for teachers. In Menlo Park, voters in 2022 defeated an attempt to \u003ca href=\"https://www.kqed.org/news/11929505/from-menlo-park-to-laguna-beach-residents-turn-to-ballot-box-to-fight-new-california-housing-mandates\">block a teacher housing project\u003c/a> in a single-family neighborhood. And in San Jose, school district leaders voted last week to \u003ca href=\"https://www.mercurynews.com/2024/07/26/1-2-billion-south-bay-school-facilities-bond-headed-for-november-ballot/\">place a $1.2 billion bond\u003c/a> on the November ballot, part of which would fund new teacher housing.\u003c/p>\n\u003cp>Thurmond plans to convene a housing summit on Aug. 14, bringing together members of the construction and building trades, labor unions, school districts and others to identify barriers to housing development and ensure the Department of Education can make it easier for districts to build.\u003c/p>\n\u003cfigure id=\"attachment_11998056\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11998056\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent Tony Thurmond on Tuesday announced an initiative that aims to establish the Department of Education as a go-to resource for districts looking to build homes for teachers on their property. \u003ccite>(Courtesy of the Thurmond Campaign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The school districts have one of the most important parts of being able to create educator housing: They own land,” Thurmond said. “So there’s no need to make a purchase, to acquire land to develop that land.”\u003c/p>\n\u003cp>Districts can use local bonds and \u003ca href=\"https://ahcd.assembly.ca.gov/sites/ahcd.assembly.ca.gov/files/AB%203308_Gabriel_AHCD_ABPCA.pdf\">state tax credits\u003c/a>, some $500 million of which were approved for educator housing as part of the 2020 state budget. And in 2022, the Legislature approved AB 2295, which \u003ca href=\"https://legiscan.com/CA/text/AB2295/id/2609196#:~:text=This%20bill%20would%20deem%20a,objective%20design%20review%20standards%2C%20as\">essentially rezoned\u003c/a> school properties to allow housing.\u003c/p>\n\u003cp>However, despite the additional tax credit funding and legislation, only a \u003ca href=\"https://www.google.com/maps/d/u/0/viewer?mid=1CZW87xekMzSDEidilfGRyzE-QlbosGo&ll=36.526851860206364%2C-120.4401245&z=6\">handful of districts\u003c/a> across the state have completed educator housing projects, though dozens more have \u003ca href=\"https://www.edweek.org/leadership/more-districts-are-building-housing-for-teachers-heres-what-to-know/2023/11\">expressed interest\u003c/a> or are in various stages of the development process, according to the California School Boards Association. Andrew Keller, a senior director with the association, said one big reason is that not enough districts know how to go about building housing.[aside postID=news_11996949 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/005_KQED_Housing_Berkeley_ShadowStandards_02272020__qed-1-1020x680.jpg']“Chief among those roadblocks, actually, is the fact that schools aren’t in the housing business,” Keller said. “This is something that’s new to them.”\u003c/p>\n\u003cp>The school board association leads workshops for district staff on approaching and constructing housing on their properties, including connecting them with developers and financial institutions. But uptake has been slow.\u003c/p>\n\u003cp>Thurmond said he was hoping to accelerate that with the new initiative, which will include creating a “scalable blueprint” for districts to use to develop housing and exploring potential legislation that may include allowing school bond funds to go toward housing for families in the district, not just teachers and staff members.\u003c/p>\n\u003cp>Andy Lie, a trustee of the Jefferson Union High School District in San Mateo County, said he’s seen the impact of educator housing firsthand. The district faced a 25% staff turnover before completing a 122-unit apartment complex in May 2022. Since then, the district has had no vacancies, he said.\u003c/p>\n\u003cp>“The staff morale is up,” Lie said. “But most importantly, we can’t give our best to our students if our educators are struggling with housing insecurity.”\u003c/p>\n\u003cp>In Palo Alto, the local educators association is supporting two housing projects that association president Teri Baldwin said would go a long way toward enabling teachers and other school staff to live in the districts where they teach.\u003c/p>\n\u003cp>“Our teachers, especially our newer teachers who are lower on the salary scale, they can’t afford to live close by,” Baldwin said. “As a teacher, you want to be part of your community.”\u003c/p>\n\u003cp>\u003cem>Editor’s Note: An earlier version of this story incorrectly identified Andrew Keller’s title. He is the Senior Director of Executive Office Operations & Strategic Initiatives.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>To stem an outflow of teachers from schools across the state, California’s Department of Education encourages districts to venture into a different business: \u003ca href=\"https://www.kqed.org/news/tag/housing\">housing\u003c/a>.\u003c/p>\n\u003cp>Superintendent Tony Thurmond on Tuesday announced an initiative that aims to establish the department as a go-to resource for districts looking to build homes for teachers on their property. The move comes as the state faces a housing affordability crisis and a shortage of some \u003ca href=\"https://storymaps.arcgis.com/stories/94729ab1648d43b1811c1698a748c136\">2.5 million homes\u003c/a>. School districts lose, on average, \u003ca href=\"https://www.csba.org/-/media/CSBA/Files/Advocacy/LegislativeAdvocacy/ResearchReport.ashx\">12% of their staff\u003c/a> each year to retirements and turnover.\u003c/p>\n\u003cp>“This is a strategy to help allow us to keep our workforce,” Thurmond said. “This is part of a larger plan to make sure that people can afford to live where they work, that they can afford the American dream and to buy a home, and that they have earnings that support them.”\u003c/p>\n\u003cp>The nearly 11,000 school districts across the state control more than 151,000 acres of total property. A 2021 analysis by UC Berkeley and UCLA found that of that land, there are enough developable parcels to support \u003ca href=\"https://www.csba.org/-/media/CSBA/Files/Advocacy/LegislativeAdvocacy/ResearchReport.ashx\">2.3 million new homes\u003c/a> or more than 90% of the state’s estimated shortage.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Districts have shown recent success in overcoming \u003ca href=\"https://www.cbsnews.com/sanfrancisco/news/san-jose-unified-teachers-react-affordable-housing-proposal/\">opposition\u003c/a> to affordable housing for teachers. In Menlo Park, voters in 2022 defeated an attempt to \u003ca href=\"https://www.kqed.org/news/11929505/from-menlo-park-to-laguna-beach-residents-turn-to-ballot-box-to-fight-new-california-housing-mandates\">block a teacher housing project\u003c/a> in a single-family neighborhood. And in San Jose, school district leaders voted last week to \u003ca href=\"https://www.mercurynews.com/2024/07/26/1-2-billion-south-bay-school-facilities-bond-headed-for-november-ballot/\">place a $1.2 billion bond\u003c/a> on the November ballot, part of which would fund new teacher housing.\u003c/p>\n\u003cp>Thurmond plans to convene a housing summit on Aug. 14, bringing together members of the construction and building trades, labor unions, school districts and others to identify barriers to housing development and ensure the Department of Education can make it easier for districts to build.\u003c/p>\n\u003cfigure id=\"attachment_11998056\" class=\"wp-caption aligncenter\" style=\"max-width: 1999px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11998056\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed.jpg\" alt=\"\" width=\"1999\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed.jpg 1999w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/07/38721084395_0e50d3503f_o_qed-1920x1280.jpg 1920w\" sizes=\"(max-width: 1999px) 100vw, 1999px\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent Tony Thurmond on Tuesday announced an initiative that aims to establish the Department of Education as a go-to resource for districts looking to build homes for teachers on their property. \u003ccite>(Courtesy of the Thurmond Campaign)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The school districts have one of the most important parts of being able to create educator housing: They own land,” Thurmond said. “So there’s no need to make a purchase, to acquire land to develop that land.”\u003c/p>\n\u003cp>Districts can use local bonds and \u003ca href=\"https://ahcd.assembly.ca.gov/sites/ahcd.assembly.ca.gov/files/AB%203308_Gabriel_AHCD_ABPCA.pdf\">state tax credits\u003c/a>, some $500 million of which were approved for educator housing as part of the 2020 state budget. And in 2022, the Legislature approved AB 2295, which \u003ca href=\"https://legiscan.com/CA/text/AB2295/id/2609196#:~:text=This%20bill%20would%20deem%20a,objective%20design%20review%20standards%2C%20as\">essentially rezoned\u003c/a> school properties to allow housing.\u003c/p>\n\u003cp>However, despite the additional tax credit funding and legislation, only a \u003ca href=\"https://www.google.com/maps/d/u/0/viewer?mid=1CZW87xekMzSDEidilfGRyzE-QlbosGo&ll=36.526851860206364%2C-120.4401245&z=6\">handful of districts\u003c/a> across the state have completed educator housing projects, though dozens more have \u003ca href=\"https://www.edweek.org/leadership/more-districts-are-building-housing-for-teachers-heres-what-to-know/2023/11\">expressed interest\u003c/a> or are in various stages of the development process, according to the California School Boards Association. Andrew Keller, a senior director with the association, said one big reason is that not enough districts know how to go about building housing.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Chief among those roadblocks, actually, is the fact that schools aren’t in the housing business,” Keller said. “This is something that’s new to them.”\u003c/p>\n\u003cp>The school board association leads workshops for district staff on approaching and constructing housing on their properties, including connecting them with developers and financial institutions. But uptake has been slow.\u003c/p>\n\u003cp>Thurmond said he was hoping to accelerate that with the new initiative, which will include creating a “scalable blueprint” for districts to use to develop housing and exploring potential legislation that may include allowing school bond funds to go toward housing for families in the district, not just teachers and staff members.\u003c/p>\n\u003cp>Andy Lie, a trustee of the Jefferson Union High School District in San Mateo County, said he’s seen the impact of educator housing firsthand. The district faced a 25% staff turnover before completing a 122-unit apartment complex in May 2022. Since then, the district has had no vacancies, he said.\u003c/p>\n\u003cp>“The staff morale is up,” Lie said. “But most importantly, we can’t give our best to our students if our educators are struggling with housing insecurity.”\u003c/p>\n\u003cp>In Palo Alto, the local educators association is supporting two housing projects that association president Teri Baldwin said would go a long way toward enabling teachers and other school staff to live in the districts where they teach.\u003c/p>\n\u003cp>“Our teachers, especially our newer teachers who are lower on the salary scale, they can’t afford to live close by,” Baldwin said. “As a teacher, you want to be part of your community.”\u003c/p>\n\u003cp>\u003cem>Editor’s Note: An earlier version of this story incorrectly identified Andrew Keller’s title. He is the Senior Director of Executive Office Operations & Strategic Initiatives.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "california-local-districts-try-to-recruit-and-retain-more-black-teachers-is-it-working",
"title": "Why Can't California, Districts Recruit and Retain More Black Teachers?",
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"headTitle": "Why Can’t California, Districts Recruit and Retain More Black Teachers? | KQED",
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"content": "\u003cp>Recruiting and retaining Black teachers has taken on new urgency in recent years as California lawmakers try to ease the state’s teacher shortage. The state and individual school districts have launched initiatives to recruit teachers of color, but educators and advocates say more needs to be done.\u003c/p>\n\u003cp>Hiring a diverse group of teachers helps all students, but the impact is particularly significant for students of color, who then \u003ca href=\"https://www.kqed.org/news/11971463/how-this-east-bay-school-district-improved-its-black-students-scores\">score higher on tests\u003c/a> and are more likely to graduate from college, \u003ca href=\"https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report\">according to the Learning Policy Institute\u003c/a>. A recently released \u003ca href=\"https://www.aera.net/Newsroom/Study-Black-Boys-Are-Less-Likely-to-Be-Identified-for-Special-Education-When-Matched-with-Black-Teachers\">report\u003c/a> also found that Black boys are less likely to be identified for special education when they have a Black teacher.\u003c/p>\n\u003cp>In the last five years, state lawmakers have made earning a credential easier and more affordable, and have offered incentives for school staff to become teachers — all moves meant to ease the teacher shortage and help to diversify the educator workforce.\u003c/p>\n\u003cp>Despite efforts by the state and school districts, the number of Black teachers doesn’t seem to be increasing. Black teachers say that to keep them in the classroom, teacher preparation must be more affordable, pay and benefits increased, and more done to ensure they are treated with respect, supported and given opportunities to lead.\u003c/p>\n\u003cp>“Black educators specifically said that they felt like they were being pushed out of the state of California,” said Jalisa Evans, chief executive director of the Black Educator Advocates Network of a recent survey of Black teachers. “When we look at the future of Black educators for the state, it can go either way, because what Black educators are feeling right now is that they’re not welcome.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Task force offers recommendations\u003c/h2>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond called diversifying the teacher workforce \u003ca href=\"https://edsource.org/2019/effort-to-increase-the-number-of-teachers-of-color-in-california-classrooms-gains-momentum/618412\">a priority\u003c/a> and established the California Department of Education Educator Diversity Advisory Group in 2021.\u003c/p>\n\u003cp>The advisory group has made several \u003ca href=\"https://www.cde.ca.gov/pd/ee/documents/dtwcouncilreportapril22.pdf\">recommendations (PDF)\u003c/a>, including beginning a public relations campaign and offering sustained funding to recruit and retain teachers of color, and providing guidance and accountability to school districts on the matter. The group also wants universities, community groups and school districts to enter into partnerships to build pathways for teachers of color.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=mindshift_61973,news_11958048,mindshift_58898]Since then, California has created a set of \u003ca href=\"https://www.dropbox.com/sh/twsl602cpvewo7c/AACOY6RtvFwAcHyskC25k7_ya?dl=0\">public service announcements\u003c/a> and \u003ca href=\"https://drive.google.com/file/d/1CIRWxU0o6JR6UmNbU6k4lUlAstFouDqj/view\">a video\u003c/a> to help recruit teachers and has \u003ca href=\"https://www.cde.ca.gov/fg/fr/eb/ba2023-24.asp\">invested $10 million\u003c/a> to help people of color to become school administrators, said Travis Bristol, chairman of the advisory group and an associate professor of education at UC Berkeley. Staff from county offices of education also have been meeting to share ideas on how they can support districts’ efforts to recruit and retain teachers of color, he said.\u003c/p>\n\u003cp>The state also has invested more than $350 million over the past six years to fund \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">teacher residency programs\u003c/a>, and recently passed legislation to ensure residents are paid a minimum salary. Residents work alongside an experienced teacher-mentor for a year of clinical training while completing coursework in a university preparation program — a time commitment that often precludes them from taking a job.\u003c/p>\n\u003cp>Legislators have also proposed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1391\">a bill\u003c/a> that would require that student teachers be paid. Completing the 600 hours of unpaid student teaching required by the state, while paying for tuition, books, supplies and living expenses, is a challenge for many Black teacher candidates.\u003c/p>\n\u003cp>Black teacher candidates typically take on much more student debt than their white counterparts, in part, because of the large racial wealth gap in the United States. \u003ca href=\"https://files.epi.org/uploads/228660.pdf\">A 2019 study (PDF)\u003c/a> by the Economic Policy Institute showed that the median white family had $184,000 in family wealth (property and cash), while the median Latino family had $38,000 and the median Black family had $23,000.\u003c/p>\n\u003ch2>Lack of data makes it difficult to know what is working\u003c/h2>\n\u003cp>It’s difficult to know if state efforts are working. California hasn’t released any data on teacher demographics since the 2018–19 school year, although the data is submitted annually by school districts. The California Department of Education (CDE) did not provide updated data or interviews requested by EdSource for this story.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.ed-data.org/state/CA?_gl=1*1jpjs0a*_ga*MTgzMjkyMjEyNC4xNzEyMjUxMDEy*_ga_475QR6J62K*MTcxMjI1MzEzNC4yLjEuMTcxMjI1Mzc4OS41NS4wLjA.\">most recent data\u003c/a> from CDE shows the number of Black teachers in California declined from 4.2% in 2009 to 3.9% during the 2018–19 school year. The National Center for Education Statistics data from the 2020–21 show that Black teachers made up 3.8% of the state educator workforce.\u003c/p>\n\u003cp>Having current data is a critical first step to understanding the problem and addressing it, said Mayra Lara, director of Southern California partnerships and engagement at The Education Trust-West, an education research and advocacy organization.\u003c/p>\n\u003cp>“Let’s be clear: The California Department of Education needs to annually publish educator demographic and experience data,” Lara said. “It has failed to do so for the past four years. … Without this data, families, communities and decision-makers really are in the dark when it comes to the diversity of the educator workforce.”\u003c/p>\n\u003ch2>LA Unified losing Black teachers despite efforts\u003c/h2>\n\u003cp>While most state programs focus on recruiting and retaining all teachers of color, some California school districts have initiatives focused solely on recruiting Black teachers.\u003c/p>\n\u003cp>The state’s largest school district, Los Angeles Unified, passed \u003ca href=\"https://drive.google.com/file/d/1Ki8U010oqK0bRw0dX6z94Dgy53T0Hgda/view\">the Black Student Excellence through Educator Diversity, Preparation and Retention resolution (PDF)\u003c/a> two years ago. It required district staff to develop a strategic plan to ensure schools have Black teachers, administrators and mental health workers, and to advocate for programs that offer pathways for Black people to become teachers.\u003c/p>\n\u003cp>When the resolution was passed, in February 2022, Los Angeles Unified had 1,889 Black teachers — \u003ca href=\"https://www.lausd.org/site/handlers/filedownload.ashx?moduleinstanceid=73819&dataid=122974&FileName=IAU%20Report%202022%200506%20-%20Black%20Educators%20in%20L.A.%20Unified.pdf\">9% of its teacher workforce (PDF)\u003c/a>. The following school year, that number declined to \u003ca href=\"https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/468/2022-2023%20TDemo.pdf\">1,823 or 7.9% of district teachers (PDF)\u003c/a>. The number of Black teachers in the district has gone down each year since 2016. The district did not provide data for the current school year.\u003c/p>\n\u003cp>Robert Whitman, director of the Educational Transformation Office at Los Angeles Unified, attributed the decrease, in part, to the difficulty of attracting teachers to the district, primarily because of the area’s high cost of living.\u003c/p>\n\u003cp>“Those who are coming out of colleges now, in some cases, we find that they can make more money doing other things,” Whitman said. “And so, they may not necessarily see education as the most viable option.”\u003c/p>\n\u003cp>The underrepresentation of people of color prompted the district to create its own \u003ca href=\"https://www.lausd.org/districtinternprogram\">in-house credentialing program\u003c/a>, approved by the California Commission on Teacher Credentialing, Whitman said. The program allows classified staff, such as substitute teachers, paraprofessionals, administrative assistants and bus drivers, to become credentialed teachers while earning a salary and benefits at their original jobs.