San Francisco School DistrictSan Francisco School District
SF Teachers Occupy District Headquarters Overnight to Protest Missed Paychecks and Payroll Glitches
How the San Francisco School Lottery Works, And How It Doesn't
San Francisco Schools Aim for a Zero Carbon Footprint by 2040
What Can San Francisco Learn About School Diversity From Other Cities?
San Francisco Allows Special Needs Students to Choose Their School
SF School District Announces Contract with Union
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He co-founded the \u003ca href=\"https://projects.scpr.org/california-reporting-project/\">California Reporting Project\u003c/a> in 2019 to obtain and report on previously confidential police internal investigations. The effort produced well over 100 original stories and changed the course of multiple criminal cases.\r\n\r\nHis work has been recognized with numerous journalism awards, including a national Edward R. Murrow award for several years of \u003ca href=\"https://www.kqed.org/news/11688481/sfpd-officers-in-mario-woods-case-recount-shooting-in-newly-filed-depositions\">reporting\u003c/a> on the San Francisco Police shooting of Mario Woods. 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She loves writing stories about climate change, environmental issues, food and agriculture. She's reported across the country, from Colorado to Washington D.C. to Illinois, and has won numerous awards for her coverage. Her work is regularly featured on national broadcasts, including NPR’s Morning Edition, All Things Considered, PBS Newshour and Science Friday. She lives in Oakland and has an avocado tree in her back yard.","avatar":"https://secure.gravatar.com/avatar/bcf89e3455ff7235f96ab6fa7258dd95?s=600&d=blank&r=g","twitter":"DanaHCronin","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["editor"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Dana Cronin | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/bcf89e3455ff7235f96ab6fa7258dd95?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/bcf89e3455ff7235f96ab6fa7258dd95?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dcronin"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"news","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"news_11908196":{"type":"posts","id":"news_11908196","meta":{"index":"posts_1591205157","site":"news","id":"11908196","score":null,"sort":[1647314504000]},"guestAuthors":[],"slug":"sfusd-teachers-protest-missed-paychecks-and-payroll-glitches-at-headquarters-overnight-sfusd","title":"SF Teachers Occupy District Headquarters Overnight to Protest Missed Paychecks and Payroll Glitches","publishDate":1647314504,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>About 20 San Francisco Unified School District teachers and staff camped out with sleeping bags in district offices Monday night, demanding administrators fix payroll system glitches that have caused major paycheck delays for hundreds of educators.\u003c/p>\n\u003cp>“We have exhausted our patience,” said Cassondra Curiel, president of the United Educators of San Francisco, the union representing district teachers. “Folks like to say teachers are heroes and angels. We are people. We are parents. We are renters. We are roommates and we are workers. We are professionals. And we must be paid.”\u003c/p>\n\u003cfigure id=\"attachment_11908199\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11908199 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022.jpg\" alt=\"UESF President Cassondra Curiel brings a box of complaints to SFUSD Superintendent Vincent Matthews\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">United Educators of San Francisco President Cassondra Curiel with a box of complaint letters, which she delivered to SFUSD Superintendent Vincent Matthews, on March 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Following a larger rally outside the district's Franklin Street headquarters, Curiel led the small group into the building and delivered a box of letters from teachers to Superintendent Vincent Matthews, excoriating the district's handling of the payroll issue.\u003c/p>\n\u003cp>As many as 1,500 educators in the San Francisco school district \u003ca href=\"https://www.kqed.org/news/11907979/sf-school-district-apologizes-for-not-paying-underpaying-hundreds-of-teachers-but-the-problem-persists\">may not have received their full paychecks\u003c/a> or haven’t been paid at all over the last month, according to the union, which represents some 6,500 educators. The problem stems from the district switching to a new accounting system, but may also speak to deeper troubles in its finance department.\u003c/p>\n\u003cfigure id=\"attachment_11908251\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg\">\u003cimg class=\"size-full wp-image-11908251\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg\" alt=\"Several people put down sleeping bags on the floor of an office.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco teachers lay out sleeping bags on the floor of the district's headquarters on March 14, 2022, to protest a botched payroll system that left many staff underpaid. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The turmoil comes as the district and school board leadership are under intense scrutiny for their inability to successfully manage finances.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Inside district headquarters Monday evening, Matthews spoke with the teacher delegation for roughly 20 minutes, repeatedly apologizing for the disastrous rollout of the new payroll system.\u003c/p>\n\u003cp>https://twitter.com/SFNewsReporter/status/1503529093052067841\u003c/p>\n\u003cp>“We have failed you,” Matthews said. “There is no way that any of you should have had to come down here with sleeping bags to say, ‘Pay us.’ That just shouldn’t happen.”\u003c/p>\n\u003cp>Matthews said district Chief Technology Officer Melissa Dodd is now overseeing the new payroll system, replacing Deputy Superintendent Myong Leigh, who had been leading the rollout effort.