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"content": "\u003cfigure class=\"wp-block-image size-large\">\u003cimg loading=\"lazy\" decoding=\"async\" width=\"1020\" height=\"534\" src=\"https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1-1020x534.png\" alt=\"\" class=\"wp-image-23752\" srcset=\"https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1-1020x534.png 1020w, https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1-800x419.png 800w, https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1-160x84.png 160w, https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1-768x402.png 768w, https://cdn.kqed.org/wp-content/uploads/2023/12/mindshift2021-tunein-1200x628-1.png 1200w\" sizes=\"(max-width: 1020px) 100vw, 1020px\">\u003c/figure>\n\n\n\n\u003cp>MindShift explores the future of learning and how we raise our kids. We report on how teaching is evolving to better meet the needs of students and how caregivers can better guide their children. This means examining the role of technology, discoveries about the brain, racial and gender bias in education, social and emotional learning, inequities, mental health and many other issues that affect students. We report on shifts in how educators teach as they apply innovative ideas to help students learn.\u003c/p>\n\n\n\n\u003cp>MindShift has a unique audience of educators, parents, policy makers and life-long learners who engage in meaningful dialogue with one another on our social media platforms and email newsletter. Stay informed by \u003ca href=\"https://www.kqed.org/newsletters/mindshift\">signing up for our email newsletter\u003c/a>, subscribing to the \u003ca href=\"https://www.kqed.org/podcasts/mindshift\">MindShift Podcast\u003c/a>, or following us on \u003ca href=\"https://bsky.app/profile/mindshift-kqed.bsky.social\">Bluesky\u003c/a>, \u003ca href=\"https://www.instagram.com/mindshiftkqed/\">Instagram\u003c/a>, \u003ca href=\"https://www.facebook.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">Facebook\u003c/a> and \u003ca href=\"https://twitter.com/KQED\" target=\"_blank\" rel=\"noreferrer noopener\">X\u003c/a>.\u003c/p>\n\n\n\n\u003cp>MindShift is a service of KQED News and was launched in 2010 by KQED and NPR. If you have questions, story pitches or just want to say hi, \u003ca href=\"https://kqed-helpcenter.kqed.org/s/contactsupport\" target=\"_blank\" rel=\"noreferrer noopener\">contact us by email\u003c/a>.\u003c/p>\n\n\n\n\n\n\n\n\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"title": "Chaos and Confusion as the Statistics Arm of the Education Department is Reduced to a Skeletal Staff of 3",
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"content": "\u003cp>President Donald Trump promises he’ll make American schools great again. He has fired nearly everyone who might objectively measure whether he succeeds.\u003c/p>\n\u003cp>This week’s \u003ca href=\"https://hechingerreport.org/tracking-trump-his-actions-on-education/\">mass layoffs\u003c/a> by his secretary of Education, Linda McMahon, of more than 1,300 Department of Education employees delivered a crippling blow to the agency’s ability to tell the public how schools and federal programs are doing through its statistics and research branch. The Institute of Education Sciences (IES) is now left with fewer than 20 federal employees, down from more than 175 at the start of the second Trump administration, according to my reporting. It’s not clear how the institute can operate or even fulfill its statutory obligations set by Congress.\u003c/p>\n\u003cp>IES is modeled after the National Institutes of Health and was established in 2002 during the administration of former President George W. Bush to fund innovations and identify effective teaching practices. Its largest division is a statistical agency that dates back to 1867 and is called the National Center for Education Statistics (NCES), which collects basic statistics on the number of students and teachers. NCES is perhaps best known for administering the \u003ca href=\"https://hechingerreport.org/naep-test-2024-dismal-report/\">National Assessment of Educational Progress\u003c/a>, which tracks student achievement across the country. The layoffs “demolished” the statistics agency, as one former official characterized it, from roughly 100 employees to a skeletal staff of just three.\u003c/p>\n\u003cp>“The idea of having three individuals manage the work that was done by a hundred federal employees supported by thousands of contractors is ludicrous and not humanly possible,” said Stephen Provasnik, a former deputy commissioner of NCES who retired early in January. “There is no way without a significant staff that NCES could keep up even a fraction of its previous workload.”\u003c/p>\n\u003cp>Even the new acting commissioner of education statistics, a congressionally mandated position, was terminated with everyone else on March 11 after just 15 days on the job, according to five former employees. Chris Chapman replaced Biden-appointee Peggy Carr, who was \u003ca href=\"https://hechingerreport.org/proof-points-former-trump-commissioner-blasts-education-data-cuts/\">suddenly removed on Feb. 24\u003c/a> without explanation before her congressionally designated six-year term was to end in 2027. It was unclear who, if anyone, will serve as the commissioner after Chapman’s last day on March 21. (Chapman did not respond to an email for comment.) Meanwhile, the chief statistician, Gail Mulligan, who had planned to retire early on April 1, \u003ca href=\"https://www.linkedin.com/posts/gail-mulligan-018835141_according-to-the-paperwork-i-am-the-chief-activity-7305701482396372993-66Yd?utm_source=share&utm_medium=member_desktop&rcm=ACoAAABOsY8BDVlfLq8BBp90gugfoOY6nDIh4D8\">said she was terminated\u003c/a> too. There is apparently no replacement to review the accuracy of figures reported to the public.\u003c/p>\n\u003ch2>\u003cstrong>Two offices spared\u003c/strong>\u003c/h2>\n\u003cp>Only two IES offices were untouched by last week’s layoffs: the \u003ca href=\"https://ies.ed.gov/about/national-center-special-education-research-ncser\">National Center for Special Education Research\u003c/a>, an eight-person office that awards grants to study effective ways to teach children with disabilities, and the \u003ca href=\"https://ies.ed.gov/about/office-science\">Office of Science\u003c/a>, a six-person office that reviews research for quality, accuracy and validity. It was unclear why they were spared. Other areas of the Education Department that fund and oversee education for children with disabilities also had relatively lighter layoffs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A draft of an executive order to eliminate the Education Department was prepared in early March, but Trump hadn’t signed it as of last week. Instead, McMahon said \u003ca href=\"https://www.foxnews.com/media/education-secretary-mcmahon-praises-department-taking-steps-eliminate-bureaucratic-bloat\">on Fox News\u003c/a> that she began firing employees as a “first step” toward that elimination. Former department employees believe that McMahon and her team decided which offices to cut. Weeks before her confirmation, about a half dozen people from McMahon’s former think tank, the right-wing \u003ca href=\"https://www.nytimes.com/2024/10/24/us/politics/donald-trump-campaign-america-first-policy-institute.html\">America First Policy Institute\u003c/a>, were inside the department and looking at the bureaucracy, according to a former official at the Education Department. The Education Department did not respond to my email queries.\u003c/p>\n\u003cp>The mass firings this month were preceded by a Feb. 10 onslaught, when Elon Musk’s Department of Government Efficiency \u003ca href=\"https://hechingerreport.org/proof-points-doge-death-blow-education-studies/\">terminated much of the work\u003c/a> that is overseen by these education research and statistics units. Most of the department’s research and data collections are carried out by outside contractors, and nearly 90 of these contracts were canceled, including vital data collections on students and teachers. The distribution of roughly $16 billion in federal Title I aid to low-income schools cannot be calculated properly without this data. Now, the statisticians who know how to run the complicated formula are also gone.\u003c/p>\n\u003ch2>\u003cstrong>‘Five-alarm fire’\u003c/strong>\u003c/h2>\n\u003cp>The mass firings and contract cancellations stunned many. “This is a five-alarm fire, burning statistics that we need to understand and improve education,” said Andrew Ho, a psychometrician at Harvard University and president of the National Council on Measurement in Education, \u003ca href=\"https://www.linkedin.com/posts/andrew-ho-46127722a_i-spoke-up-on-behalf-of-naep-and-measurement-activity-7305656265836298240-YFVN?utm_source=share&utm_medium=member_desktop&rcm=ACoAAABOsY8BDVlfLq8BBp90gugfoOY6nDIh4D8\">on social media\u003c/a>.\u003c/p>\n\u003cp>Former NCES Commissioner Jack Buckley, who ran the education statistics unit from 2010 to 2015, described the destruction as “surreal.” “I’m just sad,” said Buckley. “Everyone’s entitled to their own policy ideas, but no one’s entitled to their own facts. You have to share the truth in order to make any kind of improvement, no matter what direction you want to go. It does not feel like that is the world we live in now.”\u003c/p>\n\u003ch2>\u003cstrong>The deepest cuts\u003c/strong>\u003c/h2>\n\u003cp>While other units inside the Education Department lost more employees in absolute numbers, IES lost the highest percentage of employees — roughly 90 percent of its workforce. Education researchers questioned why the Trump administration targeted research and statistics. “All of this feels like part of an attack on universities and science,” said an education professor at a major research university, who asked not to be identified for fear of retaliation.\u003c/p>\n\u003cp>That fear is well-founded. Earlier this month the Trump administration \u003ca href=\"https://www.ed.gov/about/news/press-release/doj-hhs-ed-and-gsa-announce-initial-cancelation-of-grants-and-contracts-columbia-university-worth-400-million\">canceled $400 million\u003c/a> in federal contracts and grants with Columbia University, blaming the university’s failure to protect Jewish students from antisemitism during campus protests last year over Israeli attacks on Gaza. Among them were four research grants that had been issued by IES, including an evaluation of the effectiveness of the Federal Work-Study program, which costs the government $1 billion a year. That five-year study was near completion and now the public will not learn the results. (\u003cem>The Hechinger Report is an independent news organization at Teachers College, Columbia University.\u003c/em>)\u003c/p>\n\u003cp>Tom Brock, executive director of the Community College Research Center at Teachers College, Columbia University, said he had been cautiously optimistic that he could successfully appeal the cancellation of his $2.8 million in education research grants. (He planned to argue that Teachers College is a separate entity from the rest of Columbia with its own president and board of trustees and it was not affected by student protests to the same degree.) But now the IES office that issued the grants, the National Center for Education Research, has lost its staff. “I’m very discouraged,” said Brock. “Even if we win on appeal, all the staff have been laid off. Who would reinstate the grant? Who would we report to? Who would monitor it? They have completely eliminated the infrastructure. I could imagine a scenario where we would win on appeal and it can’t be put into effect.”\u003c/p>\n\u003ch2>\u003cstrong>Active contracts\u003c/strong>\u003c/h2>\n\u003cp>Many contracts with outside organizations for data collection and research grants with university professors remain active. That includes the National Assessment of Educational Progress, which tracks student achievement, and the Integrated Postsecondary Education Data System (IPEDS), which collects data on colleges and universities. But now there are almost no employees left to oversee these efforts, review them for accuracy or sign future contracts for new data collections and studies.\u003c/p>\n\u003cp>“My job was to make sure that the limited public dollars for education research were spent as best as they could be,” said one former education official who issued grants for the development of new innovations. “We make sure there’s no fraud, waste and abuse. Now there’s no watchdog to oversee it.”\u003c/p>\n\u003cp>The former official asked to remain anonymous as did more than a dozen other former employees whom I talked to while reporting this story. Some explained that the conditions of their termination, called a “reduction in force” or “RIF,” could mean losing their severance if they talked to the press. The terminated employees are supposed to work from home until their last day on March 21, and they described having limited access to their work computer systems. That is stymying efforts to wind down their work with their colleagues and outside contractors in an orderly way. One described how she had to take a cellphone picture of her termination notice on her laptop because she could no longer save or send documents on it.\u003c/p>\n\u003cp>So far, there has been no sign of protest among congressional Republicans, even though some of the cuts affect data and research they have mandated. A spokesman for Sen. Bill Cassidy, Republican of Louisiana and chairman of the Senate committee on Health, Education, Labor and Pensions, directed me to Cassidy’s statement on X. “I spoke to @EDSecMcMahon and she made it clear this will not have an impact on @usedgov ability to carry out its statutory obligations. This action is aimed at fulfilling the admin’s goal of addressing redundancy and inefficiency in the federal government.”\u003c/p>\n\u003ch2>\u003cstrong>Following the law\u003c/strong>\u003c/h2>\n\u003cp>In theory, a skeletal staff might be able to fulfill the law, which is often “ambiguous,” said former NCES commissioner Buckley. For example, the annual report to Congress on the condition of education could be as short as one page. Laws mention several data collections, such as ones on financial aid to college students and on the experiences of teachers, but often don’t specify how often they must be produced. Technically, they could be paused for many years without running afoul of statutes.\u003c/p>\n\u003cp>The remaining skeleton crew could award contracts to outside organizations to do all the work and have them “supervise themselves,” said Buckley. “I’m not advocating that oversight be pushed out to contractors, but you could do it in theory. It depends on your tolerance for contracting out work.”\u003c/p>\n\u003ch2>\u003cstrong>NAEP anxiety\u003c/strong>\u003c/h2>\n\u003cp>Many are anxious about the future of NAEP, also known as the Nation’s Report Card. Even before the firings, William Bennett, Education Secretary under President Ronald Reagan, penned an \u003ca href=\"https://www.the74million.org/article/an-open-letter-to-linda-mcmahon/\">open letter\u003c/a> along with conservative commentator Chester Finn in The 74, urging McMahon to preserve NAEP, calling it “the single most important activity of the department.”\u003c/p>\n\u003cp>Colorado Gov. Jared Polis, a Democrat who chairs the National Governors Association, is especially concerned. In an email, Polis’ spokesman emphasized that Polis believes that “NAEP is critical.” He warned that “undercutting data collection and removing this objective measuring stick that helps states understand and improve performance will only make our efforts more difficult.”\u003c/p>\n\u003cp>Though much of the test development and administration is contracted out to private organizations and firms, it is unclear how these contracts could be signed and overseen by the Education Department with such a diminished staff. Some officials suggested that the National Assessment Governing Board (NAGB), which sets NAEP policy, could take over the test’s administration. But the board’s current staff doesn’t have the testing or psychometrics expertise to do this.\u003c/p>\n\u003cp>In response to questions, board members declined to comment on the future of NAEP and whether anyone in the Trump administration had asked them to take it over. One former education official believes there is “apparently some confusion” in the Trump administration about the division of labor between NAGB and NCES and a “misunderstanding of how work gets done in implementing” the assessment.\u003c/p>\n\u003cp>Mark Schneider, a former IES director who is now a senior fellow at the American Enterprise Institute, said he hoped that McMahon would rebuild NCES into a modern, more efficient statistical agency that could collect data more cheaply and quickly, and redirect IES’s research division to drive breakthrough innovations like the \u003ca href=\"https://www.darpa.mil/news/2025/discover-dso-day\">Defense Department has\u003c/a>. But he conceded that McMahon also cut some of the offices that would be needed to modernize the bureaucracy, such as the centralized procurement office.\u003c/p>\n\u003cp>So far, there’s no sign of Trump’s or McMahon’s intent to rebuild.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-chaos-confusion-statistics-education/\">\u003cem>Institute of Education Sciences\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Donald Trump promises he’ll make American schools great again. He has fired nearly everyone who might objectively measure whether he succeeds.\u003c/p>\n\u003cp>This week’s \u003ca href=\"https://hechingerreport.org/tracking-trump-his-actions-on-education/\">mass layoffs\u003c/a> by his secretary of Education, Linda McMahon, of more than 1,300 Department of Education employees delivered a crippling blow to the agency’s ability to tell the public how schools and federal programs are doing through its statistics and research branch. The Institute of Education Sciences (IES) is now left with fewer than 20 federal employees, down from more than 175 at the start of the second Trump administration, according to my reporting. It’s not clear how the institute can operate or even fulfill its statutory obligations set by Congress.\u003c/p>\n\u003cp>IES is modeled after the National Institutes of Health and was established in 2002 during the administration of former President George W. Bush to fund innovations and identify effective teaching practices. Its largest division is a statistical agency that dates back to 1867 and is called the National Center for Education Statistics (NCES), which collects basic statistics on the number of students and teachers. NCES is perhaps best known for administering the \u003ca href=\"https://hechingerreport.org/naep-test-2024-dismal-report/\">National Assessment of Educational Progress\u003c/a>, which tracks student achievement across the country. The layoffs “demolished” the statistics agency, as one former official characterized it, from roughly 100 employees to a skeletal staff of just three.\u003c/p>\n\u003cp>“The idea of having three individuals manage the work that was done by a hundred federal employees supported by thousands of contractors is ludicrous and not humanly possible,” said Stephen Provasnik, a former deputy commissioner of NCES who retired early in January. “There is no way without a significant staff that NCES could keep up even a fraction of its previous workload.”\u003c/p>\n\u003cp>Even the new acting commissioner of education statistics, a congressionally mandated position, was terminated with everyone else on March 11 after just 15 days on the job, according to five former employees. Chris Chapman replaced Biden-appointee Peggy Carr, who was \u003ca href=\"https://hechingerreport.org/proof-points-former-trump-commissioner-blasts-education-data-cuts/\">suddenly removed on Feb. 24\u003c/a> without explanation before her congressionally designated six-year term was to end in 2027. It was unclear who, if anyone, will serve as the commissioner after Chapman’s last day on March 21. (Chapman did not respond to an email for comment.) Meanwhile, the chief statistician, Gail Mulligan, who had planned to retire early on April 1, \u003ca href=\"https://www.linkedin.com/posts/gail-mulligan-018835141_according-to-the-paperwork-i-am-the-chief-activity-7305701482396372993-66Yd?utm_source=share&utm_medium=member_desktop&rcm=ACoAAABOsY8BDVlfLq8BBp90gugfoOY6nDIh4D8\">said she was terminated\u003c/a> too. There is apparently no replacement to review the accuracy of figures reported to the public.\u003c/p>\n\u003ch2>\u003cstrong>Two offices spared\u003c/strong>\u003c/h2>\n\u003cp>Only two IES offices were untouched by last week’s layoffs: the \u003ca href=\"https://ies.ed.gov/about/national-center-special-education-research-ncser\">National Center for Special Education Research\u003c/a>, an eight-person office that awards grants to study effective ways to teach children with disabilities, and the \u003ca href=\"https://ies.ed.gov/about/office-science\">Office of Science\u003c/a>, a six-person office that reviews research for quality, accuracy and validity. It was unclear why they were spared. Other areas of the Education Department that fund and oversee education for children with disabilities also had relatively lighter layoffs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A draft of an executive order to eliminate the Education Department was prepared in early March, but Trump hadn’t signed it as of last week. Instead, McMahon said \u003ca href=\"https://www.foxnews.com/media/education-secretary-mcmahon-praises-department-taking-steps-eliminate-bureaucratic-bloat\">on Fox News\u003c/a> that she began firing employees as a “first step” toward that elimination. Former department employees believe that McMahon and her team decided which offices to cut. Weeks before her confirmation, about a half dozen people from McMahon’s former think tank, the right-wing \u003ca href=\"https://www.nytimes.com/2024/10/24/us/politics/donald-trump-campaign-america-first-policy-institute.html\">America First Policy Institute\u003c/a>, were inside the department and looking at the bureaucracy, according to a former official at the Education Department. The Education Department did not respond to my email queries.\u003c/p>\n\u003cp>The mass firings this month were preceded by a Feb. 10 onslaught, when Elon Musk’s Department of Government Efficiency \u003ca href=\"https://hechingerreport.org/proof-points-doge-death-blow-education-studies/\">terminated much of the work\u003c/a> that is overseen by these education research and statistics units. Most of the department’s research and data collections are carried out by outside contractors, and nearly 90 of these contracts were canceled, including vital data collections on students and teachers. The distribution of roughly $16 billion in federal Title I aid to low-income schools cannot be calculated properly without this data. Now, the statisticians who know how to run the complicated formula are also gone.\u003c/p>\n\u003ch2>\u003cstrong>‘Five-alarm fire’\u003c/strong>\u003c/h2>\n\u003cp>The mass firings and contract cancellations stunned many. “This is a five-alarm fire, burning statistics that we need to understand and improve education,” said Andrew Ho, a psychometrician at Harvard University and president of the National Council on Measurement in Education, \u003ca href=\"https://www.linkedin.com/posts/andrew-ho-46127722a_i-spoke-up-on-behalf-of-naep-and-measurement-activity-7305656265836298240-YFVN?utm_source=share&utm_medium=member_desktop&rcm=ACoAAABOsY8BDVlfLq8BBp90gugfoOY6nDIh4D8\">on social media\u003c/a>.\u003c/p>\n\u003cp>Former NCES Commissioner Jack Buckley, who ran the education statistics unit from 2010 to 2015, described the destruction as “surreal.” “I’m just sad,” said Buckley. “Everyone’s entitled to their own policy ideas, but no one’s entitled to their own facts. You have to share the truth in order to make any kind of improvement, no matter what direction you want to go. It does not feel like that is the world we live in now.”\u003c/p>\n\u003ch2>\u003cstrong>The deepest cuts\u003c/strong>\u003c/h2>\n\u003cp>While other units inside the Education Department lost more employees in absolute numbers, IES lost the highest percentage of employees — roughly 90 percent of its workforce. Education researchers questioned why the Trump administration targeted research and statistics. “All of this feels like part of an attack on universities and science,” said an education professor at a major research university, who asked not to be identified for fear of retaliation.\u003c/p>\n\u003cp>That fear is well-founded. Earlier this month the Trump administration \u003ca href=\"https://www.ed.gov/about/news/press-release/doj-hhs-ed-and-gsa-announce-initial-cancelation-of-grants-and-contracts-columbia-university-worth-400-million\">canceled $400 million\u003c/a> in federal contracts and grants with Columbia University, blaming the university’s failure to protect Jewish students from antisemitism during campus protests last year over Israeli attacks on Gaza. Among them were four research grants that had been issued by IES, including an evaluation of the effectiveness of the Federal Work-Study program, which costs the government $1 billion a year. That five-year study was near completion and now the public will not learn the results. (\u003cem>The Hechinger Report is an independent news organization at Teachers College, Columbia University.\u003c/em>)\u003c/p>\n\u003cp>Tom Brock, executive director of the Community College Research Center at Teachers College, Columbia University, said he had been cautiously optimistic that he could successfully appeal the cancellation of his $2.8 million in education research grants. (He planned to argue that Teachers College is a separate entity from the rest of Columbia with its own president and board of trustees and it was not affected by student protests to the same degree.) But now the IES office that issued the grants, the National Center for Education Research, has lost its staff. “I’m very discouraged,” said Brock. “Even if we win on appeal, all the staff have been laid off. Who would reinstate the grant? Who would we report to? Who would monitor it? They have completely eliminated the infrastructure. I could imagine a scenario where we would win on appeal and it can’t be put into effect.”\u003c/p>\n\u003ch2>\u003cstrong>Active contracts\u003c/strong>\u003c/h2>\n\u003cp>Many contracts with outside organizations for data collection and research grants with university professors remain active. That includes the National Assessment of Educational Progress, which tracks student achievement, and the Integrated Postsecondary Education Data System (IPEDS), which collects data on colleges and universities. But now there are almost no employees left to oversee these efforts, review them for accuracy or sign future contracts for new data collections and studies.\u003c/p>\n\u003cp>“My job was to make sure that the limited public dollars for education research were spent as best as they could be,” said one former education official who issued grants for the development of new innovations. “We make sure there’s no fraud, waste and abuse. Now there’s no watchdog to oversee it.”\u003c/p>\n\u003cp>The former official asked to remain anonymous as did more than a dozen other former employees whom I talked to while reporting this story. Some explained that the conditions of their termination, called a “reduction in force” or “RIF,” could mean losing their severance if they talked to the press. The terminated employees are supposed to work from home until their last day on March 21, and they described having limited access to their work computer systems. That is stymying efforts to wind down their work with their colleagues and outside contractors in an orderly way. One described how she had to take a cellphone picture of her termination notice on her laptop because she could no longer save or send documents on it.\u003c/p>\n\u003cp>So far, there has been no sign of protest among congressional Republicans, even though some of the cuts affect data and research they have mandated. A spokesman for Sen. Bill Cassidy, Republican of Louisiana and chairman of the Senate committee on Health, Education, Labor and Pensions, directed me to Cassidy’s statement on X. “I spoke to @EDSecMcMahon and she made it clear this will not have an impact on @usedgov ability to carry out its statutory obligations. This action is aimed at fulfilling the admin’s goal of addressing redundancy and inefficiency in the federal government.”\u003c/p>\n\u003ch2>\u003cstrong>Following the law\u003c/strong>\u003c/h2>\n\u003cp>In theory, a skeletal staff might be able to fulfill the law, which is often “ambiguous,” said former NCES commissioner Buckley. For example, the annual report to Congress on the condition of education could be as short as one page. Laws mention several data collections, such as ones on financial aid to college students and on the experiences of teachers, but often don’t specify how often they must be produced. Technically, they could be paused for many years without running afoul of statutes.\u003c/p>\n\u003cp>The remaining skeleton crew could award contracts to outside organizations to do all the work and have them “supervise themselves,” said Buckley. “I’m not advocating that oversight be pushed out to contractors, but you could do it in theory. It depends on your tolerance for contracting out work.”\u003c/p>\n\u003ch2>\u003cstrong>NAEP anxiety\u003c/strong>\u003c/h2>\n\u003cp>Many are anxious about the future of NAEP, also known as the Nation’s Report Card. Even before the firings, William Bennett, Education Secretary under President Ronald Reagan, penned an \u003ca href=\"https://www.the74million.org/article/an-open-letter-to-linda-mcmahon/\">open letter\u003c/a> along with conservative commentator Chester Finn in The 74, urging McMahon to preserve NAEP, calling it “the single most important activity of the department.”\u003c/p>\n\u003cp>Colorado Gov. Jared Polis, a Democrat who chairs the National Governors Association, is especially concerned. In an email, Polis’ spokesman emphasized that Polis believes that “NAEP is critical.” He warned that “undercutting data collection and removing this objective measuring stick that helps states understand and improve performance will only make our efforts more difficult.”\u003c/p>\n\u003cp>Though much of the test development and administration is contracted out to private organizations and firms, it is unclear how these contracts could be signed and overseen by the Education Department with such a diminished staff. Some officials suggested that the National Assessment Governing Board (NAGB), which sets NAEP policy, could take over the test’s administration. But the board’s current staff doesn’t have the testing or psychometrics expertise to do this.\u003c/p>\n\u003cp>In response to questions, board members declined to comment on the future of NAEP and whether anyone in the Trump administration had asked them to take it over. One former education official believes there is “apparently some confusion” in the Trump administration about the division of labor between NAGB and NCES and a “misunderstanding of how work gets done in implementing” the assessment.\u003c/p>\n\u003cp>Mark Schneider, a former IES director who is now a senior fellow at the American Enterprise Institute, said he hoped that McMahon would rebuild NCES into a modern, more efficient statistical agency that could collect data more cheaply and quickly, and redirect IES’s research division to drive breakthrough innovations like the \u003ca href=\"https://www.darpa.mil/news/2025/discover-dso-day\">Defense Department has\u003c/a>. But he conceded that McMahon also cut some of the offices that would be needed to modernize the bureaucracy, such as the centralized procurement office.\u003c/p>\n\u003cp>So far, there’s no sign of Trump’s or McMahon’s intent to rebuild.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about the \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-chaos-confusion-statistics-education/\">\u003cem>Institute of Education Sciences\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "The Education Department is Being Cut in Half. Here's What's Being Lost",
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"headTitle": "The Education Department is Being Cut in Half. Here’s What’s Being Lost | KQED",
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"content": "\u003cp>President Donald Trump inherited a U.S. Department of Education with 4,133 employees, according to the \u003ca href=\"https://www.ed.gov/about/news/press-release/us-department-of-education-initiates-reduction-force\" target=\"_blank\" rel=\"noopener\">\u003cu>administration’s own numbers\u003c/u>\u003c/a>. Nearly 600 workers have since chosen to leave, by resigning or retiring. And this week, more than 1,300 workers were told they’re losing their jobs in a Tuesday purge.\u003c/p>\n\u003cp>That leaves 2,183 remaining department staff, according to the administration. Which means the Education Department will soon be roughly half the size it was just a few weeks ago.\u003c/p>\n\u003cp>What those numbers don’t capture is the toll these cuts will take on the \u003cem>work\u003c/em> of the department. With roughly half the staff on the way out, what half of that work will fall by the wayside?\u003c/p>\n\u003cp>Using department data obtained by NPR, including a spreadsheet of nearly 1,000 laid off members of the American Federation of Government Employees (AFGE) local 252, as well as interviews with a dozen employees who spoke on the condition of anonymity for fear of retribution by the Trump administration, NPR has compiled this list of department responsibilities hit hardest by these staffing cuts.\u003c/p>\n\u003ch2>Civil rights enforcement has been dramatically cut\u003c/h2>\n\u003cp>\u003ca href=\"https://www.ed.gov/about/ed-offices/ocr/about-ocr\" target=\"_blank\" rel=\"noopener\">\u003cu>In the department’s own language\u003c/u>\u003c/a>, its Office for Civil Rights (OCR) and the attorneys who work there are tasked with “preventing, identifying, ending, and remedying discrimination against America’s students” based on race, national origin, sex, age and disability.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to department data, at least 240 OCR employees were laid off Tuesday, most of them attorneys who investigate complaints from parents and families who believe a school has discriminated against their child. The number of layoffs is likely higher, as that 240 does not include non-union employees. As of last September, 568 people worked in OCR, according to the \u003ca href=\"https://www.fedscope.opm.gov/\" target=\"_blank\" rel=\"noopener\">\u003cu>FedScope\u003c/u>\u003c/a> federal workforce database.\u003c/p>\n\u003cp>A revised department organizational chart obtained by NPR shows that more than half of the OCR’s 12 field offices will also be shuttered – in New York City, Boston, Philadelphia, Chicago, Cleveland, San Francisco and Dallas.\u003c/p>\n\u003cp>Catherine Lhamon, who ran the civil rights office during the Obama and Biden administrations, says these cuts are “an absolute walk-away from our longstanding, bipartisan commitments to civil rights and our belief that every one of our kids is a valuable learner.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-65312 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100.jpg\" alt=\"\" width=\"1755\" height=\"1524\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100.jpg 1755w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-800x695.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-1020x886.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-160x139.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-768x667.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-1536x1334.jpg 1536w\" sizes=\"auto, (max-width: 1755px) 100vw, 1755px\">\u003c/p>\n\u003cp>Still, the Trump administration clearly plans to utilize this office: The day before the layoffs were announced, OCR \u003ca href=\"https://www.ed.gov/about/news/press-release/us-department-of-educations-office-civil-rights-sends-letters-60-universities-under-investigation-antisemitic-discrimination-and-harassment\" target=\"_blank\" rel=\"noopener\">\u003cu>sent letters\u003c/u>\u003c/a> to 60 colleges and universities, threatening to withhold federal funding if they do not protect Jewish students on their campuses.\u003c/p>\n\u003cp>“U.S. colleges and universities benefit from enormous public investments funded by U.S. taxpayers,” Education Secretary Linda McMahon said in a statement. “That support is a privilege and it is contingent on scrupulous adherence to federal antidiscrimination laws.”\u003c/p>\n\u003cp>Now though, the office has at least 40% fewer staffers to enforce those laws.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>“I’m open to the idea that losing half of the attorneys at OCR is a good decision,” says Rick Hess of the conservative-leaning American Enterprise Institute (AEI), “but being open to it doesn’t mean I believe it.”\u003c/p>\n\u003cp>Hess says staffing cuts this large should have to be explained, with full transparency, by the administration doing the cutting. In this case, that hasn’t happened yet.\u003c/p>\n\u003cp>It’s the Trump administration’s job, Hess says, “to be transparent about what’s going on, to explain how this is going to work, and ideally to have done that before the cuts were made rather than after the cuts were made.”\u003c/p>\n\u003ch2>Money will still go to the most vulnerable students, with fewer guardrails\u003c/h2>\n\u003cp>The Department of Education administers two large, decades-old funding streams to schools to help educate the nation’s most vulnerable students: Those living in poverty (Title 1) and children with disabilities (The Individuals with Disabilities Education Act, or IDEA). Both funding streams were created by Congress and are protected by law.\u003c/p>\n\u003cp>While Tuesday’s layoffs do not directly affect those federal dollars, four sources with direct knowledge of the inner workings of the department’s Office of General Counsel tell NPR the Trump administration has fired every attorney responsible for helping states and school districts understand how they can and cannot use their federal K-12 money, and who raise red flags when a state or district appears to be in violation of these funding laws.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/8192x5464+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F7c%2F13%2F2a11b8c14e4b8ef0d4a82ae0ccca%2Fgettyimages-2204911318.jpg\" alt=\"Children, parents and teachers gather on Capitol Hill in support of the U.S. Department of Education on Thursday.\">\u003cfigcaption>Children, parents and teachers gather on Capitol Hill in support of the U.S. Department of Education on Thursday. \u003ccite> (Kayla Bartkowski | Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These layoffs still allow states to continue receiving vital federal funds, including money for homeless students and rural schools, but they strip away the U.S. government’s ability to offer either legal guidance or guardrails — to guarantee the money is being used to help the children it was intended to help.\u003c/p>\n\u003cp>“That will have very negative effects on communities around the country that currently don’t really even understand that their child’s [special education], or the supports that they receive for their child, are directly connected to the U .S. Department of Education,” says Patrice Willoughby, chief of policy and legislative affairs at the NAACP.\u003c/p>\n\u003cp>On Wednesday, speaking to reporters, President Trump made clear the rollback of federal oversight is meant as a sign of trust in states’ ability to manage their own affairs.\u003c/p>\n\u003cp>“We have a dream, and you know what the dream is we’re going to move the Department of Education – we’re going to move education into the states, so that the states, instead of bureaucrats working in Washington, so that the states can run education.”\u003c/p>\n\u003ch2>Another blow to education research\u003c/h2>\n\u003cp>In early February, Elon Musk’s Department of Government Efficiency (DOGE) \u003ca href=\"https://www.npr.org/2025/02/10/nx-s1-5292444/trump-musk-education-department-schools-students-research-cuts\" target=\"_blank\" rel=\"noopener\">\u003cu>made deep cuts\u003c/u>\u003c/a> to the Education Department’s research division, the Institute of Education Sciences (IES).\u003c/p>\n\u003cp>DOGE said it cut dozens of research contracts worth roughly $900 million. These cuts included large-scale efforts to study everything from the best ways to teach literacy in the early grades to how to help students with disabilities make the sometimes difficult transition from high school into the working world.\u003c/p>\n\u003cp>“This is a decimation,” one source with knowledge of IES’ inner workings \u003ca href=\"https://www.npr.org/2025/02/10/nx-s1-5292444/trump-musk-education-department-schools-students-research-cuts\" target=\"_blank\" rel=\"noopener\">\u003cu>told NPR\u003c/u>\u003c/a>, “the destruction of knowing what works for kids.”\u003c/p>\n\u003cp>On top of those research cuts, on Tuesday, the Education Department terminated more than 100 IES employees, including many research analysts who specialize in K-12 studies and adult and career education.\u003c/p>\n\u003cp>As of last September, 186 people worked at IES, according to \u003ca href=\"https://www.fedscope.opm.gov/\" target=\"_blank\" rel=\"noopener\">\u003cu>FedScope\u003c/u>\u003c/a>.\u003c/p>\n\u003ch2>There will be fewer resources for student loans and college financial aid\u003c/h2>\n\u003cp>The Office of Federal Student Aid (FSA), which administers the sprawling federal student loan portfolio, was hit especially hard in Tuesday’s cuts, losing more than 320 unionized staffers.\u003c/p>\n\u003cp>That’s on top of other big staffing losses, which were discussed during an internal FSA meeting held Wednesday morning, sources told NPR.\u003c/p>\n\u003cp>In that meeting, top Education Department and FSA officials said they will lose more than 450 employees to this upcoming reduction-in-force – and a combined 727 when you include probationary staff who’ve been terminated as well as veteran workers who have agreed to retire or leave voluntarily.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/8660x5773+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F56%2F3c%2F3ab3ac064796866a50d44e0865e9%2Fgettyimages-2031087278.jpg\" alt=\"A student works in the Perry-Castaneda Library at the University of Texas at Austin. The Office of Federal Student Aid (FSA), which administers the sprawling federal student loan portfolio, was hit especially hard in Tuesday's cuts, losing more than 320 unionized staffers.\">\u003cfigcaption>A student works in the Perry-Castaneda Library at the University of Texas at Austin. The Office of Federal Student Aid (FSA), which administers the sprawling federal student loan portfolio, was hit especially hard in Tuesday’s cuts, losing more than 320 unionized staffers. \u003ccite> (Brandon Bell | Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>According to \u003ca href=\"https://www.fedscope.opm.gov/\" target=\"_blank\" rel=\"noopener\">\u003cu>FedScope\u003c/u>\u003c/a>, FSA had 1,440 employees as of last September. That means FSA too is essentially being cut in half.\u003c/p>\n\u003cp>Sources familiar with the inner workings of FSA, who would not speak publicly for fear of retribution by the Trump administration, said these layoffs, coupled with steep numbers of veteran staff who have chosen to leave, have been devastating.\u003c/p>\n\u003cp>“We’ve lost hundreds of years of institutional knowledge,” one FSA employee told NPR.\u003c/p>\n\u003cp>Also lost in the layoffs, according to multiple FSA sources, were staff who helped oversee the companies that manage the federal student loan portfolio, as well as a large group of IT specialists who help maintain FSA’s online presence, including cybersecurity compliance.\u003c/p>\n\u003cp>Sources tell NPR that the office could soon struggle to perform even basic functions – at a time when huge changes will need to be made in the coming months as Congress and the courts settle on the future \u003ca href=\"https://www.npr.org/2024/11/14/nx-s1-5188122/trump-biden-debt-student-loans\" target=\"_blank\" rel=\"noopener\">\u003cu>of income-driven repayment.\u003c/u>\u003c/a>\u003c/p>\n\u003cp>“Borrowers are going to be calling call centers,” one source told NPR, “and they’re going to have even less information than is available to them now\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Millions of college students need no reminding of what happens when FSA falls short. Many no doubt remember the Biden administration’s \u003ca href=\"https://www.npr.org/2024/01/09/1222664638/fafsa-student-financial-aid-college\" target=\"_blank\" rel=\"noopener\">\u003cu>troubled\u003c/u>\u003c/a> \u003ca href=\"https://www.npr.org/2024/01/23/1226406495/families-colleges-remain-limbo-education-department-promises-fix-fafsa-mistake\" target=\"_blank\" rel=\"noopener\">\u003cu>rollout \u003c/u>\u003c/a>of the Free Application for Federal Student Aid (FAFSA) and are hoping these staff cuts don’t mean a return to FAFSA chaos. \u003cem> \u003c/em>\u003c/p>\n\u003ch2>Are these mass layoffs legal?\u003c/h2>\n\u003cp>That question does not have a clear cut answer, according to Kenneth Wong, a professor of education policy at Brown University. Wong says Trump “is pushing the boundary of executive power” by making deep cuts to staff that work on programs created by Congress.