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More recently, in the early aughts, schools made rules barring investments in things like alcohol, tobacco and gambling, according to a report from the National Association of College and University Business Officers (NACUBO) and Commonfund.\u003c/p>\n\u003cp>By the beginning of the next decade, a sizeable minority of endowments included some \u003ca href=\"https://apnews.com/article/what-is-esg-investing-3a98b6f584357b8e10c31b1ff93ce4b6\">environmental, social and governance criteria\u003c/a> in their portfolios, which expanded the factors considered in weighing the value of an investment beyond profits and losses.\u003c/p>\n\u003cp>College and university endowments hold hundreds of billions of dollars in assets, for example, with Columbia University’s reaching $13.6 billion in 2023. Now, campus protests are bringing attention to who controls university endowments and how decisions about those investments get made.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>What are endowments?\u003c/h2>\n\u003cp>Endowments are the holdings and investments that institutions of higher education, foundations and some nonprofits manage as a kind of perpetual savings account. Many use the financial returns generated by those assets each year to help fund the institution’s ongoing work. Donors often give to institution’s endowments to ensure it will have resources well into the future.\u003c/p>\n\u003ch2>Who manages the investments of an endowment?\u003c/h2>\n\u003cp>Many schools, from the largest to the smallest, work with outside investment managers, like investment banks, hedge funds or specialized firms that have access to investing vehicles that aren’t available to retail investors, said Todd Ely, an associate professor in the School of Public Affairs at the University of Colorado Denver.\u003c/p>\n\u003cp>“Colleges and universities have fairly limited discretion in the actual specific investments that their endowment funds are going towards because they’ve hired these external experts to make those decisions. And sometimes those decisions are even proprietary,” Ely said, meaning the investors do not publicly share what’s in their portfolio.\u003c/p>\n\u003cp>A board of trustees usually manages endowments at the university, and the donors agree upon the purpose of any endowment, usually to benefit the institution. They don’t “belong” to current students, faculty or alumni but rather to the organization itself.\u003c/p>\n\u003ch2>How difficult is it to change investments?\u003c/h2>\n\u003cp>Georges Dyer, executive director and co-founder of the Intentional Endowments Network, said it could take time and be difficult to identify what exposure a school’s endowment might have to a specific company.\u003c/p>\n\u003cp>“It’s not as simple as some people think — maybe it’s just selling some stocks at a certain company. That said, I think anything is possible in today’s financial services industry,” Dyer said.\u003c/p>\n\u003cp>His network helps connect organizations with endowments to learn from each other about how to align their endowments with their mission and to make their investments sustainable and responsible, for example, in the context of climate change. The network also recommends that transparency be one principle of sustainable and mission-driven investing.\u003c/p>\n\u003cp>The calls for divestment from fossil fuel companies, which started in 2011, make a moral argument but also a financial one, he said, which helps gain the support of the trustees and boards that direct university investments.\u003c/p>\n\u003cp>“The tie back to the investment, and the financial performance and the investment performance case, is not always very clear,” Dyer said of calls for divestment based on geopolitical issues.\u003c/p>\n\u003cp>The protesters’ demands also raise questions about what a university’s priorities and responsibilities are, Ely said.\u003c/p>\n\u003cp>“Are you trying to maximize returns or promote a social or political agenda?” Ely asked. “And for those actually managing the endowments on a day-to-day basis, they are focused on risk and returns until they’re directed otherwise by those with governance authority for the college or university.”\u003c/p>\n\u003ch2>Have any schools made changes?\u003c/h2>\n\u003cp>Despite the \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">pressure that student protesters\u003c/a> from California to Columbia University in New York City are putting on the leadership of their schools, Dyer of the Intentional Endowments Network said he has not heard much from their member schools and institutions about divestment in this context.\u003c/p>\n\u003cp>Fierce disagreement about support or opposition to the war within campus communities is another reason schools have likely not taken action. Many on campuses hear calls for divestment from Israel or an end to the war as \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">an attack on Jewish people more broadly\u003c/a> or as glossing over the deaths and pain caused by Hamas’ attack on Oct. 7, which killed 1,200 people.\u003c/p>\n\u003cp>Jennie C. Stephens, a professor at Northeastern University’s policy school and a climate justice fellow at Harvard-Radcliffe, has written a forthcoming book about the movement for climate justice at universities, including calls for divestment from fossil fuels. She said the initial reaction from universities when called on to divest from fossil fuels was also to say that their funds were co-mingled with other investors, managed by third parties or that they didn’t know what they were invested in. Eventually, though, those schools that committed to divesting from fossil fuels figured out how to do it.\u003c/p>\n\u003cp>“These elite institutions with big endowments have a lot of power, and they concentrate wealth and power through their endowments,” Stephens said. “And they do have control over how that money is invested.”\u003c/p>\n\u003ch2>Do trustees have to listen to student demands?\u003c/h2>\n\u003cp>No. However, divestment campaigns have succeeded by using a variety of tactics.[aside label='Related Coverage' tag='gaza']At Pomona College, students voted in February to approve a referendum that included calls for the school to disclose any investments in weapons manufacturers or companies that benefit from what it called the “apartheid” system in Israel and then to divest from those companies. Kouross Esmaeli, a visiting assistant professor of media studies at Pomona College, said school leaders and trustees have told students and professors that they can’t disclose all of their investments.\u003c/p>\n\u003cp>“’Oh, we can’t disclose this. This is difficult to do. This is impossible to parse out where our investment is,’” Esmaeli said. “All these kinds of excuses about why we can’t have control over our own money as an institution, and no one’s buying it.”\u003c/p>\n\u003cp>Pomona College spokesperson Mark Kendall said the administration has offered to meet with protesters and provide information about their investment policies and will continue to do so.\u003c/p>\n\u003cp>“Endowment investing supports our educational mission, including academic excellence and generous financial aid, over the long term,” Kendall said in an emailed statement.\u003c/p>\n\u003cp>Esmaeli acknowledged that divestment may take time and that the endowment may be complex, but he said the first demand of student protesters and faculty is for the university to commit to divesting from companies profiting from the war. He said the university could start with the ones identified by the Boycott, Divest, and Sanction movement.\u003c/p>\n\u003cp>“Different choices can be made, and rules can be changed in order to allow us to have an open endowment, where we know where our endowment is going,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"One of the demands of anti-war protesters on college campuses is for their schools to divest their endowments from companies that are profiting from Israel’s war against Hamas in Gaza. ","status":"publish","parent":0,"modified":1714162732,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1275},"headData":{"title":"Growing Protests Over the Israel-Hamas War Puts Spotlight on College Endowments | KQED","description":"One of the demands of anti-war protesters on college campuses is for their schools to divest their endowments from companies that are profiting from Israel’s war against Hamas in Gaza. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Growing Protests Over the Israel-Hamas War Puts Spotlight on College Endowments","datePublished":"2024-04-26T19:00:49.000Z","dateModified":"2024-04-26T20:18:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Thalia Beaty\u003cbr>Associated Press","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11984140/growing-protests-over-the-israel-hamas-war-puts-spotlight-on-college-endowments","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“Divest from death,” read the bubble letters written in chalk on the sidewalk outside The New School in New York City on Tuesday.\u003c/p>\n\u003cp>The slogan articulates one of the demands of the \u003ca href=\"https://apnews.com/article/columbia-yale-israel-palestinians-protests-56c3d9d0a278c15ed8e4132a75ea9599\">anti-war protests on campuses\u003c/a>, which call on colleges or universities to \u003ca href=\"https://apnews.com/article/college-protests-israel-divestment-palestinians-3f37f96f7be8e1124f266842d9caa627\">divest their endowments\u003c/a> from companies profiting from the \u003ca href=\"https://apnews.com/hub/israel-hamas-war\">Israel-Hamas war\u003c/a>.\u003c/p>\n\u003cp>Campaigns to pressure universities to divest for political or ethical reasons go back decades, at least to the 1970s when students pressured schools to withdraw from investments that benefited South Africa under apartheid rule. More recently, in the early aughts, schools made rules barring investments in things like alcohol, tobacco and gambling, according to a report from the National Association of College and University Business Officers (NACUBO) and Commonfund.\u003c/p>\n\u003cp>By the beginning of the next decade, a sizeable minority of endowments included some \u003ca href=\"https://apnews.com/article/what-is-esg-investing-3a98b6f584357b8e10c31b1ff93ce4b6\">environmental, social and governance criteria\u003c/a> in their portfolios, which expanded the factors considered in weighing the value of an investment beyond profits and losses.\u003c/p>\n\u003cp>College and university endowments hold hundreds of billions of dollars in assets, for example, with Columbia University’s reaching $13.6 billion in 2023. Now, campus protests are bringing attention to who controls university endowments and how decisions about those investments get made.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch2>What are endowments?\u003c/h2>\n\u003cp>Endowments are the holdings and investments that institutions of higher education, foundations and some nonprofits manage as a kind of perpetual savings account. Many use the financial returns generated by those assets each year to help fund the institution’s ongoing work. Donors often give to institution’s endowments to ensure it will have resources well into the future.\u003c/p>\n\u003ch2>Who manages the investments of an endowment?\u003c/h2>\n\u003cp>Many schools, from the largest to the smallest, work with outside investment managers, like investment banks, hedge funds or specialized firms that have access to investing vehicles that aren’t available to retail investors, said Todd Ely, an associate professor in the School of Public Affairs at the University of Colorado Denver.\u003c/p>\n\u003cp>“Colleges and universities have fairly limited discretion in the actual specific investments that their endowment funds are going towards because they’ve hired these external experts to make those decisions. And sometimes those decisions are even proprietary,” Ely said, meaning the investors do not publicly share what’s in their portfolio.\u003c/p>\n\u003cp>A board of trustees usually manages endowments at the university, and the donors agree upon the purpose of any endowment, usually to benefit the institution. They don’t “belong” to current students, faculty or alumni but rather to the organization itself.\u003c/p>\n\u003ch2>How difficult is it to change investments?\u003c/h2>\n\u003cp>Georges Dyer, executive director and co-founder of the Intentional Endowments Network, said it could take time and be difficult to identify what exposure a school’s endowment might have to a specific company.\u003c/p>\n\u003cp>“It’s not as simple as some people think — maybe it’s just selling some stocks at a certain company. That said, I think anything is possible in today’s financial services industry,” Dyer said.\u003c/p>\n\u003cp>His network helps connect organizations with endowments to learn from each other about how to align their endowments with their mission and to make their investments sustainable and responsible, for example, in the context of climate change. The network also recommends that transparency be one principle of sustainable and mission-driven investing.\u003c/p>\n\u003cp>The calls for divestment from fossil fuel companies, which started in 2011, make a moral argument but also a financial one, he said, which helps gain the support of the trustees and boards that direct university investments.\u003c/p>\n\u003cp>“The tie back to the investment, and the financial performance and the investment performance case, is not always very clear,” Dyer said of calls for divestment based on geopolitical issues.\u003c/p>\n\u003cp>The protesters’ demands also raise questions about what a university’s priorities and responsibilities are, Ely said.\u003c/p>\n\u003cp>“Are you trying to maximize returns or promote a social or political agenda?” Ely asked. “And for those actually managing the endowments on a day-to-day basis, they are focused on risk and returns until they’re directed otherwise by those with governance authority for the college or university.”\u003c/p>\n\u003ch2>Have any schools made changes?\u003c/h2>\n\u003cp>Despite the \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">pressure that student protesters\u003c/a> from California to Columbia University in New York City are putting on the leadership of their schools, Dyer of the Intentional Endowments Network said he has not heard much from their member schools and institutions about divestment in this context.\u003c/p>\n\u003cp>Fierce disagreement about support or opposition to the war within campus communities is another reason schools have likely not taken action. Many on campuses hear calls for divestment from Israel or an end to the war as \u003ca href=\"https://apnews.com/article/campus-free-speech-young-generation-tension-b931b0dd41aacaac5c50710de9549b09\">an attack on Jewish people more broadly\u003c/a> or as glossing over the deaths and pain caused by Hamas’ attack on Oct. 7, which killed 1,200 people.\u003c/p>\n\u003cp>Jennie C. Stephens, a professor at Northeastern University’s policy school and a climate justice fellow at Harvard-Radcliffe, has written a forthcoming book about the movement for climate justice at universities, including calls for divestment from fossil fuels. She said the initial reaction from universities when called on to divest from fossil fuels was also to say that their funds were co-mingled with other investors, managed by third parties or that they didn’t know what they were invested in. Eventually, though, those schools that committed to divesting from fossil fuels figured out how to do it.\u003c/p>\n\u003cp>“These elite institutions with big endowments have a lot of power, and they concentrate wealth and power through their endowments,” Stephens said. “And they do have control over how that money is invested.”\u003c/p>\n\u003ch2>Do trustees have to listen to student demands?\u003c/h2>\n\u003cp>No. However, divestment campaigns have succeeded by using a variety of tactics.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Coverage ","tag":"gaza"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>At Pomona College, students voted in February to approve a referendum that included calls for the school to disclose any investments in weapons manufacturers or companies that benefit from what it called the “apartheid” system in Israel and then to divest from those companies. Kouross Esmaeli, a visiting assistant professor of media studies at Pomona College, said school leaders and trustees have told students and professors that they can’t disclose all of their investments.\u003c/p>\n\u003cp>“’Oh, we can’t disclose this. This is difficult to do. This is impossible to parse out where our investment is,’” Esmaeli said. “All these kinds of excuses about why we can’t have control over our own money as an institution, and no one’s buying it.”\u003c/p>\n\u003cp>Pomona College spokesperson Mark Kendall said the administration has offered to meet with protesters and provide information about their investment policies and will continue to do so.\u003c/p>\n\u003cp>“Endowment investing supports our educational mission, including academic excellence and generous financial aid, over the long term,” Kendall said in an emailed statement.\u003c/p>\n\u003cp>Esmaeli acknowledged that divestment may take time and that the endowment may be complex, but he said the first demand of student protesters and faculty is for the university to commit to divesting from companies profiting from the war. He said the university could start with the ones identified by the Boycott, Divest, and Sanction movement.\u003c/p>\n\u003cp>“Different choices can be made, and rules can be changed in order to allow us to have an open endowment, where we know where our endowment is going,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11984140/growing-protests-over-the-israel-hamas-war-puts-spotlight-on-college-endowments","authors":["byline_news_11984140"],"categories":["news_18540","news_8"],"tags":["news_32239","news_20013","news_6631","news_33333","news_745","news_1242","news_33765"],"featImg":"news_11984188","label":"news"},"news_11983918":{"type":"posts","id":"news_11983918","meta":{"index":"posts_1591205157","site":"news","id":"11983918","score":null,"sort":[1714055427000]},"guestAuthors":[],"slug":"this-literary-expert-reveals-the-key-problem-undermining-american-education","title":"This Literary Expert Reveals the Key Problem Undermining American Education","publishDate":1714055427,"format":"standard","headTitle":"This Literary Expert Reveals the Key Problem Undermining American Education | KQED","labelTerm":{},"content":"\u003cp>Amid a deepening \u003ca href=\"https://edsource.org/2022/californias-reading-dilemma/672845\">literacy crisis\u003c/a>, there’s been a focus on how to close the achievement gap, but Natalie Wexler sees the key problem undermining the American educational system a little differently.\u003c/p>\n\u003cp>The education author maintains that we can’t truly reach equity in achievement unless we first close \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>She also argues that, in the rush to embrace the science of reading, some have focused so intently on the need for phonics in the early years that they have overlooked the need for systematic \u003ca class=\"external\" href=\"https://youtu.be/r0Orifq6j8Q?si=DsgcZ5dS2UQfkBHa\" target=\"_blank\" rel=\"noopener\">knowledge-building\u003c/a>, which is also a core part of \u003ca class=\"external\" href=\"https://www.reallygreatreading.com/scarboroughs-reading-rope\" target=\"_blank\" rel=\"noopener\">structured literacy\u003c/a>, as is vocabulary. There’s more to the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading\u003c/a> than phonics, experts have long suggested.\u003c/p>\n\u003cp>Wexler is best known for her book \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap\u003c/em>,\u003c/a> but she also has a \u003ca class=\"external\" href=\"https://knowledgematterscampaign.org/podcast/\" target=\"_blank\" rel=\"noopener\">podcast\u003c/a> and \u003ca class=\"external\" href=\"https://nataliewexler.substack.com/\" target=\"_blank\" rel=\"noopener\">newsletter\u003c/a> on the subject. The frequent \u003ca class=\"external\" href=\"https://www.forbes.com/sites/nataliewexler/?sh=71b125ae4e29\" target=\"_blank\" rel=\"noopener\">Forbes contributor\u003c/a> recently made time to discuss with EdSource why background knowledge is so fundamental to reading and why it’s crucial to teach kids about the world, from science to history, if you want them to become deep readers.\u003c/p>\n\u003cp>A rich sense of context is key to fueling both vocabulary growth and reading comprehension, making inferences and connections while reading, paving the way for critical thinking and analysis, cornerstones of higher education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Why do you think there are so many misunderstandings about the science of reading, and why is it often getting boiled down to just phonics? \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11983931\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983931\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg\" alt=\"A white woman with a white shirt stands with her hands together in front of a white door.\" width=\"800\" height=\"1021\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1020x1302.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-160x204.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1203x1536.jpg 1203w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg 1234w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Natalie Wexler, a literacy expert and author of\u003cem> The Knowledge Gap\u003c/em>. \u003ccite>(Photo Courtesy of Natalie Wexler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A large part of it is that the phonics issue is more familiar. We’ve been hearing about it for decades. Since the 1950s, if not before, and it’s less complicated than the whole comprehension message. Not to say it’s simple, but it’s easy to grasp. You want kids to be able to read, you have to help them sound out words, and you have to teach that explicitly, and you can see results pretty quickly when you do. Right? Whereas building knowledge is this very gradual process. The way we measure progress is mostly through the standardized reading comprehension test. And it takes a long time, years sometimes, to see the fruits of your labors reflected in standardized test scores.\u003c/p>\n\u003cp>\u003cstrong>Has the phonics debate overshadowed other aspects of how the brain learns how to read?