\u003c/p>\n\u003cfigure id=\"attachment_11908272\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg\">\u003cimg class=\"size-full wp-image-11908272\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg\" alt=\"A man in with a face mask talks to a small group of people.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD Superintendent Vincent Matthews apologizes to teachers at district headquarters on March 14, 2022, during a protest over payroll glitches, that left hundreds of staff without full compensation. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And he has quadrupled the number of staff in the payroll department, from five to 20, he said.\u003c/p>\n\u003cp>The district’s top priority now is issuing back pay to teachers, he added, promising a full accounting of what went wrong.\u003c/p>\n\u003cp>“The answer to that question will lead to much more accountability and people being held accountable,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11908252\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg\">\u003cimg class=\"size-full wp-image-11908252\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg\" alt=\"Protestors hold signs on a street, demanding payment.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco teachers and their supporters gather in front of district headquarters on March 14, 2022, to protest the district's mismanaged payroll system. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that mea culpa is unlikely to appease the union, which has threatened a class-action lawsuit against the district.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You can't take an apology to the bank,” said Stewart Weinberg, an attorney for the union.\u003c/p>\n\n","blocks":[],"excerpt":"Hundreds of San Francisco teachers have not received their full paychecks or haven't been paid at all over the last month due to major glitches in the district's new payroll system.","status":"publish","parent":0,"modified":1665014581,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":541},"headData":{"title":"SF Teachers Occupy District Headquarters Overnight to Protest Missed Paychecks and Payroll Glitches | KQED","description":"Hundreds of San Francisco teachers have not received their full paychecks or haven't been paid at all over the last month due to major glitches in the district's new payroll system.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11908196 https://ww2.kqed.org/news/?p=11908196","disqusUrl":"https://ww2.kqed.org/news/2022/03/14/sfusd-teachers-protest-missed-paychecks-and-payroll-glitches-at-headquarters-overnight-sfusd/","disqusTitle":"SF Teachers Occupy District Headquarters Overnight to Protest Missed Paychecks and Payroll Glitches","WpOldSlug":"sfusd-teachers-protest-missed-paychecks-and-payroll-glitches-at-headquarters-overnight","excludeFromSiteSearch":"Include","path":"/news/11908196/sfusd-teachers-protest-missed-paychecks-and-payroll-glitches-at-headquarters-overnight-sfusd","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>About 20 San Francisco Unified School District teachers and staff camped out with sleeping bags in district offices Monday night, demanding administrators fix payroll system glitches that have caused major paycheck delays for hundreds of educators.\u003c/p>\n\u003cp>“We have exhausted our patience,” said Cassondra Curiel, president of the United Educators of San Francisco, the union representing district teachers. “Folks like to say teachers are heroes and angels. We are people. We are parents. We are renters. We are roommates and we are workers. We are professionals. And we must be paid.”\u003c/p>\n\u003cfigure id=\"attachment_11908199\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11908199 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022.jpg\" alt=\"UESF President Cassondra Curiel brings a box of complaints to SFUSD Superintendent Vincent Matthews\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/025_KQED_SFUSDProtest_03142022-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">United Educators of San Francisco President Cassondra Curiel with a box of complaint letters, which she delivered to SFUSD Superintendent Vincent Matthews, on March 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Following a larger rally outside the district's Franklin Street headquarters, Curiel led the small group into the building and delivered a box of letters from teachers to Superintendent Vincent Matthews, excoriating the district's handling of the payroll issue.\u003c/p>\n\u003cp>As many as 1,500 educators in the San Francisco school district \u003ca href=\"https://www.kqed.org/news/11907979/sf-school-district-apologizes-for-not-paying-underpaying-hundreds-of-teachers-but-the-problem-persists\">may not have received their full paychecks\u003c/a> or haven’t been paid at all over the last month, according to the union, which represents some 6,500 educators. The problem stems from the district switching to a new accounting system, but may also speak to deeper troubles in its finance department.\u003c/p>\n\u003cfigure id=\"attachment_11908251\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg\">\u003cimg class=\"size-full wp-image-11908251\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg\" alt=\"Several people put down sleeping bags on the floor of an office.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54339_034_KQED_SFUSDProtest_03142022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco teachers lay out sleeping bags on the floor of the district's headquarters on March 14, 2022, to protest a botched payroll system that left many staff underpaid. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The turmoil comes as the district and school board leadership are under intense scrutiny for their inability to successfully manage finances.\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>Inside district headquarters Monday evening, Matthews spoke with the teacher delegation for roughly 20 minutes, repeatedly apologizing for the disastrous rollout of the new payroll system.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1503529093052067841"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“We have failed you,” Matthews said. “There is no way that any of you should have had to come down here with sleeping bags to say, ‘Pay us.’ That just shouldn’t happen.”\u003c/p>\n\u003cp>Matthews said district Chief Technology Officer Melissa Dodd is now overseeing the new payroll system, replacing Deputy Superintendent Myong Leigh, who had been leading the rollout effort.\u003c/p>\n\u003cfigure id=\"attachment_11908272\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg\">\u003cimg class=\"size-full wp-image-11908272\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg\" alt=\"A man in with a face mask talks to a small group of people.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/039_KQED_SFUSDProtest_03142022-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD Superintendent Vincent Matthews apologizes to teachers at district headquarters on March 14, 2022, during a protest over payroll glitches, that left hundreds of staff without full compensation. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And he has quadrupled the number of staff in the payroll department, from five to 20, he said.\u003c/p>\n\u003cp>The district’s top priority now is issuing back pay to teachers, he added, promising a full accounting of what went wrong.\u003c/p>\n\u003cp>“The answer to that question will lead to much more accountability and people being held accountable,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11908252\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg\">\u003cimg class=\"size-full wp-image-11908252\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg\" alt=\"Protestors hold signs on a street, demanding payment.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/RS54313_001_KQED_SFUSDProtest_03142022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco teachers and their supporters gather in front of district headquarters on March 14, 2022, to protest the district's mismanaged payroll system. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But that mea culpa is unlikely to appease the union, which has threatened a class-action lawsuit against the district.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You can't take an apology to the bank,” said Stewart Weinberg, an attorney for the union.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11908196/sfusd-teachers-protest-missed-paychecks-and-payroll-glitches-at-headquarters-overnight-sfusd","authors":["3206"],"categories":["news_8"],"tags":["news_5239","news_19542","news_29720","news_27626","news_2876","news_1290"],"featImg":"news_11908253","label":"news"},"news_11641238":{"type":"posts","id":"news_11641238","meta":{"index":"posts_1591205157","site":"news","id":"11641238","score":null,"sort":[1515668428000]},"guestAuthors":[],"slug":"how-the-san-francisco-school-lottery-works-and-how-it-doesnt-2","title":"How the San Francisco School Lottery Works, And How It Doesn't","publishDate":1515668428,"format":"audio","headTitle":"How the San Francisco School Lottery Works, And How It Doesn’t | KQED","labelTerm":{},"content":"\u003cp>\u003cem>Update: On Sept. 25, 2018, three school board members brought forward a resolution calling for the \u003ca href=\"https://www.kqed.org/news/11693522/two-s-f-school-board-commissioners-to-introduce-resolution-ending-lottery-system\" rel=\"noopener\" target=\"_blank\">end of the current student assignment system\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[dropcap]L[/dropcap]aurel Gaddie and Lamont Lucas try to conduct life as locally as possible. They live in San Francisco’s Duboce Triangle and don’t own a car. They shop locally and walk, bike or ride public transportation when they need to get around. So when it came to finding a kindergarten for their son, Kelvin, local was a priority.\u003c/p>\n\u003cp>[baycuriousbug]\u003c/p>\n\u003cp>“Proximity was the most important thing and diversity was a close second,” Gaddie said. “We wanted our kids to meet kids from different communities. And third, we were hoping for a Spanish-immersion program.”\u003c/p>\n\u003cp>The schools that fit those criteria weren’t the most popular ones in San Francisco, so Gaddie felt pretty confident that she’d get something she wanted. But, to make sure, she took \u003ca href=\"http://www.sfkfiles.com/2014/11/what-are-your-best-sf-school-enrollment.html\" target=\"_blank\" rel=\"noopener\">some advice\u003c/a> about how to list her choices.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>By The Numbers\u003c/h2>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter wp-image-11641324\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png\" alt=\"\" width=\"350\" height=\"223\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-800x510.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-240x153.png 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-375x239.png 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-520x331.png 520w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM.png 863w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/p>\n\u003cp>We analyzed 2017-2018 kindergarten assignment data to see how common parental tactics play out. \u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">See what we found.\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>“We read a lot on the internet about how to game the system, this famous San Francisco lottery system,” Gaddie said. “And we kind of crafted our first lottery list around that. We listed 17 different schools, only a handful of which we really wanted.”\u003c/p>\n\u003cp>The first-round assignment offers came out in March. “We were shocked to find we were assigned to something that was not on our list and not in our neighborhood,” Gaddie said.\u003c/p>\n\u003cp>This is the nightmare of many San Francisco families looking to enroll their children in public school. For many, San Francisco Unified School District’s (SFUSD) \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/application-process.html\" target=\"_blank\" rel=\"noopener\">student assignment system\u003c/a> — called the lottery by many — is a mixture of overwhelming, stressful and baffling.