\u003c/p>\n\u003cp>Grow-your-own programs such as this, and the state’s \u003ca href=\"https://edsource.org/2020/californias-effort-to-turn-school-staff-into-teachers-starts-to-pay-off/621726\">Classified School Employee Credentialing program\u003c/a>, and a soon-to-be launched \u003ca href=\"https://edsource.org/2024/california-adding-apprenticeships-to-teacher-recruitment-toolbox/705245\">apprenticeship program\u003c/a>, are meant to diversify the educator workforce because school staff recruited from the community more closely match the demographics of the student body than traditionally trained and recruited teachers, according to research.\u003c/p>\n\u003cp>Los Angeles Unified has other initiatives to increase the number of Black educators in the district, Whitman said, including working with universities and colleges to bring Black teachers, counselors and psychiatric social workers to their campuses. The district also has programs that help school workers earn a credential for free, and channels employees completing a bachelor’s degree toward the district’s teacher-preparation program where they can begin teaching while earning their credential.\u003c/p>\n\u003cp>All new teachers at Los Angeles Unified are supported by mentors and affinity groups, which have been well received by Black teachers, who credit them with inspiring and helping them to see themselves as leaders in the district, Whitman said.\u003c/p>\n\u003ch2>Oakland has more Black teachers than students\u003c/h2>\n\u003cp>Recruiting and retaining Black teachers is an important part of the Oakland Unified three-year strategic plan, said Sarah Glasband, director of recruitment and retention for the district. To achieve its goals, the district has launched several partnerships that make an apprenticeship program, and a residency program that includes a housing subsidy, possible. A partnership with the Black Teacher Project, a nonprofit advocacy organization, offers affinity groups, workshops and seminars to support the district’s Black teachers.\u003c/p>\n\u003cp>The district also has a Classified School Employee Program funded by the state and a new high school program to train future teachers. District pathway programs have an average attrition rate of less than 10%, Glasband said.\u003c/p>\n\u003cp>This year, 21.3% of the district’s K–12 teachers are Black, compared with 20.3% of their student population, according to district data. Oakland Unified had a retention rate of about 85% for Black teachers between 2019 and 2023.\u003c/p>\n\u003ch2>Better pay, a path to leadership will help teachers stay\u003c/h2>\n\u003cp>Black teachers interviewed by EdSource and researchers say that to keep them in the classroom, more needs to be done to make teacher preparation affordable, improve pay and benefits, and ensure they are treated with respect, supported and given opportunities to lead.\u003c/p>\n\u003cp>\u003ca href=\"https://blackeducatorsadvocate.org/reports\">The Black Educator Advocates Network\u003c/a> came up with five recommendations after surveying 128 former and current Black teachers in California about what it would take to keep them in the classroom:\u003c/p>\n\u003cul>\n\u003cli>Hire more Black educators and staff.\u003c/li>\n\u003cli>Build an anti-racist, culturally responsive and inclusive school environment.\u003c/li>\n\u003cli>Create safe spaces for Black educators and students to come together.\u003c/li>\n\u003cli>Provide and require culturally responsive training for all staff.\u003c/li>\n\u003cli>Recognize, provide leadership opportunities and include Black educators in decision making.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers interviewed by EdSource said paying teachers more also would make it easier for them to stay.\u003c/p>\n\u003cp>“I don’t want to say that it’s the pay that’s going to get more Black teachers,” Brooke Sims, a Stockton teacher, told EdSource. “But you get better pay, you get better health care.”\u003c/p>\n\u003cp>The average teacher salary in the state is $88,508, with the average starting pay at $51,600, according to the 2023 National Education Association report, “\u003ca href=\"https://www.nea.org/resource-library/educator-pay-and-student-spending-how-does-your-state-rank\">State of Educator Pay in America\u003c/a>.” California’s minimum living wage was $54,070 last year, according to the report.\u003c/p>\n\u003cp>State efforts, such as an \u003ca href=\"https://www.cde.ca.gov/pd/ps/nbptsprogramfaq.asp\">initiative\u003c/a> that pays teachers $5,000 annually for five years after they earn National Board Certification, will help with pay parity across school districts, Bristol said. Teachers prove through assessments and a portfolio that they meet the National Board for Professional Teaching Standards. To be eligible for the grant, teachers must work at least half of their time in a high-needs school. Teachers who qualify are also given $2,500 to cover the cost of certification.\u003c/p>\n\u003cp>This incentive will help teachers continue their education and improve their practice, said Los Angeles teacher Petrina Miller. “It’s awesome,” she said.\u003c/p>\n\u003ch2>Teacher candidates must be actively recruited\u003c/h2>\n\u003cp>Many Black college students have not considered a teaching career because they have never had a Black teacher, said Preston Jackson, who teaches physical education at California Middle School in Sacramento. Those who consider a teaching career are often deterred by the cost of teacher preparation, taking required tests and unpaid student teaching.\u003c/p>\n\u003cp>“In order to increase the number of Black teachers in schools, it has to become deliberate,” Jackson said. “You have to actively recruit and actively seek them out to bring them into the profession.”\u003c/p>\n\u003cp>Since starting in 2005, Jackson has been one of only a handful of Black teachers at his school.\u003c/p>\n\u003cp>“And for almost every single one of my kids, I’m the first Black teacher they’ve ever had,” said Jackson. “… And for some of them, I’m the first one they’ve ever seen.”\u003c/p>\n\u003ch2>Mentors are needed to help retain new teachers\u003c/h2>\n\u003cp>Mentor teachers are the key ingredient to helping new Black educators transition successfully into teaching, according to teachers interviewed by EdSource. Alicia Simba says she could have taken a job for $25,000 more annually in a Bay Area district with few Black teachers or students, but opted to take a lower salary to work in Oakland Unified.\u003c/p>\n\u003cp>[aside postID=mindshift_61254 hero='https://cdn.kqed.org/wp-content/uploads/sites/23/2023/03/mg_5379_slide-e0fcdc0a61cb5bc22b69be662b738acd7609a685-1020x680.jpg']But like many young teachers, Simba knew she wanted mentors to help her navigate her first years in the classroom. She works alongside Black teachers in Oakland Unified who have more than 20 years of teaching experience. One of her mentor teachers shared her experience of teaching on the day that Martin Luther King Jr. was shot. Other teachers told her about teaching in the 1980s during the crack cocaine epidemic.\u003c/p>\n\u003cp>“It really helps dispel some of the sort of narratives that I hear, which is that being a teacher is completely unsustainable,” Simba said. “Like, there’s no way that anyone could ever be a teacher long term, which are things that, you know, I’ve heard my friends say, and I’ve thought it myself.”\u003c/p>\n\u003cp>The most obvious way to retain Black teachers would be to make sure they are treated the same as non-Black teachers, said Brenda Walker, a Black teacher and president of the Associated Chino Teachers.\u003c/p>\n\u003cp>“If you are a district administrator, site administrator, site or colleague, parent or student, my bachelor’s degree, master’s degree, and my special education credential are just as valuable and carry as much weight, and are as respected as any other educator,” she said.\u003c/p>\n\u003cp>“However, it’s just as critical for all those groups to acknowledge and respect the unique cultural experience I bring to the table and acknowledge and respect that I’m a proud product of my ancestral history.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/state-school-districts-try-to-recruit-and-retain-black-teachers-heres-whats-keeping-them-away/708715\">This story originally appeared in EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recruiting and retaining Black teachers has taken on new urgency in recent years as California lawmakers try to ease the state’s teacher shortage. The state and individual school districts have launched initiatives to recruit teachers of color, but educators and advocates say more needs to be done.\u003c/p>\n\u003cp>Hiring a diverse group of teachers helps all students, but the impact is particularly significant for students of color, who then \u003ca href=\"https://www.kqed.org/news/11971463/how-this-east-bay-school-district-improved-its-black-students-scores\">score higher on tests\u003c/a> and are more likely to graduate from college, \u003ca href=\"https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report\">according to the Learning Policy Institute\u003c/a>. A recently released \u003ca href=\"https://www.aera.net/Newsroom/Study-Black-Boys-Are-Less-Likely-to-Be-Identified-for-Special-Education-When-Matched-with-Black-Teachers\">report\u003c/a> also found that Black boys are less likely to be identified for special education when they have a Black teacher.\u003c/p>\n\u003cp>In the last five years, state lawmakers have made earning a credential easier and more affordable, and have offered incentives for school staff to become teachers — all moves meant to ease the teacher shortage and help to diversify the educator workforce.\u003c/p>\n\u003cp>Despite efforts by the state and school districts, the number of Black teachers doesn’t seem to be increasing. Black teachers say that to keep them in the classroom, teacher preparation must be more affordable, pay and benefits increased, and more done to ensure they are treated with respect, supported and given opportunities to lead.\u003c/p>\n\u003cp>“Black educators specifically said that they felt like they were being pushed out of the state of California,” said Jalisa Evans, chief executive director of the Black Educator Advocates Network of a recent survey of Black teachers. “When we look at the future of Black educators for the state, it can go either way, because what Black educators are feeling right now is that they’re not welcome.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>Task force offers recommendations\u003c/h2>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond called diversifying the teacher workforce \u003ca href=\"https://edsource.org/2019/effort-to-increase-the-number-of-teachers-of-color-in-california-classrooms-gains-momentum/618412\">a priority\u003c/a> and established the California Department of Education Educator Diversity Advisory Group in 2021.\u003c/p>\n\u003cp>The advisory group has made several \u003ca href=\"https://www.cde.ca.gov/pd/ee/documents/dtwcouncilreportapril22.pdf\">recommendations (PDF)\u003c/a>, including beginning a public relations campaign and offering sustained funding to recruit and retain teachers of color, and providing guidance and accountability to school districts on the matter. The group also wants universities, community groups and school districts to enter into partnerships to build pathways for teachers of color.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Since then, California has created a set of \u003ca href=\"https://www.dropbox.com/sh/twsl602cpvewo7c/AACOY6RtvFwAcHyskC25k7_ya?dl=0\">public service announcements\u003c/a> and \u003ca href=\"https://drive.google.com/file/d/1CIRWxU0o6JR6UmNbU6k4lUlAstFouDqj/view\">a video\u003c/a> to help recruit teachers and has \u003ca href=\"https://www.cde.ca.gov/fg/fr/eb/ba2023-24.asp\">invested $10 million\u003c/a> to help people of color to become school administrators, said Travis Bristol, chairman of the advisory group and an associate professor of education at UC Berkeley. Staff from county offices of education also have been meeting to share ideas on how they can support districts’ efforts to recruit and retain teachers of color, he said.\u003c/p>\n\u003cp>The state also has invested more than $350 million over the past six years to fund \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">teacher residency programs\u003c/a>, and recently passed legislation to ensure residents are paid a minimum salary. Residents work alongside an experienced teacher-mentor for a year of clinical training while completing coursework in a university preparation program — a time commitment that often precludes them from taking a job.\u003c/p>\n\u003cp>Legislators have also proposed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1391\">a bill\u003c/a> that would require that student teachers be paid. Completing the 600 hours of unpaid student teaching required by the state, while paying for tuition, books, supplies and living expenses, is a challenge for many Black teacher candidates.\u003c/p>\n\u003cp>Black teacher candidates typically take on much more student debt than their white counterparts, in part, because of the large racial wealth gap in the United States. \u003ca href=\"https://files.epi.org/uploads/228660.pdf\">A 2019 study (PDF)\u003c/a> by the Economic Policy Institute showed that the median white family had $184,000 in family wealth (property and cash), while the median Latino family had $38,000 and the median Black family had $23,000.\u003c/p>\n\u003ch2>Lack of data makes it difficult to know what is working\u003c/h2>\n\u003cp>It’s difficult to know if state efforts are working. California hasn’t released any data on teacher demographics since the 2018–19 school year, although the data is submitted annually by school districts. The California Department of Education (CDE) did not provide updated data or interviews requested by EdSource for this story.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.ed-data.org/state/CA?_gl=1*1jpjs0a*_ga*MTgzMjkyMjEyNC4xNzEyMjUxMDEy*_ga_475QR6J62K*MTcxMjI1MzEzNC4yLjEuMTcxMjI1Mzc4OS41NS4wLjA.\">most recent data\u003c/a> from CDE shows the number of Black teachers in California declined from 4.2% in 2009 to 3.9% during the 2018–19 school year. The National Center for Education Statistics data from the 2020–21 show that Black teachers made up 3.8% of the state educator workforce.\u003c/p>\n\u003cp>Having current data is a critical first step to understanding the problem and addressing it, said Mayra Lara, director of Southern California partnerships and engagement at The Education Trust-West, an education research and advocacy organization.\u003c/p>\n\u003cp>“Let’s be clear: The California Department of Education needs to annually publish educator demographic and experience data,” Lara said. “It has failed to do so for the past four years. … Without this data, families, communities and decision-makers really are in the dark when it comes to the diversity of the educator workforce.”\u003c/p>\n\u003ch2>LA Unified losing Black teachers despite efforts\u003c/h2>\n\u003cp>While most state programs focus on recruiting and retaining all teachers of color, some California school districts have initiatives focused solely on recruiting Black teachers.\u003c/p>\n\u003cp>The state’s largest school district, Los Angeles Unified, passed \u003ca href=\"https://drive.google.com/file/d/1Ki8U010oqK0bRw0dX6z94Dgy53T0Hgda/view\">the Black Student Excellence through Educator Diversity, Preparation and Retention resolution (PDF)\u003c/a> two years ago. It required district staff to develop a strategic plan to ensure schools have Black teachers, administrators and mental health workers, and to advocate for programs that offer pathways for Black people to become teachers.\u003c/p>\n\u003cp>When the resolution was passed, in February 2022, Los Angeles Unified had 1,889 Black teachers — \u003ca href=\"https://www.lausd.org/site/handlers/filedownload.ashx?moduleinstanceid=73819&dataid=122974&FileName=IAU%20Report%202022%200506%20-%20Black%20Educators%20in%20L.A.%20Unified.pdf\">9% of its teacher workforce (PDF)\u003c/a>. The following school year, that number declined to \u003ca href=\"https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/468/2022-2023%20TDemo.pdf\">1,823 or 7.9% of district teachers (PDF)\u003c/a>. The number of Black teachers in the district has gone down each year since 2016. The district did not provide data for the current school year.\u003c/p>\n\u003cp>Robert Whitman, director of the Educational Transformation Office at Los Angeles Unified, attributed the decrease, in part, to the difficulty of attracting teachers to the district, primarily because of the area’s high cost of living.\u003c/p>\n\u003cp>“Those who are coming out of colleges now, in some cases, we find that they can make more money doing other things,” Whitman said. “And so, they may not necessarily see education as the most viable option.”\u003c/p>\n\u003cp>The underrepresentation of people of color prompted the district to create its own \u003ca href=\"https://www.lausd.org/districtinternprogram\">in-house credentialing program\u003c/a>, approved by the California Commission on Teacher Credentialing, Whitman said. The program allows classified staff, such as substitute teachers, paraprofessionals, administrative assistants and bus drivers, to become credentialed teachers while earning a salary and benefits at their original jobs.\u003c/p>\n\u003cp>Grow-your-own programs such as this, and the state’s \u003ca href=\"https://edsource.org/2020/californias-effort-to-turn-school-staff-into-teachers-starts-to-pay-off/621726\">Classified School Employee Credentialing program\u003c/a>, and a soon-to-be launched \u003ca href=\"https://edsource.org/2024/california-adding-apprenticeships-to-teacher-recruitment-toolbox/705245\">apprenticeship program\u003c/a>, are meant to diversify the educator workforce because school staff recruited from the community more closely match the demographics of the student body than traditionally trained and recruited teachers, according to research.\u003c/p>\n\u003cp>Los Angeles Unified has other initiatives to increase the number of Black educators in the district, Whitman said, including working with universities and colleges to bring Black teachers, counselors and psychiatric social workers to their campuses. The district also has programs that help school workers earn a credential for free, and channels employees completing a bachelor’s degree toward the district’s teacher-preparation program where they can begin teaching while earning their credential.\u003c/p>\n\u003cp>All new teachers at Los Angeles Unified are supported by mentors and affinity groups, which have been well received by Black teachers, who credit them with inspiring and helping them to see themselves as leaders in the district, Whitman said.\u003c/p>\n\u003ch2>Oakland has more Black teachers than students\u003c/h2>\n\u003cp>Recruiting and retaining Black teachers is an important part of the Oakland Unified three-year strategic plan, said Sarah Glasband, director of recruitment and retention for the district. To achieve its goals, the district has launched several partnerships that make an apprenticeship program, and a residency program that includes a housing subsidy, possible. A partnership with the Black Teacher Project, a nonprofit advocacy organization, offers affinity groups, workshops and seminars to support the district’s Black teachers.\u003c/p>\n\u003cp>The district also has a Classified School Employee Program funded by the state and a new high school program to train future teachers. District pathway programs have an average attrition rate of less than 10%, Glasband said.\u003c/p>\n\u003cp>This year, 21.3% of the district’s K–12 teachers are Black, compared with 20.3% of their student population, according to district data. Oakland Unified had a retention rate of about 85% for Black teachers between 2019 and 2023.\u003c/p>\n\u003ch2>Better pay, a path to leadership will help teachers stay\u003c/h2>\n\u003cp>Black teachers interviewed by EdSource and researchers say that to keep them in the classroom, more needs to be done to make teacher preparation affordable, improve pay and benefits, and ensure they are treated with respect, supported and given opportunities to lead.\u003c/p>\n\u003cp>\u003ca href=\"https://blackeducatorsadvocate.org/reports\">The Black Educator Advocates Network\u003c/a> came up with five recommendations after surveying 128 former and current Black teachers in California about what it would take to keep them in the classroom:\u003c/p>\n\u003cul>\n\u003cli>Hire more Black educators and staff.\u003c/li>\n\u003cli>Build an anti-racist, culturally responsive and inclusive school environment.\u003c/li>\n\u003cli>Create safe spaces for Black educators and students to come together.\u003c/li>\n\u003cli>Provide and require culturally responsive training for all staff.\u003c/li>\n\u003cli>Recognize, provide leadership opportunities and include Black educators in decision making.