\u003c/p>\n\u003cp>Some states are already fighting the legality of the cuts. On Thursday, New York Attorney General Letitia James led a group of 20 other state attorneys general \u003ca href=\"https://ag.ny.gov/sites/default/files/court-filings/state-of-new-york-et-al-v-linda-mcmahon-united-states-department-of-education-complaint-2025.pdf\" target=\"_blank\" rel=\"noopener\">\u003cu>suing to stop\u003c/u>\u003c/a> the Trump administration from dismantling the Education Department.\u003c/p>\n\u003cp>“Firing half of the Department of Education’s workforce will hurt students throughout New York and the nation,” James said in a statement, “especially low-income students and those with disabilities who rely on federal funding. This outrageous effort to leave students behind and deprive them of a quality education is reckless and illegal.”\u003c/p>\n\u003cp>The executive branch has the authority to manage federal personnel; that’s not in doubt. The question of the moment is: At what point does managing personnel undermine or even endanger a program that is protected by statute?\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/6000x4000+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F5c%2F56%2Fc74ee866477784d363e1ba4eed96%2F2025-03-11t000000z-268137481-mt1zuma0007f0hlf-rtrmadp-3-zuma.JPG\" alt=\"U.S. Sen. Peter Welch, D-Vt., addresses federal workers who were recently fired at the Hart Senate Office Building on Tuesday.\">\u003cfigcaption>U.S. Sen. Peter Welch, D-Vt., addresses federal workers who were recently fired at the Hart Senate Office Building on Tuesday. \u003ccite> (Tom Hudson | ZUMA Press Wire via Reuters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, the Office for Civil Rights’ mandate to enforce federal civil rights laws is protected by statute. Eliminating the office entirely would likely be considered a violation of federal law, but is cutting the office’s staff nearly in half?\u003c/p>\n\u003cp>Also, AEI’s Rick Hess points out, there are basic civil service policies in place for the hiring and terminating of staff.\u003c/p>\n\u003cp>“Are these layoffs being done in a way that’s consistent with what Congress has authorized? To me, as an education guy, it’s not immediately clear,\u003cem>” \u003c/em>he says.\u003c/p>\n\u003cp>The White House, Wong says, is essentially asking Congress, “‘Do you agree with us in the executive branch, that this is OK for us to do?’ So I think the ball is now in the hands of Congress.”\u003c/p>\n\u003cp>While some congressional Republicans \u003ca href=\"https://www.npr.org/2025/02/24/nx-s1-5298024/republicans-trump-close-education-department\" target=\"_blank\" rel=\"noopener\">\u003cu>have voiced concern\u003c/u>\u003c/a> over changes at the Education Department, especially around safeguarding services for children with disabilities, it’s unclear the party, as a whole, will have any interest in pushing back, even if the downsizing continues.\u003c/p>\n\u003cp>Without congressional intervention, Wong says, the fight over whether these massive cuts have gone too far will most likely play out in the courts.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Reporting contributed by: \u003c/em>\u003ca href=\"https://www.npr.org/people/1219684807/stephen-fowler\" target=\"_blank\" rel=\"noopener\">\u003cem>\u003cu>Stephen Fowler\u003c/u>\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MARY LOUISE KELLY, HOST:\u003c/p>\n\u003cp>We begin this hour with the latest on the Trump administration’s efforts to dismantle the U.S. Department of Education. Late yesterday, the administration announced sweeping layoffs. Between those cuts and the hundreds of veteran staffers who have agreed to leave voluntarily, the Education Department will soon be roughly half the size it was two months ago, cut from around 4,100 to around 2,200. For more on those cuts and how they may play out across the country, let’s bring in NPR’s Cory Turner. Hey there.\u003c/p>\n\u003cp>CORY TURNER, BYLINE: Hey, Mary Louise.\u003c/p>\n\u003cp>KELLY: Who are the workers losing their jobs?\u003c/p>\n\u003cp>TURNER: Well, you know, while just about every office in the department lost staff, I think it’s important right now to focus on the handful of offices that were hit especially hard. One of them is the Office for Civil Rights. These are largely attorneys that are based all over the country. And they field complaints from families and parents who say, hey, a school discriminated against my child because of their race, sex or disability. Now, according to internal department data obtained by NPR, at least 240 employees in the Office for Civil Rights were laid off, most of them attorneys. I spoke earlier today with Catherine Lhamon. She ran the Office for Civil Rights under both the Obama and Biden administrations, and she called these cuts devastating.\u003c/p>\n\u003cp>CATHERINE LHAMON: Cutting the office by more than half is an absolute walk away from our longstanding bipartisan commitments to civil rights and our belief that every one of our kids is a valuable learner.\u003c/p>\n\u003cp>TURNER: It’s also worth pointing out, Mary Louise, the Trump administration has said it wants to crack down on campus antisemitism. But to do that now at these staffing levels, it will almost certainly require deprioritizing some other discrimination claims.\u003c/p>\n\u003cp>KELLY: Another thing to ask you about, Cory – the federal dollars that schools get from the Education Department, which specifically help kids in low-income communities, also kids with disabilities.\u003c/p>\n\u003cp>TURNER: Yeah, so that money, provided by law, will still flow to schools. But several sources told me the administration has fired most of the experts who help states and school districts understand how they can and cannot spend that money. So these are also the attorneys who say, hey, you’re breaking the law. Don’t do that or you could lose your federal funding. You know, these layoffs essentially allow states to keep receiving federal funds while limiting the U.S. government’s ability to offer guidance or guardrails to guarantee that this money is being used to help the kids it was meant to help.\u003c/p>\n\u003cp>KELLY: But what are the people making these cuts, either at the Ed Department or at the White House, what are they saying in their defense?\u003c/p>\n\u003cp>TURNER: So President Trump himself was asked about them earlier today. He said a few things. One, he repeated something he has said many times now, that he wants to return education to the states. This is a big Republican talking point. He called it a dream of his. He also said this.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>PRESIDENT DONALD TRUMP: When we cut, we want to cut, but we want to cut the people that aren’t working or not doing a good job. We’re keeping the best people.\u003c/p>\n\u003cp>TURNER: The problem with that, Mary Louise, is I am right now looking at a spreadsheet of nearly a thousand Education Department employees who were fired and the jobs they did. And these layoffs were the opposite of a thoughtful, case-by-case, person-by-person thinning based on past performance. They cut people in large groups with nothing in common but the kind of work that they were doing – again, civil rights enforcement, education research. I spoke with one person in the student loans office. They told me, through these cuts and buyouts, the office of Federal Student Aid has lost many of its best and most productive people.\u003c/p>\n\u003cp>KELLY: A basic question, Cory, are these cuts legal?\u003c/p>\n\u003cp>TURNER: We don’t know, Mary Louise. That is the question. I’ve spoken with several government and legal experts who say they certainly push at the edges of what’s legal because the law is pretty clear that only Congress has the power to eliminate programs it created. But then, is cutting department staff in half tantamount to eliminating programs? I think lawsuits are inevitable. The courts could step in. But what comes of all this? I have no idea.\u003c/p>\n\u003cp>KELLY: NPR’s Cory Turner. Thanks, Cory.\u003c/p>\n\u003cp>TURNER: You’re welcome.\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>President Donald Trump inherited a U.S. Department of Education with 4,133 employees, according to the \u003ca href=\"https://www.ed.gov/about/news/press-release/us-department-of-education-initiates-reduction-force\" target=\"_blank\" rel=\"noopener\">\u003cu>administration’s own numbers\u003c/u>\u003c/a>. Nearly 600 workers have since chosen to leave, by resigning or retiring. And this week, more than 1,300 workers were told they’re losing their jobs in a Tuesday purge.\u003c/p>\n\u003cp>That leaves 2,183 remaining department staff, according to the administration. Which means the Education Department will soon be roughly half the size it was just a few weeks ago.\u003c/p>\n\u003cp>What those numbers don’t capture is the toll these cuts will take on the \u003cem>work\u003c/em> of the department. With roughly half the staff on the way out, what half of that work will fall by the wayside?\u003c/p>\n\u003cp>Using department data obtained by NPR, including a spreadsheet of nearly 1,000 laid off members of the American Federation of Government Employees (AFGE) local 252, as well as interviews with a dozen employees who spoke on the condition of anonymity for fear of retribution by the Trump administration, NPR has compiled this list of department responsibilities hit hardest by these staffing cuts.\u003c/p>\n\u003ch2>Civil rights enforcement has been dramatically cut\u003c/h2>\n\u003cp>\u003ca href=\"https://www.ed.gov/about/ed-offices/ocr/about-ocr\" target=\"_blank\" rel=\"noopener\">\u003cu>In the department’s own language\u003c/u>\u003c/a>, its Office for Civil Rights (OCR) and the attorneys who work there are tasked with “preventing, identifying, ending, and remedying discrimination against America’s students” based on race, national origin, sex, age and disability.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to department data, at least 240 OCR employees were laid off Tuesday, most of them attorneys who investigate complaints from parents and families who believe a school has discriminated against their child. The number of layoffs is likely higher, as that 240 does not include non-union employees. As of last September, 568 people worked in OCR, according to the \u003ca href=\"https://www.fedscope.opm.gov/\" target=\"_blank\" rel=\"noopener\">\u003cu>FedScope\u003c/u>\u003c/a> federal workforce database.\u003c/p>\n\u003cp>A revised department organizational chart obtained by NPR shows that more than half of the OCR’s 12 field offices will also be shuttered – in New York City, Boston, Philadelphia, Chicago, Cleveland, San Francisco and Dallas.\u003c/p>\n\u003cp>Catherine Lhamon, who ran the civil rights office during the Obama and Biden administrations, says these cuts are “an absolute walk-away from our longstanding, bipartisan commitments to civil rights and our belief that every one of our kids is a valuable learner.”\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-65312 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100.jpg\" alt=\"\" width=\"1755\" height=\"1524\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100.jpg 1755w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-800x695.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-1020x886.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-160x139.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-768x667.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Education-Layoffs--e1741908267100-1536x1334.jpg 1536w\" sizes=\"auto, (max-width: 1755px) 100vw, 1755px\">\u003c/p>\n\u003cp>Still, the Trump administration clearly plans to utilize this office: The day before the layoffs were announced, OCR \u003ca href=\"https://www.ed.gov/about/news/press-release/us-department-of-educations-office-civil-rights-sends-letters-60-universities-under-investigation-antisemitic-discrimination-and-harassment\" target=\"_blank\" rel=\"noopener\">\u003cu>sent letters\u003c/u>\u003c/a> to 60 colleges and universities, threatening to withhold federal funding if they do not protect Jewish students on their campuses.\u003c/p>\n\u003cp>“U.S. colleges and universities benefit from enormous public investments funded by U.S. taxpayers,” Education Secretary Linda McMahon said in a statement. “That support is a privilege and it is contingent on scrupulous adherence to federal antidiscrimination laws.”\u003c/p>\n\u003cp>Now though, the office has at least 40% fewer staffers to enforce those laws.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>“I’m open to the idea that losing half of the attorneys at OCR is a good decision,” says Rick Hess of the conservative-leaning American Enterprise Institute (AEI), “but being open to it doesn’t mean I believe it.”\u003c/p>\n\u003cp>Hess says staffing cuts this large should have to be explained, with full transparency, by the administration doing the cutting. In this case, that hasn’t happened yet.\u003c/p>\n\u003cp>It’s the Trump administration’s job, Hess says, “to be transparent about what’s going on, to explain how this is going to work, and ideally to have done that before the cuts were made rather than after the cuts were made.”\u003c/p>\n\u003ch2>Money will still go to the most vulnerable students, with fewer guardrails\u003c/h2>\n\u003cp>The Department of Education administers two large, decades-old funding streams to schools to help educate the nation’s most vulnerable students: Those living in poverty (Title 1) and children with disabilities (The Individuals with Disabilities Education Act, or IDEA). Both funding streams were created by Congress and are protected by law.\u003c/p>\n\u003cp>While Tuesday’s layoffs do not directly affect those federal dollars, four sources with direct knowledge of the inner workings of the department’s Office of General Counsel tell NPR the Trump administration has fired every attorney responsible for helping states and school districts understand how they can and cannot use their federal K-12 money, and who raise red flags when a state or district appears to be in violation of these funding laws.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/8192x5464+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F7c%2F13%2F2a11b8c14e4b8ef0d4a82ae0ccca%2Fgettyimages-2204911318.jpg\" alt=\"Children, parents and teachers gather on Capitol Hill in support of the U.S. Department of Education on Thursday.\">\u003cfigcaption>Children, parents and teachers gather on Capitol Hill in support of the U.S. Department of Education on Thursday. \u003ccite> (Kayla Bartkowski | Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These layoffs still allow states to continue receiving vital federal funds, including money for homeless students and rural schools, but they strip away the U.S. government’s ability to offer either legal guidance or guardrails — to guarantee the money is being used to help the children it was intended to help.\u003c/p>\n\u003cp>“That will have very negative effects on communities around the country that currently don’t really even understand that their child’s [special education], or the supports that they receive for their child, are directly connected to the U .S. Department of Education,” says Patrice Willoughby, chief of policy and legislative affairs at the NAACP.\u003c/p>\n\u003cp>On Wednesday, speaking to reporters, President Trump made clear the rollback of federal oversight is meant as a sign of trust in states’ ability to manage their own affairs.\u003c/p>\n\u003cp>“We have a dream, and you know what the dream is we’re going to move the Department of Education – we’re going to move education into the states, so that the states, instead of bureaucrats working in Washington, so that the states can run education.”\u003c/p>\n\u003ch2>Another blow to education research\u003c/h2>\n\u003cp>In early February, Elon Musk’s Department of Government Efficiency (DOGE) \u003ca href=\"https://www.npr.org/2025/02/10/nx-s1-5292444/trump-musk-education-department-schools-students-research-cuts\" target=\"_blank\" rel=\"noopener\">\u003cu>made deep cuts\u003c/u>\u003c/a> to the Education Department’s research division, the Institute of Education Sciences (IES).\u003c/p>\n\u003cp>DOGE said it cut dozens of research contracts worth roughly $900 million. These cuts included large-scale efforts to study everything from the best ways to teach literacy in the early grades to how to help students with disabilities make the sometimes difficult transition from high school into the working world.\u003c/p>\n\u003cp>“This is a decimation,” one source with knowledge of IES’ inner workings \u003ca href=\"https://www.npr.org/2025/02/10/nx-s1-5292444/trump-musk-education-department-schools-students-research-cuts\" target=\"_blank\" rel=\"noopener\">\u003cu>told NPR\u003c/u>\u003c/a>, “the destruction of knowing what works for kids.”\u003c/p>\n\u003cp>On top of those research cuts, on Tuesday, the Education Department terminated more than 100 IES employees, including many research analysts who specialize in K-12 studies and adult and career education.\u003c/p>\n\u003cp>As of last September, 186 people worked at IES, according to \u003ca href=\"https://www.fedscope.opm.gov/\" target=\"_blank\" rel=\"noopener\">\u003cu>FedScope\u003c/u>\u003c/a>.\u003c/p>\n\u003ch2>There will be fewer resources for student loans and college financial aid\u003c/h2>\n\u003cp>The Office of Federal Student Aid (FSA), which administers the sprawling federal student loan portfolio, was hit especially hard in Tuesday’s cuts, losing more than 320 unionized staffers.\u003c/p>\n\u003cp>That’s on top of other big staffing losses, which were discussed during an internal FSA meeting held Wednesday morning, sources told NPR.\u003c/p>\n\u003cp>In that meeting, top Education Department and FSA officials said they will lose more than 450 employees to this upcoming reduction-in-force – and a combined 727 when you include probationary staff who’ve been terminated as well as veteran workers who have agreed to retire or leave voluntarily.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/8660x5773+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F56%2F3c%2F3ab3ac064796866a50d44e0865e9%2Fgettyimages-2031087278.jpg\" alt=\"A student works in the Perry-Castaneda Library at the University of Texas at Austin. The Office of Federal Student Aid (FSA), which administers the sprawling federal student loan portfolio, was hit especially hard in Tuesday's cuts, losing more than 320 unionized staffers.\">\u003cfigcaption>A student works in the Perry-Castaneda Library at the University of Texas at Austin. The Office of Federal Student Aid (FSA), which administers the sprawling federal student loan portfolio, was hit especially hard in Tuesday’s cuts, losing more than 320 unionized staffers. \u003ccite> (Brandon Bell | Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>According to \u003ca href=\"https://www.fedscope.opm.gov/\" target=\"_blank\" rel=\"noopener\">\u003cu>FedScope\u003c/u>\u003c/a>, FSA had 1,440 employees as of last September. That means FSA too is essentially being cut in half.\u003c/p>\n\u003cp>Sources familiar with the inner workings of FSA, who would not speak publicly for fear of retribution by the Trump administration, said these layoffs, coupled with steep numbers of veteran staff who have chosen to leave, have been devastating.\u003c/p>\n\u003cp>“We’ve lost hundreds of years of institutional knowledge,” one FSA employee told NPR.\u003c/p>\n\u003cp>Also lost in the layoffs, according to multiple FSA sources, were staff who helped oversee the companies that manage the federal student loan portfolio, as well as a large group of IT specialists who help maintain FSA’s online presence, including cybersecurity compliance.\u003c/p>\n\u003cp>Sources tell NPR that the office could soon struggle to perform even basic functions – at a time when huge changes will need to be made in the coming months as Congress and the courts settle on the future \u003ca href=\"https://www.npr.org/2024/11/14/nx-s1-5188122/trump-biden-debt-student-loans\" target=\"_blank\" rel=\"noopener\">\u003cu>of income-driven repayment.\u003c/u>\u003c/a>\u003c/p>\n\u003cp>“Borrowers are going to be calling call centers,” one source told NPR, “and they’re going to have even less information than is available to them now\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Millions of college students need no reminding of what happens when FSA falls short. Many no doubt remember the Biden administration’s \u003ca href=\"https://www.npr.org/2024/01/09/1222664638/fafsa-student-financial-aid-college\" target=\"_blank\" rel=\"noopener\">\u003cu>troubled\u003c/u>\u003c/a> \u003ca href=\"https://www.npr.org/2024/01/23/1226406495/families-colleges-remain-limbo-education-department-promises-fix-fafsa-mistake\" target=\"_blank\" rel=\"noopener\">\u003cu>rollout \u003c/u>\u003c/a>of the Free Application for Federal Student Aid (FAFSA) and are hoping these staff cuts don’t mean a return to FAFSA chaos. \u003cem> \u003c/em>\u003c/p>\n\u003ch2>Are these mass layoffs legal?\u003c/h2>\n\u003cp>That question does not have a clear cut answer, according to Kenneth Wong, a professor of education policy at Brown University. Wong says Trump “is pushing the boundary of executive power” by making deep cuts to staff that work on programs created by Congress.\u003c/p>\n\u003cp>Some states are already fighting the legality of the cuts. On Thursday, New York Attorney General Letitia James led a group of 20 other state attorneys general \u003ca href=\"https://ag.ny.gov/sites/default/files/court-filings/state-of-new-york-et-al-v-linda-mcmahon-united-states-department-of-education-complaint-2025.pdf\" target=\"_blank\" rel=\"noopener\">\u003cu>suing to stop\u003c/u>\u003c/a> the Trump administration from dismantling the Education Department.\u003c/p>\n\u003cp>“Firing half of the Department of Education’s workforce will hurt students throughout New York and the nation,” James said in a statement, “especially low-income students and those with disabilities who rely on federal funding. This outrageous effort to leave students behind and deprive them of a quality education is reckless and illegal.”\u003c/p>\n\u003cp>The executive branch has the authority to manage federal personnel; that’s not in doubt. The question of the moment is: At what point does managing personnel undermine or even endanger a program that is protected by statute?\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/6000x4000+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F5c%2F56%2Fc74ee866477784d363e1ba4eed96%2F2025-03-11t000000z-268137481-mt1zuma0007f0hlf-rtrmadp-3-zuma.JPG\" alt=\"U.S. Sen. Peter Welch, D-Vt., addresses federal workers who were recently fired at the Hart Senate Office Building on Tuesday.\">\u003cfigcaption>U.S. Sen. Peter Welch, D-Vt., addresses federal workers who were recently fired at the Hart Senate Office Building on Tuesday. \u003ccite> (Tom Hudson | ZUMA Press Wire via Reuters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For example, the Office for Civil Rights’ mandate to enforce federal civil rights laws is protected by statute. Eliminating the office entirely would likely be considered a violation of federal law, but is cutting the office’s staff nearly in half?\u003c/p>\n\u003cp>Also, AEI’s Rick Hess points out, there are basic civil service policies in place for the hiring and terminating of staff.\u003c/p>\n\u003cp>“Are these layoffs being done in a way that’s consistent with what Congress has authorized? To me, as an education guy, it’s not immediately clear,\u003cem>” \u003c/em>he says.\u003c/p>\n\u003cp>The White House, Wong says, is essentially asking Congress, “‘Do you agree with us in the executive branch, that this is OK for us to do?’ So I think the ball is now in the hands of Congress.”\u003c/p>\n\u003cp>While some congressional Republicans \u003ca href=\"https://www.npr.org/2025/02/24/nx-s1-5298024/republicans-trump-close-education-department\" target=\"_blank\" rel=\"noopener\">\u003cu>have voiced concern\u003c/u>\u003c/a> over changes at the Education Department, especially around safeguarding services for children with disabilities, it’s unclear the party, as a whole, will have any interest in pushing back, even if the downsizing continues.\u003c/p>\n\u003cp>Without congressional intervention, Wong says, the fight over whether these massive cuts have gone too far will most likely play out in the courts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Reporting contributed by: \u003c/em>\u003ca href=\"https://www.npr.org/people/1219684807/stephen-fowler\" target=\"_blank\" rel=\"noopener\">\u003cem>\u003cu>Stephen Fowler\u003c/u>\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MARY LOUISE KELLY, HOST:\u003c/p>\n\u003cp>We begin this hour with the latest on the Trump administration’s efforts to dismantle the U.S. Department of Education. Late yesterday, the administration announced sweeping layoffs. Between those cuts and the hundreds of veteran staffers who have agreed to leave voluntarily, the Education Department will soon be roughly half the size it was two months ago, cut from around 4,100 to around 2,200. For more on those cuts and how they may play out across the country, let’s bring in NPR’s Cory Turner. Hey there.\u003c/p>\n\u003cp>CORY TURNER, BYLINE: Hey, Mary Louise.\u003c/p>\n\u003cp>KELLY: Who are the workers losing their jobs?\u003c/p>\n\u003cp>TURNER: Well, you know, while just about every office in the department lost staff, I think it’s important right now to focus on the handful of offices that were hit especially hard. One of them is the Office for Civil Rights. These are largely attorneys that are based all over the country. And they field complaints from families and parents who say, hey, a school discriminated against my child because of their race, sex or disability. Now, according to internal department data obtained by NPR, at least 240 employees in the Office for Civil Rights were laid off, most of them attorneys. I spoke earlier today with Catherine Lhamon. She ran the Office for Civil Rights under both the Obama and Biden administrations, and she called these cuts devastating.\u003c/p>\n\u003cp>CATHERINE LHAMON: Cutting the office by more than half is an absolute walk away from our longstanding bipartisan commitments to civil rights and our belief that every one of our kids is a valuable learner.\u003c/p>\n\u003cp>TURNER: It’s also worth pointing out, Mary Louise, the Trump administration has said it wants to crack down on campus antisemitism. But to do that now at these staffing levels, it will almost certainly require deprioritizing some other discrimination claims.\u003c/p>\n\u003cp>KELLY: Another thing to ask you about, Cory – the federal dollars that schools get from the Education Department, which specifically help kids in low-income communities, also kids with disabilities.\u003c/p>\n\u003cp>TURNER: Yeah, so that money, provided by law, will still flow to schools. But several sources told me the administration has fired most of the experts who help states and school districts understand how they can and cannot spend that money. So these are also the attorneys who say, hey, you’re breaking the law. Don’t do that or you could lose your federal funding. You know, these layoffs essentially allow states to keep receiving federal funds while limiting the U.S. government’s ability to offer guidance or guardrails to guarantee that this money is being used to help the kids it was meant to help.\u003c/p>\n\u003cp>KELLY: But what are the people making these cuts, either at the Ed Department or at the White House, what are they saying in their defense?\u003c/p>\n\u003cp>TURNER: So President Trump himself was asked about them earlier today. He said a few things. One, he repeated something he has said many times now, that he wants to return education to the states. This is a big Republican talking point. He called it a dream of his. He also said this.\u003c/p>\n\u003cp>(SOUNDBITE OF ARCHIVED RECORDING)\u003c/p>\n\u003cp>PRESIDENT DONALD TRUMP: When we cut, we want to cut, but we want to cut the people that aren’t working or not doing a good job. We’re keeping the best people.\u003c/p>\n\u003cp>TURNER: The problem with that, Mary Louise, is I am right now looking at a spreadsheet of nearly a thousand Education Department employees who were fired and the jobs they did. And these layoffs were the opposite of a thoughtful, case-by-case, person-by-person thinning based on past performance. They cut people in large groups with nothing in common but the kind of work that they were doing – again, civil rights enforcement, education research. I spoke with one person in the student loans office. They told me, through these cuts and buyouts, the office of Federal Student Aid has lost many of its best and most productive people.\u003c/p>\n\u003cp>KELLY: A basic question, Cory, are these cuts legal?\u003c/p>\n\u003cp>TURNER: We don’t know, Mary Louise. That is the question. I’ve spoken with several government and legal experts who say they certainly push at the edges of what’s legal because the law is pretty clear that only Congress has the power to eliminate programs it created. But then, is cutting department staff in half tantamount to eliminating programs? I think lawsuits are inevitable. The courts could step in. But what comes of all this? I have no idea.\u003c/p>\n\u003cp>KELLY: NPR’s Cory Turner. Thanks, Cory.\u003c/p>\n\u003cp>TURNER: You’re welcome.\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When Chris Knight started teaching in 2011, overhead projectors were being replaced by smartboards and teachers could finally project slides directly to the whiteboard from their laptops. Technology was emphasized as a utility in the classroom, said Knight. But a decade later in 2021, when in-person classes resumed after a year online, Knight noticed a big cultural shift in his classroom, one that he attributes in part to his students’ relationship to technology.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/artificial-intelligence\">Artificial intelligence\u003c/a> certainly wasn’t a novelty in 2021, but in the years leading up to the pandemic, AI — touted as a \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">tool of efficiency\u003c/a> — quickly progressed beyond spellcheck. Public access to long awaited generative AI tools like Dall-E, and the release of large language models like ChatGPT in 2022, took the world by storm and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">schools were not immune to these advances\u003c/a>.\u003c/p>\n\u003cp>For Knight, who teaches at a high school in Albany, California, education technology used to feel thoughtful and make his life as a teacher easier. But these days, “we have this ecosystem of stuff that makes our lives as teachers actually harder,” he said, since students, with the help of AI, can forgo doing much of their own work and miss out on their own learning as a result.\u003c/p>\n\u003cp>However, the presence of AI might also provide something beyond efficiency: a welcome opportunity to deepen knowledge, and encourage critical thinking, according to \u003ca href=\"https://search.asu.edu/profile/1980815\">Steve Graham\u003c/a>, a professor of teaching and learning innovation at Arizona State University. Yet in order to reap these benefits with AI, one must apply the skills traditionally acquired from doing the hard work of learning how to read and write well. But this process is what AI can so easily bypass.\u003c/p>\n\u003cp>“If you’re going to be skilled at using AI for writing, you actually need to know more” than if you didn’t use AI, said Graham.\u003c/p>\n\u003ch2>\u003cstrong>What happens when AI writes for us? \u003c/strong>\u003c/h2>\n\u003cp>ChatGPT has raised alarms in schools since it was first released in 2022. Concerns of cheating and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">diminished learning\u003c/a> were shared amongst teachers. But what happens to learning and literacy when AI writes for us?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to Graham, reading and writing are deeply intertwined; you can’t have one without the other. Reading and writing make and communicate meaning, and they both draw upon some of the same processes in the brain, said Graham. He studies the development of writing and the effectiveness of digital tools that support writing for K-12 students.\u003c/p>\n\u003cp>“Reading and writing are great tools for learning,” Graham said. But when an AI tool does the “thinking” for students, such as generating large and complex portions of text, some of that learning goes away. Take an essay outline for example. Outlining a paper requires thinking about information, making decisions about what information to include and exclude, and organizing that information to make an argument, said Graham.\u003c/p>\n\u003cp>“If we disengage our thinking, then we’re less likely to learn as much and examine the material we’re writing about in as much depth,” he said.\u003c/p>\n\u003cp>According to Graham, revision is an important process of writing development and learning. “When we write, new ideas come to us…and when we revise, the same kind of thing happens,” he said. When AI tools are used to bypass some of these important steps in writing development like an essay outline or revisions, the “\u003ca href=\"https://www.kqed.org/mindshift/34196/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn\">struggle\u003c/a>” of learning is also taken away.\u003c/p>\n\u003cp>But, according to Graham, there is a right way to use AI as a “writing partner.” When you write, you make small adjustments as you go, he said. For example, you might write a sentence and wonder if you need to make a different word choice, or change the punctuation. When you use ChatGPT to suggest alternative sentences to one that you’ve already written, you are required to do “wholesale evaluations” of the material, Graham continued.\u003c/p>\n\u003cp>Using AI to assist with writing can become a metacognitive practice rather than a time-saving strategy. Rather than adjusting your own writing, consider using AI to generate alternative sentences. But you still need to be able to determine the “best” sentence.\u003c/p>\n\u003cp>“I think one of the biggest challenges for writing at high school level or any level right now is basically time. Very little time is devoted to writing,” said Graham.\u003c/p>\n\u003cp>Unfortunately, on a good learning day, time is tight. When time has to be used in order to address other issues in the classroom, like student apathy and learning loss, having enough time can seem like an impossibility.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic changed everything \u003c/strong>\u003c/h2>\n\u003cp>It wasn’t until in-person classes resumed in the 2021-22 school year that Knight noticed a change in his students and the technology. “Something really didn’t work” during virtual school, he said. It wasn’t necessarily a shift in the types of technology available to students, but a shift in students’ relationship to that technology, Knight continued.\u003c/p>\n\u003cp>For the past four school years, Knight has witnessed his students’ social regulation skills decline. He and his colleagues now give students a five-minute break during 90-minute block periods, a practice that didn’t exist before the pandemic. And although he works hard to creatively engage his students in classroom activities, Knight often finds that they quickly blow past what he calls the “sweet spot of social engagement.” A socially engaging learning activity now quickly morphs into excess energy not conducive to learning, said Knight.\u003c/p>\n\u003cp>His first interaction with newer AI tech in the classroom was negative. Some of Knight’s students used ChatGPT to cheat on an essay. So Knight decided to begin using AI detection software, but the pendulum swung too far, and he falsely accused a student of cheating. The result was a \u003ca href=\"https://www.kqed.org/mindshift/65255/relationship-repairing-skills-every-adult-should-learn-to-help-the-kids-in-their-lives\">damaged relationship\u003c/a> with his student.\u003c/p>\n\u003cp>For the 2024-25 school year, Knight prefers \u003ca href=\"https://www.kqed.org/mindshift/64992/taking-exams-in-blue-books-its-back-to-help-curb-ai-use-and-rampant-cheating\">paper and pencil\u003c/a>, and doesn’t assign open-ended written response work on laptops or computers. He no longer uses AI detection software either.\u003c/p>\n\u003ch2>\u003cstrong>Schools’ ongoing response to AI technology \u003c/strong>\u003c/h2>\n\u003cp>Investments in technology like generative AI aren’t necessarily the only way or even the best way to improve student learning, according to Justin Reich of MIT’s Teaching System Labs. “Sometimes schools chose technology, and sometimes they chose other things,” he said.\u003c/p>\n\u003cp>The pandemic forced all K-12 schools, regardless of their prior technology philosophy, to aggressively adopt and adapt to extensive technological changes at lightning speed, said Reich. This accelerated the move and exposure to certain technologies before a lot of teachers and students were ready to, he continued.\u003c/p>\n\u003cp>And less preparation can sometimes spell a harder road to success, especially during a time of less connectivity and more social isolation.\u003c/p>\n\u003cp>It’s easy to spiral when thinking about the possibilities and disruptions that the advancement of AI might be capable of in the classroom. But remember, “it is quite common over the last century for people to invent technologies that bypass student thinking,” said Reich. At one point in time, encyclopedias provided a shortcut to students assigned “to summarize a topic based on multiple sources,” he said, and “calculators did the same kind of thing in math class; a more recent example might be Google Translate.”\u003c/p>\n\u003cp>Reich uses these earlier technological advancements that changed the culture of learning at the time they were introduced to students and teachers – but are now used quite commonly – as a reminder that “as a field, we know something about dealing with and managing technologies,” he said.\u003c/p>\n\u003cp>In the past couple of years, some schools have experienced high levels of students using large language models or generative AI to feed them answers to homework or essay questions. When these numbers reach a “crisis” level, and a lot of students are asking a machine to do a lot of their work without their teachers knowing, the pace of classes becomes accelerated “because the teacher thinks [students] understand stuff, but they’re just feeding him answers out of ChatGPT,” said Reich.\u003c/p>\n\u003ch2>\u003cstrong>Where are we now?\u003c/strong>\u003c/h2>\n\u003cp>The good news is that the AI’s predicted exponentially sophisticated growth when ChatGPT 3.5 was released has fallen flat, according to Reich. “That’s a good thing for schools,” he continued. In his conversations and surveys of students, Reich said that, in general, young people understand that they – not AI – should be doing the work. But most students agree that they use AI when they’re pressed for time, are stuck on a problem or have determined that the work that they’ve been given isn’t of value, Reich added.\u003c/p>\n\u003cp>Reich and his colleagues recommend that teachers encourage students to think of AI tools as helping with small portions of their work rather than assisting with the whole of their work. “So if you get stuck, don’t ask machines to do your assignment. Ask the machine to give you some help with what the next step is,” he said.\u003c/p>\n\u003cp>Ultimately, one solution does not fit all. Some schools and teachers, like Knight, might decide that it’s best for their learning environment and students if they return to pencil and paper, while other educational spaces adopt AI tools and discussions with students surrounding them, said Reich.\u003c/p>\n\u003cp>Instead of thinking about AI as an efficiency tool, Graham likes to think about AI as a means for \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\">deeper learning\u003c/a>. “How can it help us do the things that we want to do in a way that doesn’t impede learning and is also beneficial to a broad range of kids?” said Graham. This sounds like a daunting task, but there are some reasonable ways to implement AI as a tool that both benefits the teacher and the student in the classroom and promotes learning.\u003c/p>\n\u003cp>For example, Graham spoke with a teacher who used ChatGPT to produce a writing sample with some of the most common miscues used by students in that class. The class looked at the AI generated “student” example and deepened their understanding of their own writing without the embarrassment of singling out an individual students’ writing.\u003c/p>\n\u003cp>Although it is widely understood that AI detection software isn’t reliable, \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">AI has been shown to be\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">pretty good at giving feedback\u003c/a>, said Graham. This doesn’t mean that AI is better at giving feedback than humans are, but AI is able to replicate feedback that is similarly good and similarly bad to human generated feedback, Graham continued. But AI feedback gives us tools that aren’t often used when teacher feedback is given, and that is skepticism.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>While some teachers give open-ended feedback to student work, other teachers give \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">feedback\u003c/a> that assumes the student takes that feedback directly. “I think with AI, it opens the possibility— because we’re suspicious of what it is going to say to us —to be more critical about the feedback,” said Graham, and therefore promoting an important skill for all students to have: critical thinking.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Chris Knight started teaching in 2011, overhead projectors were being replaced by smartboards and teachers could finally project slides directly to the whiteboard from their laptops. Technology was emphasized as a utility in the classroom, said Knight. But a decade later in 2021, when in-person classes resumed after a year online, Knight noticed a big cultural shift in his classroom, one that he attributes in part to his students’ relationship to technology.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/artificial-intelligence\">Artificial intelligence\u003c/a> certainly wasn’t a novelty in 2021, but in the years leading up to the pandemic, AI — touted as a \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">tool of efficiency\u003c/a> — quickly progressed beyond spellcheck. Public access to long awaited generative AI tools like Dall-E, and the release of large language models like ChatGPT in 2022, took the world by storm and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">schools were not immune to these advances\u003c/a>.\u003c/p>\n\u003cp>For Knight, who teaches at a high school in Albany, California, education technology used to feel thoughtful and make his life as a teacher easier. But these days, “we have this ecosystem of stuff that makes our lives as teachers actually harder,” he said, since students, with the help of AI, can forgo doing much of their own work and miss out on their own learning as a result.\u003c/p>\n\u003cp>However, the presence of AI might also provide something beyond efficiency: a welcome opportunity to deepen knowledge, and encourage critical thinking, according to \u003ca href=\"https://search.asu.edu/profile/1980815\">Steve Graham\u003c/a>, a professor of teaching and learning innovation at Arizona State University. Yet in order to reap these benefits with AI, one must apply the skills traditionally acquired from doing the hard work of learning how to read and write well. But this process is what AI can so easily bypass.\u003c/p>\n\u003cp>“If you’re going to be skilled at using AI for writing, you actually need to know more” than if you didn’t use AI, said Graham.\u003c/p>\n\u003ch2>\u003cstrong>What happens when AI writes for us? \u003c/strong>\u003c/h2>\n\u003cp>ChatGPT has raised alarms in schools since it was first released in 2022. Concerns of cheating and \u003ca href=\"https://www.kqed.org/mindshift/64965/ai-is-moving-fast-here-are-some-helpful-ways-to-support-teachers\">diminished learning\u003c/a> were shared amongst teachers. But what happens to learning and literacy when AI writes for us?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to Graham, reading and writing are deeply intertwined; you can’t have one without the other. Reading and writing make and communicate meaning, and they both draw upon some of the same processes in the brain, said Graham. He studies the development of writing and the effectiveness of digital tools that support writing for K-12 students.\u003c/p>\n\u003cp>“Reading and writing are great tools for learning,” Graham said. But when an AI tool does the “thinking” for students, such as generating large and complex portions of text, some of that learning goes away. Take an essay outline for example. Outlining a paper requires thinking about information, making decisions about what information to include and exclude, and organizing that information to make an argument, said Graham.\u003c/p>\n\u003cp>“If we disengage our thinking, then we’re less likely to learn as much and examine the material we’re writing about in as much depth,” he said.