\u003c/strong>\u003c/p>\n\u003cp>I do think that the focus on just the problems with phonics instruction or decoding instruction has given rise to the assumption that the other aspects of reading instruction are lined up with science, that they accord with what scientific evidence tells us will work. And with comprehension, that’s actually not the case.\u003c/p>\n\u003cp>\u003cstrong>Why is there so little understanding of cognitive science in the classroom? What do we need to know about working memory, for example?\u003c/strong>\u003c/p>\n\u003cp>I certainly didn’t know about working memory being only able to hold maybe four or five items of new information for about 20 seconds before it starts to become overwhelmed. And that’s the scientific explanation, but I also think once you give people concrete examples, it starts to make sense at a gut level. The goal is for kids to require enough general academic vocabulary and familiarity with the complex syntax of written language to enable them to read and understand texts on topics they don’t already know about.[aside postID=\"news_11983654,news_11982920,news_11982920\" label=\"Related Stories\"]\u003c/p>\n\u003cp>\u003cstrong>At some point, you have built up enough understanding of the world to learn through reading, is that right? \u003c/strong>\u003c/p>\n\u003cp>If you’re a proficient reader, that’s a very efficient way of learning through reading. That’s the goal. But how do we enable students to acquire that kind of general knowledge? Really, the only way is through teaching them about a lot of specific topics because the vocabulary, the syntax, doesn’t stick in the abstract, it needs a meaningful context. But there are different ways for kids to acquire that general knowledge.\u003c/p>\n\u003cp>\u003cstrong>Why is background knowledge so important to reading comprehension?\u003c/strong>\u003c/p>\n\u003cp>Vocabulary and background knowledge are inextricably linked. So, if you’ve got baseball vocabulary, you’re going to have a better chance of understanding a text on baseball. If you’re practicing finding the main idea and you’re reading a text about the solar system and you have no idea what the solar system is, your ability to decode the words is probably not going to be enough. You need to have some background knowledge in place in order to acquire more knowledge from that text. To understand a word like “dynasty,” you need to have some idea of monarchies. You can’t just memorize the definition and really understand it, right? But you could acquire that understanding by learning about African dynasties, Asian dynasties, European dynasties, indigenous dynasties. There are lots of different paths to that goal.\u003c/p>\n\u003cp>\u003cstrong>Why is this an equity issue? Is it because we’re not really spending as much time on history and science in the classroom these days, but you don’t notice that as much with higher-income children because those families are better able to fill in the gaps outside of school?\u003c/strong>\u003c/p>\n\u003cp>That’s right. But I’ve heard from educators and administrators these days that even higher-income kids are coming in with poor oral language skills because people are on their phones so much, and even more affluent, more highly educated parents are not engaging in that kind of dialogue with kids that leads to rich oral language abilities. This has long been a problem with kids from less highly educated families. I think it really has to do with the level of parental education more than with socioeconomic status or race. If you have a poor kid whose parents both have Ph. D.s, but they’re struggling because they’re adjunct professors, that kid’s probably going to be exposed to a lot of academic language and vocabulary at home. But other kids rely on school for that. I’m not saying that education can completely level the playing field, but it could be doing way more than it is currently doing to give all kids the kind of exposure to academic knowledge and vocabulary that kids from highly educated families acquire more or less naturally.\u003c/p>\n\u003cp>\u003cstrong>So, it’s more related to education than income. Is part of the issue also that schools prefer inquiry-based learning to direct instruction? We let the kids try to figure things out on their own instead of explaining it to them.\u003c/strong>\u003c/p>\n\u003cp>Where this belief in discovery and inquiry has really taken hold is at the elementary level. I do think that this focus on comprehension skills and strategies, whether consciously or not, it’s connected to that idea that we shouldn’t be the ‘sages on the stages’ just pouring information into kids’ brains. If you teach them a skill, like finding them an idea or making inferences, then they can use that skill to discover knowledge on their own, acquire knowledge on their own. That’s the theory. But it often doesn’t work in practice. It’s hard to make an inference if you don’t really understand the subject matter. Some of these skills do need to be taught, but others really are just sort of natural outgrowths of knowledge. I want to make it clear, it’s not like you have to choose between building knowledge and teaching skills and strategies. It’s a question of what you put in the foreground.\u003c/p>\n\u003cp>\u003cstrong>Why are deep dives into a topic, say dinosaurs or mummies, more compelling for children than randomly chosen abstract passages to drive comprehension?\u003c/strong>\u003c/p>\n\u003cp>If you get deeply into a topic, it’s much more interesting than if you just skim the surface. … The power of narrative is really important. It doesn’t have to be fiction; it could be a story from history. I’ve seen second graders fascinated by the War of 1812. Teachers are like, how are second graders going to be able to deal with that? Well, if they’ve learned about the American Revolution and they have the background knowledge, they get fascinated by it because they understand what’s going on. They understand the issues, but they don’t know who won. They’re like, oh, no, America’s going to lose!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Everybody loves a cliffhanger.\u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":"Amid a literacy crisis, there’s been a focus on how to close the achievement gap, but literary expert Natalie Wexler sees the key problem undermining the American educational system a little differently.","status":"publish","parent":0,"modified":1713996945,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1457},"headData":{"title":"This Literary Expert Reveals the Key Problem Undermining American Education | KQED","description":"Amid a literacy crisis, there’s been a focus on how to close the achievement gap, but literary expert Natalie Wexler sees the key problem undermining the American educational system a little differently.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"This Literary Expert Reveals the Key Problem Undermining American Education","datePublished":"2024-04-25T14:30:27.000Z","dateModified":"2024-04-24T22:15:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org","sticky":false,"nprByline":"Karen D'Souza, EdSource","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983918/this-literary-expert-reveals-the-key-problem-undermining-american-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid a deepening \u003ca href=\"https://edsource.org/2022/californias-reading-dilemma/672845\">literacy crisis\u003c/a>, there’s been a focus on how to close the achievement gap, but Natalie Wexler sees the key problem undermining the American educational system a little differently.\u003c/p>\n\u003cp>The education author maintains that we can’t truly reach equity in achievement unless we first close \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>She also argues that, in the rush to embrace the science of reading, some have focused so intently on the need for phonics in the early years that they have overlooked the need for systematic \u003ca class=\"external\" href=\"https://youtu.be/r0Orifq6j8Q?si=DsgcZ5dS2UQfkBHa\" target=\"_blank\" rel=\"noopener\">knowledge-building\u003c/a>, which is also a core part of \u003ca class=\"external\" href=\"https://www.reallygreatreading.com/scarboroughs-reading-rope\" target=\"_blank\" rel=\"noopener\">structured literacy\u003c/a>, as is vocabulary. There’s more to the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading\u003c/a> than phonics, experts have long suggested.\u003c/p>\n\u003cp>Wexler is best known for her book \u003ca class=\"external\" href=\"https://nataliewexler.com/the-knowledge-gap/\" target=\"_blank\" rel=\"noopener\">\u003cem>The Knowledge Gap\u003c/em>,\u003c/a> but she also has a \u003ca class=\"external\" href=\"https://knowledgematterscampaign.org/podcast/\" target=\"_blank\" rel=\"noopener\">podcast\u003c/a> and \u003ca class=\"external\" href=\"https://nataliewexler.substack.com/\" target=\"_blank\" rel=\"noopener\">newsletter\u003c/a> on the subject. The frequent \u003ca class=\"external\" href=\"https://www.forbes.com/sites/nataliewexler/?sh=71b125ae4e29\" target=\"_blank\" rel=\"noopener\">Forbes contributor\u003c/a> recently made time to discuss with EdSource why background knowledge is so fundamental to reading and why it’s crucial to teach kids about the world, from science to history, if you want them to become deep readers.\u003c/p>\n\u003cp>A rich sense of context is key to fueling both vocabulary growth and reading comprehension, making inferences and connections while reading, paving the way for critical thinking and analysis, cornerstones of higher education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Why do you think there are so many misunderstandings about the science of reading, and why is it often getting boiled down to just phonics? \u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_11983931\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983931\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg\" alt=\"A white woman with a white shirt stands with her hands together in front of a white door.\" width=\"800\" height=\"1021\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-800x1021.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1020x1302.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-160x204.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot-1203x1536.jpg 1203w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/Natalie-Wexler-Headshot.jpg 1234w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Natalie Wexler, a literacy expert and author of\u003cem> The Knowledge Gap\u003c/em>. \u003ccite>(Photo Courtesy of Natalie Wexler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A large part of it is that the phonics issue is more familiar. We’ve been hearing about it for decades. Since the 1950s, if not before, and it’s less complicated than the whole comprehension message. Not to say it’s simple, but it’s easy to grasp. You want kids to be able to read, you have to help them sound out words, and you have to teach that explicitly, and you can see results pretty quickly when you do. Right? Whereas building knowledge is this very gradual process. The way we measure progress is mostly through the standardized reading comprehension test. And it takes a long time, years sometimes, to see the fruits of your labors reflected in standardized test scores.\u003c/p>\n\u003cp>\u003cstrong>Has the phonics debate overshadowed other aspects of how the brain learns how to read?\u003c/strong>\u003c/p>\n\u003cp>I do think that the focus on just the problems with phonics instruction or decoding instruction has given rise to the assumption that the other aspects of reading instruction are lined up with science, that they accord with what scientific evidence tells us will work. And with comprehension, that’s actually not the case.\u003c/p>\n\u003cp>\u003cstrong>Why is there so little understanding of cognitive science in the classroom? What do we need to know about working memory, for example?\u003c/strong>\u003c/p>\n\u003cp>I certainly didn’t know about working memory being only able to hold maybe four or five items of new information for about 20 seconds before it starts to become overwhelmed. And that’s the scientific explanation, but I also think once you give people concrete examples, it starts to make sense at a gut level. The goal is for kids to require enough general academic vocabulary and familiarity with the complex syntax of written language to enable them to read and understand texts on topics they don’t already know about.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11983654,news_11982920,news_11982920","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>At some point, you have built up enough understanding of the world to learn through reading, is that right? \u003c/strong>\u003c/p>\n\u003cp>If you’re a proficient reader, that’s a very efficient way of learning through reading. That’s the goal. But how do we enable students to acquire that kind of general knowledge? Really, the only way is through teaching them about a lot of specific topics because the vocabulary, the syntax, doesn’t stick in the abstract, it needs a meaningful context. But there are different ways for kids to acquire that general knowledge.\u003c/p>\n\u003cp>\u003cstrong>Why is background knowledge so important to reading comprehension?\u003c/strong>\u003c/p>\n\u003cp>Vocabulary and background knowledge are inextricably linked. So, if you’ve got baseball vocabulary, you’re going to have a better chance of understanding a text on baseball. If you’re practicing finding the main idea and you’re reading a text about the solar system and you have no idea what the solar system is, your ability to decode the words is probably not going to be enough. You need to have some background knowledge in place in order to acquire more knowledge from that text. To understand a word like “dynasty,” you need to have some idea of monarchies. You can’t just memorize the definition and really understand it, right? But you could acquire that understanding by learning about African dynasties, Asian dynasties, European dynasties, indigenous dynasties. There are lots of different paths to that goal.\u003c/p>\n\u003cp>\u003cstrong>Why is this an equity issue? Is it because we’re not really spending as much time on history and science in the classroom these days, but you don’t notice that as much with higher-income children because those families are better able to fill in the gaps outside of school?\u003c/strong>\u003c/p>\n\u003cp>That’s right. But I’ve heard from educators and administrators these days that even higher-income kids are coming in with poor oral language skills because people are on their phones so much, and even more affluent, more highly educated parents are not engaging in that kind of dialogue with kids that leads to rich oral language abilities. This has long been a problem with kids from less highly educated families. I think it really has to do with the level of parental education more than with socioeconomic status or race. If you have a poor kid whose parents both have Ph. D.s, but they’re struggling because they’re adjunct professors, that kid’s probably going to be exposed to a lot of academic language and vocabulary at home. But other kids rely on school for that. I’m not saying that education can completely level the playing field, but it could be doing way more than it is currently doing to give all kids the kind of exposure to academic knowledge and vocabulary that kids from highly educated families acquire more or less naturally.\u003c/p>\n\u003cp>\u003cstrong>So, it’s more related to education than income. Is part of the issue also that schools prefer inquiry-based learning to direct instruction? We let the kids try to figure things out on their own instead of explaining it to them.\u003c/strong>\u003c/p>\n\u003cp>Where this belief in discovery and inquiry has really taken hold is at the elementary level. I do think that this focus on comprehension skills and strategies, whether consciously or not, it’s connected to that idea that we shouldn’t be the ‘sages on the stages’ just pouring information into kids’ brains. If you teach them a skill, like finding them an idea or making inferences, then they can use that skill to discover knowledge on their own, acquire knowledge on their own. That’s the theory. But it often doesn’t work in practice. It’s hard to make an inference if you don’t really understand the subject matter. Some of these skills do need to be taught, but others really are just sort of natural outgrowths of knowledge. I want to make it clear, it’s not like you have to choose between building knowledge and teaching skills and strategies. It’s a question of what you put in the foreground.\u003c/p>\n\u003cp>\u003cstrong>Why are deep dives into a topic, say dinosaurs or mummies, more compelling for children than randomly chosen abstract passages to drive comprehension?\u003c/strong>\u003c/p>\n\u003cp>If you get deeply into a topic, it’s much more interesting than if you just skim the surface. … The power of narrative is really important. It doesn’t have to be fiction; it could be a story from history. I’ve seen second graders fascinated by the War of 1812. Teachers are like, how are second graders going to be able to deal with that? Well, if they’ve learned about the American Revolution and they have the background knowledge, they get fascinated by it because they understand what’s going on. They understand the issues, but they don’t know who won. They’re like, oh, no, America’s going to lose!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Everybody loves a cliffhanger.\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983918/this-literary-expert-reveals-the-key-problem-undermining-american-education","authors":["byline_news_11983918"],"categories":["news_18540","news_8"],"tags":["news_32584","news_20013","news_18500","news_4398"],"featImg":"news_11983930","label":"source_news_11983918"},"news_11983850":{"type":"posts","id":"news_11983850","meta":{"index":"posts_1591205157","site":"news","id":"11983850","score":null,"sort":[1713956456000]},"guestAuthors":[],"slug":"will-less-homework-stress-make-california-students-happier","title":"Will Less Homework Stress Make California Students Happier?","publishDate":1713956456,"format":"standard","headTitle":"Will Less Homework Stress Make California Students Happier? | KQED","labelTerm":{"term":18481,"site":"news"},"content":"\u003cp>Some bills before California’s Legislature don’t come from passionate policy advocates or powerful interest groups.\u003c/p>\n\u003cp>Sometimes, the inspiration comes from a family car ride.\u003c/p>\n\u003cp>While campaigning two years ago, Assemblymember \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/pilar-schiavo-5510\">Pilar Schiavo\u003c/a>’s daughter, then 9, asked from the backseat what her mother could do if she won.\u003c/p>\n\u003cp>Schiavo answered that she’d be able to make laws. Then, her daughter Sofia asked if she could make a law banning homework.\u003c/p>\n\u003cp>“It was a kind of a joke,” the Santa Clarita Valley Democrat said in an interview, “though I’m sure she’d be happy if homework were banned.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, the conversation got Schiavo thinking, she said. And while \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2999?slug=CA_202320240AB2999\">Assembly Bill 2999\u003c/a> — which faces its first big test on Wednesday — is far from a ban on homework, it would require school districts, county offices of education and charter schools to develop guidelines for K–12 students. It would urge schools to be more intentional about “good” or meaningful homework.\u003c/p>\n\u003cp>Among other things, the guidelines should consider students’ physical health, how long assignments take, and how effective they are. However, the bill’s main concern is mental health and when homework adds stress to students’ daily lives.\u003c/p>\n\u003cp>Homework’s impact on happiness is partly why Schiavo brought up the proposal last month during \u003ca href=\"https://calmatters.org/politics/capitol/2024/03/happiness-california-legislature/\">the first meeting of the Legislature’s select committee on happiness\u003c/a>, led by former Assembly Speaker \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/anthony-rendon-120?_gl=1*186p1dm*_ga*MTM0NTExODk4NS4xNjkwMzA5NjYy*_ga_5TKXNLE5NK*MTcxMzg1MzY3OS45MzYuMS4xNzEzODU2ODUzLjU4LjAuMA..*_ga_GNY4L81DZE*MTcxMzg1Njg1MS4xMDAzLjAuMTcxMzg1Njg1MS4wLjAuMA..\">Anthony Rendon\u003c/a>.\u003c/p>\n\u003cp>[aside postID=\"mindshift_62400,mindshift_63052\" label=\"Related Stories\"]“This feeling of loneliness and disconnection — I know when my kid is not feeling connected,” Schiavo, a member of the happiness committee, told CalMatters. “It’s when she’s alone in her room (doing homework), not playing with her cousin, not having dinner with her family.”\u003c/p>\n\u003cp>The bill analysis cites a survey of 15,000 California high schoolers from Challenge Success, a nonprofit affiliated with the Stanford Graduate School of Education. It found that 45% said homework was a major source of stress and that 52% considered most assignments to be busywork.\u003c/p>\n\u003cp>The \u003ca href=\"https://challengesuccess.org/wp-content/uploads/2021/04/Challenge-Success-Homework-White-Paper-2020.pdf\">organization also reported in 2020\u003c/a> that students with higher workloads reported “symptoms of exhaustion and lower rates of sleep” but that spending more time on homework did not necessarily lead to higher test scores.\u003c/p>\n\u003cp>Homework’s potential to also widen inequities is why Casey Cuny supports the measure. Cuny, an English and mythology teacher at Valencia High School and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel81.asp\">2024’s California Teacher of the Year\u003c/a>, said language barriers, unreliable home internet, family responsibilities or other outside factors may contribute to a student falling behind on homework.\u003c/p>\n\u003cp>“I never want a kid’s grade to be low because they have divorced parents, and their book was at their dad’s house when they were spending the weekend at mom’s house,” said Cuny, who plans to attend a press conference Wednesday to promote the bill.\u003c/p>\n\u003cp>In addition, as technology makes it easier for students to cheat — using artificial technology or chat threads to lift answers, for example — Schiavo said that the educators she has spoken to indicate they’re moving towards more in-class assignments.