Amid FAFSA Mistakes and Delays, Universities Struggle to Help Students
¿Qué es la atención temprana infantil? Los servicios que California ofrece a niños con discapacidades del desarrollo
California Preschools Wrestle to Comply With State’s Tightened Suspension Rules
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Student Workers File to Unionize at UC Law San Francisco
Why Are There So Few School Buses in California?
Native American Students at UCs Get Free Tuition. Here's Why It Isn't Enough
Why Can't California, Districts Recruit and Retain More Black Teachers?
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For many students, financial aid plays a significant role in deciding where and if they will go to college.\u003c/p>\n\u003cp>And the resulting delays have pushed back students’ decisions.\u003c/p>\n\u003cp>Kamila Juarez, a senior at Grace Davis High in Modesto, has been accepted to all the universities she’s applied to, including Cal Poly SLO, UC Davis, UCLA and UC San Diego, but she hasn’t decided where she will go because financial aid is the biggest influence on her decision. And Juarez hasn’t heard anything yet about how much she will receive, which has created a frustrating situation.\u003c/p>\n\u003cp>“It’s kind of stressful,” she said, adding that if money were not an option, her first choice would be Cal Poly, followed by UCLA. “When I do know how much I get, I know I’ll have to decide pretty fast.”\u003c/p>\n\u003cp>Both UC and CSU systems extended the deadline for Intent to Register for fall 2024 to no earlier than May 15. A\u003ca class=\"external\" href=\"https://www.calstate.edu/attend/student-services/casper/Pages/statement-of-intent-to-register.aspx\" target=\"_blank\" rel=\"noopener\"> host of other Cal State campuses\u003c/a> extended it further to June 1 because of the delays.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Harder hit than other states\u003c/h2>\n\u003cp>California, in particular, has been hard hit in the FAFSA debacle because of the large number of “mixed-status” families, or U.S. citizens who have at least one parent without a Social Security number. Many of those students have been\u003ca href=\"https://edsource.org/updates/california-to-expand-alternative-financial-aid-application-to-students-from-mixed-status-families\"> unable to submit a FAFSA\u003c/a>. Last week, Gov. Gavin Newsom, the California Student Aid Commission and the UC and Cal State systems agreed that students could \u003ca href=\"https://edsource.org/updates/california-to-expand-alternative-financial-aid-application-to-students-from-mixed-status-families\">submit a California Dream Act \u003c/a>application in place of the FAFSA so they could at least receive priority access to state financial aid. The Dream Act is typically only available to undocumented students.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11979367,news_11979072,news_11957693\"]“We do hope to get offers out (soon). It still feels like there is an equity issue between being able to send out financial aid offers that have zero problems to not being able to provide financial aid offers to students that fit in these other scenarios,” said Becki Sanchez, director of financial aid at UC Irvine. “In a sense, it makes us feel very uneasy.”\u003c/p>\n\u003cp>The situation doesn’t seem to be improving.\u003c/p>\n\u003cp>“It has been very scary, to say the least, trying to keep up with all of these changes and errors and resolutions that don’t make sense from the feds,” said Sonia Jethani, director of financial aid and scholarships at California State University, East Bay.\u003cstrong> \u003c/strong>“We’re hanging in there. We have to make sure that we’re on top of it in order to answer the students and provide support to them as much as possible. But I’ve never seen this before.”\u003c/p>\n\u003cp>Financial aid and admissions officers say that in the nearly 40 years that the FAFSA has existed, this year’s problems have been unprecedented.\u003c/p>\n\u003cp>Typically, as has been the process for decades, high school seniors and community college transfer students would begin completing the FAFSA in October to meet California’s March priority deadline for access to state aid like the Cal Grant. During that period, those students would submit applications to the colleges and universities they’re seeking admission to so they would have their offer letters by early spring. The traditional timing allowed financial aid offices to send details about grants, loans and scholarships to students around March and April, in time for them to decide on the college they plan to attend in the fall.\u003c/p>\n\u003cp>But this year’s repeated FAFSA disruptions mean colleges haven’t been able to send out aid awards, either because students have had trouble applying, the department has miscalculated some students’ aid, or colleges haven’t received any aid information from the department. Each award letter sent by colleges to their admitted students who complete a financial aid application is customized with a combination of federal, state and institutional, grants, loans and scholarships.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">California extended deadline\u003c/h2>\n\u003cp>According to the National College Attainment Network’s FAFSA tracker, California is among the states that dropped the most in FAFSA completions compared to last year before the form was revised. As of April 5, completions were down 43.4%.\u003c/p>\n\u003cp>California extended its priority FAFSA application deadline to May 2.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/17523318/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>“We should have had our financial aid packages ready by now,” Jethani said. “We probably won’t be ready to send out aid notifications until the second half of this month.”\u003c/p>\n\u003cp>Financial aid officers at Cal Poly Pomona anticipate they will start sending award letters to students this week. The campus added workshops, including on Saturdays, to host informational sessions and help students complete the FAFSA. Jeanette Phillips, executive director of financial aid and scholarships for the campus, said they would also do some extra tracking and target their communications to ensure their admitted students completed the FAFSA.\u003c/p>\n\u003cp>“Like many schools, we’re a little short-staffed, but we are doing our very best,” Phillips said, adding that the delays have added work to their normal spring duties like processing summer financial aid, which “is a significantly manual process. … We still have to work with our current students. We have a number of appeals that students have submitted for financial review.”\u003c/p>\n\u003cp>Phillips said the financial aid officers would normally have plenty of time to focus and prioritize, “but now we have to double up, triple up our energy and efforts to try to handle” everything.\u003c/p>\n\u003cp>Because the Pomona campus is fielding more questions and concerns from families this year, Phillips said financial aid officers are spending about an extra 15% of their time meeting with students.\u003c/p>\n\u003cp>The federal department’s mistakes also have financial aid officers adding unique disclosures to the information they give their potential students. The department notified colleges last week that \u003ca href=\"https://edsource.org/updates/one-step-forward-two-steps-back-fafsa-troubles-continue\">they made mistakes on tax information\u003c/a> submitted by students, amounting to about 30% to 40% of unusable files.\u003c/p>\n\u003cp>“We feel like the Department of Education has basically put it on the universities to figure this out for our students,” Sanchez said. “It’s really disappointing, their response to this.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sanchez said the Irvine campus has about 30% of financial aid offers it can’t send because they need to be reprocessed by the department.\u003c/p>\n\u003cp>Jethani said the East Bay financial aid officers are providing disclosures to students within their financial aid packages that the information they receive is based on information that could change because of the various errors and mistakes from the department.\u003c/p>\n\u003cp>Some of the mistakes are due to the new formula the department is using to determine aid. In the past, the FAFSA used “expected family contribution” to calculate students’ aid, but the new form uses the \u003ca class=\"external\" href=\"https://www.usnews.com/education/best-colleges/paying-for-college/articles/fafsa-changes-what-is-the-student-aid-index\" target=\"_blank\" rel=\"noopener\">“student aid index formula\u003c/a>.” In March, the department announced a miscalculation of the student aid index, which led to further delays.\u003c/p>\n\u003cp>CSU East Bay and some other campuses have partnered with third-party vendors to help with their FAFSA “backend processing,” like verifying information because they are short on staff. The East Bay campus anticipates it will also be “triaging” and fielding various questions from students even after the fall term begins, Jethani said.\u003c/p>\n\u003cp>During a hearing on the FAFSA debacle on Capitol Hill on Wednesday, Justin Draeger, president of the National Association of Student Financial Aid Administrators, gave the department an F grade for its rollout.\u003c/p>\n\u003cp>“This really adds up to a crisis of credibility for the Department of Education,” he said. “If there was a financial aid director or even a college president that delayed financial aid on their campus for up to six months, the professional price that would be paid for that would be pretty steep.”\u003c/p>\n\u003cp>And as for those mixed-status students who are now encouraged to fill out the Dream Act application, Sanchez said her office will still try to encourage them to complete the FAFSA.\u003c/p>\n\u003cp>“These are U.S. citizens, and they are entitled to federal student aid such as the Pell Grant and student loans, federal work-study, and all those things that they are not eligible for under the (Dream Act application),” she said.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Impact on enrollments\u003c/h2>\n\u003cp>The ripple effect of this year’s FAFSA delays is expected to significantly affect campuses’ enrollments, especially those that have faced challenges encouraging students to attend.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Becki Sanchez, director of financial aid, UC Irvine\"]‘We feel like the Department of Education has basically put it on the universities to figure this out for our students. It’s really disappointing, their response to this.’[/pullquote]“Universities nationwide are likely seeing enrollment downturns just like East Bay right now,” Jethani said. “We are low in enrollment, and we are low in applications, and we are low on decisions because all of these students are waiting on their financial aid to be able to decide on whether they can afford to come. This is a pretty scary time for everyone.”\u003c/p>\n\u003cp>The universities are facing pressure to maintain or raise their enrollments, but Phillips said California has an additional competitor for students to contend with an increase in the minimum wage.\u003c/p>\n\u003cp>“The decision that some students are making out of high school is, do I go get that $20-an-hour job, or do I go to school?” Phillips said.\u003c/p>\n\u003cp>About 70% of Cal Poly Pomona’s students receive some form of financial aid, which means that the delays have made it difficult for the campus to project what the fall enrollment will look like, said Jessica Wagoner, senior associate vice president of enrollment management and services.\u003c/p>\n\u003cp>The UC system, on the other hand, saw \u003ca href=\"https://edsource.org/updates/uc-sees-increase-in-applications-due-to-more-transfers\">record applications this year\u003c/a> because of an increase in students who want to transfer, and there are expectations that enrollment will continue to increase across its campuses. However, there is still concern that the FAFSA problems will particularly affect low-income and first-generation students.\u003c/p>\n\u003cp>“We’re a very popular campus, so I’m not worried about us making our big numbers,” said Dale Leaman, executive director of undergraduate admissions for UC Irvine. “The thing that concerns me the most is the students who just get so frustrated with the situation that they just give up … especially our first-generation families, where parents have not gone through this.”\u003c/p>\n\u003cp>Sanchez said families have lost a lot of trust in the department because of the poor FAFSA rollout, so the responsibility will fall on universities to rebuild that trust.\u003c/p>\n\u003cp>“My job is to make this successful in spite of things going bad,” she said. “My plan is if the Department of Education isn’t going to pull it together, we are certainly going to make sure that our students are OK, that they’re not harmed, that they start classes on time, that they don’t have to worry about these things.”\u003c/p>\n\u003cp>\u003cem>California Student Journalism Corps member Ashley Bolter contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/californias-universities-navigate-unprecedented-fafsa-mistakes-and-delays/709889\">\u003cem>This story originally appeared in EdSource and was updated on April 16 to include the latest information on California’s drop in completed FAFSA applications.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"California college and university aid and admissions officers have been trying to get students the correct information as FAFSA delays and mistakes wreak havoc on the higher education system.","status":"publish","parent":0,"modified":1713391846,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://flo.uri.sh/visualisation/17523318/embed"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":2022},"headData":{"title":"Amid FAFSA Mistakes and Delays, Universities Struggle to Help Students | KQED","description":"California college and university aid and admissions officers have been trying to get students the correct information as FAFSA delays and mistakes wreak havoc on the higher education system.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"EdSource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/asmith\">Ashley A. Smith\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983257/amid-fafsa-mistakes-and-delays-universities-struggle-to-help-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unprecedented difficulties in students applying for federal financial aid have wreaked havoc among financial aid and admissions officers across California’s colleges and universities, who are facing longer hours and more stress, sometimes while short on staff.\u003c/p>\n\u003cp>Since its initial delay last year from Oct. 1 to Dec. 31, the U.S. Department of Education’s rollout of the new Free Application for Federal Student Aid (FAFSA) form has been challenging and \u003ca href=\"https://edsource.org/2024/fafsa-delays-are-leaving-students-in-limbo-california-campuses-dont-expect-help/705350\">frustrating for students, their families\u003c/a> and the college campuses they seek to attend. For many students, financial aid plays a significant role in deciding where and if they will go to college.\u003c/p>\n\u003cp>And the resulting delays have pushed back students’ decisions.\u003c/p>\n\u003cp>Kamila Juarez, a senior at Grace Davis High in Modesto, has been accepted to all the universities she’s applied to, including Cal Poly SLO, UC Davis, UCLA and UC San Diego, but she hasn’t decided where she will go because financial aid is the biggest influence on her decision. And Juarez hasn’t heard anything yet about how much she will receive, which has created a frustrating situation.\u003c/p>\n\u003cp>“It’s kind of stressful,” she said, adding that if money were not an option, her first choice would be Cal Poly, followed by UCLA. “When I do know how much I get, I know I’ll have to decide pretty fast.”\u003c/p>\n\u003cp>Both UC and CSU systems extended the deadline for Intent to Register for fall 2024 to no earlier than May 15. A\u003ca class=\"external\" href=\"https://www.calstate.edu/attend/student-services/casper/Pages/statement-of-intent-to-register.aspx\" target=\"_blank\" rel=\"noopener\"> host of other Cal State campuses\u003c/a> extended it further to June 1 because of the delays.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Harder hit than other states\u003c/h2>\n\u003cp>California, in particular, has been hard hit in the FAFSA debacle because of the large number of “mixed-status” families, or U.S. citizens who have at least one parent without a Social Security number. Many of those students have been\u003ca href=\"https://edsource.org/updates/california-to-expand-alternative-financial-aid-application-to-students-from-mixed-status-families\"> unable to submit a FAFSA\u003c/a>. Last week, Gov. Gavin Newsom, the California Student Aid Commission and the UC and Cal State systems agreed that students could \u003ca href=\"https://edsource.org/updates/california-to-expand-alternative-financial-aid-application-to-students-from-mixed-status-families\">submit a California Dream Act \u003c/a>application in place of the FAFSA so they could at least receive priority access to state financial aid. The Dream Act is typically only available to undocumented students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11979367,news_11979072,news_11957693"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“We do hope to get offers out (soon). It still feels like there is an equity issue between being able to send out financial aid offers that have zero problems to not being able to provide financial aid offers to students that fit in these other scenarios,” said Becki Sanchez, director of financial aid at UC Irvine. “In a sense, it makes us feel very uneasy.”\u003c/p>\n\u003cp>The situation doesn’t seem to be improving.\u003c/p>\n\u003cp>“It has been very scary, to say the least, trying to keep up with all of these changes and errors and resolutions that don’t make sense from the feds,” said Sonia Jethani, director of financial aid and scholarships at California State University, East Bay.\u003cstrong> \u003c/strong>“We’re hanging in there. We have to make sure that we’re on top of it in order to answer the students and provide support to them as much as possible. But I’ve never seen this before.”\u003c/p>\n\u003cp>Financial aid and admissions officers say that in the nearly 40 years that the FAFSA has existed, this year’s problems have been unprecedented.\u003c/p>\n\u003cp>Typically, as has been the process for decades, high school seniors and community college transfer students would begin completing the FAFSA in October to meet California’s March priority deadline for access to state aid like the Cal Grant. During that period, those students would submit applications to the colleges and universities they’re seeking admission to so they would have their offer letters by early spring. The traditional timing allowed financial aid offices to send details about grants, loans and scholarships to students around March and April, in time for them to decide on the college they plan to attend in the fall.\u003c/p>\n\u003cp>But this year’s repeated FAFSA disruptions mean colleges haven’t been able to send out aid awards, either because students have had trouble applying, the department has miscalculated some students’ aid, or colleges haven’t received any aid information from the department. Each award letter sent by colleges to their admitted students who complete a financial aid application is customized with a combination of federal, state and institutional, grants, loans and scholarships.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">California extended deadline\u003c/h2>\n\u003cp>According to the National College Attainment Network’s FAFSA tracker, California is among the states that dropped the most in FAFSA completions compared to last year before the form was revised. As of April 5, completions were down 43.4%.\u003c/p>\n\u003cp>California extended its priority FAFSA application deadline to May 2.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/17523318/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>“We should have had our financial aid packages ready by now,” Jethani said. “We probably won’t be ready to send out aid notifications until the second half of this month.”\u003c/p>\n\u003cp>Financial aid officers at Cal Poly Pomona anticipate they will start sending award letters to students this week. The campus added workshops, including on Saturdays, to host informational sessions and help students complete the FAFSA. Jeanette Phillips, executive director of financial aid and scholarships for the campus, said they would also do some extra tracking and target their communications to ensure their admitted students completed the FAFSA.\u003c/p>\n\u003cp>“Like many schools, we’re a little short-staffed, but we are doing our very best,” Phillips said, adding that the delays have added work to their normal spring duties like processing summer financial aid, which “is a significantly manual process. … We still have to work with our current students. We have a number of appeals that students have submitted for financial review.”\u003c/p>\n\u003cp>Phillips said the financial aid officers would normally have plenty of time to focus and prioritize, “but now we have to double up, triple up our energy and efforts to try to handle” everything.\u003c/p>\n\u003cp>Because the Pomona campus is fielding more questions and concerns from families this year, Phillips said financial aid officers are spending about an extra 15% of their time meeting with students.\u003c/p>\n\u003cp>The federal department’s mistakes also have financial aid officers adding unique disclosures to the information they give their potential students. The department notified colleges last week that \u003ca href=\"https://edsource.org/updates/one-step-forward-two-steps-back-fafsa-troubles-continue\">they made mistakes on tax information\u003c/a> submitted by students, amounting to about 30% to 40% of unusable files.