\u003c/p>\n\u003cp>According to Graham, revision is an important process of writing development and learning. “When we write, new ideas come to us…and when we revise, the same kind of thing happens,” he said. When AI tools are used to bypass some of these important steps in writing development like an essay outline or revisions, the “\u003ca href=\"https://www.kqed.org/mindshift/34196/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn\">struggle\u003c/a>” of learning is also taken away.\u003c/p>\n\u003cp>But, according to Graham, there is a right way to use AI as a “writing partner.” When you write, you make small adjustments as you go, he said. For example, you might write a sentence and wonder if you need to make a different word choice, or change the punctuation. When you use ChatGPT to suggest alternative sentences to one that you’ve already written, you are required to do “wholesale evaluations” of the material, Graham continued.\u003c/p>\n\u003cp>Using AI to assist with writing can become a metacognitive practice rather than a time-saving strategy. Rather than adjusting your own writing, consider using AI to generate alternative sentences. But you still need to be able to determine the “best” sentence.\u003c/p>\n\u003cp>“I think one of the biggest challenges for writing at high school level or any level right now is basically time. Very little time is devoted to writing,” said Graham.\u003c/p>\n\u003cp>Unfortunately, on a good learning day, time is tight. When time has to be used in order to address other issues in the classroom, like student apathy and learning loss, having enough time can seem like an impossibility.\u003c/p>\n\u003ch2>\u003cstrong>The pandemic changed everything \u003c/strong>\u003c/h2>\n\u003cp>It wasn’t until in-person classes resumed in the 2021-22 school year that Knight noticed a change in his students and the technology. “Something really didn’t work” during virtual school, he said. It wasn’t necessarily a shift in the types of technology available to students, but a shift in students’ relationship to that technology, Knight continued.\u003c/p>\n\u003cp>For the past four school years, Knight has witnessed his students’ social regulation skills decline. He and his colleagues now give students a five-minute break during 90-minute block periods, a practice that didn’t exist before the pandemic. And although he works hard to creatively engage his students in classroom activities, Knight often finds that they quickly blow past what he calls the “sweet spot of social engagement.” A socially engaging learning activity now quickly morphs into excess energy not conducive to learning, said Knight.\u003c/p>\n\u003cp>His first interaction with newer AI tech in the classroom was negative. Some of Knight’s students used ChatGPT to cheat on an essay. So Knight decided to begin using AI detection software, but the pendulum swung too far, and he falsely accused a student of cheating. The result was a \u003ca href=\"https://www.kqed.org/mindshift/65255/relationship-repairing-skills-every-adult-should-learn-to-help-the-kids-in-their-lives\">damaged relationship\u003c/a> with his student.\u003c/p>\n\u003cp>For the 2024-25 school year, Knight prefers \u003ca href=\"https://www.kqed.org/mindshift/64992/taking-exams-in-blue-books-its-back-to-help-curb-ai-use-and-rampant-cheating\">paper and pencil\u003c/a>, and doesn’t assign open-ended written response work on laptops or computers. He no longer uses AI detection software either.\u003c/p>\n\u003ch2>\u003cstrong>Schools’ ongoing response to AI technology \u003c/strong>\u003c/h2>\n\u003cp>Investments in technology like generative AI aren’t necessarily the only way or even the best way to improve student learning, according to Justin Reich of MIT’s Teaching System Labs. “Sometimes schools chose technology, and sometimes they chose other things,” he said.\u003c/p>\n\u003cp>The pandemic forced all K-12 schools, regardless of their prior technology philosophy, to aggressively adopt and adapt to extensive technological changes at lightning speed, said Reich. This accelerated the move and exposure to certain technologies before a lot of teachers and students were ready to, he continued.\u003c/p>\n\u003cp>And less preparation can sometimes spell a harder road to success, especially during a time of less connectivity and more social isolation.\u003c/p>\n\u003cp>It’s easy to spiral when thinking about the possibilities and disruptions that the advancement of AI might be capable of in the classroom. But remember, “it is quite common over the last century for people to invent technologies that bypass student thinking,” said Reich. At one point in time, encyclopedias provided a shortcut to students assigned “to summarize a topic based on multiple sources,” he said, and “calculators did the same kind of thing in math class; a more recent example might be Google Translate.”\u003c/p>\n\u003cp>Reich uses these earlier technological advancements that changed the culture of learning at the time they were introduced to students and teachers – but are now used quite commonly – as a reminder that “as a field, we know something about dealing with and managing technologies,” he said.\u003c/p>\n\u003cp>In the past couple of years, some schools have experienced high levels of students using large language models or generative AI to feed them answers to homework or essay questions. When these numbers reach a “crisis” level, and a lot of students are asking a machine to do a lot of their work without their teachers knowing, the pace of classes becomes accelerated “because the teacher thinks [students] understand stuff, but they’re just feeding him answers out of ChatGPT,” said Reich.\u003c/p>\n\u003ch2>\u003cstrong>Where are we now?\u003c/strong>\u003c/h2>\n\u003cp>The good news is that the AI’s predicted exponentially sophisticated growth when ChatGPT 3.5 was released has fallen flat, according to Reich. “That’s a good thing for schools,” he continued. In his conversations and surveys of students, Reich said that, in general, young people understand that they – not AI – should be doing the work. But most students agree that they use AI when they’re pressed for time, are stuck on a problem or have determined that the work that they’ve been given isn’t of value, Reich added.\u003c/p>\n\u003cp>Reich and his colleagues recommend that teachers encourage students to think of AI tools as helping with small portions of their work rather than assisting with the whole of their work. “So if you get stuck, don’t ask machines to do your assignment. Ask the machine to give you some help with what the next step is,” he said.\u003c/p>\n\u003cp>Ultimately, one solution does not fit all. Some schools and teachers, like Knight, might decide that it’s best for their learning environment and students if they return to pencil and paper, while other educational spaces adopt AI tools and discussions with students surrounding them, said Reich.\u003c/p>\n\u003cp>Instead of thinking about AI as an efficiency tool, Graham likes to think about AI as a means for \u003ca href=\"https://www.kqed.org/mindshift/23799/how-do-we-define-and-measure-deeper-learning\">deeper learning\u003c/a>. “How can it help us do the things that we want to do in a way that doesn’t impede learning and is also beneficial to a broad range of kids?” said Graham. This sounds like a daunting task, but there are some reasonable ways to implement AI as a tool that both benefits the teacher and the student in the classroom and promotes learning.\u003c/p>\n\u003cp>For example, Graham spoke with a teacher who used ChatGPT to produce a writing sample with some of the most common miscues used by students in that class. The class looked at the AI generated “student” example and deepened their understanding of their own writing without the embarrassment of singling out an individual students’ writing.\u003c/p>\n\u003cp>Although it is widely understood that AI detection software isn’t reliable, \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">AI has been shown to be\u003c/a> \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">pretty good at giving feedback\u003c/a>, said Graham. This doesn’t mean that AI is better at giving feedback than humans are, but AI is able to replicate feedback that is similarly good and similarly bad to human generated feedback, Graham continued. But AI feedback gives us tools that aren’t often used when teacher feedback is given, and that is skepticism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While some teachers give open-ended feedback to student work, other teachers give \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">feedback\u003c/a> that assumes the student takes that feedback directly. “I think with AI, it opens the possibility— because we’re suspicious of what it is going to say to us —to be more critical about the feedback,” said Graham, and therefore promoting an important skill for all students to have: critical thinking.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Handwriting Helps Kids Learn. Here’s How to Make the Most of It",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003cem>View the full episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>In an age where screens dominate classrooms and workplaces, handwriting might seem like a relic of the past. But research shows that putting pen to paper plays a \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">crucial role in literacy development.\u003c/a> “I can’t talk about handwriting without talking about reading and spelling—they’re integrated. In our brains, the networks are connected,” said \u003ca href=\"https://www.lexiconreadingcenter.org/prof-nancy-cushen-white/\">Dr. Nancy Cushen White\u003c/a>, a language therapist and educator who has worked with students of all ages, including adults, to develop writing skills.\u003c/p>\n\u003cp>Handwriting is more than just a motor skill, White explained. Research shows writing by hand leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better recognition and understanding of letters\u003c/a>. It also improves \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8222525/\">memory and recall of words\u003c/a>. “Writing is deeply connected to language networks,” she said. “Once students learn to write letters, if they see one of those letters in print, the same part of the brain that functions when they are writing is activated.”\u003c/p>\n\u003cp>While \u003ca href=\"https://www.kqed.org/mindshift/65130/writing-notes-instead-of-typing-research-pits-scholars-against-each-other\">typing is valuable\u003c/a>, it does not provide the same cognitive benefits for young children. In other words, when students put pen to paper, they aren’t just learning to write—they’re training their brains to read, spell, and retain information more effectively. White offered guidance on maximizing \u003ca href=\"https://www.kqed.org/news/11936366/the-joys-and-benefits-of-handwriting-and-how-to-keep-it-alive-in-schools\">handwriting’s benefits\u003c/a>, including whether to prioritize cursive, the importance of developing automaticity and ensuring handwriting remains a functional literacy skill.\u003c/p>\n\u003ch2>\u003cstrong>Cursive vs. manuscript\u003c/strong>\u003c/h2>\n\u003cp>As \u003ca href=\"https://kqed.org/mindshift/46509/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting\">cursive instruction\u003c/a> fades from many classrooms, educators may wonder: do today’s kids really need it? White said both cursive and manuscript—writing unconnected letters—have advantages. “There’s no research that says manuscript or cursive is best for everyone at all times,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the main advantages of manuscript is that students encounter these letters in books. “Studies show that spending two years learning manuscript writing strengthens letter recognition and helps make writing automatic,” White explained.\u003c/p>\n\u003cp>On the other hand, cursive can be faster. “You don’t have to pick up your pencil every time,” White said. She also noted that students who learn to write and recognize cursive are better equipped to read \u003ca href=\"https://www.kqed.org/mindshift/64572/humanizing-history-by-learning-with-primary-sources\">historical documents and primary sources\u003c/a>, such as the Declaration of Independence or the Constitution. Some students struggle with cursive, while others find it a welcome alternative. “For older kids who never developed legible manuscript writing but recognize letters, cursive can feel like a fresh start,” she added.\u003c/p>\n\u003ch2>\u003cstrong>Developing automaticity\u003c/strong>\u003c/h2>\n\u003cp>Whether students learn manuscript or cursive, White stressed the importance of practicing until they \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9204270/\">no longer have to think about forming letters\u003c/a>, which is when automaticity is gained. “Handwriting is only functional if it’s automatic. That happens when students make each letter the same way every time,” she said. There are multiple correct ways to form letters, but consistency is key.\u003c/p>\n\u003cp>White compared it to learning to ride a bike. “You’re not thinking about where to put your feet or hands,” she said. “If you were learning to ride a bicycle, but every day it was a different bicycle and things were in a slightly different place, you’d still be falling off and skinning your knee.”\u003c/p>\n\u003cp>Teachers can help students of all ages by demonstrating letter formation on a large sheet of paper or a whiteboard while verbalizing the process using words like curve, slant, separate, cross, and connecting stroke. This multimodal approach helps students see and hear how letters are made. White also encourages students to verbalize the steps themselves while writing to reinforce the connection between movement and letter formation. “Once the movement is automatic, then they can concentrate on the other pieces,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Writing Words and Phrases\u003c/strong>\u003c/h2>\n\u003cp>Mastering individual letters is important, but White emphasized that students should quickly move on to writing words and phrases. “If students only memorize how to write separate letters, it doesn’t integrate with spelling and reading skills,” she said.\u003c/p>\n\u003cp>She recommended introducing a small group of letters and having students practice reading and writing words using them. White recommends teachers avoid asking students to spell words containing letters they haven’t learned to write. This approach helps students recognize orthographic patterns—common letter groupings in English. “If children are drawing each letter as a separate entity every time, they’re not going to get that benefit,” White said.\u003c/p>\n\u003cp>Although handwriting instruction may seem slow or outdated, White believes it empowers students. She recalled a student named Sasha who was excited to write his name on a birthday card for his father. When he wrote an “S” backwards, he wasn’t discouraged. Instead, he corrected himself with confidence. “He put his hand on his mom’s shoulder and said, ‘Mom, don’t worry. I made a mistake. I know how to fix it,’” White recounted.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4395556198\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> These days, it feels like everyone is looking for the next big innovation in education. Schools are adopting one-to-one technology programs, where every student has a tablet or laptop. New programs promise to solve every learning challenge you can think of. But in all of this excitement, are we forgetting the basics?\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When was the last time you thought about writing by hand? If you’re an elementary school or TK teacher, the answer is probably all the time—maybe even in your sleep. But for many of us in a digital world, handwriting is becoming an afterthought.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That’s a big mistake, according to Dr. Nancy Cushen White, an educator and language therapist. She says handwriting isn’t just about writing letters—it’s a powerful tool for literacy learning. And just because adults don’t think much about writing by hand doesn’t mean kids don’t love it—or benefit from it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Stick around to hear more from Nancy about strategies for teaching handwriting and whether cursive is on its way out, Stay tuned!\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Nancy Cushen White has spent decades trying to figure out how to teach kids to read and process language in a way that sticks. But that journey started with real challenges—challenges that she didn’t even see coming at first.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> My first full year of teaching, I was assigned to an elementary school in San Francisco, and it was a General Ed fourth grade class, and there were 37 children.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Right away, she realized some skills were missing.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There were a few kids who could read, but that was not the norm. That was the exception, and I didn’t know enough then to even realize what a serious problem I had on my hands. I just thought well I have credentials in three states. I’ll do everything I learned and I’ll take care of this problem.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I tried everything I’d been taught. It didn’t take very long, and it didn’t work very well. And so. That began my quest for finding something that would work.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> She discovered that handwriting is an essential part of learning language. Writing by hand strengthens letter recognition and supports memory and recall—especially when taught alongside reading and spelling.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> All language skills are connected. So handwriting isn’t in a separate part of the brain from reading or spelling. And obviously handwriting involves motor skills, but it’s much more than a motor skill. It’s very connected to language\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Students are typically taught two types of handwriting in school: manuscript, where letters are distinct and unconnected, and cursive, where letters flow together.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are so the advantages to manuscript one being the print or the manuscript is more like what they read in books. So when they are learning to write the letters, they’re learning to write the letters that they’re seeing in books that they’re reading.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are studies that show that students who have learned manuscript print letters, once they’ve learned to write those letters, if they see one of those letters in print, whether they’re writing it or not, the part of the brain that is that functions when they are writing is activated.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Cursive, on the other hand, has its own perks.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Cursive can be faster. You don’t have to pick up your pencil every time.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I don’t know if it’s because of what happened to them when they were trying to learn it in school, but there are people who really hate it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For those who struggled with cursive, there’s good news—it’s falling out of use. Some students today can’t read cursive at all. There is actually this joke that adults of a certain generation can use cursive to write secret messages to each other that kids can’t read. But jokes aside, there are real implications. While students who can’t read cursive are still literate, they might struggle to read historical documents like the U.S. Constitution or the Declaration of Independence.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is not proven that either manuscript or cursive writing is best. What does matter is that students get so much practice writing that they don’t have to think about forming letters. So, how can teachers ensure handwriting becomes second nature?\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> It’s going to become automatic if they make each letter the same way every time.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are many correct ways to form, both manuscript and cursive letters. Think of all the font. But children need to be taught one way that they practice automaticity. Then they don’t have to think about how to make the letter. That becomes automatic.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When students write letters the same way many times, it becomes muscle memory.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> If you were taking notes right now, you would be thinking about what I’m saying. You might be thinking about how to spell some words, but you wouldn’t be thinking about how to form the letters because it’s automatic. Your brain knows that. it’s like jumping on a bicycle and heading off. You’re not thinking where you’re putting your feet or where you’re putting your hands.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> If you were learning to ride a bicycle but every day it was a different bicycle and things were in a slightly different place? You’d still be falling off and skinning your knee, or at least I would be, yeah.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> One of the best ways to teach handwriting is through modeling. Nancy talks about what she is doing as she writes a new letter. This makes it a multimodal learning experience for students because they are able to see her make the letter on a big piece of paper or a whiteboard and hear her talk about it. Take a lower case, cursive letter “L”\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Starts on the baseline, curves up two spaces, curves back slightly, and then slant down, crossing on the midline, down almost to the baseline and up for a connecting stroke, L. And then I might do that again. And then I ask another student in the class, tell me how to make an L.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> You want them to use those words to guide themselves as long as they need to and to have the same words. So curve, slant, separate, cross, connecting stroke, using the same words for all the letters.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> But it’s not memorizing it. It’s really connecting it to that movement. And then once the movement is automatic, then they can concentrate on the other pieces.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But simply copying letters over and over isn’t enough. Students need to write words, phrases, and sentences.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I think sometimes when it’s taught just as the motor skill, it misses that connection because it is a language skill.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> In situations where a student gets tutoring just for handwriting and they learn all the letters, they can write all the letters, but they’re not using it functionally. They’re not writing words or phrases. So they’ve memorized something, but it’s not connected to something functional. And that’s a really important piece. And so most of the research supports teaching it as part of that literacy network.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> In a lesson, teach it slowly in a sequence and then have children reading and writing the words with those letters. You don’t ask them to spell anything that they can’t write the letters for.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> As students learn to write the letters in the words they’re spelling, they begin to recognize common letter patterns and structures.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Today, kids are using computers earlier than ever, which means they may be missing out on handwriting’s cognitive benefits.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> When you’re typing, just pushing the keys, you’re not getting the kind of motor feedback. There’s not a unique sequence of movements for forming each letter when you’re hitting the key on the keyboard as when you’re writing.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Because writing is so embodied, you are able to make memory associations with what you’re seeing and hearing. Yes, writing by hand is slower, but that’s actually a good thing.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Because I have to think about what I’m gonna write because I don’t have time to write everything, I actually have to pay attention to the content. I have to decide what is the most important thing.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Handwriting may not sound exciting, but kids love it. There’s something powerful about learning to write—even if it’s just your own name.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong>There was a little first grader and his name was Sasha. And his mom wrote us a note about halfway through, and she said his father’s birthday had occurred, and he was writing his name. And he wrote one of the Ss backwards.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> And he put his hand on his mom’s shoulder. He said, “mom, don’t worry. I made a mistake. I know how to fix it.” And he put around the backwards S, and he wrote a regular S the way he needed to, and he was perfectly fine. She said, if that had happened a month before that, he would have had a complete meltdown, and thrown the card on the floor, and that would have been the end of it. But just accepting, well, I’m gonna make a mistake every once in a while, but I know how to fix it. You just put brackets, that means I made a mistake, I know how to fix it, and you keep on going.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cem>View the full episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>In an age where screens dominate classrooms and workplaces, handwriting might seem like a relic of the past. But research shows that putting pen to paper plays a \u003ca href=\"https://www.kqed.org/mindshift/63759/why-writing-by-hand-beats-typing-for-thinking-and-learning\">crucial role in literacy development.\u003c/a> “I can’t talk about handwriting without talking about reading and spelling—they’re integrated. In our brains, the networks are connected,” said \u003ca href=\"https://www.lexiconreadingcenter.org/prof-nancy-cushen-white/\">Dr. Nancy Cushen White\u003c/a>, a language therapist and educator who has worked with students of all ages, including adults, to develop writing skills.\u003c/p>\n\u003cp>Handwriting is more than just a motor skill, White explained. Research shows writing by hand leads to \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0001691804001167\">better recognition and understanding of letters\u003c/a>. It also improves \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC8222525/\">memory and recall of words\u003c/a>. “Writing is deeply connected to language networks,” she said. “Once students learn to write letters, if they see one of those letters in print, the same part of the brain that functions when they are writing is activated.”\u003c/p>\n\u003cp>While \u003ca href=\"https://www.kqed.org/mindshift/65130/writing-notes-instead-of-typing-research-pits-scholars-against-each-other\">typing is valuable\u003c/a>, it does not provide the same cognitive benefits for young children. In other words, when students put pen to paper, they aren’t just learning to write—they’re training their brains to read, spell, and retain information more effectively. White offered guidance on maximizing \u003ca href=\"https://www.kqed.org/news/11936366/the-joys-and-benefits-of-handwriting-and-how-to-keep-it-alive-in-schools\">handwriting’s benefits\u003c/a>, including whether to prioritize cursive, the importance of developing automaticity and ensuring handwriting remains a functional literacy skill.\u003c/p>\n\u003ch2>\u003cstrong>Cursive vs. manuscript\u003c/strong>\u003c/h2>\n\u003cp>As \u003ca href=\"https://kqed.org/mindshift/46509/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting\">cursive instruction\u003c/a> fades from many classrooms, educators may wonder: do today’s kids really need it? White said both cursive and manuscript—writing unconnected letters—have advantages. “There’s no research that says manuscript or cursive is best for everyone at all times,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of the main advantages of manuscript is that students encounter these letters in books. “Studies show that spending two years learning manuscript writing strengthens letter recognition and helps make writing automatic,” White explained.\u003c/p>\n\u003cp>On the other hand, cursive can be faster. “You don’t have to pick up your pencil every time,” White said. She also noted that students who learn to write and recognize cursive are better equipped to read \u003ca href=\"https://www.kqed.org/mindshift/64572/humanizing-history-by-learning-with-primary-sources\">historical documents and primary sources\u003c/a>, such as the Declaration of Independence or the Constitution. Some students struggle with cursive, while others find it a welcome alternative. “For older kids who never developed legible manuscript writing but recognize letters, cursive can feel like a fresh start,” she added.\u003c/p>\n\u003ch2>\u003cstrong>Developing automaticity\u003c/strong>\u003c/h2>\n\u003cp>Whether students learn manuscript or cursive, White stressed the importance of practicing until they \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9204270/\">no longer have to think about forming letters\u003c/a>, which is when automaticity is gained. “Handwriting is only functional if it’s automatic. That happens when students make each letter the same way every time,” she said. There are multiple correct ways to form letters, but consistency is key.\u003c/p>\n\u003cp>White compared it to learning to ride a bike. “You’re not thinking about where to put your feet or hands,” she said. “If you were learning to ride a bicycle, but every day it was a different bicycle and things were in a slightly different place, you’d still be falling off and skinning your knee.”\u003c/p>\n\u003cp>Teachers can help students of all ages by demonstrating letter formation on a large sheet of paper or a whiteboard while verbalizing the process using words like curve, slant, separate, cross, and connecting stroke. This multimodal approach helps students see and hear how letters are made. White also encourages students to verbalize the steps themselves while writing to reinforce the connection between movement and letter formation. “Once the movement is automatic, then they can concentrate on the other pieces,” she said.\u003c/p>\n\u003ch2>\u003cstrong>Writing Words and Phrases\u003c/strong>\u003c/h2>\n\u003cp>Mastering individual letters is important, but White emphasized that students should quickly move on to writing words and phrases. “If students only memorize how to write separate letters, it doesn’t integrate with spelling and reading skills,” she said.\u003c/p>\n\u003cp>She recommended introducing a small group of letters and having students practice reading and writing words using them. White recommends teachers avoid asking students to spell words containing letters they haven’t learned to write. This approach helps students recognize orthographic patterns—common letter groupings in English. “If children are drawing each letter as a separate entity every time, they’re not going to get that benefit,” White said.\u003c/p>\n\u003cp>Although handwriting instruction may seem slow or outdated, White believes it empowers students. She recalled a student named Sasha who was excited to write his name on a birthday card for his father. When he wrote an “S” backwards, he wasn’t discouraged. Instead, he corrected himself with confidence. “He put his hand on his mom’s shoulder and said, ‘Mom, don’t worry. I made a mistake. I know how to fix it,’” White recounted.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4395556198\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Nimah Gobir\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> These days, it feels like everyone is looking for the next big innovation in education. Schools are adopting one-to-one technology programs, where every student has a tablet or laptop. New programs promise to solve every learning challenge you can think of. But in all of this excitement, are we forgetting the basics?\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When was the last time you thought about writing by hand? If you’re an elementary school or TK teacher, the answer is probably all the time—maybe even in your sleep. But for many of us in a digital world, handwriting is becoming an afterthought.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> That’s a big mistake, according to Dr. Nancy Cushen White, an educator and language therapist. She says handwriting isn’t just about writing letters—it’s a powerful tool for literacy learning. And just because adults don’t think much about writing by hand doesn’t mean kids don’t love it—or benefit from it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Stick around to hear more from Nancy about strategies for teaching handwriting and whether cursive is on its way out, Stay tuned!\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Nancy Cushen White has spent decades trying to figure out how to teach kids to read and process language in a way that sticks. But that journey started with real challenges—challenges that she didn’t even see coming at first.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> My first full year of teaching, I was assigned to an elementary school in San Francisco, and it was a General Ed fourth grade class, and there were 37 children.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Right away, she realized some skills were missing.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There were a few kids who could read, but that was not the norm. That was the exception, and I didn’t know enough then to even realize what a serious problem I had on my hands. I just thought well I have credentials in three states. I’ll do everything I learned and I’ll take care of this problem.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I tried everything I’d been taught. It didn’t take very long, and it didn’t work very well. And so. That began my quest for finding something that would work.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> She discovered that handwriting is an essential part of learning language. Writing by hand strengthens letter recognition and supports memory and recall—especially when taught alongside reading and spelling.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> All language skills are connected. So handwriting isn’t in a separate part of the brain from reading or spelling. And obviously handwriting involves motor skills, but it’s much more than a motor skill. It’s very connected to language\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Students are typically taught two types of handwriting in school: manuscript, where letters are distinct and unconnected, and cursive, where letters flow together.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are so the advantages to manuscript one being the print or the manuscript is more like what they read in books. So when they are learning to write the letters, they’re learning to write the letters that they’re seeing in books that they’re reading.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are studies that show that students who have learned manuscript print letters, once they’ve learned to write those letters, if they see one of those letters in print, whether they’re writing it or not, the part of the brain that is that functions when they are writing is activated.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Cursive, on the other hand, has its own perks.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Cursive can be faster. You don’t have to pick up your pencil every time.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I don’t know if it’s because of what happened to them when they were trying to learn it in school, but there are people who really hate it.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> For those who struggled with cursive, there’s good news—it’s falling out of use. Some students today can’t read cursive at all. There is actually this joke that adults of a certain generation can use cursive to write secret messages to each other that kids can’t read. But jokes aside, there are real implications. While students who can’t read cursive are still literate, they might struggle to read historical documents like the U.S. Constitution or the Declaration of Independence.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> It is not proven that either manuscript or cursive writing is best. What does matter is that students get so much practice writing that they don’t have to think about forming letters. So, how can teachers ensure handwriting becomes second nature?\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> It’s going to become automatic if they make each letter the same way every time.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> There are many correct ways to form, both manuscript and cursive letters. Think of all the font. But children need to be taught one way that they practice automaticity. Then they don’t have to think about how to make the letter. That becomes automatic.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> When students write letters the same way many times, it becomes muscle memory.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> If you were taking notes right now, you would be thinking about what I’m saying. You might be thinking about how to spell some words, but you wouldn’t be thinking about how to form the letters because it’s automatic. Your brain knows that. it’s like jumping on a bicycle and heading off. You’re not thinking where you’re putting your feet or where you’re putting your hands.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> If you were learning to ride a bicycle but every day it was a different bicycle and things were in a slightly different place? You’d still be falling off and skinning your knee, or at least I would be, yeah.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> One of the best ways to teach handwriting is through modeling. Nancy talks about what she is doing as she writes a new letter. This makes it a multimodal learning experience for students because they are able to see her make the letter on a big piece of paper or a whiteboard and hear her talk about it. Take a lower case, cursive letter “L”\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Starts on the baseline, curves up two spaces, curves back slightly, and then slant down, crossing on the midline, down almost to the baseline and up for a connecting stroke, L. And then I might do that again. And then I ask another student in the class, tell me how to make an L.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> You want them to use those words to guide themselves as long as they need to and to have the same words. So curve, slant, separate, cross, connecting stroke, using the same words for all the letters.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> But it’s not memorizing it. It’s really connecting it to that movement. And then once the movement is automatic, then they can concentrate on the other pieces.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> But simply copying letters over and over isn’t enough. Students need to write words, phrases, and sentences.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> I think sometimes when it’s taught just as the motor skill, it misses that connection because it is a language skill.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> In situations where a student gets tutoring just for handwriting and they learn all the letters, they can write all the letters, but they’re not using it functionally. They’re not writing words or phrases. So they’ve memorized something, but it’s not connected to something functional. And that’s a really important piece. And so most of the research supports teaching it as part of that literacy network.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> In a lesson, teach it slowly in a sequence and then have children reading and writing the words with those letters. You don’t ask them to spell anything that they can’t write the letters for.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> As students learn to write the letters in the words they’re spelling, they begin to recognize common letter patterns and structures.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Today, kids are using computers earlier than ever, which means they may be missing out on handwriting’s cognitive benefits.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> When you’re typing, just pushing the keys, you’re not getting the kind of motor feedback. There’s not a unique sequence of movements for forming each letter when you’re hitting the key on the keyboard as when you’re writing.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Because writing is so embodied, you are able to make memory associations with what you’re seeing and hearing. Yes, writing by hand is slower, but that’s actually a good thing.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> Because I have to think about what I’m gonna write because I don’t have time to write everything, I actually have to pay attention to the content. I have to decide what is the most important thing.\u003c/p>\n\u003cp>\u003cstrong>Nimah Gobir:\u003c/strong> Handwriting may not sound exciting, but kids love it. There’s something powerful about learning to write—even if it’s just your own name.\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong>There was a little first grader and his name was Sasha. And his mom wrote us a note about halfway through, and she said his father’s birthday had occurred, and he was writing his name. And he wrote one of the Ss backwards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Nancy Cushen White:\u003c/strong> And he put his hand on his mom’s shoulder. He said, “mom, don’t worry. I made a mistake. I know how to fix it.” And he put around the backwards S, and he wrote a regular S the way he needed to, and he was perfectly fine. She said, if that had happened a month before that, he would have had a complete meltdown, and thrown the card on the floor, and that would have been the end of it. But just accepting, well, I’m gonna make a mistake every once in a while, but I know how to fix it. You just put brackets, that means I made a mistake, I know how to fix it, and you keep on going.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Nearly a half century ago, \u003ca href=\"https://www.jstor.org/stable/747260\">a landmark study\u003c/a> showed that teachers weren’t explicitly teaching reading comprehension. Once children learned how to read words, no one taught them how to make sense of the sentences and paragraphs. Some kids naturally got it. Some didn’t.\u003c/p>\n\u003cp>Since then, reading researchers have come up with many ideas to foster comprehension. Educators continue to debate how much to emphasize some ideas over others. Although the research on reading comprehension continues, there’s \u003ca href=\"https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf#page=27\">relatively good evidence\u003c/a> for a collection of teaching approaches, from building vocabulary and background knowledge to leading classroom discussions and encouraging children to check for understanding as they read.\u003c/p>\n\u003cp>That should mean substantial progress toward fixing a problem identified decades ago. But a \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10888438.2024.2418582\">paper published in a 2025 issue\u003c/a> of the peer-reviewed journal Scientific Studies of Reading shows that hardly any of these evidence-based practices have filtered into the classroom.\u003c/p>\n\u003cp>“It’s a little bit discouraging,” said Philip Capin, an assistant professor of education at Harvard University’s Graduate School of Education. “There’s debates going on about strategies versus knowledge. But what we often see in classrooms is actually devoid of high-quality strategy instruction or knowledge-building instruction.”\u003c/p>\n\u003cp>Capin is referring to a host of comprehension strategies, such as checking yourself for understanding after reading a paragraph, identifying the author’s main point or summarizing what you have just read. Knowledge building, by contrast, is helpful because it’s easier to comprehend something you are reading if you can connect it to something you already know.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Capin led an 11-member team that gathered 66 studies in which reading instruction was observed in real classrooms over the past 40 years. Most of the studies took place after 2000 and included observations of almost 1,800 teachers. The studies not only looked at reading or English language arts classes, but also science and social studies. In some of the studies, researchers recorded hours of instruction and analyzed transcripts.