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers interviewed by EdSource said paying teachers more also would make it easier for them to stay.\u003c/p>\n\u003cp>“I don’t want to say that it’s the pay that’s going to get more Black teachers,” Brooke Sims, a Stockton teacher, told EdSource. “But you get better pay, you get better health care.”\u003c/p>\n\u003cp>The average teacher salary in the state is $88,508, with the average starting pay at $51,600, according to the 2023 National Education Association report, “\u003ca href=\"https://www.nea.org/resource-library/educator-pay-and-student-spending-how-does-your-state-rank\">State of Educator Pay in America\u003c/a>.” California’s minimum living wage was $54,070 last year, according to the report.\u003c/p>\n\u003cp>State efforts, such as an \u003ca href=\"https://www.cde.ca.gov/pd/ps/nbptsprogramfaq.asp\">initiative\u003c/a> that pays teachers $5,000 annually for five years after they earn National Board Certification, will help with pay parity across school districts, Bristol said. Teachers prove through assessments and a portfolio that they meet the National Board for Professional Teaching Standards. To be eligible for the grant, teachers must work at least half of their time in a high-needs school. Teachers who qualify are also given $2,500 to cover the cost of certification.\u003c/p>\n\u003cp>This incentive will help teachers continue their education and improve their practice, said Los Angeles teacher Petrina Miller. “It’s awesome,” she said.\u003c/p>\n\u003ch2>Teacher candidates must be actively recruited\u003c/h2>\n\u003cp>Many Black college students have not considered a teaching career because they have never had a Black teacher, said Preston Jackson, who teaches physical education at California Middle School in Sacramento. Those who consider a teaching career are often deterred by the cost of teacher preparation, taking required tests and unpaid student teaching.\u003c/p>\n\u003cp>“In order to increase the number of Black teachers in schools, it has to become deliberate,” Jackson said. “You have to actively recruit and actively seek them out to bring them into the profession.”\u003c/p>\n\u003cp>Since starting in 2005, Jackson has been one of only a handful of Black teachers at his school.\u003c/p>\n\u003cp>“And for almost every single one of my kids, I’m the first Black teacher they’ve ever had,” said Jackson. “… And for some of them, I’m the first one they’ve ever seen.”\u003c/p>\n\u003ch2>Mentors are needed to help retain new teachers\u003c/h2>\n\u003cp>Mentor teachers are the key ingredient to helping new Black educators transition successfully into teaching, according to teachers interviewed by EdSource. Alicia Simba says she could have taken a job for $25,000 more annually in a Bay Area district with few Black teachers or students, but opted to take a lower salary to work in Oakland Unified.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But like many young teachers, Simba knew she wanted mentors to help her navigate her first years in the classroom. She works alongside Black teachers in Oakland Unified who have more than 20 years of teaching experience. One of her mentor teachers shared her experience of teaching on the day that Martin Luther King Jr. was shot. Other teachers told her about teaching in the 1980s during the crack cocaine epidemic.\u003c/p>\n\u003cp>“It really helps dispel some of the sort of narratives that I hear, which is that being a teacher is completely unsustainable,” Simba said. “Like, there’s no way that anyone could ever be a teacher long term, which are things that, you know, I’ve heard my friends say, and I’ve thought it myself.”\u003c/p>\n\u003cp>The most obvious way to retain Black teachers would be to make sure they are treated the same as non-Black teachers, said Brenda Walker, a Black teacher and president of the Associated Chino Teachers.\u003c/p>\n\u003cp>“If you are a district administrator, site administrator, site or colleague, parent or student, my bachelor’s degree, master’s degree, and my special education credential are just as valuable and carry as much weight, and are as respected as any other educator,” she said.\u003c/p>\n\u003cp>“However, it’s just as critical for all those groups to acknowledge and respect the unique cultural experience I bring to the table and acknowledge and respect that I’m a proud product of my ancestral history.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/state-school-districts-try-to-recruit-and-retain-black-teachers-heres-whats-keeping-them-away/708715\">This story originally appeared in EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>For many school districts in California, the flush years of budget windfalls are decidedly over.\u003c/p>\n\u003cp>Declining enrollment, expiring COVID funds, inflation and ballooning staff costs have combined to lead some districts — particularly those in urban areas — to make painful budget cuts.\u003c/p>\n\u003cp>“This is the impending fiscal cliff we’ve known was coming. It’s a perfect storm,” said Carrie Hahnel, senior policy and research fellow at Policy Analysis for California Education and senior associate partner at Bellwether, a nonprofit education consultant. “Some school districts will have to make difficult choices.”[pullquote size='medium' align='right' citation=\"Carrie Hahnel, senior policy and research fellow, Policy Analysis for California Education\"]‘It’s a perfect storm. Some school districts will have to make difficult choices.’[/pullquote]Even as state lawmakers are hammering out the final details of the 2023–24 budget, revenue shortages appear inevitable for some districts. Oakland Unified, Stockton Unified, San Francisco Unified and West Contra Costa Unified are among those facing steep cuts to staffing and programs. Overall, state lawmakers are working to close a $4 billion funding gap in the TK–12 and community college budgets, although so far the state still plans to give schools an 8.3% cost-of-living-adjustment.\u003c/p>\n\u003cp>Layoffs are likely as districts grapple with these uncertainties. Already, some districts are laying off teachers, aides and other staff hired with one-time federal COVID relief funds. Overall, California schools received more than $32 billion in state and federal COVID relief funding during the pandemic, intended to help students catch up academically after remote learning. But the money must be spent by specific deadlines; the deadline for the second round of the Elementary and Secondary School Emergency Relief grants is Sept. 30, and the final deadline for staffing-related spending from all ESSER funds is a year later.\u003c/p>\n\u003cp>Districts used their COVID funds for everything from field trips to new reading curricula to after-school programs. But they spent a lot of the money on staffing. Marguerite Roza, director of the Edunomics Lab at Georgetown University, said the hiring spree was unprecedented.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Never have we seen such a rapid expansion in staffing,” she said.\u003c/p>\n\u003cp>In some districts, the staffing boom came even as enrollment declined. In Los Angeles and Orange counties, for example, enrollment fell by 18% over the past decade while staffing rose 19%, according to Edunomics. In San Bernardino County, staffing rose by about 10% since 2016–17 while enrollment dropped almost 6%.\u003c/p>\n\u003cp>Teacher shortages still exist in certain parts of the state and in certain subjects, including math, science and special education, but overall, schools have more staff than ever before.\u003c/p>\n\u003cp>Teacher raises have also played a role. Los Angeles Unified recently agreed to give its teachers a 21% raise over three years, a move that inspired teacher unions to press for hefty raises in other districts across the state. And while some districts planned for the expense, others are dipping into their reserves or cutting programs to afford it.\u003c/p>\n\u003cp>Teachers unions dispute the assertion that they’re to blame for district budget cuts. With the extra funding schools have received the past few years, districts should have planned for the dip in revenues, said Claudia Briggs, a spokesperson for the California Teachers Association.[pullquote size='medium' align='left' citation=\"Claudia Briggs, spokesperson, California Teachers Association\"]‘Districts have received record funding for the last four years in a row and are getting another record cost-of-living-adjustment this year. These record investments are intended to help attract and retain quality educators that our students need and deserve as we grapple with the shortage crisis.’[/pullquote]“It’s not at all a fair attribution,” she said. “Districts have received record funding for the last four years in a row and are getting another record cost-of-living-adjustment this year. These record investments are intended to help attract and retain quality educators that our students need and deserve as we grapple with the shortage crisis.”\u003c/p>\n\u003cp>In Oakland Unified, the board voted to cut special education programs at six schools, in part to afford teacher raises, said board President Mike Hutchinson. Although the cuts were originally proposed in March, two months before the board agreed to a 10% raise for teachers following a strike, the board anticipated boosting its teacher pay and was planning ahead, Hutchinson said.\u003c/p>\n\u003cp>“We took some money from several places to offer our teachers these raises, which was historic,” Hutchinson said. “We didn’t have that money sitting around someplace. We had to find it. … These budget adjustments free up resources for us.”[aside label=\"More Education Stories\" tag=\"california-schools\"]The district hopes to save $2.4 million by consolidating a handful of self-contained special education classrooms at five elementary schools and one middle school, and not filling open positions for eight teachers, 12 specialists and 29 paraeducators. The classes were under-enrolled, according to the district, leaving only 31 students affected.\u003c/p>\n\u003cp>But that’s little consolation for the parents of children affected by the cuts, who say the changes will harm some of the most vulnerable students in the district. Children with special needs often develop close relationships with their teachers, and a disruption — new schools, new classmates, new routines — can lead to severe setbacks and possible violations of their individualized educational programs, some parents said.\u003c/p>\n\u003cp>“Regardless of how many students are impacted, this kind of displacement can be traumatic,” said Anna Realini, a mother of two children with autism in Oakland Unified. “And there’s the inequity of removing only students who are disabled.”[pullquote size='medium' align='left' citation=\"Anna Realini, mother of two children with autism in Oakland Unified\"]‘Regardless of how many students are impacted, this kind of displacement can be traumatic. And there’s the inequity of removing only students who are disabled.’[/pullquote]West Contra Costa Unified is expecting to make major cuts over the next few years, after years of declining enrollment and the approval of raises for teachers in order to avoid a strike.\u003c/p>\n\u003cp>Robert McEntire, associate superintendent of business services in West Contra Costa Unified, at a June 7 school board meeting, laid out a grim picture of the district’s future financial position over the next few years if it doesn’t follow a “fiscal solvency plan” approved by Contra Costa County’s Office of Education. If the school board doesn’t follow the plan, McEntire said, it will exhaust district reserves and go into state receivership.\u003c/p>\n\u003cp>The fiscal solvency plan calls for the reduction of 145 full-time employees, including 54 teachers, through attrition or layoffs before the 2024–25 school year, and more the following year.\u003c/p>\n\u003cp>School board President Demetrio Gonzalez-Hoy said losing this many employees will unquestionably have a major impact on schools, where leaders regularly tell him that they currently don’t have enough staff. But by not making the cuts, the district may be forced to close schools.\u003c/p>\n\u003cp>“We have to keep the state out of our business, because they’re going to come in and close our schools, because we have some smaller schools, because that’s our choice and a priority we have,” Gonzalez-Hoy said. “The reality is, we have no money anywhere. So we’re going to have to make some tough choices, and everybody needs to be involved.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/fiscal-cliff-approaching-for-some-districts-in-california-as-costs-soar-and-enrollment-falls/692718\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many school districts in California, the flush years of budget windfalls are decidedly over.\u003c/p>\n\u003cp>Declining enrollment, expiring COVID funds, inflation and ballooning staff costs have combined to lead some districts — particularly those in urban areas — to make painful budget cuts.\u003c/p>\n\u003cp>“This is the impending fiscal cliff we’ve known was coming. It’s a perfect storm,” said Carrie Hahnel, senior policy and research fellow at Policy Analysis for California Education and senior associate partner at Bellwether, a nonprofit education consultant. “Some school districts will have to make difficult choices.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Even as state lawmakers are hammering out the final details of the 2023–24 budget, revenue shortages appear inevitable for some districts. Oakland Unified, Stockton Unified, San Francisco Unified and West Contra Costa Unified are among those facing steep cuts to staffing and programs. Overall, state lawmakers are working to close a $4 billion funding gap in the TK–12 and community college budgets, although so far the state still plans to give schools an 8.3% cost-of-living-adjustment.\u003c/p>\n\u003cp>Layoffs are likely as districts grapple with these uncertainties. Already, some districts are laying off teachers, aides and other staff hired with one-time federal COVID relief funds. Overall, California schools received more than $32 billion in state and federal COVID relief funding during the pandemic, intended to help students catch up academically after remote learning. But the money must be spent by specific deadlines; the deadline for the second round of the Elementary and Secondary School Emergency Relief grants is Sept. 30, and the final deadline for staffing-related spending from all ESSER funds is a year later.\u003c/p>\n\u003cp>Districts used their COVID funds for everything from field trips to new reading curricula to after-school programs. But they spent a lot of the money on staffing. Marguerite Roza, director of the Edunomics Lab at Georgetown University, said the hiring spree was unprecedented.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Never have we seen such a rapid expansion in staffing,” she said.\u003c/p>\n\u003cp>In some districts, the staffing boom came even as enrollment declined. In Los Angeles and Orange counties, for example, enrollment fell by 18% over the past decade while staffing rose 19%, according to Edunomics. In San Bernardino County, staffing rose by about 10% since 2016–17 while enrollment dropped almost 6%.\u003c/p>\n\u003cp>Teacher shortages still exist in certain parts of the state and in certain subjects, including math, science and special education, but overall, schools have more staff than ever before.\u003c/p>\n\u003cp>Teacher raises have also played a role. Los Angeles Unified recently agreed to give its teachers a 21% raise over three years, a move that inspired teacher unions to press for hefty raises in other districts across the state. And while some districts planned for the expense, others are dipping into their reserves or cutting programs to afford it.\u003c/p>\n\u003cp>Teachers unions dispute the assertion that they’re to blame for district budget cuts. With the extra funding schools have received the past few years, districts should have planned for the dip in revenues, said Claudia Briggs, a spokesperson for the California Teachers Association.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It’s not at all a fair attribution,” she said. “Districts have received record funding for the last four years in a row and are getting another record cost-of-living-adjustment this year. These record investments are intended to help attract and retain quality educators that our students need and deserve as we grapple with the shortage crisis.”\u003c/p>\n\u003cp>In Oakland Unified, the board voted to cut special education programs at six schools, in part to afford teacher raises, said board President Mike Hutchinson. Although the cuts were originally proposed in March, two months before the board agreed to a 10% raise for teachers following a strike, the board anticipated boosting its teacher pay and was planning ahead, Hutchinson said.\u003c/p>\n\u003cp>“We took some money from several places to offer our teachers these raises, which was historic,” Hutchinson said. “We didn’t have that money sitting around someplace. We had to find it. … These budget adjustments free up resources for us.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The district hopes to save $2.4 million by consolidating a handful of self-contained special education classrooms at five elementary schools and one middle school, and not filling open positions for eight teachers, 12 specialists and 29 paraeducators. The classes were under-enrolled, according to the district, leaving only 31 students affected.\u003c/p>\n\u003cp>But that’s little consolation for the parents of children affected by the cuts, who say the changes will harm some of the most vulnerable students in the district. Children with special needs often develop close relationships with their teachers, and a disruption — new schools, new classmates, new routines — can lead to severe setbacks and possible violations of their individualized educational programs, some parents said.\u003c/p>\n\u003cp>“Regardless of how many students are impacted, this kind of displacement can be traumatic,” said Anna Realini, a mother of two children with autism in Oakland Unified. “And there’s the inequity of removing only students who are disabled.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>West Contra Costa Unified is expecting to make major cuts over the next few years, after years of declining enrollment and the approval of raises for teachers in order to avoid a strike.\u003c/p>\n\u003cp>Robert McEntire, associate superintendent of business services in West Contra Costa Unified, at a June 7 school board meeting, laid out a grim picture of the district’s future financial position over the next few years if it doesn’t follow a “fiscal solvency plan” approved by Contra Costa County’s Office of Education. If the school board doesn’t follow the plan, McEntire said, it will exhaust district reserves and go into state receivership.\u003c/p>\n\u003cp>The fiscal solvency plan calls for the reduction of 145 full-time employees, including 54 teachers, through attrition or layoffs before the 2024–25 school year, and more the following year.\u003c/p>\n\u003cp>School board President Demetrio Gonzalez-Hoy said losing this many employees will unquestionably have a major impact on schools, where leaders regularly tell him that they currently don’t have enough staff. But by not making the cuts, the district may be forced to close schools.\u003c/p>\n\u003cp>“We have to keep the state out of our business, because they’re going to come in and close our schools, because we have some smaller schools, because that’s our choice and a priority we have,” Gonzalez-Hoy said. “The reality is, we have no money anywhere. So we’re going to have to make some tough choices, and everybody needs to be involved.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California’s protracted teacher shortage isn’t over yet, but it seems to be getting better. There has been a significant increase in the number of credentialed teachers entering the workforce in recent years and a decline in the number of underprepared teachers in classrooms.\u003c/p>\n\u003cp>Between the school years ending in 2017 and 2021, there was a 35% increase in the number of teachers who completed a California teacher preparation program and earned a preliminary credential, a reversal of the downward trend of the previous 10 years, according to state data.\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/product/educating-teachers-in-california-brief\">In the 2020–21 school year, 16,554 teachers prepared in California earned preliminary credentials\u003c/a>, according to a brief recently released by the Learning Policy Institute, a nonprofit education research organization. About 3,000 others were prepared out of state.\u003c/p>\n\u003cp>“We are one of only a few states seeing an increase in entrants to teaching while most states are still seeing declines,” said Linda Darling-Hammond, State Board of Education president and chief executive officer of the Learning Policy Institute. About 3,300 more fully prepared teachers entered teaching in 2021 than in 2019, and 2,500 fewer people were on \u003ca href=\"https://www.ctc.ca.gov/commission/reports/data/edu-supl-ipw\">emergency permits\u003c/a>, she said.