\u003c/p>\n\u003cp>“We feel like the Department of Education has basically put it on the universities to figure this out for our students,” Sanchez said. “It’s really disappointing, their response to this.”\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>Sanchez said the Irvine campus has about 30% of financial aid offers it can’t send because they need to be reprocessed by the department.\u003c/p>\n\u003cp>Jethani said the East Bay financial aid officers are providing disclosures to students within their financial aid packages that the information they receive is based on information that could change because of the various errors and mistakes from the department.\u003c/p>\n\u003cp>Some of the mistakes are due to the new formula the department is using to determine aid. In the past, the FAFSA used “expected family contribution” to calculate students’ aid, but the new form uses the \u003ca class=\"external\" href=\"https://www.usnews.com/education/best-colleges/paying-for-college/articles/fafsa-changes-what-is-the-student-aid-index\" target=\"_blank\" rel=\"noopener\">“student aid index formula\u003c/a>.” In March, the department announced a miscalculation of the student aid index, which led to further delays.\u003c/p>\n\u003cp>CSU East Bay and some other campuses have partnered with third-party vendors to help with their FAFSA “backend processing,” like verifying information because they are short on staff. The East Bay campus anticipates it will also be “triaging” and fielding various questions from students even after the fall term begins, Jethani said.\u003c/p>\n\u003cp>During a hearing on the FAFSA debacle on Capitol Hill on Wednesday, Justin Draeger, president of the National Association of Student Financial Aid Administrators, gave the department an F grade for its rollout.\u003c/p>\n\u003cp>“This really adds up to a crisis of credibility for the Department of Education,” he said. “If there was a financial aid director or even a college president that delayed financial aid on their campus for up to six months, the professional price that would be paid for that would be pretty steep.”\u003c/p>\n\u003cp>And as for those mixed-status students who are now encouraged to fill out the Dream Act application, Sanchez said her office will still try to encourage them to complete the FAFSA.\u003c/p>\n\u003cp>“These are U.S. citizens, and they are entitled to federal student aid such as the Pell Grant and student loans, federal work-study, and all those things that they are not eligible for under the (Dream Act application),” she said.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Impact on enrollments\u003c/h2>\n\u003cp>The ripple effect of this year’s FAFSA delays is expected to significantly affect campuses’ enrollments, especially those that have faced challenges encouraging students to attend.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We feel like the Department of Education has basically put it on the universities to figure this out for our students. It’s really disappointing, their response to this.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Becki Sanchez, director of financial aid, UC Irvine","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Universities nationwide are likely seeing enrollment downturns just like East Bay right now,” Jethani said. “We are low in enrollment, and we are low in applications, and we are low on decisions because all of these students are waiting on their financial aid to be able to decide on whether they can afford to come. This is a pretty scary time for everyone.”\u003c/p>\n\u003cp>The universities are facing pressure to maintain or raise their enrollments, but Phillips said California has an additional competitor for students to contend with an increase in the minimum wage.\u003c/p>\n\u003cp>“The decision that some students are making out of high school is, do I go get that $20-an-hour job, or do I go to school?” Phillips said.\u003c/p>\n\u003cp>About 70% of Cal Poly Pomona’s students receive some form of financial aid, which means that the delays have made it difficult for the campus to project what the fall enrollment will look like, said Jessica Wagoner, senior associate vice president of enrollment management and services.\u003c/p>\n\u003cp>The UC system, on the other hand, saw \u003ca href=\"https://edsource.org/updates/uc-sees-increase-in-applications-due-to-more-transfers\">record applications this year\u003c/a> because of an increase in students who want to transfer, and there are expectations that enrollment will continue to increase across its campuses. However, there is still concern that the FAFSA problems will particularly affect low-income and first-generation students.\u003c/p>\n\u003cp>“We’re a very popular campus, so I’m not worried about us making our big numbers,” said Dale Leaman, executive director of undergraduate admissions for UC Irvine. “The thing that concerns me the most is the students who just get so frustrated with the situation that they just give up … especially our first-generation families, where parents have not gone through this.”\u003c/p>\n\u003cp>Sanchez said families have lost a lot of trust in the department because of the poor FAFSA rollout, so the responsibility will fall on universities to rebuild that trust.\u003c/p>\n\u003cp>“My job is to make this successful in spite of things going bad,” she said. “My plan is if the Department of Education isn’t going to pull it together, we are certainly going to make sure that our students are OK, that they’re not harmed, that they start classes on time, that they don’t have to worry about these things.”\u003c/p>\n\u003cp>\u003cem>California Student Journalism Corps member Ashley Bolter contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/californias-universities-navigate-unprecedented-fafsa-mistakes-and-delays/709889\">\u003cem>This story originally appeared in EdSource and was updated on April 16 to include the latest information on California’s drop in completed FAFSA applications.\u003c/em>\u003c/a>\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/11983257/amid-fafsa-mistakes-and-delays-universities-struggle-to-help-students","authors":["byline_news_11983257"],"categories":["news_8"],"tags":["news_33638","news_20013","news_31715","news_3457"],"featImg":"news_11983266","label":"source_news_11983257"},"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":1713380410,"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":""},"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","news_8"],"tags":["news_32707","news_33920","news_20013","news_27775","news_28444"],"featImg":"news_11981474","label":"source_news_11981473"},"news_11983016":{"type":"posts","id":"news_11983016","meta":{"index":"posts_1591205157","site":"news","id":"11983016","score":null,"sort":[1713265239000]},"guestAuthors":[],"slug":"california-preschools-wrestle-to-comply-with-states-tightened-suspension-rules","title":"California Preschools Wrestle to Comply With State’s Tightened Suspension Rules","publishDate":1713265239,"format":"standard","headTitle":"California Preschools Wrestle to Comply With State’s Tightened Suspension Rules | KQED","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>Like many babies born around the time of the COVID-19 shutdowns, 4-year-old Cole grew up watching \u003cem>Cocomelon\u003c/em> and \u003cem>Bluey\u003c/em>.\u003c/p>\n\u003cp>The popular kids shows kept him entertained while his mom, Grace McPherson, helped his older sister with distance learning. However, too much screen time and social isolation took a toll on Cole’s development. His mom said he was “pretty much nonverbal” when he was 3 years old.[pullquote size=\"medium\" align=\"right\" citation=\"Grace McPherson, mother of 4-year-old Cole\"]‘They said that he’s not ready for preschool, and I was just shocked.’[/pullquote]So last fall, McPherson enrolled her son in a preschool in the Bay Area town of Oakley to help him catch up. The first day went smoothly. But on the second day, not long after dropping him off, the school called McPherson to pick up Cole because he refused to sit at circle time and was crying inconsolably.\u003c/p>\n\u003cp>“They said that he’s not ready for preschool, and I was just shocked,” she said.\u003c/p>\n\u003cp>The preschool director suggested coming back when Cole was more ready to follow directions, McPherson said. But she had made up her mind: she’d rather forfeit the $400 deposit for his tuition than return to a preschool that couldn’t support her son through a tantrum.\u003c/p>\n\u003cp>“I felt like they were just passing the buck,” she said. “And it’s just, ‘Here you go, here’s your child back. Figure out something else.’”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school never told McPherson they suspended her son when they asked her to take him home. Still, their experience would be considered a suspension under a state law designed to limit exclusionary discipline in early childhood education.[pullquote size=\"medium\" align=\"right\" citation=\"Nina Buthee, executive director, EveryChild California\"]‘The intention is good, but in actuality, there just aren’t the resources there to help support these preschool programs to do it in a really effective way.’[/pullquote]Suspending or expelling children from preschool for hitting, biting and other challenging behavior\u003ca href=\"https://cep.asu.edu/sites/default/files/2022-09/exclusionary-discipline-093022-1.pdf\"> is surprisingly common\u003c/a>. It happens way more often to Black children, boys, and children with learning differences than others, according to the most recent \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-school-climate-report.pdf\">federal civil rights data. \u003c/a>\u003c/p>\n\u003cp>California recently toughened rules around exclusionary discipline at preschools and child care centers that receive state funding, but implementing them has been tough for providers who are still dealing with stressed-out teachers, kids with fewer social skills and other long-lasting effects of the pandemic.\u003c/p>\n\u003cp>“The intention is good, but in actuality, there just aren’t the resources there to help support these preschool programs to do it in a really effective way,” said Nina Buthee, executive director of EveryChild California, an association of publicly funded early education programs.\u003c/p>\n\u003ch2>‘What it means to exclude a child’\u003c/h2>\n\u003cp>California is among 24 states with laws limiting preschool suspension and expulsion, according to \u003ca href=\"https://cep.asu.edu/sites/default/files/2023-12/state-discipline-120523_0.pdf\">the Children’s Equity Project\u003c/a> at Arizona State University, because studies have found that children who are removed from their classroom or sent home from school as a form of discipline tend to repeat the pattern in later years and become disengaged from school.\u003c/p>\n\u003cp>“It’s not acceptable,” said Adonai Mack, a founding member of Black Men for Education Equity, which advocated for the law. “There should be no reason why a young child in their earliest development is excluded from an educational opportunity.”\u003c/p>\n\u003cfigure id=\"attachment_11976825\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976825\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Grace McPherson spends time with her son Cole, 3, at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A 2017 law requires state-funded preschools to pursue and document ways they tried to support children with challenging behavior before resorting to expulsion. Another law passed in 2022 prohibits expulsion \u003cem>and\u003c/em> suspension and applies to both preschools and state-subsidized child care programs for infants and toddlers.[pullquote size=\"medium\" align=\"right\" citation=\"Adonai Mack, founding member, Black Men for Education Equity\"]‘There should be no reason why a young child in their earliest development is excluded from an educational opportunity.’[/pullquote]\u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2308.asp\">The rules \u003c/a>specifically prohibit teachers from sending children to another room or home in the middle of the day because of their behavior. That would be considered suspension. Teachers also can’t encourage a parent to unenroll from a program, and suspension or expulsion can only be used as a last resort when serious safety concerns exist.\u003c/p>\n\u003cp>The California law outlines one of the clearest definitions of suspension and expulsion, said Walter Gilliam, executive director of the Buffett Early Childhood Institute at the University of Nebraska.\u003c/p>\n\u003cp>Gilliam said teachers often don’t realize they’re suspending or expelling a child when they advise parents to find another school that’s “a better fit” or when they repeatedly ask parents to pick up their child early, creating an inconvenience that could lead parents to look elsewhere for more reliable child care.\u003c/p>\n\u003cp>“When we’re not very clear about what it means to exclude a child, then we run the risk of local implementers thinking that an exclusion means one thing and policymakers thinking that it means a completely different thing,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11976829\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976829\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, cheers for students as they jump during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To ensure accountability, California law requires teachers to document ways they try to support children with challenging behaviors, such as setting behavior goals along with their parents and referring them to mental health consultants. Parents have the right to appeal a suspension or expulsion to state authorities.\u003c/p>\n\u003cp>To help make the policy work, lawmakers increased funding for preschool and child care centers that provide early childhood mental health consultation services — such as marriage and family therapists, social workers and child psychologists — for kids, their families or teachers.[aside postID=news_11979071 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg']But Buthee said the law is placing demands on preschools and child care centers that are stretched thin by staffing shortages. Teachers sometimes get caught between providing one-on-one support for an ill-behaved child and ensuring there are enough adults in the room for the rest of the class.\u003c/p>\n\u003cp>Requiring teachers to keep records of how they dealt with a child acting up “feels like a gotcha policy” and makes a bigger deal out of what might be an age-appropriate behavior.\u003c/p>\n\u003cp>Members are also telling her they have a hard time finding early childhood mental health consultants.\u003c/p>\n\u003cp>“To actually find an individual in their community who is able to come in for an hour or a couple hours a week on a pretty short-term basis is very challenging,” she said.\u003c/p>\n\u003ch2>Building trust in a child’s life\u003c/h2>\n\u003cp>Linda Brault with the education research organization WestEd has seen this, too. She trains preschool teachers to work with children with challenging behavior.\u003c/p>\n\u003cp>“Right now, the stress level of the provider, and the fact that so many people haven’t gotten time to go to a training because they don’t have substitutes, or they’re working two jobs or whatever … I think we really have to address that,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11976828\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976828\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, works with Cole, 3, in the garden during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The issue is crucial because the more stressed a teacher is, the more likely the teacher is to discipline a child. When teachers do have enough professional support and training to respond to a misbehaving child, Brault said, they tend to stay in their job and have fewer problems in the classroom.\u003c/p>\n\u003cp>“There is documentation and data that says children who are expelled and suspended in early childhood have a tendency to continue that pattern, so we really want to interrupt that,” she said.\u003c/p>\n\u003cp>McPherson eventually enrolled her son Cole at the Child Study Center, a preschool on the campus of Los Medanos College in Pittsburg, which is also a training ground for early educators. For the last decade, the school has been working hard to prevent suspensions and expulsions by meeting children where they’re at emotionally and developmentally.[aside postID=news_11968835 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/12/20231108-Alameda-Black-Maternal-Health-021-JY-qut-1020x680.jpg']Cole’s teacher Danielle Jorgensen said when he first got there, he had trouble communicating.\u003c/p>\n\u003cp>“He would try to tell us something. We couldn’t understand him. So he would fall to the ground, kick and scream,” she said.\u003c/p>\n\u003cp>She said she would get on the floor, take deep breaths and try to understand him. If you discipline a child while their brain is not able to think and process, she said, you’re not helping the child learn how to self-calm.\u003c/p>\n\u003cp>“A lot of the things that we work on here is teaching them that it’s OK to have emotions and how to deal with them,” she said.\u003c/p>\n\u003cp>Jorgensen can take the time to work individually with Cole because there were enough interns in the room to watch over the other children, thanks to the preschool’s unique relationship with the college. She said she also tries to build relationships with parents and their kids to foster trust because once children feel safe, their brains are more open to learning.[pullquote size=\"medium\" align=\"right\" citation=\"Grace McPherson, mother to 4-year-old Cole\"]‘It really starts with the attuned, calm, trusted caregiver, teacher, parent in the child’s life. That really sets the tone for the relationships that the kids are going to have.’[/pullquote]McPherson said in just a few months, her son’s vocabulary exploded.\u003c/p>\n\u003cp>“His confidence, his ability to make friends, just overall his growth was extraordinary,” she said.\u003c/p>\n\u003cp>Getting her son reliable child care allowed McPherson to go back to school. She enrolled at Los Medanos to get a certification to teach middle school. She also received a grant to lower Cole’s preschool tuition, and in turn, she had to take a child development class and volunteer as a helper at the preschool.\u003c/p>\n\u003cp>She said the class gave her a greater appreciation for conscious discipline, a series of strategies used at the Child Study Center to teach social-emotional skills.\u003c/p>\n\u003cp>“It really starts with the attuned, calm, trusted caregiver, teacher, parent in the child’s life. That really sets the tone for the relationships that the kids are going to have,” she said.\u003c/p>\n\u003cp>\u003cem>For more information about California’s laws and how to prevent suspension and expulsion in early child care and education programs, check out \u003c/em>\u003ca href=\"https://preventingchildcareexpulsionca.org/\">\u003cem>https://preventingchildcareexpulsionca.org/\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":" New state rules make it harder for child care and preschool programs that receive state funding to suspend or expel children. Providers say the rules are placing more demands on a workforce still coping with post-pandemic challenges. ","status":"publish","parent":0,"modified":1713283405,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1882},"headData":{"title":"California Preschools Wrestle to Comply With State’s Tightened Suspension Rules | KQED","description":" New state rules make it harder for child care and preschool programs that receive state funding to suspend or expel children. Providers say the rules are placing more demands on a workforce still coping with post-pandemic challenges. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-41c5-bcaf-aaef00f5a073/0899d87b-9cb1-4efd-9a9c-b15301009962/audio.mp3","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11983016/california-preschools-wrestle-to-comply-with-states-tightened-suspension-rules","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like many babies born around the time of the COVID-19 shutdowns, 4-year-old Cole grew up watching \u003cem>Cocomelon\u003c/em> and \u003cem>Bluey\u003c/em>.\u003c/p>\n\u003cp>The popular kids shows kept him entertained while his mom, Grace McPherson, helped his older sister with distance learning. However, too much screen time and social isolation took a toll on Cole’s development. His mom said he was “pretty much nonverbal” when he was 3 years old.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘They said that he’s not ready for preschool, and I was just shocked.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Grace McPherson, mother of 4-year-old Cole","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>So last fall, McPherson enrolled her son in a preschool in the Bay Area town of Oakley to help him catch up. The first day went smoothly. But on the second day, not long after dropping him off, the school called McPherson to pick up Cole because he refused to sit at circle time and was crying inconsolably.\u003c/p>\n\u003cp>“They said that he’s not ready for preschool, and I was just shocked,” she said.\u003c/p>\n\u003cp>The preschool director suggested coming back when Cole was more ready to follow directions, McPherson said. But she had made up her mind: she’d rather forfeit the $400 deposit for his tuition than return to a preschool that couldn’t support her son through a tantrum.\u003c/p>\n\u003cp>“I felt like they were just passing the buck,” she said. “And it’s just, ‘Here you go, here’s your child back. Figure out something else.’”