\u003c/p>\n\u003cp>Cuny agrees that an emphasis on classwork does help to rein in cheating and allows him to give students immediate feedback. “I feel that I should teach them what I need to teach them when I’m with them in the room,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11983855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\" alt=\"A woman sits at a table facing a woman and man seated at a larger table with microphones attached.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Select Committee On Happiness And Public Policy Outcomes listen to speakers during an informational hearing at the California Capitol in Sacramento on March 12, 2024. \u003ccite>(Fred Greaves/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The bill said the local homework policies should have input from teachers, parents, school counselors, social workers and students; be distributed at the beginning of every school year; and be reevaluated every five years.\u003c/p>\n\u003cp>The Assembly Committee on Education is expected to hear the bill Wednesday. Schiavo said she has received bipartisan support, and so far, no official opposition or support has been listed in the bill analysis.\u003c/p>\n\u003cp>But she acknowledges that, if passed, the measure’s provision for parental input may lead to disagreements given the recent \u003ca href=\"https://calmatters.org/newsletter/culture-wars-california-schools/\">culture war disputes\u003c/a> between Democratic officials and parental rights groups backed by some Republican lawmakers. “I’m sure there will be lively (school) board meetings,” Schiavo said.\u003c/p>\n\u003cp>Nevertheless, she hopes the proposal will overhaul the discussion around homework and mental health. The bill is especially pertinent now that the state is also poised to \u003ca href=\"https://calmatters.org/health/mental-health/2023/06/mental-health-funding-2/\">cut spending on mental health services for children\u003c/a> with the passage of \u003ca href=\"https://calmatters.org/california-voter-guide-2024/prop-1-mental-health/\">Proposition 1\u003c/a>.\u003c/p>\n\u003cp>Schiavo said the mother of a student with attention-deficit/hyperactivity disorder told her that the child’s struggle to finish homework had raised issues inside the house, as well as with the school’s principal and teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“And I’m just like, it’s sixth grade!” Schaivo said. “What’s going on?”\u003c/p>\n\n","blocks":[],"excerpt":"A bill from a member of the Legislature’s happiness committee would require schools to develop homework policies that consider the mental and physical strain on students.","status":"publish","parent":0,"modified":1713912168,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":848},"headData":{"title":"Will Less Homework Stress Make California Students Happier? | KQED","description":"A bill from a member of the Legislature’s happiness committee would require schools to develop homework policies that consider the mental and physical strain on students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Will Less Homework Stress Make California Students Happier?","datePublished":"2024-04-24T11:00:56.000Z","dateModified":"2024-04-23T22:42:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Lynn La\u003cbr>CalMatters\u003c/br>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983850/will-less-homework-stress-make-california-students-happier","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some bills before California’s Legislature don’t come from passionate policy advocates or powerful interest groups.\u003c/p>\n\u003cp>Sometimes, the inspiration comes from a family car ride.\u003c/p>\n\u003cp>While campaigning two years ago, Assemblymember \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/pilar-schiavo-5510\">Pilar Schiavo\u003c/a>’s daughter, then 9, asked from the backseat what her mother could do if she won.\u003c/p>\n\u003cp>Schiavo answered that she’d be able to make laws. Then, her daughter Sofia asked if she could make a law banning homework.\u003c/p>\n\u003cp>“It was a kind of a joke,” the Santa Clarita Valley Democrat said in an interview, “though I’m sure she’d be happy if homework were banned.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, the conversation got Schiavo thinking, she said. And while \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2999?slug=CA_202320240AB2999\">Assembly Bill 2999\u003c/a> — which faces its first big test on Wednesday — is far from a ban on homework, it would require school districts, county offices of education and charter schools to develop guidelines for K–12 students. It would urge schools to be more intentional about “good” or meaningful homework.\u003c/p>\n\u003cp>Among other things, the guidelines should consider students’ physical health, how long assignments take, and how effective they are. However, the bill’s main concern is mental health and when homework adds stress to students’ daily lives.\u003c/p>\n\u003cp>Homework’s impact on happiness is partly why Schiavo brought up the proposal last month during \u003ca href=\"https://calmatters.org/politics/capitol/2024/03/happiness-california-legislature/\">the first meeting of the Legislature’s select committee on happiness\u003c/a>, led by former Assembly Speaker \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/anthony-rendon-120?_gl=1*186p1dm*_ga*MTM0NTExODk4NS4xNjkwMzA5NjYy*_ga_5TKXNLE5NK*MTcxMzg1MzY3OS45MzYuMS4xNzEzODU2ODUzLjU4LjAuMA..*_ga_GNY4L81DZE*MTcxMzg1Njg1MS4xMDAzLjAuMTcxMzg1Njg1MS4wLjAuMA..\">Anthony Rendon\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_62400,mindshift_63052","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“This feeling of loneliness and disconnection — I know when my kid is not feeling connected,” Schiavo, a member of the happiness committee, told CalMatters. “It’s when she’s alone in her room (doing homework), not playing with her cousin, not having dinner with her family.”\u003c/p>\n\u003cp>The bill analysis cites a survey of 15,000 California high schoolers from Challenge Success, a nonprofit affiliated with the Stanford Graduate School of Education. It found that 45% said homework was a major source of stress and that 52% considered most assignments to be busywork.\u003c/p>\n\u003cp>The \u003ca href=\"https://challengesuccess.org/wp-content/uploads/2021/04/Challenge-Success-Homework-White-Paper-2020.pdf\">organization also reported in 2020\u003c/a> that students with higher workloads reported “symptoms of exhaustion and lower rates of sleep” but that spending more time on homework did not necessarily lead to higher test scores.\u003c/p>\n\u003cp>Homework’s potential to also widen inequities is why Casey Cuny supports the measure. Cuny, an English and mythology teacher at Valencia High School and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel81.asp\">2024’s California Teacher of the Year\u003c/a>, said language barriers, unreliable home internet, family responsibilities or other outside factors may contribute to a student falling behind on homework.\u003c/p>\n\u003cp>“I never want a kid’s grade to be low because they have divorced parents, and their book was at their dad’s house when they were spending the weekend at mom’s house,” said Cuny, who plans to attend a press conference Wednesday to promote the bill.\u003c/p>\n\u003cp>In addition, as technology makes it easier for students to cheat — using artificial technology or chat threads to lift answers, for example — Schiavo said that the educators she has spoken to indicate they’re moving towards more in-class assignments.\u003c/p>\n\u003cp>Cuny agrees that an emphasis on classwork does help to rein in cheating and allows him to give students immediate feedback. “I feel that I should teach them what I need to teach them when I’m with them in the room,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11983855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\" alt=\"A woman sits at a table facing a woman and man seated at a larger table with microphones attached.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Select Committee On Happiness And Public Policy Outcomes listen to speakers during an informational hearing at the California Capitol in Sacramento on March 12, 2024. \u003ccite>(Fred Greaves/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The bill said the local homework policies should have input from teachers, parents, school counselors, social workers and students; be distributed at the beginning of every school year; and be reevaluated every five years.\u003c/p>\n\u003cp>The Assembly Committee on Education is expected to hear the bill Wednesday. Schiavo said she has received bipartisan support, and so far, no official opposition or support has been listed in the bill analysis.\u003c/p>\n\u003cp>But she acknowledges that, if passed, the measure’s provision for parental input may lead to disagreements given the recent \u003ca href=\"https://calmatters.org/newsletter/culture-wars-california-schools/\">culture war disputes\u003c/a> between Democratic officials and parental rights groups backed by some Republican lawmakers. “I’m sure there will be lively (school) board meetings,” Schiavo said.\u003c/p>\n\u003cp>Nevertheless, she hopes the proposal will overhaul the discussion around homework and mental health. The bill is especially pertinent now that the state is also poised to \u003ca href=\"https://calmatters.org/health/mental-health/2023/06/mental-health-funding-2/\">cut spending on mental health services for children\u003c/a> with the passage of \u003ca href=\"https://calmatters.org/california-voter-guide-2024/prop-1-mental-health/\">Proposition 1\u003c/a>.\u003c/p>\n\u003cp>Schiavo said the mother of a student with attention-deficit/hyperactivity disorder told her that the child’s struggle to finish homework had raised issues inside the house, as well as with the school’s principal and teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“And I’m just like, it’s sixth grade!” Schaivo said. “What’s going on?”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983850/will-less-homework-stress-make-california-students-happier","authors":["byline_news_11983850"],"categories":["news_18540","news_8"],"tags":["news_32580","news_27626","news_28683","news_2998","news_3457","news_6387"],"affiliates":["news_18481"],"featImg":"news_11983856","label":"news_18481"},"news_11983654":{"type":"posts","id":"news_11983654","meta":{"index":"posts_1591205157","site":"news","id":"11983654","score":null,"sort":[1713812452000]},"guestAuthors":[],"slug":"californias-future-educators-divided-on-how-to-teach-reading","title":"California’s Future Educators Divided on How to Teach Reading","publishDate":1713812452,"format":"standard","headTitle":"California’s Future Educators Divided on How to Teach Reading | KQED","labelTerm":{"term":33681,"site":"news"},"content":"\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[ad fullwidth] \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.[aside postID=news_11945189 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers01-1020x680.jpg']Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”[aside postID=news_11914203 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/05/MillsCommencement-1020x608.jpg']Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.[aside label='Related Coverage' tag='education']But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Critics question accreditation of a program they say won't adhere to new standards on structured literacy.","status":"publish","parent":0,"modified":1713815072,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":2152},"headData":{"title":"California’s Future Educators Divided on How to Teach Reading | KQED","description":"Critics question accreditation of a program they say won't adhere to new standards on structured literacy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California’s Future Educators Divided on How to Teach Reading","datePublished":"2024-04-22T19:00:52.000Z","dateModified":"2024-04-22T19:44:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"John Fensterwald, EdSource","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983654/californias-future-educators-divided-on-how-to-teach-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Supporters of bolstering how teacher candidates in California are taught to teach reading cheered in 2021 when the Legislature \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">agreed and mandated change\u003c/a>.\u003c/p>\n\u003cp>They remained enthusiastic a year later when \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">the state Commission on Teacher Credentialing adopted new standards \u003c/a>emphasizing explicit instruction of fundamental skills, including phonics.\u003c/p>\n\u003cp>Now, advocates are charging that the Commission on Teacher Credentialing and its oversight body, the Committee on Accreditation, have failed their first test to stand behind those new standards. Instead, after a one-hour hearing Friday, the commission confirmed full accreditation to Mills College at Northeastern, which critics argue is ignoring critical new standards.\u003c/p>\n\u003cp>This approval will set a bad example for other programs facing a fall deadline to overhaul their literacy instruction and begin teaching the revised standards, critics said.\u003c/p>\n\u003cp>“Clearly, the commission is unwilling to uphold the state’s own curriculum framework and its guidance for new teacher prep programs, as outlined” in state law, said Yolie Flores, president and CEO of Families in Schools, a Los Angeles-based nonprofit that advocates for parents. “Given that, what chance is there that literacy instruction will ever change, and what chance is there that our children will be successful in learning to read?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp> \u003c/span>\u003c/p>\n\u003cp>The answer may become clearer as other programs come up for review. However, the credential commission’s unanimous vote to reaffirm Mills College at Northeastern’s accreditation found support not only among the peer reviewers for the Committee on Accreditation but also from leaders of other teacher prep programs who submitted comments and testimony.\u003c/p>\n\u003cp>The hearing and the commission’s decision revealed ongoing disagreements over how California’s new literacy standards should be interpreted and implemented and raised the question of whether the Legislature’s intent in ordering a different approach to literacy instruction will be followed with fidelity.\u003c/p>\n\u003cp>The credentialing commission’s decision was in response to a complaint filed by Families in Schools and the nonprofits Decoding Dyslexia and California Reading Coalition. The organizations hoped that the commission would investigate the accreditation approval for Mills College at Northeastern or order that the program get technical help to bring it into compliance with the new standards.\u003c/p>\n\u003cp>“Commissioners, it is up to you to make sure the letter and intent of the law is followed. If you don’t do it, it won’t be done, and these terrible results won’t change,” testified Todd Collins of the California Reading Coalition, referring to the low reading proficiency rate of California third graders: 43% overall and less than a third for Black and Latino children.\u003c/p>\n\u003cp>Credentialing commissioners instead took a third option — referring the complaint to the Committee on Accreditation without comment.\u003c/p>\n\u003cp>Commissioners made clear they trusted the accreditation committee’s judgment and peer-review process, which relies on an evaluation by professors of teacher prep programs. Credentialing Commission Chair Marquita Grenot-Scheyer and others said they found no merit to the complaint.\u003c/p>\n\u003cp>“We have an established, coherent and effective process for program review and accreditation in the state of California,” said Grenot-Scheyer, a professor emeritus in the College of Education at California State University, Long Beach.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11945189","hero":"https://ww2.kqed.org/app/uploads/sites/10/2023/03/CMTeachers01-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Commissioner Ira Lit, a professor at the Stanford University Graduate School of Education, agreed, adding that he sees “no indication that attention to those frameworks, guidelines and standards of review were amiss in this particular case.”\u003c/p>\n\u003cp>The Legislature’s mandate in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\">Senate Bill 488\u003c/a> directed the commission to incorporate evidence-based methods of teaching foundational reading skills in its programs for multiple-subject credentials and reading specialists.\u003c/p>\n\u003cp>The literacy skills that teacher candidates would learn to teach include not only phonics, which correlates sounds with letters in the alphabet but also vocabulary, oral language, fluency, reading comprehension and writing. The commission appointed two dozen reading experts to recommend research-based literacy practices aligned to the state’s existing curriculum frameworks that all teacher preparation programs would adopt.\u003c/p>\n\u003cp>Collins, Flores and others praised the final package of teacher performance expectations, known as Standard 7 in the program requirements. They said it would meet the needs of all students, including English learners and students with dyslexia.\u003c/p>\n\u003cp>So did two members of the work group of experts who were skeptical of Mills College at Northeastern’s literacy instruction: Maryanne Wolf, a cognitive neuroscientist who directs the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and Sue Sears, a professor of special education at CSU Northridge.\u003c/p>\n\u003cp>They called Standard 7 “a rigorous and comprehensive set of requirements which reflect current reading research and practice.” After examining Mills College at Northeastern’s course syllabi, reading lists, and materials for literacy instruction, they said the program fell far short of the requirements.\u003c/p>\n\u003cp>In testimony and written comments, they said the school paid “lip service” to foundational skills and failed to document how prospective teachers would teach phonics explicitly and effectively. Among other flaws, the program didn’t mention the importance of screening for dyslexia and how to provide additional help for struggling and multilingual students, Wolf and Sears wrote.\u003c/p>\n\u003cp>Mills at Northeastern was formed from the merger of Mills College, a 170-year-old former women’s college in Oakland that closed in 2022, with Northeastern University in Boston.\u003c/p>\n\u003ch2>Structured versus balanced literacy\u003c/h2>\n\u003cp>In expressing confidence in a thorough accreditation review process while not commenting on the substance of the complaint, the credentialing commission dodged the underlying issue. The state had taken a stand in the debate over “structured literacy” versus “balanced literacy.” Standard 7 incorporates structured literacy. Taught under the banner of “science of reading,” it stresses evidence-proven reading strategies using, in the early grades, direct and sequential instruction of phonics and decodable texts.\u003c/p>\n\u003cp>Balanced literacy, an outgrowth of the once-popular “whole language” approach, downplays phonics, which it views as just one of several strategies in teaching reading. Other methods include “three-cueing,” the technique in which readers use pictures in a book, the first letter of a word and other contextual clues to determine words. It’s grounded in the belief that reading more books tied to the skill level of a child’s fluency and comprehension will make them better, more engaged readers.\u003c/p>\n\u003cp>Mills College at Northeastern stresses balanced literacy and three-cueing. Its reading assignments include multiple chapters by Fountas and Pinnell, the publisher most identified with balanced literacy.\u003c/p>\n\u003cp>Approving credential programs like Mills “to provide contradictory instructional practices, some of which are supported by research and others that have been debunked by cognitive scientists years ago, will only serve to create confusion for teaching credential candidates,” Decoding Dyslexia CA co-directors Lori DePole and Megan Potente wrote.\u003c/p>\n\u003cp>Matthew Burns, a University of Florida reading researcher who said he had studied the effectiveness of Fountas and Pinnell instructional programs and intervention strategies, was blunt. “The three-cueing system should have no place in public education and should not be part of any preservice training,” he wrote.\u003c/p>\n\u003ch2>In defense of Mills College\u003c/h2>\n\u003cp>Other leaders of teacher preparation programs and advocacy groups in California urged the credentialing commission to uphold the approval.\u003c/p>\n\u003cp>Stating that a comprehensive literacy curriculum includes background knowledge, multilingualism motivation and diverse text and assessments — not just phonics, Nancy Walker, a professor of literacy education at the University of La Verne, said, “By limiting our focus to the claims made by the popular press and media, we have underrepresented other pieces of reading pedagogy. The Mills College program represents the broad range of literacy as represented in the California literacy frameworks and standards.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11914203","hero":"https://ww2.kqed.org/app/uploads/sites/10/2022/05/MillsCommencement-1020x608.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Karen Escalante, an assistant professor of teacher education and foundations at CSU San Bernardino and president of the California Council on Teacher Education, warned that “efforts to pick and choose select elements of teacher preparation syllabi undermine the teaching profession and aim to deprofessionalize a professional workforce.”\u003c/p>\n\u003cp>Mimi Miller, a professor and literacy teacher educator at CSU Chico, said, “The complaint against Mills privileges one line of research over another. It has inaccurately cited research to confirm a set of beliefs about reading instruction.”\u003c/p>\n\u003cp>“The science of reading is not settled and will never be settled,” she added.\u003c/p>\n\u003cp>The California Teachers Association and Californians Together, which advocates for English and expanding multilingual education, also urged commissioners to uphold the accreditation approval.\u003c/p>\n\u003cp>“I call on the commission to not make any decisions that would restrict reading instruction in California,” said Manuel Buenrostro, director of policy at Californians Together.\u003c/p>\n\u003cp>Wolf used her two-minute comment to refute what opponents said regarding the state of research. “Of course, there is the unsettled, but there is far more of the settled neuroscience of reading,” she said.