\u003c/p>\n\u003cp>These observations and recordings are just snapshots of what is happening in classrooms. Unfortunately, these observational studies can’t explain why teachers aren’t following the scientific evidence for reading comprehension, and Capin was unable to determine if comprehension instruction had improved most recently with new interest in the science of reading. But he shared a few insights.\u003c/p>\n\u003ch2>\u003cstrong>Little time spent on reading\u003c/strong>\u003c/h2>\n\u003cp>Teachers spend limited time reading texts with children. “The obvious problem is that it’s hard to support reading comprehension if students are not reading,” said Capin.\u003c/p>\n\u003cp>The dearth of reading was especially pronounced in science classes where teachers tended to prefer PowerPoint slides over texts. More time was spent on reading comprehension instruction in reading or English class, but it was still just 23 percent of instructional time. Still, that is a big improvement over the original 1978 study, which documented that only 1 percent of instructional time was spent on reading comprehension.\u003c/p>\n\u003cp>A \u003ca href=\"https://link.springer.com/article/10.1007/s11145-021-10177-y\">separate survey of middle school teachers\u003c/a> published in 2021 echoes these observational findings that very little reading is taking place in classrooms. Seventy percent of science teachers said they spent less than 6 minutes on texts a day, or less than 30 minutes a week. Only 50 percent of social studies teachers said they spent more time reading in classrooms.\u003c/p>\n\u003cp>“It’s possible that poor reading instruction may beget poor reading instruction,” said Capin. “Teachers frequently report that their students have difficulties reading grade-level texts.” So they avoid reading altogether.\u003c/p>\n\u003cp>It can seem like a catch-22. Teachers don’t devote more time to reading instruction because students have difficulty reading. But without more time reading, students cannot improve.\u003c/p>\n\u003ch2>\u003cstrong>More attention to decoding than comprehension\u003c/strong>\u003c/h2>\n\u003cp>Capin said his team found that reading instruction was more focused on word reading skills, what educators call “decoding.” Researchers noticed that teachers were also building students’ knowledge, especially in science and social studies classes. But this knowledge building was mostly divorced from engaging students in text comprehension.\u003c/p>\n\u003cp>“We took this approach that reading comprehension instruction is defined by reading and understanding text,” said Capin. That might sound obvious, but Capin said that some advocates of knowledge building criticized his analysis, arguing that knowledge building alone is beneficial for reading comprehension and it doesn’t matter if the teacher uses slides or actual texts.\u003c/p>\n\u003ch2>\u003cstrong>Low-level instruction\u003c/strong>\u003c/h2>\n\u003cp>Evidence-based reading instruction, as recommended in \u003ca href=\"https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf#page=27\">teaching guides by the Institute of Education Sciences\u003c/a>, is rare, Capin said.\u003c/p>\n\u003cp>Instead, researchers observed “low-level” reading instruction in which a teacher asks a question and students respond with a one-word answer. Capin offered me an example.\u003c/p>\n\u003cp>Teacher: We just read about ancient Egypt. Who were the ancient Egyptian leaders?\u003cbr>\nClass: Pharaohs!\u003c/p>\n\u003cp>And the teacher moves on.\u003c/p>\n\u003cp>A more sophisticated approach might be to ask students about the goals of the pharaohs, or why ancient Egyptians built the tombs.\u003c/p>\n\u003cp>Teachers tended to confirm whether student responses were “right” or “wrong.” Capin said that only 18 percent of teacher responses elaborated on or developed students’ ideas.\u003c/p>\n\u003cp>Capin said teachers tended to lecture rather than encourage students to talk about what they understand or think. Teachers often read the text aloud, asked a question and then answered the question themselves when students didn’t answer it correctly. He said that leading a discussion might help students better understand the text.\u003c/p>\n\u003cp>Capin said teachers also often ask generic comprehension questions, such as “What is the main point?” without considering whether the questions are appropriate for the reading passage at hand. For example, in fiction, the author’s main point is not nearly as important as identifying the main characters and their goals. Even evidence-based ways of improving reading comprehension can be poorly executed.\u003c/p>\n\u003cp>Some teachers are leading reading discussions in their classrooms. Capin said he visited one such classroom a few weeks ago. But he thinks good comprehension instruction isn’t commonplace because it’s much harder than teaching foundational reading skills. Teachers have to fill in gaps in students’ skills and background knowledge so that everyone can engage. Teacher training programs don’t put enough emphasis on evidence-based methods, and researchers aren’t good at telling educators about these methods. Meanwhile, teachers face pressures to produce high test scores and low-level comprehension strategies can yield short-term results.\u003c/p>\n\u003cp>“I also don’t want to pretend that researchers know it all when it comes to reading comprehension instruction,” said Capin. “We are about 20 years behind in the science of reading comprehension instruction compared to foundational reading skills.”\u003c/p>\n\u003cp>Interest in the science of reading has been exploding around the country over the past five years, especially since a podcast, “\u003ca href=\"https://hechingerreport.org/sold-a-story/\">Sold a Story\u003c/a>,” highlighted the need for more phonics instruction. Hopefully, we won’t have to wait another 50 years for comprehension to get better.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-reading-comprehension-classroom/\">\u003cem>reading comprehension\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nearly a half century ago, \u003ca href=\"https://www.jstor.org/stable/747260\">a landmark study\u003c/a> showed that teachers weren’t explicitly teaching reading comprehension. Once children learned how to read words, no one taught them how to make sense of the sentences and paragraphs. Some kids naturally got it. Some didn’t.\u003c/p>\n\u003cp>Since then, reading researchers have come up with many ideas to foster comprehension. Educators continue to debate how much to emphasize some ideas over others. Although the research on reading comprehension continues, there’s \u003ca href=\"https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf#page=27\">relatively good evidence\u003c/a> for a collection of teaching approaches, from building vocabulary and background knowledge to leading classroom discussions and encouraging children to check for understanding as they read.\u003c/p>\n\u003cp>That should mean substantial progress toward fixing a problem identified decades ago. But a \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10888438.2024.2418582\">paper published in a 2025 issue\u003c/a> of the peer-reviewed journal Scientific Studies of Reading shows that hardly any of these evidence-based practices have filtered into the classroom.\u003c/p>\n\u003cp>“It’s a little bit discouraging,” said Philip Capin, an assistant professor of education at Harvard University’s Graduate School of Education. “There’s debates going on about strategies versus knowledge. But what we often see in classrooms is actually devoid of high-quality strategy instruction or knowledge-building instruction.”\u003c/p>\n\u003cp>Capin is referring to a host of comprehension strategies, such as checking yourself for understanding after reading a paragraph, identifying the author’s main point or summarizing what you have just read. Knowledge building, by contrast, is helpful because it’s easier to comprehend something you are reading if you can connect it to something you already know.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Capin led an 11-member team that gathered 66 studies in which reading instruction was observed in real classrooms over the past 40 years. Most of the studies took place after 2000 and included observations of almost 1,800 teachers. The studies not only looked at reading or English language arts classes, but also science and social studies. In some of the studies, researchers recorded hours of instruction and analyzed transcripts.\u003c/p>\n\u003cp>These observations and recordings are just snapshots of what is happening in classrooms. Unfortunately, these observational studies can’t explain why teachers aren’t following the scientific evidence for reading comprehension, and Capin was unable to determine if comprehension instruction had improved most recently with new interest in the science of reading. But he shared a few insights.\u003c/p>\n\u003ch2>\u003cstrong>Little time spent on reading\u003c/strong>\u003c/h2>\n\u003cp>Teachers spend limited time reading texts with children. “The obvious problem is that it’s hard to support reading comprehension if students are not reading,” said Capin.\u003c/p>\n\u003cp>The dearth of reading was especially pronounced in science classes where teachers tended to prefer PowerPoint slides over texts. More time was spent on reading comprehension instruction in reading or English class, but it was still just 23 percent of instructional time. Still, that is a big improvement over the original 1978 study, which documented that only 1 percent of instructional time was spent on reading comprehension.\u003c/p>\n\u003cp>A \u003ca href=\"https://link.springer.com/article/10.1007/s11145-021-10177-y\">separate survey of middle school teachers\u003c/a> published in 2021 echoes these observational findings that very little reading is taking place in classrooms. Seventy percent of science teachers said they spent less than 6 minutes on texts a day, or less than 30 minutes a week. Only 50 percent of social studies teachers said they spent more time reading in classrooms.\u003c/p>\n\u003cp>“It’s possible that poor reading instruction may beget poor reading instruction,” said Capin. “Teachers frequently report that their students have difficulties reading grade-level texts.” So they avoid reading altogether.\u003c/p>\n\u003cp>It can seem like a catch-22. Teachers don’t devote more time to reading instruction because students have difficulty reading. But without more time reading, students cannot improve.\u003c/p>\n\u003ch2>\u003cstrong>More attention to decoding than comprehension\u003c/strong>\u003c/h2>\n\u003cp>Capin said his team found that reading instruction was more focused on word reading skills, what educators call “decoding.” Researchers noticed that teachers were also building students’ knowledge, especially in science and social studies classes. But this knowledge building was mostly divorced from engaging students in text comprehension.\u003c/p>\n\u003cp>“We took this approach that reading comprehension instruction is defined by reading and understanding text,” said Capin. That might sound obvious, but Capin said that some advocates of knowledge building criticized his analysis, arguing that knowledge building alone is beneficial for reading comprehension and it doesn’t matter if the teacher uses slides or actual texts.\u003c/p>\n\u003ch2>\u003cstrong>Low-level instruction\u003c/strong>\u003c/h2>\n\u003cp>Evidence-based reading instruction, as recommended in \u003ca href=\"https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC-practice-guide-reading-intervention-full-text.pdf#page=27\">teaching guides by the Institute of Education Sciences\u003c/a>, is rare, Capin said.\u003c/p>\n\u003cp>Instead, researchers observed “low-level” reading instruction in which a teacher asks a question and students respond with a one-word answer. Capin offered me an example.\u003c/p>\n\u003cp>Teacher: We just read about ancient Egypt. Who were the ancient Egyptian leaders?\u003cbr>\nClass: Pharaohs!\u003c/p>\n\u003cp>And the teacher moves on.\u003c/p>\n\u003cp>A more sophisticated approach might be to ask students about the goals of the pharaohs, or why ancient Egyptians built the tombs.\u003c/p>\n\u003cp>Teachers tended to confirm whether student responses were “right” or “wrong.” Capin said that only 18 percent of teacher responses elaborated on or developed students’ ideas.\u003c/p>\n\u003cp>Capin said teachers tended to lecture rather than encourage students to talk about what they understand or think. Teachers often read the text aloud, asked a question and then answered the question themselves when students didn’t answer it correctly. He said that leading a discussion might help students better understand the text.\u003c/p>\n\u003cp>Capin said teachers also often ask generic comprehension questions, such as “What is the main point?” without considering whether the questions are appropriate for the reading passage at hand. For example, in fiction, the author’s main point is not nearly as important as identifying the main characters and their goals. Even evidence-based ways of improving reading comprehension can be poorly executed.\u003c/p>\n\u003cp>Some teachers are leading reading discussions in their classrooms. Capin said he visited one such classroom a few weeks ago. But he thinks good comprehension instruction isn’t commonplace because it’s much harder than teaching foundational reading skills. Teachers have to fill in gaps in students’ skills and background knowledge so that everyone can engage. Teacher training programs don’t put enough emphasis on evidence-based methods, and researchers aren’t good at telling educators about these methods. Meanwhile, teachers face pressures to produce high test scores and low-level comprehension strategies can yield short-term results.\u003c/p>\n\u003cp>“I also don’t want to pretend that researchers know it all when it comes to reading comprehension instruction,” said Capin. “We are about 20 years behind in the science of reading comprehension instruction compared to foundational reading skills.”\u003c/p>\n\u003cp>Interest in the science of reading has been exploding around the country over the past five years, especially since a podcast, “\u003ca href=\"https://hechingerreport.org/sold-a-story/\">Sold a Story\u003c/a>,” highlighted the need for more phonics instruction. Hopefully, we won’t have to wait another 50 years for comprehension to get better.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>This story about talking to kids was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, with support from the \u003c/em>\u003ca href=\"https://spencerfellows.org\">\u003cem>Spencer Fellowship\u003c/em>\u003c/a>\u003cem> at Columbia Journalism School. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/earlychildhood/\">\u003cem>the Early Childhood newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BIRMINGHAM, Ala. — When Rickeyda Carter started teaching young children, she led story time the way she remembers being taught as a child. That meant children were expected to sit, listen — and remain silent. “When the teacher is reading, you don’t talk,” Carter recalled.\u003c/p>\n\u003cp>Carter didn’t think anything of this approach for nearly a decade, until the program where she was employed, New Rising Star Early Childhood Development Center, opted to participate in an initiative aimed at improving the interactions between teachers and children in their care. For 10 weeks, the 3- and 4-year-olds in Carter’s classroom donned miniature vests with “talk pedometers” nestled inside, meant to track how often children and their teachers converse. Carter received weekly coaching and data on how much, when and with whom she was talking in her classroom. As she learned about the science behind why those conversations are so important, Carter realized she wanted to change things.\u003c/p>\n\u003cp>Carter started talking more with the children, especially during meal times and after they woke up from naps, times when the pedometers showed she wasn’t interacting with them as much. She prioritized connecting more with children getting the least attention. She revamped story time to make it more interactive.\u003c/p>\n\u003cp>“I’m learning that it’s OK for them to interrupt in the middle of a story and ask questions,” she said. Those changes made a difference. Children quickly became more engaged in activities and seemed to learn more, Carter said, especially when it came to literacy and reading comprehension.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For child care programs, the strength and frequency of these myriad interactions between a caregiver and a child are central to quality. Babies need stimulation from a caregiver who talks frequently and responds to their sounds and cues. Older children, experts say, need thoughtful questioning and responses that help develop critical thinking skills and vocabulary.\u003c/p>\n\u003cfigure id=\"attachment_65269\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-scaled.jpg\" alt=\"Teacher and child sitting at a table in a classroom\" width=\"2560\" height=\"1904\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-800x595.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-1020x758.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-768x571.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-1536x1142.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-2048x1523.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-1920x1428.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Kayla McCombs, a teacher at Hand in Hand Early Learning Program in southwest Birmingham, spends one-on-one time with a student. McCombs and her co-teacher say data on their interactions helped them hone in on children who weren’t getting as much attention during the day. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A growing number of cities, states and individual programs, including \u003ca href=\"https://info.lena.org/what-the-texas-rising-star-qris-can-tell-us-about-quality-child-care-interactions\">Texas\u003c/a>, \u003ca href=\"https://www.vpm.org/news/2024-10-15/vdoe-daycare-preschool-quality-measurement-program-jenna-conway\">Virginia\u003c/a>, \u003ca href=\"https://www.mississippifirst.org/wp-content/uploads/sites/74/2022/12/qss-full-report-11.1.22-1-1-1.pdf\">Mississippi\u003c/a> and Washington, \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/relationships-matter-how-states-can-include-teacher-child-interactions-ece-and-essa-plans/\">D.C.\u003c/a>, are pouring resources into training teachers and evaluating programs on how warm and responsive teachers are, including how tuned-in they are to the children’s needs. The trend crosses traditional political divides. Cities including Providence, Rhode Island; Virginia Beach, Virginia; and Birmingham, Alabama, have funneled money into the program used in Carter’s class, created by the nonprofit LENA, which focuses on improving early talk and responsive relationships among caregivers. Large child care chains like KinderCare have revamped their teacher training programs to add a greater emphasis on teacher-child interactions. And one state, \u003ca href=\"https://education.virginia.edu/research-initiatives/research-centers-labs/edpolicyworks/edpolicyworks-research-projects/early-childhood-projects/study-early-education-louisiana\">Louisiana\u003c/a>, has gone all in, making interactions the sole focus of how it assesses child care quality.\u003c/p>\n\u003cp>“Of all the things that matter in children’s experiences in a classroom, nothing is more important than the relationships and interactions that they have with the educators and other children that they spend time with,” said Bridget Hamre, a research associate professor at the University of Virginia who co-authored an early childhood classroom scoring system that rates teacher-child interactions. Other elements of quality, like teacher education and ratios, are “only important to the degree to which they change the way that teachers interact with kids,” she added.\u003c/p>\n\u003cfigure id=\"attachment_65270\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-scaled.jpg\" alt=\"Children napping on cots in a preschool while teacher looks on\" width=\"2560\" height=\"1929\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-800x603.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-1020x769.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-160x121.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-768x579.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-1536x1157.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-2048x1543.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-1920x1447.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Children rest at Annie Lee’s Day Care, a home-based child care program that participated in Small Magic’s program to increase conversation between teachers and children. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The type and amount of talking and play between teachers and children is critical because the brains of infants, toddlers and preschoolers develop faster during the years in which they are in child care than at any other time in their lives. Those brains grow through a process scientists have coined \u003ca href=\"https://developingchild.harvard.edu/key-concept/serve-and-return/\">serve and return\u003c/a>, when a caregiver and a child engage in back-and-forth exchanges like a “lively game of tennis,” according to researchers at Harvard University. This banter is so powerful, it helps strengthen circuits of the brain and creates the building blocks for language, social skills and other cognitive abilities. High-quality child care with nurturing, \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4694586/\">responsive interactions\u003c/a> can \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3407821/\">positively impact\u003c/a> a child’s \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC4694586/\">school readiness\u003c/a>, \u003ca href=\"https://link.springer.com/article/10.1007/s13158-022-00327-w\">working memory\u003c/a>, \u003ca href=\"https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/journal-articles/Improving%20Teacher-Child%20Interactions.pdf\">behavior\u003c/a>, academic development, and social and emotional skills.\u003c/p>\n\u003cp>Nationwide, research has found \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9886234/#:~:text=Child%2DLevel&text=Most%20individual%20children's%20interaction%20quality,with%20the%20teacher%20on%20average.\">many caregivers\u003c/a> struggle to provide ample, responsive interactions. National data compiled by LENA, for example, found about \u003ca href=\"https://www.lena.org/qris-and-interaction/\">1 in 4 children\u003c/a> experience little attention from their caregivers, even in programs with high overall ratings on state quality scales. In infant and toddler classrooms, a third of children in the classrooms LENA has worked with experienced so few interactions per hour, they essentially spent \u003ca href=\"https://www.lena.org/classroom-language-isolation/\">the majority of their day in isolation.\u003c/a>\u003c/p>\n\u003cp>In Birmingham, where Carter teaches, the city has invested more than \u003ca href=\"https://www.wvtm13.com/article/city-of-birmingham-designates-1-million-in-funding-to-birmingham-talks/41771054\">$1 million\u003c/a> into a nonprofit, Small Magic, which runs a program using the LENA pedometers called “Birmingham Talks.” Since 2019, the program has coached more than 400 teachers in more than 60 child care programs in the area, including center-based and home-based settings.\u003c/p>\n\u003cp>Educators who have participated in the program say it’s had a deep impact. Many thought they were interacting equally with all children but realized that wasn’t true upon seeing data from the LENA devices. That’s especially the case, educators say, with children who are quieter and may not get as much attention as those who naturally speak more or who present as a behavior challenge.\u003c/p>\n\u003cp>Many child care providers cite the relationships with children as their favorite part of the job, but the realities of working in a child care program in America often complicate teachers’ best efforts to devote time to nurturing, one-on-one relationships.\u003c/p>\n\u003cfigure id=\"attachment_65272\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65272\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-scaled.jpg\" alt=\"A poster suggesting teaching strategies\" width=\"2560\" height=\"1925\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-800x602.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-1020x767.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-768x578.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-1536x1155.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-2048x1540.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-1920x1444.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A poster on the wall at New Rising Star Early Childhood Development Center in Birmingham, Alabama, gives educators tips on conversing more with preschoolers. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Child care teachers are often responsible for large numbers of children and paid poverty-level wages. Many are grappling with \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC11251369/\">more disruptive child behavior\u003c/a> than prior to the pandemic. “The reality of being an early childhood teacher right now is so incredibly stressful,” said Hamre. “It makes it hard to prioritize those kinds of interactions when … you are supporting children who are coming in with so many challenges of their own,” she added. “Stress really reduces everybody’s capacity to invest in the kinds of relationships that matter most.”\u003c/p>\n\u003cp>In many communities, the situation is getting worse, not better. As pandemic relief aid has run out, many states have turned to \u003ca href=\"https://hechingerreport.org/the-dark-future-of-american-child-care/\">deregulation\u003c/a>\u003ca href=\"https://hechingerreport.org/the-dark-future-of-american-child-care/\"> efforts\u003c/a> to solve child care shortages, bringing in less-experienced workers, cutting training requirements and increasing the number of children staff can watch on their own. And while deregulation efforts are typically championed by Republicans at the state level, they’ve gotten some conservative \u003ca href=\"https://www.aei.org/research-products/report/three-principles-for-conservative-early-childhood-policy/\">pushback\u003c/a>. “There are important dimensions of early-childhood education and childcare that just can’t be deregulated away. Young children need close adult supervision,” wrote \u003ca href=\"https://www.aei.org/profile/frederick-m-hess/\">Frederick M. Hess\u003c/a> and \u003ca href=\"https://www.aei.org/profile/michael-q-mcshane/\">Michael Q. McShane\u003c/a> of the conservative American Enterprise Institute in a 2024 early childhood policy report. “Removing regulations can certainly help on the margins, but that requirement won’t fundamentally change unless we want AI reading stories and robots monitoring playtime.”\u003c/p>\n\u003cp>In Mississippi, which has one of the highest staff-to-child toddler ratios in the country, Jackson-area child care director Lesia Daniel said relationships become more challenging as the number of children increases. “Can you imagine being in a room with 12 2-year-olds who are not potty trained by yourself every day?” Daniel said. “I mean, literally all you’re doing is changing diapers and trying to keep them alive.”\u003c/p>\n\u003cp>Daniel has provided training to her staff to help them learn the nuances of how to interact most meaningfully with young children. Instead of asking a question like, “What color is your car?” Daniel said questions should nurture vocabulary development and critical thinking skills. A teacher could ask: “Who’s riding in your car? Tell me about those people.”\u003c/p>\n\u003cp>At Hand in Hand Early Learning Program in southwest Birmingham, an inclusive early learning center where children with and without disabilities and developmental delays learn and play together, conversations between teachers and children are detailed and deliberate.\u003c/p>\n\u003cp>On a fall morning, as teacher Kayla McCombs helped her pre-K students get settled in various activities around the room, one of the children summoned her to the small play kitchen in the corner of the classroom. It was an opportunity to converse one-on-one, introduce the child to vocabulary and help immerse him in deeper imaginative play than he would achieve by himself.\u003c/p>\n\u003cp>“What are we doing?” McCombs asked as she slid into a tiny gray chair. “Are you going to cook some food?”\u003c/p>\n\u003cp>“Yes,” he replied.\u003c/p>\n\u003cp>“Oh, I’m so hungry,” she said.\u003c/p>\n\u003cp>“Me, too,” he replied.\u003c/p>\n\u003cp>“Oh, you’re going to microwave?” McCombs asked as the child carefully placed a plastic cup inside the pretend microwave.\u003c/p>\n\u003cp>“Yeah,” he replied.\u003c/p>\n\u003cp>“Is it hot?”\u003c/p>\n\u003cp>“Yeah.”\u003c/p>\n\u003cp>“Be careful! Don’t burn your hands,” she replied.\u003c/p>\n\u003cp>McCombs and her colleagues benefit from a smaller staff to child ratio — 1-to-6 at this age, far less than the 1-to-18 set by the \u003ca href=\"https://dhr.alabama.gov/wp-content/uploads/2020/01/No-Highlighted-MS-for-CENTERS-revised.pdf\">state\u003c/a>. On this morning, there were two teachers in the class, as well as an assistant teacher and an occupational therapist, all working with 16 students. That meant McCombs could focus on these interactions.\u003c/p>\n\u003cp>McCombs’ co-teacher, Skylar Yeager, said the data they got from wearing LENA devices revealed how some children got far less conversational time with teachers than others. Now, staff are more purposeful about prioritizing one-on-one interactions with every child.\u003c/p>\n\u003cp>Across the country, states including Georgia, \u003ca href=\"https://www.nccp.org/wp-content/uploads/2023/11/A-New-Approach-to-Supporting-the-Quality-of-Early-Care-and-Education-Programs-in-Arkansas_-Case-Studies-of-Array.pdf\">Arkansas\u003c/a>, Texas and Vermont are trying a wide range of ways to teach early educators about interactions and adding or expanding a\u003ca href=\"https://www.vpm.org/news/2024-10-15/vdoe-daycare-preschool-quality-measurement-program-jenna-conway\"> teacher-child interaction\u003c/a> component on state child care quality rating systems. All Our Kin, a nonprofit focused on family child care homes, sends coaches into programs in Connecticut and New York to support those providers in relationships and interactions with children.\u003c/p>\n\u003cp>\u003ca href=\"https://law.lis.virginia.gov/vacode/22.1-289.05/\">Virginia\u003c/a> has taken it even further. In 2020, state officials enacted a law requiring any early learning program that receives public funding to participate in the state’s child care improvement system, which includes a teacher-child interaction scale. Teachers in all types of programs are now observed twice a year to see how meaningfully they talk to and play with children. The data has given program officials the ability to zero in on classrooms where children aren’t having good experiences and offer intensive counseling to those teachers, said Jenna Conway, Virginia’s deputy superintendent of early childhood care and education.\u003c/p>\n\u003cp>There have been challenges with the sweeping initiative. It involves what Conway called a mindset shift for teachers, particularly those working with infants. Some teachers fear that if they encourage more conversation, they’ll have more classroom management challenges, said Jill Gilkerson, chief research and evaluation officer at LENA. “A lot of the time, child care can be focused on behavior, and trying to make sure that there’s not a lot of rambunctiousness, keeping the level of sound down,” she said. “I think a lot of teachers will associate less talk with a more controlled environment.”\u003c/p>\n\u003cp>Many programs also struggle with high rates of teacher turnover, which \u003ca href=\"https://www.ffyf.org/resources/2022/05/research-shows-low-pay-is-associated-with-high-early-educator-turnover-and-poor-student-outcomes/\">disrupts relationships\u003c/a> with children. New staff then need training in how to engage most effectively.\u003c/p>\n\u003cp>Research out of Louisiana, the state that has done the most to prioritize interactions, provides hope that despite the challenges, that mindset shift on the part of child care teachers can improve quality. Ten years ago, under Conway’s direction, Louisiana \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/louisianas-qris-quality/\">ditched\u003c/a> its complex quality rating system in favor of a rating scale that looked \u003ca href=\"https://policyinstitutela.org/wp-content/uploads/2022/01/Class-Matters_Increasing-Quality-in-Louisiana-Early-Childhood-Programs_final-052218.pdf\">solely at interactions\u003c/a> between children and teachers. The state also increased the amount of money providers get when they serve children from lower-income families who pay with state subsidies and funded new educator certificate and preparation programs. In the four years following these changes, researchers found a \u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/23328584211011610\">substantial\u003c/a> improvement across child care programs in the state when it comes to such measures as the warmth and sensitivity of teachers and the language development support they provide to children.\u003c/p>\n\u003cp>This focus on what may seem like small, insignificant interactions has continued to positively influence other aspects of child care, Conway said. “Directors and others became smarter and more strategic about who they’re hiring,” she added. That includes recruiting educators who have the right temperament for the classroom and educating new hires on what matters under the new quality scale. For infant teachers, for example, that means, “You’re gonna talk to the baby. You’re gonna talk while you’re feeding them. You’re gonna talk while you’re diapering them,” Conway said.\u003c/p>\n\u003cp>“It’s those little things that I think make the difference.”\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jackie-mader/\">\u003cem>Jackie Mader\u003c/em>\u003c/a>\u003cem> at (212) 678-3562 or \u003c/em>\u003ca href=\"mailto:mader@hechingerreport.org\">\u003cem>mader@hechingerreport.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about talking to kids was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, with support from the Spencer Fellowship at Columbia Journalism School. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/earlychildhood/\">\u003cem>the Early Childhood newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about talking to kids was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, with support from the \u003c/em>\u003ca href=\"https://spencerfellows.org\">\u003cem>Spencer Fellowship\u003c/em>\u003c/a>\u003cem> at Columbia Journalism School. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/earlychildhood/\">\u003cem>the Early Childhood newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>BIRMINGHAM, Ala. — When Rickeyda Carter started teaching young children, she led story time the way she remembers being taught as a child. That meant children were expected to sit, listen — and remain silent. “When the teacher is reading, you don’t talk,” Carter recalled.\u003c/p>\n\u003cp>Carter didn’t think anything of this approach for nearly a decade, until the program where she was employed, New Rising Star Early Childhood Development Center, opted to participate in an initiative aimed at improving the interactions between teachers and children in their care. For 10 weeks, the 3- and 4-year-olds in Carter’s classroom donned miniature vests with “talk pedometers” nestled inside, meant to track how often children and their teachers converse. Carter received weekly coaching and data on how much, when and with whom she was talking in her classroom. As she learned about the science behind why those conversations are so important, Carter realized she wanted to change things.\u003c/p>\n\u003cp>Carter started talking more with the children, especially during meal times and after they woke up from naps, times when the pedometers showed she wasn’t interacting with them as much. She prioritized connecting more with children getting the least attention. She revamped story time to make it more interactive.\u003c/p>\n\u003cp>“I’m learning that it’s OK for them to interrupt in the middle of a story and ask questions,” she said. Those changes made a difference. Children quickly became more engaged in activities and seemed to learn more, Carter said, especially when it came to literacy and reading comprehension.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For child care programs, the strength and frequency of these myriad interactions between a caregiver and a child are central to quality. Babies need stimulation from a caregiver who talks frequently and responds to their sounds and cues. Older children, experts say, need thoughtful questioning and responses that help develop critical thinking skills and vocabulary.\u003c/p>\n\u003cfigure id=\"attachment_65269\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-scaled.jpg\" alt=\"Teacher and child sitting at a table in a classroom\" width=\"2560\" height=\"1904\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-800x595.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-1020x758.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-768x571.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-1536x1142.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-2048x1523.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions02-1920x1428.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Kayla McCombs, a teacher at Hand in Hand Early Learning Program in southwest Birmingham, spends one-on-one time with a student. McCombs and her co-teacher say data on their interactions helped them hone in on children who weren’t getting as much attention during the day. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A growing number of cities, states and individual programs, including \u003ca href=\"https://info.lena.org/what-the-texas-rising-star-qris-can-tell-us-about-quality-child-care-interactions\">Texas\u003c/a>, \u003ca href=\"https://www.vpm.org/news/2024-10-15/vdoe-daycare-preschool-quality-measurement-program-jenna-conway\">Virginia\u003c/a>, \u003ca href=\"https://www.mississippifirst.org/wp-content/uploads/sites/74/2022/12/qss-full-report-11.1.22-1-1-1.pdf\">Mississippi\u003c/a> and Washington, \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/relationships-matter-how-states-can-include-teacher-child-interactions-ece-and-essa-plans/\">D.C.\u003c/a>, are pouring resources into training teachers and evaluating programs on how warm and responsive teachers are, including how tuned-in they are to the children’s needs. The trend crosses traditional political divides. Cities including Providence, Rhode Island; Virginia Beach, Virginia; and Birmingham, Alabama, have funneled money into the program used in Carter’s class, created by the nonprofit LENA, which focuses on improving early talk and responsive relationships among caregivers. Large child care chains like KinderCare have revamped their teacher training programs to add a greater emphasis on teacher-child interactions. And one state, \u003ca href=\"https://education.virginia.edu/research-initiatives/research-centers-labs/edpolicyworks/edpolicyworks-research-projects/early-childhood-projects/study-early-education-louisiana\">Louisiana\u003c/a>, has gone all in, making interactions the sole focus of how it assesses child care quality.\u003c/p>\n\u003cp>“Of all the things that matter in children’s experiences in a classroom, nothing is more important than the relationships and interactions that they have with the educators and other children that they spend time with,” said Bridget Hamre, a research associate professor at the University of Virginia who co-authored an early childhood classroom scoring system that rates teacher-child interactions. Other elements of quality, like teacher education and ratios, are “only important to the degree to which they change the way that teachers interact with kids,” she added.\u003c/p>\n\u003cfigure id=\"attachment_65270\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65270\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-scaled.jpg\" alt=\"Children napping on cots in a preschool while teacher looks on\" width=\"2560\" height=\"1929\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-800x603.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-1020x769.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-160x121.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-768x579.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-1536x1157.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-2048x1543.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions03-1920x1447.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Children rest at Annie Lee’s Day Care, a home-based child care program that participated in Small Magic’s program to increase conversation between teachers and children. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The type and amount of talking and play between teachers and children is critical because the brains of infants, toddlers and preschoolers develop faster during the years in which they are in child care than at any other time in their lives. Those brains grow through a process scientists have coined \u003ca href=\"https://developingchild.harvard.edu/key-concept/serve-and-return/\">serve and return\u003c/a>, when a caregiver and a child engage in back-and-forth exchanges like a “lively game of tennis,” according to researchers at Harvard University. This banter is so powerful, it helps strengthen circuits of the brain and creates the building blocks for language, social skills and other cognitive abilities. High-quality child care with nurturing, \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4694586/\">responsive interactions\u003c/a> can \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3407821/\">positively impact\u003c/a> a child’s \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC4694586/\">school readiness\u003c/a>, \u003ca href=\"https://link.springer.com/article/10.1007/s13158-022-00327-w\">working memory\u003c/a>, \u003ca href=\"https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/journal-articles/Improving%20Teacher-Child%20Interactions.pdf\">behavior\u003c/a>, academic development, and social and emotional skills.\u003c/p>\n\u003cp>Nationwide, research has found \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC9886234/#:~:text=Child%2DLevel&text=Most%20individual%20children's%20interaction%20quality,with%20the%20teacher%20on%20average.\">many caregivers\u003c/a> struggle to provide ample, responsive interactions. National data compiled by LENA, for example, found about \u003ca href=\"https://www.lena.org/qris-and-interaction/\">1 in 4 children\u003c/a> experience little attention from their caregivers, even in programs with high overall ratings on state quality scales. In infant and toddler classrooms, a third of children in the classrooms LENA has worked with experienced so few interactions per hour, they essentially spent \u003ca href=\"https://www.lena.org/classroom-language-isolation/\">the majority of their day in isolation.\u003c/a>\u003c/p>\n\u003cp>In Birmingham, where Carter teaches, the city has invested more than \u003ca href=\"https://www.wvtm13.com/article/city-of-birmingham-designates-1-million-in-funding-to-birmingham-talks/41771054\">$1 million\u003c/a> into a nonprofit, Small Magic, which runs a program using the LENA pedometers called “Birmingham Talks.” Since 2019, the program has coached more than 400 teachers in more than 60 child care programs in the area, including center-based and home-based settings.\u003c/p>\n\u003cp>Educators who have participated in the program say it’s had a deep impact. Many thought they were interacting equally with all children but realized that wasn’t true upon seeing data from the LENA devices. That’s especially the case, educators say, with children who are quieter and may not get as much attention as those who naturally speak more or who present as a behavior challenge.\u003c/p>\n\u003cp>Many child care providers cite the relationships with children as their favorite part of the job, but the realities of working in a child care program in America often complicate teachers’ best efforts to devote time to nurturing, one-on-one relationships.\u003c/p>\n\u003cfigure id=\"attachment_65272\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-65272\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-scaled.jpg\" alt=\"A poster suggesting teaching strategies\" width=\"2560\" height=\"1925\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-800x602.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-1020x767.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-768x578.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-1536x1155.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-2048x1540.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/maderinteractions04-1920x1444.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A poster on the wall at New Rising Star Early Childhood Development Center in Birmingham, Alabama, gives educators tips on conversing more with preschoolers. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Child care teachers are often responsible for large numbers of children and paid poverty-level wages. Many are grappling with \u003ca href=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC11251369/\">more disruptive child behavior\u003c/a> than prior to the pandemic. “The reality of being an early childhood teacher right now is so incredibly stressful,” said Hamre. “It makes it hard to prioritize those kinds of interactions when … you are supporting children who are coming in with so many challenges of their own,” she added. “Stress really reduces everybody’s capacity to invest in the kinds of relationships that matter most.”\u003c/p>\n\u003cp>In many communities, the situation is getting worse, not better. As pandemic relief aid has run out, many states have turned to \u003ca href=\"https://hechingerreport.org/the-dark-future-of-american-child-care/\">deregulation\u003c/a>\u003ca href=\"https://hechingerreport.org/the-dark-future-of-american-child-care/\"> efforts\u003c/a> to solve child care shortages, bringing in less-experienced workers, cutting training requirements and increasing the number of children staff can watch on their own. And while deregulation efforts are typically championed by Republicans at the state level, they’ve gotten some conservative \u003ca href=\"https://www.aei.org/research-products/report/three-principles-for-conservative-early-childhood-policy/\">pushback\u003c/a>. “There are important dimensions of early-childhood education and childcare that just can’t be deregulated away. Young children need close adult supervision,” wrote \u003ca href=\"https://www.aei.org/profile/frederick-m-hess/\">Frederick M. Hess\u003c/a> and \u003ca href=\"https://www.aei.org/profile/michael-q-mcshane/\">Michael Q. McShane\u003c/a> of the conservative American Enterprise Institute in a 2024 early childhood policy report. “Removing regulations can certainly help on the margins, but that requirement won’t fundamentally change unless we want AI reading stories and robots monitoring playtime.”\u003c/p>\n\u003cp>In Mississippi, which has one of the highest staff-to-child toddler ratios in the country, Jackson-area child care director Lesia Daniel said relationships become more challenging as the number of children increases. “Can you imagine being in a room with 12 2-year-olds who are not potty trained by yourself every day?” Daniel said. “I mean, literally all you’re doing is changing diapers and trying to keep them alive.”\u003c/p>\n\u003cp>Daniel has provided training to her staff to help them learn the nuances of how to interact most meaningfully with young children. Instead of asking a question like, “What color is your car?” Daniel said questions should nurture vocabulary development and critical thinking skills. A teacher could ask: “Who’s riding in your car? Tell me about those people.”\u003c/p>\n\u003cp>At Hand in Hand Early Learning Program in southwest Birmingham, an inclusive early learning center where children with and without disabilities and developmental delays learn and play together, conversations between teachers and children are detailed and deliberate.\u003c/p>\n\u003cp>On a fall morning, as teacher Kayla McCombs helped her pre-K students get settled in various activities around the room, one of the children summoned her to the small play kitchen in the corner of the classroom. It was an opportunity to converse one-on-one, introduce the child to vocabulary and help immerse him in deeper imaginative play than he would achieve by himself.\u003c/p>\n\u003cp>“What are we doing?” McCombs asked as she slid into a tiny gray chair. “Are you going to cook some food?”\u003c/p>\n\u003cp>“Yes,” he replied.\u003c/p>\n\u003cp>“Oh, I’m so hungry,” she said.\u003c/p>\n\u003cp>“Me, too,” he replied.\u003c/p>\n\u003cp>“Oh, you’re going to microwave?” McCombs asked as the child carefully placed a plastic cup inside the pretend microwave.\u003c/p>\n\u003cp>“Yeah,” he replied.\u003c/p>\n\u003cp>“Is it hot?”\u003c/p>\n\u003cp>“Yeah.”\u003c/p>\n\u003cp>“Be careful! Don’t burn your hands,” she replied.\u003c/p>\n\u003cp>McCombs and her colleagues benefit from a smaller staff to child ratio — 1-to-6 at this age, far less than the 1-to-18 set by the \u003ca href=\"https://dhr.alabama.gov/wp-content/uploads/2020/01/No-Highlighted-MS-for-CENTERS-revised.pdf\">state\u003c/a>. On this morning, there were two teachers in the class, as well as an assistant teacher and an occupational therapist, all working with 16 students. That meant McCombs could focus on these interactions.\u003c/p>\n\u003cp>McCombs’ co-teacher, Skylar Yeager, said the data they got from wearing LENA devices revealed how some children got far less conversational time with teachers than others. Now, staff are more purposeful about prioritizing one-on-one interactions with every child.\u003c/p>\n\u003cp>Across the country, states including Georgia, \u003ca href=\"https://www.nccp.org/wp-content/uploads/2023/11/A-New-Approach-to-Supporting-the-Quality-of-Early-Care-and-Education-Programs-in-Arkansas_-Case-Studies-of-Array.pdf\">Arkansas\u003c/a>, Texas and Vermont are trying a wide range of ways to teach early educators about interactions and adding or expanding a\u003ca href=\"https://www.vpm.org/news/2024-10-15/vdoe-daycare-preschool-quality-measurement-program-jenna-conway\"> teacher-child interaction\u003c/a> component on state child care quality rating systems. All Our Kin, a nonprofit focused on family child care homes, sends coaches into programs in Connecticut and New York to support those providers in relationships and interactions with children.\u003c/p>\n\u003cp>\u003ca href=\"https://law.lis.virginia.gov/vacode/22.1-289.05/\">Virginia\u003c/a> has taken it even further. In 2020, state officials enacted a law requiring any early learning program that receives public funding to participate in the state’s child care improvement system, which includes a teacher-child interaction scale. Teachers in all types of programs are now observed twice a year to see how meaningfully they talk to and play with children. The data has given program officials the ability to zero in on classrooms where children aren’t having good experiences and offer intensive counseling to those teachers, said Jenna Conway, Virginia’s deputy superintendent of early childhood care and education.\u003c/p>\n\u003cp>There have been challenges with the sweeping initiative. It involves what Conway called a mindset shift for teachers, particularly those working with infants. Some teachers fear that if they encourage more conversation, they’ll have more classroom management challenges, said Jill Gilkerson, chief research and evaluation officer at LENA. “A lot of the time, child care can be focused on behavior, and trying to make sure that there’s not a lot of rambunctiousness, keeping the level of sound down,” she said. “I think a lot of teachers will associate less talk with a more controlled environment.”\u003c/p>\n\u003cp>Many programs also struggle with high rates of teacher turnover, which \u003ca href=\"https://www.ffyf.org/resources/2022/05/research-shows-low-pay-is-associated-with-high-early-educator-turnover-and-poor-student-outcomes/\">disrupts relationships\u003c/a> with children. New staff then need training in how to engage most effectively.\u003c/p>\n\u003cp>Research out of Louisiana, the state that has done the most to prioritize interactions, provides hope that despite the challenges, that mindset shift on the part of child care teachers can improve quality. Ten years ago, under Conway’s direction, Louisiana \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/louisianas-qris-quality/\">ditched\u003c/a> its complex quality rating system in favor of a rating scale that looked \u003ca href=\"https://policyinstitutela.org/wp-content/uploads/2022/01/Class-Matters_Increasing-Quality-in-Louisiana-Early-Childhood-Programs_final-052218.pdf\">solely at interactions\u003c/a> between children and teachers. The state also increased the amount of money providers get when they serve children from lower-income families who pay with state subsidies and funded new educator certificate and preparation programs. In the four years following these changes, researchers found a \u003ca href=\"https://journals.sagepub.com/doi/pdf/10.1177/23328584211011610\">substantial\u003c/a> improvement across child care programs in the state when it comes to such measures as the warmth and sensitivity of teachers and the language development support they provide to children.\u003c/p>\n\u003cp>This focus on what may seem like small, insignificant interactions has continued to positively influence other aspects of child care, Conway said. “Directors and others became smarter and more strategic about who they’re hiring,” she added. That includes recruiting educators who have the right temperament for the classroom and educating new hires on what matters under the new quality scale. For infant teachers, for example, that means, “You’re gonna talk to the baby. You’re gonna talk while you’re feeding them. You’re gonna talk while you’re diapering them,” Conway said.\u003c/p>\n\u003cp>“It’s those little things that I think make the difference.”\u003c/p>\n\u003cp>\u003cem>Contact staff writer \u003c/em>\u003ca href=\"https://hechingerreport.org/author/jackie-mader/\">\u003cem>Jackie Mader\u003c/em>\u003c/a>\u003cem> at (212) 678-3562 or \u003c/em>\u003ca href=\"mailto:mader@hechingerreport.org\">\u003cem>mader@hechingerreport.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about talking to kids was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, with support from the Spencer Fellowship at Columbia Journalism School. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/earlychildhood/\">\u003cem>the Early Childhood newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>For many teachers, building relationships is a priority in the classroom – they put in time and effort to incorporate strategies\u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\"> into lesson plans\u003c/a> and\u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\"> daily routines\u003c/a> to forge bonds with their students.\u003c/p>\n\u003cp>But what happens when there’s a breakdown in communication or a relationship degrades over time due to conflict or disagreements?\u003c/p>\n\u003cp>Developing a relationship is one skill; repairing that relationship when it becomes fractured is another, according to author and high school history teacher Dave Stuart. He says teachers will inevitably need to fix a relationship with a student, and developing the skills to do that is essential.\u003c/p>\n\u003cp>“I don’t think enough teachers understand that you will, unintentionally, despite your best efforts, cause relational damage,” he said. “The reality is that you’re going to cause offense, even if you don’t mean to, and so … you gotta get good at trying to identify when that happens and do something about it.”\u003c/p>\n\u003cp>Stuart wrote the book “\u003ca href=\"https://davestuartjr.com/wtl/\">The Will to Learn: How to Cultivate Student Motivation Without Losing Your Own\u003c/a>,” which delves into ways of instilling self-motivation in students. At the root of that motivation is having good relationships in the classroom. Since learning is hard enough, he wants to remove relational friction from that equation, likening relationship repair to weeding in the garden.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“You know weeds are going to grow in a garden, so you just need to be aware of that if you want to have a good garden, and regularly scan for weeds and pull them out where they exist,” he said.\u003c/p>\n\u003cp>Repair comes down to three simple steps.\u003c/p>\n\u003ch2>\u003cstrong>Be aware of when repair is necessary\u003c/strong>\u003c/h2>\n\u003cp>When a student’s affect changes, it can often be the first sign of a fractured relationship, according to Stuart. Some examples are if a student who was typically outgoing with you has become more withdrawn, or a student who often greeted you at the start of class no longer does.\u003c/p>\n\u003cp>Teachers must be aware of and notice changes in their student’s demeanor or emotional state.\u003c/p>\n\u003ch2>\u003cstrong>Address it directly and talk to the student\u003c/strong>\u003c/h2>\n\u003cp>The next step is to address the potential conflict by talking to the student directly, according to Stuart.\u003c/p>\n\u003cp>The student can be pulled aside briefly in the hallway or during independent work, he suggests. The teacher can point out the change in the student and ask, “Is there anything going on that I should be aware of?” and “Have I done anything that resulted in this change?”\u003c/p>\n\u003cp>Acknowledging there might be an issue can help in repairing the relationship.\u003c/p>\n\u003cp>“Just bringing this up is … the lion’s share of working towards repair,” said Stuart. “I find that in many cases, addressing the change and asking if I’ve done anything will help.”\u003c/p>\n\u003ch2>\u003cstrong>Take accountability and talk about what you can do better next time\u003c/strong>\u003c/h2>\n\u003cp>The third step is for teachers to acknowledge if they have done something to cause the damage.\u003c/p>\n\u003cp>“Teachers, we’re not perfect,” Stuart said.\u003c/p>\n\u003cp>Be self-aware and reflect on whether something was said too harshly or said in a way that caused embarrassment. According to Stuart, it sounds like, “Yesterday, I corrected that task behavior I saw you doing, but I just don’t feel good about the way I did that, and I want to say that I’m sorry.”\u003c/p>\n\u003cp>Stuart says these three steps require minimal work and can result in a more enjoyable learning environment for both the teacher and the student.\u003c/p>\n\u003cp>“I’m never trying to be … best friends or be the best teacher ever to my students, but I’m just trying to facilitate an enjoyable, productive experience,” he said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=okwl3ZoTKUk\u003c/p>\n\u003ch2>Establish-Maintain-Restore\u003c/h2>\n\u003cp>\u003ca href=\"https://characterstrong.com/clay-cook/\">Clay Cook\u003c/a> says most educators believe in the power of relationships, but traditionally, schools don’t have a common language or dedicated practices for cultivating those connections intentionally.\u003c/p>\n\u003cp>This led Cook to design a school-based support called “establish-maintain-restore” (EMR), a framework and practice educators can adopt and implement in the classroom. Cook is the chief development officer with Character Strong, an organization training teachers in EMR, which promotes healthy relationships through establishing connections, maintaining those connections and restoring the connection if there’s been damage.\u003c/p>\n\u003cp>Science indicates that any relationship — whether it’s a couple, one with an employer, or a teacher and their students — often gets worse over time, especially when the parties involved are not working to maintain that relationship, said Cook.\u003c/p>\n\u003cp>“Misunderstanding, conflict, disagreements … those things can harm a relationship,” said Cook. “And because of that, there’s a need to be intentional on the back end to be able to fix and repair that.”\u003c/p>\n\u003cp>According to Cook, the EMR method encourages teachers to engage in intentional relationship reflection. Teachers fill out reflection forms to determine which students are in “establish,” meaning the relationship still needs to be formed. Students in “maintain” means a relationship exists but needs to be fostered. And those in “restore” means the teacher needs to repair relationships with those students.\u003c/p>\n\u003cp>Cook says these four skillful communication techniques can help during the repair conversation:\u003c/p>\n\u003ch2>\u003cstrong>Letting Go\u003c/strong>\u003c/h2>\n\u003cp>Young people often think adults hold grudges after doing something and that those things are held against them, he said.\u003c/p>\n\u003cp>“And when you look, a lot of adults \u003cem>do\u003c/em> hold on to what students have said or done in their environment, and they aren’t letting it go,” said Cook.\u003c/p>\n\u003cp>He said the letting go conversation needs to be authentic and genuine for the student to believe what you are saying.\u003c/p>\n\u003ch2>\u003cstrong>Taking ownership\u003c/strong>\u003c/h2>\n\u003cp>Young people respond well when adults take ownership, said Cook. Teachers who admit their part in causing the conflict or disagreement show that “they’re not in a soapbox, that it takes two people for any interaction.”\u003c/p>\n\u003cp>He said it’s not about taking sole blame or placing blame on one person versus another.\u003c/p>\n\u003ch2>\u003cstrong>Win-win\u003c/strong>\u003c/h2>\n\u003cp>Cook said it’s also important to collaborate on how to improve the relationship during repair.\u003c/p>\n\u003cp>“We’re… going to say, ‘Hey, whatever happened, it didn’t work for either side. I think we can put our brains together and come up with a way in which we don’t repeat [this conflict] in the future,'” he said.\u003c/p>\n\u003cp>This way, the student can share their feelings and ideas on how to move forward and be part of the solution. Teachers can also follow up with their perspectives and offer solutions.\u003c/p>\n\u003ch2>\u003cstrong>Separating the deed from the doer\u003c/strong>\u003c/h2>\n\u003cp>Cook says many young people think that adults don’t care for them or define who they are by their behavior.\u003c/p>\n\u003cp>In separating “the deed” from “the doer,” the teacher is letting the students know that they have intrinsic value and redeemable qualities and that their behavior does not define who they are.\u003c/p>\n\u003cp>“We’re going to still hold students accountable for the behavior, but we don’t want the student to lose sight of … who they are,” Cook said. He added, in education, it’s not just about forging bonds with one another, but also about the \u003cem>quality\u003c/em> of those connections.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think educators who work towards identifying those concrete practices and then figuring out how … we fit them in based on the time we interface with students are going to see the [positive] outcomes,” said Cook.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For many teachers, building relationships is a priority in the classroom – they put in time and effort to incorporate strategies\u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\"> into lesson plans\u003c/a> and\u003ca href=\"https://www.kqed.org/mindshift/63861/how-to-build-mutually-respectful-relationships-with-students-from-day-1\"> daily routines\u003c/a> to forge bonds with their students.\u003c/p>\n\u003cp>But what happens when there’s a breakdown in communication or a relationship degrades over time due to conflict or disagreements?\u003c/p>\n\u003cp>Developing a relationship is one skill; repairing that relationship when it becomes fractured is another, according to author and high school history teacher Dave Stuart. He says teachers will inevitably need to fix a relationship with a student, and developing the skills to do that is essential.\u003c/p>\n\u003cp>“I don’t think enough teachers understand that you will, unintentionally, despite your best efforts, cause relational damage,” he said. “The reality is that you’re going to cause offense, even if you don’t mean to, and so … you gotta get good at trying to identify when that happens and do something about it.”\u003c/p>\n\u003cp>Stuart wrote the book “\u003ca href=\"https://davestuartjr.com/wtl/\">The Will to Learn: How to Cultivate Student Motivation Without Losing Your Own\u003c/a>,” which delves into ways of instilling self-motivation in students. At the root of that motivation is having good relationships in the classroom. Since learning is hard enough, he wants to remove relational friction from that equation, likening relationship repair to weeding in the garden.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You know weeds are going to grow in a garden, so you just need to be aware of that if you want to have a good garden, and regularly scan for weeds and pull them out where they exist,” he said.\u003c/p>\n\u003cp>Repair comes down to three simple steps.\u003c/p>\n\u003ch2>\u003cstrong>Be aware of when repair is necessary\u003c/strong>\u003c/h2>\n\u003cp>When a student’s affect changes, it can often be the first sign of a fractured relationship, according to Stuart. Some examples are if a student who was typically outgoing with you has become more withdrawn, or a student who often greeted you at the start of class no longer does.\u003c/p>\n\u003cp>Teachers must be aware of and notice changes in their student’s demeanor or emotional state.\u003c/p>\n\u003ch2>\u003cstrong>Address it directly and talk to the student\u003c/strong>\u003c/h2>\n\u003cp>The next step is to address the potential conflict by talking to the student directly, according to Stuart.\u003c/p>\n\u003cp>The student can be pulled aside briefly in the hallway or during independent work, he suggests. The teacher can point out the change in the student and ask, “Is there anything going on that I should be aware of?” and “Have I done anything that resulted in this change?”\u003c/p>\n\u003cp>Acknowledging there might be an issue can help in repairing the relationship.\u003c/p>\n\u003cp>“Just bringing this up is … the lion’s share of working towards repair,” said Stuart. “I find that in many cases, addressing the change and asking if I’ve done anything will help.”\u003c/p>\n\u003ch2>\u003cstrong>Take accountability and talk about what you can do better next time\u003c/strong>\u003c/h2>\n\u003cp>The third step is for teachers to acknowledge if they have done something to cause the damage.\u003c/p>\n\u003cp>“Teachers, we’re not perfect,” Stuart said.\u003c/p>\n\u003cp>Be self-aware and reflect on whether something was said too harshly or said in a way that caused embarrassment. According to Stuart, it sounds like, “Yesterday, I corrected that task behavior I saw you doing, but I just don’t feel good about the way I did that, and I want to say that I’m sorry.”\u003c/p>\n\u003cp>Stuart says these three steps require minimal work and can result in a more enjoyable learning environment for both the teacher and the student.\u003c/p>\n\u003cp>“I’m never trying to be … best friends or be the best teacher ever to my students, but I’m just trying to facilitate an enjoyable, productive experience,” he said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/okwl3ZoTKUk'\n title='//www.youtube.com/embed/okwl3ZoTKUk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>Establish-Maintain-Restore\u003c/h2>\n\u003cp>\u003ca href=\"https://characterstrong.com/clay-cook/\">Clay Cook\u003c/a> says most educators believe in the power of relationships, but traditionally, schools don’t have a common language or dedicated practices for cultivating those connections intentionally.\u003c/p>\n\u003cp>This led Cook to design a school-based support called “establish-maintain-restore” (EMR), a framework and practice educators can adopt and implement in the classroom. Cook is the chief development officer with Character Strong, an organization training teachers in EMR, which promotes healthy relationships through establishing connections, maintaining those connections and restoring the connection if there’s been damage.\u003c/p>\n\u003cp>Science indicates that any relationship — whether it’s a couple, one with an employer, or a teacher and their students — often gets worse over time, especially when the parties involved are not working to maintain that relationship, said Cook.\u003c/p>\n\u003cp>“Misunderstanding, conflict, disagreements … those things can harm a relationship,” said Cook. “And because of that, there’s a need to be intentional on the back end to be able to fix and repair that.”\u003c/p>\n\u003cp>According to Cook, the EMR method encourages teachers to engage in intentional relationship reflection. Teachers fill out reflection forms to determine which students are in “establish,” meaning the relationship still needs to be formed. Students in “maintain” means a relationship exists but needs to be fostered. And those in “restore” means the teacher needs to repair relationships with those students.\u003c/p>\n\u003cp>Cook says these four skillful communication techniques can help during the repair conversation:\u003c/p>\n\u003ch2>\u003cstrong>Letting Go\u003c/strong>\u003c/h2>\n\u003cp>Young people often think adults hold grudges after doing something and that those things are held against them, he said.\u003c/p>\n\u003cp>“And when you look, a lot of adults \u003cem>do\u003c/em> hold on to what students have said or done in their environment, and they aren’t letting it go,” said Cook.\u003c/p>\n\u003cp>He said the letting go conversation needs to be authentic and genuine for the student to believe what you are saying.\u003c/p>\n\u003ch2>\u003cstrong>Taking ownership\u003c/strong>\u003c/h2>\n\u003cp>Young people respond well when adults take ownership, said Cook. Teachers who admit their part in causing the conflict or disagreement show that “they’re not in a soapbox, that it takes two people for any interaction.”\u003c/p>\n\u003cp>He said it’s not about taking sole blame or placing blame on one person versus another.\u003c/p>\n\u003ch2>\u003cstrong>Win-win\u003c/strong>\u003c/h2>\n\u003cp>Cook said it’s also important to collaborate on how to improve the relationship during repair.\u003c/p>\n\u003cp>“We’re… going to say, ‘Hey, whatever happened, it didn’t work for either side. I think we can put our brains together and come up with a way in which we don’t repeat [this conflict] in the future,'” he said.\u003c/p>\n\u003cp>This way, the student can share their feelings and ideas on how to move forward and be part of the solution. Teachers can also follow up with their perspectives and offer solutions.\u003c/p>\n\u003ch2>\u003cstrong>Separating the deed from the doer\u003c/strong>\u003c/h2>\n\u003cp>Cook says many young people think that adults don’t care for them or define who they are by their behavior.\u003c/p>\n\u003cp>In separating “the deed” from “the doer,” the teacher is letting the students know that they have intrinsic value and redeemable qualities and that their behavior does not define who they are.\u003c/p>\n\u003cp>“We’re going to still hold students accountable for the behavior, but we don’t want the student to lose sight of … who they are,” Cook said. He added, in education, it’s not just about forging bonds with one another, but also about the \u003cem>quality\u003c/em> of those connections.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Former Trump Commissioner Blasts DOGE Education Data Cuts",
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"content": "\u003cp>The National Center for Education Statistics is a relatively obscure federal agency, but its mission – to collect data on the state of education – affects every public school in the country. Now, this work is under threat because of cuts by the Department of Government Efficiency or DOGE. And that alarms a former Trump appointee who ran the statistics unit and fears it will become politicized.\u003c/p>\n\u003cp>“You’re talking about millions of dollars worth of investment just vanishing because someone canceled a contract too early without knowing what they were doing,” said James (Lynn) Woodworth, who served as the commissioner of the agency, known by the acronym NCES, from 2018 to 2021.\u003c/p>\n\u003cfigure id=\"attachment_65249\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65249\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/James-Lynn-Woodworth.png\" alt=\"Headshot of a bearded man in a suit.\" width=\"250\" height=\"221\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/James-Lynn-Woodworth.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/James-Lynn-Woodworth-160x141.png 160w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Former NCES Commissioner James (Lynn) Woodworth fears that vital public data could be mishandled and lost amid the sudden contract cancelations by the Trump administration. \u003ccite>(Courtesy of the Hoover Institution)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Congress mandates a June 1 NCES report on the condition of education. This year, it’s not clear how much fresh data will still exist.\u003c/p>\n\u003cp>Vital data collections have been \u003ca href=\"https://x.com/mattberg33/status/1889423544506896851\">canceled\u003c/a>. Historical data could be lost. And there’s a looming threat of future political tampering. Woodworth says that policymakers and the public would be operating in the dark without basic data on student achievement, enrollment, poverty and school finances. In an interview last week from his home in Arkansas, he also said he worries about how sensitive student data could be mishandled in the wake of the abrupt contract terminations.\u003c/p>\n\u003cp>“The data belongs to the people,” Woodworth said. “It doesn’t belong to the president. It belongs to the public. It is a public asset.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Woodworth built his research career documenting the benefits of charter schools and is now a fellow at the Hoover Institution, a conservative think tank at Stanford University. “There are things that the Department of Education does that probably should be better left to the states, or, quite frankly, the federal government shouldn’t be involved in,” he said. “But NCES existed for over 100 years before the Department of Education was ever founded because one of the legitimate purposes of the federal government in education is collecting data so that people can see how schools are doing. We need to make data-driven decisions.”\u003c/p>\n\u003ch2>\u003cstrong>Removal of commissioner ‘disturbing’\u003c/strong>\u003c/h2>\n\u003cp>Woodworth also decried the unexplained and \u003ca href=\"https://www.washingtonpost.com/politics/2025/02/24/trump-presidency-news/#link-WJ5DMF54K5ENNFNOFFSNBIXRZI\">sudden removal last week\u003c/a> of his successor, Peggy Carr, a Biden appointee whose congressionally determined six-year term was supposed to extend through 2027. He called her departure a “disturbing development.” The Trump administration put Carr, a 30-year career NCES employee, on paid administrative leave, and named Chris Chapman acting commissioner. (Reached last week, Carr said she didn’t want to comment now on her dismissal.)\u003c/p>\n\u003cfigure id=\"attachment_65250\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65250\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Peggy-Carr.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Peggy-Carr.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Peggy-Carr-160x160.png 160w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">The Trump administration put Peggy Carr, commissioner of the National Center of Education Statistics, on administrative leave two years before the end of her six-year term. Photo retrieved from the Education Department website.\u003c/figcaption>\u003c/figure>\n\u003cp>The American Statistical Association’s executive director, Ron Wasserstein, said Carr’s removal would undermine public trust in education statistics. “Removing the head of a statistical agency without justifiable professional cause is likely to erode this trust, as it will be perceived by many as an attempt to improperly influence official statistics or as a signal of distrust in the agency itself,” he \u003ca href=\"https://www.linkedin.com/posts/ron-wasserstein_mondays-termination-of-scores-of-department-activity-7300567417787731968-wKFX/?utm_source=share&utm_medium=member_desktop&rcm=ACoAAAIVRssBCeBUuBioxXEMCbsUN4fPRyBPIDw\">wrote on LinkedIn\u003c/a> last week.\u003c/p>\n\u003cp>Those fears are well-founded. Woodworth recounted instances when he was able to resist political pressures from both the Trump and the Biden administrations. Trump officials, he said, wanted him to say that U.S. academic performance was worse than reported on international tests. “They wanted to use a different number,” Woodworth said, “because they were arguing that the education system was failing.” He also said that Biden administration officials asked him to generate a statistic for Jan. 19, 2021, the day before Biden took office. “We had estimates for how many schools were operating in January,” Woodworth said. “But wanting to know the exact number on that particular date screamed of political use.” Although Woodworth was able to hold out against those demands, he worries that with Carr’s removal, the political insulation he once enjoyed is gone.\u003c/p>\n\u003ch2>\u003cstrong>‘Congress needs to speak up’\u003c/strong>\u003c/h2>\n\u003cp>“Congress needs to speak up,” said Woodworth. “Congress requires these data points to be collected…Do you not feel those are worth collecting? You’re allowing them to be dropped essentially.”\u003c/p>\n\u003cp>Woodworth called upon Congress to take action to preserve the nation’s data infrastructure, which includes not only NCES but also 12 other principal statistical agencies that collect everything from unemployment statistics to airline travel. Woodworth thinks Congress should set up a federal statistics agency under its aegis so data can’t be removed or distorted by the president.\u003c/p>\n\u003cp>“Even though Mr. Trump might not not be interested in a particular data point,” he said, “the next administration may really need it to put their policies in place. That’s why the statistical system is supposed to be apolitical.”\u003c/p>\n\u003cp>Unlike other statistical agencies in the federal government, such as the Census Bureau or the Bureau of Labor Statistics, NCES does not have many statisticians on staff. That is because congressional appropriation rules limit the hiring of full-time staff at the Education Department and require that most of NCES’s budget be spent externally. Woodworth estimates that 90 percent of its data gathering and reporting work is contracted out to private firms and organizations. Even some of its websites with .gov domains are actually maintained by outside contractors. Woodworth also said that NCES does not operate its own facility to hold all the data. Instead, the federal government pays the same private research organizations to keep it in their data centers.\u003c/p>\n\u003cp>“I’ve been arguing for a long time that the biggest bang for the buck is to actually hire more federal staff and stop using so many contractors,” Woodworth said. Outside contractors are not only paid more than federal workers, but the contract payments also include overhead costs for office space and employee benefits and a profit margin. That makes them a prime target for cost-cutting.\u003c/p>\n\u003cp>With DOGE’s contract cancellations, the duties of maintaining historical data and making data available to the public were canceled along with the collection of new data. “We don’t really know for sure what’s going to happen to that data,” Woodworth said.\u003c/p>\n\u003ch2>\u003cstrong>Archiving and crowdsourcing data\u003c/strong>\u003c/h2>\n\u003cp>Researchers at the private research organizations have been describing internal efforts to rapidly archive data. Although many statistics are still publicly available and can be downloaded from Department of Education websites, researchers also hope to protect the original raw data that has not been redacted for student privacy. It’s not clear what will happen to this information.\u003c/p>\n\u003cp>There are some informal, uncoordinated efforts to preserve public data in the event that open access disappears. \u003ca href=\"https://www.datalumos.org/datalumos/\">DataLumos\u003c/a>, a free, open-access data archive at the University of Michigan, is one such crowdsourcing site. In February, researchers \u003ca href=\"https://www.datalumos.org/datalumos/search/studies?start=0&ARCHIVE=datalumos&KEYWORD_FREE_FACET=education&sort=DATEUPDATED%20desc&rows=25\">uploaded data files\u003c/a> dating back to 1968 from the Education Department’s Office for Civil Rights along with a vast trove of basic education data called ED Data Express. It includes figures since 2010 on student enrollment, teachers, school funding, absenteeism, graduation, homeless students and more.\u003c/p>\n\u003cp>Private research organizations are expected to begin mass layoffs of education statisticians now that a lot of their work has been terminated. That could mean a loss of expertise and institutional knowledge in how to collect the nation’s school data.\u003c/p>\n\u003cp>Woodworth is especially concerned about the cancellation of a widely used dataset called the Common Core of Data, which includes figures on student enrollment by grade, gender, income, race and ethnicity and geography. The poverty and enrollment rates in this dataset are used to calculate the distribution of roughly $16 billion in federal Title I funding for low-income children.\u003c/p>\n\u003cp>Losing that data also means that it will be impossible to assemble a nationally representative sample of students for research purposes or for taking the next National Assessment of Educational Progress (NAEP), a congressionally mandated test known as the nation’s report card.\u003c/p>\n\u003cp>NAEP was initially spared from the first round of cuts on Feb. 10. But NAEP includes a large basket of assessments, and nine days later, on Feb. 19, the Education Department canceled a contract to administer one of the NAEP tests, a long-term trend assessment of 17-year-olds that hasn’t been administered since 2012. The law says this particular assessment needs to be administered periodically, but doesn’t specify the period.\u003c/p>\n\u003ch2>\u003cstrong>About that $1.4 million mailroom contract\u003c/strong>\u003c/h2>\n\u003cp>Both DOGE and the \u003ca href=\"https://x.com/usedgov/status/1889800714336993415\">Department of Education touted on X\u003c/a> that they had terminated a seemingly absurd contract for $1.4 million to observe mailing and clerical operations at a mail center. Woodworth explained that this contract was necessary because NCES doesn’t have its own mail center to distribute an array of questionnaires along with cash incentive payments to families and teachers to fill them out. It had to use the Census Department’s mail room. “You actually do have to have someone over there to make sure that the forms are being handled properly and no one is exposing data,” said Woodworth.\u003c/p>\n\u003cp>DOGE staffers have not publicly disclosed how they decided which data to cut and which to preserve. Indeed, neither DOGE nor the Education Department has yet to disclose or confirm a list of the cuts. The Education Department press office did not respond to my inquiries.\u003c/p>\n\u003cp>Woodworth said he has been told that DOGE staffers entered the Department of Education and required NCES staff to match every data collection or task to a line in the law. If the data collection was mentioned by name, that dataset was more likely to be saved. The Higher Education Act specifically refers to the Integrated Postsecondary Education Data System (IPEDS), a collection of data from universities and colleges, and it was spared. But the Education Sciences Reform Act more generally describes the kind of data that NCES should collect without mentioning official names of datasets. Many of those data collections were canceled. If DOGE’s goal had been to avoid running afoul of congressional laws, it apparently did not succeed. The Knowledge Alliance, an advocacy organization for private research organizations, identified \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2025/02/Memo-on-IES-Statuatory-Basis.pdf\">seven data collections and research activities\u003c/a> that DOGE cut at the Education Department despite being codified into law by Congress.\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/how-could-project-2025-change-education/\">Project 2025\u003c/a>, a blueprint that conservatives wrote for Trump before he took office, calls for the elimination of the Department of Education. But it also states that statistics gathering is a valuable function that the federal government should “confine” itself to in education policy. So far, it looks like this is one case where the Trump administration isn’t following the script.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-former-trump-commissioner-blasts-education-data-cuts/\">\u003cem>education data\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The National Center for Education Statistics is a relatively obscure federal agency, but its mission – to collect data on the state of education – affects every public school in the country. Now, this work is under threat because of cuts by the Department of Government Efficiency or DOGE. And that alarms a former Trump appointee who ran the statistics unit and fears it will become politicized.\u003c/p>\n\u003cp>“You’re talking about millions of dollars worth of investment just vanishing because someone canceled a contract too early without knowing what they were doing,” said James (Lynn) Woodworth, who served as the commissioner of the agency, known by the acronym NCES, from 2018 to 2021.\u003c/p>\n\u003cfigure id=\"attachment_65249\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65249\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/James-Lynn-Woodworth.png\" alt=\"Headshot of a bearded man in a suit.\" width=\"250\" height=\"221\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/James-Lynn-Woodworth.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/James-Lynn-Woodworth-160x141.png 160w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Former NCES Commissioner James (Lynn) Woodworth fears that vital public data could be mishandled and lost amid the sudden contract cancelations by the Trump administration. \u003ccite>(Courtesy of the Hoover Institution)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Congress mandates a June 1 NCES report on the condition of education. This year, it’s not clear how much fresh data will still exist.\u003c/p>\n\u003cp>Vital data collections have been \u003ca href=\"https://x.com/mattberg33/status/1889423544506896851\">canceled\u003c/a>. Historical data could be lost. And there’s a looming threat of future political tampering. Woodworth says that policymakers and the public would be operating in the dark without basic data on student achievement, enrollment, poverty and school finances. In an interview last week from his home in Arkansas, he also said he worries about how sensitive student data could be mishandled in the wake of the abrupt contract terminations.\u003c/p>\n\u003cp>“The data belongs to the people,” Woodworth said. “It doesn’t belong to the president. It belongs to the public. It is a public asset.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Woodworth built his research career documenting the benefits of charter schools and is now a fellow at the Hoover Institution, a conservative think tank at Stanford University. “There are things that the Department of Education does that probably should be better left to the states, or, quite frankly, the federal government shouldn’t be involved in,” he said. “But NCES existed for over 100 years before the Department of Education was ever founded because one of the legitimate purposes of the federal government in education is collecting data so that people can see how schools are doing. We need to make data-driven decisions.”\u003c/p>\n\u003ch2>\u003cstrong>Removal of commissioner ‘disturbing’\u003c/strong>\u003c/h2>\n\u003cp>Woodworth also decried the unexplained and \u003ca href=\"https://www.washingtonpost.com/politics/2025/02/24/trump-presidency-news/#link-WJ5DMF54K5ENNFNOFFSNBIXRZI\">sudden removal last week\u003c/a> of his successor, Peggy Carr, a Biden appointee whose congressionally determined six-year term was supposed to extend through 2027. He called her departure a “disturbing development.” The Trump administration put Carr, a 30-year career NCES employee, on paid administrative leave, and named Chris Chapman acting commissioner. (Reached last week, Carr said she didn’t want to comment now on her dismissal.)\u003c/p>\n\u003cfigure id=\"attachment_65250\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-65250\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Peggy-Carr.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Peggy-Carr.png 625w, https://cdn.kqed.org/wp-content/uploads/sites/23/2025/03/Peggy-Carr-160x160.png 160w\" sizes=\"auto, (max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">The Trump administration put Peggy Carr, commissioner of the National Center of Education Statistics, on administrative leave two years before the end of her six-year term. Photo retrieved from the Education Department website.\u003c/figcaption>\u003c/figure>\n\u003cp>The American Statistical Association’s executive director, Ron Wasserstein, said Carr’s removal would undermine public trust in education statistics. “Removing the head of a statistical agency without justifiable professional cause is likely to erode this trust, as it will be perceived by many as an attempt to improperly influence official statistics or as a signal of distrust in the agency itself,” he \u003ca href=\"https://www.linkedin.com/posts/ron-wasserstein_mondays-termination-of-scores-of-department-activity-7300567417787731968-wKFX/?utm_source=share&utm_medium=member_desktop&rcm=ACoAAAIVRssBCeBUuBioxXEMCbsUN4fPRyBPIDw\">wrote on LinkedIn\u003c/a> last week.