\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>The school never told McPherson they suspended her son when they asked her to take him home. Still, their experience would be considered a suspension under a state law designed to limit exclusionary discipline in early childhood education.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The intention is good, but in actuality, there just aren’t the resources there to help support these preschool programs to do it in a really effective way.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Nina Buthee, executive director, EveryChild California","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Suspending or expelling children from preschool for hitting, biting and other challenging behavior\u003ca href=\"https://cep.asu.edu/sites/default/files/2022-09/exclusionary-discipline-093022-1.pdf\"> is surprisingly common\u003c/a>. It happens way more often to Black children, boys, and children with learning differences than others, according to the most recent \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-school-climate-report.pdf\">federal civil rights data. \u003c/a>\u003c/p>\n\u003cp>California recently toughened rules around exclusionary discipline at preschools and child care centers that receive state funding, but implementing them has been tough for providers who are still dealing with stressed-out teachers, kids with fewer social skills and other long-lasting effects of the pandemic.\u003c/p>\n\u003cp>“The intention is good, but in actuality, there just aren’t the resources there to help support these preschool programs to do it in a really effective way,” said Nina Buthee, executive director of EveryChild California, an association of publicly funded early education programs.\u003c/p>\n\u003ch2>‘What it means to exclude a child’\u003c/h2>\n\u003cp>California is among 24 states with laws limiting preschool suspension and expulsion, according to \u003ca href=\"https://cep.asu.edu/sites/default/files/2023-12/state-discipline-120523_0.pdf\">the Children’s Equity Project\u003c/a> at Arizona State University, because studies have found that children who are removed from their classroom or sent home from school as a form of discipline tend to repeat the pattern in later years and become disengaged from school.\u003c/p>\n\u003cp>“It’s not acceptable,” said Adonai Mack, a founding member of Black Men for Education Equity, which advocated for the law. “There should be no reason why a young child in their earliest development is excluded from an educational opportunity.”\u003c/p>\n\u003cfigure id=\"attachment_11976825\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976825\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-14-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Grace McPherson spends time with her son Cole, 3, at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A 2017 law requires state-funded preschools to pursue and document ways they tried to support children with challenging behavior before resorting to expulsion. Another law passed in 2022 prohibits expulsion \u003cem>and\u003c/em> suspension and applies to both preschools and state-subsidized child care programs for infants and toddlers.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘There should be no reason why a young child in their earliest development is excluded from an educational opportunity.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Adonai Mack, founding member, Black Men for Education Equity","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://www.cde.ca.gov/sp/cd/ci/mb2308.asp\">The rules \u003c/a>specifically prohibit teachers from sending children to another room or home in the middle of the day because of their behavior. That would be considered suspension. Teachers also can’t encourage a parent to unenroll from a program, and suspension or expulsion can only be used as a last resort when serious safety concerns exist.\u003c/p>\n\u003cp>The California law outlines one of the clearest definitions of suspension and expulsion, said Walter Gilliam, executive director of the Buffett Early Childhood Institute at the University of Nebraska.\u003c/p>\n\u003cp>Gilliam said teachers often don’t realize they’re suspending or expelling a child when they advise parents to find another school that’s “a better fit” or when they repeatedly ask parents to pick up their child early, creating an inconvenience that could lead parents to look elsewhere for more reliable child care.\u003c/p>\n\u003cp>“When we’re not very clear about what it means to exclude a child, then we run the risk of local implementers thinking that an exclusion means one thing and policymakers thinking that it means a completely different thing,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11976829\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976829\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-35-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, cheers for students as they jump during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To ensure accountability, California law requires teachers to document ways they try to support children with challenging behaviors, such as setting behavior goals along with their parents and referring them to mental health consultants. Parents have the right to appeal a suspension or expulsion to state authorities.\u003c/p>\n\u003cp>To help make the policy work, lawmakers increased funding for preschool and child care centers that provide early childhood mental health consultation services — such as marriage and family therapists, social workers and child psychologists — for kids, their families or teachers.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11979071","hero":"https://cdn.kqed.org/wp-content/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>But Buthee said the law is placing demands on preschools and child care centers that are stretched thin by staffing shortages. Teachers sometimes get caught between providing one-on-one support for an ill-behaved child and ensuring there are enough adults in the room for the rest of the class.\u003c/p>\n\u003cp>Requiring teachers to keep records of how they dealt with a child acting up “feels like a gotcha policy” and makes a bigger deal out of what might be an age-appropriate behavior.\u003c/p>\n\u003cp>Members are also telling her they have a hard time finding early childhood mental health consultants.\u003c/p>\n\u003cp>“To actually find an individual in their community who is able to come in for an hour or a couple hours a week on a pretty short-term basis is very challenging,” she said.\u003c/p>\n\u003ch2>Building trust in a child’s life\u003c/h2>\n\u003cp>Linda Brault with the education research organization WestEd has seen this, too. She trains preschool teachers to work with children with challenging behavior.\u003c/p>\n\u003cp>“Right now, the stress level of the provider, and the fact that so many people haven’t gotten time to go to a training because they don’t have substitutes, or they’re working two jobs or whatever … I think we really have to address that,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11976828\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976828\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/240215-PRESCHOOLSUSPENSION-29-BL-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Jorgenson, known to students as Teacher Dani, works with Cole, 3, in the garden during a preschool class at Los Medanos College Child Study Center in Pittsburg on Feb. 15, 2024. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The issue is crucial because the more stressed a teacher is, the more likely the teacher is to discipline a child. When teachers do have enough professional support and training to respond to a misbehaving child, Brault said, they tend to stay in their job and have fewer problems in the classroom.\u003c/p>\n\u003cp>“There is documentation and data that says children who are expelled and suspended in early childhood have a tendency to continue that pattern, so we really want to interrupt that,” she said.\u003c/p>\n\u003cp>McPherson eventually enrolled her son Cole at the Child Study Center, a preschool on the campus of Los Medanos College in Pittsburg, which is also a training ground for early educators. For the last decade, the school has been working hard to prevent suspensions and expulsions by meeting children where they’re at emotionally and developmentally.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11968835","hero":"https://ww2.kqed.org/app/uploads/sites/10/2023/12/20231108-Alameda-Black-Maternal-Health-021-JY-qut-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Cole’s teacher Danielle Jorgensen said when he first got there, he had trouble communicating.\u003c/p>\n\u003cp>“He would try to tell us something. We couldn’t understand him. So he would fall to the ground, kick and scream,” she said.\u003c/p>\n\u003cp>She said she would get on the floor, take deep breaths and try to understand him. If you discipline a child while their brain is not able to think and process, she said, you’re not helping the child learn how to self-calm.\u003c/p>\n\u003cp>“A lot of the things that we work on here is teaching them that it’s OK to have emotions and how to deal with them,” she said.\u003c/p>\n\u003cp>Jorgensen can take the time to work individually with Cole because there were enough interns in the room to watch over the other children, thanks to the preschool’s unique relationship with the college. She said she also tries to build relationships with parents and their kids to foster trust because once children feel safe, their brains are more open to learning.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘It really starts with the attuned, calm, trusted caregiver, teacher, parent in the child’s life. That really sets the tone for the relationships that the kids are going to have.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Grace McPherson, mother to 4-year-old Cole","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>McPherson said in just a few months, her son’s vocabulary exploded.\u003c/p>\n\u003cp>“His confidence, his ability to make friends, just overall his growth was extraordinary,” she said.\u003c/p>\n\u003cp>Getting her son reliable child care allowed McPherson to go back to school. She enrolled at Los Medanos to get a certification to teach middle school. She also received a grant to lower Cole’s preschool tuition, and in turn, she had to take a child development class and volunteer as a helper at the preschool.\u003c/p>\n\u003cp>She said the class gave her a greater appreciation for conscious discipline, a series of strategies used at the Child Study Center to teach social-emotional skills.\u003c/p>\n\u003cp>“It really starts with the attuned, calm, trusted caregiver, teacher, parent in the child’s life. That really sets the tone for the relationships that the kids are going to have,” she said.\u003c/p>\n\u003cp>\u003cem>For more information about California’s laws and how to prevent suspension and expulsion in early child care and education programs, check out \u003c/em>\u003ca href=\"https://preventingchildcareexpulsionca.org/\">\u003cem>https://preventingchildcareexpulsionca.org/\u003c/em>\u003c/a>\u003cem>.\u003c/em>\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/11983016/california-preschools-wrestle-to-comply-with-states-tightened-suspension-rules","authors":["11829"],"programs":["news_72"],"categories":["news_8"],"tags":["news_22570","news_32102","news_20013","news_27626","news_17763"],"featImg":"news_11976827","label":"news_72"},"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":""},"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_11982653":{"type":"posts","id":"news_11982653","meta":{"index":"posts_1591205157","site":"news","id":"11982653","score":null,"sort":[1712869233000]},"guestAuthors":[],"slug":"public-school-choice-exists-in-california-but-few-districts-offer-it","title":"Public School Choice Is Possible by Law, but Not Many Districts Offer It","publishDate":1712869233,"format":"standard","headTitle":"Public School Choice Is Possible by Law, but Not Many Districts Offer It | KQED","labelTerm":{},"content":"\u003cp>An underused, little-known public school choice program allowing students to enroll in other districts that open their borders has been reauthorized six times in the past 30 years. Under a bill winding its way through the Legislature, it would become permanent with revised rules.\u003c/p>\n\u003cp>Under the\u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/eo/dc/\" target=\"_blank\" rel=\"noopener\"> District of Choice\u003c/a> program, districts announce how many seats they make available to nonresident students by the fall of the preceding year, and parents must apply by Jan. 1. By statute, enrollment is open to any family that applies, without restrictions — and with a lottery if applications are oversubscribed. The program bans considering academic or athletic ability or, if an applicant is a student with special needs, the cost of educating a student.\u003c/p>\n\u003cp>“This bill is a crucial step towards creating a more inclusive and equitable public education system — one where all students have the opportunity to grow and thrive,” said Sen. Josh Newman (D-Fullerton), the author of\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB897\" target=\"_blank\" rel=\"noopener\"> Senate Bill 897\u003c/a>.\u003c/p>\n\u003cp>With enrollments dropping statewide — and projected to continue — districts could view District of Choice as a strategy to stem the decline and bolster revenue that new students would bring. But few districts have seized the option. At most, 50 districts out of nearly 1,000, mostly rural or suburban and small, have signed on.\u003c/p>\n\u003cp>That number, in turn, has restricted the openings for families; fewer than 10,000 students annually have transferred through the program — about 0.2% of California’s students, according to\u003ca class=\"external\" href=\"https://lao.ca.gov/Publications/Report/4329\" target=\"_blank\" rel=\"noopener\"> an evaluation of the program\u003c/a> by the Legislative Analyst’s Office in 2021.\u003c/p>\n\u003cp>The \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/24539445-district-of-choice-list-2024-24\" target=\"_blank\" rel=\"noopener\">list of districts for 2024–25 (DOC) \u003c/a>will be 44, the same as this year. That is down from \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/24539448-dsitricts-of-choice-2021-22-breakdown\" target=\"_blank\" rel=\"noopener\">47 districts in 2021–22 (DOC),\u003c/a> when a total of 8,398 students transferred, according to the latest data available from the California Department of Education.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11982656\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice.jpg\" alt=\"A map with school districts.\" width=\"824\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice.jpg 824w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice-800x458.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice-160x92.jpg 160w\" sizes=\"(max-width: 824px) 100vw, 824px\">\u003c/p>\n\u003cp>Of those, 2,574 students — 31% of the total — transferred to a single district, \u003ca class=\"external\" href=\"https://www.wvusd.org/\" target=\"_blank\" rel=\"noopener\">Walnut Valley Unified\u003c/a>, a 14,000-student district in the San Gabriel Valley. The district includes the cities of Walnut and Diamond Bar and abuts Pomona Unified. Newman, who chairs the Senate Education Committee, represents Walnut Valley; his predecessor, Bob Huff (R-Diamond Bar), also championed the District of Choice and shepherded a previous five-year reauthorization.\u003c/p>\n\u003cp>Together with five other districts receiving the most students — Oak Park Unified, Glendora Unified, West Covina Unified, Valley Lindo Elementary School District, and Riverside Unified — the five received 82% of the students in the program statewide. Riverside, with 1,100 of its 42,000 students enrolled through District of Choice, is the only large district using the program.\u003c/p>\n\u003cp>Robert Taylor, Walnut Valley Unified’s superintendent, said the district had participated in the program for decades, believing that the district “should provide any child an opportunity regardless of special needs, socioeconomic status or street address. And that’s still today. We take every kid who wants to come.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Taylor cited the “diversity of well-rounded opportunities” that draw outsiders: arts offerings in elementary schools, starting in kindergarten, include dance, theater and music and are taught by professionals in the arts, he said. There is a counselor in every elementary school, and counselors stay with the same students throughout high school and meet one-on-one with them during the summer. The graduation rate is 100%, he said.\u003c/p>\n\u003cp>Responding to an allegation he hears, Taylor said, “No, we don’t cherry-pick students. We don’t want to, and it’s been against the law to.” The 2017 reauthorization of the law requires that districts prioritize transfers to lower-income students, and SB 897 would add homeless and foster children as well. The 23% of lower-income students from other districts enrolled at Walnut Unified are slightly less than the 25% overall in the district.\u003c/p>\n\u003cp>Students from 30 districts have enrolled through District of Choice, Taylor said, and some parents drive from more than an hour away. One district that has not been sending additional students is its larger, less affluent neighbor, Pomona Unified, where 85% of its 22,000 students are from lower-income families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/17473558/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Under an arcane rule, a district can cap the number of students it permits to leave for districts of choice at a cumulative 10% of its average daily attendance since it first joined the program — even if many students have long since graduated from high school. Pomona reached that limit a half-dozen years ago after going to court to prove that Walnut Valley had already exceeded the target, Superintendent Brett Knowles said.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB897\" target=\"_blank\" rel=\"noopener\">Senate Bill 897\u003c/a> would delete that clause and replace it with a new annual cap: 10% of a district’s current average daily attendance for districts with fewer than 50,000 students and 1% for districts with more than 50,000 students. Sending districts would also be exempt if county offices of education verified that losing students to the program would jeopardize their financial stability.\u003c/p>\n\u003cp>Pomona Unified was the only opponent listed at a hearing last month in the Senate Education Committee, where the bill passed unanimously. Rowland Unified, a 13,000-student district to the west of Walnut Valley, has also complained about the financial impact of the transfer program.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Sen. Josh Newman (D-Fullerton), SB 897 author\"]‘This bill is a crucial step towards creating a more inclusive and equitable public education system — one where all students have the opportunity to grow and thrive.’[/pullquote]Knowles said he doesn’t oppose the concept of school choice if the distribution is equitable. But before reaching the cap, Walnut Valley drew disproportionately high proportions of white and Asian families from the wealthier neighborhoods in Diamond Bar that lie within Pomona Unified. The latter may be attracted to the two dual Chinese language immersion programs in Walnut Valley.\u003c/p>\n\u003cp>Wealthier families are able to drive their kids to Walnut Valley; Latino families with lower incomes and with both parents working more than likely can’t, Knowles said.\u003c/p>\n\u003cp>“The District of Choice does not create a good distribution for Pomona Unified,” Knowles said. “We need kids excelling as well as those struggling. Taking out the smartest kids in any district is not a good situation.”\u003c/p>\n\u003cp>Pomona Unified already has closed six elementary schools due to declining enrollment, Knowles said. The new cap could “decimate us within five years,” Knowles said. “Give us time to recover, a reprieve.”\u003c/p>\n\u003cp>Newman said he is open to further accommodations for an adverse financial impact. “We don’t want well-intended legislation to have unintended consequences,” he told EdSource.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Who chooses?\u003c/h2>\n\u003cp>In its 2021 evaluation, the LAO found that District of Choice “allows students to access educational options that are not offered in their home districts,” including college prep courses, arts and music, and foreign languages. Nearly all of the students transferred to districts with higher test scores.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11978725,news_11979555,news_11978035\"]Newly required oversight measures found no districts discriminating against interested students, and that the program appeared to increase racial balance for some districts and reduce it for others, the LAO said, “although the changes for most districts are small.” It found that statewide, fewer students with lower incomes used the program compared with other students in their home districts; however, the proportion of those students had risen over four years from 27% to 32%. Participation of Latino students, though also on the rise, was smaller than the Latino enrollment in their home districts — similar to Pomona and Walnut Valley.\u003c/p>\n\u003cp>Among the last children to transfer from Pomona to Walnut Valley six years ago, right before the limit was reached, is Ethan Fermin. Then entering kindergarten, he is now in sixth grade at Suzanne Middle School. His sister, now in second grade, was admitted through an interdistrict transfer, a more restrictive permit process that requires both districts to approve the move. A family must make the case for the transfer or cite a hardship — in this case, the transportation challenges of having kids in two different districts. Parents whose children are denied a transfer can appeal to the county board of education, which often reverses a decision.