\u003c/p>\n\u003cp>In many places around the country, where a child lives determines where he or she goes to school. San Francisco doesn’t do that because of segregated housing patterns. Creating diverse schools is a district goal.\u003c/p>\n\u003cp>“Your opportunity to go to a school shouldn’t be determined by your home address, just like your opportunity to go to a library or a public park shouldn’t be determined by your home address,” said Orla O’Keeffe, chief of policy and operations for SFUSD.\u003c/p>\n\u003cfigure id=\"attachment_11641272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-large wp-image-11641272\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">McKinley Elementary is in Laurel Gaddie’s neighborhood and was on her list, but her son didn’t receive any of their choices in the first round of the San Francisco school lottery. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The lottery as we know it today is the product of \u003ca href=\"http://sfpublicpress.org/news/2015-02/as-courts-flip-flopped-on-school-integration-diversity-has-remained-elusive\" target=\"_blank\" rel=\"noopener\">more than 40 years of trying to solve the problem\u003c/a> of segregated schools. In the 1970s, SFUSD tried bussing kids from one neighborhood to another, but parents hated that and many left the district altogether. Next the district tried a combination of parental choice and racial quotas, trying to find a balance between the autonomy parents craved and integration. But race-based admissions were \u003ca href=\"http://www.nytimes.com/1999/02/16/us/lawsuit-could-decide-future-desegregation-efforts-san-francisco-schools.html\" target=\"_blank\" rel=\"noopener\">challenged in court\u003c/a> and the district had to drop the quota system altogether.\u003c/p>\n\u003cp>The current lottery system tries to balance parental choice with the district’s goals of integrated schools. It puts the onus of \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-find-a-school.html\" target=\"_blank\" rel=\"noopener\">researching and visiting schools \u003c/a>on parents, who then list their choices and submit an application to the district office in person. The district prepares student files and puts them into an algorithm programmed to \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/apply-for-elementary-school.html\" target=\"_blank\" rel=\"noopener\">give priority to a few select groups\u003c/a>.\u003c/p>\n\u003ch3>How it works\u003c/h3>\n\u003cp>The algorithm randomly selects a school and then looks at all the students who listed that school as a choice anywhere on their list and puts them in a pool together. The computer then fills the available spots at the school based on tiebreakers. The tiebreakers are:\u003c/p>\n\u003col>\n\u003cli>Sibling preference — if the student already has a sibling at the school.\u003c/li>\n\u003cli>\u003ca href=\"http://enrollinschool.org/lookup/\" target=\"_blank\" rel=\"noopener\">Census Tract Integration Preference\u003c/a> (CTIP) — kids who live in parts of the city with the worst test scores.\u003c/li>\n\u003cli>Attendance area — kids who live in the designated attendance area for that school.\u003c/li>\n\u003c/ol>\n\u003cp>If there are more spots at the school after all the kids with tiebreakers have been placed, the algorithm fills the remainder randomly from the pool of people who requested it.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>This same process happens for every school until the only schools with open spots are ones that none of the remaining unassigned children listed. At this point in the process, some kids might have been tentatively assigned to more than one school because they had strong tiebreakers. This is when the algorithm takes into account where a school was ranked on the student’s list. It drops the child from every school except the highest-ranked choice. Now there are open spots again, which the algorithm fills from the group of kids who have not been assigned any school yet.\u003c/p>\n\u003cp>At this point, the district built in something called a “swapping mechanism” on the advice of some economists who said it would help prevent parents from trying to “game the system.” During the swapping phase, the algorithm sees if there are any two children who could both be happier if they trade their spots. The district says the \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/enroll/files/Presentation_Dec_7_2017_reduced_size.pdf\" target=\"_blank\" rel=\"noopener\">swapping mechanism affected 10 percent of Round 1 kindergarten\u003c/a> offers in the 2017-18 school year.\u003c/p>\n\u003cp>After all that, there are still some unlucky kids who haven’t been assigned to a school. They didn’t get any of their choices, so the district places them in a school with open spots based on proximity to their home address.\u003c/p>\n\u003cp>The district sends the first-round assignments in March, at which point parents can either decide to enroll in the school they received or enter the second round of the lottery. People who miss the deadline can also enter in the second round, but the number of options is smaller because some portion of families took their first-round offer.\u003c/p>\n\u003cp>If parents still don’t get a school they are happy with after the second round, they can put their child on the waitlist for one school, in case a child enrolled there leaves. Some kids do get into their first-choice school at the last minute this way. If a child receives an offer off the waitlist, she has to take it, even if she’s already happy at a different school.\u003c/p>\n\u003ch3>How do parents feel about it?\u003c/h3>\n\u003cp>Some parents feel this lottery system is \u003ca href=\"https://ww2.kqed.org/news/2015/03/17/anxious-parents-try-to-game-system-in-san-francisco-school-lottery/\" target=\"_blank\" rel=\"noopener\">overly complicated and stressful \u003c/a>to families, but for others, CTIP is the only way that their children can access better schools. Raquel Knighten lives in the Bayview, but sends her kids to Rooftop, a highly coveted school on Twin Peaks. Her two kids ride a school bus to get there every day.