\u003c/p>\n\u003cp>Mills College at Northeastern “fails to meet the standards that you asked us to bring to every teacher so that every teacher could be prepared to teach every child,” she said.\u003c/p>\n\u003cp>“I am worrisomely seeing in California that there is becoming more loyalty to past methods that have been shown to be ineffective for our most struggling readers. We can never put loyalty to past methods over loyalty to our children.”\u003c/p>\n\u003ch2>SB 488 under attack\u003c/h2>\n\u003cp>Several commissioners indicated they, too, support a “balanced” approach to reading instruction tied to research. Others said the key to improved instruction is understanding socioeconomic and cultural differences among children.\u003c/p>\n\u003cp>“Culturally responsive teaching practices are what’s going to work to teach those children how to read,” said Commissioner Christopher Davis, pointing to his own experience as a Black child in Los Angeles who did not read an entire book until he was a high school junior. Davis, a middle school language arts teacher in the Berryessa Union School District in San Jose, said, “I want to encourage the public to stop using Black and brown children to prop up their misguided views of what’s happening in schools because I am one of those people.”\u003c/p>\n\u003cp>SB 488 requires all teacher candidates, starting in the spring of 2025, to take a performance assessment demonstrating they can effectively teach the new literacy instruction standards. The law also requires the Committee on Accreditation to visit all teacher prep programs in 2024–25 to verify they employ the new literacy strategies.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Coverage ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But a bill that would remove those provisions before they take effect is moving forward in the Legislature.\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1263\"> Senate Bill 1263\u003c/a>, sponsored by the California Teachers Association, would eliminate the California \u003ca href=\"https://www.ctcexams.nesinc.com/TestView.aspx?f=HTML_FRAG/CalTPA_TestPage.html\">Teaching Performance Assessment\u003c/a>, known as the CalTPA. And that would include the performance assessment in teaching reading now being developed. The bill, authored by Sen. Josh Newman (D-Fullerton), would also drop the on-site visits to verify that teacher prep programs are adhering to the literacy standards. The periodic general accreditation and re-accreditation process, like the one that Mills College passed, would be the sole accountability check that California’s new teachers know how to teach structured literacy and the science of reading.\u003c/p>\n\u003cp>Another bill, which would have extended the same training in structured literacy for new teachers to all elementary school teachers, also would have strengthened the credentialing commission’s literacy expertise. \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB2222\">Assembly Bill 2222\u003c/a> would have required that at least one member of the Committee on Accreditation be an expert in the science of reading. And it would have funded several literacy experts for the commission staff.\u003c/p>\n\u003cp>The same adversaries that fought over Mills College at Northeastern battled over AB 2222. Decoding Dyslexia CA, Families in Schools and California Reading Coalition sponsored the bill. Opposition by CTA, Californians Together and the California Association of Bilingual Educators led Assembly Speaker Robert Rivas to pull the bill without a hearing.\u003c/p>\n\u003cp>Collins of the California Reading Coalition said he wasn’t surprised by the credentialing commission’s decision. The view of those involved in teacher preparation programs, which is not unique to California, is: “‘Let us professionals do our job. We are the ones who can arbitrate whether we’re doing a good job or not. No one else can do that,'” he said.\u003c/p>\n\u003cp>“To the extent that the credentialing commission defers to the process and defers to the people in the higher ed institutions, then change is going to come very, very slowly, if at all,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983654/californias-future-educators-divided-on-how-to-teach-reading","authors":["byline_news_11983654"],"categories":["news_18540","news_8"],"tags":["news_18538","news_32580","news_20013","news_27626","news_18500"],"affiliates":["news_33681"],"featImg":"news_11983657","label":"news_33681"},"news_11983572":{"type":"posts","id":"news_11983572","meta":{"index":"posts_1591205157","site":"news","id":"11983572","score":null,"sort":[1713642698000]},"guestAuthors":[],"slug":"angela-davis-and-black-student-leaders-talk-social-justice-at-alameda-high-school-event","title":"Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event","publishDate":1713642698,"format":"standard","headTitle":"Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event | KQED","labelTerm":{"site":"news"},"content":"\u003cp>Black student leaders and social justice icon Angela Y. Davis took the stage of a mostly full 1,800-seat auditorium at Alameda High School Friday night for a conversation on everything from joy in social movements and hair to reparations and racism. The Black Student Unions at Alameda High School and Castro Valley High School hosted the author and former UC Santa Cruz professor for a free, two-hour event.\u003c/p>\n\u003cp>“I’m so happy to be here,” Davis told the multigenerational crowd. Davis recalled how she used to ride past Alameda High School often when she was part of the \u003ca href=\"https://oaklandyellowjackets.wildapricot.org/\">Oakland Yellow Jackets Bicycle Club\u003c/a>, but it was her first time being inside the building. “Thank you so much for inviting me,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11983593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983593\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A packed theater listens to Angela Davis speak at Alameda High School on April 19, 2024, during an event organized by students from Alameda High School and Castro Valley High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Davis was invited to speak after Naomi Melak, a junior at Castro Valley High School and vice president of the school’s BSU, was inspired by seeing Davis’ appearance in the documentary \u003ca href=\"https://www.youtube.com/watch?v=tfCupHW8W44\">\u003cem>13th\u003c/em>\u003c/a>. She thought: “What if the BSU could put on an event with Davis?” Encouraged by her English teacher to pursue the idea seriously, Melak and her classmate, Diego De La Rosa Laday, president of the BSU, started a GoFundMe in November to raise $10,000 for Davis’ speaking fee through an agency.\u003c/p>\n\u003cp>They sent it around to other East Bay high school BSUs, and students at Alameda High School’s BSU joined the effort to organize an event. The fundraising effort moved slowly, though. When the request eventually made its way to Davis in January, her scheduler relayed that she would do the event for free, and they could invest any funds they’d raised so far back into their BSUs.\u003c/p>\n\u003cfigure id=\"attachment_11983579\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983579\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Naomi Melak (left) and Diego De La Rosa Laday, both students at Castro Valley High School, ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speaking to KQED prior to the event, student organizers said that they wanted to host Davis to help inspire change in their school communities, where hate speech and racist microaggressions towards Black students are an ongoing issue.\u003c/p>\n\u003cp>“It affects people mentally. It’s a continuous problem and a lack of response from teachers, as well,” said De La Rosa Laday. “We want someone [like Davis] who can inspire the community and who people can look up to, to build that courage to overcome these challenges and make change.”\u003c/p>\n\u003cp>For Naomi Abraham, a senior at Alameda High School and co-president of the BSU there, the event was a way to say that Black students on campus have a voice despite \u003ca href=\"https://www.ktvu.com/news/whites-only-and-blacks-only-tagged-in-alameda-high-restroom-principal-reacts\">the racist incidents they’ve faced\u003c/a>. “I want to leave a legacy at our school and show that it’s a place where Black students are just as much a part of the community as any other student,” Abraham said.\u003c/p>\n\u003cp>When the event got underway, Davis was introduced by Abraham and Melak. The two-part program with intermission saw a panel of four students, including Melak and De La Rosa Laday, take turns asking Davis questions on a range of topics.\u003c/p>\n\u003cfigure id=\"attachment_11983581\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Political activist Angela Davis speaks at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Among the topics were Davis’ thoughts on her prison abolition activism, reparations, “I can’t think about reparations for Black people without thinking about reparations for Indigenous people” and reparations “should involve the transformation of the entire society”; the relationship between racism and capitalism; and education, “there is no liberation without education.”\u003c/p>\n\u003cp>Students also asked a pre-submitted audience question inquiring about her thoughts on the war in Gaza. “Don’t let anyone tell you that to be for the freedom of people in Palestine is equivalent to anti-Semitism. It is not,” Davis said.\u003c/p>\n\u003cp>The students mixed in some lighter points of conversation, as well — like when Alameda High School senior Heran Girma, who has curly hair, asked about Davis’ hair care routine. After an answer lasting a few minutes (that focused mainly on discussing the social mission behind her product of choice), Davis said, “This is the longest hair conversation I’ve had in public,” to laughter from the crowd.\u003c/p>\n\u003cfigure id=\"attachment_11983583\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeannette Brantley (center) listens to her granddaughter Bronwyn Brantley ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the most rousing and poignant parts of the evening came when Alameda High School sophomore Bronwyn Brantley asked Davis about a pivotal moment in her early life that influenced her commitment to fighting for equality. Davis told the story of growing up in Birmingham, Alabama, living on the street that divided the Black neighborhood from the white neighborhood, which Black people were not allowed to cross unless they were going to work.\u003c/p>\n\u003cp>Davis recounted how she and other kids developed a game daring each other to run across the street and sometimes even ringing the doorbell of the house of a Ku Klux Klan leader who lived on the block and running away.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Education Stories\"]“Now our parents did not know we were doing this,” Davis emphasized. “But that was so much fun. That was our favorite game. And it taught me something that I’ve carried with me all of these years: that resistance and engaging in struggle can be fun.” She added that it’s because she finds joy in the struggle — through art and music and play — that she’s still so involved at 80 years old.\u003c/p>\n\u003cfigure id=\"attachment_11983608\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983608\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angela Davis speaks with high school students after the event. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At intermission, attendee Sheila SatheWarner, who brought her two sons to the event, commented that she was proud of the BSU students. “It’s super well-run, it’s super-organized, and there’s a lot of folks out here,” she said. SatheWarner is the principal of Lincoln Middle School in Alameda and says they also have a lot of Black students who are organizing. “I’m happy for our future kids coming up from Lincoln. To know they’re coming into this BSU with these leaders is really exciting.”\u003c/p>\n\u003cp>During the second half of the program, the panel sought Davis’ advice for themselves and other young activists who hope to make a difference in society. Davis advised them to focus on building community. “Remember that we accomplish nothing alone,” Davis said.\u003c/p>\n\u003cfigure id=\"attachment_11983600\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983600\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A t-shirt is for sale at a speaking event with Angela Davis at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To close, Melak gave a speech about Davis’ impact on her and her fellow students. “Her words have not only resonated deeply but have also sparked a flame within each of us, igniting a passion for change and a commitment to justice,” Melak said.\u003c/p>\n\u003cp>She also acknowledged what the two BSUs achieved with the event. “To think that a group of high schoolers can plan, organize and execute an event this big shows you that virtually anything is possible as long as you stay dedicated,” Melak said to roaring applause — and a big smile from Davis.\u003c/p>\n\u003cfigure id=\"attachment_11983584\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">BJ Victor puts his arm around his son Jaiden, 5 while listening to Angela Davis speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Black student leaders from Castro Valley and Alameda high schools hosted the local activist and icon to learn from her legacy as they seek to combat hate speech on their campuses.","status":"publish","parent":0,"modified":1713812391,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1276},"headData":{"title":"Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event | KQED","description":"Black student leaders from Castro Valley and Alameda high schools hosted the local activist and icon to learn from her legacy as they seek to combat hate speech on their campuses.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Angela Davis and Black Student Leaders Talk Social Justice at Alameda High School Event","datePublished":"2024-04-20T19:51:38.000Z","dateModified":"2024-04-22T18:59:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11983572/angela-davis-and-black-student-leaders-talk-social-justice-at-alameda-high-school-event","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Black student leaders and social justice icon Angela Y. Davis took the stage of a mostly full 1,800-seat auditorium at Alameda High School Friday night for a conversation on everything from joy in social movements and hair to reparations and racism. The Black Student Unions at Alameda High School and Castro Valley High School hosted the author and former UC Santa Cruz professor for a free, two-hour event.\u003c/p>\n\u003cp>“I’m so happy to be here,” Davis told the multigenerational crowd. Davis recalled how she used to ride past Alameda High School often when she was part of the \u003ca href=\"https://oaklandyellowjackets.wildapricot.org/\">Oakland Yellow Jackets Bicycle Club\u003c/a>, but it was her first time being inside the building. “Thank you so much for inviting me,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11983593\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983593\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-09-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A packed theater listens to Angela Davis speak at Alameda High School on April 19, 2024, during an event organized by students from Alameda High School and Castro Valley High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Davis was invited to speak after Naomi Melak, a junior at Castro Valley High School and vice president of the school’s BSU, was inspired by seeing Davis’ appearance in the documentary \u003ca href=\"https://www.youtube.com/watch?v=tfCupHW8W44\">\u003cem>13th\u003c/em>\u003c/a>. She thought: “What if the BSU could put on an event with Davis?” Encouraged by her English teacher to pursue the idea seriously, Melak and her classmate, Diego De La Rosa Laday, president of the BSU, started a GoFundMe in November to raise $10,000 for Davis’ speaking fee through an agency.\u003c/p>\n\u003cp>They sent it around to other East Bay high school BSUs, and students at Alameda High School’s BSU joined the effort to organize an event. The fundraising effort moved slowly, though. When the request eventually made its way to Davis in January, her scheduler relayed that she would do the event for free, and they could invest any funds they’d raised so far back into their BSUs.\u003c/p>\n\u003cfigure id=\"attachment_11983579\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983579\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-13-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Naomi Melak (left) and Diego De La Rosa Laday, both students at Castro Valley High School, ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Speaking to KQED prior to the event, student organizers said that they wanted to host Davis to help inspire change in their school communities, where hate speech and racist microaggressions towards Black students are an ongoing issue.\u003c/p>\n\u003cp>“It affects people mentally. It’s a continuous problem and a lack of response from teachers, as well,” said De La Rosa Laday. “We want someone [like Davis] who can inspire the community and who people can look up to, to build that courage to overcome these challenges and make change.”\u003c/p>\n\u003cp>For Naomi Abraham, a senior at Alameda High School and co-president of the BSU there, the event was a way to say that Black students on campus have a voice despite \u003ca href=\"https://www.ktvu.com/news/whites-only-and-blacks-only-tagged-in-alameda-high-restroom-principal-reacts\">the racist incidents they’ve faced\u003c/a>. “I want to leave a legacy at our school and show that it’s a place where Black students are just as much a part of the community as any other student,” Abraham said.\u003c/p>\n\u003cp>When the event got underway, Davis was introduced by Abraham and Melak. The two-part program with intermission saw a panel of four students, including Melak and De La Rosa Laday, take turns asking Davis questions on a range of topics.\u003c/p>\n\u003cfigure id=\"attachment_11983581\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983581\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-10-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Political activist Angela Davis speaks at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Among the topics were Davis’ thoughts on her prison abolition activism, reparations, “I can’t think about reparations for Black people without thinking about reparations for Indigenous people” and reparations “should involve the transformation of the entire society”; the relationship between racism and capitalism; and education, “there is no liberation without education.”\u003c/p>\n\u003cp>Students also asked a pre-submitted audience question inquiring about her thoughts on the war in Gaza. “Don’t let anyone tell you that to be for the freedom of people in Palestine is equivalent to anti-Semitism. It is not,” Davis said.\u003c/p>\n\u003cp>The students mixed in some lighter points of conversation, as well — like when Alameda High School senior Heran Girma, who has curly hair, asked about Davis’ hair care routine. After an answer lasting a few minutes (that focused mainly on discussing the social mission behind her product of choice), Davis said, “This is the longest hair conversation I’ve had in public,” to laughter from the crowd.\u003c/p>\n\u003cfigure id=\"attachment_11983583\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983583\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-18-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jeannette Brantley (center) listens to her granddaughter Bronwyn Brantley ask a question to Angela Davis. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the most rousing and poignant parts of the evening came when Alameda High School sophomore Bronwyn Brantley asked Davis about a pivotal moment in her early life that influenced her commitment to fighting for equality. Davis told the story of growing up in Birmingham, Alabama, living on the street that divided the Black neighborhood from the white neighborhood, which Black people were not allowed to cross unless they were going to work.\u003c/p>\n\u003cp>Davis recounted how she and other kids developed a game daring each other to run across the street and sometimes even ringing the doorbell of the house of a Ku Klux Klan leader who lived on the block and running away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"tag":"education","label":"More Education Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Now our parents did not know we were doing this,” Davis emphasized. “But that was so much fun. That was our favorite game. And it taught me something that I’ve carried with me all of these years: that resistance and engaging in struggle can be fun.” She added that it’s because she finds joy in the struggle — through art and music and play — that she’s still so involved at 80 years old.\u003c/p>\n\u003cfigure id=\"attachment_11983608\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983608\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-19-BL_qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angela Davis speaks with high school students after the event. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At intermission, attendee Sheila SatheWarner, who brought her two sons to the event, commented that she was proud of the BSU students. “It’s super well-run, it’s super-organized, and there’s a lot of folks out here,” she said. SatheWarner is the principal of Lincoln Middle School in Alameda and says they also have a lot of Black students who are organizing. “I’m happy for our future kids coming up from Lincoln. To know they’re coming into this BSU with these leaders is really exciting.”\u003c/p>\n\u003cp>During the second half of the program, the panel sought Davis’ advice for themselves and other young activists who hope to make a difference in society. Davis advised them to focus on building community. “Remember that we accomplish nothing alone,” Davis said.\u003c/p>\n\u003cfigure id=\"attachment_11983600\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983600\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-03-BL_qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A t-shirt is for sale at a speaking event with Angela Davis at Alameda High School. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To close, Melak gave a speech about Davis’ impact on her and her fellow students. “Her words have not only resonated deeply but have also sparked a flame within each of us, igniting a passion for change and a commitment to justice,” Melak said.\u003c/p>\n\u003cp>She also acknowledged what the two BSUs achieved with the event. “To think that a group of high schoolers can plan, organize and execute an event this big shows you that virtually anything is possible as long as you stay dedicated,” Melak said to roaring applause — and a big smile from Davis.\u003c/p>\n\u003cfigure id=\"attachment_11983584\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11983584\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/240419-AngelaDavisAlamedaHS-17-BL-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">BJ Victor puts his arm around his son Jaiden, 5 while listening to Angela Davis speak. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983572/angela-davis-and-black-student-leaders-talk-social-justice-at-alameda-high-school-event","authors":["11296"],"categories":["news_223","news_31795","news_18540","news_28250","news_8"],"tags":["news_32282","news_20013","news_27626","news_21319","news_2997"],"featImg":"news_11983582","label":"news"},"news_11981473":{"type":"posts","id":"news_11981473","meta":{"index":"posts_1591205157","site":"news","id":"11981473","score":null,"sort":[1713380410000]},"guestAuthors":[],"slug":"atencion-temprana-infantil-california","title":"¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo","publishDate":1713380410,"format":"standard","headTitle":"¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo | KQED","labelTerm":{},"content":"\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/11980312/a-caregivers-guide-to-navigating-early-intervention-services\">Leer en inglés\u003c/a>\u003c/em>\u003c/p>\n\u003cp>En California, \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">los bebés y niños pequeños con discapacidades del desarrollo\u003c/a> tienen derecho a recibir \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">servicios de intervención temprana\u003c/a> para mejorar su capacidad de sentarse, andar, hablar o alimentarse por sí mismos.\u003c/p>\n\u003cp>Estos servicios incluyen fisioterapia, terapia del habla, terapia ocupacional o incluso equipos que ayudan a los niños pequeños a mantener o mejorar sus habilidades. Los padres y cuidadores también pueden recibir asesoramiento y formación para apoyar las necesidades de sus hijos.\u003c/p>\n\u003cp>Las leyes estatales y federales garantizan los servicios de intervención temprana a través de un programa llamado \u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>, ya que todo esto ayuda a los niños pequeños a alcanzar su potencial y reducen la necesidad de servicios especiales cuando vayan a la escuela.\u003c/p>\n\u003cp>Según los expertos, es crucial que estos niños reciban los servicios lo más antes posible, porque su cerebro es más adaptable durante los tres primeros años de vida. Lo ideal es que los servicios se presten en el hogar del niño, en la guardería o en otros “entornos naturales”, porque \u003ca href=\"https://www.pacer.org/es/\">los niños pequeños aprenden mejor cuando están en entornos familiares\u003c/a>.\u003c/p>\n\u003cp>Sin embargo, expertos afirman a KQED que cada vez hay \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">más disparidades geográficas y económicas\u003c/a> en cuanto a quién recibe los servicios de intervención temprana en su entorno natural, es decir, que estos servicios no están disponibles por igual para todos los niños.\u003c/p>\n\u003cp>Por lo tanto, si usted está preocupado de que su hijo pueda tener un retraso o discapacidad en el desarrollo, o ya ha tenido problemas al acceder a este tipo de servicios para su familia, aquí tenemos lo que necesita saber del sistema estatal de Early Start.\u003c/p>\n\u003ch3>¿Cómo puedo empezar a conseguir servicios de Early Start para mi hijo?\u003c/h3>\n\u003cp>Un pediatra, un padre o incluso un proveedor de servicios de guardería pueden ponerse en contacto con su centro regional local (\u003ca href=\"https://arcanet.org/your-regional-center/\">acceda un mapa con detalles de cada centro aquí\u003c/a>) para solicitar servicios de intervención temprana a través de Early Start.\u003c/p>\n\u003cp>¿Qué son los centros regionales? Estos son agencias sin fines de lucro que tienen contrato con el Departamento de Servicios de Desarrollo de California (o DDS por sus siglas en inglés) para:\u003c/p>\n\u003cul>\n\u003cli>Evaluar a un niño para detectar un retraso en el desarrollo o una discapacidad.\u003c/li>\n\u003cli>Determinar si el niño reúne los requisitos para recibir servicios de intervención temprana.\u003c/li>\n\u003cli>Organizar dichos servicios.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Prop-56/Pages/Prop56-Screenings-Developmental.aspx\">Medi-Cal, el programa estatal de Medicare, paga por los exámenes\u003c/a> durante las revisiones de bienestar de los niños a los 9, 18 y 30 meses de edad. El examen utiliza una serie de preguntas estandarizadas para comprobar si el desarrollo motor, cognitivo, social y emocional del niño se ajusta a su edad. Sin embargo, \u003ca href=\"https://first5center.org/blog/department-of-health-care-services-releases-2021-preventive-services-report\">los datos muestran que las tasas de detección del desarrollo de los niños pequeños en Medi-Cal son muy bajas\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Si sospecha que su hijo no alcanza los hitos de su desarrollo, no tenga miedo de preguntar lo que le preocupa.\u003c/span> Reyna Balladares, una madre de San Francisco, comenta que cuando \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">se dio cuenta de que su hija tardaba en empezar a caminar y a hablar\u003c/a>, los médicos le dijeron que lo que le ocurría a la niña era normal. Finalmente, un especialista evaluó a la niña y determinó que, de hecho, necesitaba fisioterapia, logopedia, terapia ocupacional y terapia de alimentación.\u003c/p>\n\u003cp>“Hay que darnos cuenta si algo diferente le pasa al niño. Y tenemos que abogar por ellos”, dice Balladares.\u003c/p>\n\u003ch3>¿Quién puede usar los servicios de Early Start?\u003c/h3>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/04/SIP_Early-Start_English.pdf\">Un niño menor de 3 años de edad cumple con los requisitos para recibir servicios de intervención temprana a través de Early Start\u003c/a> si se le diagnostica riesgo de retraso del desarrollo o si ya presenta un retraso del desarrollo “de al menos el 25%” que afecte a su:\u003c/p>\n\u003cul>\n\u003cli>Desarrollo cognitivo (aprendizaje y pensamiento)\u003c/li>\n\u003cli>Desarrollo del habla\u003c/li>\n\u003cli>Desarrollo físico y motor, incluida la audición y visión\u003c/li>\n\u003cli>Desarrollo emocional y social\u003c/li>\n\u003cli>Desarrollo adaptativo (habilidades de la vida diaria, como comer o vestirse)\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuánto cuesta Early Start?\u003c/h3>\n\u003cp>La evaluación y la los servicios de intervención temprana son gratuitos cuando los solicita a través de un centro regional.\u003c/p>\n\u003cp>Sin embargo, los centros regionales sólo pagarán por estos servicios en dos situaciones:\u003c/p>\n\u003cul>\n\u003cli>Durante el tiempo que las familias esperan a que su plan de seguros o Medi-Cal apruebe el servicio\u003c/li>\n\u003cli>Si Medi-Cal o el seguro médico de una familia no cubran los costos de los servicios\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuáles son los derechos de los padres y cuidadores para acceder a los servicios de Early Start?\u003c/h3>\n\u003cp>Después de recibir una solicitud, los centros regionales tienen hasta 45 días para evaluar al niño y proponer un Plan Individualizado de Servicios Familiares (o IFSP por sus siglas en inglés) que establezca los servicios que necesita el niño.[aside label='Más en español' tag='kqed-en-espanol']Mariah Martínez, coordinadora de cuidados de la organización sin fines de lucro \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a>, con sede en San Francisco, sugiere completar el formulario del centro regional que esté más cerca de usted y enviarlo por correo electrónico para poder empezar a documentar el proceso desde el principio. \u003ca href=\"https://arcanet.org/your-regional-center/\">Puede encontrar el formulario que necesita en la página web de cada centro.\u003c/a>\u003c/p>\n\u003cp>“En cuanto el centro regional le responda con un correo electrónico confirmando que lo ha recibido, inicia la línea de tiempo “, dice.\u003c/p>\n\u003cp>Si el proceso se prolonga más de 45 días, los cuidadores pueden ponerse en contacto con el gestor de su caso o con el funcionario de turno del centro regional para obtener información actualizada sobre el estado de su caso, explica Martínez.\u003c/p>\n\u003ch3>¿Qué pasa si no recibo los servicios a tiempo?\u003c/h3>\n\u003cp>Por frustrante que parezca, los padres y cuidadores a menudo tienen que llamar repetidamente al coordinador de su centro regional.\u003c/p>\n\u003cp>“Siga insistiendo para que el proceso avance”, dice Martínez. También sugiere que se pongan en contacto con el pediatra o el asistente social médico de su hijo, con un centro de recursos familiares o con grupos de defensa como \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a> para que les ayuden a comunicarse con su coordinador de servicios.[aside postID=\"news_11979071\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg\"]“Hacemos todo lo posible para que las familias se pongan en contacto con ellos”, dice Martínez. “Y la mayoría de las veces, creo que tenemos bastante éxito a la hora de ponerles al día sobre su caso o si hay algo más que el centro regional necesite de ellos. De ese modo, el proceso les resulta un poco más fácil”.\u003c/p>\n\u003cp>Además, la \u003ca href=\"https://first5association.org/\">First 5 Association of California\u003c/a> ofrece el programa “Ayúdame a crecer” en cada uno de los 58 condados del estado para ayudar a identificar las necesidades de desarrollo infantil de las familias.\u003c/p>\n\u003ch3>¿Qué pasa si no estoy de acuerdo con el plan de servicios que ofrecen a mi hijo? ¿O si a mi hijo le han denegado los servicios de Early Start?\u003c/h3>\n\u003cp>La dependencia estatal DDS sugiere que primero hable con el coordinador que esté manejando su caso o pida a la adminsitración del centro regional que revise y reconsidere su decisión.\u003c/p>\n\u003cp>El siguiente paso podría ser solicitar una mediación con la \u003ca href=\"https://www.dgs.ca.gov/OAH\">Oficina estatal de audiencias administrativas\u003c/a>. Martínez recomienda “tener todo por escrito” para que las familias tengan documentación de sus intentos de obtener servicios.\u003c/p>\n\u003cp>Martínez dice que es una buena idea buscar asesoramiento legal de la \u003ca href=\"https://www.disabilityrightsca.org/what-we-do/programs/office-of-clients-rights-advocacy-ocra\">Oficina de defensa de los derechos de los clientes\u003c/a> (u OCRA por sus siglas en inglés) antes de presentar una apelación o queja ante el estado. La OCRA tiene un abogado o defensor asignado a cada centro regional y está dirigida por la organización \u003ca href=\"https://www.disabilityrightsca.org/\">Disability Rights California\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y editado por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"¿Cree que su hijo o hija tiene una discapacidad o retraso del desarrollo? Las familias en California tienen acceso a varios programas para apoyar al desarrollo de los niños. Le explicamos cómo accederlos.","status":"publish","parent":0,"modified":1713474498,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1557},"headData":{"title":"¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo | KQED","description":"¿Cree que su hijo o hija tiene una discapacidad o retraso del desarrollo? Las familias en California tienen acceso a varios programas para apoyar al desarrollo de los niños. Le explicamos cómo accederlos.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo","datePublished":"2024-04-17T19:00:10.000Z","dateModified":"2024-04-18T21:08:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"KQED en Español","sourceUrl":"https://www.kqed.org/kqedenespanol","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11981473/atencion-temprana-infantil-california","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"https://www.kqed.org/news/11980312/a-caregivers-guide-to-navigating-early-intervention-services\">Leer en inglés\u003c/a>\u003c/em>\u003c/p>\n\u003cp>En California, \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">los bebés y niños pequeños con discapacidades del desarrollo\u003c/a> tienen derecho a recibir \u003ca href=\"https://www.cdc.gov/ncbddd/spanish/actearly/Por-que-debe-reaccionar-pronto.html\">servicios de intervención temprana\u003c/a> para mejorar su capacidad de sentarse, andar, hablar o alimentarse por sí mismos.\u003c/p>\n\u003cp>Estos servicios incluyen fisioterapia, terapia del habla, terapia ocupacional o incluso equipos que ayudan a los niños pequeños a mantener o mejorar sus habilidades. Los padres y cuidadores también pueden recibir asesoramiento y formación para apoyar las necesidades de sus hijos.\u003c/p>\n\u003cp>Las leyes estatales y federales garantizan los servicios de intervención temprana a través de un programa llamado \u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>, ya que todo esto ayuda a los niños pequeños a alcanzar su potencial y reducen la necesidad de servicios especiales cuando vayan a la escuela.\u003c/p>\n\u003cp>Según los expertos, es crucial que estos niños reciban los servicios lo más antes posible, porque su cerebro es más adaptable durante los tres primeros años de vida. Lo ideal es que los servicios se presten en el hogar del niño, en la guardería o en otros “entornos naturales”, porque \u003ca href=\"https://www.pacer.org/es/\">los niños pequeños aprenden mejor cuando están en entornos familiares\u003c/a>.\u003c/p>\n\u003cp>Sin embargo, expertos afirman a KQED que cada vez hay \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">más disparidades geográficas y económicas\u003c/a> en cuanto a quién recibe los servicios de intervención temprana en su entorno natural, es decir, que estos servicios no están disponibles por igual para todos los niños.\u003c/p>\n\u003cp>Por lo tanto, si usted está preocupado de que su hijo pueda tener un retraso o discapacidad en el desarrollo, o ya ha tenido problemas al acceder a este tipo de servicios para su familia, aquí tenemos lo que necesita saber del sistema estatal de Early Start.\u003c/p>\n\u003ch3>¿Cómo puedo empezar a conseguir servicios de Early Start para mi hijo?\u003c/h3>\n\u003cp>Un pediatra, un padre o incluso un proveedor de servicios de guardería pueden ponerse en contacto con su centro regional local (\u003ca href=\"https://arcanet.org/your-regional-center/\">acceda un mapa con detalles de cada centro aquí\u003c/a>) para solicitar servicios de intervención temprana a través de Early Start.\u003c/p>\n\u003cp>¿Qué son los centros regionales? Estos son agencias sin fines de lucro que tienen contrato con el Departamento de Servicios de Desarrollo de California (o DDS por sus siglas en inglés) para:\u003c/p>\n\u003cul>\n\u003cli>Evaluar a un niño para detectar un retraso en el desarrollo o una discapacidad.\u003c/li>\n\u003cli>Determinar si el niño reúne los requisitos para recibir servicios de intervención temprana.\u003c/li>\n\u003cli>Organizar dichos servicios.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Prop-56/Pages/Prop56-Screenings-Developmental.aspx\">Medi-Cal, el programa estatal de Medicare, paga por los exámenes\u003c/a> durante las revisiones de bienestar de los niños a los 9, 18 y 30 meses de edad. El examen utiliza una serie de preguntas estandarizadas para comprobar si el desarrollo motor, cognitivo, social y emocional del niño se ajusta a su edad. Sin embargo, \u003ca href=\"https://first5center.org/blog/department-of-health-care-services-releases-2021-preventive-services-report\">los datos muestran que las tasas de detección del desarrollo de los niños pequeños en Medi-Cal son muy bajas\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Si sospecha que su hijo no alcanza los hitos de su desarrollo, no tenga miedo de preguntar lo que le preocupa.\u003c/span> Reyna Balladares, una madre de San Francisco, comenta que cuando \u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\">se dio cuenta de que su hija tardaba en empezar a caminar y a hablar\u003c/a>, los médicos le dijeron que lo que le ocurría a la niña era normal. Finalmente, un especialista evaluó a la niña y determinó que, de hecho, necesitaba fisioterapia, logopedia, terapia ocupacional y terapia de alimentación.\u003c/p>\n\u003cp>“Hay que darnos cuenta si algo diferente le pasa al niño. Y tenemos que abogar por ellos”, dice Balladares.\u003c/p>\n\u003ch3>¿Quién puede usar los servicios de Early Start?\u003c/h3>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/04/SIP_Early-Start_English.pdf\">Un niño menor de 3 años de edad cumple con los requisitos para recibir servicios de intervención temprana a través de Early Start\u003c/a> si se le diagnostica riesgo de retraso del desarrollo o si ya presenta un retraso del desarrollo “de al menos el 25%” que afecte a su:\u003c/p>\n\u003cul>\n\u003cli>Desarrollo cognitivo (aprendizaje y pensamiento)\u003c/li>\n\u003cli>Desarrollo del habla\u003c/li>\n\u003cli>Desarrollo físico y motor, incluida la audición y visión\u003c/li>\n\u003cli>Desarrollo emocional y social\u003c/li>\n\u003cli>Desarrollo adaptativo (habilidades de la vida diaria, como comer o vestirse)\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuánto cuesta Early Start?\u003c/h3>\n\u003cp>La evaluación y la los servicios de intervención temprana son gratuitos cuando los solicita a través de un centro regional.\u003c/p>\n\u003cp>Sin embargo, los centros regionales sólo pagarán por estos servicios en dos situaciones:\u003c/p>\n\u003cul>\n\u003cli>Durante el tiempo que las familias esperan a que su plan de seguros o Medi-Cal apruebe el servicio\u003c/li>\n\u003cli>Si Medi-Cal o el seguro médico de una familia no cubran los costos de los servicios\u003c/li>\n\u003c/ul>\n\u003ch3>¿Cuáles son los derechos de los padres y cuidadores para acceder a los servicios de Early Start?\u003c/h3>\n\u003cp>Después de recibir una solicitud, los centros regionales tienen hasta 45 días para evaluar al niño y proponer un Plan Individualizado de Servicios Familiares (o IFSP por sus siglas en inglés) que establezca los servicios que necesita el niño.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Más en español ","tag":"kqed-en-espanol"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Mariah Martínez, coordinadora de cuidados de la organización sin fines de lucro \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a>, con sede en San Francisco, sugiere completar el formulario del centro regional que esté más cerca de usted y enviarlo por correo electrónico para poder empezar a documentar el proceso desde el principio. \u003ca href=\"https://arcanet.org/your-regional-center/\">Puede encontrar el formulario que necesita en la página web de cada centro.\u003c/a>\u003c/p>\n\u003cp>“En cuanto el centro regional le responda con un correo electrónico confirmando que lo ha recibido, inicia la línea de tiempo “, dice.\u003c/p>\n\u003cp>Si el proceso se prolonga más de 45 días, los cuidadores pueden ponerse en contacto con el gestor de su caso o con el funcionario de turno del centro regional para obtener información actualizada sobre el estado de su caso, explica Martínez.\u003c/p>\n\u003ch3>¿Qué pasa si no recibo los servicios a tiempo?\u003c/h3>\n\u003cp>Por frustrante que parezca, los padres y cuidadores a menudo tienen que llamar repetidamente al coordinador de su centro regional.\u003c/p>\n\u003cp>“Siga insistiendo para que el proceso avance”, dice Martínez. También sugiere que se pongan en contacto con el pediatra o el asistente social médico de su hijo, con un centro de recursos familiares o con grupos de defensa como \u003ca href=\"https://supportforfamilies.org/es/\">Support for Families of Children With Disabilities\u003c/a> para que les ayuden a comunicarse con su coordinador de servicios.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11979071","hero":"https://ww2.kqed.org/app/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Hacemos todo lo posible para que las familias se pongan en contacto con ellos”, dice Martínez. “Y la mayoría de las veces, creo que tenemos bastante éxito a la hora de ponerles al día sobre su caso o si hay algo más que el centro regional necesite de ellos. De ese modo, el proceso les resulta un poco más fácil”.\u003c/p>\n\u003cp>Además, la \u003ca href=\"https://first5association.org/\">First 5 Association of California\u003c/a> ofrece el programa “Ayúdame a crecer” en cada uno de los 58 condados del estado para ayudar a identificar las necesidades de desarrollo infantil de las familias.\u003c/p>\n\u003ch3>¿Qué pasa si no estoy de acuerdo con el plan de servicios que ofrecen a mi hijo? ¿O si a mi hijo le han denegado los servicios de Early Start?\u003c/h3>\n\u003cp>La dependencia estatal DDS sugiere que primero hable con el coordinador que esté manejando su caso o pida a la adminsitración del centro regional que revise y reconsidere su decisión.\u003c/p>\n\u003cp>El siguiente paso podría ser solicitar una mediación con la \u003ca href=\"https://www.dgs.ca.gov/OAH\">Oficina estatal de audiencias administrativas\u003c/a>. Martínez recomienda “tener todo por escrito” para que las familias tengan documentación de sus intentos de obtener servicios.\u003c/p>\n\u003cp>Martínez dice que es una buena idea buscar asesoramiento legal de la \u003ca href=\"https://www.disabilityrightsca.org/what-we-do/programs/office-of-clients-rights-advocacy-ocra\">Oficina de defensa de los derechos de los clientes\u003c/a> (u OCRA por sus siglas en inglés) antes de presentar una apelación o queja ante el estado. La OCRA tiene un abogado o defensor asignado a cada centro regional y está dirigida por la organización \u003ca href=\"https://www.disabilityrightsca.org/\">Disability Rights California\u003c/a>.