\u003c/p>\n\u003cp>Ethan’s father, Billy, graduated from Pomona Unified schools; he was high school class president and active in many school activities, Fermin said. From his home, he can see the elementary school his kids would have attended — a two-minute walk from their house. Friends from high school are Pomona teachers. His kids would have attended his high school, Diamond Ranch High.\u003c/p>\n\u003cp>Leaving the district wasn’t easy, he said, adding, “But it’s a different world from when I went to school.” What caught his eye in Walnut Valley, he said, was a program in two elementary schools that leads to the International Baccalaureate, a rigorous high school program that stresses inquiry-based learning. He liked the early years’ focus on developing well-rounded, creative, and open-minded learners and risk-takers. “Given the choice, it was night and day,” he said.\u003c/p>\n\u003cp>Taylor said Walnut Valley doesn’t market its programs as District of Choice, and he doesn’t speak negatively about other districts. Fermin said the district is smart to use social media heavily to show off what’s happening in its schools, and banners go up at the start of the sign-up period.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Possible reasons for so little participation\u003c/h2>\n\u003cp>Charter schools are by far the largest public school choice program in California. The more than 1,200 charter schools served 685,553 students in 2022–23 — 11.7% of statewide enrollment, compared with about 2% through interdistrict transfers and 0.02% through District of Choice.\u003c/p>\n\u003cp>The Legislature passed laws permitting charter schools in 1992 and the District of Choice a year later; both were viewed as strategies to counter a school voucher initiative that would have provided public funding for private school tuition, according to the LAO’s analysis. Voters trounced the voucher initiative, which drew only 30% support in the 1993 vote.\u003c/p>\n\u003cp>Why so few districts have participated in the program is a matter of conjecture. The five-year reauthorization periods raised the risk for districts and parents that their participation might be cut short. Ken Kapphahn, principal fiscal and policy analyst for the LAO who did the evaluation, said some districts are able to receive as many interested transfer students as they want through the interdistrict permit process, under which they can set academic and behavior conditions.\u003c/p>\n\u003cp>Some districts would involve long drives to get to, while others assume they don’t have special offerings to lure lots of students, he said. And it’s his impression, he said, that many districts still don’t know the program exists; the California Department of Education does not promote it.\u003c/p>\n\u003cp>Newman said the program has entrepreneurial potential that many superintendents have yet to recognize. The ability to draw students from nearby districts could inspire “a high level of innovation” that best serves students’ interests, he said.\u003c/p>\n\u003cp>Former President of the State Board of Education Mike Kirst, who said he supports making the program permanent, suggested another reason: It could be that district superintendents consider District of Choice a violation of an unwritten education commandment, Thou shall not covet thy neighbor’s enrollment.\u003c/p>\n\u003cp>“It’s a professional norm that you don’t try to ‘poach’ students from other districts,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/public-school-choice-exists-in-california-but-few-districts-offer-it/709533\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"District of Choice, a little-known public school choice program, allows students to enroll in other districts. But less than 50 mostly rural, suburban and small districts out of 1,000 have signed on, raising concerns over equity and inclusivity. ","status":"publish","parent":0,"modified":1712868695,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://flo.uri.sh/visualisation/17473558/embed"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1977},"headData":{"title":"Public School Choice Is Possible by Law, but Not Many Districts Offer It | KQED","description":"District of Choice, a little-known public school choice program, allows students to enroll in other districts. But less than 50 mostly rural, suburban and small districts out of 1,000 have signed on, raising concerns over equity and inclusivity. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"edsource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11982653/public-school-choice-exists-in-california-but-few-districts-offer-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>An underused, little-known public school choice program allowing students to enroll in other districts that open their borders has been reauthorized six times in the past 30 years. Under a bill winding its way through the Legislature, it would become permanent with revised rules.\u003c/p>\n\u003cp>Under the\u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/eo/dc/\" target=\"_blank\" rel=\"noopener\"> District of Choice\u003c/a> program, districts announce how many seats they make available to nonresident students by the fall of the preceding year, and parents must apply by Jan. 1. By statute, enrollment is open to any family that applies, without restrictions — and with a lottery if applications are oversubscribed. The program bans considering academic or athletic ability or, if an applicant is a student with special needs, the cost of educating a student.\u003c/p>\n\u003cp>“This bill is a crucial step towards creating a more inclusive and equitable public education system — one where all students have the opportunity to grow and thrive,” said Sen. Josh Newman (D-Fullerton), the author of\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202320240SB897\" target=\"_blank\" rel=\"noopener\"> Senate Bill 897\u003c/a>.\u003c/p>\n\u003cp>With enrollments dropping statewide — and projected to continue — districts could view District of Choice as a strategy to stem the decline and bolster revenue that new students would bring. But few districts have seized the option. At most, 50 districts out of nearly 1,000, mostly rural or suburban and small, have signed on.\u003c/p>\n\u003cp>That number, in turn, has restricted the openings for families; fewer than 10,000 students annually have transferred through the program — about 0.2% of California’s students, according to\u003ca class=\"external\" href=\"https://lao.ca.gov/Publications/Report/4329\" target=\"_blank\" rel=\"noopener\"> an evaluation of the program\u003c/a> by the Legislative Analyst’s Office in 2021.\u003c/p>\n\u003cp>The \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/24539445-district-of-choice-list-2024-24\" target=\"_blank\" rel=\"noopener\">list of districts for 2024–25 (DOC) \u003c/a>will be 44, the same as this year. That is down from \u003ca class=\"external\" href=\"https://www.documentcloud.org/documents/24539448-dsitricts-of-choice-2021-22-breakdown\" target=\"_blank\" rel=\"noopener\">47 districts in 2021–22 (DOC),\u003c/a> when a total of 8,398 students transferred, according to the latest data available from the California Department of Education.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11982656\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice.jpg\" alt=\"A map with school districts.\" width=\"824\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice.jpg 824w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice-800x458.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/sixdistrictofchoice-160x92.jpg 160w\" sizes=\"(max-width: 824px) 100vw, 824px\">\u003c/p>\n\u003cp>Of those, 2,574 students — 31% of the total — transferred to a single district, \u003ca class=\"external\" href=\"https://www.wvusd.org/\" target=\"_blank\" rel=\"noopener\">Walnut Valley Unified\u003c/a>, a 14,000-student district in the San Gabriel Valley. The district includes the cities of Walnut and Diamond Bar and abuts Pomona Unified. Newman, who chairs the Senate Education Committee, represents Walnut Valley; his predecessor, Bob Huff (R-Diamond Bar), also championed the District of Choice and shepherded a previous five-year reauthorization.\u003c/p>\n\u003cp>Together with five other districts receiving the most students — Oak Park Unified, Glendora Unified, West Covina Unified, Valley Lindo Elementary School District, and Riverside Unified — the five received 82% of the students in the program statewide. Riverside, with 1,100 of its 42,000 students enrolled through District of Choice, is the only large district using the program.\u003c/p>\n\u003cp>Robert Taylor, Walnut Valley Unified’s superintendent, said the district had participated in the program for decades, believing that the district “should provide any child an opportunity regardless of special needs, socioeconomic status or street address. And that’s still today. We take every kid who wants to come.”\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>Taylor cited the “diversity of well-rounded opportunities” that draw outsiders: arts offerings in elementary schools, starting in kindergarten, include dance, theater and music and are taught by professionals in the arts, he said. There is a counselor in every elementary school, and counselors stay with the same students throughout high school and meet one-on-one with them during the summer. The graduation rate is 100%, he said.\u003c/p>\n\u003cp>Responding to an allegation he hears, Taylor said, “No, we don’t cherry-pick students. We don’t want to, and it’s been against the law to.” The 2017 reauthorization of the law requires that districts prioritize transfers to lower-income students, and SB 897 would add homeless and foster children as well. The 23% of lower-income students from other districts enrolled at Walnut Unified are slightly less than the 25% overall in the district.\u003c/p>\n\u003cp>Students from 30 districts have enrolled through District of Choice, Taylor said, and some parents drive from more than an hour away. One district that has not been sending additional students is its larger, less affluent neighbor, Pomona Unified, where 85% of its 22,000 students are from lower-income families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/17473558/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>Under an arcane rule, a district can cap the number of students it permits to leave for districts of choice at a cumulative 10% of its average daily attendance since it first joined the program — even if many students have long since graduated from high school. Pomona reached that limit a half-dozen years ago after going to court to prove that Walnut Valley had already exceeded the target, Superintendent Brett Knowles said.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB897\" target=\"_blank\" rel=\"noopener\">Senate Bill 897\u003c/a> would delete that clause and replace it with a new annual cap: 10% of a district’s current average daily attendance for districts with fewer than 50,000 students and 1% for districts with more than 50,000 students. Sending districts would also be exempt if county offices of education verified that losing students to the program would jeopardize their financial stability.\u003c/p>\n\u003cp>Pomona Unified was the only opponent listed at a hearing last month in the Senate Education Committee, where the bill passed unanimously. Rowland Unified, a 13,000-student district to the west of Walnut Valley, has also complained about the financial impact of the transfer program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘This bill is a crucial step towards creating a more inclusive and equitable public education system — one where all students have the opportunity to grow and thrive.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Sen. Josh Newman (D-Fullerton), SB 897 author","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Knowles said he doesn’t oppose the concept of school choice if the distribution is equitable. But before reaching the cap, Walnut Valley drew disproportionately high proportions of white and Asian families from the wealthier neighborhoods in Diamond Bar that lie within Pomona Unified. The latter may be attracted to the two dual Chinese language immersion programs in Walnut Valley.\u003c/p>\n\u003cp>Wealthier families are able to drive their kids to Walnut Valley; Latino families with lower incomes and with both parents working more than likely can’t, Knowles said.\u003c/p>\n\u003cp>“The District of Choice does not create a good distribution for Pomona Unified,” Knowles said. “We need kids excelling as well as those struggling. Taking out the smartest kids in any district is not a good situation.”\u003c/p>\n\u003cp>Pomona Unified already has closed six elementary schools due to declining enrollment, Knowles said. The new cap could “decimate us within five years,” Knowles said. “Give us time to recover, a reprieve.”\u003c/p>\n\u003cp>Newman said he is open to further accommodations for an adverse financial impact. “We don’t want well-intended legislation to have unintended consequences,” he told EdSource.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Who chooses?\u003c/h2>\n\u003cp>In its 2021 evaluation, the LAO found that District of Choice “allows students to access educational options that are not offered in their home districts,” including college prep courses, arts and music, and foreign languages. Nearly all of the students transferred to districts with higher test scores.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11978725,news_11979555,news_11978035"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Newly required oversight measures found no districts discriminating against interested students, and that the program appeared to increase racial balance for some districts and reduce it for others, the LAO said, “although the changes for most districts are small.” It found that statewide, fewer students with lower incomes used the program compared with other students in their home districts; however, the proportion of those students had risen over four years from 27% to 32%. Participation of Latino students, though also on the rise, was smaller than the Latino enrollment in their home districts — similar to Pomona and Walnut Valley.\u003c/p>\n\u003cp>Among the last children to transfer from Pomona to Walnut Valley six years ago, right before the limit was reached, is Ethan Fermin. Then entering kindergarten, he is now in sixth grade at Suzanne Middle School. His sister, now in second grade, was admitted through an interdistrict transfer, a more restrictive permit process that requires both districts to approve the move. A family must make the case for the transfer or cite a hardship — in this case, the transportation challenges of having kids in two different districts. Parents whose children are denied a transfer can appeal to the county board of education, which often reverses a decision.\u003c/p>\n\u003cp>Ethan’s father, Billy, graduated from Pomona Unified schools; he was high school class president and active in many school activities, Fermin said. From his home, he can see the elementary school his kids would have attended — a two-minute walk from their house. Friends from high school are Pomona teachers. His kids would have attended his high school, Diamond Ranch High.\u003c/p>\n\u003cp>Leaving the district wasn’t easy, he said, adding, “But it’s a different world from when I went to school.” What caught his eye in Walnut Valley, he said, was a program in two elementary schools that leads to the International Baccalaureate, a rigorous high school program that stresses inquiry-based learning. He liked the early years’ focus on developing well-rounded, creative, and open-minded learners and risk-takers. “Given the choice, it was night and day,” he said.\u003c/p>\n\u003cp>Taylor said Walnut Valley doesn’t market its programs as District of Choice, and he doesn’t speak negatively about other districts. Fermin said the district is smart to use social media heavily to show off what’s happening in its schools, and banners go up at the start of the sign-up period.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Possible reasons for so little participation\u003c/h2>\n\u003cp>Charter schools are by far the largest public school choice program in California. The more than 1,200 charter schools served 685,553 students in 2022–23 — 11.7% of statewide enrollment, compared with about 2% through interdistrict transfers and 0.02% through District of Choice.\u003c/p>\n\u003cp>The Legislature passed laws permitting charter schools in 1992 and the District of Choice a year later; both were viewed as strategies to counter a school voucher initiative that would have provided public funding for private school tuition, according to the LAO’s analysis. Voters trounced the voucher initiative, which drew only 30% support in the 1993 vote.\u003c/p>\n\u003cp>Why so few districts have participated in the program is a matter of conjecture. The five-year reauthorization periods raised the risk for districts and parents that their participation might be cut short. Ken Kapphahn, principal fiscal and policy analyst for the LAO who did the evaluation, said some districts are able to receive as many interested transfer students as they want through the interdistrict permit process, under which they can set academic and behavior conditions.\u003c/p>\n\u003cp>Some districts would involve long drives to get to, while others assume they don’t have special offerings to lure lots of students, he said. And it’s his impression, he said, that many districts still don’t know the program exists; the California Department of Education does not promote it.\u003c/p>\n\u003cp>Newman said the program has entrepreneurial potential that many superintendents have yet to recognize. The ability to draw students from nearby districts could inspire “a high level of innovation” that best serves students’ interests, he said.\u003c/p>\n\u003cp>Former President of the State Board of Education Mike Kirst, who said he supports making the program permanent, suggested another reason: It could be that district superintendents consider District of Choice a violation of an unwritten education commandment, Thou shall not covet thy neighbor’s enrollment.\u003c/p>\n\u003cp>“It’s a professional norm that you don’t try to ‘poach’ students from other districts,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/public-school-choice-exists-in-california-but-few-districts-offer-it/709533\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\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/11982653/public-school-choice-exists-in-california-but-few-districts-offer-it","authors":["byline_news_11982653"],"categories":["news_18540","news_8"],"tags":["news_33597","news_20013"],"featImg":"news_11982654","label":"source_news_11982653"},"news_11982354":{"type":"posts","id":"news_11982354","meta":{"index":"posts_1591205157","site":"news","id":"11982354","score":null,"sort":[1712689226000]},"guestAuthors":[],"slug":"student-workers-file-to-unionize-at-uc-law-san-francisco","title":"Student Workers File to Unionize at UC Law San Francisco","publishDate":1712689226,"format":"standard","headTitle":"Student Workers File to Unionize at UC Law San Francisco | KQED","labelTerm":{"site":"news"},"content":"\u003cp>A group of approximately 200 graduate student workers at UC Law San Francisco on Tuesday filed to form a union, according to organizers.\u003c/p>\n\u003cp>The new collective bargaining unit, called \u003ca href=\"https://uaw2865.org/uclsf/\">United Legal Educators\u003c/a>, comes as undergraduate and graduate workers have won collective bargaining rights across the state and country in recent years.\u003c/p>\n\u003cp>“It’s been hard for an isolated law school to come together for student workers and get a unified voice. But, luckily, there’s been a lot of effort in this unionization space,” said Stephen Cosenza, a legal research and writing teaching assistant at UC Law San Francisco. “We saw what was happening at other UCs and felt that momentum on our own campus and ran with it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Organizers with United Legal Educators submitted paperwork with the California Public Employment Relations Board on Tuesday asking the state agency to officially recognize the union, which will represent library workers, admissions workers, teaching assistants, researchers and other student employees at the law school formerly called UC Hastings. Next, state and school officials must verify and recognize the union.\u003c/p>\n\u003cp>Graduate students organizing for better bargaining power at the law school said the two big issues they hope a union will help them address are resolving pay discrepancies and better responding to \u003ca href=\"https://www.kqed.org/news/11949802/uc-law-sf-students-say-complaints-of-racism-and-discrimination-on-campus-were-dismissed\">reports of discrimination\u003c/a>.\u003c/p>\n\u003cp>[aside postID=news_11949802]Organizers like Cosenza cite higher pay at UC Berkeley’s graduate law school, where graduate student workers are represented by UAW 4811.\u003c/p>\n\u003cp>“I’m getting paid like $4 an hour. And we provide such an essential function,” Cosenza said. “We’re just trying to get something that is more equitable, you know, ideally at least on par with minimum wage.”\u003c/p>\n\u003cp>UC Law SF student workers are seeking to be recognized as a new bargaining unit with United Auto Workers, which currently represents more than 36,000 teaching assistants, as well as graduate student instructors, researchers and readers across the University of California system.