\u003c/p>\n\u003cp>Knighten wishes the schools in her neighborhood were better, so that she didn’t feel forced to send her kids far away. She’d like the luxury other parents seem to have, choosing schools based on language programs or a focus on the arts. She’s just glad her kids aren’t going to an underperforming school.\u003c/p>\n\u003cp>“There’s a lot of anxiety, but I think overall, it’s a much better feeling than, ‘Your child has to go to this school.’ And you have no options,” Knighten said. She’s frustrated with parents who complain about the lottery without considering what that choice means to other families.\u003c/p>\n\u003cp>“I think a lot of parents are selfish,” Knighten said. “They only think about things and worry about stuff when it applies to their children. And they don’t care how it affects other people’s children. I think overall as parents we should be concerned about every child getting an adequate education because every generation goes to the future.”\u003c/p>\n\u003cp>She’s glad the school district makes an effort to prioritize diversity at its schools.\u003c/p>\n\u003cp>[baycuriouspodcastinfo]\u003c/p>\n\u003cp>“I just think we have to teach each other to be more accepting, and you can’t do that if you’re not around people who don’t look like you,” she said.\u003c/p>\n\u003cp>Knighten chose Rooftop because she had heard from other parents that it was one of the best schools in the city. But parents are making very individual choices about where to send their kids based on geography, work schedules, after-school programming, start times, language programs and more.\u003c/p>\n\u003cp>Heather Dobbins missed the first-round deadline when her son, Keegan, was applying to kindergarten. Keegan was assigned a school Dobbins didn’t want, so she put him in private school. That didn’t work out and Dobbins ended up home-schooling her son for several months. She entered the public school lottery again for first grade and got the same school — Cobb Elementary. This time she gave it a chance and her son loves it.\u003c/p>\n\u003cp>“Now we know, look for the schools that have what you need, rather than the top 10 schools on everybody’s list,” Dobbins. She admits in her initial kindergarten search she was close-minded about what a “good” school looks like, but her experience at Cobb has taught her that lots of schools can offer a good fit. But she hasn’t changed her mind about one thing — she still hates the lottery system.\u003c/p>\n\u003cp>“It’s a burden on every parent, and I’m amazed that more kids don’t go unenrolled,” Dobbins said.\u003c/p>\n\u003cp>Other parents had a variety of opinions about the lottery. Some didn’t think it was that big a deal — just turn the forms in on time. Others, similar to Raquel Knighten, know that where they live gives them a preference in the lottery, and were weighing choices carefully.\u003c/p>\n\u003cp>Mink Lincoln-Price has been very worried about how her African-American sons will fare in school. She’s watches the news and sees the reports about how schools are failing black boys. When she visits schools, she’s looking to make sure the leadership understands that this achievement gap is a problem. She wants to hear that principals are actively addressing implicit bias on campus.\u003c/p>\n\u003cp>“For me it’s really about the academics,” Lincoln-Price said. “Of course I would like them to go to a school where they could have friends that look like them, but of course you can make friends with anybody. Because honestly if they do go to a school with a majority of the kids that look like them, most likely there won’t be any money at that school.”\u003c/p>\n\u003cfigure id=\"attachment_11641267\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11641267 size-large\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Mink Lincoln-Price has been visiting schools to find out how principals plan to address the \u003ca href=\"http://www.sfexaminer.com/black-student-achievement-focus-sfusd-superintendents-first-three-months-office/\" target=\"_blank\" rel=\"noopener\">achievement gap for black boys\u003c/a>. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sadly, she’s right. All schools get state funding based on the number of students enrolled, so schools with fewer students get less money. Of course, it’s not as simple as that. California’s \u003ca href=\"https://ww2.kqed.org/news/2017/02/08/will-new-funding-formula-move-schools-towards-education-equity/\" target=\"_blank\" rel=\"noopener\">funding formula\u003c/a> portions out more money for schools that serve low-income children, English language learners, and foster kids. But at schools with wealthier parents, it’s not uncommon for the Parent Teacher Association (PTA) to \u003ca href=\"http://sfpublicpress.org/news/2014-02/how-budget-cuts-and-PTA-fundraising-undermined-equity-in-san-francisco-public-schools\" target=\"_blank\" rel=\"noopener\">raise hundreds of thousands of dollars\u003c/a> to support the school.\u003c/p>\n\u003ch3>Is the lottery making schools more diverse?\u003c/h3>\n\u003cp>Despite the district’s attempt to give families living in parts of the city with low test scores a preference in the school lottery, parents’ choices seem to be patterned. That could be due to the logistics of getting a child to school, but it also could be a sign some parents lack information about the various options around the city. The district makes an attempt to reach out widely with information and nonprofit groups do as well, but often parents get information from one another.\u003c/p>\n\u003cp>Bilingual and Spanish-immersion programs often draw Latino families who want to be able to help their kids with homework and be able to confer with the teacher. Many parents want a school that’s close to home in case there are emergencies. And few elementary school parents are eager to put their 5-year-olds on Muni buses to attend school across town. The \u003ca href=\"http://www.sfusd.edu/en/transportation/school-bus-schedules.html\" target=\"_blank\" rel=\"noopener\">district runs several buses\u003c/a> on routes designed to give students more access, but seats are limited.