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>Este artículo fue traducido por la periodista \u003ca href=\"https://www.kqed.org/author/mpena/\">María Peña\u003c/a> y editado por el periodista \u003ca href=\"https://www.kqed.org/author/ccabreralomeli\">Carlos Cabrera-Lomelí\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11981473/atencion-temprana-infantil-california","authors":["11829"],"categories":["news_31795","news_18540","news_457","news_28523"],"tags":["news_32707","news_33920","news_20013","news_27775","news_28444"],"featImg":"news_11981474","label":"source_news_11981473"},"news_11982920":{"type":"posts","id":"news_11982920","meta":{"index":"posts_1591205157","site":"news","id":"11982920","score":null,"sort":[1713126849000]},"guestAuthors":[],"slug":"california-legislature-halts-science-of-reading-mandate-prompting-calls-for-thorough-review","title":"California Legislature Halts 'Science of Reading' Mandate, Prompting Calls for Thorough Review","publishDate":1713126849,"format":"standard","headTitle":"California Legislature Halts ‘Science of Reading’ Mandate, Prompting Calls for Thorough Review | KQED","labelTerm":{},"content":"\u003cp>A bill that would have required California teachers to use the “science of reading,” which spotlights phonics, to teach children to read has died without a hearing.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://legiscan.com/CA/bill/AB2222/2023\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2222\u003c/a>, authored by Assemblymember Blanca Rubio (D-Baldwin Park) will not advance in the Legislature this year, according to Assembly Speaker Robert Rivas, who described the state’s student reading and literacy rates as “a serious problem,” adding that the bill should receive a “methodical” review by all key groups before there is a “costly overhaul” of how reading is taught in California.[pullquote size=\"medium\" align=\"right\" citation=\"Martha Hernandez, executive director, Californians Together\"]‘We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students.’[/pullquote]\u003c/p>\n\u003cp>“I want the Legislature to study this problem closely, so we can be sure stakeholders are engaged and, most importantly, that all students benefit, especially our diverse learners,” Rivas said in a statement to EdSource, referring to English learners.\u003c/p>\n\u003cp>The bill, which had the support of the California State PTA, state NAACP and more than 50 other organizations, hit a snag two weeks ago when the California Teachers Association — the state’s largest teachers union — sent a letter stating its opposition to the bill to Assembly Education Committee Chairman Al Muratsuchi.\u003c/p>\n\u003cp>The\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\"> union claimed\u003c/a> that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and would cut teachers out of decisions, especially on curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rubio, who could not be reached late Thursday\u003cstrong>,\u003c/strong> told EdSource last week that Muratsuchi asked her to work with the teachers union on a compromise.\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised the bill didn’t get a hearing considering the importance of the issue.[aside postID=\"news_11982196,news_11969236,news_11972684\" label=\"Related Stories\"]\u003c/p>\n\u003cp>“We understand it’s a tough budget year, but we also believe that the most important priority for the education budget is helping our kids learn how to read,” he said.\u003c/p>\n\u003cp>But he called the move to table the bill a “bump in the road.”\u003c/p>\n\u003cp>“When we launched with Assemblymember Rubio and the sponsors behind this, we knew it might be a multi-year effort,” he said. “So you get up tomorrow and keep it moving forward.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandates this change in reading instruction. In 2023, just 43% of California third-graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of low-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“The California NAACP was right; this is a civil rights issue,” said Kareem Weaver, a member of the Oakland NAACP Education Committee and co-founder of the literacy advocacy group FULCRUM. “And you don’t play politics with civil rights. The misinformation and ideological posturing on AB 2222 effectively leveraged the politics of fear. We have to do better, for kids’ sake, and can’t give up.”\u003c/p>\n\u003ch2>What is the science of reading?\u003c/h2>\n\u003cp>The science of reading refers to research-based teaching strategies that reflect how the brain learns to read. While it includes phonics-based instruction, which teaches children to decode words by sounding them out, it also includes four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds, vocabulary, comprehension and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>The legislation would have gone against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would have required that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003ch2>English learner advocates opposed bill\u003c/h2>\n\u003cp>It appears lawmakers heard the pleas of advocates for English learners who opposed the bill.\u003c/p>\n\u003cp>“We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students,” said Martha Hernandez, executive director of Californians Together, one of the organizations that opposed the bill. “AB 2222 is not the prescription that is needed for our multilingual, diverse state.”\u003c/p>\n\u003cp>She said she is willing to work with lawmakers for a literacy plan based on reading research but that “centrally addresses” the needs of English learners.\u003c/p>\n\u003cp>California’s proposed legislation to adopt the science of reading approach to early literacy would have been in sync with other states that have passed similar legislation. States nationwide are rejecting balanced literacy as failing to effectively teach children how to read since it de-emphasizes explicit instruction in phonics and instead trains children to use pictures to identify words on sight, also known as three-cueing.\u003c/p>\n\u003cp>Muratsuchi had until the end of the day Thursday to put the bill on the calendar for the April 17 meeting of the Assembly Education Committee. It would then have had to be heard by the Assembly Higher Education Committee before the April 26 deadline for legislators to get bills with notable fiscal impacts to the Appropriations Committee. Now, the bill will have to be reintroduced next year to get a hearing.\u003c/p>\n\u003cp>“It’s really too bad. Lots of kids are not being well-served now. But on the other hand, I hope this will be an opportunity to regroup and present a more robust version of the bill,” said Claude Goldenberg, a Stanford University professor emeritus of education who supported the bill.\u003c/p>\n\u003cp>Goldenberg said a future version of the bill should include a “more comprehensive definition” of the “science of reading” and should make clear that this includes research on teaching reading to all students, including English learners.\u003c/p>\n\u003cp>“English learners, for example, would benefit if teachers knew and used research that is part of the science of reading and applies whether they’re learning in their home language or in English. Same for children with limited literacy opportunities outside of school and children having difficulty learning to read,” Goldenberg said.\u003c/p>\n\u003ch2>‘Backroom politics’\u003c/h2>\n\u003cp>Lori DePole, co-state director of Decoding Dyslexia CA, one of the supporters of the bill, expressed frustration Thursday evening over the decision to table it.\u003c/p>\n\u003cp>“It is shameful that when more than half of CA kids aren’t reading at grade level that our legislators are okay with the status quo, and they have killed this literacy legislation without even allowing it to be heard,” she said in a statement.\u003c/p>\n\u003cp>“… CA kids’ futures are too important to allow backroom politics to silence this issue. We will no longer accept lip service in addressing our literacy crisis. It is time for action, and we aren’t going away.”\u003c/p>\n\u003cp>Advocates for students with dyslexia support the phonics-based teaching methods as especially effective for children with a learning disability.\u003c/p>\n\u003cp>Muratsuchi said he supports the science of reading. “However, we need to make sure that we do this right by serving the needs of all California students, including our English learners,” he said in a statement to EdSource. “California is the most language-diverse state in the country, and we need to develop a literacy instruction strategy that works for all of our students.\u003c/p>\n\u003cp>“I thank Speaker Robert Rivas for his decision to pursue a more deliberative process involving all education stakeholders before enacting a costly overhaul of how reading is taught statewide,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>EdSource reporter Karen D’Souza contributed to this report.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A bill that would have required California teachers to teach children to read using the 'science of reading,' which spotlights phonics, has died without a hearing.","status":"publish","parent":0,"modified":1713209199,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1415},"headData":{"title":"California Legislature Halts 'Science of Reading' Mandate, Prompting Calls for Thorough Review | KQED","description":"A bill that would have required California teachers to teach children to read using the 'science of reading,' which spotlights phonics, has died without a hearing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Legislature Halts 'Science of Reading' Mandate, Prompting Calls for Thorough Review","datePublished":"2024-04-14T20:34:09.000Z","dateModified":"2024-04-15T19:26:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>, \u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a> and \u003ca href=\"https://edsource.org/author/zstavely\">Zaidee Stavely\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11982920/california-legislature-halts-science-of-reading-mandate-prompting-calls-for-thorough-review","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A bill that would have required California teachers to use the “science of reading,” which spotlights phonics, to teach children to read has died without a hearing.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://legiscan.com/CA/bill/AB2222/2023\" target=\"_blank\" rel=\"noopener\">Assembly Bill 2222\u003c/a>, authored by Assemblymember Blanca Rubio (D-Baldwin Park) will not advance in the Legislature this year, according to Assembly Speaker Robert Rivas, who described the state’s student reading and literacy rates as “a serious problem,” adding that the bill should receive a “methodical” review by all key groups before there is a “costly overhaul” of how reading is taught in California.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Martha Hernandez, executive director, Californians Together","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I want the Legislature to study this problem closely, so we can be sure stakeholders are engaged and, most importantly, that all students benefit, especially our diverse learners,” Rivas said in a statement to EdSource, referring to English learners.\u003c/p>\n\u003cp>The bill, which had the support of the California State PTA, state NAACP and more than 50 other organizations, hit a snag two weeks ago when the California Teachers Association — the state’s largest teachers union — sent a letter stating its opposition to the bill to Assembly Education Committee Chairman Al Muratsuchi.\u003c/p>\n\u003cp>The\u003ca class=\"external\" href=\"https://edsource.org/wp-content/uploads/2024/04/EarllyLit-AB2222-CTA-no-032824.pdf\" target=\"_blank\" rel=\"noopener\"> union claimed\u003c/a> that the proposed legislation would duplicate and potentially undermine current literacy initiatives, would not meet the needs of English learner students and would cut teachers out of decisions, especially on curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Rubio, who could not be reached late Thursday\u003cstrong>,\u003c/strong> told EdSource last week that Muratsuchi asked her to work with the teachers union on a compromise.\u003c/p>\n\u003cp>Marshall Tuck, CEO of EdVoice, an advocacy nonprofit co-sponsoring the bill, said he was surprised the bill didn’t get a hearing considering the importance of the issue.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11982196,news_11969236,news_11972684","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We understand it’s a tough budget year, but we also believe that the most important priority for the education budget is helping our kids learn how to read,” he said.\u003c/p>\n\u003cp>But he called the move to table the bill a “bump in the road.”\u003c/p>\n\u003cp>“When we launched with Assemblymember Rubio and the sponsors behind this, we knew it might be a multi-year effort,” he said. “So you get up tomorrow and keep it moving forward.”\u003c/p>\n\u003cp>Advocates say that it is imperative that California mandates this change in reading instruction. In 2023, just 43% of California third-graders met the academic standards on the state’s standardized test in 2023. Only 27.2% of Black students, 32% of Latino students and 35% of low-income children were reading at grade level, compared with 57.5% of white, 69% of Asian and 66% of non-low-income students.\u003c/p>\n\u003cp>“The California NAACP was right; this is a civil rights issue,” said Kareem Weaver, a member of the Oakland NAACP Education Committee and co-founder of the literacy advocacy group FULCRUM. “And you don’t play politics with civil rights. The misinformation and ideological posturing on AB 2222 effectively leveraged the politics of fear. We have to do better, for kids’ sake, and can’t give up.”\u003c/p>\n\u003ch2>What is the science of reading?\u003c/h2>\n\u003cp>The science of reading refers to research-based teaching strategies that reflect how the brain learns to read. While it includes phonics-based instruction, which teaches children to decode words by sounding them out, it also includes four other pillars of literacy instruction: phonemic awareness, identifying distinct units of sounds, vocabulary, comprehension and fluency. It is based on research on how the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">brain connects \u003c/a>letters with sounds when learning to read.\u003c/p>\n\u003cp>The legislation would have gone against the state policy of local control that gives school districts authority to select curriculum and teaching methods as long as they meet state academic standards. Currently, the state encourages, but does not mandate, districts to incorporate instruction in the science of reading in the early grades.\u003c/p>\n\u003cp>Along with mandating the science of reading approach to instruction, AB 2222 would have required that all TK to fifth-grade teachers, literacy coaches and specialists take a 30-hour-minimum course in reading instruction by 2028. School districts and charter schools would purchase textbooks from an approved list endorsed by the State Board of Education.\u003c/p>\n\u003ch2>English learner advocates opposed bill\u003c/h2>\n\u003cp>It appears lawmakers heard the pleas of advocates for English learners who opposed the bill.\u003c/p>\n\u003cp>“We know that addressing equity and literacy outcomes is a high priority for California and that our state is not yet where it needs to be with literacy outcomes for all students,” said Martha Hernandez, executive director of Californians Together, one of the organizations that opposed the bill. “AB 2222 is not the prescription that is needed for our multilingual, diverse state.”\u003c/p>\n\u003cp>She said she is willing to work with lawmakers for a literacy plan based on reading research but that “centrally addresses” the needs of English learners.\u003c/p>\n\u003cp>California’s proposed legislation to adopt the science of reading approach to early literacy would have been in sync with other states that have passed similar legislation. States nationwide are rejecting balanced literacy as failing to effectively teach children how to read since it de-emphasizes explicit instruction in phonics and instead trains children to use pictures to identify words on sight, also known as three-cueing.\u003c/p>\n\u003cp>Muratsuchi had until the end of the day Thursday to put the bill on the calendar for the April 17 meeting of the Assembly Education Committee. It would then have had to be heard by the Assembly Higher Education Committee before the April 26 deadline for legislators to get bills with notable fiscal impacts to the Appropriations Committee. Now, the bill will have to be reintroduced next year to get a hearing.\u003c/p>\n\u003cp>“It’s really too bad. Lots of kids are not being well-served now. But on the other hand, I hope this will be an opportunity to regroup and present a more robust version of the bill,” said Claude Goldenberg, a Stanford University professor emeritus of education who supported the bill.\u003c/p>\n\u003cp>Goldenberg said a future version of the bill should include a “more comprehensive definition” of the “science of reading” and should make clear that this includes research on teaching reading to all students, including English learners.\u003c/p>\n\u003cp>“English learners, for example, would benefit if teachers knew and used research that is part of the science of reading and applies whether they’re learning in their home language or in English. Same for children with limited literacy opportunities outside of school and children having difficulty learning to read,” Goldenberg said.\u003c/p>\n\u003ch2>‘Backroom politics’\u003c/h2>\n\u003cp>Lori DePole, co-state director of Decoding Dyslexia CA, one of the supporters of the bill, expressed frustration Thursday evening over the decision to table it.\u003c/p>\n\u003cp>“It is shameful that when more than half of CA kids aren’t reading at grade level that our legislators are okay with the status quo, and they have killed this literacy legislation without even allowing it to be heard,” she said in a statement.\u003c/p>\n\u003cp>“… CA kids’ futures are too important to allow backroom politics to silence this issue. We will no longer accept lip service in addressing our literacy crisis. It is time for action, and we aren’t going away.”\u003c/p>\n\u003cp>Advocates for students with dyslexia support the phonics-based teaching methods as especially effective for children with a learning disability.\u003c/p>\n\u003cp>Muratsuchi said he supports the science of reading. “However, we need to make sure that we do this right by serving the needs of all California students, including our English learners,” he said in a statement to EdSource. “California is the most language-diverse state in the country, and we need to develop a literacy instruction strategy that works for all of our students.\u003c/p>\n\u003cp>“I thank Speaker Robert Rivas for his decision to pursue a more deliberative process involving all education stakeholders before enacting a costly overhaul of how reading is taught statewide,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>EdSource reporter Karen D’Souza contributed to this report.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11982920/california-legislature-halts-science-of-reading-mandate-prompting-calls-for-thorough-review","authors":["byline_news_11982920"],"categories":["news_18540","news_8"],"tags":["news_32584","news_2960","news_33603"],"affiliates":["news_33681"],"featImg":"news_11982923","label":"source_news_11982920"},"news_11979367":{"type":"posts","id":"news_11979367","meta":{"index":"posts_1591205157","site":"news","id":"11979367","score":null,"sort":[1712958644000]},"guestAuthors":[],"slug":"fafsa-2024-the-big-error-affecting-mixed-status-families-and-what-to-do-if-youre-an-affected-student","title":"If You're a Mixed-Status Student Still Struggling With FAFSA, You Have Options","publishDate":1712958644,"format":"standard","headTitle":"If You’re a Mixed-Status Student Still Struggling With FAFSA, You Have Options | KQED","labelTerm":{"site":"news"},"content":"\u003cp>Completing the Free Application for Federal Student Aid or FAFSA this year has been \u003cem>complicated\u003c/em>, to say the least. Especially if your family is considered “mixed status” — when a student has a Social Security number but one parent does not, due to their immigration status.\u003c/p>\n\u003cp>When the Department of Education began its process of revamping FAFSA several years ago, one of the stated goals was to make the application more easily accessible for mixed-status families. Federal officials told KQED last year that \u003ca href=\"https://www.kqed.org/news/11957693/applying-for-fafsa-in-2023-will-be-different-what-to-know-including-deadlines#undocumented\">the updated FAFSA would allow undocumented parents to complete the form\u003c/a> without needing a Social Security number.\u003c/p>\n\u003cp>But that was not the case. For months, students from mixed-status families were blocked from completing the 2024–25 FAFSA form. Without a parent’s Social Security number, the form showed error messages and blocked students from submitting it. “I repeat and repeat the same thing, and it sends me back with the same error message,” Josue Hernández, high school senior in San Francisco, told KQED in February. “I’ve been trying every day for the past month, nonstop. And it still doesn’t work.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And finally, on March 12, after months of delays and countless calls from students and counselors, the Department of Education announced it had successfully resolved the glitches that prevented students from mixed-status families from completing their FAFSA form. Students with “contributors without an SSN [Social Security Number] can now successfully submit the form,” said the statement.\u003c/p>\n\u003cp>Despite the glitch being fixed, mixed-status families lost months of time to complete FAFSA. And on their end, colleges also had less time to calculate students’ financial aid packages. The aftermath of the FAFSA glitches has left many mixed-status families in complicated and confusing situations, but colleges and California state officials are taking action to give students more time to seek out financial aid and make a decision about college.\u003c/p>\n\u003cp>Keep reading to learn what advice for mixed-status families KQED heard from college access advisors and financial aid offices.\u003c/p>\n\u003ch2>Keep track of deadlines — all the deadlines\u003c/h2>\n\u003cp>If you applied to colleges in California, you need to complete the FAFSA to qualify for the \u003ca href=\"https://www.csac.ca.gov/cal-grants\">Cal Grant\u003c/a>, a state financial aid program. The Cal Grant can help with tuition for schools in the UC and CSU system, along with many private universities in California.