\u003c/p>\n\u003cp>They will join tens of thousands of student workers across the country. In 2023 alone, 30 new student-worker collective bargaining units formed across the country, more than any year in the last decade, according to a \u003ca href=\"https://slu.cuny.edu/wp-content/uploads/2023/08/Union-Density-2023.pdf\">2023 study\u003c/a> from the CUNY School of Labor and Urban Studies.\u003c/p>\n\u003cp>“It’s thrilling to see over 70% of student workers come together to raise the standards at UC Law SF,” said Mike Miller, director of UAW Region 6, in a press statement. “As these workers join 15,000 other UAW academic workers in the Bay Area and thousands more across the country, they are more than ready to negotiate a strong first contract.”\u003c/p>\n\u003cp>The largest strike in the history of U.S. higher education took place in 2022, when around \u003ca href=\"https://www.insidehighered.com/news/2022/11/15/48000-u-california-student-workers-researchers-strike\">48,000 student workers, researchers, postdoctoral scholars and more walked out of the University of California’s 10 campuses\u003c/a>.\u003c/p>\n\u003cp>“We’re excited to be joining a movement of academic workers forming unions across the country,” said Mikaela Gareeb, a legal research and writing teaching assistant at UC Law SF. “Many of us like our jobs because they give us an opportunity to help our peers build their skills; however, we deserve to be fairly compensated for the work that we put in.”\u003c/p>\n\u003cp>In a statement emailed to KQED, a spokesperson for UC Law SF said the institution supports student workers’ rights to unionize under the law.\u003c/p>\n\u003cp>“UC Law SF supports employees’ rights to decide whether or not they think union representation would be beneficial for them,” said John Kepley Chief Communications Officer for UC Law SF. “We have nothing further to add at this time and will engage with the process set forth by [the Higher Education Employer-Employee Relations Act].”\u003c/p>\n\u003cp>\u003cem>This story has been updated.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The move comes as undergraduate and graduate workers have won collective bargaining rights across the country in recent years.","status":"publish","parent":0,"modified":1712698963,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":644},"headData":{"title":"Student Workers File to Unionize at UC Law San Francisco | KQED","description":"The move comes as undergraduate and graduate workers have won collective bargaining rights across the country in recent years.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11982354/student-workers-file-to-unionize-at-uc-law-san-francisco","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of approximately 200 graduate student workers at UC Law San Francisco on Tuesday filed to form a union, according to organizers.\u003c/p>\n\u003cp>The new collective bargaining unit, called \u003ca href=\"https://uaw2865.org/uclsf/\">United Legal Educators\u003c/a>, comes as undergraduate and graduate workers have won collective bargaining rights across the state and country in recent years.\u003c/p>\n\u003cp>“It’s been hard for an isolated law school to come together for student workers and get a unified voice. But, luckily, there’s been a lot of effort in this unionization space,” said Stephen Cosenza, a legal research and writing teaching assistant at UC Law San Francisco. “We saw what was happening at other UCs and felt that momentum on our own campus and ran with it.”\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>Organizers with United Legal Educators submitted paperwork with the California Public Employment Relations Board on Tuesday asking the state agency to officially recognize the union, which will represent library workers, admissions workers, teaching assistants, researchers and other student employees at the law school formerly called UC Hastings. Next, state and school officials must verify and recognize the union.\u003c/p>\n\u003cp>Graduate students organizing for better bargaining power at the law school said the two big issues they hope a union will help them address are resolving pay discrepancies and better responding to \u003ca href=\"https://www.kqed.org/news/11949802/uc-law-sf-students-say-complaints-of-racism-and-discrimination-on-campus-were-dismissed\">reports of discrimination\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11949802","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Organizers like Cosenza cite higher pay at UC Berkeley’s graduate law school, where graduate student workers are represented by UAW 4811.\u003c/p>\n\u003cp>“I’m getting paid like $4 an hour. And we provide such an essential function,” Cosenza said. “We’re just trying to get something that is more equitable, you know, ideally at least on par with minimum wage.”\u003c/p>\n\u003cp>UC Law SF student workers are seeking to be recognized as a new bargaining unit with United Auto Workers, which currently represents more than 36,000 teaching assistants, as well as graduate student instructors, researchers and readers across the University of California system.\u003c/p>\n\u003cp>They will join tens of thousands of student workers across the country. In 2023 alone, 30 new student-worker collective bargaining units formed across the country, more than any year in the last decade, according to a \u003ca href=\"https://slu.cuny.edu/wp-content/uploads/2023/08/Union-Density-2023.pdf\">2023 study\u003c/a> from the CUNY School of Labor and Urban Studies.\u003c/p>\n\u003cp>“It’s thrilling to see over 70% of student workers come together to raise the standards at UC Law SF,” said Mike Miller, director of UAW Region 6, in a press statement. “As these workers join 15,000 other UAW academic workers in the Bay Area and thousands more across the country, they are more than ready to negotiate a strong first contract.”\u003c/p>\n\u003cp>The largest strike in the history of U.S. higher education took place in 2022, when around \u003ca href=\"https://www.insidehighered.com/news/2022/11/15/48000-u-california-student-workers-researchers-strike\">48,000 student workers, researchers, postdoctoral scholars and more walked out of the University of California’s 10 campuses\u003c/a>.\u003c/p>\n\u003cp>“We’re excited to be joining a movement of academic workers forming unions across the country,” said Mikaela Gareeb, a legal research and writing teaching assistant at UC Law SF. “Many of us like our jobs because they give us an opportunity to help our peers build their skills; however, we deserve to be fairly compensated for the work that we put in.”\u003c/p>\n\u003cp>In a statement emailed to KQED, a spokesperson for UC Law SF said the institution supports student workers’ rights to unionize under the law.\u003c/p>\n\u003cp>“UC Law SF supports employees’ rights to decide whether or not they think union representation would be beneficial for them,” said John Kepley Chief Communications Officer for UC Law SF. “We have nothing further to add at this time and will engage with the process set forth by [the Higher Education Employer-Employee Relations Act].”\u003c/p>\n\u003cp>\u003cem>This story has been updated.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11982354/student-workers-file-to-unionize-at-uc-law-san-francisco","authors":["11840"],"categories":["news_18540","news_8"],"tags":["news_20013","news_19904","news_38","news_32743","news_794"],"featImg":"news_11982310","label":"news"},"news_11982016":{"type":"posts","id":"news_11982016","meta":{"index":"posts_1591205157","site":"news","id":"11982016","score":null,"sort":[1712570412000]},"guestAuthors":[],"slug":"why-are-there-so-few-school-buses-in-california","title":"Why Are There So Few School Buses in California?","publishDate":1712570412,"format":"audio","headTitle":"Why Are There So Few School Buses in California? | KQED","labelTerm":{},"content":"\u003cp>\u003ca href=\"https://www.kqed.org/news/11980715/why-dont-more-bay-area-kids-ride-school-buses\" target=\"_blank\" rel=\"noopener\">\u003cem>Episode Transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have you ever noticed how few school buses there are in California? A survey by the Federal Highway Administration found that nationally, almost 40% of school-aged kids ride a school bus. In California, that number is only 8%. Why? It goes back to a state constitutional amendment passed in 1978. In\u003c/span>\u003ca href=\"https://www.kqed.org/news/11980715/why-dont-more-bay-area-kids-ride-school-buses\">\u003cspan style=\"font-weight: 400\"> this episode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Bay Curious, producer Katrina Schwartz dives into how this proposition led to California’s lack of school buses.\u003c/span>\u003c/p>\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9001012875&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Why are there so few school buses in California? In this episode from Bay Curious, producer Katrina Schwartz dives into California’s lack of school buses. \r\n\r\n","status":"publish","parent":0,"modified":1712365930,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":78},"headData":{"title":"Why Are There So Few School Buses in California? | KQED","description":"Why are there so few school buses in California? In this episode from Bay Curious, producer Katrina Schwartz dives into California’s lack of school buses. \r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"The Bay","sourceUrl":"https://www.kqed.org/podcasts/thebay","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC9001012875.mp3?updated=1712342314","sticky":false,"WpOldSlug":"a-toxic-dust-threatens-salmon-can-we-do-something-about-it-2","templateType":"standard","featuredImageType":"standard","adSlotOverride":"300x250_inHouse","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11982016/why-are-there-so-few-school-buses-in-california","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/11980715/why-dont-more-bay-area-kids-ride-school-buses\" target=\"_blank\" rel=\"noopener\">\u003cem>Episode Transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Have you ever noticed how few school buses there are in California? A survey by the Federal Highway Administration found that nationally, almost 40% of school-aged kids ride a school bus. In California, that number is only 8%. Why? It goes back to a state constitutional amendment passed in 1978. In\u003c/span>\u003ca href=\"https://www.kqed.org/news/11980715/why-dont-more-bay-area-kids-ride-school-buses\">\u003cspan style=\"font-weight: 400\"> this episode\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Bay Curious, producer Katrina Schwartz dives into how this proposition led to California’s lack of school buses.\u003c/span>\u003c/p>\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC9001012875&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11982016/why-are-there-so-few-school-buses-in-california","authors":["11649","102","234","11802","11362"],"categories":["news_8"],"tags":["news_33552","news_20013","news_22598"],"featImg":"news_11980731","label":"source_news_11982016"},"news_11982060":{"type":"posts","id":"news_11982060","meta":{"index":"posts_1591205157","site":"news","id":"11982060","score":null,"sort":[1712401234000]},"guestAuthors":[],"slug":"native-american-students-at-ucs-get-free-tuition-heres-why-it-isnt-enough","title":"Native American Students at UCs Get Free Tuition. Here's Why It Isn't Enough","publishDate":1712401234,"format":"standard","headTitle":"Native American Students at UCs Get Free Tuition. Here’s Why It Isn’t Enough | KQED","labelTerm":{"term":18481,"site":"news"},"content":"\u003cp>For high school senior Robert McConnell, an acceptance to UC Santa Cruz would all but guarantee his attendance. That’s because, as a member of a federally recognized tribe, McConnell would not have to pay tuition to pursue his dreams of studying marine biology under the \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/types-of-aid/native-american-opportunity-plan.html\">UC Native American Opportunity Plan\u003c/a>.\u003c/p>\n\u003cp>Launched in 2021, the University of California plan offers free tuition to any member of a federal or state-recognized Native American tribe who can provide proof of membership. McConnell, a member of the Hoopa Valley Tribe in rural Northern California, said an acceptance will grant him opportunities that aren’t available in his unincorporated tribal community.\u003c/p>\n\u003cp>Over 85% of the residents in \u003ca href=\"https://data.census.gov/profile/Hoopa_CDP,_California?g=160XX00US0634540#race-and-ethnicity:~:text=Race%20and%20Ethnicity-,American%20Indian%20and%20Alaska%20Native,-2%2C678\">Hoopa\u003c/a> identify as Native American or Alaskan Native. Leaving behind \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/native-american-students-california/\">cultural and family support\u003c/a> to attend far-away institutions can be extremely difficult for Native students. The nearest UC campus to Hoopa is Davis, 200 miles away.\u003c/p>\n\u003cp>For the low-to-middle-income Native students of Hoopa, an opportunity to attend UC is invaluable. The reported monthly income for families in the small territory is just over $55,000 a year — qualifying many for federal and state tuition assistance.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s really easy to get stuck here in Hoopa Valley, in this little community,” McConnell said. Out of the nearly 3,000 residents of Hoopa, only about \u003ca href=\"https://data.census.gov/all?q=Hoopa%20CDP,%20California&t=Educational%20Attainment\">16%\u003c/a> have a bachelor’s degree.\u003c/p>\n\u003cp>But there is a caveat in the system’s opportunity plan — funds can only go toward paying tuition, not the non-tuition-related expenses like housing and transportation that constitute \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/2023-24_student_expense_budget.pdf\">the bulk of expenses (PDF)\u003c/a> for California students. Paying out of pocket for rent in expensive areas is especially daunting for prospective students like McConnell, who must relocate to pursue his education.\u003c/p>\n\u003cp>Californians who identify as Native account for 1.7% of the population statewide, or around 660,000 people, according to 2022 \u003ca href=\"https://www.census.gov/quickfacts/fact/table/CA/RHI325222#:~:text=6.5%25-,American,-Indian%20and%20Alaska\">census data\u003c/a>. Across the UC system, 1,788 \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/fall-enrollment-glance#:~:text=us%20Information%20center-,Fall%20enrollment%20at%20a%20glance,-Fall%20enrollment%20at\">Native students\u003c/a> constitute 0.6% of the total student body.\u003c/p>\n\u003cp>The California State University system enrolls \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/Documents/facts2024.pdf\">around half (PDF)\u003c/a> the Native students UC does, with 833 students comprising 0.2% of enrollment in Fall 2023. The California Community Colleges enrolled 6,580 Native students in 2022–2023, around 0.3% of its total student population. None of these counts include Native Hawaiian students.\u003c/p>\n\u003cp>Native students and campus administrators report that the UC is still a long way from being a place where Native students can thrive. Native high schoolers who spoke to CalMatters reported feeling hopeful about their admission, but currently enrolled Native students report that strains on their student budgets along with insufficient resources and a lack of Native faculty mentors have made their educational experience at the UC less enriching than they expected.\u003c/p>\n\u003ch2>Native American Opportunity Plan only covers tuition\u003c/h2>\n\u003cp>Cedar Schaeffer, a third-year public health major at UC Irvine and member of the Round Valley Tribe, said the plan’s limits have had a large impact on his student budget.\u003c/p>\n\u003cp>“It doesn’t cover housing. It doesn’t even cover the tech fee waiver at UC Irvine,” said Schaeffer, who grew up about 70 miles from Irvine on the Pala Band of Indians Reservation. “So there’s more than about $3,000 that I usually pay every year.”\u003c/p>\n\u003cfigure id=\"attachment_11982063\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11982063\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02.jpg\" alt=\"\" width=\"2000\" height=\"1335\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-1920x1282.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Cedar Schaeffer, president of the American Indian Student Association, at UC Irvine on March 28, 2024. \u003ccite>(Zaydee Sanchez/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Like many other forms of financial aid, related college expenses such as housing and books are not covered by the plan. According to the California Student Aid Commission’s 2023–24 \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/2023-24_student_expense_budget.pdf\">student expense budgets (PDF)\u003c/a>, non-tuition-related costs can amount to an additional $5,000 a year for students in on-campus housing, on top of the dorm rent rates set by the campus. Non-tuition-related costs can balloon up to $27,000 for off-campus students.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Cedar Schaeffer, third-year public health major, UC Irvine\"]‘It doesn’t cover housing. It doesn’t even cover the tech fee waiver at UC Irvine.’[/pullquote]The system estimated it would grant \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/types-of-aid/native-american-opportunity-plan.html\">$2.4 million\u003c/a> in tuition assistance to Native students in the 2022–23 term funded by state and federal grants. The Public Policy Institute of California estimated the funds assisted 500 undergraduates and 160 graduate students during \u003ca href=\"https://www.ppic.org/blog/native-american-students-may-gain-better-access-to-uc-with-new-aid-program/#:~:text=The%20UC%20Native%20American%20Opportunity%20Plan%20aims%20to%20better%20support,or%20about%2044%25%20of%20the\">the first term\u003c/a>.\u003c/p>\n\u003cp>In Hoopa Valley, McConnell said the financial aid he expects to receive would already cover tuition costs, meaning he could not use the plan’s tuition waiver. To afford the cost of living 400 miles away in pricey Santa Cruz, McConnell said outside scholarship assistance will be vital.\u003c/p>\n\u003cp>Amanda Putnam, a Native American Recruitment & Outreach Specialist at UC Merced, said she doesn’t believe the current plan fully accomplishes the UC’s goal of making its campuses more accessible and affordable for Native students. She said non-tuition costs alone could dissuade many students from considering the UC.\u003c/p>\n\u003cp>“It’s daunting to have $10,000 to $15,000 to even $20,000 of housing facing them,” Putnam said. “I would say that that’s probably the biggest portion, about half the [current] students.”\u003c/p>\n\u003ch2>UCs lack Native resources and representation\u003c/h2>\n\u003cp>Even accounting for the rise in admissions, Indigenous students composed 1% of total \u003ca href=\"https://www.ucop.edu/institutional-research-academic-planning/_files/factsheets/2023/admission-table-2-1.pdf\">UC student admissions (PDF)\u003c/a> in 2022–23. Systemwide, Native-identifying \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/uc-workforce-diversity\">faculty and teaching assistants\u003c/a> represent about 219 of the 73,024 total at the UC, just over 0.3% as of October 2023.\u003c/p>\n\u003cp>Schaeffer himself was informed by a family member that applying to the UC could save him thousands, and UC Irvine was a more affordable option compared to his alternatives on the East Coast. But Schaeffer said that once he arrived at UC Irvine, he was appalled at the lack of Native representation on campus. Schaeffer said he was surprised at the amount of work Native student groups are expected to put in to organize events and garner additional community resources.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Cedar Schaeffer, third-year public health major, UC Irvine\"]‘Representation really is a huge factor. When you don’t have your community on campus, you’re less motivated to continue on.’[/pullquote]“Representation really is a huge factor,” he said. “When you don’t have your community on campus, you’re less motivated to continue on. I know a lot of people feel unsupported on campus, and I’ve even thought about transferring to another institution.”\u003c/p>\n\u003cp>The rise in Native enrollment has shifted the focus of administrators and faculty onto providing more support for potential and current Native students, according to Pheonecia Bauerle, chair of the UC-wide Native American Advisory Council and director of Native student development at UC Berkeley.\u003c/p>\n\u003cp>“It shows the [plan] encourages more people to apply,” she said. “As we’re getting more students, I’m trying to ramp up on creating frameworks for how to understand, how to serve the students. When you have small numbers, it’s usually how it starts.”\u003c/p>\n\u003cp>Eight UCs have created spaces to foster a closer Native student community. UC Irvine and UC Merced are the only two campuses that have yet to establish a physical, on-campus resource center for Native students that is run by faculty or staff.\u003c/p>\n\u003cfigure id=\"attachment_11982082\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11982082\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Sofia (center), Carlos Morales (left) and Stormi Alejandre (right) take part in an after-Easter gathering at the Native American Academic Student Success Center at UC Davis on April 1, 2024. \u003ccite>(José Luis Villegas/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Putnam, at UC Merced, said a lack of funding compared to other, more established UCs has limited the resources she’s able to offer her Native students. According to Bauerle, even the oldest UC in the system, UC Berkeley, only expanded the multicultural center to add a Native student wing when she was hired 10 years ago.