\u003c/p>\n\u003cp>Nationally, the number of people completing teacher preparation programs fell 22% between 2013 and 2019. California is one of eight states to increase the number of teachers entering the profession during that time, according to the Learning Policy Institute.\u003c/p>\n\u003ch2>California has made big investments in teacher recruitment\u003c/h2>\n\u003cp>Darling-Hammond credits California initiatives to recruit and retain teachers for the increase in teaching credentials. The state has invested $1.2 billion since 2016 to address teacher shortages. Among the largest expenditures is $515 million for the \u003ca href=\"https://www.csac.ca.gov/california-golden-state-teacher-grant-gstg-program-0\">Golden State Teacher Grant Program\u003c/a>, $401 million for the \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">Teacher Residency Grant Program\u003c/a>, and $170 million for the \u003ca href=\"https://edsource.org/2020/californias-effort-to-turn-school-staff-into-teachers-starts-to-pay-off/621726\">California Classified School Employee Teacher Credentialing Program\u003c/a>, all of which offer teacher candidates financial support, according to the \u003ca href=\"https://lao.ca.gov/Publications/Report/4556\">Legislative Analyst’s Office\u003c/a>.\u003c/p>\n\u003cp>The California Labor and Workforce Development Agency also recently launched \u003ca href=\"https://www.labor.ca.gov/2023/02/08/california-developing-roadmap-for-teacher-apprenticeship/\">a work group to develop a teacher apprenticeship program in the state\u003c/a>.[aside label=\"Related Stories\" postID=\"mindshift_61254,news_11925673,mindshift_61179\"]But will these efforts be enough? The estimated \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/StfTchHires.aspx?cdcode=00&agglevel=State&year=2022-23\">need for teachers this school year was 22,143\u003c/a>, according to the California Department of Education. Nearly 5,800 interns and 6,100 teachers on emergency permits were teaching without preliminary credentials in 2020–21, the most recent school year data is available. And, by 2025, another \u003ca href=\"https://edsource.org/2022/california-to-create-teaching-credential-covering-pre-k-through-3rd-grade-that-requires-literacy-training/674316\">15,000 credentialed teachers are expected to be needed\u003c/a> as transitional kindergarten is expanded across the state.\u003c/p>\n\u003cp>State education experts are cautiously optimistic. Susan Kemper Patrick, an LPI researcher studying the teacher shortage, calls the news encouraging, but acknowledges that there are still teacher vacancies in schools that principals can’t fill.\u003c/p>\n\u003cp>Patrick also is optimistic about a California Commission on Teacher Credentialing survey of 60,000 people who completed teacher preparation programs in the state. Of those surveyed between 2016 and 2020, 90% were satisfied with their preparation. The survey also showed changes in how teachers are prepared, with 10% taking part in teacher residency programs, Patrick said.\u003c/p>\n\u003cp>A report by the National Center for Teacher Residencies found that \u003ca href=\"https://nctresidencies.org/about-nctr/impact-results/annual-report/\">89% of graduates of teacher residency programs remain in the profession for at least three years\u003c/a>.\u003c/p>\n\u003ch2>Teacher preparation programs try to keep up with demand\u003c/h2>\n\u003cp>California State University teacher preparation programs, which educate the majority of California students, \u003ca href=\"https://tableau.calstate.edu/views/CredentialsEnrollmentProduction/CredentialsProduction?iframeSizedToWindow=true&%3Aembed=y&%3AshowAppBanner=false&%3Adisplay_count=no&%3AshowVizHome=no&%3Aorigin=viz_share_link\">increased enrollment by 27% between 2019 and 2021\u003c/a>, when it had nearly 12,000 teacher candidates in its program. The University of California had 645 teacher candidates enrolled in 2022. About half of the state’s teachers are prepared at dozens of private colleges and universities.\u003c/p>\n\u003cp>“CSU has been an anomaly,” said Shireen Pavri, CSU assistant vice chancellor of educator and leadership programs. “Nationwide enrollment in teacher preparation is definitely down. We have been bucking the trend to a pretty large extent.”[pullquote align=\"right\" size=\"medium\" citation=\"Linda Darling-Hammond, president, State Board of Education\"]‘We are one of only a few states seeing an increase in entrants to teaching while most states are still seeing declines.’[/pullquote]Pavri expects that enrollment figures in teacher preparation programs will continue to increase, but not at such a rapid rate. Teacher preparation programs are competing with the need for young people to get into the workforce earlier, she said.\u003c/p>\n\u003cp>“It’s reflective of the times we live in,” Pavri said. “Sometimes there is a need for a salary that will put them at a higher wage right out of school.”\u003c/p>\n\u003cp>Despite the recent growth, enrollment in CSU teacher preparation programs is still substantially below the 19,235 students enrolled 20 years ago.\u003c/p>\n\u003cp>CSU officials are making a concerted effort to increase the number of teacher candidates in their programs by working with partners like California Community Colleges to make it easier for students to enter teacher preparation programs, Pavri said.\u003c/p>\n\u003cp>University officials also are trying to get the word out about state grants for teacher candidates. Pavri is hopeful the funds will entice teacher candidates who have left teacher preparation programs to return.\u003c/p>\n\u003cp>“It has historically been an extremely rewarding career option, impacting families, siblings and communities,” Pavri said. “I can’t think of another career option this rewarding.”\u003c/p>\n\u003cp>Although some campus teacher preparation programs are full, there are enough seats across the system to accommodate all interested students, she said.\u003c/p>\n\u003ch2>Teachers say higher pay would make them stay\u003c/h2>\n\u003cp>The teacher shortage has been blamed on many things including the Great Recession, when thousands of teachers were pink-slipped and lost their jobs, discouraging future generations of educators, as well as the \u003ca href=\"https://edsource.org/2022/covid-challenges-bad-student-behavior-push-teachers-to-the-limit-and-out-the-door/673124\">challenges of teaching during the COVID-19 pandemic\u003c/a>.\u003c/p>\n\u003cp>A recent survey of teachers by the UCLA Center for the Transformation of Schools revealed that \u003ca href=\"https://www.cta.org/press-release/as-ca-grapples-with-teacher-shortage-statewide-survey-finds-major-barriers-for-building-sustaining-teaching-profession\">40% of teachers have considered leaving the profession\u003c/a>. Most of the 4,600 teachers who took the survey say \u003ca href=\"https://edsource.org/2022/california-school-districts-increase-pay-working-conditions-to-ease-teacher-shortage/666523\">increasing pay would be the best way to improve teacher retention\u003c/a>, followed by smaller class sizes, stronger discipline policies for students, better staffing and more manageable workloads.\u003c/p>\n\u003cp>It’s time to \u003ca href=\"https://edsource.org/2022/california-school-districts-increase-pay-working-conditions-to-ease-teacher-shortage/666523\">focus on teacher retention\u003c/a>, Pavri said.\u003c/p>\n\u003cp>“How do we enhance salaries and working conditions and prepare the workforce, and honor the skills and science they bring to their work?” she said.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/california-is-preparing-more-credentialed-teachers-but-is-it-enough/686837\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California’s protracted teacher shortage isn’t over yet, but it seems to be getting better. There has been a significant increase in the number of credentialed teachers entering the workforce in recent years and a decline in the number of underprepared teachers in classrooms.\u003c/p>\n\u003cp>Between the school years ending in 2017 and 2021, there was a 35% increase in the number of teachers who completed a California teacher preparation program and earned a preliminary credential, a reversal of the downward trend of the previous 10 years, according to state data.\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/product/educating-teachers-in-california-brief\">In the 2020–21 school year, 16,554 teachers prepared in California earned preliminary credentials\u003c/a>, according to a brief recently released by the Learning Policy Institute, a nonprofit education research organization. About 3,000 others were prepared out of state.\u003c/p>\n\u003cp>“We are one of only a few states seeing an increase in entrants to teaching while most states are still seeing declines,” said Linda Darling-Hammond, State Board of Education president and chief executive officer of the Learning Policy Institute. About 3,300 more fully prepared teachers entered teaching in 2021 than in 2019, and 2,500 fewer people were on \u003ca href=\"https://www.ctc.ca.gov/commission/reports/data/edu-supl-ipw\">emergency permits\u003c/a>, she said.\u003c/p>\n\u003cp>Nationally, the number of people completing teacher preparation programs fell 22% between 2013 and 2019. California is one of eight states to increase the number of teachers entering the profession during that time, according to the Learning Policy Institute.\u003c/p>\n\u003ch2>California has made big investments in teacher recruitment\u003c/h2>\n\u003cp>Darling-Hammond credits California initiatives to recruit and retain teachers for the increase in teaching credentials. The state has invested $1.2 billion since 2016 to address teacher shortages. Among the largest expenditures is $515 million for the \u003ca href=\"https://www.csac.ca.gov/california-golden-state-teacher-grant-gstg-program-0\">Golden State Teacher Grant Program\u003c/a>, $401 million for the \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">Teacher Residency Grant Program\u003c/a>, and $170 million for the \u003ca href=\"https://edsource.org/2020/californias-effort-to-turn-school-staff-into-teachers-starts-to-pay-off/621726\">California Classified School Employee Teacher Credentialing Program\u003c/a>, all of which offer teacher candidates financial support, according to the \u003ca href=\"https://lao.ca.gov/Publications/Report/4556\">Legislative Analyst’s Office\u003c/a>.\u003c/p>\n\u003cp>The California Labor and Workforce Development Agency also recently launched \u003ca href=\"https://www.labor.ca.gov/2023/02/08/california-developing-roadmap-for-teacher-apprenticeship/\">a work group to develop a teacher apprenticeship program in the state\u003c/a>.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But will these efforts be enough? The estimated \u003ca href=\"https://dq.cde.ca.gov/dataquest/dqcensus/StfTchHires.aspx?cdcode=00&agglevel=State&year=2022-23\">need for teachers this school year was 22,143\u003c/a>, according to the California Department of Education. Nearly 5,800 interns and 6,100 teachers on emergency permits were teaching without preliminary credentials in 2020–21, the most recent school year data is available. And, by 2025, another \u003ca href=\"https://edsource.org/2022/california-to-create-teaching-credential-covering-pre-k-through-3rd-grade-that-requires-literacy-training/674316\">15,000 credentialed teachers are expected to be needed\u003c/a> as transitional kindergarten is expanded across the state.\u003c/p>\n\u003cp>State education experts are cautiously optimistic. Susan Kemper Patrick, an LPI researcher studying the teacher shortage, calls the news encouraging, but acknowledges that there are still teacher vacancies in schools that principals can’t fill.\u003c/p>\n\u003cp>Patrick also is optimistic about a California Commission on Teacher Credentialing survey of 60,000 people who completed teacher preparation programs in the state. Of those surveyed between 2016 and 2020, 90% were satisfied with their preparation. The survey also showed changes in how teachers are prepared, with 10% taking part in teacher residency programs, Patrick said.\u003c/p>\n\u003cp>A report by the National Center for Teacher Residencies found that \u003ca href=\"https://nctresidencies.org/about-nctr/impact-results/annual-report/\">89% of graduates of teacher residency programs remain in the profession for at least three years\u003c/a>.\u003c/p>\n\u003ch2>Teacher preparation programs try to keep up with demand\u003c/h2>\n\u003cp>California State University teacher preparation programs, which educate the majority of California students, \u003ca href=\"https://tableau.calstate.edu/views/CredentialsEnrollmentProduction/CredentialsProduction?iframeSizedToWindow=true&%3Aembed=y&%3AshowAppBanner=false&%3Adisplay_count=no&%3AshowVizHome=no&%3Aorigin=viz_share_link\">increased enrollment by 27% between 2019 and 2021\u003c/a>, when it had nearly 12,000 teacher candidates in its program. The University of California had 645 teacher candidates enrolled in 2022. About half of the state’s teachers are prepared at dozens of private colleges and universities.\u003c/p>\n\u003cp>“CSU has been an anomaly,” said Shireen Pavri, CSU assistant vice chancellor of educator and leadership programs. “Nationwide enrollment in teacher preparation is definitely down. We have been bucking the trend to a pretty large extent.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Pavri expects that enrollment figures in teacher preparation programs will continue to increase, but not at such a rapid rate. Teacher preparation programs are competing with the need for young people to get into the workforce earlier, she said.\u003c/p>\n\u003cp>“It’s reflective of the times we live in,” Pavri said. “Sometimes there is a need for a salary that will put them at a higher wage right out of school.”\u003c/p>\n\u003cp>Despite the recent growth, enrollment in CSU teacher preparation programs is still substantially below the 19,235 students enrolled 20 years ago.\u003c/p>\n\u003cp>CSU officials are making a concerted effort to increase the number of teacher candidates in their programs by working with partners like California Community Colleges to make it easier for students to enter teacher preparation programs, Pavri said.\u003c/p>\n\u003cp>University officials also are trying to get the word out about state grants for teacher candidates. Pavri is hopeful the funds will entice teacher candidates who have left teacher preparation programs to return.\u003c/p>\n\u003cp>“It has historically been an extremely rewarding career option, impacting families, siblings and communities,” Pavri said. “I can’t think of another career option this rewarding.”\u003c/p>\n\u003cp>Although some campus teacher preparation programs are full, there are enough seats across the system to accommodate all interested students, she said.\u003c/p>\n\u003ch2>Teachers say higher pay would make them stay\u003c/h2>\n\u003cp>The teacher shortage has been blamed on many things including the Great Recession, when thousands of teachers were pink-slipped and lost their jobs, discouraging future generations of educators, as well as the \u003ca href=\"https://edsource.org/2022/covid-challenges-bad-student-behavior-push-teachers-to-the-limit-and-out-the-door/673124\">challenges of teaching during the COVID-19 pandemic\u003c/a>.\u003c/p>\n\u003cp>A recent survey of teachers by the UCLA Center for the Transformation of Schools revealed that \u003ca href=\"https://www.cta.org/press-release/as-ca-grapples-with-teacher-shortage-statewide-survey-finds-major-barriers-for-building-sustaining-teaching-profession\">40% of teachers have considered leaving the profession\u003c/a>. Most of the 4,600 teachers who took the survey say \u003ca href=\"https://edsource.org/2022/california-school-districts-increase-pay-working-conditions-to-ease-teacher-shortage/666523\">increasing pay would be the best way to improve teacher retention\u003c/a>, followed by smaller class sizes, stronger discipline policies for students, better staffing and more manageable workloads.\u003c/p>\n\u003cp>It’s time to \u003ca href=\"https://edsource.org/2022/california-school-districts-increase-pay-working-conditions-to-ease-teacher-shortage/666523\">focus on teacher retention\u003c/a>, Pavri said.\u003c/p>\n\u003cp>“How do we enhance salaries and working conditions and prepare the workforce, and honor the skills and science they bring to their work?” she said.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/california-is-preparing-more-credentialed-teachers-but-is-it-enough/686837\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">A severe teacher shortage has forced dozens of preschools\u003c/span>\u003cspan style=\"font-weight: 400\"> in California to shut down some of their classrooms since the start of the school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The funding for these subsidized classrooms is available, and plenty of children from lower-income families are waiting to enroll. But there aren’t enough teachers — a situation that could get worse as the state begins to pour billions of dollars into transitional kindergarten, threatening to destabilize the early education workforce.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have over 25 classrooms that we can put kids in, but we don’t have employees,” said Donna Sneeringer, chief strategy officer at the Child Care Resource Center, which serves children in Head Start programs in Los Angeles and San Bernardino counties. When she began comparing notes with other child care agencies in Southern California, the number grew to 100.\u003c/span>\u003c/p>\n\u003cp>Her findings prompted a statewide survey of government-contracted early education programs last month. According to the survey, which had about a 20% response rate, there are a total of almost 1,300 unfilled teacher positions. That means, overall, these programs serving the state’s children from lower-income families could be missing 4,000 to 5,000 teachers, according to Christopher Maricle, executive director of Head Start California, which conducted the survey along with the advocacy group EveryChild California.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The staggering numbers didn’t surprise him. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Low wages were driving away early childhood educators, who are overwhelmingly women of color, long before the pandemic began. But \u003c/span>\u003ca href=\"https://medicine.yale.edu/childstudy/news-article/childcare-professionals-endured-higher-rates-of-depression-stress-and-asthma-during-the-pandemic-us-study-reveals/\">\u003cspan style=\"font-weight: 400\">the physical, mental and financial stress they endured during the public health crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the recession, accelerated their Great Resignation. Some teachers moved to more affordable locations, while others chose early retirement or left for better-paying jobs in other industries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Some are also shifting to public schools, where they stand to double their salaries as widening access to transitional kindergarten opens new job opportunities for them — and \u003c/span>\u003ca href=\"https://www.kqed.org/news/11893791/why-californias-universal-transitional-kindergarten-plan-poses-a-threat-to-some-early-childhood-ed-providers\">\u003cspan style=\"font-weight: 400\">threatens to destabilize\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the already fragile child care industry.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s the perfect, horrible storm,” said Maricle, who thinks the expansion of \u003c/span>\u003cspan style=\"font-weight: 400\">TK starting this school year in California \u003c/span>\u003cspan style=\"font-weight: 400\">exacerbated the staffing problem. “You’ve got inflation, you’ve got a rising minimum wage that makes it more attractive for people who are in Head Start to make similar wages at McDonald’s. Then there was the pandemic, which made it harder to enroll families, and the stress of doing the work really increased for the staff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of those pressures together are just putting enormous stress on the system.”[pullquote align=\"right\" size=\"medium\" citation=\"Iris Marin-Lima, site manager, Old Gallinas Children's Center\"]'It was really a huge struggle. (I felt) like sometimes crying because really you didn't want to (cancel class) and there was not any other option.'[/pullquote]\u003cspan style=\"font-weight: 400\">TK was established in California a decade ago to provide an extra year of schooling for kids who narrowly miss the cutoff to go to kindergarten. Last year, California lawmakers transformed the state’s early learning system by committing $2.7 billion toward expanding the program to all 4-year-olds. \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was a victory for advocates, who asserted that a universal program will lift children’s early development and lead to \u003c/span>\u003ca href=\"https://www.crocus.georgetown.edu/#_ga=2.34377573.530940750.1663795469-1280683115.1663795469\">\u003cspan style=\"font-weight: 400\">long-term success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as a greater likelihood of graduating high school and attending college. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the 2025-26 school year, universal TK could cover more than 300,000 children. To ensure that they get the attention they need, state law requires significantly lowering the student-to-teacher ratio. In previous years, a teacher could lead a TK classroom of up to 31 students. But starting this school year, the ratio dramatically lowered to one teacher for every 12 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The demand will require \u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/product/ca-transitional-kindergarten-workforce-brief\">\u003cspan style=\"font-weight: 400\">upward of 15,500 new teachers and 19,500 teacher aides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by full implementation, according to estimates by the Learning Policy Institute in Palo Alto. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tens of thousands of teachers at home- or community-based preschools who already have a college degree and experience working with 4-year-olds \u003c/span>\u003ca href=\"https://cscce.berkeley.edu/publications/data-snapshot/double-or-nothing-potential-tk-wages-for-californias-early-educators/\">\u003cspan style=\"font-weight: 400\">could be qualified to teach TK\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the Bay Area, a preschool teacher making an average salary of $51,500 could earn nearly $85,000 teaching TK, according to the Center for the Study of Child Care Employment at UC Berkeley.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state agency in charge of licensing professional educators is working to adopt a credentialing program to teach TK through third grade, and California is investing more than $2.5 billion to train new teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s fantastic to see, finally, doors are opening for early childhood educators that are beginning to lead to professional wages,” said Scott Moore, CEO of Kidango, the largest provider of subsidized preschools in the Bay Area. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He said that although his nonprofit has been able to raise teacher salaries from a minimum wage of $11 per hour six years ago to $20 per hour now — and soon, he hopes, a living wage of $26 per hour — it won’t be able to compete with school districts that can provide pensions, retirement and better health care benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These are things that teachers deserve and need. So while we know that it means we’ve got to lose some teachers, and that’s hard, we know it’s best for them,” he said. “It makes us work harder to increase our wages and benefits even more.”\u003c/span>\u003c/p>\n\u003cp>[aside label='Early Childhood Education and Care' tag='early-childhood-education-and-care']\u003cspan style=\"font-weight: 400\">He believes more competitive salaries will attract new workers and create a pipeline of teachers starting in early childhood education and advancing to higher grade levels.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, child care providers are offering retention bonuses, pay raises, mental health support and other incentives to try to keep the teachers they have. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Old Gallinas Children’s Center in San Rafael, providers closed three classrooms to avoid staff burnout. The school strictly requires one teacher for every eight children. When the omicron variant was spreading in the spring and teachers were calling in sick, managers scrambled to meet that ratio. When they couldn’t, they called parents, sometimes at the last minute, to cancel class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really a huge struggle. (I felt) like sometimes crying because really you didn’t want to do it and there was not any other option,” said the school’s site manager, Iris Marin-Lima. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the pandemic, the nonprofit that operates Old Gallinas and other Head Start sites in Marin County served more than 1,000 kids, a majority of them from immigrant households and beginning to learn English. Today, just under 500 are enrolled, according to Chandra Alexandre, CEO of Community Action Marin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the county has a reputation of being one of the nation’s wealthiest, census figures show 6% of residents live in poverty.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers blend federal and state funding to better pay teachers and offer year-round, full-day preschool to accommodate working families. Moore, the CEO of Kidango in Fremont, said higher state reimbursement rates for serving 3-year-olds, dual language learners and children with special needs has allowed him to increase wages.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Local governments are also stepping up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In San Francisco, more than 2,000 teachers and assistant teachers are getting a bump in their paychecks this month as the city institutes a $28-per-hour minimum wage by relying on funds from a commercial real estate tax that was passed by voters. In Alameda County, voters passed a sales tax measure in March 2020 to boost child care workers’ wages, but the money is being held in an account pending a legal challenge by a taxpayers’ association.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, the National Head Start Association is lobbying Congress to increase compensation for teachers by at least $2.5 billion per year. In a \u003c/span>\u003ca href=\"https://nhsa.org/wp-content/uploads/2022/05/2022.05-Workforce-Brief.pdf\">\u003cspan style=\"font-weight: 400\">survey of 900 Head Start grant recipients\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> nationwide, 90% said they closed classrooms, either temporarily or permanently, due to lack of staff, and 57% said low pay was the top reason for teachers’ departures.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maricle said Head Start salaries have not kept pace with the program’s increasingly rigorous requirements for teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What we need is for Congress to continue the conversation it had during COVID, which revealed the importance of early childhood care to the entire economy, and pay the people who get bachelor’s degrees and special training in early brain development … those people should be paid professional wages,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor's note: A previous version of this story omitted the full last name of Old Gallinas Children Center’s site manager, as well as an attribution for data about the number of Head Start children served in Marin County.\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>\u003cspan style=\"font-weight: 400\">A severe teacher shortage has forced dozens of preschools\u003c/span>\u003cspan style=\"font-weight: 400\"> in California to shut down some of their classrooms since the start of the school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The funding for these subsidized classrooms is available, and plenty of children from lower-income families are waiting to enroll. But there aren’t enough teachers — a situation that could get worse as the state begins to pour billions of dollars into transitional kindergarten, threatening to destabilize the early education workforce.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have over 25 classrooms that we can put kids in, but we don’t have employees,” said Donna Sneeringer, chief strategy officer at the Child Care Resource Center, which serves children in Head Start programs in Los Angeles and San Bernardino counties. When she began comparing notes with other child care agencies in Southern California, the number grew to 100.\u003c/span>\u003c/p>\n\u003cp>Her findings prompted a statewide survey of government-contracted early education programs last month. According to the survey, which had about a 20% response rate, there are a total of almost 1,300 unfilled teacher positions. That means, overall, these programs serving the state’s children from lower-income families could be missing 4,000 to 5,000 teachers, according to Christopher Maricle, executive director of Head Start California, which conducted the survey along with the advocacy group EveryChild California.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The staggering numbers didn’t surprise him. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Low wages were driving away early childhood educators, who are overwhelmingly women of color, long before the pandemic began. But \u003c/span>\u003ca href=\"https://medicine.yale.edu/childstudy/news-article/childcare-professionals-endured-higher-rates-of-depression-stress-and-asthma-during-the-pandemic-us-study-reveals/\">\u003cspan style=\"font-weight: 400\">the physical, mental and financial stress they endured during the public health crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and the recession, accelerated their Great Resignation. Some teachers moved to more affordable locations, while others chose early retirement or left for better-paying jobs in other industries.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Some are also shifting to public schools, where they stand to double their salaries as widening access to transitional kindergarten opens new job opportunities for them — and \u003c/span>\u003ca href=\"https://www.kqed.org/news/11893791/why-californias-universal-transitional-kindergarten-plan-poses-a-threat-to-some-early-childhood-ed-providers\">\u003cspan style=\"font-weight: 400\">threatens to destabilize\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the already fragile child care industry.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s the perfect, horrible storm,” said Maricle, who thinks the expansion of \u003c/span>\u003cspan style=\"font-weight: 400\">TK starting this school year in California \u003c/span>\u003cspan style=\"font-weight: 400\">exacerbated the staffing problem. “You’ve got inflation, you’ve got a rising minimum wage that makes it more attractive for people who are in Head Start to make similar wages at McDonald’s. Then there was the pandemic, which made it harder to enroll families, and the stress of doing the work really increased for the staff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of those pressures together are just putting enormous stress on the system.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan style=\"font-weight: 400\">TK was established in California a decade ago to provide an extra year of schooling for kids who narrowly miss the cutoff to go to kindergarten. Last year, California lawmakers transformed the state’s early learning system by committing $2.7 billion toward expanding the program to all 4-year-olds. \u003c/span>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was a victory for advocates, who asserted that a universal program will lift children’s early development and lead to \u003c/span>\u003ca href=\"https://www.crocus.georgetown.edu/#_ga=2.34377573.530940750.1663795469-1280683115.1663795469\">\u003cspan style=\"font-weight: 400\">long-term success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as a greater likelihood of graduating high school and attending college. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the 2025-26 school year, universal TK could cover more than 300,000 children. To ensure that they get the attention they need, state law requires significantly lowering the student-to-teacher ratio. In previous years, a teacher could lead a TK classroom of up to 31 students. But starting this school year, the ratio dramatically lowered to one teacher for every 12 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The demand will require \u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/product/ca-transitional-kindergarten-workforce-brief\">\u003cspan style=\"font-weight: 400\">upward of 15,500 new teachers and 19,500 teacher aides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by full implementation, according to estimates by the Learning Policy Institute in Palo Alto. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tens of thousands of teachers at home- or community-based preschools who already have a college degree and experience working with 4-year-olds \u003c/span>\u003ca href=\"https://cscce.berkeley.edu/publications/data-snapshot/double-or-nothing-potential-tk-wages-for-californias-early-educators/\">\u003cspan style=\"font-weight: 400\">could be qualified to teach TK\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In the Bay Area, a preschool teacher making an average salary of $51,500 could earn nearly $85,000 teaching TK, according to the Center for the Study of Child Care Employment at UC Berkeley.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state agency in charge of licensing professional educators is working to adopt a credentialing program to teach TK through third grade, and California is investing more than $2.5 billion to train new teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s fantastic to see, finally, doors are opening for early childhood educators that are beginning to lead to professional wages,” said Scott Moore, CEO of Kidango, the largest provider of subsidized preschools in the Bay Area. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He said that although his nonprofit has been able to raise teacher salaries from a minimum wage of $11 per hour six years ago to $20 per hour now — and soon, he hopes, a living wage of $26 per hour — it won’t be able to compete with school districts that can provide pensions, retirement and better health care benefits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These are things that teachers deserve and need. So while we know that it means we’ve got to lose some teachers, and that’s hard, we know it’s best for them,” he said. “It makes us work harder to increase our wages and benefits even more.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan style=\"font-weight: 400\">He believes more competitive salaries will attract new workers and create a pipeline of teachers starting in early childhood education and advancing to higher grade levels.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, child care providers are offering retention bonuses, pay raises, mental health support and other incentives to try to keep the teachers they have. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Old Gallinas Children’s Center in San Rafael, providers closed three classrooms to avoid staff burnout. The school strictly requires one teacher for every eight children. When the omicron variant was spreading in the spring and teachers were calling in sick, managers scrambled to meet that ratio. When they couldn’t, they called parents, sometimes at the last minute, to cancel class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really a huge struggle. (I felt) like sometimes crying because really you didn’t want to do it and there was not any other option,” said the school’s site manager, Iris Marin-Lima. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the pandemic, the nonprofit that operates Old Gallinas and other Head Start sites in Marin County served more than 1,000 kids, a majority of them from immigrant households and beginning to learn English. Today, just under 500 are enrolled, according to Chandra Alexandre, CEO of Community Action Marin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the county has a reputation of being one of the nation’s wealthiest, census figures show 6% of residents live in poverty.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers blend federal and state funding to better pay teachers and offer year-round, full-day preschool to accommodate working families. Moore, the CEO of Kidango in Fremont, said higher state reimbursement rates for serving 3-year-olds, dual language learners and children with special needs has allowed him to increase wages.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Local governments are also stepping up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In San Francisco, more than 2,000 teachers and assistant teachers are getting a bump in their paychecks this month as the city institutes a $28-per-hour minimum wage by relying on funds from a commercial real estate tax that was passed by voters. In Alameda County, voters passed a sales tax measure in March 2020 to boost child care workers’ wages, but the money is being held in an account pending a legal challenge by a taxpayers’ association.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, the National Head Start Association is lobbying Congress to increase compensation for teachers by at least $2.5 billion per year. In a \u003c/span>\u003ca href=\"https://nhsa.org/wp-content/uploads/2022/05/2022.05-Workforce-Brief.pdf\">\u003cspan style=\"font-weight: 400\">survey of 900 Head Start grant recipients\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> nationwide, 90% said they closed classrooms, either temporarily or permanently, due to lack of staff, and 57% said low pay was the top reason for teachers’ departures.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maricle said Head Start salaries have not kept pace with the program’s increasingly rigorous requirements for teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What we need is for Congress to continue the conversation it had during COVID, which revealed the importance of early childhood care to the entire economy, and pay the people who get bachelor’s degrees and special training in early brain development … those people should be paid professional wages,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Editor's note: A previous version of this story omitted the full last name of Old Gallinas Children Center’s site manager, as well as an attribution for data about the number of Head Start children served in Marin County.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">At back-to-school night last week, parents at Dr. Martin Luther King Jr. Academic Middle School in San Francisco’s Portola neighborhood got some bad news. \u003c/span>\u003c/p>\n\u003cp>“We are missing science teachers,” said Ricky Li, whose \u003cspan style=\"font-weight: 400\">son is a sixth grader at the school\u003c/span>. “So all they do now is just give out handouts. They (are) asking for help from parents. They should have had enough staff. I’m not sure why they are missing teachers.”\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The teacher shortage at MLK Middle School, and staffing challenges in districts across the state, comes at a time when unprecedented state and federal education dollars have been sent to districts to help students recover from pandemic-related learning loss — something noted by \u003ca href=\"https://www.kqed.org/mindshift/59662/researchers-find-growth-in-number-of-jobs-not-exodus-paints-view-of-teacher-shortages\">researchers studying the phenomenon of teaching-staff shortages nationwide\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the overall reasons, one thing remains clear: \u003ca href=\"https://www.kqed.org/news/11924222/teacher-shortages-felt-most-acutely-in-lower-income-school-districts-survey-reveals\">Teacher shortages tend to be worse at schools that serve kids from economically disadvantaged communities.\u003c/a> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> MLK Middle School, where a third of the kids speak English as a second language and 10% are considered unhoused, is one of those schools.[aside label='Related Coverage' tag='teachers']\u003cspan style=\"font-weight: 400\">Maritza Tupul’s son Douglass Mejia is in eighth grade. His classroom is missing a full-time science teacher, but Tupul said she didn’t know this until she checked her son’s grades and found he’s getting an F.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>“So I asked him what’s going on,” she said. “And he says, ‘Oh, we don’t have a teacher in the classroom.’ So … how could you have an F (if) you don’t have grades?”\u003c/p>\n\u003cp>Tupul’s son told her they hadn’t had teachers for weeks and that the sixth grade teachers were subbing the class.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The San Francisco Board of Education has vowed to improve struggling elementary and middle schools in an effort to make school quality more equitable, and\u003c/span>\u003cspan style=\"font-weight: 400\"> district officials say they’ve sent three teachers on special assignment to MLK to help staff for now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eric Lewis, a science content specialist who helped create the district’s curriculum, is one of those teachers. At the start of every year he emails all the district’s science teachers about training opportunities and resources — but a lot of those emails never get read.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>“That’s how I figure out who is not in the district anymore,” Lewis said. “Because I get all these emails bouncing back at me. I mean, this year I had probably 40 emails bouncing back. This was a huge number of teachers that were gone. And it was across the district!”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lewis says this year’s eighth graders have already had a rough time.