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">KQED’s analysis of 2017-2018 kindergarten assignment data \u003c/a>shows that almost 60 percent of students attend a school out of their ZIP code — so there’s a lot of moving around. But those numbers varied greatly by geography. For example, 75 percent of kids living in the Outer Richmond stayed there for school, while 87 percent of kids in the Bayview left their ZIP code. And even when students leave their ZIP code, they may not be going far.\u003c/p>\n\u003cp>“They’re not all going across town,” said O’Keeffe. “In many cases it’s just kind of the next few neighborhoods that they’re going to school to, like the Excelsior, or Vis Valley, the Mission, stuff like that.”\u003c/p>\n\u003cp>Ultimately, although San Francisco’s choice system does give some kids a way out of their neighborhoods, it isn’t doing a great job of desegregating the district’s schools overall. Choice patterns are just as segregated as housing patterns.\u003c/p>\n\u003cp>“Choice is complex and it is time-consuming and it does create angst and it’s not currently creating diversity,” O’Keeffe said. “I do think, though, that student assignment alone will never solve for this.”\u003c/p>\n\u003cp>Still, she says the district is committed to trying. The school board is considering a number of changes to the student assignment process, including doing away with the swapping mechanism.\u003c/p>\n\u003cp>“We’re concerned that it’s complicated and difficult to understand and that it encourages families to list schools they don’t want as a strategy to get a choice,” O’Keeffe said.\u003c/p>\n\u003cp>A choice system like this one benefits parents who have the time and wherewithal to seek out information, and the ability to have their children attend the schools they like, even if it’s a difficult commute. O’Keeffe knows this, but says there’s no easy solution.\u003c/p>\n\u003cp>“If you’ve got choice patterns that are racially isolated, how can choice solve it? And if you’ve got residential patterns that are racially isolated, how can neighborhoods solve it?” she asked.\u003c/p>\n\u003cp>[baycuriousquestion]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"San Francisco's complicated school lottery system offers opportunity that isn't always realized.","status":"publish","parent":0,"modified":1700597274,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":true,"hasPolis":false,"paragraphCount":50,"wordCount":2494},"headData":{"title":"How the San Francisco School Lottery Works, And How It Doesn't | KQED","description":"San Francisco's complicated school lottery system offers opportunity that isn't always realized.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"Bay Curious","audioUrl":"https://www.kqed.org/.stream/anon/radio/bay-curious/2018/01/sf-school-lottery.mp3","audioTrackLength":678,"path":"/news/11641238/how-the-san-francisco-school-lottery-works-and-how-it-doesnt-2","audioDuration":694000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Update: On Sept. 25, 2018, three school board members brought forward a resolution calling for the \u003ca href=\"https://www.kqed.org/news/11693522/two-s-f-school-board-commissioners-to-introduce-resolution-ending-lottery-system\" rel=\"noopener\" target=\"_blank\">end of the current student assignment system\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class=\"utils-parseShortcode-shortcodes-__dropcapShortcode__dropcap\">L\u003c/span>\u003c/p>\u003cp>aurel Gaddie and Lamont Lucas try to conduct life as locally as possible. They live in San Francisco’s Duboce Triangle and don’t own a car. They shop locally and walk, bike or ride public transportation when they need to get around. So when it came to finding a kindergarten for their son, Kelvin, local was a priority.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" />\n What do you wonder about the Bay Area, its culture or people that you want KQED to investigate?\n \u003ca href=\"/news/series/baycurious\">Ask Bay Curious.\u003c/a>\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Proximity was the most important thing and diversity was a close second,” Gaddie said. “We wanted our kids to meet kids from different communities. And third, we were hoping for a Spanish-immersion program.”\u003c/p>\n\u003cp>The schools that fit those criteria weren’t the most popular ones in San Francisco, so Gaddie felt pretty confident that she’d get something she wanted. But, to make sure, she took \u003ca href=\"http://www.sfkfiles.com/2014/11/what-are-your-best-sf-school-enrollment.html\" target=\"_blank\" rel=\"noopener\">some advice\u003c/a> about how to list her choices.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch2>By The Numbers\u003c/h2>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter wp-image-11641324\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png\" alt=\"\" width=\"350\" height=\"223\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-160x102.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-800x510.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-240x153.png 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-375x239.png 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM-520x331.png 520w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Screen-Shot-2018-01-10-at-2.28.51-PM.png 863w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/p>\n\u003cp>We analyzed 2017-2018 kindergarten assignment data to see how common parental tactics play out. \u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">See what we found.\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>“We read a lot on the internet about how to game the system, this famous San Francisco lottery system,” Gaddie said. “And we kind of crafted our first lottery list around that. We listed 17 different schools, only a handful of which we really wanted.”\u003c/p>\n\u003cp>The first-round assignment offers came out in March. “We were shocked to find we were assigned to something that was not on our list and not in our neighborhood,” Gaddie said.