\u003c/p>\n\u003cp>“We’re not at the place yet of establishing any programs or things like that,” Putnam said. “The funding just isn’t there yet. Me being able to be that one-on-one support for students has been huge.”\u003c/p>\n\u003ch2>Native students are filling gaps in programming\u003c/h2>\n\u003cp>Some students have taken action themselves to fill the void in resources and programming. On UCLA’s campus, Native student groups coordinate on-campus events with the Native American Studies department and the campus administration, but organize most of their cultural events, recruitment efforts and informational tables.\u003c/p>\n\u003cp>Maya Araujo — a fourth-year American Indian Studies major and vice president of the Native American Indigenous Student Association at UCLA — said resources are primarily offered by students.\u003c/p>\n\u003cp>“We are in contact with [administrators], but it’s kind of like nagging them,” Araujo said. “It’s kind of difficult to get resources, even from our American Indian Studies Center. … It’s mostly like us advocating for ourselves.”\u003c/p>\n\u003cp>Without student intervention, the resources for Native students on campus wouldn’t be enough, Araujo added. Even at UCLA, where the Native student population is the largest by number at the UC at \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/fall-enrollment-glance\">321 students\u003c/a> in Fall 2023, Araujo said there is little representation among faculty. UCLA employed 15 \u003ca href=\"https://equity.ucla.edu/workforce_diversity/\">Native faculty members\u003c/a> in Fall 2022.\u003c/p>\n\u003cp>Students at other UCs have even less communication with the administration. Christine Frazier, a fourth-year student studying ecology, behavior and evolution at UC San Diego and a member of the Cheyenne River Sioux Tribe, said students arrange most of their own events and cultural celebrations.\u003c/p>\n\u003cp>“Any Native events, whether that be Native American and/or the Intertribal Resource Center, it’s mostly Natives who go or work there,” Frazier said.\u003c/p>\n\u003ch2>Difficulties in recruiting Native students\u003c/h2>\n\u003cp>One of the reasons Frazier decided to attend UC San Diego was because of a connection she made with a member of the Intertribal Resource Center on campus during her UC application process. Upon arriving, Frazier — who now co-chairs the Native American and Indigenous Student Alliance — was shocked to find virtually no representation outside of meetings with Native student groups.\u003c/p>\n\u003cp>“We’re definitely a small number there, especially with my club,” she said. “Most of the time, I’m one of the only Indigenous or Native students in really any setting, except when I’m at these Intertribal Resource Center or Native American and Indigenous Student Association events.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Christine Frazier, fourth-year ecology, behavior and evolution major, UC San Diego\"]‘Most of the time, I’m one of the only Indigenous or Native students in really any setting …’[/pullquote]It would be difficult to attract more Native students to the UC without established student, faculty or administrative representation, Frazier said. In her four years at UC San Diego, she has only had one Native professor and rarely communicates with administrators. Currently, 0.2% of faculty members at \u003ca href=\"https://diversity.ucsd.edu/accountability/academic-personnel.html\">UC San Diego\u003c/a> are Native.\u003c/p>\n\u003cp>Each UC attracts a unique student and faculty base, which means individual campuses have to emphasize distinct recruitment efforts, Bauerle said. At UC Berkeley, Bauerle focuses her recruitment through the many Native organizations in the Bay Area, such as the \u003ca href=\"https://www.ifhurbanrez.org/\">Intertribal Friendship House in Oakland\u003c/a> — one of the first Native community centers in the state.\u003c/p>\n\u003cp>“Fewer Native students come from reservations and more are growing up in urban, suburban or rural areas,” Bauerle said. “Their experience with communities is going to look a lot different and so it means to adjust how we offer programs and meet students where they’re at.”\u003c/p>\n\u003cp>At UC Merced, Puntam said recruitment is more concentrated on reservations; she attends powwows and interacts directly with tribes like the Yokuts and Miwuk in the areas surrounding Merced to attract Native students.\u003c/p>\n\u003ch2>The UC’s plans for the future\u003c/h2>\n\u003cp>Some faculty and students point to UC Davis as a model for serving Native students. The campus has two dedicated programs: the Native American Academic Student Success Center and the Native American Retention Initiative Program.\u003c/p>\n\u003cp>Student resource centers, scholarship opportunities and community-driven events can make the difference for prospective Native students.\u003c/p>\n\u003cp>For example, McConnell said UC Davis’ \u003ca href=\"https://housing.ucdavis.edu/academics/living-learning-communities/2023-24/\">shared interest communities\u003c/a> are a primary reason for his application. Shared interest communities are living and learning spaces for certain student groups, like Native students, to congregate and explore their cultures and history. Around 390 students, most but not all Native, live together in the Yosemite dormitory at UC Davis as part of the Native shared interest community.\u003c/p>\n\u003cp>The rest of the UC campuses would like to take a more aggressive approach to Native student recruitment and tribal partnerships, though no official timelines have been set, Bauerle said. She added that each UC campus will likely be taking a unique approach that benefits its student base.\u003c/p>\n\u003cp>“Davis, a little bit at Berkeley, UCLA, San Diego, they’re partnering with tribes in different capacities, and allowing graduate students to see opportunities to do work with Indigenous communities,” Bauerle said.\u003c/p>\n\u003cfigure id=\"attachment_11982064\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11982064\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-1920x1281.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Posters of past Native American cultural events hang in the communal space at Yosemite Hall at UC Davis on April 1, 2024. \u003ccite>(José Luis Villegas/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Additionally, the UC has work to do reconciling relationships with Native tribes by cataloging and returning Native ancestral remains and artifacts that campuses have in their possession. Multiple state audit reports found the UC system lacked the policies, urgency and staffing to comply with \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/california-universities-repatriation-native-artifacts/\">Native repatriation laws\u003c/a>.\u003c/p>\n\u003cp>Some progress is being made, including new policies governing repatriation the UC issued in 2021. Last October, UC Berkeley also took the first step to return 4,400 Native remains and 25,000 Native cultural artifacts to California tribes in what would be\u003ca href=\"https://www.federalregister.gov/documents/2023/10/31/2023-23975/notice-of-inventory-completion-university-of-california-berkeley-berkeley-ca\"> the largest repatriation\u003c/a> for the campus to date.\u003c/p>\n\u003cp>[aside label='More on Education' tag='education']Bauerle is advocating for universal recruitment and retention standards across the UC that cater to all Native students, regardless of their campus. “Not all campuses look the same or have the same resources that they’re able to provide,” she said.\u003c/p>\n\u003cp>Schaeffer said what he’d like to see most is for UC administrators to play a larger role in assuring that Native students have proper resources and directories for those resources on campuses.\u003c/p>\n\u003cp>“I think for the future, we really want to be able to look towards leadership on campus — the chancellor, the deans, those administration positions,” Schaeffer said. “We really want to be able to ask them for help, not have those barriers of, ‘Oh, we’re out of office,’ or, ‘I’m gonna refer you to someone else.’”\u003c/p>\n\u003cp>\u003cem>Buchanan is a fellow with the \u003c/em>\u003ca href=\"https://calmatters.org/category/education/higher-education/college-beat/\">\u003cem>College Journalism Network\u003c/em>\u003c/a>\u003cem>, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"UC's Native American Opportunity Plan offers free tuition to Native students in California. Still, they face challenges like budget strains, inadequate resources and faculty representation, hindering academic success.","status":"publish","parent":0,"modified":1712364692,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":49,"wordCount":2556},"headData":{"title":"Native American Students at UCs Get Free Tuition. Here's Why It Isn't Enough | KQED","description":"UC's Native American Opportunity Plan offers free tuition to Native students in California. Still, they face challenges like budget strains, inadequate resources and faculty representation, hindering academic success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"nprByline":"\u003ca href=\"https://calmatters.org/author/christopher-buchanan/\">Christopher Buchanan\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11982060/native-american-students-at-ucs-get-free-tuition-heres-why-it-isnt-enough","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For high school senior Robert McConnell, an acceptance to UC Santa Cruz would all but guarantee his attendance. That’s because, as a member of a federally recognized tribe, McConnell would not have to pay tuition to pursue his dreams of studying marine biology under the \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/types-of-aid/native-american-opportunity-plan.html\">UC Native American Opportunity Plan\u003c/a>.\u003c/p>\n\u003cp>Launched in 2021, the University of California plan offers free tuition to any member of a federal or state-recognized Native American tribe who can provide proof of membership. McConnell, a member of the Hoopa Valley Tribe in rural Northern California, said an acceptance will grant him opportunities that aren’t available in his unincorporated tribal community.\u003c/p>\n\u003cp>Over 85% of the residents in \u003ca href=\"https://data.census.gov/profile/Hoopa_CDP,_California?g=160XX00US0634540#race-and-ethnicity:~:text=Race%20and%20Ethnicity-,American%20Indian%20and%20Alaska%20Native,-2%2C678\">Hoopa\u003c/a> identify as Native American or Alaskan Native. Leaving behind \u003ca href=\"https://calmatters.org/education/k-12-education/2024/03/native-american-students-california/\">cultural and family support\u003c/a> to attend far-away institutions can be extremely difficult for Native students. The nearest UC campus to Hoopa is Davis, 200 miles away.\u003c/p>\n\u003cp>For the low-to-middle-income Native students of Hoopa, an opportunity to attend UC is invaluable. The reported monthly income for families in the small territory is just over $55,000 a year — qualifying many for federal and state tuition assistance.\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>“It’s really easy to get stuck here in Hoopa Valley, in this little community,” McConnell said. Out of the nearly 3,000 residents of Hoopa, only about \u003ca href=\"https://data.census.gov/all?q=Hoopa%20CDP,%20California&t=Educational%20Attainment\">16%\u003c/a> have a bachelor’s degree.\u003c/p>\n\u003cp>But there is a caveat in the system’s opportunity plan — funds can only go toward paying tuition, not the non-tuition-related expenses like housing and transportation that constitute \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/2023-24_student_expense_budget.pdf\">the bulk of expenses (PDF)\u003c/a> for California students. Paying out of pocket for rent in expensive areas is especially daunting for prospective students like McConnell, who must relocate to pursue his education.\u003c/p>\n\u003cp>Californians who identify as Native account for 1.7% of the population statewide, or around 660,000 people, according to 2022 \u003ca href=\"https://www.census.gov/quickfacts/fact/table/CA/RHI325222#:~:text=6.5%25-,American,-Indian%20and%20Alaska\">census data\u003c/a>. Across the UC system, 1,788 \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/fall-enrollment-glance#:~:text=us%20Information%20center-,Fall%20enrollment%20at%20a%20glance,-Fall%20enrollment%20at\">Native students\u003c/a> constitute 0.6% of the total student body.\u003c/p>\n\u003cp>The California State University system enrolls \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/Documents/facts2024.pdf\">around half (PDF)\u003c/a> the Native students UC does, with 833 students comprising 0.2% of enrollment in Fall 2023. The California Community Colleges enrolled 6,580 Native students in 2022–2023, around 0.3% of its total student population. None of these counts include Native Hawaiian students.\u003c/p>\n\u003cp>Native students and campus administrators report that the UC is still a long way from being a place where Native students can thrive. Native high schoolers who spoke to CalMatters reported feeling hopeful about their admission, but currently enrolled Native students report that strains on their student budgets along with insufficient resources and a lack of Native faculty mentors have made their educational experience at the UC less enriching than they expected.\u003c/p>\n\u003ch2>Native American Opportunity Plan only covers tuition\u003c/h2>\n\u003cp>Cedar Schaeffer, a third-year public health major at UC Irvine and member of the Round Valley Tribe, said the plan’s limits have had a large impact on his student budget.\u003c/p>\n\u003cp>“It doesn’t cover housing. It doesn’t even cover the tech fee waiver at UC Irvine,” said Schaeffer, who grew up about 70 miles from Irvine on the Pala Band of Indians Reservation. “So there’s more than about $3,000 that I usually pay every year.”\u003c/p>\n\u003cfigure id=\"attachment_11982063\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11982063\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02.jpg\" alt=\"\" width=\"2000\" height=\"1335\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents02-1920x1282.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Cedar Schaeffer, president of the American Indian Student Association, at UC Irvine on March 28, 2024. \u003ccite>(Zaydee Sanchez/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Like many other forms of financial aid, related college expenses such as housing and books are not covered by the plan. According to the California Student Aid Commission’s 2023–24 \u003ca href=\"https://www.csac.ca.gov/sites/main/files/file-attachments/2023-24_student_expense_budget.pdf\">student expense budgets (PDF)\u003c/a>, non-tuition-related costs can amount to an additional $5,000 a year for students in on-campus housing, on top of the dorm rent rates set by the campus. Non-tuition-related costs can balloon up to $27,000 for off-campus students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘It doesn’t cover housing. It doesn’t even cover the tech fee waiver at UC Irvine.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Cedar Schaeffer, third-year public health major, UC Irvine","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The system estimated it would grant \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/types-of-aid/native-american-opportunity-plan.html\">$2.4 million\u003c/a> in tuition assistance to Native students in the 2022–23 term funded by state and federal grants. The Public Policy Institute of California estimated the funds assisted 500 undergraduates and 160 graduate students during \u003ca href=\"https://www.ppic.org/blog/native-american-students-may-gain-better-access-to-uc-with-new-aid-program/#:~:text=The%20UC%20Native%20American%20Opportunity%20Plan%20aims%20to%20better%20support,or%20about%2044%25%20of%20the\">the first term\u003c/a>.\u003c/p>\n\u003cp>In Hoopa Valley, McConnell said the financial aid he expects to receive would already cover tuition costs, meaning he could not use the plan’s tuition waiver. To afford the cost of living 400 miles away in pricey Santa Cruz, McConnell said outside scholarship assistance will be vital.\u003c/p>\n\u003cp>Amanda Putnam, a Native American Recruitment & Outreach Specialist at UC Merced, said she doesn’t believe the current plan fully accomplishes the UC’s goal of making its campuses more accessible and affordable for Native students. She said non-tuition costs alone could dissuade many students from considering the UC.\u003c/p>\n\u003cp>“It’s daunting to have $10,000 to $15,000 to even $20,000 of housing facing them,” Putnam said. “I would say that that’s probably the biggest portion, about half the [current] students.”\u003c/p>\n\u003ch2>UCs lack Native resources and representation\u003c/h2>\n\u003cp>Even accounting for the rise in admissions, Indigenous students composed 1% of total \u003ca href=\"https://www.ucop.edu/institutional-research-academic-planning/_files/factsheets/2023/admission-table-2-1.pdf\">UC student admissions (PDF)\u003c/a> in 2022–23. Systemwide, Native-identifying \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/uc-workforce-diversity\">faculty and teaching assistants\u003c/a> represent about 219 of the 73,024 total at the UC, just over 0.3% as of October 2023.\u003c/p>\n\u003cp>Schaeffer himself was informed by a family member that applying to the UC could save him thousands, and UC Irvine was a more affordable option compared to his alternatives on the East Coast. But Schaeffer said that once he arrived at UC Irvine, he was appalled at the lack of Native representation on campus. Schaeffer said he was surprised at the amount of work Native student groups are expected to put in to organize events and garner additional community resources.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘Representation really is a huge factor. When you don’t have your community on campus, you’re less motivated to continue on.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Cedar Schaeffer, third-year public health major, UC Irvine","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Representation really is a huge factor,” he said. “When you don’t have your community on campus, you’re less motivated to continue on. I know a lot of people feel unsupported on campus, and I’ve even thought about transferring to another institution.”\u003c/p>\n\u003cp>The rise in Native enrollment has shifted the focus of administrators and faculty onto providing more support for potential and current Native students, according to Pheonecia Bauerle, chair of the UC-wide Native American Advisory Council and director of Native student development at UC Berkeley.\u003c/p>\n\u003cp>“It shows the [plan] encourages more people to apply,” she said. “As we’re getting more students, I’m trying to ramp up on creating frameworks for how to understand, how to serve the students. When you have small numbers, it’s usually how it starts.”\u003c/p>\n\u003cp>Eight UCs have created spaces to foster a closer Native student community. UC Irvine and UC Merced are the only two campuses that have yet to establish a physical, on-campus resource center for Native students that is run by faculty or staff.\u003c/p>\n\u003cfigure id=\"attachment_11982082\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11982082\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents04-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Sofia (center), Carlos Morales (left) and Stormi Alejandre (right) take part in an after-Easter gathering at the Native American Academic Student Success Center at UC Davis on April 1, 2024. \u003ccite>(José Luis Villegas/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Putnam, at UC Merced, said a lack of funding compared to other, more established UCs has limited the resources she’s able to offer her Native students. According to Bauerle, even the oldest UC in the system, UC Berkeley, only expanded the multicultural center to add a Native student wing when she was hired 10 years ago.\u003c/p>\n\u003cp>“We’re not at the place yet of establishing any programs or things like that,” Putnam said. “The funding just isn’t there yet. Me being able to be that one-on-one support for students has been huge.”\u003c/p>\n\u003ch2>Native students are filling gaps in programming\u003c/h2>\n\u003cp>Some students have taken action themselves to fill the void in resources and programming. On UCLA’s campus, Native student groups coordinate on-campus events with the Native American Studies department and the campus administration, but organize most of their cultural events, recruitment efforts and informational tables.\u003c/p>\n\u003cp>Maya Araujo — a fourth-year American Indian Studies major and vice president of the Native American Indigenous Student Association at UCLA — said resources are primarily offered by students.\u003c/p>\n\u003cp>“We are in contact with [administrators], but it’s kind of like nagging them,” Araujo said. “It’s kind of difficult to get resources, even from our American Indian Studies Center. … It’s mostly like us advocating for ourselves.”\u003c/p>\n\u003cp>Without student intervention, the resources for Native students on campus wouldn’t be enough, Araujo added. Even at UCLA, where the Native student population is the largest by number at the UC at \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/fall-enrollment-glance\">321 students\u003c/a> in Fall 2023, Araujo said there is little representation among faculty. UCLA employed 15 \u003ca href=\"https://equity.ucla.edu/workforce_diversity/\">Native faculty members\u003c/a> in Fall 2022.\u003c/p>\n\u003cp>Students at other UCs have even less communication with the administration. Christine Frazier, a fourth-year student studying ecology, behavior and evolution at UC San Diego and a member of the Cheyenne River Sioux Tribe, said students arrange most of their own events and cultural celebrations.\u003c/p>\n\u003cp>“Any Native events, whether that be Native American and/or the Intertribal Resource Center, it’s mostly Natives who go or work there,” Frazier said.