\u003c/p>\n\u003cp>Good news: You now have till May 2, 2024 to submit the 2024–25 FAFSA form and be eligible for California state financial aid, including the CalGrant. State officials extended the deadline for California students earlier this year in response to the multiple FAFSA glitches.\u003c/p>\n\u003cp>Keep in mind, however, May 2 is the new deadline \u003cem>just\u003c/em> for state aid. Each school can decide its own deadline for when students need to submit FAFSA. Some colleges have pushed back their regular deadline to give students more time to complete the form, while others have granted case-by-case extensions.\u003c/p>\n\u003cp>At this point, make sure to have an up-to-date list of the FAFSA deadline for every school you’ve completed an application for. If one of these deadlines is coming up soon — or has already passed — contact the college’s financial aid office if you haven’t done so already. Even if you haven’t spoken to the financial aid team there before, the best thing you can do is make sure they know about your situation and that you need more time.[pullquote align=\"right\" size=\"medium\" citation=\"Jill Marinelli, program director, Mission Graduates\"]‘It’s scary to ask questions and raise your hand. But it’s part of growing into an adult, something we all do throughout life.’[/pullquote]\u003c/p>\n\u003cp>If the idea of reaching out makes you feel a little nervous, remember: Not reaching out could actually make things a lot more complicated later, as schools may not consider you for certain grants or scholarships. “It’s scary to ask questions and raise your hand,” said Jill Marinelli, program director at Mission Graduates, a San Francisco-based organization that helps many immigrant and lower-income students get to college. “But it’s part of growing into an adult, something we all do throughout life.”\u003c/p>\n\u003ch2>Make sure \u003cem>you’ll\u003c/em> receive the information you need to choose your college\u003c/h2>\n\u003cp>Another set of deadlines to keep in mind later down the road — those related to Decision Day. Traditionally, most colleges ask accepted students to let them know by May 1 if they will enroll or not. However, the FAFSA delays have caused several schools to push back this deadline, too. All nine schools in the University of California system, for example, now require accepted students to make their decisions by May 15.\u003c/p>\n\u003cp>If you already submitted FAFSA, keep in mind that colleges may send a letter with a breakdown of the financial aid you qualify for much later than your peers. If you don’t know when they will send that information to you, ask them as soon as possible.\u003c/p>\n\u003cp>It’s critical you know when that information is coming in so you have it before deciding where to go to college.\u003c/p>\n\u003ch2>\u003cstrong>Is the FAFSA form still glitching for you? There are back-up options \u003c/strong>\u003c/h2>\n\u003cp>If the FAFSA form is still blocking you from submitting your information because one of your parents doesn’t have a Social Security number, depending on your circumstances you may have two back-up options open to you as a California student:\u003c/p>\n\u003cp>\u003cstrong>Use the California Dream Act Application instead\u003c/strong>\u003c/p>\n\u003cp>On April 9, the state’s Student Aid Commission announced that the California Dream Act Application (CADAA) — which has usually been reserved only for California students who don’t have a Social Security number themselves — \u003ca href=\"https://www.csac.ca.gov/cadaa-msf\">will be now available to students from mixed-status families who are still facing issues completing FAFSA.\u003c/a>\u003c/p>\n\u003cp>This does not mean that mixed-status families seeking state aid are now required to complete CADAA \u003cem>on top of\u003c/em> FAFSA. Rather, CADAA is a back-up option for students who — despite the recent fixes from the Department of Education — are still finding themselves blocked from completing FAFSA because one of their parents or guardians does not have a Social Security number.\u003c/p>\n\u003cp>“We encourage [first-time students of mixed-status families] to first attempt to complete the Free Application for Federal Student Aid (FAFSA),” said California State University Chancellor Mildred García in a statement.\u003c/p>\n\u003cp>“If they are unable to do so, students should then complete the California Dream Act Application (CADAA) well before the May 2 deadline and later complete the FAFSA as soon as that becomes feasible,” García said.\u003c/p>\n\u003cp>Something else to keep in mind: Not all colleges take CADAA. If you still haven’t been able to complete FAFSA, contact the financial aid offices of the colleges you applied to and ask if they accept CADAA so you can share your family’s financial information.\u003c/p>\n\u003cp>\u003cstrong>Submit an incomplete FAFSA\u003c/strong>\u003c/p>\n\u003cp>The second back-up option: A Department of Education spokesperson shared with KQED in February that the agency has put in place a process that allows students from mixed-status families “to submit an incomplete FAFSA.”\u003c/p>\n\u003cp>What this means is that a student, using their own FSA ID, can manually enter their parent’s information, submit their FAFSA and later come back to submit a correction when the form has been fixed later this month.[aside label=\"Related Stories\" postID=\"mindshift_63208,news_11979072\"]\u003c/p>\n\u003cp>So, can any student from a mixed-status family use this second workaround? Unfortunately not. The Department of Education clarifies that this process “should only be used in the rare cases where students face an imminent deadline” that requires a FAFSA submission.\u003c/p>\n\u003cp>If this is your case, here’s how you can access the workaround: Contact the FSAIC at 1-800-433-3243, mention your family is mixed-status and that you need to submit an incomplete FAFSA — and be ready to share detailed information on the university or scholarship you need to file FAFSA for immediately. And if you have previously requested an extension from that specific university or scholarship and were denied, make sure to mention that as well.\u003c/p>\n\u003ch2>\u003cstrong>Don’t be hesitant to call the Department of Education\u003c/strong>\u003c/h2>\n\u003cp>Marinelli from Mission Graduates in San Francisco has worked with dozens of students and families through FAFSA troubles this year. One strategy, she says, that has brought results: Calling up the Federal Student Aid Information Center (FSAIC).\u003c/p>\n\u003cp>“The more people that call and say ‘this is an issue,’ the more likely they are to fix it,” she said. “It’s teaching students self-advocacy and reminding them that it’s worth it; they are worth it.”\u003c/p>\n\u003cp>However, Marinelli added that wait times when calling FSAIC are quite long — and students should set aside 40–60 minutes when calling. You can reach the FSAIC at 1-800-433-3243.\u003c/p>\n\u003ch2>\u003cstrong>Applied to private schools? Don’t forget about the CSS Profile\u003c/strong>\u003c/h2>\n\u003cp>If you applied to private universities, you most likely also had to complete the \u003ca href=\"https://cssprofile.collegeboard.org/\">CSS Profile\u003c/a>, a separate application operated by the College Board and used by private schools to determine how much from their own funds they give out to students in financial aid.\u003c/p>\n\u003cp>The CSS Profile is a much more complex form than the FAFSA and asks very specific questions about a family’s income and assets. There have not been any delays or glitches with the CSS Profile this year, which has helped private schools determine financial aid awards while the Department of Education fixes its FAFSA errors.\u003c/p>\n\u003cp>Stanford University is just one of those private schools that’s already ahead in calculating the aid prospective students could receive because of the CSS Profile.\u003c/p>\n\u003cp>“What we’re going to be doing is telling [families], ‘Look, this is what you qualify for, the total amount based on the Profile,’” said Karen Cooper, Stanford’s director of financial aid — who also confirmed that once the FAFSA data comes in, there may not be that much that changes. “There may be some Pell Grants that may come in to help with some of that total.”\u003c/p>\n\u003cp>Stanford is a unique case, however, because it has incredibly large financial resources that allow the school to provide very generous financial aid packages to accepted students from lower-income backgrounds. Not all private schools have the same resources — and some may actually depend \u003cem>more \u003c/em>on federal and state grants to build a student’s financial aid package.\u003c/p>\n\u003cp>With that in mind, it’s best to contact each school you have applied to and ask them what information about you they are missing. If you’ve already submitted FAFSA, request a timeline for when you can expect a complete estimate of the financial aid package you qualify for. And if you need that information quickly — so you can make a decision on where to go to college — let colleges know that as well.\u003c/p>\n\u003ch2>\u003cstrong>And remember, you aren’t alone in this\u003c/strong>\u003c/h2>\n\u003cp>It’s OK to feel frustrated with the financial aid process at the best of times. And it’s \u003cem>definitely \u003c/em>OK to feel frustrated with FAFSA in 2024.\u003c/p>\n\u003cp>The problems with this year’s FAFSA can take an emotional toll — especially on seniors who’ve given their best these past four years, stayed up late working on college applications and hustled to get everything in on time. But all the glitches and delays we’ve seen with FAFSA this admissions cycle have nothing to do with you as an individual, especially if you come from a mixed-status family.\u003c/p>\n\u003cp>This problem has become so serious that even Congress is taking action. Dozens of senators, led by Sens. Alex Padilla of California and Bernie Sanders of Vermont, sent a letter to Secretary of Education Miguel Cardona urging his team to fix the error that’s preventing mixed-status families from completing the form. Earlier this week, \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/kqed-newscast-5e573249-5500-4ec2-a2a7-78383ae57787\">Padilla told KQED\u003c/a> that having a parent or guardian without a Social Security number “should not be an inhibitor to be able to access financial aid a student is otherwise eligible for.”\u003c/p>\n\u003cp>“It’s the first time that a lot of students are filling out a government form or paperwork like this,” said Marinelli of Mission Graduates. “Just doing it alone is overwhelming — and when it’s glitching and having problems, it just makes them want to give up and say, ‘what’s even the point?’”[pullquote align=\"left\" size=\"medium\" citation=\"Charles Bailey-Gates, associate director of financial aid, San Francisco State University\"]‘We are not going to let any student fall through the cracks … We see you. We know that it’s a struggle.’[/pullquote]But there \u003cem>is \u003c/em>a point to all of this, she reminds you. Students who are working towards a college education, Marinelli says, belong in school. “They deserve this money. It’s there for them,” she said. “We have to keep reminding them to advocate for themselves and not give up.”\u003c/p>\n\u003cp>\u003cem>This story was originally published on March 14.\u003c/em>\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area in 2024. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, practical explainers and guides about COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>[hearken id=\"10483\" src=\"https://modules.wearehearken.com/kqed/embed/10483.js\"]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Why are students with undocumented parents particularly affected by the errors plaguing the 2024–25 Free Application for Federal Student Aid or FAFSA — and what you can do if you’re among them.","status":"publish","parent":0,"modified":1712959169,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":true,"hasPolis":false,"paragraphCount":46,"wordCount":2407},"headData":{"title":"If You're a Mixed-Status Student Still Struggling With FAFSA, You Have Options | KQED","description":"Why are students with undocumented parents particularly affected by the errors plaguing the 2024–25 Free Application for Federal Student Aid or FAFSA — and what you can do if you’re among them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"If You're a Mixed-Status Student Still Struggling With FAFSA, You Have Options","datePublished":"2024-04-12T21:50:44.000Z","dateModified":"2024-04-12T21:59:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11979367/fafsa-2024-the-big-error-affecting-mixed-status-families-and-what-to-do-if-youre-an-affected-student","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Completing the Free Application for Federal Student Aid or FAFSA this year has been \u003cem>complicated\u003c/em>, to say the least. Especially if your family is considered “mixed status” — when a student has a Social Security number but one parent does not, due to their immigration status.\u003c/p>\n\u003cp>When the Department of Education began its process of revamping FAFSA several years ago, one of the stated goals was to make the application more easily accessible for mixed-status families. Federal officials told KQED last year that \u003ca href=\"https://www.kqed.org/news/11957693/applying-for-fafsa-in-2023-will-be-different-what-to-know-including-deadlines#undocumented\">the updated FAFSA would allow undocumented parents to complete the form\u003c/a> without needing a Social Security number.\u003c/p>\n\u003cp>But that was not the case. For months, students from mixed-status families were blocked from completing the 2024–25 FAFSA form. Without a parent’s Social Security number, the form showed error messages and blocked students from submitting it. “I repeat and repeat the same thing, and it sends me back with the same error message,” Josue Hernández, high school senior in San Francisco, told KQED in February. “I’ve been trying every day for the past month, nonstop. And it still doesn’t work.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And finally, on March 12, after months of delays and countless calls from students and counselors, the Department of Education announced it had successfully resolved the glitches that prevented students from mixed-status families from completing their FAFSA form. Students with “contributors without an SSN [Social Security Number] can now successfully submit the form,” said the statement.\u003c/p>\n\u003cp>Despite the glitch being fixed, mixed-status families lost months of time to complete FAFSA. And on their end, colleges also had less time to calculate students’ financial aid packages. The aftermath of the FAFSA glitches has left many mixed-status families in complicated and confusing situations, but colleges and California state officials are taking action to give students more time to seek out financial aid and make a decision about college.\u003c/p>\n\u003cp>Keep reading to learn what advice for mixed-status families KQED heard from college access advisors and financial aid offices.\u003c/p>\n\u003ch2>Keep track of deadlines — all the deadlines\u003c/h2>\n\u003cp>If you applied to colleges in California, you need to complete the FAFSA to qualify for the \u003ca href=\"https://www.csac.ca.gov/cal-grants\">Cal Grant\u003c/a>, a state financial aid program. The Cal Grant can help with tuition for schools in the UC and CSU system, along with many private universities in California.\u003c/p>\n\u003cp>Good news: You now have till May 2, 2024 to submit the 2024–25 FAFSA form and be eligible for California state financial aid, including the CalGrant. State officials extended the deadline for California students earlier this year in response to the multiple FAFSA glitches.\u003c/p>\n\u003cp>Keep in mind, however, May 2 is the new deadline \u003cem>just\u003c/em> for state aid. Each school can decide its own deadline for when students need to submit FAFSA. Some colleges have pushed back their regular deadline to give students more time to complete the form, while others have granted case-by-case extensions.\u003c/p>\n\u003cp>At this point, make sure to have an up-to-date list of the FAFSA deadline for every school you’ve completed an application for. If one of these deadlines is coming up soon — or has already passed — contact the college’s financial aid office if you haven’t done so already. Even if you haven’t spoken to the financial aid team there before, the best thing you can do is make sure they know about your situation and that you need more time.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘It’s scary to ask questions and raise your hand. But it’s part of growing into an adult, something we all do throughout life.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Jill Marinelli, program director, Mission Graduates","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If the idea of reaching out makes you feel a little nervous, remember: Not reaching out could actually make things a lot more complicated later, as schools may not consider you for certain grants or scholarships. “It’s scary to ask questions and raise your hand,” said Jill Marinelli, program director at Mission Graduates, a San Francisco-based organization that helps many immigrant and lower-income students get to college. “But it’s part of growing into an adult, something we all do throughout life.”\u003c/p>\n\u003ch2>Make sure \u003cem>you’ll\u003c/em> receive the information you need to choose your college\u003c/h2>\n\u003cp>Another set of deadlines to keep in mind later down the road — those related to Decision Day. Traditionally, most colleges ask accepted students to let them know by May 1 if they will enroll or not. However, the FAFSA delays have caused several schools to push back this deadline, too. All nine schools in the University of California system, for example, now require accepted students to make their decisions by May 15.\u003c/p>\n\u003cp>If you already submitted FAFSA, keep in mind that colleges may send a letter with a breakdown of the financial aid you qualify for much later than your peers. If you don’t know when they will send that information to you, ask them as soon as possible.\u003c/p>\n\u003cp>It’s critical you know when that information is coming in so you have it before deciding where to go to college.\u003c/p>\n\u003ch2>\u003cstrong>Is the FAFSA form still glitching for you? There are back-up options \u003c/strong>\u003c/h2>\n\u003cp>If the FAFSA form is still blocking you from submitting your information because one of your parents doesn’t have a Social Security number, depending on your circumstances you may have two back-up options open to you as a California student:\u003c/p>\n\u003cp>\u003cstrong>Use the California Dream Act Application instead\u003c/strong>\u003c/p>\n\u003cp>On April 9, the state’s Student Aid Commission announced that the California Dream Act Application (CADAA) — which has usually been reserved only for California students who don’t have a Social Security number themselves — \u003ca href=\"https://www.csac.ca.gov/cadaa-msf\">will be now available to students from mixed-status families who are still facing issues completing FAFSA.\u003c/a>\u003c/p>\n\u003cp>This does not mean that mixed-status families seeking state aid are now required to complete CADAA \u003cem>on top of\u003c/em> FAFSA. Rather, CADAA is a back-up option for students who — despite the recent fixes from the Department of Education — are still finding themselves blocked from completing FAFSA because one of their parents or guardians does not have a Social Security number.\u003c/p>\n\u003cp>“We encourage [first-time students of mixed-status families] to first attempt to complete the Free Application for Federal Student Aid (FAFSA),” said California State University Chancellor Mildred García in a statement.\u003c/p>\n\u003cp>“If they are unable to do so, students should then complete the California Dream Act Application (CADAA) well before the May 2 deadline and later complete the FAFSA as soon as that becomes feasible,” García said.\u003c/p>\n\u003cp>Something else to keep in mind: Not all colleges take CADAA. If you still haven’t been able to complete FAFSA, contact the financial aid offices of the colleges you applied to and ask if they accept CADAA so you can share your family’s financial information.\u003c/p>\n\u003cp>\u003cstrong>Submit an incomplete FAFSA\u003c/strong>\u003c/p>\n\u003cp>The second back-up option: A Department of Education spokesperson shared with KQED in February that the agency has put in place a process that allows students from mixed-status families “to submit an incomplete FAFSA.”\u003c/p>\n\u003cp>What this means is that a student, using their own FSA ID, can manually enter their parent’s information, submit their FAFSA and later come back to submit a correction when the form has been fixed later this month.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"mindshift_63208,news_11979072"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, can any student from a mixed-status family use this second workaround? Unfortunately not. The Department of Education clarifies that this process “should only be used in the rare cases where students face an imminent deadline” that requires a FAFSA submission.\u003c/p>\n\u003cp>If this is your case, here’s how you can access the workaround: Contact the FSAIC at 1-800-433-3243, mention your family is mixed-status and that you need to submit an incomplete FAFSA — and be ready to share detailed information on the university or scholarship you need to file FAFSA for immediately. And if you have previously requested an extension from that specific university or scholarship and were denied, make sure to mention that as well.\u003c/p>\n\u003ch2>\u003cstrong>Don’t be hesitant to call the Department of Education\u003c/strong>\u003c/h2>\n\u003cp>Marinelli from Mission Graduates in San Francisco has worked with dozens of students and families through FAFSA troubles this year. One strategy, she says, that has brought results: Calling up the Federal Student Aid Information Center (FSAIC).\u003c/p>\n\u003cp>“The more people that call and say ‘this is an issue,’ the more likely they are to fix it,” she said. “It’s teaching students self-advocacy and reminding them that it’s worth it; they are worth it.”\u003c/p>\n\u003cp>However, Marinelli added that wait times when calling FSAIC are quite long — and students should set aside 40–60 minutes when calling. You can reach the FSAIC at 1-800-433-3243.