\u003c/p>\n\u003cp>This is the nightmare of many San Francisco families looking to enroll their children in public school. For many, San Francisco Unified School District’s (SFUSD) \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/application-process.html\" target=\"_blank\" rel=\"noopener\">student assignment system\u003c/a> — called the lottery by many — is a mixture of overwhelming, stressful and baffling.\u003c/p>\n\u003cp>In many places around the country, where a child lives determines where he or she goes to school. San Francisco doesn’t do that because of segregated housing patterns. Creating diverse schools is a district goal.\u003c/p>\n\u003cp>“Your opportunity to go to a school shouldn’t be determined by your home address, just like your opportunity to go to a library or a public park shouldn’t be determined by your home address,” said Orla O’Keeffe, chief of policy and operations for SFUSD.\u003c/p>\n\u003cfigure id=\"attachment_11641272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-large wp-image-11641272\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/McKinley-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/McKinley-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">McKinley Elementary is in Laurel Gaddie’s neighborhood and was on her list, but her son didn’t receive any of their choices in the first round of the San Francisco school lottery. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The lottery as we know it today is the product of \u003ca href=\"http://sfpublicpress.org/news/2015-02/as-courts-flip-flopped-on-school-integration-diversity-has-remained-elusive\" target=\"_blank\" rel=\"noopener\">more than 40 years of trying to solve the problem\u003c/a> of segregated schools. In the 1970s, SFUSD tried bussing kids from one neighborhood to another, but parents hated that and many left the district altogether. Next the district tried a combination of parental choice and racial quotas, trying to find a balance between the autonomy parents craved and integration. But race-based admissions were \u003ca href=\"http://www.nytimes.com/1999/02/16/us/lawsuit-could-decide-future-desegregation-efforts-san-francisco-schools.html\" target=\"_blank\" rel=\"noopener\">challenged in court\u003c/a> and the district had to drop the quota system altogether.\u003c/p>\n\u003cp>The current lottery system tries to balance parental choice with the district’s goals of integrated schools. It puts the onus of \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-find-a-school.html\" target=\"_blank\" rel=\"noopener\">researching and visiting schools \u003c/a>on parents, who then list their choices and submit an application to the district office in person. The district prepares student files and puts them into an algorithm programmed to \u003ca href=\"http://www.sfusd.edu/en/enroll-in-sfusd-schools/how-to-apply-for-school/apply-for-elementary-school.html\" target=\"_blank\" rel=\"noopener\">give priority to a few select groups\u003c/a>.\u003c/p>\n\u003ch3>How it works\u003c/h3>\n\u003cp>The algorithm randomly selects a school and then looks at all the students who listed that school as a choice anywhere on their list and puts them in a pool together. The computer then fills the available spots at the school based on tiebreakers. The tiebreakers are:\u003c/p>\n\u003col>\n\u003cli>Sibling preference — if the student already has a sibling at the school.\u003c/li>\n\u003cli>\u003ca href=\"http://enrollinschool.org/lookup/\" target=\"_blank\" rel=\"noopener\">Census Tract Integration Preference\u003c/a> (CTIP) — kids who live in parts of the city with the worst test scores.\u003c/li>\n\u003cli>Attendance area — kids who live in the designated attendance area for that school.\u003c/li>\n\u003c/ol>\n\u003cp>If there are more spots at the school after all the kids with tiebreakers have been placed, the algorithm fills the remainder randomly from the pool of people who requested it.\u003c/p>\n\u003caside class=\"alignright\">\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/01/Podcast-e1515628002599.jpg\" alt=\"\">\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of the \u003cstrong>\u003cem>MindShift Podcast\u003c/em>\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>This same process happens for every school until the only schools with open spots are ones that none of the remaining unassigned children listed. At this point in the process, some kids might have been tentatively assigned to more than one school because they had strong tiebreakers. This is when the algorithm takes into account where a school was ranked on the student’s list. It drops the child from every school except the highest-ranked choice. Now there are open spots again, which the algorithm fills from the group of kids who have not been assigned any school yet.\u003c/p>\n\u003cp>At this point, the district built in something called a “swapping mechanism” on the advice of some economists who said it would help prevent parents from trying to “game the system.” During the swapping phase, the algorithm sees if there are any two children who could both be happier if they trade their spots. The district says the \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/enroll/files/Presentation_Dec_7_2017_reduced_size.pdf\" target=\"_blank\" rel=\"noopener\">swapping mechanism affected 10 percent of Round 1 kindergarten\u003c/a> offers in the 2017-18 school year.\u003c/p>\n\u003cp>After all that, there are still some unlucky kids who haven’t been assigned to a school. They didn’t get any of their choices, so the district places them in a school with open spots based on proximity to their home address.\u003c/p>\n\u003cp>The district sends the first-round assignments in March, at which point parents can either decide to enroll in the school they received or enter the second round of the lottery. People who miss the deadline can also enter in the second round, but the number of options is smaller because some portion of families took their first-round offer.