\u003c/p>\n\u003cp>Those fears are well-founded. Woodworth recounted instances when he was able to resist political pressures from both the Trump and the Biden administrations. Trump officials, he said, wanted him to say that U.S. academic performance was worse than reported on international tests. “They wanted to use a different number,” Woodworth said, “because they were arguing that the education system was failing.” He also said that Biden administration officials asked him to generate a statistic for Jan. 19, 2021, the day before Biden took office. “We had estimates for how many schools were operating in January,” Woodworth said. “But wanting to know the exact number on that particular date screamed of political use.” Although Woodworth was able to hold out against those demands, he worries that with Carr’s removal, the political insulation he once enjoyed is gone.\u003c/p>\n\u003ch2>\u003cstrong>‘Congress needs to speak up’\u003c/strong>\u003c/h2>\n\u003cp>“Congress needs to speak up,” said Woodworth. “Congress requires these data points to be collected…Do you not feel those are worth collecting? You’re allowing them to be dropped essentially.”\u003c/p>\n\u003cp>Woodworth called upon Congress to take action to preserve the nation’s data infrastructure, which includes not only NCES but also 12 other principal statistical agencies that collect everything from unemployment statistics to airline travel. Woodworth thinks Congress should set up a federal statistics agency under its aegis so data can’t be removed or distorted by the president.\u003c/p>\n\u003cp>“Even though Mr. Trump might not not be interested in a particular data point,” he said, “the next administration may really need it to put their policies in place. That’s why the statistical system is supposed to be apolitical.”\u003c/p>\n\u003cp>Unlike other statistical agencies in the federal government, such as the Census Bureau or the Bureau of Labor Statistics, NCES does not have many statisticians on staff. That is because congressional appropriation rules limit the hiring of full-time staff at the Education Department and require that most of NCES’s budget be spent externally. Woodworth estimates that 90 percent of its data gathering and reporting work is contracted out to private firms and organizations. Even some of its websites with .gov domains are actually maintained by outside contractors. Woodworth also said that NCES does not operate its own facility to hold all the data. Instead, the federal government pays the same private research organizations to keep it in their data centers.\u003c/p>\n\u003cp>“I’ve been arguing for a long time that the biggest bang for the buck is to actually hire more federal staff and stop using so many contractors,” Woodworth said. Outside contractors are not only paid more than federal workers, but the contract payments also include overhead costs for office space and employee benefits and a profit margin. That makes them a prime target for cost-cutting.\u003c/p>\n\u003cp>With DOGE’s contract cancellations, the duties of maintaining historical data and making data available to the public were canceled along with the collection of new data. “We don’t really know for sure what’s going to happen to that data,” Woodworth said.\u003c/p>\n\u003ch2>\u003cstrong>Archiving and crowdsourcing data\u003c/strong>\u003c/h2>\n\u003cp>Researchers at the private research organizations have been describing internal efforts to rapidly archive data. Although many statistics are still publicly available and can be downloaded from Department of Education websites, researchers also hope to protect the original raw data that has not been redacted for student privacy. It’s not clear what will happen to this information.\u003c/p>\n\u003cp>There are some informal, uncoordinated efforts to preserve public data in the event that open access disappears. \u003ca href=\"https://www.datalumos.org/datalumos/\">DataLumos\u003c/a>, a free, open-access data archive at the University of Michigan, is one such crowdsourcing site. In February, researchers \u003ca href=\"https://www.datalumos.org/datalumos/search/studies?start=0&ARCHIVE=datalumos&KEYWORD_FREE_FACET=education&sort=DATEUPDATED%20desc&rows=25\">uploaded data files\u003c/a> dating back to 1968 from the Education Department’s Office for Civil Rights along with a vast trove of basic education data called ED Data Express. It includes figures since 2010 on student enrollment, teachers, school funding, absenteeism, graduation, homeless students and more.\u003c/p>\n\u003cp>Private research organizations are expected to begin mass layoffs of education statisticians now that a lot of their work has been terminated. That could mean a loss of expertise and institutional knowledge in how to collect the nation’s school data.\u003c/p>\n\u003cp>Woodworth is especially concerned about the cancellation of a widely used dataset called the Common Core of Data, which includes figures on student enrollment by grade, gender, income, race and ethnicity and geography. The poverty and enrollment rates in this dataset are used to calculate the distribution of roughly $16 billion in federal Title I funding for low-income children.\u003c/p>\n\u003cp>Losing that data also means that it will be impossible to assemble a nationally representative sample of students for research purposes or for taking the next National Assessment of Educational Progress (NAEP), a congressionally mandated test known as the nation’s report card.\u003c/p>\n\u003cp>NAEP was initially spared from the first round of cuts on Feb. 10. But NAEP includes a large basket of assessments, and nine days later, on Feb. 19, the Education Department canceled a contract to administer one of the NAEP tests, a long-term trend assessment of 17-year-olds that hasn’t been administered since 2012. The law says this particular assessment needs to be administered periodically, but doesn’t specify the period.\u003c/p>\n\u003ch2>\u003cstrong>About that $1.4 million mailroom contract\u003c/strong>\u003c/h2>\n\u003cp>Both DOGE and the \u003ca href=\"https://x.com/usedgov/status/1889800714336993415\">Department of Education touted on X\u003c/a> that they had terminated a seemingly absurd contract for $1.4 million to observe mailing and clerical operations at a mail center. Woodworth explained that this contract was necessary because NCES doesn’t have its own mail center to distribute an array of questionnaires along with cash incentive payments to families and teachers to fill them out. It had to use the Census Department’s mail room. “You actually do have to have someone over there to make sure that the forms are being handled properly and no one is exposing data,” said Woodworth.\u003c/p>\n\u003cp>DOGE staffers have not publicly disclosed how they decided which data to cut and which to preserve. Indeed, neither DOGE nor the Education Department has yet to disclose or confirm a list of the cuts. The Education Department press office did not respond to my inquiries.\u003c/p>\n\u003cp>Woodworth said he has been told that DOGE staffers entered the Department of Education and required NCES staff to match every data collection or task to a line in the law. If the data collection was mentioned by name, that dataset was more likely to be saved. The Higher Education Act specifically refers to the Integrated Postsecondary Education Data System (IPEDS), a collection of data from universities and colleges, and it was spared. But the Education Sciences Reform Act more generally describes the kind of data that NCES should collect without mentioning official names of datasets. Many of those data collections were canceled. If DOGE’s goal had been to avoid running afoul of congressional laws, it apparently did not succeed. The Knowledge Alliance, an advocacy organization for private research organizations, identified \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2025/02/Memo-on-IES-Statuatory-Basis.pdf\">seven data collections and research activities\u003c/a> that DOGE cut at the Education Department despite being codified into law by Congress.\u003c/p>\n\u003cp>\u003ca href=\"https://hechingerreport.org/how-could-project-2025-change-education/\">Project 2025\u003c/a>, a blueprint that conservatives wrote for Trump before he took office, calls for the elimination of the Department of Education. But it also states that statistics gathering is a valuable function that the federal government should “confine” itself to in education policy. So far, it looks like this is one case where the Trump administration isn’t following the script.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-former-trump-commissioner-blasts-education-data-cuts/\">\u003cem>education data\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "rollback-of-diversity-efforts-leaves-teachers-wondering-about-effects-on-black-history-month",
"title": "Rollback of Diversity Efforts Leaves Teachers Wondering About Effects on Black History Month",
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"headTitle": "Rollback of Diversity Efforts Leaves Teachers Wondering About Effects on Black History Month | KQED",
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"content": "\u003cp>Gwen Partridge, or Mrs. Gwen to her pre-K students, walked around her homemade Black History Museum at the YMCA Immanuel Early Learning Center in Omaha, Neb., on an icy Thursday. She and her co-workers researched and created each exhibit.\u003c/p>\n\u003cp>“What’s great is when they learn something about Black history and then the parents come back and say ‘Thank you,'” Partridge said.\u003c/p>\n\u003cp>Partridge has been a pre-K teacher for 20 years, and the Black history museum she spearheaded for the school has interactive exhibits for the students. There’s a music section with a piano, a makeshift hair salon, and plenty of books about influential Black history-makers.\u003c/p>\n\u003cp>The students in her mostly white class ask her why she has brown skin and they don’t. She uses that question to teach about the first Black student to attend an all-white school, about 65 years ago: Ruby Bridges.\u003c/p>\n\u003cp>“And I’m like, ‘She was little, just like you guys. And just imagine how scared she was walking into a classroom with nobody else the same color as her skin,'” Partridge said.\u003c/p>\n\u003ch2>Tense time for educators who teach Black history\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.npr.org/2025/02/19/nx-s1-5300992/the-department-of-education-has-given-schools-a-deadline-to-eliminate-dei-programs\" target=\"_blank\" rel=\"noopener\">U.S. Department of Education\u003c/a> recently \u003ca href=\"https://www.ed.gov/media/document/dear-colleague-letter-sffa-v-harvard-109506.pdf\" target=\"_blank\" rel=\"noopener\">told public schools and universities\u003c/a> to \u003ca href=\"https://www.npr.org/2025/02/19/nx-s1-5300992/the-department-of-education-has-given-schools-a-deadline-to-eliminate-dei-programs\" target=\"_blank\" rel=\"noopener\">eliminate diversity initiatives\u003c/a> within 14 days, or lose public funding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Officials and teachers with three large districts in Nebraska declined to speak about Black history education this year, claiming it was either a sticky subject or citing the “evolving national dialogue around educational observances,” according to one school district.\u003c/p>\n\u003cp>Tim Royers, president of the Nebraska State Education Association, recently attended a national meeting with other teachers union leaders.\u003c/p>\n\u003cp>“There’s such a profound chilling effect that’s happened right now because of the orders coming out of Washington,” he said. “I don’t think any school or district wants to talk about it for fear that that’s going to get weaponized and used against them to potentially take away federal funding.”\u003c/p>\n\u003cp>Royers, a former history teacher, said educators at the forefront of these discussions are exhausted, and these pressures contribute to low teacher retention.\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0013161X231159922\" target=\"_blank\" rel=\"noopener\">Studies show\u003c/a> rural districts — the majority of school districts in Nebraska — have some of the highest rates of teacher turnover.\u003c/p>\n\u003cp>“[Teachers are] not necessarily shying away from doing the work to educate on Black History Month, but, I mean literally, we’re hearing stories about if a program mentions the word equity, they’re getting contacted demanding that they either shut the program down or they’re going to lose funding,” Royers said.\u003c/p>\n\u003ch2>Standing up for Black History Month\u003c/h2>\n\u003cp>But not all teachers are experiencing these same tensions. Dan Wade III is a social science teacher in Oxnard, a city in Southern California. He co-wrote an African American studies course for his high school, which launched last year. He said his school district has been supportive.\u003c/p>\n\u003cp>His class has been near capacity.\u003c/p>\n\u003cp>“Ninety-five percent of the students are not African American that are taking the class,” he said.\u003c/p>\n\u003cp>Wade said it’s often the students who lead the class discussions based on current events.\u003c/p>\n\u003cp>“Me teaching this class, it almost feels like a way of standing up for Black history,” he said. “I think essentially what I’m saying is, it’s caused me to kind of step up in a way that before I would have avoided.”\u003c/p>\n\u003cp>But Wade said he isn’t sure about the future of his class as the debate continues about how schools should teach Black history.\u003c/p>\n\u003cp>“Black histories are not ones that are typically taught in their traditional curriculum, and we’re including different groups of people. So, you know, essentially, it feels as though an attack on DEI can also be an attack on Black histories, or Asian American histories, Mexican-Chicano histories and so forth,” he said.\u003c/p>\n\u003ch2>Black History Month is about accomplishments and history\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.ed.gov/media/document/dear-colleague-letter-sffa-v-harvard-109506.pdf\" target=\"_blank\" rel=\"noopener\">“Dear Colleague” letter\u003c/a> sent to schools earlier this month from the U.S. Department of Education Office for Civil Rights accused schools and universities of “repugnant race-based preferences and other forms of racial discrimination.”\u003c/p>\n\u003cp>“American educational institutions have discriminated against students on the basis of race, including white and Asian students,” the letter said.\u003c/p>\n\u003cp>LaGarrett King, professor of social studies education at the State University of New York at Buffalo, serves as the director for the \u003ca href=\"https://ed.buffalo.edu/black-history-ed.html\" target=\"_blank\" rel=\"noopener\">Center for K-12 Black History and Racial Literacy Education.\u003c/a>\u003c/p>\n\u003cp>“Lately it’s, you know, ‘No one should be taught that any race is superior.’ That’s not being taught in Black history. No one’s teaching that Black people are superior to white people,” he said.\u003c/p>\n\u003cp>Royers added that history education is about sharing the whole truth, even if it can be ugly.\u003c/p>\n\u003cp>“Black History Month is about two different things: elevating Black accomplishments and contributions to American history that might have otherwise been not told or under-told, but also acknowledging the history of systemic oppression that was used to diminish Black voices and Black participation in society,” he said.\u003c/p>\n\u003cp>King said Black educators often lead the charge to teach more about Black history, but Black teachers \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\" target=\"_blank\" rel=\"noopener\">are significantly underrepresented\u003c/a> in American schools. According to \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\" target=\"_blank\" rel=\"noopener\">data published\u003c/a> in 2020 by the National Center for Education Statistics, about 80% of teachers in U.S. public schools identified as white, non-Hispanic.\u003c/p>\n\u003cp>King said there is hesitation to teach Black history for a couple reasons: many educators and curriculum writers lack formal Black history education from schools and many Black educators do a better job teaching Black history because of the unofficial spaces where they learn Black history like at home and in churches and community centers.\u003c/p>\n\u003cp>“It’s through their perspectives. It’s about their voices, it’s about their experiences, right? So when you frame Black history in that manner, other than Black history that’s taught from a white person’s lens, that could be a little intimidating for people to even kind of approach that,” he said.\u003c/p>\n\u003cp>Mrs. Gwen’s pre-K lesson plan on this day included learning about the stoplight, invented by Black businessman Garrett Morgan.\u003c/p>\n\u003cp>“Black history, you know, that’s something that we all should learn about. It’s part of our history. Because now I’m not for sure, I’m reading different things that they might be taking out Black history and Black studies out of schools. So if they don’t get it here, they might not get it,” Partridge said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She plans to retire in June, but she intends to “pass the torch,” to make sure the pre-K Black History Museum opens its doors every February.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>AILSA CHANG, HOST:\u003c/p>\n\u003cp>Black History Month is drawing to a close, and it’s brought anxiety for some teachers because of the Trump administration’s push to roll back diversity efforts. Nebraska Public Media’s Kassidy Arena has more.\u003c/p>\n\u003cp>GWEN PARTRIDGE: And over here we have Dr. Charles Drew. They love this area, love to pretend they’re doctors.\u003c/p>\n\u003cp>KASSIDY ARENA, BYLINE: Gwen Partridge, or Mrs. Gwen to her pre-K students, walks around her homemade Black history museum at the YMCA Immanuel Early Learning Center in Omaha, Nebraska.\u003c/p>\n\u003cp>PARTRIDGE: What’s great is they – when they learn something about Black history, and then their parents come back and say, thank you.\u003c/p>\n\u003cp>ARENA: Partridge has been a pre-K teacher for 20 years, and the Black history museum she spearheaded for the school has exhibits for the students. There’s a music section, a hair salon and plenty of books about influential Black history makers. The students in her mostly white class ask her why she has brown skin and they don’t. One of her lessons is about the first Black student to attend an all-white school – Ruby Bridges.\u003c/p>\n\u003cp>PARTRIDGE: I’m like, she was little, just like you guys. And just imagine how scared she was walking to a – in a classroom with nobody else the same color as her skin.\u003c/p>\n\u003cp>ARENA: But it’s a tense time for educators who teach Black history. The U.S. Department of Education recently told public schools and universities to eliminate diversity initiatives or lose public funding. Tim Royers is president of the Nebraska State Education Association. He recently attended a national meeting with other teacher’s union leaders.\u003c/p>\n\u003cp>TIM ROYERS: There’s such a profound chilling effect that’s happened right now because of the orders coming out of Washington. I don’t think any school or district wants to talk about it for fear that that’s going to get weaponized and used against them to potentially take away federal funding.\u003c/p>\n\u003cp>ARENA: Officials and teachers with three large districts in Nebraska declined to speak about Black history education this year. Royers, a former history teacher, says educators at the forefront of these discussions are exhausted and these pressures contribute to low teacher retention. But not all teachers are experiencing these same tensions. Dan Wade III is a social science teacher in Oxnard, a city in Southern California. He cowrote an African American studies course for his high school, which launched last year.\u003c/p>\n\u003cp>DAN WADE III: Me teaching this class, it almost feels like a way of standing up for Black history. I think essentially what I’m saying is it’s caused me to kind of step up in a way that before, I would have avoided.\u003c/p>\n\u003cp>ARENA: But Wade says he isn’t sure about the future of his class. LaGarrett King is professor of social studies education at the State University of New York at Buffalo, specializing in Black history and racial literacy.\u003c/p>\n\u003cp>LAGARRETT KING: You know, lately, it’s no one should be taught that any race is superior. That’s not being taught in Black history. No one’s teaching that Black people are superior to white people.\u003c/p>\n\u003cp>ARENA: He says, often, it’s Black educators leading the charge to teach more about Black history, but Black teachers are underrepresented in American schools.\u003c/p>\n\u003cp>PARTRIDGE: Are we going to have fun tomorrow?\u003c/p>\n\u003cp>ARENA: Back in Mrs. Gwen’s pre-K class in Omaha, the kids cheer as she walks back into the classroom.\u003c/p>\n\u003cp>(CHEERING)\u003c/p>\n\u003cp>PARTRIDGE: (Laughter).\u003c/p>\n\u003cp>Black history, you know, that’s something that we all should learn about – part of our history. Because now I – not for sure – I’m reading different things, that they might be taking, you know, Black history and Black study out of schools. So if we don’t get it here, they might not get it.\u003c/p>\n\u003cp>ARENA: She plans to retire in June, but she intends to, quote, “pass the torch” to make sure the pre-K Black history museum opens its doors every February.\u003c/p>\n\u003cp>For NPR News, I’m Kassidy Arena in Omaha, Nebraska.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gwen Partridge, or Mrs. Gwen to her pre-K students, walked around her homemade Black History Museum at the YMCA Immanuel Early Learning Center in Omaha, Neb., on an icy Thursday. She and her co-workers researched and created each exhibit.\u003c/p>\n\u003cp>“What’s great is when they learn something about Black history and then the parents come back and say ‘Thank you,'” Partridge said.\u003c/p>\n\u003cp>Partridge has been a pre-K teacher for 20 years, and the Black history museum she spearheaded for the school has interactive exhibits for the students. There’s a music section with a piano, a makeshift hair salon, and plenty of books about influential Black history-makers.\u003c/p>\n\u003cp>The students in her mostly white class ask her why she has brown skin and they don’t. She uses that question to teach about the first Black student to attend an all-white school, about 65 years ago: Ruby Bridges.\u003c/p>\n\u003cp>“And I’m like, ‘She was little, just like you guys. And just imagine how scared she was walking into a classroom with nobody else the same color as her skin,'” Partridge said.\u003c/p>\n\u003ch2>Tense time for educators who teach Black history\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.npr.org/2025/02/19/nx-s1-5300992/the-department-of-education-has-given-schools-a-deadline-to-eliminate-dei-programs\" target=\"_blank\" rel=\"noopener\">U.S. Department of Education\u003c/a> recently \u003ca href=\"https://www.ed.gov/media/document/dear-colleague-letter-sffa-v-harvard-109506.pdf\" target=\"_blank\" rel=\"noopener\">told public schools and universities\u003c/a> to \u003ca href=\"https://www.npr.org/2025/02/19/nx-s1-5300992/the-department-of-education-has-given-schools-a-deadline-to-eliminate-dei-programs\" target=\"_blank\" rel=\"noopener\">eliminate diversity initiatives\u003c/a> within 14 days, or lose public funding.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Officials and teachers with three large districts in Nebraska declined to speak about Black history education this year, claiming it was either a sticky subject or citing the “evolving national dialogue around educational observances,” according to one school district.\u003c/p>\n\u003cp>Tim Royers, president of the Nebraska State Education Association, recently attended a national meeting with other teachers union leaders.\u003c/p>\n\u003cp>“There’s such a profound chilling effect that’s happened right now because of the orders coming out of Washington,” he said. “I don’t think any school or district wants to talk about it for fear that that’s going to get weaponized and used against them to potentially take away federal funding.”\u003c/p>\n\u003cp>Royers, a former history teacher, said educators at the forefront of these discussions are exhausted, and these pressures contribute to low teacher retention.\u003c/p>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0013161X231159922\" target=\"_blank\" rel=\"noopener\">Studies show\u003c/a> rural districts — the majority of school districts in Nebraska — have some of the highest rates of teacher turnover.\u003c/p>\n\u003cp>“[Teachers are] not necessarily shying away from doing the work to educate on Black History Month, but, I mean literally, we’re hearing stories about if a program mentions the word equity, they’re getting contacted demanding that they either shut the program down or they’re going to lose funding,” Royers said.\u003c/p>\n\u003ch2>Standing up for Black History Month\u003c/h2>\n\u003cp>But not all teachers are experiencing these same tensions. Dan Wade III is a social science teacher in Oxnard, a city in Southern California. He co-wrote an African American studies course for his high school, which launched last year. He said his school district has been supportive.\u003c/p>\n\u003cp>His class has been near capacity.\u003c/p>\n\u003cp>“Ninety-five percent of the students are not African American that are taking the class,” he said.\u003c/p>\n\u003cp>Wade said it’s often the students who lead the class discussions based on current events.\u003c/p>\n\u003cp>“Me teaching this class, it almost feels like a way of standing up for Black history,” he said. “I think essentially what I’m saying is, it’s caused me to kind of step up in a way that before I would have avoided.”\u003c/p>\n\u003cp>But Wade said he isn’t sure about the future of his class as the debate continues about how schools should teach Black history.\u003c/p>\n\u003cp>“Black histories are not ones that are typically taught in their traditional curriculum, and we’re including different groups of people. So, you know, essentially, it feels as though an attack on DEI can also be an attack on Black histories, or Asian American histories, Mexican-Chicano histories and so forth,” he said.\u003c/p>\n\u003ch2>Black History Month is about accomplishments and history\u003c/h2>\n\u003cp>The \u003ca href=\"https://www.ed.gov/media/document/dear-colleague-letter-sffa-v-harvard-109506.pdf\" target=\"_blank\" rel=\"noopener\">“Dear Colleague” letter\u003c/a> sent to schools earlier this month from the U.S. Department of Education Office for Civil Rights accused schools and universities of “repugnant race-based preferences and other forms of racial discrimination.”\u003c/p>\n\u003cp>“American educational institutions have discriminated against students on the basis of race, including white and Asian students,” the letter said.\u003c/p>\n\u003cp>LaGarrett King, professor of social studies education at the State University of New York at Buffalo, serves as the director for the \u003ca href=\"https://ed.buffalo.edu/black-history-ed.html\" target=\"_blank\" rel=\"noopener\">Center for K-12 Black History and Racial Literacy Education.\u003c/a>\u003c/p>\n\u003cp>“Lately it’s, you know, ‘No one should be taught that any race is superior.’ That’s not being taught in Black history. No one’s teaching that Black people are superior to white people,” he said.\u003c/p>\n\u003cp>Royers added that history education is about sharing the whole truth, even if it can be ugly.\u003c/p>\n\u003cp>“Black History Month is about two different things: elevating Black accomplishments and contributions to American history that might have otherwise been not told or under-told, but also acknowledging the history of systemic oppression that was used to diminish Black voices and Black participation in society,” he said.\u003c/p>\n\u003cp>King said Black educators often lead the charge to teach more about Black history, but Black teachers \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\" target=\"_blank\" rel=\"noopener\">are significantly underrepresented\u003c/a> in American schools. According to \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\" target=\"_blank\" rel=\"noopener\">data published\u003c/a> in 2020 by the National Center for Education Statistics, about 80% of teachers in U.S. public schools identified as white, non-Hispanic.\u003c/p>\n\u003cp>King said there is hesitation to teach Black history for a couple reasons: many educators and curriculum writers lack formal Black history education from schools and many Black educators do a better job teaching Black history because of the unofficial spaces where they learn Black history like at home and in churches and community centers.\u003c/p>\n\u003cp>“It’s through their perspectives. It’s about their voices, it’s about their experiences, right? So when you frame Black history in that manner, other than Black history that’s taught from a white person’s lens, that could be a little intimidating for people to even kind of approach that,” he said.\u003c/p>\n\u003cp>Mrs. Gwen’s pre-K lesson plan on this day included learning about the stoplight, invented by Black businessman Garrett Morgan.\u003c/p>\n\u003cp>“Black history, you know, that’s something that we all should learn about. It’s part of our history. Because now I’m not for sure, I’m reading different things that they might be taking out Black history and Black studies out of schools. So if they don’t get it here, they might not get it,” Partridge said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She plans to retire in June, but she intends to “pass the torch,” to make sure the pre-K Black History Museum opens its doors every February.\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>AILSA CHANG, HOST:\u003c/p>\n\u003cp>Black History Month is drawing to a close, and it’s brought anxiety for some teachers because of the Trump administration’s push to roll back diversity efforts. Nebraska Public Media’s Kassidy Arena has more.\u003c/p>\n\u003cp>GWEN PARTRIDGE: And over here we have Dr. Charles Drew. They love this area, love to pretend they’re doctors.\u003c/p>\n\u003cp>KASSIDY ARENA, BYLINE: Gwen Partridge, or Mrs. Gwen to her pre-K students, walks around her homemade Black history museum at the YMCA Immanuel Early Learning Center in Omaha, Nebraska.\u003c/p>\n\u003cp>PARTRIDGE: What’s great is they – when they learn something about Black history, and then their parents come back and say, thank you.\u003c/p>\n\u003cp>ARENA: Partridge has been a pre-K teacher for 20 years, and the Black history museum she spearheaded for the school has exhibits for the students. There’s a music section, a hair salon and plenty of books about influential Black history makers. The students in her mostly white class ask her why she has brown skin and they don’t. One of her lessons is about the first Black student to attend an all-white school – Ruby Bridges.\u003c/p>\n\u003cp>PARTRIDGE: I’m like, she was little, just like you guys. And just imagine how scared she was walking to a – in a classroom with nobody else the same color as her skin.\u003c/p>\n\u003cp>ARENA: But it’s a tense time for educators who teach Black history. The U.S. Department of Education recently told public schools and universities to eliminate diversity initiatives or lose public funding. Tim Royers is president of the Nebraska State Education Association. He recently attended a national meeting with other teacher’s union leaders.\u003c/p>\n\u003cp>TIM ROYERS: There’s such a profound chilling effect that’s happened right now because of the orders coming out of Washington. I don’t think any school or district wants to talk about it for fear that that’s going to get weaponized and used against them to potentially take away federal funding.\u003c/p>\n\u003cp>ARENA: Officials and teachers with three large districts in Nebraska declined to speak about Black history education this year. Royers, a former history teacher, says educators at the forefront of these discussions are exhausted and these pressures contribute to low teacher retention. But not all teachers are experiencing these same tensions. Dan Wade III is a social science teacher in Oxnard, a city in Southern California. He cowrote an African American studies course for his high school, which launched last year.\u003c/p>\n\u003cp>DAN WADE III: Me teaching this class, it almost feels like a way of standing up for Black history. I think essentially what I’m saying is it’s caused me to kind of step up in a way that before, I would have avoided.\u003c/p>\n\u003cp>ARENA: But Wade says he isn’t sure about the future of his class. LaGarrett King is professor of social studies education at the State University of New York at Buffalo, specializing in Black history and racial literacy.\u003c/p>\n\u003cp>LAGARRETT KING: You know, lately, it’s no one should be taught that any race is superior. That’s not being taught in Black history. No one’s teaching that Black people are superior to white people.\u003c/p>\n\u003cp>ARENA: He says, often, it’s Black educators leading the charge to teach more about Black history, but Black teachers are underrepresented in American schools.\u003c/p>\n\u003cp>PARTRIDGE: Are we going to have fun tomorrow?\u003c/p>\n\u003cp>ARENA: Back in Mrs. Gwen’s pre-K class in Omaha, the kids cheer as she walks back into the classroom.\u003c/p>\n\u003cp>(CHEERING)\u003c/p>\n\u003cp>PARTRIDGE: (Laughter).\u003c/p>\n\u003cp>Black history, you know, that’s something that we all should learn about – part of our history. Because now I – not for sure – I’m reading different things, that they might be taking, you know, Black history and Black study out of schools. So if we don’t get it here, they might not get it.\u003c/p>\n\u003cp>ARENA: She plans to retire in June, but she intends to, quote, “pass the torch” to make sure the pre-K Black history museum opens its doors every February.\u003c/p>\n\u003cp>For NPR News, I’m Kassidy Arena in Omaha, Nebraska.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>If you order up coffee on a mobile app while scrolling your social feeds, or can’t stop watching videos and reading news articles on your phone at bedtime, listen up!\u003c/p>\n\u003cp>Researchers studied what happened when people agreed to block the internet from their smartphones for just two weeks. And turns out, 91% felt better after the break.\u003c/p>\n\u003cp>“What we found was that people had better mental health, better subjective well-being and better sustained attention,” says \u003ca href=\"https://www.mccombs.utexas.edu/faculty-and-research/faculty-directory/profile/?username=aw33587\" target=\"_blank\" rel=\"noopener\">Adrian Ward\u003c/a>, a psychologist at the University of Texas at Austin.\u003c/p>\n\u003cp>The researchers included 467 participants, ages 18 to 74, who agreed to the \u003ca href=\"https://academic.oup.com/pnasnexus/article/4/2/pgaf017/8016017\" target=\"_blank\" rel=\"noopener\">month-long study\u003c/a> aimed at testing the theory that constant connection to everything, all the time, has unintended consequences.\u003c/p>\n\u003cp>At a time when \u003ca href=\"https://www.pewresearch.org/internet/fact-sheet/mobile/\" target=\"_blank\" rel=\"noopener\">more then 90% of Americans have a smartphone\u003c/a>, we forget that having an internet-enabled supercomputer at our fingertips 24/7 is a new phenomenon.\u003c/p>\n\u003cblockquote>\n\u003cdiv>\u003c/div>\n\u003c/blockquote>\n\u003cp>Ward, who is 38, remembers a dial-up connection in his home as a kid. In those days, the internet lived in a room in your home. “You used it at specific times because you had limited minutes and had to make sure nobody else was using the phone line,” Ward recalls.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So, what would it be like to go back to those days? No social media scrolling, no mobile-app shopping, no streaming shows or media on your phone?\u003c/p>\n\u003cp>The researchers measured three different outcomes of well-being, mood and attention at the beginning, middle and end of the four-week study. While 91% of participants improved their scores in at least one category, 71% reported better mental health after the break, compared to before, and 73% reported better subjective well-being.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>The participants completed a survey often used by doctors to assess symptoms of depression and anxiety. It includes questions such as: \u003cem>How often in the past week have you felt little interest or pleasure in doing things you typically enjoy\u003c/em>? The participants’ responses pointed to a significant lift in mood.\u003c/p>\n\u003cp>One of the surprising findings is that the decrease in depressive symptoms was on par — or even greater than — reductions documented in studies of people taking antidepressant medications.\u003c/p>\n\u003cp>“The size of these effects are larger than we anticipated,” says the study’s first author, \u003ca href=\"https://apps.ualberta.ca/directory/person/ncastelo\" target=\"_blank\" rel=\"noopener\">Noah Castelo\u003c/a>, an assistant professor at the University of Alberta in Canada.\u003c/p>\n\u003cp>Of course for some people, medications and/or talk therapy are key to managing mental health, and the researchers are not suggesting less internet time is a replacement for that kind of care.\u003c/p>\n\u003cp>A break from the internet on their phones also improved participants’ attention spans, which was measured by a computer task. They tracked images that alternated between mountain scenes and cities. Prior research has shown that performance tends to drop off as people age, but to the researchers’ surprise, after the internet break, there was a significant boost in scores. “The effects on attention were about as large as if participants had become 10 years younger,” Castelo says.\u003c/p>\n\u003cp>It’s not clear how long-lasting the effect of less time online would be, but this study validates what has been \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/29673047/\" target=\"_blank\" rel=\"noopener\">found in observational studies.\u003c/a> “It’s one of the first experiments that does provide causal evidence that reducing time spent on your phone has all these significant benefits,” Castelo said.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>When the participants agreed to block the internet on their phones, they were permitted to continue to use laptops or iPads at work or home, and they could also continue to use their phones to talk or text. So, researchers weren’t sure if participants would swap phones for another form of screen time.\u003c/p>\n\u003cp>But, as it turns out, breaking the habit of scrolling on their phones led to significant changes in how they spent their time. And, interestingly, each day the break went on, the benefits increased, almost like a positive feedback loop.\u003c/p>\n\u003cp>“It’s not that you stop using the internet and magically you just feel better,” Ward says. What happened is that people spent more time engaged in healthy behaviors.\u003c/p>\n\u003cp>“People reported that they spent more time in nature, more time socializing, more time doing hobbies,” he explains. They also got more sleep and felt more socially connected to other people.\u003c/p>\n\u003cp>“I’m not surprised by the findings,” says \u003ca href=\"https://drjudithjoseph.com/\" target=\"_blank\" rel=\"noopener\">Dr. Judith Joseph\u003c/a>, a psychiatrist at New York University Langone Medical Center and the author of \u003cem>High Functioning: Overcome Hidden Depression and Reclaim Your Joy\u003c/em>. She says surveys show that most people don’t want to be tethered to their devices.\u003c/p>\n\u003cp>“They know their phones are a problem, but they just can’t stop,” she says. And she says when they start to engage in behaviors such as those seen in study — more exercise, time outdoors, good sleep, more social interactions — it’s not surprising that they start to feel better.\u003c/p>\n\u003cp>“Helping people to retrain their brain to derive joy from healthy activities has an antidepressant effect,” she says, so she says the findings pointing to a decrease in symptoms of depression and anxiety makes sense.\u003c/p>\n\u003cp>“If [people] see this improvement in joy in such a short period of time, then that gives us hope,” she says, adding that simple changes can be beneficial.\u003c/p>\n\u003ch2>Try it: Tips for scaling back your own smartphone use\u003c/h2>\n\u003cp>During the study, many participants had to break the rules, just to accomplish things that their jobs or families required them to do, such as turning on a map app to navigate in the car or logging onto a Zoom meeting from their phone. It’s a reminder of how dependent we’ve become on our mobile devices.\u003c/p>\n\u003cp>It’s nearly impossible to go cold turkey, given the demands of our society. So what to do if you want to try this? “If we’re expected to be accessible at all moments, then how can we just decide that we’re going to disconnect?” Ward asks. It’s a societal struggle.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Here are a few ways to ease up on your screen time.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Take short breaks.\u003c/strong> Since most of us can’t turn off the internet and still function, Joseph recommends taking little breaks, beginning with baby steps. “If you can start with 30 minutes here, or 20 minutes there, try to see if you can increase these increments on a weekly basis,” she says\u003c/li>\n\u003cli>\u003cstrong>Consider a digital detox.\u003c/strong> \u003ca href=\"https://www.npr.org/sections/health-shots/2018/02/12/584389201/smartphone-detox-how-to-power-down-in-a-wired-world\" target=\"_blank\" rel=\"noopener\">Choose one day a week\u003c/a> where you and your family power down, except what’s needed for communication. Or set a time, either at mealtime, or in the evenings when work is over, to connect face to face with family or friends, making a commitment to be “present” and in the moment.\u003c/li>\n\u003cli>\u003cstrong>Manage notification and add “friction.”\u003c/strong> Experts also advise \u003ca href=\"https://www.npr.org/sections/health-shots/2023/02/26/1159099629/teens-social-media-body-image\" target=\"_blank\" rel=\"noopener\">turning off notifications\u003c/a> and using apps to limit your time on certain social media. Some tools can help you reduce screen time by \u003ca href=\"https://www.npr.org/sections/health-shots/2023/05/17/1176452284/teens-social-media-phone-habit\" target=\"_blank\" rel=\"noopener\">adding friction\u003c/a>, i.e., making it just a little harder to start using whatever app you’re hooked to.\u003c/li>\n\u003cli>\u003cstrong>Try a dumb phone.\u003c/strong> If you’re really fed up and want to try something new, consider \u003ca href=\"https://www.npr.org/2024/08/08/g-s1-15391/how-to-switch-from-a-smartphone-to-a-basic-phone\" target=\"_blank\" rel=\"noopener\">switching to a “boring” phone\u003c/a>, like the old flip phones many of us used to rely on. That way you still have calling and texting (and some other tools, depending on the phone) but scrolling is a lot less compelling.\u003c/li>\n\u003cli>\u003cstrong>Pick up a new phone-free activity.\u003c/strong> It’s worth setting new habits in your offline life. Pick up a new hobby or make a regular date with a friend for a phone call. Like to take an evening stroll? Try leaving your phone at home and see how you feel. The more we give ourselves permission to disconnect, the more likely those around us will follow.\u003c/li>\n\u003c/ol>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>If you ordered coffee on a mobile app while scrolling your feeds this morning, this next story is for you. Researchers decided to find out what would happen to people’s moods and attention spans if they turned off their smartphones. NPR’s Allison Aubrey tells us how long it took to make a difference.\u003c/p>\n\u003cp>ALLISON AUBREY, BYLINE: At a time when more than 90% of Americans have a smartphone, we tend to forget that having a supercomputer at our fingertips all the time is a new phenomenon. Adrian Ward is a psychologist at the University of Texas at Austin. He’s in his late 30s, and he remembers having a dial-up connection.\u003c/p>\n\u003cp>ADRIAN WARD: When I was a boy, the internet – you know, we didn’t have it at first, but then it lived in a room in our house. And you used it at specific times because you had limited minutes, and you had to make sure nobody else was on the phone line.\u003c/p>\n\u003cp>AUBREY: So what would it feel like to go back to those days when we didn’t have constant connection to everything? He and his collaborators decided to find out. They recruited 467 participants who agreed to block the internet from their smartphones for two weeks. That means no social media scrolling, no streaming, no online shopping on their phones. And it turns out most people – 91% of the participants – seemed to feel better.\u003c/p>\n\u003cp>WARD: What we found was that people had better mental health, better subjective well-being and better sustained attention.\u003c/p>\n\u003cp>AUBREY: For example, when participants were asked to perform a task to measure how long they could pay attention, they did better. And when it came to questions such as, how often in the past week have you felt little interest or pleasure in doing things, their responses pointed to a significant lift in mood. Ward says the study results suggest a reduction in symptoms of depression on par with what other studies have found with antidepressant medications.\u003c/p>\n\u003cp>WARD: Not saying it’s the same as an antidepressant. Who knows how long-lasting this effect is? But that suggests that it’s something worth looking into.