\u003c/p>\n\u003ch2>\u003cstrong>Applied to private schools? Don’t forget about the CSS Profile\u003c/strong>\u003c/h2>\n\u003cp>If you applied to private universities, you most likely also had to complete the \u003ca href=\"https://cssprofile.collegeboard.org/\">CSS Profile\u003c/a>, a separate application operated by the College Board and used by private schools to determine how much from their own funds they give out to students in financial aid.\u003c/p>\n\u003cp>The CSS Profile is a much more complex form than the FAFSA and asks very specific questions about a family’s income and assets. There have not been any delays or glitches with the CSS Profile this year, which has helped private schools determine financial aid awards while the Department of Education fixes its FAFSA errors.\u003c/p>\n\u003cp>Stanford University is just one of those private schools that’s already ahead in calculating the aid prospective students could receive because of the CSS Profile.\u003c/p>\n\u003cp>“What we’re going to be doing is telling [families], ‘Look, this is what you qualify for, the total amount based on the Profile,’” said Karen Cooper, Stanford’s director of financial aid — who also confirmed that once the FAFSA data comes in, there may not be that much that changes. “There may be some Pell Grants that may come in to help with some of that total.”\u003c/p>\n\u003cp>Stanford is a unique case, however, because it has incredibly large financial resources that allow the school to provide very generous financial aid packages to accepted students from lower-income backgrounds. Not all private schools have the same resources — and some may actually depend \u003cem>more \u003c/em>on federal and state grants to build a student’s financial aid package.\u003c/p>\n\u003cp>With that in mind, it’s best to contact each school you have applied to and ask them what information about you they are missing. If you’ve already submitted FAFSA, request a timeline for when you can expect a complete estimate of the financial aid package you qualify for. And if you need that information quickly — so you can make a decision on where to go to college — let colleges know that as well.\u003c/p>\n\u003ch2>\u003cstrong>And remember, you aren’t alone in this\u003c/strong>\u003c/h2>\n\u003cp>It’s OK to feel frustrated with the financial aid process at the best of times. And it’s \u003cem>definitely \u003c/em>OK to feel frustrated with FAFSA in 2024.\u003c/p>\n\u003cp>The problems with this year’s FAFSA can take an emotional toll — especially on seniors who’ve given their best these past four years, stayed up late working on college applications and hustled to get everything in on time. But all the glitches and delays we’ve seen with FAFSA this admissions cycle have nothing to do with you as an individual, especially if you come from a mixed-status family.\u003c/p>\n\u003cp>This problem has become so serious that even Congress is taking action. Dozens of senators, led by Sens. Alex Padilla of California and Bernie Sanders of Vermont, sent a letter to Secretary of Education Miguel Cardona urging his team to fix the error that’s preventing mixed-status families from completing the form. Earlier this week, \u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/kqed-newscast-5e573249-5500-4ec2-a2a7-78383ae57787\">Padilla told KQED\u003c/a> that having a parent or guardian without a Social Security number “should not be an inhibitor to be able to access financial aid a student is otherwise eligible for.”\u003c/p>\n\u003cp>“It’s the first time that a lot of students are filling out a government form or paperwork like this,” said Marinelli of Mission Graduates. “Just doing it alone is overwhelming — and when it’s glitching and having problems, it just makes them want to give up and say, ‘what’s even the point?’”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We are not going to let any student fall through the cracks … We see you. We know that it’s a struggle.’","name":"pullquote","attributes":{"named":{"align":"left","size":"medium","citation":"Charles Bailey-Gates, associate director of financial aid, San Francisco State University","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But there \u003cem>is \u003c/em>a point to all of this, she reminds you. Students who are working towards a college education, Marinelli says, belong in school. “They deserve this money. It’s there for them,” she said. “We have to keep reminding them to advocate for themselves and not give up.”\u003c/p>\n\u003cp>\u003cem>This story was originally published on March 14.\u003c/em>\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area in 2024. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, practical explainers and guides about COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"hearken","attributes":{"named":{"id":"10483","src":"https://modules.wearehearken.com/kqed/embed/10483.js","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11979367/fafsa-2024-the-big-error-affecting-mixed-status-families-and-what-to-do-if-youre-an-affected-student","authors":["11708"],"categories":["news_18540","news_1169","news_8"],"tags":["news_32707","news_20013","news_31715","news_20202"],"featImg":"news_11979390","label":"news"},"news_11982697":{"type":"posts","id":"news_11982697","meta":{"index":"posts_1591205157","site":"news","id":"11982697","score":null,"sort":[1712874629000]},"guestAuthors":[],"slug":"confrontation-at-uc-berkeley-law-school-deans-home-highlights-campus-tensions","title":"Confrontation at UC Berkeley Law School Dean's Home Highlights Campus Tensions","publishDate":1712874629,"format":"standard","headTitle":"Confrontation at UC Berkeley Law School Dean’s Home Highlights Campus Tensions | KQED","labelTerm":{"site":"news"},"content":"\u003cp>A UC Berkeley Muslim law student plans to file a discrimination complaint against the university after accusing a law professor of physically assaulting her as she attempted to protest a dinner event held for graduating students at the home of the law school’s dean.\u003c/p>\n\u003cp>On Tuesday evening, several dozen law students attended the first of three dinners hosted by Dean Erwin Chemerinsky and his wife, law professor Catherine Fisk, in the backyard garden of the couple’s Oakland home in what was intended to be a celebration of the students’ final weeks of law school.\u003c/p>\n\u003cp>As captured in a \u003ca href=\"https://www.instagram.com/p/C5lAhZ0r-kF/\">now-viral video of the incident\u003c/a>, third-year law student Malak Afaneh, who is Palestinian American, stands before her classmates on the garden steps, wearing a red hijab and black and white keffiyeh around her shoulders. Speaking into a microphone, she begins with a traditional Muslim greeting of peace to mark the final night of the Islamic holy month of Ramadan.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Malak Afaneh, third-year law student\"]‘No one thought that this woman would put her hands on me. … I was attacked because I was simply a Muslim woman wearing a hijab and a keffiyeh in her home.’[/pullquote]As she proceeds, Chemerinsky angrily approaches her, repeatedly demanding she leave his home. Fisk then comes from behind her, grabs the microphone with one hand, puts her other arm around Afaneh’s shoulders, touching her hijab.\u003c/p>\n\u003cp>Fisk shouts, “This is not your house. It is my house. And I want you to leave.” After Afaneh calmly argues that she has the First Amendment right to speak, Fisk threatens to call the police but then says, “I don’t prefer to,” and tries again to pull the microphone away from Afaneh, briefly pulling her up several steps.\u003c/p>\n\u003cp>The nearly three-minute confrontation ends after Afaneh threatens legal action, and she and nine other students file out of the yard.\u003c/p>\n\u003cp>One of the students, who asked to remain anonymous for fear of reprisal, told KQED that as the group walked out, Chemerinsky said they had violated the student code of conduct and threatened to report them all to the state bar association.\u003c/p>\n\u003cp>The incident is the latest flare-up in a long succession of heated protests and confrontations on UC Berkeley’s campus, which has been a hotbed of student activism and protests since the Israel-Hamas war erupted more than six months ago.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Afaneh said the incident had shaken her.\u003c/p>\n\u003cp>“No one thought that this woman would put her hands on me,” she told KQED. “I didn’t expect this reaction, of course. [And] I didn’t expect it when it happened. I didn’t even get the chance to talk about Palestine or UC complicity.”\u003c/p>\n\u003cp>Afaneh’s group, Law Students for Justice in Palestine (LSJP), has long demanded that UC Berkeley divest from manufacturing companies that supply weapons to Israel and accuses the school of being complicit in the \u003ca href=\"https://www.aljazeera.com/gallery/2024/4/7/6-months-of-devastation-in-gaza-war-with-no-sign-of-an-end\">widespread destruction of Gaza\u003c/a>, where more than 33,000 Palestinians have been killed by Israeli attacks since October, according to Gaza officials.\u003c/p>\n\u003cp>The group called on their peers to boycott the dinners at the couple’s house, accusing Chemerinsky of aligning with Zionist causes and repeatedly trying to silence pro-Palestinian student activism.\u003c/p>\n\u003cp>“He’s provided no support for Palestinian voices, no support for Muslims, but is very staunchly Zionist,” Afaneh said.\u003c/p>\n\u003cp>But she argues that Fisk’s aggressive response to her on Tuesday had little to do with her activism but was instead rooted in Islamophobia.\u003c/p>\n\u003cp>“I was not attacked because I was speaking about Palestine,” she said. “Quite to the contrary, I was attacked because I was simply a Muslim woman wearing a hijab and a keffiyeh in her home.”\u003c/p>\n\u003cp>Following the altercation, LSJP \u003ca href=\"https://www.instagram.com/p/C5m4-4gro1_/?igsh=MTc4MmM1YmI2Ng%3D%3D\">released a statement\u003c/a> demanding that Chemerinsky and Fisk resign and that UC Berkeley divest from the arms manufacturers and create a Palestine Studies program.\u003c/p>\n\u003cp>UC Berkeley, however, said it is standing behind the dean.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Erwin Chemerinsky, dean, UC Berkeley School of Law\"]‘My house is not government property. It’s not on public property. … And the one thing that’s clear is there is no First Amendment right to use somebody else’s house for free speech messages.’[/pullquote]“I am appalled and deeply disturbed by what occurred at Dean Chemerinsky’s home last night,” Chancellor Carol Christ said in a statement on Wednesday. “I have been in touch with him to offer my support and sympathy. While our support for free speech is unwavering, we cannot condone using a social occasion at a person’s private residence as a platform for protest.”\u003c/p>\n\u003cp>In his own statement released the morning after the incident, Chemerinsky said he was “enormously sad that we have students who are so rude as to come into my home, in my backyard, and use this social occasion for their political agenda.”\u003c/p>\n\u003cp>But he said he and Fisk would not be intimidated and still planned to host the additional scheduled student dinners at their home, albeit with security measures in place. (An attendee of Wednesday’s dinner said the event transpired without incident.)\u003c/p>\n\u003cp>Chemerinsky, who is Jewish, said a poster that Afaneh’s group distributed before the event, with a caricature of him holding a bloody knife and fork and the words “No dinner with Zionist Chem while Gaza starves,” was blatantly antisemitic.\u003c/p>\n\u003cp>A First Amendment legal expert, Chemerinsky argued that free speech rights do not extend to a person’s home, insisting that he and Fisk were completely justified in preventing Afaneh from speaking out.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11978998,news_11979412,news_11969165\"]“My house is not government property. It’s not on public property. It’s not paid for by the University of California,” he told KQED on Wednesday. “And the one thing that’s clear is there is no First Amendment right to use somebody else’s house for free speech messages.”\u003c/p>\n\u003cp>Chemerinsky \u003ca href=\"https://www.latimes.com/california/story/2023-11-03/a-divide-over-the-israel-hamas-war-flares-at-uc-berkeley-law\">drew sharp criticism\u003c/a> from many students and alumni in November after he defended a law school professor who published an opinion piece in \u003cem>The\u003c/em> \u003cem>Wall Street Journal\u003c/em> titled, “Don’t Hire My Anti-Semitic Law Students.” The professor, he argued, was entitled to exercise his free speech, even if people found it “deeply offensive.”\u003c/p>\n\u003cp>And while he knew some students were calling to boycott his dinner, Chemerinsky said he never expected a confrontation like this in his home.\u003c/p>\n\u003cp>“I never imagined my wife and I opening our home for dinners to students would turn into something divisive,” he said. “I never imagined the students would post such an antisemitic image of me on bulletin boards throughout the law school. And I was shocked that they would come into my house and into the backyard and then engage in disruption.”\u003c/p>\n\u003cp>“Most of all,” he added, “I’m just tremendously saddened by this.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"The incident is the latest flare-up in a long succession of heated protests and confrontations on UC Berkeley’s campus, which has been a hotbed of student activism and protests since the Israel-Hamas war erupted more than six months ago.","status":"publish","parent":0,"modified":1712936404,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1221},"headData":{"title":"Confrontation at UC Berkeley Law School Dean's Home Highlights Campus Tensions | KQED","description":"The incident is the latest flare-up in a long succession of heated protests and confrontations on UC Berkeley’s campus, which has been a hotbed of student activism and protests since the Israel-Hamas war erupted more than six months ago.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Confrontation at UC Berkeley Law School Dean's Home Highlights Campus Tensions","datePublished":"2024-04-11T22:30:29.000Z","dateModified":"2024-04-12T15:40:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11982697/confrontation-at-uc-berkeley-law-school-deans-home-highlights-campus-tensions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A UC Berkeley Muslim law student plans to file a discrimination complaint against the university after accusing a law professor of physically assaulting her as she attempted to protest a dinner event held for graduating students at the home of the law school’s dean.\u003c/p>\n\u003cp>On Tuesday evening, several dozen law students attended the first of three dinners hosted by Dean Erwin Chemerinsky and his wife, law professor Catherine Fisk, in the backyard garden of the couple’s Oakland home in what was intended to be a celebration of the students’ final weeks of law school.\u003c/p>\n\u003cp>As captured in a \u003ca href=\"https://www.instagram.com/p/C5lAhZ0r-kF/\">now-viral video of the incident\u003c/a>, third-year law student Malak Afaneh, who is Palestinian American, stands before her classmates on the garden steps, wearing a red hijab and black and white keffiyeh around her shoulders. Speaking into a microphone, she begins with a traditional Muslim greeting of peace to mark the final night of the Islamic holy month of Ramadan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘No one thought that this woman would put her hands on me. … I was attacked because I was simply a Muslim woman wearing a hijab and a keffiyeh in her home.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Malak Afaneh, third-year law student","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>As she proceeds, Chemerinsky angrily approaches her, repeatedly demanding she leave his home. Fisk then comes from behind her, grabs the microphone with one hand, puts her other arm around Afaneh’s shoulders, touching her hijab.\u003c/p>\n\u003cp>Fisk shouts, “This is not your house. It is my house. And I want you to leave.” After Afaneh calmly argues that she has the First Amendment right to speak, Fisk threatens to call the police but then says, “I don’t prefer to,” and tries again to pull the microphone away from Afaneh, briefly pulling her up several steps.\u003c/p>\n\u003cp>The nearly three-minute confrontation ends after Afaneh threatens legal action, and she and nine other students file out of the yard.\u003c/p>\n\u003cp>One of the students, who asked to remain anonymous for fear of reprisal, told KQED that as the group walked out, Chemerinsky said they had violated the student code of conduct and threatened to report them all to the state bar association.\u003c/p>\n\u003cp>The incident is the latest flare-up in a long succession of heated protests and confrontations on UC Berkeley’s campus, which has been a hotbed of student activism and protests since the Israel-Hamas war erupted more than six months ago.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Afaneh said the incident had shaken her.\u003c/p>\n\u003cp>“No one thought that this woman would put her hands on me,” she told KQED. “I didn’t expect this reaction, of course. [And] I didn’t expect it when it happened. I didn’t even get the chance to talk about Palestine or UC complicity.”\u003c/p>\n\u003cp>Afaneh’s group, Law Students for Justice in Palestine (LSJP), has long demanded that UC Berkeley divest from manufacturing companies that supply weapons to Israel and accuses the school of being complicit in the \u003ca href=\"https://www.aljazeera.com/gallery/2024/4/7/6-months-of-devastation-in-gaza-war-with-no-sign-of-an-end\">widespread destruction of Gaza\u003c/a>, where more than 33,000 Palestinians have been killed by Israeli attacks since October, according to Gaza officials.\u003c/p>\n\u003cp>The group called on their peers to boycott the dinners at the couple’s house, accusing Chemerinsky of aligning with Zionist causes and repeatedly trying to silence pro-Palestinian student activism.\u003c/p>\n\u003cp>“He’s provided no support for Palestinian voices, no support for Muslims, but is very staunchly Zionist,” Afaneh said.\u003c/p>\n\u003cp>But she argues that Fisk’s aggressive response to her on Tuesday had little to do with her activism but was instead rooted in Islamophobia.\u003c/p>\n\u003cp>“I was not attacked because I was speaking about Palestine,” she said. “Quite to the contrary, I was attacked because I was simply a Muslim woman wearing a hijab and a keffiyeh in her home.”\u003c/p>\n\u003cp>Following the altercation, LSJP \u003ca href=\"https://www.instagram.com/p/C5m4-4gro1_/?igsh=MTc4MmM1YmI2Ng%3D%3D\">released a statement\u003c/a> demanding that Chemerinsky and Fisk resign and that UC Berkeley divest from the arms manufacturers and create a Palestine Studies program.\u003c/p>\n\u003cp>UC Berkeley, however, said it is standing behind the dean.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘My house is not government property. It’s not on public property. … And the one thing that’s clear is there is no First Amendment right to use somebody else’s house for free speech messages.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Erwin Chemerinsky, dean, UC Berkeley School of Law","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“I am appalled and deeply disturbed by what occurred at Dean Chemerinsky’s home last night,” Chancellor Carol Christ said in a statement on Wednesday. “I have been in touch with him to offer my support and sympathy. While our support for free speech is unwavering, we cannot condone using a social occasion at a person’s private residence as a platform for protest.”\u003c/p>\n\u003cp>In his own statement released the morning after the incident, Chemerinsky said he was “enormously sad that we have students who are so rude as to come into my home, in my backyard, and use this social occasion for their political agenda.”\u003c/p>\n\u003cp>But he said he and Fisk would not be intimidated and still planned to host the additional scheduled student dinners at their home, albeit with security measures in place. (An attendee of Wednesday’s dinner said the event transpired without incident.)\u003c/p>\n\u003cp>Chemerinsky, who is Jewish, said a poster that Afaneh’s group distributed before the event, with a caricature of him holding a bloody knife and fork and the words “No dinner with Zionist Chem while Gaza starves,” was blatantly antisemitic.\u003c/p>\n\u003cp>A First Amendment legal expert, Chemerinsky argued that free speech rights do not extend to a person’s home, insisting that he and Fisk were completely justified in preventing Afaneh from speaking out.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11978998,news_11979412,news_11969165"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“My house is not government property. It’s not on public property. It’s not paid for by the University of California,” he told KQED on Wednesday. “And the one thing that’s clear is there is no First Amendment right to use somebody else’s house for free speech messages.”\u003c/p>\n\u003cp>Chemerinsky \u003ca href=\"https://www.latimes.com/california/story/2023-11-03/a-divide-over-the-israel-hamas-war-flares-at-uc-berkeley-law\">drew sharp criticism\u003c/a> from many students and alumni in November after he defended a law school professor who published an opinion piece in \u003cem>The\u003c/em> \u003cem>Wall Street Journal\u003c/em> titled, “Don’t Hire My Anti-Semitic Law Students.” The professor, he argued, was entitled to exercise his free speech, even if people found it “deeply offensive.”\u003c/p>\n\u003cp>And while he knew some students were calling to boycott his dinner, Chemerinsky said he never expected a confrontation like this in his home.\u003c/p>\n\u003cp>“I never imagined my wife and I opening our home for dinners to students would turn into something divisive,” he said. “I never imagined the students would post such an antisemitic image of me on bulletin boards throughout the law school. And I was shocked that they would come into my house and into the backyard and then engage in disruption.”\u003c/p>\n\u003cp>“Most of all,” he added, “I’m just tremendously saddened by this.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11982697/confrontation-at-uc-berkeley-law-school-deans-home-highlights-campus-tensions","authors":["1263"],"categories":["news_18540","news_8"],"tags":["news_27626","news_33333","news_17597"],"featImg":"news_11982736","label":"news"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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