\u003c/span>\u003c/p>\n\u003cp>“They have had very inconsistent science education in sixth, seventh and now into eighth grade,” said Lewis. “Their sixth grade was online. Their seventh grade had teachers who left halfway through the year for science.”\u003c/p>\n\u003cfigure id=\"attachment_11926395\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11926395\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-800x533.jpg\" alt=\"A bald white man with a beard and wearing a blue shirt and brown pants sits on steps outside a green building, looking at the camera.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jackson Whittington, a teacher at Dr. Martin Luther King Jr. Academic Middle School, sits outside the school in San Francisco’s Portola neighborhood on Sept. 20, 2022. In a letter written to SFUSD, Whittington described his school’s current condition as being ‘unsafe, inequitable, and in need of immediate attention.’ \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lewis is normally tasked with supporting new teachers so they don’t quit and with helping teachers implement the new science curriculum. \u003c/span>\u003cspan style=\"font-weight: 400\">Instead, he’s been assigned to fill in on classroom teaching.\u003c/span>\u003c/p>\n\u003cp>“There was supposed to be another TSA [teacher on special assignment] who came in to teach the other half of the courses,” he explained, “and that teacher didn’t show. They ended up taking a leave from the district.”\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lewis is confident most of his students can rebound. But he also says those with the most needs will have the longest-term impacts, and he predicts they will have major gaps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The staffing shortage got worse a week ago after a teacher got COVID and another was injured. \u003c/span>\u003cspan style=\"font-weight: 400\">Jackson Whittington, an art and integrated arts teacher at MLK, says three seventh grade classes were put into the cafeteria.\u003c/span>[pullquote size=\"medium\" align=\"right\" citation=\"Maritza Tupul, parent\"]‘I wish someone could do something. … (If not), I have to do something.’[/pullquote]\u003cspan style=\"font-weight: 400\">“I think you can imagine having three seventh grade classes in a cafeteria is not, like, the best learning space,” said Whittington. “It’s kind of just a management situation.”\u003c/span>\u003c/p>\n\u003cp>Maritza Tupul has asked for her son to be transferred to another classroom.\u003c/p>\n\u003cp>“I wish somebody (could) do something,” she said. “(If not), I have to do something.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other parents say they’re taking their kids out of MLK altogether.\u003c/span>\u003c/p>\n\u003cp>In a letter written to the San Francisco Unified School District, Whittington decried the current situation as “\u003cspan style=\"font-weight: 400\">unsafe, inequitable, and in need of immediate attention,” \u003c/span>saying enrollment at MLK Middle School had dropped by almost 100 students;\u003cspan style=\"font-weight: 400\"> that \u003c/span>\u003cspan style=\"font-weight: 400\">multiple teachers are giving up prep time; and that staff — including administrative staff — cover classes on a daily basis because “there are \u003c/span>no subs coming here and no full time TSAs covering open positions.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">SFUSD, meanwhile, is continuing to recruit, with \u003c/span>\u003ca href=\"https://careers.sfusd.edu/go/Current-Openings/8548000/\">\u003cspan style=\"font-weight: 400\">210 certificated teaching positions open\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online as of Friday. The district had about \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/districtsearch/district_detail.asp?ID2=0634410\">\u003cspan style=\"font-weight: 400\">2,500 full-time-equivalent teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the 2021-22 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ricky Li has sympathy for the district trying to find more teachers, but doesn’t understand why there still isn’t enough staff.\u003c/span>\u003c/p>\n\u003cp>“H\u003cspan style=\"font-weight: 400\">elp should be here by now,” he said. “\u003c/span>So hopefully, they’ll find somebody soon.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s something everybody can agree on.\u003c/span>\u003c/p>\n\u003cp>\u003cem>KQED’s Alexander Gonzalez and Attila Pelit contributed to this report.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">At back-to-school night last week, parents at Dr. Martin Luther King Jr. Academic Middle School in San Francisco’s Portola neighborhood got some bad news. \u003c/span>\u003c/p>\n\u003cp>“We are missing science teachers,” said Ricky Li, whose \u003cspan style=\"font-weight: 400\">son is a sixth grader at the school\u003c/span>. “So all they do now is just give out handouts. They (are) asking for help from parents. They should have had enough staff. I’m not sure why they are missing teachers.”\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The teacher shortage at MLK Middle School, and staffing challenges in districts across the state, comes at a time when unprecedented state and federal education dollars have been sent to districts to help students recover from pandemic-related learning loss — something noted by \u003ca href=\"https://www.kqed.org/mindshift/59662/researchers-find-growth-in-number-of-jobs-not-exodus-paints-view-of-teacher-shortages\">researchers studying the phenomenon of teaching-staff shortages nationwide\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the overall reasons, one thing remains clear: \u003ca href=\"https://www.kqed.org/news/11924222/teacher-shortages-felt-most-acutely-in-lower-income-school-districts-survey-reveals\">Teacher shortages tend to be worse at schools that serve kids from economically disadvantaged communities.\u003c/a> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> MLK Middle School, where a third of the kids speak English as a second language and 10% are considered unhoused, is one of those schools.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan style=\"font-weight: 400\">Maritza Tupul’s son Douglass Mejia is in eighth grade. His classroom is missing a full-time science teacher, but Tupul said she didn’t know this until she checked her son’s grades and found he’s getting an F.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>“So I asked him what’s going on,” she said. “And he says, ‘Oh, we don’t have a teacher in the classroom.’ So … how could you have an F (if) you don’t have grades?”\u003c/p>\n\u003cp>Tupul’s son told her they hadn’t had teachers for weeks and that the sixth grade teachers were subbing the class.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The San Francisco Board of Education has vowed to improve struggling elementary and middle schools in an effort to make school quality more equitable, and\u003c/span>\u003cspan style=\"font-weight: 400\"> district officials say they’ve sent three teachers on special assignment to MLK to help staff for now.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eric Lewis, a science content specialist who helped create the district’s curriculum, is one of those teachers. At the start of every year he emails all the district’s science teachers about training opportunities and resources — but a lot of those emails never get read.\u003c/span>\u003c/span>\u003c/p>\n\u003cp>“That’s how I figure out who is not in the district anymore,” Lewis said. “Because I get all these emails bouncing back at me. I mean, this year I had probably 40 emails bouncing back. This was a huge number of teachers that were gone. And it was across the district!”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lewis says this year’s eighth graders have already had a rough time.\u003c/span>\u003c/p>\n\u003cp>“They have had very inconsistent science education in sixth, seventh and now into eighth grade,” said Lewis. “Their sixth grade was online. Their seventh grade had teachers who left halfway through the year for science.”\u003c/p>\n\u003cfigure id=\"attachment_11926395\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11926395\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-800x533.jpg\" alt=\"A bald white man with a beard and wearing a blue shirt and brown pants sits on steps outside a green building, looking at the camera.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/09/017_KQED_MLKMiddleSchoolTeacherShortage_09202022.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jackson Whittington, a teacher at Dr. Martin Luther King Jr. Academic Middle School, sits outside the school in San Francisco’s Portola neighborhood on Sept. 20, 2022. In a letter written to SFUSD, Whittington described his school’s current condition as being ‘unsafe, inequitable, and in need of immediate attention.’ \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lewis is normally tasked with supporting new teachers so they don’t quit and with helping teachers implement the new science curriculum. \u003c/span>\u003cspan style=\"font-weight: 400\">Instead, he’s been assigned to fill in on classroom teaching.\u003c/span>\u003c/p>\n\u003cp>“There was supposed to be another TSA [teacher on special assignment] who came in to teach the other half of the courses,” he explained, “and that teacher didn’t show. They ended up taking a leave from the district.”\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lewis is confident most of his students can rebound. But he also says those with the most needs will have the longest-term impacts, and he predicts they will have major gaps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The staffing shortage got worse a week ago after a teacher got COVID and another was injured. \u003c/span>\u003cspan style=\"font-weight: 400\">Jackson Whittington, an art and integrated arts teacher at MLK, says three seventh grade classes were put into the cafeteria.\u003c/span>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cspan style=\"font-weight: 400\">“I think you can imagine having three seventh grade classes in a cafeteria is not, like, the best learning space,” said Whittington. “It’s kind of just a management situation.”\u003c/span>\u003c/p>\n\u003cp>Maritza Tupul has asked for her son to be transferred to another classroom.\u003c/p>\n\u003cp>“I wish somebody (could) do something,” she said. “(If not), I have to do something.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other parents say they’re taking their kids out of MLK altogether.\u003c/span>\u003c/p>\n\u003cp>In a letter written to the San Francisco Unified School District, Whittington decried the current situation as “\u003cspan style=\"font-weight: 400\">unsafe, inequitable, and in need of immediate attention,” \u003c/span>saying enrollment at MLK Middle School had dropped by almost 100 students;\u003cspan style=\"font-weight: 400\"> that \u003c/span>\u003cspan style=\"font-weight: 400\">multiple teachers are giving up prep time; and that staff — including administrative staff — cover classes on a daily basis because “there are \u003c/span>no subs coming here and no full time TSAs covering open positions.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">SFUSD, meanwhile, is continuing to recruit, with \u003c/span>\u003ca href=\"https://careers.sfusd.edu/go/Current-Openings/8548000/\">\u003cspan style=\"font-weight: 400\">210 certificated teaching positions open\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online as of Friday. The district had about \u003c/span>\u003ca href=\"https://nces.ed.gov/ccd/districtsearch/district_detail.asp?ID2=0634410\">\u003cspan style=\"font-weight: 400\">2,500 full-time-equivalent teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the 2021-22 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ricky Li has sympathy for the district trying to find more teachers, but doesn’t understand why there still isn’t enough staff.\u003c/span>\u003c/p>\n\u003cp>“H\u003cspan style=\"font-weight: 400\">elp should be here by now,” he said. “\u003c/span>So hopefully, they’ll find somebody soon.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s something everybody can agree on.\u003c/span>\u003c/p>\n\u003cp>\u003cem>KQED’s Alexander Gonzalez and Attila Pelit contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Teacher Shortages Felt Most Acutely in Lower-Income School Districts, Survey Reveals",
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"content": "\u003cp>The teacher shortage has struck most districts in California, but an EdSource survey shows that the impacts are nuanced, uneven — and sometimes inequitable.\u003c/p>\n\u003cp>Even within the same district, some schools — particularly those in wealthier neighborhoods — experienced less teacher turnover and were more likely to start the school year with a full staff.\u003c/p>\n\u003cp>Meanwhile, many districts that serve large numbers of high-needs students reported severe teacher shortages as the school year began, leaving students with substitutes or administrators to fill in until the district could hire more staff.\u003cspan style=\"font-weight: 400\">[aside label='California Schools' tag='teachers']\u003c/span>“The teacher shortage is not a mass exodus story. There’s variation,” said Desiree Carver-Thomas, researcher and policy analyst for the Learning Policy Institute, who’s \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/product/california-covid-19-teacher-workforce-report\">studied the issue\u003c/a>. “But there are very significant shortages in some districts, and that’s having a big impact on students.”\u003c/p>\n\u003cp>In Santa Ana Unified, for example, where almost 90% of students come from lower-income families, the district reported 52 teacher vacancies last week, with almost half in special education, a notoriously hard-to-staff division. That may seem insignificant for a district that has more than 2,300 teachers on the payroll, but those vacancies have left district leaders scrambling. If they can’t find enough substitutes, the district plans to reassign those students to other classes.\u003c/p>\n\u003cp>It’s not that Santa Ana isn’t trying. So far, they’ve hired 75 teachers for the 2022-23 school year, in addition to 318 teachers they hired last year.\u003c/p>\n\u003cp>“Santa Ana Unified continues to experience the same, if not greater, shortage of applicants for both certificated and classified positions,” district spokesperson Fermin Leal said, noting the tight competition among neighboring districts to recruit and hire teachers quickly. “We are proud of all the applicants who have chosen and who do choose to work with SAUSD.”\u003c/p>\n\u003cp>Long Beach Unified, where more than 66% of students come from lower-income families, also reported a severe teacher shortage. Even after hiring 277 teachers over the summer, the district still has 45 vacancies. Oakland Unified, which has about 20,000 fewer students than Long Beach, has 34 vacancies after a hiring binge of 474 teachers.\u003c/p>\n\u003ch2>A nationwide problem\u003c/h2>\n\u003cp>The teacher shortage is not unique to California — in fact, California isn’t even among the most affected, according to \u003ca class=\"external\" href=\"https://www.edworkingpapers.com/sites/default/files/ai22-631.pdf\">research\u003c/a> from Brown University’s Annenberg Institute. Mississippi, Alabama, West Virginia, Kansas and numerous other states all face dire shortages as the school year begins, according to the report. Teachers everywhere have been quitting, sometimes even in the middle of the school year, citing the stress of working through COVID, an uptick in student misbehavior after the return to in-person classes and a lack of respect from parents, among other complaints. A February \u003ca class=\"external\" href=\"https://www.nea.org/advocating-for-change/new-from-nea/survey-alarming-number-educators-may-soon-leave-profession\">survey\u003c/a> by the National Education Association teachers union found that 55% were seriously considering leaving their jobs.\u003c/p>\n\u003cp>Combined with new funding to expand staff, many districts have been left with greater-than-expected hiring needs. And those subjects that were difficult to staff even before the pandemic — such as special education, bilingual education, math and science — are even more affected now.\u003cspan style=\"font-weight: 400\">[pullquote size='medium' align='right' citation='Desiree Carver-Thomas, researcher and policy analyst, Learning Policy Institute']‘There are very significant shortages in some districts, and that’s having a big impact on students.’[/pullquote]\u003c/span>EdSource collected teacher hiring data from 16 districts representing a sampling of California: urban, rural, coastal, valley, large, small, affluent and lower-income. Every district but two (Riverside Unified and Trona Joint Unified near Death Valley) reported a shortage of some kind. Seven said they had nearly filled all their vacancies, while the remaining seven said they were experiencing steep shortfalls.\u003c/p>\n\u003cp>San Francisco Unified managed to fill all but eight of 500 vacancies by the start of the school year, in part by offering bonuses of up to $2,000 for teachers to work in special or bilingual education or in academically low-achieving schools.\u003c/p>\n\u003cp>Los Angeles Unified \u003ca href=\"https://edsource.org/2022/los-angeles-unified-to-enter-new-school-year-with-fewer-classroom-vacancies/676443\">made headlines\u003c/a> last week when it announced it had filled 99% of its teacher vacancies. Clovis Unified, near Fresno, said it had 22 vacancies when school started, but the district expects to fill those positions soon.\u003c/p>\n\u003cp>“We are not seeing any extreme teacher shortage like what’s happening in other parts of the state. We’re actually in pretty good shape for our hiring,” said district spokesperson Kelly Avants. “Even when you look at some of the STEM areas and advanced math and science in high school, we’re fully staffed in those areas right now.”\u003c/p>\n\u003ch2>Creative solutions\u003c/h2>\n\u003cp>Some districts in California, such as \u003ca href=\"https://edsource.org/2017/fresno-tackles-its-shortage-of-math-and-science-teachers/581342\">Fresno\u003c/a>, have been grappling with teacher shortages for years and had already embraced creative ways to attract and retain teachers. Bonuses, money for home down payments and student loan forgiveness were among the tools districts used to lure potential teachers.\u003c/p>\n\u003cp>Those districts had also established close relationships with local colleges to create a seamless transition from a credential program to employment. Fresno went a step further and opened “teacher academies” in high schools, so students can get a jump-start on their teaching careers while still students themselves.\u003c/p>\n\u003cp>Districts that have been proactive about hiring find themselves in better shape now, Carver-Thomas said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She also credited the state’s efforts to bolster the teacher pipeline. The new \u003ca class=\"external\" href=\"https://gstg.csac.ca.gov/\">Golden State Teacher Grant Program \u003c/a>offers up to $20,000 for those pursuing teaching, counseling or school social work degrees. Salary increases, retention bonuses and teacher residencies also help.\u003c/p>\n\u003cp>“It did seem to make a difference,” she said.\u003c/p>\n\u003cp>Riverside Unified bucked the trend. The district has a high percentage of students from lower-income families — 72% — but has not struggled to fill positions like many districts with similar demographics.\u003c/p>\n\u003cp>Kyley Ybarra, assistant superintendent of personnel, said her department has been trying to increase the teacher pipeline for years. The district has boosted salaries to compete with neighboring districts, raising the starting salary for a new teacher to $66,933. They’ve also lowered class sizes, added professional development courses and offered to pay for the second step of teachers’ credential process, which can cost up to $10,000.\u003c/p>\n\u003cp>But the biggest help has been the district’s relationship with its three local universities, Ybarra said. By providing student-teaching jobs for college students, the district has seen a big boost in prospective teachers applying for jobs after they graduate.\u003c/p>\n\u003cp>The district still has to hire hundreds of teachers a year, typically, but college partnerships relieve much of the stress, Ybarra said.\u003c/p>\n\u003cp>“They get to know us, they feel comfortable, and many decide they want to stay,” Ybarra said. “It’s a lot of work, but it’s made a world of difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/teacher-shortage-depends-where-you-look/677497\">\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in EdSource.\u003c/span>\u003c/i> \u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "Teacher Shortages Felt Most Acutely in Lower-Income School Districts, Survey Reveals | KQED",