\u003c/p>\n\u003cp>AUBREY: His hypothesis on what actually improves moods isn’t about what was taken away from people. After all, they could still use computers at work or home, and they could talk on their phones. It has more to do with what they added back into their lives.\u003c/p>\n\u003cp>WARD: So it’s not that you stop using the internet, and magically, you just feel better. It’s that you do other things. And so people reported that they spent more time in nature, more time socializing, more time doing hobbies. They got more sleep.\u003c/p>\n\u003cp>AUBREY: They felt more socially connected. Dr. Judith Joseph is a psychiatrist and leads a women in medicine initiative at Columbia University. She says she’s not surprised by the findings. Many people don’t want to be tethered to their devices.\u003c/p>\n\u003cp>JUDITH JOSEPH: They know their phones are a problem. They just can’t stop. So helping people to retrain their brain to derive joy from healthy places has an antidepressant effect, and that’s why I’m not surprised.\u003c/p>\n\u003cp>AUBREY: A lot of the participants in the study found that they had to break the rules – for example, when they were in their cars and needed to use a map app for directions or log on to a Zoom meeting for work. It’s a reminder of how dependent we’ve become. So even if you can’t turn off the internet, Dr. Joseph recommends taking little breaks, beginning with baby steps.\u003c/p>\n\u003cp>JOSEPH: Slowly, over time, if you can do this even for 30 minutes here, 20 minutes there, build up. Try to see if you can increase these increments on a weekly basis.\u003c/p>\n\u003cp>AUBREY: Or here’s one idea to get started – if you go out for a walk after dinner, leave your smartphone behind and see how you feel.\u003c/p>\n\u003cp>Allison Aubrey, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you order up coffee on a mobile app while scrolling your social feeds, or can’t stop watching videos and reading news articles on your phone at bedtime, listen up!\u003c/p>\n\u003cp>Researchers studied what happened when people agreed to block the internet from their smartphones for just two weeks. And turns out, 91% felt better after the break.\u003c/p>\n\u003cp>“What we found was that people had better mental health, better subjective well-being and better sustained attention,” says \u003ca href=\"https://www.mccombs.utexas.edu/faculty-and-research/faculty-directory/profile/?username=aw33587\" target=\"_blank\" rel=\"noopener\">Adrian Ward\u003c/a>, a psychologist at the University of Texas at Austin.\u003c/p>\n\u003cp>The researchers included 467 participants, ages 18 to 74, who agreed to the \u003ca href=\"https://academic.oup.com/pnasnexus/article/4/2/pgaf017/8016017\" target=\"_blank\" rel=\"noopener\">month-long study\u003c/a> aimed at testing the theory that constant connection to everything, all the time, has unintended consequences.\u003c/p>\n\u003cp>At a time when \u003ca href=\"https://www.pewresearch.org/internet/fact-sheet/mobile/\" target=\"_blank\" rel=\"noopener\">more then 90% of Americans have a smartphone\u003c/a>, we forget that having an internet-enabled supercomputer at our fingertips 24/7 is a new phenomenon.\u003c/p>\n\u003cblockquote>\n\u003cdiv>\u003c/div>\n\u003c/blockquote>\n\u003cp>Ward, who is 38, remembers a dial-up connection in his home as a kid. In those days, the internet lived in a room in your home. “You used it at specific times because you had limited minutes and had to make sure nobody else was using the phone line,” Ward recalls.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, what would it be like to go back to those days? No social media scrolling, no mobile-app shopping, no streaming shows or media on your phone?\u003c/p>\n\u003cp>The researchers measured three different outcomes of well-being, mood and attention at the beginning, middle and end of the four-week study. While 91% of participants improved their scores in at least one category, 71% reported better mental health after the break, compared to before, and 73% reported better subjective well-being.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>The participants completed a survey often used by doctors to assess symptoms of depression and anxiety. It includes questions such as: \u003cem>How often in the past week have you felt little interest or pleasure in doing things you typically enjoy\u003c/em>? The participants’ responses pointed to a significant lift in mood.\u003c/p>\n\u003cp>One of the surprising findings is that the decrease in depressive symptoms was on par — or even greater than — reductions documented in studies of people taking antidepressant medications.\u003c/p>\n\u003cp>“The size of these effects are larger than we anticipated,” says the study’s first author, \u003ca href=\"https://apps.ualberta.ca/directory/person/ncastelo\" target=\"_blank\" rel=\"noopener\">Noah Castelo\u003c/a>, an assistant professor at the University of Alberta in Canada.\u003c/p>\n\u003cp>Of course for some people, medications and/or talk therapy are key to managing mental health, and the researchers are not suggesting less internet time is a replacement for that kind of care.\u003c/p>\n\u003cp>A break from the internet on their phones also improved participants’ attention spans, which was measured by a computer task. They tracked images that alternated between mountain scenes and cities. Prior research has shown that performance tends to drop off as people age, but to the researchers’ surprise, after the internet break, there was a significant boost in scores. “The effects on attention were about as large as if participants had become 10 years younger,” Castelo says.\u003c/p>\n\u003cp>It’s not clear how long-lasting the effect of less time online would be, but this study validates what has been \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/29673047/\" target=\"_blank\" rel=\"noopener\">found in observational studies.\u003c/a> “It’s one of the first experiments that does provide causal evidence that reducing time spent on your phone has all these significant benefits,” Castelo said.\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>When the participants agreed to block the internet on their phones, they were permitted to continue to use laptops or iPads at work or home, and they could also continue to use their phones to talk or text. So, researchers weren’t sure if participants would swap phones for another form of screen time.\u003c/p>\n\u003cp>But, as it turns out, breaking the habit of scrolling on their phones led to significant changes in how they spent their time. And, interestingly, each day the break went on, the benefits increased, almost like a positive feedback loop.\u003c/p>\n\u003cp>“It’s not that you stop using the internet and magically you just feel better,” Ward says. What happened is that people spent more time engaged in healthy behaviors.\u003c/p>\n\u003cp>“People reported that they spent more time in nature, more time socializing, more time doing hobbies,” he explains. They also got more sleep and felt more socially connected to other people.\u003c/p>\n\u003cp>“I’m not surprised by the findings,” says \u003ca href=\"https://drjudithjoseph.com/\" target=\"_blank\" rel=\"noopener\">Dr. Judith Joseph\u003c/a>, a psychiatrist at New York University Langone Medical Center and the author of \u003cem>High Functioning: Overcome Hidden Depression and Reclaim Your Joy\u003c/em>. She says surveys show that most people don’t want to be tethered to their devices.\u003c/p>\n\u003cp>“They know their phones are a problem, but they just can’t stop,” she says. And she says when they start to engage in behaviors such as those seen in study — more exercise, time outdoors, good sleep, more social interactions — it’s not surprising that they start to feel better.\u003c/p>\n\u003cp>“Helping people to retrain their brain to derive joy from healthy activities has an antidepressant effect,” she says, so she says the findings pointing to a decrease in symptoms of depression and anxiety makes sense.\u003c/p>\n\u003cp>“If [people] see this improvement in joy in such a short period of time, then that gives us hope,” she says, adding that simple changes can be beneficial.\u003c/p>\n\u003ch2>Try it: Tips for scaling back your own smartphone use\u003c/h2>\n\u003cp>During the study, many participants had to break the rules, just to accomplish things that their jobs or families required them to do, such as turning on a map app to navigate in the car or logging onto a Zoom meeting from their phone. It’s a reminder of how dependent we’ve become on our mobile devices.\u003c/p>\n\u003cp>It’s nearly impossible to go cold turkey, given the demands of our society. So what to do if you want to try this? “If we’re expected to be accessible at all moments, then how can we just decide that we’re going to disconnect?” Ward asks. It’s a societal struggle.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are a few ways to ease up on your screen time.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Take short breaks.\u003c/strong> Since most of us can’t turn off the internet and still function, Joseph recommends taking little breaks, beginning with baby steps. “If you can start with 30 minutes here, or 20 minutes there, try to see if you can increase these increments on a weekly basis,” she says\u003c/li>\n\u003cli>\u003cstrong>Consider a digital detox.\u003c/strong> \u003ca href=\"https://www.npr.org/sections/health-shots/2018/02/12/584389201/smartphone-detox-how-to-power-down-in-a-wired-world\" target=\"_blank\" rel=\"noopener\">Choose one day a week\u003c/a> where you and your family power down, except what’s needed for communication. Or set a time, either at mealtime, or in the evenings when work is over, to connect face to face with family or friends, making a commitment to be “present” and in the moment.\u003c/li>\n\u003cli>\u003cstrong>Manage notification and add “friction.”\u003c/strong> Experts also advise \u003ca href=\"https://www.npr.org/sections/health-shots/2023/02/26/1159099629/teens-social-media-body-image\" target=\"_blank\" rel=\"noopener\">turning off notifications\u003c/a> and using apps to limit your time on certain social media. Some tools can help you reduce screen time by \u003ca href=\"https://www.npr.org/sections/health-shots/2023/05/17/1176452284/teens-social-media-phone-habit\" target=\"_blank\" rel=\"noopener\">adding friction\u003c/a>, i.e., making it just a little harder to start using whatever app you’re hooked to.\u003c/li>\n\u003cli>\u003cstrong>Try a dumb phone.\u003c/strong> If you’re really fed up and want to try something new, consider \u003ca href=\"https://www.npr.org/2024/08/08/g-s1-15391/how-to-switch-from-a-smartphone-to-a-basic-phone\" target=\"_blank\" rel=\"noopener\">switching to a “boring” phone\u003c/a>, like the old flip phones many of us used to rely on. That way you still have calling and texting (and some other tools, depending on the phone) but scrolling is a lot less compelling.\u003c/li>\n\u003cli>\u003cstrong>Pick up a new phone-free activity.\u003c/strong> It’s worth setting new habits in your offline life. Pick up a new hobby or make a regular date with a friend for a phone call. Like to take an evening stroll? Try leaving your phone at home and see how you feel. The more we give ourselves permission to disconnect, the more likely those around us will follow.\u003c/li>\n\u003c/ol>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>A MARTÍNEZ, HOST:\u003c/p>\n\u003cp>If you ordered coffee on a mobile app while scrolling your feeds this morning, this next story is for you. Researchers decided to find out what would happen to people’s moods and attention spans if they turned off their smartphones. NPR’s Allison Aubrey tells us how long it took to make a difference.\u003c/p>\n\u003cp>ALLISON AUBREY, BYLINE: At a time when more than 90% of Americans have a smartphone, we tend to forget that having a supercomputer at our fingertips all the time is a new phenomenon. Adrian Ward is a psychologist at the University of Texas at Austin. He’s in his late 30s, and he remembers having a dial-up connection.\u003c/p>\n\u003cp>ADRIAN WARD: When I was a boy, the internet – you know, we didn’t have it at first, but then it lived in a room in our house. And you used it at specific times because you had limited minutes, and you had to make sure nobody else was on the phone line.\u003c/p>\n\u003cp>AUBREY: So what would it feel like to go back to those days when we didn’t have constant connection to everything? He and his collaborators decided to find out. They recruited 467 participants who agreed to block the internet from their smartphones for two weeks. That means no social media scrolling, no streaming, no online shopping on their phones. And it turns out most people – 91% of the participants – seemed to feel better.\u003c/p>\n\u003cp>WARD: What we found was that people had better mental health, better subjective well-being and better sustained attention.\u003c/p>\n\u003cp>AUBREY: For example, when participants were asked to perform a task to measure how long they could pay attention, they did better. And when it came to questions such as, how often in the past week have you felt little interest or pleasure in doing things, their responses pointed to a significant lift in mood. Ward says the study results suggest a reduction in symptoms of depression on par with what other studies have found with antidepressant medications.\u003c/p>\n\u003cp>WARD: Not saying it’s the same as an antidepressant. Who knows how long-lasting this effect is? But that suggests that it’s something worth looking into.\u003c/p>\n\u003cp>AUBREY: His hypothesis on what actually improves moods isn’t about what was taken away from people. After all, they could still use computers at work or home, and they could talk on their phones. It has more to do with what they added back into their lives.\u003c/p>\n\u003cp>WARD: So it’s not that you stop using the internet, and magically, you just feel better. It’s that you do other things. And so people reported that they spent more time in nature, more time socializing, more time doing hobbies. They got more sleep.\u003c/p>\n\u003cp>AUBREY: They felt more socially connected. Dr. Judith Joseph is a psychiatrist and leads a women in medicine initiative at Columbia University. She says she’s not surprised by the findings. Many people don’t want to be tethered to their devices.\u003c/p>\n\u003cp>JUDITH JOSEPH: They know their phones are a problem. They just can’t stop. So helping people to retrain their brain to derive joy from healthy places has an antidepressant effect, and that’s why I’m not surprised.\u003c/p>\n\u003cp>AUBREY: A lot of the participants in the study found that they had to break the rules – for example, when they were in their cars and needed to use a map app for directions or log on to a Zoom meeting for work. It’s a reminder of how dependent we’ve become. So even if you can’t turn off the internet, Dr. Joseph recommends taking little breaks, beginning with baby steps.\u003c/p>\n\u003cp>JOSEPH: Slowly, over time, if you can do this even for 30 minutes here, 20 minutes there, build up. Try to see if you can increase these increments on a weekly basis.\u003c/p>\n\u003cp>AUBREY: Or here’s one idea to get started – if you go out for a walk after dinner, leave your smartphone behind and see how you feel.\u003c/p>\n\u003cp>Allison Aubrey, NPR News.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"soldout": {
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{
"candidateName": "Michael Gonzales",
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{
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{
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{
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"timeUpdated": "9:01 PM",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
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"AlamedaMeasureU": {
"id": "AlamedaMeasureU",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure U",
"raceDescription": "Albany. Bonding limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7959,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5697
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2262
}
]
},
"AlamedaMeasureV": {
"id": "AlamedaMeasureV",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure V",
"raceDescription": "Albany. Youth voting. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8767,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5619
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3148
}
]
},
"AlamedaMeasureW": {
"id": "AlamedaMeasureW",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure W",
"raceDescription": "Berkeley. Property transfer tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51630,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31461
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20169
}
]
},
"AlamedaMeasureX": {
"id": "AlamedaMeasureX",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure X",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 53242,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41819
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11423
}
]
},
"AlamedaMeasureY": {
"id": "AlamedaMeasureY",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Y",
"raceDescription": "Berkeley. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52536,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39508
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13028
}
]
},
"AlamedaMeasureZ": {
"id": "AlamedaMeasureZ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure Z",
"raceDescription": "Berkeley. Sugary drinks and sweetenders tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52929,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 42280
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10649
}
]
},
"AlamedaMeasureAA": {
"id": "AlamedaMeasureAA",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure AA",
"raceDescription": "Berkeley. Spending limit. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52282,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46394
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5888
}
]
},
"AlamedaMeasureBB": {
"id": "AlamedaMeasureBB",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure BB",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52882,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29623
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23259
}
]
},
"AlamedaMeasureCC": {
"id": "AlamedaMeasureCC",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure CC",
"raceDescription": "Berkeley. Affordable housing programs. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51633,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18070
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 33563
}
]
},
"AlamedaMeasureDD": {
"id": "AlamedaMeasureDD",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure DD",
"raceDescription": "Berkeley. CAFO prohibition. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 49700,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30761
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18939
}
]
},
"AlamedaMeasureEE": {
"id": "AlamedaMeasureEE",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure EE",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52312,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23873
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28439
}
]
},
"AlamedaMeasureFF": {
"id": "AlamedaMeasureFF",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure FF",
"raceDescription": "Berkeley. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52489,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 31942
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20547
}
]
},
"AlamedaMeasureGG": {
"id": "AlamedaMeasureGG",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure GG",
"raceDescription": "Berkeley. Fossil fuel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52229,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16178
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 36051
}
]
},
"AlamedaMeasureHH": {
"id": "AlamedaMeasureHH",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure HH",
"raceDescription": "Berkeley. Indoor air quality. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 51108,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22205
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28903
}
]
},
"AlamedaMeasureII": {
"id": "AlamedaMeasureII",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure II",
"raceDescription": "Dublin. Open Space Initiative. Passes with 50% vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25701,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13649
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12052
}
]
},
"AlamedaMeasureJJ": {
"id": "AlamedaMeasureJJ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure JJ",
"raceDescription": "Dublin. Government accountability. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25445,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19350
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6095
}
]
},
"AlamedaMeasureK1": {
"id": "AlamedaMeasureK1",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure K1",
"raceDescription": "Hayward. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 46707,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 38826
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7881
}
]
},
"AlamedaMeasureLL": {
"id": "AlamedaMeasureLL",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure LL",
"raceDescription": "Newark. Transient occupancy tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15814,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12721
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3093
}
]
},
"AlamedaMeasureMM": {
"id": "AlamedaMeasureMM",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure MM",
"raceDescription": "Oakland. Wildfire protection zone. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35275,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25125
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10150
}
]
},
"AlamedaMeasureNN": {
"id": "AlamedaMeasureNN",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure NN",
"raceDescription": "Oakland. Parking tax. Passes with 2/3 vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 159573,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 112971
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 46602
}
]
},
"AlamedaMeasureOO": {
"id": "AlamedaMeasureOO",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure OO",
"raceDescription": "Oakland. Public ethics comission. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 150503,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 110317
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 40186
}
]
},
"AlamedaMeasurePP": {
"id": "AlamedaMeasurePP",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure PP",
"raceDescription": "Pleasanton. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34880,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15983
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 18897
}
]
},
"AlamedaMeasureQQ": {
"id": "AlamedaMeasureQQ",
"type": "localRace",
"location": "Alameda",
"raceName": "Measure QQ",
"raceDescription": "Union City. Gross receipts tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 24809,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 20249
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4560
}
]
},
"AlamedaAlbanyCityCouncil": {
"id": "AlamedaAlbanyCityCouncil",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council",
"raceDescription": "Top three candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7969,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2072
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2150
},
{
"candidateName": "Jeremiah Garrett-Pinguelo",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 393
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1490
},
{
"candidateName": "Preston Jordan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1864
}
]
},
"AlamedaAlbanyCityCouncilFinalRound": {
"id": "AlamedaAlbanyCityCouncilFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany City Council Final Round",
"raceDescription": "Top three candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top3",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7865.9493,
"candidates": [
{
"candidateName": "Jennifer Hansen-Romero",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2002
},
{
"candidateName": "Peggy (Margaret) McQuaid",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2002
},
{
"candidateName": "Jeremiah Garrett-Pinguelo (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Tiedemann",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 1823.9955
},
{
"candidateName": "Preston Jordan ",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2037.9538
}
]
},
"AlamedaAlbanyBoardofEducation": {
"id": "AlamedaAlbanyBoardofEducation",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education",
"raceDescription": "Top two candidates win seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7096,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1633
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1972
},
{
"candidateName": "Brian L. Doss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 718
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2773
}
]
},
"AlamedaAlbanyBoardofEducationFinalRound": {
"id": "AlamedaAlbanyBoardofEducationFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Albany Board of Education Final Round",
"raceDescription": "Top two candidates win seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6949.5470000000005,
"candidates": [
{
"candidateName": "Jolene Gazmen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1997.5386
},
{
"candidateName": "Dayna Inkeles",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2569.0084
},
{
"candidateName": "Brian L. Doss (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Veronica Davidson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2383
}
]
},
"AlamedaBerkeleyMayor": {
"id": "AlamedaBerkeleyMayor",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 52493,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19978
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 19633
},
{
"candidateName": "Kate Harrison",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11853
},
{
"candidateName": "Naomi D. Pete",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 501
},
{
"candidateName": "Logan Bowie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 528
}
]
},
"AlamedaBerkeleyMayorFinalRound": {
"id": "AlamedaBerkeleyMayorFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley Mayor Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 49265,
"candidates": [
{
"candidateName": "Adena Ishii",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25156
},
{
"candidateName": "Sophie Hahn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24109
},
{
"candidateName": "Kate Harrison (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Naomi D. Pete (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Logan Bowie (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaBerkeleyCityCouncilDistrict2": {
"id": "AlamedaBerkeleyCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6873,
"candidates": [
{
"candidateName": "Terry Taplin",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4787
},
{
"candidateName": "Jenny Guarino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2086
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3": {
"id": "AlamedaBerkeleyCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6344,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1526
},
{
"candidateName": "John “Chip” Moore",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1459
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3359
}
]
},
"AlamedaBerkeleyCityCouncilDistrict3FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6096,
"candidates": [
{
"candidateName": "Deborah Matthews",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1833
},
{
"candidateName": "John “Chip” Moore (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ben Bartlett",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4263
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5": {
"id": "AlamedaBerkeleyCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8585,
"candidates": [
{
"candidateName": "Nilang Gor",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1063
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1721
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5801
}
]
},
"AlamedaBerkeleyCityCouncilDistrict5FinalRound": {
"id": "AlamedaBerkeleyCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8262,
"candidates": [
{
"candidateName": "Nilang Gor (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Todd Andrew",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1995
},
{
"candidateName": "Shoshana O’Keefe",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6267
}
]
},
"AlamedaBerkeleyCityCouncilDistrict6": {
"id": "AlamedaBerkeleyCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "Berkeley City Council, District 6",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7332,
"candidates": [
{
"candidateName": "Brent Blackaby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4405
},
{
"candidateName": "Andy Katz",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2927
}
]
},
"AlamedaOaklandCityCouncilAtLarge": {
"id": "AlamedaOaklandCityCouncilAtLarge",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 143599,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5406
},
{
"candidateName": "Charlene Wang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 30485
},
{
"candidateName": "Mindy Ruth Pechenuk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4835
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 41871
},
{
"candidateName": "Nancy Sidebotham",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2254
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 39258
},
{
"candidateName": "Fabian Robinson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2794
},
{
"candidateName": "Shawn Danino",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9695
},
{
"candidateName": "Kanitha Matoury",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5629
},
{
"candidateName": "Selika Thomas",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1372
}
]
},
"AlamedaOaklandCityCouncilAtLargeFinalRound": {
"id": "AlamedaOaklandCityCouncilAtLargeFinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, At Large Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 127094,
"candidates": [
{
"candidateName": "Cristina “Tina” Tostado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Charlene Wang (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Mindy Ruth Pechenuk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Rowena Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72315
},
{
"candidateName": "Nancy Sidebotham (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "LeRonne L. Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 54779
},
{
"candidateName": "Fabian Robinson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shawn Danino (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Kanitha Matoury (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Selika Thomas (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict1": {
"id": "AlamedaOaklandCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29613,
"candidates": [
{
"candidateName": "Edward C. Frank",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2581
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22641
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4391
}
]
},
"AlamedaOaklandCityCouncilDistrict1FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict1FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29252,
"candidates": [
{
"candidateName": "Edward C. Frank (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Zac Unger",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 24350
},
{
"candidateName": "Len Raphael",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4902
}
]
},
"AlamedaOaklandCityCouncilDistrict3": {
"id": "AlamedaOaklandCityCouncilDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 ",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 20561,
"candidates": [
{
"candidateName": "Baba Afolabi",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1600
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 9871
},
{
"candidateName": "Michelle D. Hailey",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1458
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6222
},
{
"candidateName": "Shan M. Hirsch",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 609
},
{
"candidateName": "Meron Semedar",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 801
}
]
},
"AlamedaOaklandCityCouncilDistrict3FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict3FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19506,
"candidates": [
{
"candidateName": "Baba Afolabi (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Carroll Fife",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 11437
},
{
"candidateName": "Michelle D. Hailey (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Warren Mitchell Logan",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8069
},
{
"candidateName": "Shan M. Hirsch (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Meron Semedar (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityCouncilDistrict5": {
"id": "AlamedaOaklandCityCouncilDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12299,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 6482
},
{
"candidateName": "Dominic Prado",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1930
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3887
}
]
},
"AlamedaOaklandCityCouncilDistrict5FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict5FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12059,
"candidates": [
{
"candidateName": "Noel Gallo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7120
},
{
"candidateName": "Dominic Prado (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Erin Armstrong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4939
}
]
},
"AlamedaOaklandCityCouncilDistrict7": {
"id": "AlamedaOaklandCityCouncilDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13089,
"candidates": [
{
"candidateName": "Merika Goolsby",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2063
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4428
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4132
},
{
"candidateName": "Marcie Hodge",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2466
}
]
},
"AlamedaOaklandCityCouncilDistrict7FinalRound": {
"id": "AlamedaOaklandCityCouncilDistrict7FinalRound",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Council, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12106,
"candidates": [
{
"candidateName": "Merika Goolsby (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ken Houston",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6303
},
{
"candidateName": "Iris Merriouns",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5803
},
{
"candidateName": "Marcie Hodge (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"AlamedaOaklandCityAttorney": {
"id": "AlamedaOaklandCityAttorney",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland City Attorney",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 137594,
"candidates": [
{
"candidateName": "Brenda Harbin-Forte",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 56752
},
{
"candidateName": "Ryan Richardson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 80842
}
]
},
"AlamedaOaklandSchoolDirectorDistrict1": {
"id": "AlamedaOaklandSchoolDirectorDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 1 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28794,
"candidates": [
{
"candidateName": "Rachel Latta",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22409
},
{
"candidateName": "Benjamin Salop",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6385
}
]
},
"AlamedaOaklandSchoolDirectorDistrict3": {
"id": "AlamedaOaklandSchoolDirectorDistrict3",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 3 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19777,
"candidates": [
{
"candidateName": "Dwayne Aikens Jr.",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8847
},
{
"candidateName": "VanCedric Williams",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 10930
}
]
},
"AlamedaOaklandSchoolDirectorDistrict5": {
"id": "AlamedaOaklandSchoolDirectorDistrict5",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 5 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12041,
"candidates": [
{
"candidateName": "Sasha Ritzie-Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5578
},
{
"candidateName": "Patrice Berry",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6463
}
]
},
"AlamedaOaklandSchoolDirectorDistrict7": {
"id": "AlamedaOaklandSchoolDirectorDistrict7",
"type": "localRace",
"location": "Alameda",
"raceName": "Oakland School Director, District 7 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12366,
"candidates": [
{
"candidateName": "Clifford Thompson",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7776
},
{
"candidateName": "Domonic Ware",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4590
}
]
},
"AlamedaSanLeandroCityCouncilDistrict1": {
"id": "AlamedaSanLeandroCityCouncilDistrict1",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 22501,
"candidates": [
{
"candidateName": "Sbeydeh Viveros Walton",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 22501
}
]
},
"AlamedaSanLeandroCityCouncilDistrict2": {
"id": "AlamedaSanLeandroCityCouncilDistrict2",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28755,
"candidates": [
{
"candidateName": "Ed Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14150
},
{
"candidateName": "Bryan Azevedo",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 14605
}
]
},
"AlamedaSanLeandroCityCouncilDistrict4": {
"id": "AlamedaSanLeandroCityCouncilDistrict4",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 4 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 22361,
"candidates": [
{
"candidateName": "Fred Simon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22361
}
]
},
"AlamedaSanLeandroCityCouncilDistrict6": {
"id": "AlamedaSanLeandroCityCouncilDistrict6",
"type": "localRace",
"location": "Alameda",
"raceName": "San Leandro City Council, District 6 ",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "9:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27155,
"candidates": [
{
"candidateName": "Robert Aguilar Bulatao",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10457
},
{
"candidateName": "Dylan Boldt",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16698
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea1": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea1",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 71155,
"candidates": [
{
"candidateName": "Anthony Edward Caro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 28949
},
{
"candidateName": "Daniel Nathan-Heiss",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 42206
}
]
},
"CCContraCostaCountyBoardofEducationGoverningBoardArea3": {
"id": "CCContraCostaCountyBoardofEducationGoverningBoardArea3",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa County Board of Education Governing Board, Area 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 79805,
"candidates": [
{
"candidateName": "Yazmin Llamas",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 50322
},
{
"candidateName": "Vicki Gordon",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 29483
}
]
},
"CCContraCostaCommunityCollegeDistrictGoverningBoardWard2": {
"id": "CCContraCostaCommunityCollegeDistrictGoverningBoardWard2",
"type": "localRace",
"location": "Contra Costa",
"raceName": "Contra Costa Community College District Governing Board, Ward 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:39 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 104994,
"candidates": [
{
"candidateName": "Diana J. Honig",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 77127
},
{
"candidateName": "Kofi Opong-Mensah",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 27867
}
]
},
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"candidateIncumbent": false,
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"candidateIncumbent": true,
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"candidateIncumbent": true,
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{
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"candidateIncumbent": true,
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"location": "Marin",
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"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
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"candidateIncumbent": false,
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{
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"candidateIncumbent": true,
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},
"MarinMarinMunicipalWaterDistrictDirectorDivision2": {
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"location": "Marin",
"raceName": "Marin Municipal Water District Director, Division 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13820,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
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{
"candidateName": "Jack Kenney",
"candidateIncumbent": false,
"candidateParty": "",
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{
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"candidateIncumbent": false,
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]
},
"MarinMarinMunicipalWaterDistrictDirectorDivision5": {
"id": "MarinMarinMunicipalWaterDistrictDirectorDivision5",
"type": "localRace",
"location": "Marin",
"raceName": "Marin Municipal Water District Director, Division 5",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 16204,
"candidates": [
{
"candidateName": "Dawn Matheson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2344
},
{
"candidateName": "Larry L. Russell",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 9881
},
{
"candidateName": "Dave Keatley",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3979
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]
},
"MarinNorthMarinWaterDistrictDirectorDivision1ShortTerm": {
"id": "MarinNorthMarinWaterDistrictDirectorDivision1ShortTerm",
"type": "localRace",
"location": "Marin",
"raceName": "North Marin Water District Director, Division 1 — Short Term",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6853,
"candidates": [
{
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"candidateIncumbent": true,
"candidateParty": "",
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},
{
"candidateName": "Mary Stompe",
"candidateIncumbent": false,
"candidateParty": "",
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]
},
"MarinNorthMarinWaterDistrictDirectorDivision3": {
"id": "MarinNorthMarinWaterDistrictDirectorDivision3",
"type": "localRace",
"location": "Marin",
"raceName": "North Marin Water District Director, Division 3",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6352,
"candidates": [
{
"candidateName": "Francis Drouillard",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2990
},
{
"candidateName": "Michael H. Joly",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 3362
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]
},
"MarinMeasureAA": {
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"type": "localRace",
"location": "Marin",
"raceName": "Measure AA",
"raceDescription": "Petaluma Joint Union High School District. School bond. Passes with 55% vote. Includes votes from Marin and Sonoma Counties.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 40540,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25466
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{
"candidateName": "No",
"candidateIncumbent": false,
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]
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"MarinMeasureB": {
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"location": "Marin",
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"raceDescription": "Tamalpais Union High School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 66819,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 43939
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 22880
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]
},
"MarinMeasureC": {
"id": "MarinMeasureC",
"type": "localRace",
"location": "Marin",
"raceName": "Measure C",
"raceDescription": "Bolinas-Stinson Union School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 1120,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 807
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 313
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]
},
"MarinMeasureE": {
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"type": "localRace",
"location": "Marin",
"raceName": "Measure E",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6981,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4219
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2762
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]
},
"MarinMeasureG": {
"id": "MarinMeasureG",
"type": "localRace",
"location": "Marin",
"raceName": "Measure G",
"raceDescription": "Sausalito Marin City School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 5885,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4123