\u003c/p>\n\u003ch2>Difficulties in recruiting Native students\u003c/h2>\n\u003cp>One of the reasons Frazier decided to attend UC San Diego was because of a connection she made with a member of the Intertribal Resource Center on campus during her UC application process. Upon arriving, Frazier — who now co-chairs the Native American and Indigenous Student Alliance — was shocked to find virtually no representation outside of meetings with Native student groups.\u003c/p>\n\u003cp>“We’re definitely a small number there, especially with my club,” she said. “Most of the time, I’m one of the only Indigenous or Native students in really any setting, except when I’m at these Intertribal Resource Center or Native American and Indigenous Student Association events.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘Most of the time, I’m one of the only Indigenous or Native students in really any setting …’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Christine Frazier, fourth-year ecology, behavior and evolution major, UC San Diego","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>It would be difficult to attract more Native students to the UC without established student, faculty or administrative representation, Frazier said. In her four years at UC San Diego, she has only had one Native professor and rarely communicates with administrators. Currently, 0.2% of faculty members at \u003ca href=\"https://diversity.ucsd.edu/accountability/academic-personnel.html\">UC San Diego\u003c/a> are Native.\u003c/p>\n\u003cp>Each UC attracts a unique student and faculty base, which means individual campuses have to emphasize distinct recruitment efforts, Bauerle said. At UC Berkeley, Bauerle focuses her recruitment through the many Native organizations in the Bay Area, such as the \u003ca href=\"https://www.ifhurbanrez.org/\">Intertribal Friendship House in Oakland\u003c/a> — one of the first Native community centers in the state.\u003c/p>\n\u003cp>“Fewer Native students come from reservations and more are growing up in urban, suburban or rural areas,” Bauerle said. “Their experience with communities is going to look a lot different and so it means to adjust how we offer programs and meet students where they’re at.”\u003c/p>\n\u003cp>At UC Merced, Puntam said recruitment is more concentrated on reservations; she attends powwows and interacts directly with tribes like the Yokuts and Miwuk in the areas surrounding Merced to attract Native students.\u003c/p>\n\u003ch2>The UC’s plans for the future\u003c/h2>\n\u003cp>Some faculty and students point to UC Davis as a model for serving Native students. The campus has two dedicated programs: the Native American Academic Student Success Center and the Native American Retention Initiative Program.\u003c/p>\n\u003cp>Student resource centers, scholarship opportunities and community-driven events can make the difference for prospective Native students.\u003c/p>\n\u003cp>For example, McConnell said UC Davis’ \u003ca href=\"https://housing.ucdavis.edu/academics/living-learning-communities/2023-24/\">shared interest communities\u003c/a> are a primary reason for his application. Shared interest communities are living and learning spaces for certain student groups, like Native students, to congregate and explore their cultures and history. Around 390 students, most but not all Native, live together in the Yosemite dormitory at UC Davis as part of the Native shared interest community.\u003c/p>\n\u003cp>The rest of the UC campuses would like to take a more aggressive approach to Native student recruitment and tribal partnerships, though no official timelines have been set, Bauerle said. She added that each UC campus will likely be taking a unique approach that benefits its student base.\u003c/p>\n\u003cp>“Davis, a little bit at Berkeley, UCLA, San Diego, they’re partnering with tribes in different capacities, and allowing graduate students to see opportunities to do work with Indigenous communities,” Bauerle said.\u003c/p>\n\u003cfigure id=\"attachment_11982064\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11982064\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/CMNativeStudents03-1920x1281.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Posters of past Native American cultural events hang in the communal space at Yosemite Hall at UC Davis on April 1, 2024. \u003ccite>(José Luis Villegas/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Additionally, the UC has work to do reconciling relationships with Native tribes by cataloging and returning Native ancestral remains and artifacts that campuses have in their possession. Multiple state audit reports found the UC system lacked the policies, urgency and staffing to comply with \u003ca href=\"https://calmatters.org/education/higher-education/college-beat/2023/12/california-universities-repatriation-native-artifacts/\">Native repatriation laws\u003c/a>.\u003c/p>\n\u003cp>Some progress is being made, including new policies governing repatriation the UC issued in 2021. Last October, UC Berkeley also took the first step to return 4,400 Native remains and 25,000 Native cultural artifacts to California tribes in what would be\u003ca href=\"https://www.federalregister.gov/documents/2023/10/31/2023-23975/notice-of-inventory-completion-university-of-california-berkeley-berkeley-ca\"> the largest repatriation\u003c/a> for the campus to date.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More on Education ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Bauerle is advocating for universal recruitment and retention standards across the UC that cater to all Native students, regardless of their campus. “Not all campuses look the same or have the same resources that they’re able to provide,” she said.\u003c/p>\n\u003cp>Schaeffer said what he’d like to see most is for UC administrators to play a larger role in assuring that Native students have proper resources and directories for those resources on campuses.\u003c/p>\n\u003cp>“I think for the future, we really want to be able to look towards leadership on campus — the chancellor, the deans, those administration positions,” Schaeffer said. “We really want to be able to ask them for help, not have those barriers of, ‘Oh, we’re out of office,’ or, ‘I’m gonna refer you to someone else.’”\u003c/p>\n\u003cp>\u003cem>Buchanan is a fellow with the \u003c/em>\u003ca href=\"https://calmatters.org/category/education/higher-education/college-beat/\">\u003cem>College Journalism Network\u003c/em>\u003c/a>\u003cem>, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.\u003c/em>\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/11982060/native-american-students-at-ucs-get-free-tuition-heres-why-it-isnt-enough","authors":["byline_news_11982060"],"categories":["news_18540","news_8"],"tags":["news_21180","news_20013","news_27626","news_21512","news_1262"],"affiliates":["news_18481"],"featImg":"news_11982062","label":"news_18481"},"news_11981919":{"type":"posts","id":"news_11981919","meta":{"index":"posts_1591205157","site":"news","id":"11981919","score":null,"sort":[1712264430000]},"guestAuthors":[],"slug":"california-local-districts-try-to-recruit-and-retain-more-black-teachers-is-it-working","title":"Why Can't California, Districts Recruit and Retain More Black Teachers?","publishDate":1712264430,"format":"standard","headTitle":"Why Can’t California, Districts Recruit and Retain More Black Teachers? | KQED","labelTerm":{},"content":"\u003cp>Recruiting and retaining Black teachers has taken on new urgency in recent years as California lawmakers try to ease the state’s teacher shortage. The state and individual school districts have launched initiatives to recruit teachers of color, but educators and advocates say more needs to be done.\u003c/p>\n\u003cp>Hiring a diverse group of teachers helps all students, but the impact is particularly significant for students of color, who then \u003ca href=\"https://www.kqed.org/news/11971463/how-this-east-bay-school-district-improved-its-black-students-scores\">score higher on tests\u003c/a> and are more likely to graduate from college, \u003ca href=\"https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report\">according to the Learning Policy Institute\u003c/a>. A recently released \u003ca href=\"https://www.aera.net/Newsroom/Study-Black-Boys-Are-Less-Likely-to-Be-Identified-for-Special-Education-When-Matched-with-Black-Teachers\">report\u003c/a> also found that Black boys are less likely to be identified for special education when they have a Black teacher.\u003c/p>\n\u003cp>In the last five years, state lawmakers have made earning a credential easier and more affordable, and have offered incentives for school staff to become teachers — all moves meant to ease the teacher shortage and help to diversify the educator workforce.\u003c/p>\n\u003cp>Despite efforts by the state and school districts, the number of Black teachers doesn’t seem to be increasing. Black teachers say that to keep them in the classroom, teacher preparation must be more affordable, pay and benefits increased, and more done to ensure they are treated with respect, supported and given opportunities to lead.\u003c/p>\n\u003cp>“Black educators specifically said that they felt like they were being pushed out of the state of California,” said Jalisa Evans, chief executive director of the Black Educator Advocates Network of a recent survey of Black teachers. “When we look at the future of Black educators for the state, it can go either way, because what Black educators are feeling right now is that they’re not welcome.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch2>Task force offers recommendations\u003c/h2>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond called diversifying the teacher workforce \u003ca href=\"https://edsource.org/2019/effort-to-increase-the-number-of-teachers-of-color-in-california-classrooms-gains-momentum/618412\">a priority\u003c/a> and established the California Department of Education Educator Diversity Advisory Group in 2021.\u003c/p>\n\u003cp>The advisory group has made several \u003ca href=\"https://www.cde.ca.gov/pd/ee/documents/dtwcouncilreportapril22.pdf\">recommendations (PDF)\u003c/a>, including beginning a public relations campaign and offering sustained funding to recruit and retain teachers of color, and providing guidance and accountability to school districts on the matter. The group also wants universities, community groups and school districts to enter into partnerships to build pathways for teachers of color.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=mindshift_61973,news_11958048,mindshift_58898]Since then, California has created a set of \u003ca href=\"https://www.dropbox.com/sh/twsl602cpvewo7c/AACOY6RtvFwAcHyskC25k7_ya?dl=0\">public service announcements\u003c/a> and \u003ca href=\"https://drive.google.com/file/d/1CIRWxU0o6JR6UmNbU6k4lUlAstFouDqj/view\">a video\u003c/a> to help recruit teachers and has \u003ca href=\"https://www.cde.ca.gov/fg/fr/eb/ba2023-24.asp\">invested $10 million\u003c/a> to help people of color to become school administrators, said Travis Bristol, chairman of the advisory group and an associate professor of education at UC Berkeley. Staff from county offices of education also have been meeting to share ideas on how they can support districts’ efforts to recruit and retain teachers of color, he said.\u003c/p>\n\u003cp>The state also has invested more than $350 million over the past six years to fund \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">teacher residency programs\u003c/a>, and recently passed legislation to ensure residents are paid a minimum salary. Residents work alongside an experienced teacher-mentor for a year of clinical training while completing coursework in a university preparation program — a time commitment that often precludes them from taking a job.\u003c/p>\n\u003cp>Legislators have also proposed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1391\">a bill\u003c/a> that would require that student teachers be paid. Completing the 600 hours of unpaid student teaching required by the state, while paying for tuition, books, supplies and living expenses, is a challenge for many Black teacher candidates.\u003c/p>\n\u003cp>Black teacher candidates typically take on much more student debt than their white counterparts, in part, because of the large racial wealth gap in the United States. \u003ca href=\"https://files.epi.org/uploads/228660.pdf\">A 2019 study (PDF)\u003c/a> by the Economic Policy Institute showed that the median white family had $184,000 in family wealth (property and cash), while the median Latino family had $38,000 and the median Black family had $23,000.\u003c/p>\n\u003ch2>Lack of data makes it difficult to know what is working\u003c/h2>\n\u003cp>It’s difficult to know if state efforts are working. California hasn’t released any data on teacher demographics since the 2018–19 school year, although the data is submitted annually by school districts. The California Department of Education (CDE) did not provide updated data or interviews requested by EdSource for this story.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.ed-data.org/state/CA?_gl=1*1jpjs0a*_ga*MTgzMjkyMjEyNC4xNzEyMjUxMDEy*_ga_475QR6J62K*MTcxMjI1MzEzNC4yLjEuMTcxMjI1Mzc4OS41NS4wLjA.\">most recent data\u003c/a> from CDE shows the number of Black teachers in California declined from 4.2% in 2009 to 3.9% during the 2018–19 school year. The National Center for Education Statistics data from the 2020–21 show that Black teachers made up 3.8% of the state educator workforce.\u003c/p>\n\u003cp>Having current data is a critical first step to understanding the problem and addressing it, said Mayra Lara, director of Southern California partnerships and engagement at The Education Trust-West, an education research and advocacy organization.\u003c/p>\n\u003cp>“Let’s be clear: The California Department of Education needs to annually publish educator demographic and experience data,” Lara said. “It has failed to do so for the past four years. … Without this data, families, communities and decision-makers really are in the dark when it comes to the diversity of the educator workforce.”\u003c/p>\n\u003ch2>LA Unified losing Black teachers despite efforts\u003c/h2>\n\u003cp>While most state programs focus on recruiting and retaining all teachers of color, some California school districts have initiatives focused solely on recruiting Black teachers.\u003c/p>\n\u003cp>The state’s largest school district, Los Angeles Unified, passed \u003ca href=\"https://drive.google.com/file/d/1Ki8U010oqK0bRw0dX6z94Dgy53T0Hgda/view\">the Black Student Excellence through Educator Diversity, Preparation and Retention resolution (PDF)\u003c/a> two years ago. It required district staff to develop a strategic plan to ensure schools have Black teachers, administrators and mental health workers, and to advocate for programs that offer pathways for Black people to become teachers.\u003c/p>\n\u003cp>When the resolution was passed, in February 2022, Los Angeles Unified had 1,889 Black teachers — \u003ca href=\"https://www.lausd.org/site/handlers/filedownload.ashx?moduleinstanceid=73819&dataid=122974&FileName=IAU%20Report%202022%200506%20-%20Black%20Educators%20in%20L.A.%20Unified.pdf\">9% of its teacher workforce (PDF)\u003c/a>. The following school year, that number declined to \u003ca href=\"https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/468/2022-2023%20TDemo.pdf\">1,823 or 7.9% of district teachers (PDF)\u003c/a>. The number of Black teachers in the district has gone down each year since 2016. The district did not provide data for the current school year.\u003c/p>\n\u003cp>Robert Whitman, director of the Educational Transformation Office at Los Angeles Unified, attributed the decrease, in part, to the difficulty of attracting teachers to the district, primarily because of the area’s high cost of living.\u003c/p>\n\u003cp>“Those who are coming out of colleges now, in some cases, we find that they can make more money doing other things,” Whitman said. “And so, they may not necessarily see education as the most viable option.”\u003c/p>\n\u003cp>The underrepresentation of people of color prompted the district to create its own \u003ca href=\"https://www.lausd.org/districtinternprogram\">in-house credentialing program\u003c/a>, approved by the California Commission on Teacher Credentialing, Whitman said. The program allows classified staff, such as substitute teachers, paraprofessionals, administrative assistants and bus drivers, to become credentialed teachers while earning a salary and benefits at their original jobs.\u003c/p>\n\u003cp>Grow-your-own programs such as this, and the state’s \u003ca href=\"https://edsource.org/2020/californias-effort-to-turn-school-staff-into-teachers-starts-to-pay-off/621726\">Classified School Employee Credentialing program\u003c/a>, and a soon-to-be launched \u003ca href=\"https://edsource.org/2024/california-adding-apprenticeships-to-teacher-recruitment-toolbox/705245\">apprenticeship program\u003c/a>, are meant to diversify the educator workforce because school staff recruited from the community more closely match the demographics of the student body than traditionally trained and recruited teachers, according to research.\u003c/p>\n\u003cp>Los Angeles Unified has other initiatives to increase the number of Black educators in the district, Whitman said, including working with universities and colleges to bring Black teachers, counselors and psychiatric social workers to their campuses. The district also has programs that help school workers earn a credential for free, and channels employees completing a bachelor’s degree toward the district’s teacher-preparation program where they can begin teaching while earning their credential.\u003c/p>\n\u003cp>All new teachers at Los Angeles Unified are supported by mentors and affinity groups, which have been well received by Black teachers, who credit them with inspiring and helping them to see themselves as leaders in the district, Whitman said.\u003c/p>\n\u003ch2>Oakland has more Black teachers than students\u003c/h2>\n\u003cp>Recruiting and retaining Black teachers is an important part of the Oakland Unified three-year strategic plan, said Sarah Glasband, director of recruitment and retention for the district. To achieve its goals, the district has launched several partnerships that make an apprenticeship program, and a residency program that includes a housing subsidy, possible. A partnership with the Black Teacher Project, a nonprofit advocacy organization, offers affinity groups, workshops and seminars to support the district’s Black teachers.\u003c/p>\n\u003cp>The district also has a Classified School Employee Program funded by the state and a new high school program to train future teachers. District pathway programs have an average attrition rate of less than 10%, Glasband said.\u003c/p>\n\u003cp>This year, 21.3% of the district’s K–12 teachers are Black, compared with 20.3% of their student population, according to district data. Oakland Unified had a retention rate of about 85% for Black teachers between 2019 and 2023.\u003c/p>\n\u003ch2>Better pay, a path to leadership will help teachers stay\u003c/h2>\n\u003cp>Black teachers interviewed by EdSource and researchers say that to keep them in the classroom, more needs to be done to make teacher preparation affordable, improve pay and benefits, and ensure they are treated with respect, supported and given opportunities to lead.\u003c/p>\n\u003cp>\u003ca href=\"https://blackeducatorsadvocate.org/reports\">The Black Educator Advocates Network\u003c/a> came up with five recommendations after surveying 128 former and current Black teachers in California about what it would take to keep them in the classroom:\u003c/p>\n\u003cul>\n\u003cli>Hire more Black educators and staff.\u003c/li>\n\u003cli>Build an anti-racist, culturally responsive and inclusive school environment.\u003c/li>\n\u003cli>Create safe spaces for Black educators and students to come together.\u003c/li>\n\u003cli>Provide and require culturally responsive training for all staff.\u003c/li>\n\u003cli>Recognize, provide leadership opportunities and include Black educators in decision making.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers interviewed by EdSource said paying teachers more also would make it easier for them to stay.\u003c/p>\n\u003cp>“I don’t want to say that it’s the pay that’s going to get more Black teachers,” Brooke Sims, a Stockton teacher, told EdSource. “But you get better pay, you get better health care.”\u003c/p>\n\u003cp>The average teacher salary in the state is $88,508, with the average starting pay at $51,600, according to the 2023 National Education Association report, “\u003ca href=\"https://www.nea.org/resource-library/educator-pay-and-student-spending-how-does-your-state-rank\">State of Educator Pay in America\u003c/a>.” California’s minimum living wage was $54,070 last year, according to the report.\u003c/p>\n\u003cp>State efforts, such as an \u003ca href=\"https://www.cde.ca.gov/pd/ps/nbptsprogramfaq.asp\">initiative\u003c/a> that pays teachers $5,000 annually for five years after they earn National Board Certification, will help with pay parity across school districts, Bristol said. Teachers prove through assessments and a portfolio that they meet the National Board for Professional Teaching Standards. To be eligible for the grant, teachers must work at least half of their time in a high-needs school. Teachers who qualify are also given $2,500 to cover the cost of certification.\u003c/p>\n\u003cp>This incentive will help teachers continue their education and improve their practice, said Los Angeles teacher Petrina Miller. “It’s awesome,” she said.\u003c/p>\n\u003ch2>Teacher candidates must be actively recruited\u003c/h2>\n\u003cp>Many Black college students have not considered a teaching career because they have never had a Black teacher, said Preston Jackson, who teaches physical education at California Middle School in Sacramento. Those who consider a teaching career are often deterred by the cost of teacher preparation, taking required tests and unpaid student teaching.