"description": "The teacher shortage has struck most districts in California, but an EdSource survey shows that the impacts are nuanced, uneven — and sometimes inequitable. Even within the same district, some schools — particularly those in wealthier neighborhoods — experienced less teacher turnover and were more likely to start the school year with a full staff.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The teacher shortage has struck most districts in California, but an EdSource survey shows that the impacts are nuanced, uneven — and sometimes inequitable.\u003c/p>\n\u003cp>Even within the same district, some schools — particularly those in wealthier neighborhoods — experienced less teacher turnover and were more likely to start the school year with a full staff.\u003c/p>\n\u003cp>Meanwhile, many districts that serve large numbers of high-needs students reported severe teacher shortages as the school year began, leaving students with substitutes or administrators to fill in until the district could hire more staff.\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>“The teacher shortage is not a mass exodus story. There’s variation,” said Desiree Carver-Thomas, researcher and policy analyst for the Learning Policy Institute, who’s \u003ca class=\"external\" href=\"https://learningpolicyinstitute.org/product/california-covid-19-teacher-workforce-report\">studied the issue\u003c/a>. “But there are very significant shortages in some districts, and that’s having a big impact on students.”\u003c/p>\n\u003cp>In Santa Ana Unified, for example, where almost 90% of students come from lower-income families, the district reported 52 teacher vacancies last week, with almost half in special education, a notoriously hard-to-staff division. That may seem insignificant for a district that has more than 2,300 teachers on the payroll, but those vacancies have left district leaders scrambling. If they can’t find enough substitutes, the district plans to reassign those students to other classes.\u003c/p>\n\u003cp>It’s not that Santa Ana isn’t trying. So far, they’ve hired 75 teachers for the 2022-23 school year, in addition to 318 teachers they hired last year.\u003c/p>\n\u003cp>“Santa Ana Unified continues to experience the same, if not greater, shortage of applicants for both certificated and classified positions,” district spokesperson Fermin Leal said, noting the tight competition among neighboring districts to recruit and hire teachers quickly. “We are proud of all the applicants who have chosen and who do choose to work with SAUSD.”\u003c/p>\n\u003cp>Long Beach Unified, where more than 66% of students come from lower-income families, also reported a severe teacher shortage. Even after hiring 277 teachers over the summer, the district still has 45 vacancies. Oakland Unified, which has about 20,000 fewer students than Long Beach, has 34 vacancies after a hiring binge of 474 teachers.\u003c/p>\n\u003ch2>A nationwide problem\u003c/h2>\n\u003cp>The teacher shortage is not unique to California — in fact, California isn’t even among the most affected, according to \u003ca class=\"external\" href=\"https://www.edworkingpapers.com/sites/default/files/ai22-631.pdf\">research\u003c/a> from Brown University’s Annenberg Institute. Mississippi, Alabama, West Virginia, Kansas and numerous other states all face dire shortages as the school year begins, according to the report. Teachers everywhere have been quitting, sometimes even in the middle of the school year, citing the stress of working through COVID, an uptick in student misbehavior after the return to in-person classes and a lack of respect from parents, among other complaints. A February \u003ca class=\"external\" href=\"https://www.nea.org/advocating-for-change/new-from-nea/survey-alarming-number-educators-may-soon-leave-profession\">survey\u003c/a> by the National Education Association teachers union found that 55% were seriously considering leaving their jobs.\u003c/p>\n\u003cp>Combined with new funding to expand staff, many districts have been left with greater-than-expected hiring needs. And those subjects that were difficult to staff even before the pandemic — such as special education, bilingual education, math and science — are even more affected now.\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/span>EdSource collected teacher hiring data from 16 districts representing a sampling of California: urban, rural, coastal, valley, large, small, affluent and lower-income. Every district but two (Riverside Unified and Trona Joint Unified near Death Valley) reported a shortage of some kind. Seven said they had nearly filled all their vacancies, while the remaining seven said they were experiencing steep shortfalls.\u003c/p>\n\u003cp>San Francisco Unified managed to fill all but eight of 500 vacancies by the start of the school year, in part by offering bonuses of up to $2,000 for teachers to work in special or bilingual education or in academically low-achieving schools.\u003c/p>\n\u003cp>Los Angeles Unified \u003ca href=\"https://edsource.org/2022/los-angeles-unified-to-enter-new-school-year-with-fewer-classroom-vacancies/676443\">made headlines\u003c/a> last week when it announced it had filled 99% of its teacher vacancies. Clovis Unified, near Fresno, said it had 22 vacancies when school started, but the district expects to fill those positions soon.\u003c/p>\n\u003cp>“We are not seeing any extreme teacher shortage like what’s happening in other parts of the state. We’re actually in pretty good shape for our hiring,” said district spokesperson Kelly Avants. “Even when you look at some of the STEM areas and advanced math and science in high school, we’re fully staffed in those areas right now.”\u003c/p>\n\u003ch2>Creative solutions\u003c/h2>\n\u003cp>Some districts in California, such as \u003ca href=\"https://edsource.org/2017/fresno-tackles-its-shortage-of-math-and-science-teachers/581342\">Fresno\u003c/a>, have been grappling with teacher shortages for years and had already embraced creative ways to attract and retain teachers. Bonuses, money for home down payments and student loan forgiveness were among the tools districts used to lure potential teachers.\u003c/p>\n\u003cp>Those districts had also established close relationships with local colleges to create a seamless transition from a credential program to employment. Fresno went a step further and opened “teacher academies” in high schools, so students can get a jump-start on their teaching careers while still students themselves.\u003c/p>\n\u003cp>Districts that have been proactive about hiring find themselves in better shape now, Carver-Thomas said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She also credited the state’s efforts to bolster the teacher pipeline. The new \u003ca class=\"external\" href=\"https://gstg.csac.ca.gov/\">Golden State Teacher Grant Program \u003c/a>offers up to $20,000 for those pursuing teaching, counseling or school social work degrees. Salary increases, retention bonuses and teacher residencies also help.\u003c/p>\n\u003cp>“It did seem to make a difference,” she said.\u003c/p>\n\u003cp>Riverside Unified bucked the trend. The district has a high percentage of students from lower-income families — 72% — but has not struggled to fill positions like many districts with similar demographics.\u003c/p>\n\u003cp>Kyley Ybarra, assistant superintendent of personnel, said her department has been trying to increase the teacher pipeline for years. The district has boosted salaries to compete with neighboring districts, raising the starting salary for a new teacher to $66,933. They’ve also lowered class sizes, added professional development courses and offered to pay for the second step of teachers’ credential process, which can cost up to $10,000.\u003c/p>\n\u003cp>But the biggest help has been the district’s relationship with its three local universities, Ybarra said. By providing student-teaching jobs for college students, the district has seen a big boost in prospective teachers applying for jobs after they graduate.\u003c/p>\n\u003cp>The district still has to hire hundreds of teachers a year, typically, but college partnerships relieve much of the stress, Ybarra said.\u003c/p>\n\u003cp>“They get to know us, they feel comfortable, and many decide they want to stay,” Ybarra said. “It’s a lot of work, but it’s made a world of difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/teacher-shortage-depends-where-you-look/677497\">\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in EdSource.\u003c/span>\u003c/i> \u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "whats-new-this-school-year-changing-covid-protocols-universal-tk-later-start-times-and-more",
"title": "What’s New This School Year? Changing COVID Protocols, Universal TK, Later Start Times and More",
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"content": "\u003cp>Later start times for middle and high school students, the expansion of transitional kindergarten, more after-school programs and the opening of more community schools are just some changes students and staff in California will have to adjust to this school year, while still dealing with COVID-19 safety protocols and persistent staff shortages.\u003c/p>\n\u003cp>Despite the challenges, educators seem confident that the experience of the last two years and increased resources will help them navigate another year of COVID-19, as well as new state programs.\u003c/p>\n\u003cp>“I am looking forward to another year of in-person instruction,” said Corey Willenberg, superintendent of Oroville Union High School District in Butte County. “We are going to offer kids and families a fantastic education despite the hurdles we are facing.”\u003c/p>\n\u003cp>COVID-19 uncertainty and testing protocols top the list of concerns of California school administrators this school year, said Naj Alikhan, senior director of communications for the Association of California School Administrators. Other concerns include teacher shortages, the social-emotional health of students and staff and the implementation of later start times for middle and high school students, he said.\u003c/p>\n\u003ch2>Districts relax COVID protocols\u003c/h2>\n\u003cp>\u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2022-23-School-Year.aspx\">COVID-19 protocols\u003c/a> have changed tremendously from the beginning of the pandemic in the spring of 2020. This year, mask mandates and social distancing are mostly a thing of the past. Regular surveillance testing has made way for at-home tests provided by schools during times of high transmission, as well as testing at school sites as needed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>State COVID-19 guidance recommends masking but leaves it up to districts and county health departments to determine whether to require it.\u003c/p>\n\u003cp>Los Angeles Unified, which kept its indoor masking requirement after the \u003ca href=\"https://edsource.org/2022/end-of-school-mask-mandate-brings-relief-lingering-concerns/668768\">state lifted mandatory masking rules\u003c/a> in schools last spring, will not require masks this school year, nor will it require a weekly COVID test in order to enter campuses. Only students or staff exhibiting symptoms or those who are in close contact with someone who tests positive will be required to test, using an at-home antigen test. The district is distributing the tests to students and staff to use within 48 hours of the first day of school and again before the second week.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho said the district is relaxing COVID-19 protocols because of declining infection rates, but it also is ramping up disinfection of high-touch surfaces, hiring more custodians, increasing ventilation and upgrading air filtration systems.\u003c/p>\n\u003cp>Sacramento City Unified and San Diego Unified, which both mandated masking over the summer because of high COVID-19 rates, haven’t yet decided if masks will be required this school year. The districts, some of the last to start the school year, are watching \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/science/community-levels.html#anchor_1646419198998\">community infection rates\u003c/a>.\u003c/p>\n\u003cp>Oakland Unified, following the guidance of public health officials, began school Monday with no mask requirement.\u003c/p>\n\u003cfigure id=\"attachment_11922201\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922201\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-800x500.jpg\" alt=\"Students arrive for the first day of school at Markham Elementary in Oakland Unified on Monday.\" width=\"800\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-1020x638.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1.jpg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students arrive for the first day of school at Markham Elementary in Oakland Unified on Monday. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Masking has been a contentious issue at most school districts, with families on both sides of the issue. .\u003c/p>\n\u003cp>“To kind of strike a balance, we have made mitigation efforts as prevalent as possible and as easily accessible as possible,” said Sailaja Suresh, Oakland Unified’s senior director of strategic projects, during a webinar last week. “But if it’s not a mandate that we do things like mask, we are just going to continue to strongly recommend and provide access to the mitigation measures.”\u003c/p>\n\u003cp>Tammy Yahud isn’t happy that Eagle Peak Montessori, a charter school her two sons attend in Walnut Creek, has \u003ca href=\"https://www.smore.com/ezhvr-welcome-back-newsletter?ref=email\">opted to require masks indoors\u003c/a> for another school year. Yahud says masking is impacting her children’s mental health and making it more difficult for one child, who is in speech therapy.\u003c/p>\n\u003cp>She doesn’t understand why the school continues to have a mask mandate when other schools do not.\u003c/p>\n\u003cp>“It is time of progress,” Yahud said. “We have medicine. We have approved vaccine. We have treatment. We have made progress. We are moving forward, so the school has to move forward.”\u003c/p>\n\u003cp>A school newsletter said the board’s decision was informed by a committee of health professionals and teachers.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cdph.ca.gov/Programs/OPA/Pages/NR22-073.aspx#:~:text=The%20State%20of%20California%20announced,California's%20Health%20and%20Safety%20Code.\">state of California\u003c/a> and individual districts such as Los Angeles Unified, Oakland Unified and San Diego Unified have also put vaccine mandates for students on hold, although \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/Order-of-the-State-Public-Health-Officer-Vaccine-Verification-for-Workers-in-Schools.aspx\">state law requires all school workers\u003c/a>, including teachers, be fully vaccinated or to undergo a weekly COVID-19 screening.\u003c/p>\n\u003cp>Sacramento City Unified still has a vaccine mandate for students but hasn’t enforced it, said Brian Heap, the district’s chief communications officer.\u003c/p>\n\u003ch2>Monkeypox is the latest concern\u003c/h2>\n\u003cp>If COVID-19 weren’t enough, families have a new virus to worry about this year: monkeypox. The virus is spread through close skin-to-skin contact and through contaminated materials like cups, utensils, clothing and towels.\u003c/p>\n\u003cp>Symptoms include swollen lymph nodes, chills, exhaustion, headache, muscle aches, fever and a rash or lesions.\u003c/p>\n\u003cp>At least five children in the United States, including one in Long Beach, have been reported to have the virus. This month, both California Gov. Gavin Newsom and President Joe Biden have declared monkeypox a \u003ca href=\"https://www.cdph.ca.gov/Programs/OPA/Pages/NR22-119.aspx\">public health emergency.\u003c/a>[pullquote align=\"left\" size=\"medium\" citation=\"E. Toby Boyd, president of the California Teachers Association\"]‘There are so many things. Not knowing if you are ill, if you are going to be able to get a substitute to cover your classroom.’[/pullquote]Dr. Dean Blumberg, chief of pediatric infectious diseases at UC Davis Medical Center, says the risk of a child contracting the disease is low and that schools should already have health policies in place that exclude students with certain rashes and other infectious diseases from activities where there is direct contact with other students.\u003c/p>\n\u003cp>But districts are taking precautions.\u003c/p>\n\u003cp>“The biggest concern for us is sports, like wrestling or gymnastics where kids are on padding on the floors,” said Richard Barrera, San Diego Unified School District trustee. “So, what our facilities folks are doing right now, are going in and taking a look at places kids could potentially be exposed to a situation like monkeypox.”\u003c/p>\n\u003ch2>\u003cstrong>Schools will continue to focus on mental health\u003c/strong>\u003c/h2>\n\u003cp>School districts are making the mental health of students and teachers a priority. Districts will be able to put a greater emphasis on mental health this year because they no longer have to deal with online learning options or as many unknowns about COVID, Barrera said.\u003c/p>\n\u003cp>The biggest challenge for educators this school year is mental fatigue, said E. Toby Boyd, president of the California Teachers Association.\u003c/p>\n\u003cp>“We are still not out of this COVID situation, where we have to mitigate all these circumstances,” he said. “The inability to actually teach truth about what is going on in our history. There are so many things. Not knowing if you are ill, if you are going to be able to get a substitute to cover your classroom.”\u003c/p>\n\u003ch2>Staff shortages loom large\u003c/h2>\n\u003cp>[aside label=\"Related Stories\" tag=\"teacher-shortage\"]School districts are expected to struggle with staff shortages again this year. Bus drivers, paraprofessionals, substitutes and teachers continue to be in short supply even though districts have stepped up efforts to recruit and retain them.\u003c/p>\n\u003cp>San Diego Unified and \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-expands-recruitment-efforts-educators-other-staff-positions\">San Francisco Unified\u003c/a> were among the many districts that offered signing bonuses to lure teachers to their districts.\u003c/p>\n\u003cp>But sometimes bonuses aren’t enough. Oroville Union High School District has been advertising for a special education teacher for severely handicapped students since April. Superintendent Willenberg expects that students in that class will start the year with a substitute teacher, who isn’t likely to have all the training needed to work with severely handicapped children.\u003c/p>\n\u003cp>The district, which serves 2,700 students, still needs three special-education teachers, two English teachers and four special-education paraeducators before school starts Aug. 16.\u003c/p>\n\u003cp>Willenberg has asked outside agencies that work in special education to send teachers to the district in exchange for a finder’s fee. But even that isn’t working.\u003c/p>\n\u003cp>The high school district, like \u003ca href=\"https://edsource.org/2022/severe-driver-shortage-leaves-some-california-kids-waiting-at-the-school-bus-stop/668139\">many others in the state\u003c/a>, has been unable to find enough bus drivers with the required Class B license. So, instead, it has had to hire drivers with standard Class C licenses to drive a “huge” van fleet to pick up students 10 at a time, instead of the 55 or more that fit in a bus.\u003c/p>\n\u003cp>The shortage impacts families in the entire area, as the high school district also provides home-to-school transportation for an elementary school district within its boundaries. As a result, the high school district has had to cut back on providing transportation for athletic events and other activities.\u003c/p>\n\u003cp>Willenberg said he expects more retirements to make the bus driver shortage even worse this school year.\u003c/p>\n\u003ch2>Older students will start the school day later\u003c/h2>\n\u003cp>State-mandated later-start times in California will make providing home-to-school bus transportation even more complicated, say administrators. The \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billVotesClient.xhtml?bill_id=201920200SB328\">legislation\u003c/a> requires middle schools to begin no earlier than 8 a.m. and high schools to start regular classes at 8:30 a.m. or later.\u003c/p>\n\u003cp>Richard Nguyen, 15, an incoming junior at Bolsa Grande High School in Garden Grove, is thrilled that school will start at 8:30 a.m., instead of 7:55 a.m. this school year. He knows he needs more sleep, but says he will use the time to study and do homework.\u003c/p>\n\u003cp>“We are all really sleep-deprived,” he said of teenagers. “But that’s 35 more minutes to do homework. I have a rigorous schedule.”\u003c/p>\n\u003ch2>Full slate of new programs\u003c/h2>\n\u003cp>\u003ca href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\">Record state funding for K-12\u003c/a> education and federal COVID relief money are making new programs like universal transitional kindergarten, after-school extended learning and the expansion of community schools possible this school year.