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1762
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]
},
"MarinMeasureH": {
"id": "MarinMeasureH",
"type": "localRace",
"location": "Marin",
"raceName": "Measure H",
"raceDescription": "Fairfax. Appoint City Clerk. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4403,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1763
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2640
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]
},
"MarinMeasureI": {
"id": "MarinMeasureI",
"type": "localRace",
"location": "Marin",
"raceName": "Measure I",
"raceDescription": "Fairfax. Rent stabilization. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4733,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2991
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1742
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]
},
"MarinMeasureJ": {
"id": "MarinMeasureJ",
"type": "localRace",
"location": "Marin",
"raceName": "Measure J",
"raceDescription": "Fairfax. Infrastructure bond. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 4781,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2966
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1815
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]
},
"MarinMeasureK": {
"id": "MarinMeasureK",
"type": "localRace",
"location": "Marin",
"raceName": "Measure K",
"raceDescription": "Larkspur. Rent increase limit. Passes with majority vote. ",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7144,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2710
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4434
}
]
},
"MarinMeasureL": {
"id": "MarinMeasureL",
"type": "localRace",
"location": "Marin",
"raceName": "Measure L",
"raceDescription": "Mill Valley. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8565,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6623
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1942
}
]
},
"MarinMeasureM": {
"id": "MarinMeasureM",
"type": "localRace",
"location": "Marin",
"raceName": "Measure M",
"raceDescription": "Novato. Sales tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 26157,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 15151
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11006
}
]
},
"MarinMeasureN": {
"id": "MarinMeasureN",
"type": "localRace",
"location": "Marin",
"raceName": "Measure N",
"raceDescription": "San Anselmo. Rent increase limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7470,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2756
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4714
}
]
},
"MarinMeasureO": {
"id": "MarinMeasureO",
"type": "localRace",
"location": "Marin",
"raceName": "Measure O",
"raceDescription": "San Anselmo. Tenant benefits. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7560,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2556
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5004
}
]
},
"MarinMeasureP": {
"id": "MarinMeasureP",
"type": "localRace",
"location": "Marin",
"raceName": "Measure P",
"raceDescription": "San Rafael. Parcel tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 23788,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12375
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11413
}
]
},
"MarinMeasureQ": {
"id": "MarinMeasureQ",
"type": "localRace",
"location": "Marin",
"raceName": "Measure Q",
"raceDescription": "Stinson Beach Fire Protection District. Spending limit. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 332,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 309
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 23
}
]
},
"MarinMeasureR": {
"id": "MarinMeasureR",
"type": "localRace",
"location": "Marin",
"raceName": "Measure R",
"raceDescription": "Stinson Beach Fire Protection District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:57 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 335,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 274
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 61
}
]
},
"NapaNapaCountyBoardofEducationTrusteeArea5": {
"id": "NapaNapaCountyBoardofEducationTrusteeArea5",
"type": "localRace",
"location": "Napa",
"raceName": "Napa County Board of Education, Trustee Area 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7504,
"candidates": [
{
"candidateName": "Rory Moran",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2163
},
{
"candidateName": "Gerald Parrott \r",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 5341
}
]
},
"NapaSolanoCountyBoardofEducationTrusteeArea2": {
"id": "NapaSolanoCountyBoardofEducationTrusteeArea2",
"type": "localRace",
"location": "Napa",
"raceName": "Solano County Board of Education, Trustee Area 2",
"raceDescription": "Top candidate wins seat. Includes votes from Napa and Solano counties.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28859,
"candidates": [
{
"candidateName": "Bonnie Hamilton",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 10075
},
{
"candidateName": "Carol J. Kalamaras",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5417
},
{
"candidateName": "Amy Sharp",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13367
}
]
},
"NapaNapaValleyCollegeTrusteeArea6": {
"id": "NapaNapaValleyCollegeTrusteeArea6",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley College, Trustee Area 6",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:25 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 8021,
"candidates": [
{
"candidateName": "Ines De Luna",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 4839
},
{
"candidateName": "Scott Owens",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3182
}
]
},
"NapaNapaValleyUnifiedSchoolDistrictTrusteeArea2": {
"id": "NapaNapaValleyUnifiedSchoolDistrictTrusteeArea2",
"type": "localRace",
"location": "Napa",
"raceName": "Napa Valley Unified School District, Trustee Area 2",
"raceDescription": "Top candidate wins seat. ",
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{
"candidateName": "Kevin “KDub” West",
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"location": "Napa",
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{
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"location": "Napa",
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{
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{
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{
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{
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{
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"location": "Napa",
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{
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{
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{
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{
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{
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{
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"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "7:25 PM",
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"timeUpdated": "7:25 PM",
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{
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{
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{
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{
"candidateName": "Supryia Marie Ray",
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{
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{
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{
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{
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{
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{
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{
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{
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{
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"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"location": "San Francisco",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363854,
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{
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"location": "San Francisco",
"raceName": "Measure F",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"location": "San Francisco",
"raceName": "Measure G",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 370824,
"candidates": [
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{
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"SFMeasureH": {
"id": "SFMeasureH",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure H",
"raceDescription": "San Francisco. Firefighter pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 365942,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 192601
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 173341
}
]
},
"SFMeasureI": {
"id": "SFMeasureI",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure I",
"raceDescription": "San Francisco. Nurse and 911 operator pensions. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363459,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 261318
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102141
}
]
},
"SFMeasureJ": {
"id": "SFMeasureJ",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure J",
"raceDescription": "San Francisco. City spending. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 362785,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 297972
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 64813
}
]
},
"SFMeasureK": {
"id": "SFMeasureK",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure K",
"raceDescription": "San Francisco. Permanently closing Upper Great Highway to private vehicles. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 376489,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 206042
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 170447
}
]
},
"SFMeasureL": {
"id": "SFMeasureL",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure L",
"raceDescription": "San Francisco. Transportation network companies tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 369575,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 210375
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 159200
}
]
},
"SFMeasureM": {
"id": "SFMeasureM",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure M",
"raceDescription": "San Francisco. Business tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 342310,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 237930
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 104380
}
]
},
"SFMeasureN": {
"id": "SFMeasureN",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure N",
"raceDescription": "San Francisco. Student loan reimbursement. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 363432,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 187979
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 175453
}
]
},
"SFMeasureO": {
"id": "SFMeasureO",
"type": "localRace",
"location": "San Francisco",
"raceName": "Measure O",
"raceDescription": "San Francisco. Reproductive rights. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 373249,
"candidates": [
{
"candidateName": "Yes",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 312914
},
{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 60335
}
]
},
"SFMayorRound1": {
"id": "SFMayorRound1",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Round 1",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 390180,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 95117
},
{
"candidateName": "Mark Farrell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 72115
},
{
"candidateName": "Henry Flynn",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1319
},
{
"candidateName": "Keith Freedman",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2079
},
{
"candidateName": "Dylan Hirsch-Shell",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2897
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 102720
},
{
"candidateName": "Nelson Mei",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1791
},
{
"candidateName": "Aaron Peskin",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 89215
},
{
"candidateName": "Paul Robertson",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 812
},
{
"candidateName": "Ahsha Safai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11425
},
{
"candidateName": "Shahram Shariati",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1613
},
{
"candidateName": "Jon Soderstrom",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 412
},
{
"candidateName": "Ellen Zhou",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8665
}
]
},
"SFMayorRound3": {
"id": "SFMayorRound3",
"type": "localRace",
"location": "San Francisco",
"raceName": "San Francisco Mayor Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 331477,
"candidates": [
{
"candidateName": "London Breed",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 149113
},
{
"candidateName": "Mark Farrell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Henry Flynn (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Keith Freedman (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dylan Hirsch-Shell (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Daniel Lurie",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 182364
},
{
"candidateName": "Nelson Mei (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Aaron Peskin (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Paul Robertson (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ahsha Safai (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Shahram Shariati (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jon Soderstrom (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Ellen Zhou (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict1": {
"id": "SFBoardofSupervisorsDistrict1",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35478,
"candidates": [
{
"candidateName": "Sherman D'Silva",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 899
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14755
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 16670
},
{
"candidateName": "Jeremiah Boehner",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1344
},
{
"candidateName": "Jen Nossokoff",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1810
}
]
},
"SFBoardofSupervisorsDistrict1FinalRound": {
"id": "SFBoardofSupervisorsDistrict1FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 1 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 34299,
"candidates": [
{
"candidateName": "Sherman D'Silva (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Marjan Philhour",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16499
},
{
"candidateName": "Connie Chan",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17800
},
{
"candidateName": "Jeremiah Boehner (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jen Nossokoff (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict3": {
"id": "SFBoardofSupervisorsDistrict3",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 28758,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8489
},
{
"candidateName": "Moe Jamil",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3753
},
{
"candidateName": "Wendy Ha Chau",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1565
},
{
"candidateName": "Eduard Navarro",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 879
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11272
},
{
"candidateName": "Matthew Susk",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2800
}
]
},
"SFBoardofSupervisorsDistrict3FinalRound": {
"id": "SFBoardofSupervisorsDistrict3FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 3 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 25568,
"candidates": [
{
"candidateName": "Sharon Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11512
},
{
"candidateName": "Moe Jamil (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Wendy Ha Chau (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Eduard Navarro (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Danny Sauter",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14056
},
{
"candidateName": "Matthew Susk (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict5": {
"id": "SFBoardofSupervisorsDistrict5",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5",
"raceDescription": "Top candidate wins seat. This result reflects redistributed votes. The results of the instant runoff will change as more first-choice votes are counted.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29698,
"candidates": [
{
"candidateName": "Autumn Hope Looijen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2606
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11840
},
{
"candidateName": "Scotty Jacobs",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2796
},
{
"candidateName": "Allen Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 444
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 12012
}
]
},
"SFBoardofSupervisorsDistrict5FinalRound": {
"id": "SFBoardofSupervisorsDistrict5FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 5 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27818,
"candidates": [
{
"candidateName": "Autumn Hope Looijen (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Bilal Mahmood",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 14741
},
{
"candidateName": "Scotty Jacobs (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Allen Jones (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Dean Preston",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 13077
}
]
},
"SFBoardofSupervisorsDistrict7": {
"id": "SFBoardofSupervisorsDistrict7",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 37318,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 17532
},
{
"candidateName": "Stephen Martin-Pinto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5135
},
{
"candidateName": "Edward S. Yee",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1244
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13407
}
]
},
"SFBoardofSupervisorsDistrict7FinalRound": {
"id": "SFBoardofSupervisorsDistrict7FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 7 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 35412,
"candidates": [
{
"candidateName": "Myrna Melgar",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 18916
},
{
"candidateName": "Stephen Martin-Pinto (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Edward S. Yee (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Matt Boschetto",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 16496
}
]
},
"SFBoardofSupervisorsDistrict9": {
"id": "SFBoardofSupervisorsDistrict9",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Round One",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 32731,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13844
},
{
"candidateName": "Stephen Jon Torres",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1140
},
{
"candidateName": "Roberto Hernandez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6606
},
{
"candidateName": "Jaime Gutierrez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 931
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 9042
},
{
"candidateName": "Julian Bermudez",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 600
},
{
"candidateName": "H. Brown",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 568
}
]
},
"SFBoardofSupervisorsDistrict9FinalRound": {
"id": "SFBoardofSupervisorsDistrict9FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 9 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 29409,
"candidates": [
{
"candidateName": "Jackie Fielder",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17546
},
{
"candidateName": "Stephen Jon Torres (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Roberto Hernandez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Jaime Gutierrez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Trevor Chandler",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11863
},
{
"candidateName": "Julian Bermudez (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "H. Brown (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
}
]
},
"SFBoardofSupervisorsDistrict11": {
"id": "SFBoardofSupervisorsDistrict11",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 11 First Round",
"raceDescription": "Top candidate wins seat. This result only reflects voters’ first-choice candidate. If votes are redistributed in an instant runoff, they are not reflected in this result.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 27928,
"candidates": [
{
"candidateName": "Oscar Flores",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2896
},
{
"candidateName": "Michael Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8675
},
{
"candidateName": "Roger Marenco",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 604
},
{
"candidateName": "Jose Morales",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 629
},
{
"candidateName": "Ernest “EJ” Jones",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5441
},
{
"candidateName": "Adlah Chisti",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1434
},
{
"candidateName": "Chyanne Chen",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 8249
}
]
},
"SFBoardofSupervisorsDistrict11FinalRound": {
"id": "SFBoardofSupervisorsDistrict11FinalRound",
"type": "localRace",
"location": "San Francisco",
"raceName": "Board of Supervisors, District 11 Final Round",
"raceDescription": "Top candidate wins seat. This is the latest ranked choice data provided by the Department of Elections office.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:55 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 23804,
"candidates": [
{
"candidateName": "Oscar Flores (eliminated)",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 0
},
{
"candidateName": "Michael Lai",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11803
},
{
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{
"candidateName": "Nic Erridge",
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{
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{
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{
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{
"candidateName": "Itzel Negrete",
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{
"candidateName": "Mark Wallace",
"candidateIncumbent": true,
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{
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"SMSequoiaHealthcareDistrictBoardofDirectorsZoneB": {
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"candidateParty": "",
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{
"candidateName": "Jo-Ann Byrne Sockolov",
"candidateIncumbent": false,
"candidateParty": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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{
"candidateName": "No",
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"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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"candidateParty": "",
"voteCount": 9706
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{
"candidateName": "No",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"voteCount": 38447
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{
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"SMMeasureHH": {
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
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"voteCount": 1215
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{
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"candidateIncumbent": false,
"candidateParty": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 20334,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 13712
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15139,
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"voteCount": 11203
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{
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"candidateIncumbent": false,
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"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 14136,
"candidates": [
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"voteCount": 10174
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{
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"candidateIncumbent": false,
"candidateParty": "",
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},
"SMMeasureJ": {
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"type": "localRace",
"location": "San Mateo",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 10950,
"candidates": [
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"voteCount": 6986
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{
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"candidateIncumbent": false,
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},
"SMMeasureEE": {
"id": "SMMeasureEE",
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"location": "San Mateo",
"raceName": "Measure EE",
"raceDescription": "Pacifica School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19170,
"candidates": [
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"voteCount": 13902
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{
"candidateName": "No",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 5268
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]
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"SMMeasureS": {
"id": "SMMeasureS",
"type": "localRace",
"location": "San Mateo",
"raceName": "Measure S",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7945,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 6249
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{
"candidateName": "No",
"candidateIncumbent": false,
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"SMMeasureX": {
"id": "SMMeasureX",
"type": "localRace",
"location": "San Mateo",
"raceName": "Measure X",
"raceDescription": "San Bruno Park School District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15828,
"candidates": [
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"voteCount": 11919
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{
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"SMMeasureO": {
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"location": "San Mateo",
"raceName": "Measure O",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15031,
"candidates": [
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"voteCount": 12419
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{
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"SMMeasureY": {
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"raceName": "Measure Y",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 1985,
"candidates": [
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"voteCount": 1536
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{
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"SMMeasureDD": {
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"raceReadTheStory": "",
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"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 12925,
"candidates": [
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"voteCount": 10945
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{
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"candidateIncumbent": false,
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"location": "San Mateo",
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"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 553,
"candidates": [
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"voteCount": 454
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{
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"candidateIncumbent": false,
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"SMMeasureJJ": {
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"raceName": "Measure JJ",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6278,
"candidates": [
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"voteCount": 4860
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"location": "San Mateo",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13252,
"candidates": [
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"voteCount": 9831
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"candidateIncumbent": false,
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6145,
"candidates": [
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"voteCount": 3969
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"candidateIncumbent": false,
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 15571,
"candidates": [
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"candidateParty": "",
"voteCount": 13009
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"candidateIncumbent": false,
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 9905,
"candidates": [
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"voteCount": 7729
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"candidateIncumbent": false,
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 19664,
"candidates": [
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"voteCount": 15284
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"candidateIncumbent": false,
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"location": "San Mateo",
"raceName": "Measure BB",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 32216,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 26988
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{
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"candidateIncumbent": false,
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"voteCount": 5228
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"type": "localRace",
"location": "San Mateo",
"raceName": "Measure Q",
"raceDescription": "San Bruno. Infrastructure bond. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 17380,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 12703
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{
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"candidateIncumbent": false,
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"type": "localRace",
"location": "San Mateo",
"raceName": "Measure L",
"raceDescription": "San Carlos. Appoint city treasurer. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 14980,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 11206
},
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3774
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]
},
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"type": "localRace",
"location": "San Mateo",
"raceName": "Measure T",
"raceDescription": "San Mateo. Affordable housing. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 42554,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 25271
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{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 17283
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},
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"type": "localRace",
"location": "San Mateo",
"raceName": "Measure W",
"raceDescription": "South San Francisco. Business lincese tax. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 24535,
"candidates": [
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"candidateIncumbent": false,
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"voteCount": 19842
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"candidateIncumbent": false,
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},
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"type": "localRace",
"location": "San Mateo",
"raceName": "Measure I",
"raceDescription": "Broadmoor Police Protection District. Parcel tax. Passes with 2/3 vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 2085,
"candidates": [
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"candidateIncumbent": false,
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"voteCount": 888
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"candidateIncumbent": false,
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},
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"type": "localRace",
"location": "San Mateo",
"raceName": "Measure II",
"raceDescription": "Pescadero Municipal Advisory Council. Number of members. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:16 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 620,
"candidates": [
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"candidateParty": "",
"voteCount": 450
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"candidateIncumbent": false,
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Campbell City Council, District 1",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 3029,
"candidates": [
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 1599
},
{
"candidateName": "Juan Rodriguez",
"candidateIncumbent": false,
"candidateParty": "",
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},
"SCCampbellCityCouncilDistrict2": {
"id": "SCCampbellCityCouncilDistrict2",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Campbell City Council, District 2",
"raceDescription": "Top candidate wins seat.",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 3029,
"candidates": [
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"candidateIncumbent": true,
"candidateParty": "",
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]
},
"SCCupertinoCityCouncil": {
"id": "SCCupertinoCityCouncil",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Cupertino City Council",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 41147,
"candidates": [
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"candidateIncumbent": true,
"candidateParty": "",
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},
{
"candidateName": "Barry Chang",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2911
},
{
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"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Hung Wei",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 7114
},
{
"candidateName": "Ray Wang",
"candidateIncumbent": false,
"candidateParty": "",
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},
{
"candidateName": "Gilbert Wong",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 3333
},
{
"candidateName": "Rod Sinks",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 7578
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},
"SCGilroyMayor": {
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Gilroy Mayor",
"raceDescription": "Top candidate wins seat.",
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"candidateIncumbent": true,
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 24432,
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"location": "Santa Clara",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 23916,
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 23798,
"candidates": [
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 90597,
"candidates": [
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"location": "Santa Clara",
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"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 24265,
"candidates": [
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"location": "Santa Clara",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 103124,
"candidates": [
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"location": "Santa Clara",
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"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 7160,
"candidates": [
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"location": "Santa Clara",
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"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 7158,
"candidates": [
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"candidateIncumbent": false,
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"location": "Santa Clara",
"raceName": "Measure U",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 18065,
"candidates": [
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"location": "Santa Clara",
"raceName": "Measure V",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 20980,
"candidates": [
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"candidateIncumbent": false,
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure W",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 24905,
"candidates": [
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"voteCount": 19283
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"candidateIncumbent": false,
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"location": "Santa Clara",
"raceName": "Measure X",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 40274,
"candidates": [
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"candidateIncumbent": false,
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"location": "Santa Clara",
"raceName": "Measure Y",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 28676,
"candidates": [
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"candidateIncumbent": false,
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure Z",
"raceDescription": "Cupertino Union School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 55064,
"candidates": [
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{
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"candidateIncumbent": false,
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure AA",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 25605,
"candidates": [
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{
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"candidateIncumbent": false,
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"SCMeasureBB": {
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"location": "Santa Clara",
"raceName": "Measure BB",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 13215,
"candidates": [
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{
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"candidateIncumbent": false,
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"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure CC",
"raceDescription": "Los Gatos Union School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
"dateUpdated": "Dec 5, 2024",
"totalVotes": 16092,
"candidates": [
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{
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"candidateIncumbent": false,
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"SCMeasureEE": {
"id": "SCMeasureEE",
"type": "localRace",
"location": "Santa Clara",
"raceName": "Measure EE",
"raceDescription": "Los Altos School District. School bond. Passes with 55% vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "7:54 PM",
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"timeUpdated": "7:01 PM",
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{
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"timeUpdated": "8:01 PM",
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{
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"timeUpdated": "8:01 PM",
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{
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{
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{
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"timeUpdated": "8:01 PM",
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{
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"timeUpdated": "8:01 PM",
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{
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{
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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{
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"raceType": "top2",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
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},
{
"candidateName": "Kali Dukes Wagner",
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{
"candidateName": "Paloma Escalante De Burrows",
"candidateIncumbent": false,
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]
},
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"location": "Sonoma",
"raceName": "Santa Rosa City Council, District 1",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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"candidates": [
{
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"candidateIncumbent": true,
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]
},
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"id": "SonomaSantaRosaCityCouncilDistrict3",
"type": "localRace",
"location": "Sonoma",
"raceName": "Santa Rosa City Council, District 3",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 13272,
"candidates": [
{
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"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 10798
},
{
"candidateName": "Janice Karrman",
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"candidateParty": "",
"voteCount": 2474
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]
},
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"id": "SonomaSantaRosaCityCouncilDistrict5",
"type": "localRace",
"location": "Sonoma",
"raceName": "Santa Rosa City Council, District 5",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7526,
"candidates": [
{
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"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 4682
},
{
"candidateName": "Jeremy Newton",
"candidateIncumbent": false,
"candidateParty": "",
"voteCount": 2844
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]
},
"SonomaSantaRosaCityCouncilDistrict7": {
"id": "SonomaSantaRosaCityCouncilDistrict7",
"type": "localRace",
"location": "Sonoma",
"raceName": "Santa Rosa City Council, District 7",
"raceDescription": "Top candidate wins seat. ",
"raceReadTheStory": "",
"raceType": "top1",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7705,
"candidates": [
{
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"candidateIncumbent": true,
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"voteCount": 7705
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]
},
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"id": "SonomaCloverdaleCityCouncil",
"type": "localRace",
"location": "Sonoma",
"raceName": "Cloverdale City Council",
"raceDescription": "Top two candidates win seat.",
"raceReadTheStory": "",
"raceType": "top2",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6014,
"candidates": [
{
"candidateName": "Todd Lands",
"candidateIncumbent": true,
"candidateParty": "",
"voteCount": 2493
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 3754,
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 3478,
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 7920,
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 6576,
"candidates": [
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"SonomaMeasureZ": {
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"location": "Sonoma",
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"raceReadTheStory": "",
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 17602,
"candidates": [
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"location": "Sonoma",
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 238355,
"candidates": [
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 242253,
"candidates": [
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"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 77893,
"candidates": [
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"SonomaMeasureFF": {
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"location": "Sonoma",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 77796,
"candidates": [
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"SonomaMeasureCC": {
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"type": "localRace",
"location": "Sonoma",
"raceName": "Measure CC",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 3950,
"candidates": [
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{
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"candidateIncumbent": false,
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"SonomaMeasureDD": {
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"type": "localRace",
"location": "Sonoma",
"raceName": "Measure DD",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 3988,
"candidates": [
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"candidateIncumbent": false,
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"voteCount": 2274
},
{
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"candidateIncumbent": false,
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"SonomaMeasureS": {
"id": "SonomaMeasureS",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure S",
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"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 3777,
"candidates": [
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},
{
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"candidateIncumbent": false,
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"SonomaMeasureO": {
"id": "SonomaMeasureO",
"type": "localRace",
"location": "Sonoma",
"raceName": "Measure O",
"raceDescription": "Healdsburg. Multi-family housing. Passes with majority vote.",
"raceReadTheStory": "",
"raceType": "yesNo",
"timeUpdated": "8:01 PM",
"dateUpdated": "Dec 3, 2024",
"totalVotes": 5940,
"candidates": [
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