\u003c/p>\n\u003cp>“In order to increase the number of Black teachers in schools, it has to become deliberate,” Jackson said. “You have to actively recruit and actively seek them out to bring them into the profession.”\u003c/p>\n\u003cp>Since starting in 2005, Jackson has been one of only a handful of Black teachers at his school.\u003c/p>\n\u003cp>“And for almost every single one of my kids, I’m the first Black teacher they’ve ever had,” said Jackson. “… And for some of them, I’m the first one they’ve ever seen.”\u003c/p>\n\u003ch2>Mentors are needed to help retain new teachers\u003c/h2>\n\u003cp>Mentor teachers are the key ingredient to helping new Black educators transition successfully into teaching, according to teachers interviewed by EdSource. Alicia Simba says she could have taken a job for $25,000 more annually in a Bay Area district with few Black teachers or students, but opted to take a lower salary to work in Oakland Unified.\u003c/p>\n\u003cp>[aside postID=mindshift_61254 hero='https://cdn.kqed.org/wp-content/uploads/sites/23/2023/03/mg_5379_slide-e0fcdc0a61cb5bc22b69be662b738acd7609a685-1020x680.jpg']But like many young teachers, Simba knew she wanted mentors to help her navigate her first years in the classroom. She works alongside Black teachers in Oakland Unified who have more than 20 years of teaching experience. One of her mentor teachers shared her experience of teaching on the day that Martin Luther King Jr. was shot. Other teachers told her about teaching in the 1980s during the crack cocaine epidemic.\u003c/p>\n\u003cp>“It really helps dispel some of the sort of narratives that I hear, which is that being a teacher is completely unsustainable,” Simba said. “Like, there’s no way that anyone could ever be a teacher long term, which are things that, you know, I’ve heard my friends say, and I’ve thought it myself.”\u003c/p>\n\u003cp>The most obvious way to retain Black teachers would be to make sure they are treated the same as non-Black teachers, said Brenda Walker, a Black teacher and president of the Associated Chino Teachers.\u003c/p>\n\u003cp>“If you are a district administrator, site administrator, site or colleague, parent or student, my bachelor’s degree, master’s degree, and my special education credential are just as valuable and carry as much weight, and are as respected as any other educator,” she said.\u003c/p>\n\u003cp>“However, it’s just as critical for all those groups to acknowledge and respect the unique cultural experience I bring to the table and acknowledge and respect that I’m a proud product of my ancestral history.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/state-school-districts-try-to-recruit-and-retain-black-teachers-heres-whats-keeping-them-away/708715\">This story originally appeared in EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"In the last 5 years, lawmakers have made it easier to earn a credential and more affordable in an effort to attract a more diverse teacher workforce.","status":"publish","parent":0,"modified":1712271888,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":47,"wordCount":2340},"headData":{"title":"Why Can't California, Districts Recruit and Retain More Black Teachers? | KQED","description":"In the last 5 years, lawmakers have made it easier to earn a credential and more affordable in an effort to attract a more diverse teacher workforce.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"EdSource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11981919/california-local-districts-try-to-recruit-and-retain-more-black-teachers-is-it-working","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recruiting and retaining Black teachers has taken on new urgency in recent years as California lawmakers try to ease the state’s teacher shortage. The state and individual school districts have launched initiatives to recruit teachers of color, but educators and advocates say more needs to be done.\u003c/p>\n\u003cp>Hiring a diverse group of teachers helps all students, but the impact is particularly significant for students of color, who then \u003ca href=\"https://www.kqed.org/news/11971463/how-this-east-bay-school-district-improved-its-black-students-scores\">score higher on tests\u003c/a> and are more likely to graduate from college, \u003ca href=\"https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report\">according to the Learning Policy Institute\u003c/a>. A recently released \u003ca href=\"https://www.aera.net/Newsroom/Study-Black-Boys-Are-Less-Likely-to-Be-Identified-for-Special-Education-When-Matched-with-Black-Teachers\">report\u003c/a> also found that Black boys are less likely to be identified for special education when they have a Black teacher.\u003c/p>\n\u003cp>In the last five years, state lawmakers have made earning a credential easier and more affordable, and have offered incentives for school staff to become teachers — all moves meant to ease the teacher shortage and help to diversify the educator workforce.\u003c/p>\n\u003cp>Despite efforts by the state and school districts, the number of Black teachers doesn’t seem to be increasing. Black teachers say that to keep them in the classroom, teacher preparation must be more affordable, pay and benefits increased, and more done to ensure they are treated with respect, supported and given opportunities to lead.\u003c/p>\n\u003cp>“Black educators specifically said that they felt like they were being pushed out of the state of California,” said Jalisa Evans, chief executive director of the Black Educator Advocates Network of a recent survey of Black teachers. “When we look at the future of Black educators for the state, it can go either way, because what Black educators are feeling right now is that they’re not welcome.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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>Task force offers recommendations\u003c/h2>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond called diversifying the teacher workforce \u003ca href=\"https://edsource.org/2019/effort-to-increase-the-number-of-teachers-of-color-in-california-classrooms-gains-momentum/618412\">a priority\u003c/a> and established the California Department of Education Educator Diversity Advisory Group in 2021.\u003c/p>\n\u003cp>The advisory group has made several \u003ca href=\"https://www.cde.ca.gov/pd/ee/documents/dtwcouncilreportapril22.pdf\">recommendations (PDF)\u003c/a>, including beginning a public relations campaign and offering sustained funding to recruit and retain teachers of color, and providing guidance and accountability to school districts on the matter. The group also wants universities, community groups and school districts to enter into partnerships to build pathways for teachers of color.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"mindshift_61973,news_11958048,mindshift_58898"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Since then, California has created a set of \u003ca href=\"https://www.dropbox.com/sh/twsl602cpvewo7c/AACOY6RtvFwAcHyskC25k7_ya?dl=0\">public service announcements\u003c/a> and \u003ca href=\"https://drive.google.com/file/d/1CIRWxU0o6JR6UmNbU6k4lUlAstFouDqj/view\">a video\u003c/a> to help recruit teachers and has \u003ca href=\"https://www.cde.ca.gov/fg/fr/eb/ba2023-24.asp\">invested $10 million\u003c/a> to help people of color to become school administrators, said Travis Bristol, chairman of the advisory group and an associate professor of education at UC Berkeley. Staff from county offices of education also have been meeting to share ideas on how they can support districts’ efforts to recruit and retain teachers of color, he said.\u003c/p>\n\u003cp>The state also has invested more than $350 million over the past six years to fund \u003ca href=\"https://edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984\">teacher residency programs\u003c/a>, and recently passed legislation to ensure residents are paid a minimum salary. Residents work alongside an experienced teacher-mentor for a year of clinical training while completing coursework in a university preparation program — a time commitment that often precludes them from taking a job.\u003c/p>\n\u003cp>Legislators have also proposed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240SB1391\">a bill\u003c/a> that would require that student teachers be paid. Completing the 600 hours of unpaid student teaching required by the state, while paying for tuition, books, supplies and living expenses, is a challenge for many Black teacher candidates.\u003c/p>\n\u003cp>Black teacher candidates typically take on much more student debt than their white counterparts, in part, because of the large racial wealth gap in the United States. \u003ca href=\"https://files.epi.org/uploads/228660.pdf\">A 2019 study (PDF)\u003c/a> by the Economic Policy Institute showed that the median white family had $184,000 in family wealth (property and cash), while the median Latino family had $38,000 and the median Black family had $23,000.\u003c/p>\n\u003ch2>Lack of data makes it difficult to know what is working\u003c/h2>\n\u003cp>It’s difficult to know if state efforts are working. California hasn’t released any data on teacher demographics since the 2018–19 school year, although the data is submitted annually by school districts. The California Department of Education (CDE) did not provide updated data or interviews requested by EdSource for this story.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.ed-data.org/state/CA?_gl=1*1jpjs0a*_ga*MTgzMjkyMjEyNC4xNzEyMjUxMDEy*_ga_475QR6J62K*MTcxMjI1MzEzNC4yLjEuMTcxMjI1Mzc4OS41NS4wLjA.\">most recent data\u003c/a> from CDE shows the number of Black teachers in California declined from 4.2% in 2009 to 3.9% during the 2018–19 school year. The National Center for Education Statistics data from the 2020–21 show that Black teachers made up 3.8% of the state educator workforce.\u003c/p>\n\u003cp>Having current data is a critical first step to understanding the problem and addressing it, said Mayra Lara, director of Southern California partnerships and engagement at The Education Trust-West, an education research and advocacy organization.\u003c/p>\n\u003cp>“Let’s be clear: The California Department of Education needs to annually publish educator demographic and experience data,” Lara said. “It has failed to do so for the past four years. … Without this data, families, communities and decision-makers really are in the dark when it comes to the diversity of the educator workforce.”\u003c/p>\n\u003ch2>LA Unified losing Black teachers despite efforts\u003c/h2>\n\u003cp>While most state programs focus on recruiting and retaining all teachers of color, some California school districts have initiatives focused solely on recruiting Black teachers.\u003c/p>\n\u003cp>The state’s largest school district, Los Angeles Unified, passed \u003ca href=\"https://drive.google.com/file/d/1Ki8U010oqK0bRw0dX6z94Dgy53T0Hgda/view\">the Black Student Excellence through Educator Diversity, Preparation and Retention resolution (PDF)\u003c/a> two years ago. It required district staff to develop a strategic plan to ensure schools have Black teachers, administrators and mental health workers, and to advocate for programs that offer pathways for Black people to become teachers.\u003c/p>\n\u003cp>When the resolution was passed, in February 2022, Los Angeles Unified had 1,889 Black teachers — \u003ca href=\"https://www.lausd.org/site/handlers/filedownload.ashx?moduleinstanceid=73819&dataid=122974&FileName=IAU%20Report%202022%200506%20-%20Black%20Educators%20in%20L.A.%20Unified.pdf\">9% of its teacher workforce (PDF)\u003c/a>. The following school year, that number declined to \u003ca href=\"https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/468/2022-2023%20TDemo.pdf\">1,823 or 7.9% of district teachers (PDF)\u003c/a>. The number of Black teachers in the district has gone down each year since 2016. The district did not provide data for the current school year.\u003c/p>\n\u003cp>Robert Whitman, director of the Educational Transformation Office at Los Angeles Unified, attributed the decrease, in part, to the difficulty of attracting teachers to the district, primarily because of the area’s high cost of living.\u003c/p>\n\u003cp>“Those who are coming out of colleges now, in some cases, we find that they can make more money doing other things,” Whitman said. “And so, they may not necessarily see education as the most viable option.”\u003c/p>\n\u003cp>The underrepresentation of people of color prompted the district to create its own \u003ca href=\"https://www.lausd.org/districtinternprogram\">in-house credentialing program\u003c/a>, approved by the California Commission on Teacher Credentialing, Whitman said. The program allows classified staff, such as substitute teachers, paraprofessionals, administrative assistants and bus drivers, to become credentialed teachers while earning a salary and benefits at their original jobs.\u003c/p>\n\u003cp>Grow-your-own programs such as this, and the state’s \u003ca href=\"https://edsource.org/2020/californias-effort-to-turn-school-staff-into-teachers-starts-to-pay-off/621726\">Classified School Employee Credentialing program\u003c/a>, and a soon-to-be launched \u003ca href=\"https://edsource.org/2024/california-adding-apprenticeships-to-teacher-recruitment-toolbox/705245\">apprenticeship program\u003c/a>, are meant to diversify the educator workforce because school staff recruited from the community more closely match the demographics of the student body than traditionally trained and recruited teachers, according to research.\u003c/p>\n\u003cp>Los Angeles Unified has other initiatives to increase the number of Black educators in the district, Whitman said, including working with universities and colleges to bring Black teachers, counselors and psychiatric social workers to their campuses. The district also has programs that help school workers earn a credential for free, and channels employees completing a bachelor’s degree toward the district’s teacher-preparation program where they can begin teaching while earning their credential.\u003c/p>\n\u003cp>All new teachers at Los Angeles Unified are supported by mentors and affinity groups, which have been well received by Black teachers, who credit them with inspiring and helping them to see themselves as leaders in the district, Whitman said.\u003c/p>\n\u003ch2>Oakland has more Black teachers than students\u003c/h2>\n\u003cp>Recruiting and retaining Black teachers is an important part of the Oakland Unified three-year strategic plan, said Sarah Glasband, director of recruitment and retention for the district. To achieve its goals, the district has launched several partnerships that make an apprenticeship program, and a residency program that includes a housing subsidy, possible. A partnership with the Black Teacher Project, a nonprofit advocacy organization, offers affinity groups, workshops and seminars to support the district’s Black teachers.\u003c/p>\n\u003cp>The district also has a Classified School Employee Program funded by the state and a new high school program to train future teachers. District pathway programs have an average attrition rate of less than 10%, Glasband said.\u003c/p>\n\u003cp>This year, 21.3% of the district’s K–12 teachers are Black, compared with 20.3% of their student population, according to district data. Oakland Unified had a retention rate of about 85% for Black teachers between 2019 and 2023.\u003c/p>\n\u003ch2>Better pay, a path to leadership will help teachers stay\u003c/h2>\n\u003cp>Black teachers interviewed by EdSource and researchers say that to keep them in the classroom, more needs to be done to make teacher preparation affordable, improve pay and benefits, and ensure they are treated with respect, supported and given opportunities to lead.\u003c/p>\n\u003cp>\u003ca href=\"https://blackeducatorsadvocate.org/reports\">The Black Educator Advocates Network\u003c/a> came up with five recommendations after surveying 128 former and current Black teachers in California about what it would take to keep them in the classroom:\u003c/p>\n\u003cul>\n\u003cli>Hire more Black educators and staff.\u003c/li>\n\u003cli>Build an anti-racist, culturally responsive and inclusive school environment.\u003c/li>\n\u003cli>Create safe spaces for Black educators and students to come together.\u003c/li>\n\u003cli>Provide and require culturally responsive training for all staff.\u003c/li>\n\u003cli>Recognize, provide leadership opportunities and include Black educators in decision making.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers interviewed by EdSource said paying teachers more also would make it easier for them to stay.\u003c/p>\n\u003cp>“I don’t want to say that it’s the pay that’s going to get more Black teachers,” Brooke Sims, a Stockton teacher, told EdSource. “But you get better pay, you get better health care.”\u003c/p>\n\u003cp>The average teacher salary in the state is $88,508, with the average starting pay at $51,600, according to the 2023 National Education Association report, “\u003ca href=\"https://www.nea.org/resource-library/educator-pay-and-student-spending-how-does-your-state-rank\">State of Educator Pay in America\u003c/a>.” California’s minimum living wage was $54,070 last year, according to the report.\u003c/p>\n\u003cp>State efforts, such as an \u003ca href=\"https://www.cde.ca.gov/pd/ps/nbptsprogramfaq.asp\">initiative\u003c/a> that pays teachers $5,000 annually for five years after they earn National Board Certification, will help with pay parity across school districts, Bristol said. Teachers prove through assessments and a portfolio that they meet the National Board for Professional Teaching Standards. To be eligible for the grant, teachers must work at least half of their time in a high-needs school. Teachers who qualify are also given $2,500 to cover the cost of certification.\u003c/p>\n\u003cp>This incentive will help teachers continue their education and improve their practice, said Los Angeles teacher Petrina Miller. “It’s awesome,” she said.\u003c/p>\n\u003ch2>Teacher candidates must be actively recruited\u003c/h2>\n\u003cp>Many Black college students have not considered a teaching career because they have never had a Black teacher, said Preston Jackson, who teaches physical education at California Middle School in Sacramento. Those who consider a teaching career are often deterred by the cost of teacher preparation, taking required tests and unpaid student teaching.\u003c/p>\n\u003cp>“In order to increase the number of Black teachers in schools, it has to become deliberate,” Jackson said. “You have to actively recruit and actively seek them out to bring them into the profession.”\u003c/p>\n\u003cp>Since starting in 2005, Jackson has been one of only a handful of Black teachers at his school.\u003c/p>\n\u003cp>“And for almost every single one of my kids, I’m the first Black teacher they’ve ever had,” said Jackson. “… And for some of them, I’m the first one they’ve ever seen.”\u003c/p>\n\u003ch2>Mentors are needed to help retain new teachers\u003c/h2>\n\u003cp>Mentor teachers are the key ingredient to helping new Black educators transition successfully into teaching, according to teachers interviewed by EdSource. Alicia Simba says she could have taken a job for $25,000 more annually in a Bay Area district with few Black teachers or students, but opted to take a lower salary to work in Oakland Unified.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_61254","hero":"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/03/mg_5379_slide-e0fcdc0a61cb5bc22b69be662b738acd7609a685-1020x680.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But like many young teachers, Simba knew she wanted mentors to help her navigate her first years in the classroom. She works alongside Black teachers in Oakland Unified who have more than 20 years of teaching experience. One of her mentor teachers shared her experience of teaching on the day that Martin Luther King Jr. was shot. Other teachers told her about teaching in the 1980s during the crack cocaine epidemic.\u003c/p>\n\u003cp>“It really helps dispel some of the sort of narratives that I hear, which is that being a teacher is completely unsustainable,” Simba said. “Like, there’s no way that anyone could ever be a teacher long term, which are things that, you know, I’ve heard my friends say, and I’ve thought it myself.”\u003c/p>\n\u003cp>The most obvious way to retain Black teachers would be to make sure they are treated the same as non-Black teachers, said Brenda Walker, a Black teacher and president of the Associated Chino Teachers.\u003c/p>\n\u003cp>“If you are a district administrator, site administrator, site or colleague, parent or student, my bachelor’s degree, master’s degree, and my special education credential are just as valuable and carry as much weight, and are as respected as any other educator,” she said.\u003c/p>\n\u003cp>“However, it’s just as critical for all those groups to acknowledge and respect the unique cultural experience I bring to the table and acknowledge and respect that I’m a proud product of my ancestral history.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2024/state-school-districts-try-to-recruit-and-retain-black-teachers-heres-whats-keeping-them-away/708715\">This story originally appeared in EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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/11981919/california-local-districts-try-to-recruit-and-retain-more-black-teachers-is-it-working","authors":["byline_news_11981919"],"categories":["news_18540","news_8"],"tags":["news_26850","news_20013","news_18434","news_23313"],"affiliates":["news_33681"],"featImg":"news_11981922","label":"source_news_11981919"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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