\u003c/p>\n\u003cp>“The budget this year was extremely helpful for educators,” Boyd said. “We have more money going into the classroom to hopefully lower class sizes and to retain and recruit teachers. There is the transitional kindergarten expansion. Community schools are going to be very impactful for our communities.”\u003c/p>\n\u003cp>The state also is investing $4.1 billion in community schools, which will take an integrated approach to their students’ academic, health and social-emotional needs by making connections with government and community services and by building trusting relationships with students and families.\u003c/p>\n\u003cp>San Diego Unified has an ambitious plan to open five community schools each year beginning this school year. The district will continue the process until all the district schools with 80% or more of its students eligible for free and reduced-priced lunch are community schools. Eventually, the district will have upward of 50 community schools, Barrera said.\u003c/p>\n\u003cp>State and federal dollars aimed at learning loss also are allowing districts to offer more extensive after-school programs. San Diego is extending its summer enrichment program, known as Level Up SD, to an after-school enrichment program this year. It is working with community nonprofits to offer classes in marine science, robotics, dance, theater and the arts, among other things.\u003c/p>\n\u003cp>Oroville Union High School District has formed a partnership with the Boys and Girls Club of the North Valley to offer extended learning opportunities for its students.\u003c/p>\n\u003cp>“This is an example of trying to find ways to get things done,” Willenberg said.\u003c/p>\n\u003ch2>Universal transitional kindergarten is rolled out\u003c/h2>\n\u003cp>[pullquote align=\"left\" size=\"medium\" citation=\"Marceline Marques, operations support officer for San Diego Unified\"]‘Reaction to universal transitional kindergarten was overwhelmingly positive. So many families applied that we have more applications than seats available.’[/pullquote]This also is the first year of a three-year rollout of \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\">universal transitional kindergarten\u003c/a>, which will allow every 4-year-old child in the state to be enrolled by 2025-26. Students who turn age 5 between Sept. 2 and Feb. 2 are eligible to attend this school year, although some districts are enrolling even younger students.\u003c/p>\n\u003cp>The student-to-teacher ratio will be 12-to-1 this year, and transition to 10-to-1 in 2025-26. That’s half the size of the current transitional kindergarten but larger than Head Start, which generally has an 8-to-1 ratio.\u003c/p>\n\u003cp>San Diego Unified was one of the early implementers of universal kindergarten with nearly 56 school sites last year. This year it expanded its program to almost every elementary school, adding about 700 seats, said Marceline Marques, operations support officer for the school district.\u003c/p>\n\u003cp>The district will enroll any child who turns age 4 by the end of the school year, Barrera said. He is hopeful that the additional enrollment generated by universal transitional kindergarten will help staunch declining enrollment in the district, which has had a 0.5% decline annually over the last five or six years.\u003c/p>\n\u003cp>“Reaction to universal transitional kindergarten was overwhelmingly positive,” Marques said. “So many families applied that we have more applications than seats available. We were determined to increase the number of classrooms in the district to accommodate everyone who applied, as well as to have seats available to families who move into the district.”\u003c/p>\n\u003cp>Universal transitional kindergarten, which replaces transitional kindergarten, offers a more play-based, developmental-based curriculum, Marques said. But literacy, math, science, social studies, art and physical education components are also taught, she said.\u003c/p>\n\u003cp>“It’s a wonderful program for our students to be prepared before they move into kindergarten,” Marques said. “That piece is super exciting, we are really excited about it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/whats-new-this-school-year-changing-covid-protocols-universal-tk-later-start-times-and-more/676502\">This story was originally published in EdSource with contributions from Edsource reporter Kate Sequeira.\u003c/a>\u003c/p>\n\n",
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"excerpt": "Later start times for middle and high school students, the expansion of transitional kindergarten and more after-school programs are just some of the changes students and staff in California will have to adjust to this school year.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Later start times for middle and high school students, the expansion of transitional kindergarten, more after-school programs and the opening of more community schools are just some changes students and staff in California will have to adjust to this school year, while still dealing with COVID-19 safety protocols and persistent staff shortages.\u003c/p>\n\u003cp>Despite the challenges, educators seem confident that the experience of the last two years and increased resources will help them navigate another year of COVID-19, as well as new state programs.\u003c/p>\n\u003cp>“I am looking forward to another year of in-person instruction,” said Corey Willenberg, superintendent of Oroville Union High School District in Butte County. “We are going to offer kids and families a fantastic education despite the hurdles we are facing.”\u003c/p>\n\u003cp>COVID-19 uncertainty and testing protocols top the list of concerns of California school administrators this school year, said Naj Alikhan, senior director of communications for the Association of California School Administrators. Other concerns include teacher shortages, the social-emotional health of students and staff and the implementation of later start times for middle and high school students, he said.\u003c/p>\n\u003ch2>Districts relax COVID protocols\u003c/h2>\n\u003cp>\u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2022-23-School-Year.aspx\">COVID-19 protocols\u003c/a> have changed tremendously from the beginning of the pandemic in the spring of 2020. This year, mask mandates and social distancing are mostly a thing of the past. Regular surveillance testing has made way for at-home tests provided by schools during times of high transmission, as well as testing at school sites as needed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>State COVID-19 guidance recommends masking but leaves it up to districts and county health departments to determine whether to require it.\u003c/p>\n\u003cp>Los Angeles Unified, which kept its indoor masking requirement after the \u003ca href=\"https://edsource.org/2022/end-of-school-mask-mandate-brings-relief-lingering-concerns/668768\">state lifted mandatory masking rules\u003c/a> in schools last spring, will not require masks this school year, nor will it require a weekly COVID test in order to enter campuses. Only students or staff exhibiting symptoms or those who are in close contact with someone who tests positive will be required to test, using an at-home antigen test. The district is distributing the tests to students and staff to use within 48 hours of the first day of school and again before the second week.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho said the district is relaxing COVID-19 protocols because of declining infection rates, but it also is ramping up disinfection of high-touch surfaces, hiring more custodians, increasing ventilation and upgrading air filtration systems.\u003c/p>\n\u003cp>Sacramento City Unified and San Diego Unified, which both mandated masking over the summer because of high COVID-19 rates, haven’t yet decided if masks will be required this school year. The districts, some of the last to start the school year, are watching \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/science/community-levels.html#anchor_1646419198998\">community infection rates\u003c/a>.\u003c/p>\n\u003cp>Oakland Unified, following the guidance of public health officials, began school Monday with no mask requirement.\u003c/p>\n\u003cfigure id=\"attachment_11922201\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11922201\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-800x500.jpg\" alt=\"Students arrive for the first day of school at Markham Elementary in Oakland Unified on Monday.\" width=\"800\" height=\"500\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-800x500.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-1020x638.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1-160x100.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/08/okland-first-day1-1-1200x750-1.jpg 1200w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students arrive for the first day of school at Markham Elementary in Oakland Unified on Monday. \u003ccite>(Andrew Reed/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Masking has been a contentious issue at most school districts, with families on both sides of the issue. .\u003c/p>\n\u003cp>“To kind of strike a balance, we have made mitigation efforts as prevalent as possible and as easily accessible as possible,” said Sailaja Suresh, Oakland Unified’s senior director of strategic projects, during a webinar last week. “But if it’s not a mandate that we do things like mask, we are just going to continue to strongly recommend and provide access to the mitigation measures.”\u003c/p>\n\u003cp>Tammy Yahud isn’t happy that Eagle Peak Montessori, a charter school her two sons attend in Walnut Creek, has \u003ca href=\"https://www.smore.com/ezhvr-welcome-back-newsletter?ref=email\">opted to require masks indoors\u003c/a> for another school year. Yahud says masking is impacting her children’s mental health and making it more difficult for one child, who is in speech therapy.\u003c/p>\n\u003cp>She doesn’t understand why the school continues to have a mask mandate when other schools do not.\u003c/p>\n\u003cp>“It is time of progress,” Yahud said. “We have medicine. We have approved vaccine. We have treatment. We have made progress. We are moving forward, so the school has to move forward.”\u003c/p>\n\u003cp>A school newsletter said the board’s decision was informed by a committee of health professionals and teachers.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cdph.ca.gov/Programs/OPA/Pages/NR22-073.aspx#:~:text=The%20State%20of%20California%20announced,California's%20Health%20and%20Safety%20Code.\">state of California\u003c/a> and individual districts such as Los Angeles Unified, Oakland Unified and San Diego Unified have also put vaccine mandates for students on hold, although \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/Order-of-the-State-Public-Health-Officer-Vaccine-Verification-for-Workers-in-Schools.aspx\">state law requires all school workers\u003c/a>, including teachers, be fully vaccinated or to undergo a weekly COVID-19 screening.\u003c/p>\n\u003cp>Sacramento City Unified still has a vaccine mandate for students but hasn’t enforced it, said Brian Heap, the district’s chief communications officer.\u003c/p>\n\u003ch2>Monkeypox is the latest concern\u003c/h2>\n\u003cp>If COVID-19 weren’t enough, families have a new virus to worry about this year: monkeypox. The virus is spread through close skin-to-skin contact and through contaminated materials like cups, utensils, clothing and towels.\u003c/p>\n\u003cp>Symptoms include swollen lymph nodes, chills, exhaustion, headache, muscle aches, fever and a rash or lesions.\u003c/p>\n\u003cp>At least five children in the United States, including one in Long Beach, have been reported to have the virus. This month, both California Gov. Gavin Newsom and President Joe Biden have declared monkeypox a \u003ca href=\"https://www.cdph.ca.gov/Programs/OPA/Pages/NR22-119.aspx\">public health emergency.\u003c/a>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Dr. Dean Blumberg, chief of pediatric infectious diseases at UC Davis Medical Center, says the risk of a child contracting the disease is low and that schools should already have health policies in place that exclude students with certain rashes and other infectious diseases from activities where there is direct contact with other students.\u003c/p>\n\u003cp>But districts are taking precautions.\u003c/p>\n\u003cp>“The biggest concern for us is sports, like wrestling or gymnastics where kids are on padding on the floors,” said Richard Barrera, San Diego Unified School District trustee. “So, what our facilities folks are doing right now, are going in and taking a look at places kids could potentially be exposed to a situation like monkeypox.”\u003c/p>\n\u003ch2>\u003cstrong>Schools will continue to focus on mental health\u003c/strong>\u003c/h2>\n\u003cp>School districts are making the mental health of students and teachers a priority. Districts will be able to put a greater emphasis on mental health this year because they no longer have to deal with online learning options or as many unknowns about COVID, Barrera said.\u003c/p>\n\u003cp>The biggest challenge for educators this school year is mental fatigue, said E. Toby Boyd, president of the California Teachers Association.\u003c/p>\n\u003cp>“We are still not out of this COVID situation, where we have to mitigate all these circumstances,” he said. “The inability to actually teach truth about what is going on in our history. There are so many things. Not knowing if you are ill, if you are going to be able to get a substitute to cover your classroom.”\u003c/p>\n\u003ch2>Staff shortages loom large\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>School districts are expected to struggle with staff shortages again this year. Bus drivers, paraprofessionals, substitutes and teachers continue to be in short supply even though districts have stepped up efforts to recruit and retain them.\u003c/p>\n\u003cp>San Diego Unified and \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-expands-recruitment-efforts-educators-other-staff-positions\">San Francisco Unified\u003c/a> were among the many districts that offered signing bonuses to lure teachers to their districts.\u003c/p>\n\u003cp>But sometimes bonuses aren’t enough. Oroville Union High School District has been advertising for a special education teacher for severely handicapped students since April. Superintendent Willenberg expects that students in that class will start the year with a substitute teacher, who isn’t likely to have all the training needed to work with severely handicapped children.\u003c/p>\n\u003cp>The district, which serves 2,700 students, still needs three special-education teachers, two English teachers and four special-education paraeducators before school starts Aug. 16.\u003c/p>\n\u003cp>Willenberg has asked outside agencies that work in special education to send teachers to the district in exchange for a finder’s fee. But even that isn’t working.\u003c/p>\n\u003cp>The high school district, like \u003ca href=\"https://edsource.org/2022/severe-driver-shortage-leaves-some-california-kids-waiting-at-the-school-bus-stop/668139\">many others in the state\u003c/a>, has been unable to find enough bus drivers with the required Class B license. So, instead, it has had to hire drivers with standard Class C licenses to drive a “huge” van fleet to pick up students 10 at a time, instead of the 55 or more that fit in a bus.\u003c/p>\n\u003cp>The shortage impacts families in the entire area, as the high school district also provides home-to-school transportation for an elementary school district within its boundaries. As a result, the high school district has had to cut back on providing transportation for athletic events and other activities.\u003c/p>\n\u003cp>Willenberg said he expects more retirements to make the bus driver shortage even worse this school year.\u003c/p>\n\u003ch2>Older students will start the school day later\u003c/h2>\n\u003cp>State-mandated later-start times in California will make providing home-to-school bus transportation even more complicated, say administrators. The \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billVotesClient.xhtml?bill_id=201920200SB328\">legislation\u003c/a> requires middle schools to begin no earlier than 8 a.m. and high schools to start regular classes at 8:30 a.m. or later.\u003c/p>\n\u003cp>Richard Nguyen, 15, an incoming junior at Bolsa Grande High School in Garden Grove, is thrilled that school will start at 8:30 a.m., instead of 7:55 a.m. this school year. He knows he needs more sleep, but says he will use the time to study and do homework.\u003c/p>\n\u003cp>“We are all really sleep-deprived,” he said of teenagers. “But that’s 35 more minutes to do homework. I have a rigorous schedule.”\u003c/p>\n\u003ch2>Full slate of new programs\u003c/h2>\n\u003cp>\u003ca href=\"https://edsource.org/2022/californias-new-budget-includes-historic-funding-for-education/674998\">Record state funding for K-12\u003c/a> education and federal COVID relief money are making new programs like universal transitional kindergarten, after-school extended learning and the expansion of community schools possible this school year.\u003c/p>\n\u003cp>“The budget this year was extremely helpful for educators,” Boyd said. “We have more money going into the classroom to hopefully lower class sizes and to retain and recruit teachers. There is the transitional kindergarten expansion. Community schools are going to be very impactful for our communities.”\u003c/p>\n\u003cp>The state also is investing $4.1 billion in community schools, which will take an integrated approach to their students’ academic, health and social-emotional needs by making connections with government and community services and by building trusting relationships with students and families.\u003c/p>\n\u003cp>San Diego Unified has an ambitious plan to open five community schools each year beginning this school year. The district will continue the process until all the district schools with 80% or more of its students eligible for free and reduced-priced lunch are community schools. Eventually, the district will have upward of 50 community schools, Barrera said.\u003c/p>\n\u003cp>State and federal dollars aimed at learning loss also are allowing districts to offer more extensive after-school programs. San Diego is extending its summer enrichment program, known as Level Up SD, to an after-school enrichment program this year. It is working with community nonprofits to offer classes in marine science, robotics, dance, theater and the arts, among other things.\u003c/p>\n\u003cp>Oroville Union High School District has formed a partnership with the Boys and Girls Club of the North Valley to offer extended learning opportunities for its students.\u003c/p>\n\u003cp>“This is an example of trying to find ways to get things done,” Willenberg said.\u003c/p>\n\u003ch2>Universal transitional kindergarten is rolled out\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>This also is the first year of a three-year rollout of \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\">universal transitional kindergarten\u003c/a>, which will allow every 4-year-old child in the state to be enrolled by 2025-26. Students who turn age 5 between Sept. 2 and Feb. 2 are eligible to attend this school year, although some districts are enrolling even younger students.\u003c/p>\n\u003cp>The student-to-teacher ratio will be 12-to-1 this year, and transition to 10-to-1 in 2025-26. That’s half the size of the current transitional kindergarten but larger than Head Start, which generally has an 8-to-1 ratio.\u003c/p>\n\u003cp>San Diego Unified was one of the early implementers of universal kindergarten with nearly 56 school sites last year. This year it expanded its program to almost every elementary school, adding about 700 seats, said Marceline Marques, operations support officer for the school district.\u003c/p>\n\u003cp>The district will enroll any child who turns age 4 by the end of the school year, Barrera said. He is hopeful that the additional enrollment generated by universal transitional kindergarten will help staunch declining enrollment in the district, which has had a 0.5% decline annually over the last five or six years.\u003c/p>\n\u003cp>“Reaction to universal transitional kindergarten was overwhelmingly positive,” Marques said. “So many families applied that we have more applications than seats available. We were determined to increase the number of classrooms in the district to accommodate everyone who applied, as well as to have seats available to families who move into the district.”\u003c/p>\n\u003cp>Universal transitional kindergarten, which replaces transitional kindergarten, offers a more play-based, developmental-based curriculum, Marques said. But literacy, math, science, social studies, art and physical education components are also taught, she said.\u003c/p>\n\u003cp>“It’s a wonderful program for our students to be prepared before they move into kindergarten,” Marques said. “That piece is super exciting, we are really excited about it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"possible": {
"id": "possible",
"title": "Possible",
"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.",
"airtime": "SUN 2pm",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
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