\u003c/p>\n\u003cp>If parents still don’t get a school they are happy with after the second round, they can put their child on the waitlist for one school, in case a child enrolled there leaves. Some kids do get into their first-choice school at the last minute this way. If a child receives an offer off the waitlist, she has to take it, even if she’s already happy at a different school.\u003c/p>\n\u003ch3>How do parents feel about it?\u003c/h3>\n\u003cp>Some parents feel this lottery system is \u003ca href=\"https://ww2.kqed.org/news/2015/03/17/anxious-parents-try-to-game-system-in-san-francisco-school-lottery/\" target=\"_blank\" rel=\"noopener\">overly complicated and stressful \u003c/a>to families, but for others, CTIP is the only way that their children can access better schools. Raquel Knighten lives in the Bayview, but sends her kids to Rooftop, a highly coveted school on Twin Peaks. Her two kids ride a school bus to get there every day.\u003c/p>\n\u003cp>Knighten wishes the schools in her neighborhood were better, so that she didn’t feel forced to send her kids far away. She’d like the luxury other parents seem to have, choosing schools based on language programs or a focus on the arts. She’s just glad her kids aren’t going to an underperforming school.\u003c/p>\n\u003cp>“There’s a lot of anxiety, but I think overall, it’s a much better feeling than, ‘Your child has to go to this school.’ And you have no options,” Knighten said. She’s frustrated with parents who complain about the lottery without considering what that choice means to other families.\u003c/p>\n\u003cp>“I think a lot of parents are selfish,” Knighten said. “They only think about things and worry about stuff when it applies to their children. And they don’t care how it affects other people’s children. I think overall as parents we should be concerned about every child getting an adequate education because every generation goes to the future.”\u003c/p>\n\u003cp>She’s glad the school district makes an effort to prioritize diversity at its schools.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" />\n \u003ca href=\"/news/series/baycurious\">Bay Curious\u003c/a> is a podcast that answers your questions about the Bay Area.\n Subscribe on \u003ca href=\"https://itunes.apple.com/us/podcast/bay-curious/id1172473406\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"http://www.npr.org/podcasts/500557090/bay-curious\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I just think we have to teach each other to be more accepting, and you can’t do that if you’re not around people who don’t look like you,” she said.\u003c/p>\n\u003cp>Knighten chose Rooftop because she had heard from other parents that it was one of the best schools in the city. But parents are making very individual choices about where to send their kids based on geography, work schedules, after-school programming, start times, language programs and more.\u003c/p>\n\u003cp>Heather Dobbins missed the first-round deadline when her son, Keegan, was applying to kindergarten. Keegan was assigned a school Dobbins didn’t want, so she put him in private school. That didn’t work out and Dobbins ended up home-schooling her son for several months. She entered the public school lottery again for first grade and got the same school — Cobb Elementary. This time she gave it a chance and her son loves it.\u003c/p>\n\u003cp>“Now we know, look for the schools that have what you need, rather than the top 10 schools on everybody’s list,” Dobbins. She admits in her initial kindergarten search she was close-minded about what a “good” school looks like, but her experience at Cobb has taught her that lots of schools can offer a good fit. But she hasn’t changed her mind about one thing — she still hates the lottery system.\u003c/p>\n\u003cp>“It’s a burden on every parent, and I’m amazed that more kids don’t go unenrolled,” Dobbins said.\u003c/p>\n\u003cp>Other parents had a variety of opinions about the lottery. Some didn’t think it was that big a deal — just turn the forms in on time. Others, similar to Raquel Knighten, know that where they live gives them a preference in the lottery, and were weighing choices carefully.\u003c/p>\n\u003cp>Mink Lincoln-Price has been very worried about how her African-American sons will fare in school. She’s watches the news and sees the reports about how schools are failing black boys. When she visits schools, she’s looking to make sure the leadership understands that this achievement gap is a problem. She wants to hear that principals are actively addressing implicit bias on campus.\u003c/p>\n\u003cp>“For me it’s really about the academics,” Lincoln-Price said. “Of course I would like them to go to a school where they could have friends that look like them, but of course you can make friends with anybody. Because honestly if they do go to a school with a majority of the kids that look like them, most likely there won’t be any money at that school.”\u003c/p>\n\u003cfigure id=\"attachment_11641267\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11641267 size-large\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2018/01/Mink-Lincoln-Price-520x293.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Mink Lincoln-Price has been visiting schools to find out how principals plan to address the \u003ca href=\"http://www.sfexaminer.com/black-student-achievement-focus-sfusd-superintendents-first-three-months-office/\" target=\"_blank\" rel=\"noopener\">achievement gap for black boys\u003c/a>. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sadly, she’s right. All schools get state funding based on the number of students enrolled, so schools with fewer students get less money. Of course, it’s not as simple as that. California’s \u003ca href=\"https://ww2.kqed.org/news/2017/02/08/will-new-funding-formula-move-schools-towards-education-equity/\" target=\"_blank\" rel=\"noopener\">funding formula\u003c/a> portions out more money for schools that serve low-income children, English language learners, and foster kids. But at schools with wealthier parents, it’s not uncommon for the Parent Teacher Association (PTA) to \u003ca href=\"http://sfpublicpress.org/news/2014-02/how-budget-cuts-and-PTA-fundraising-undermined-equity-in-san-francisco-public-schools\" target=\"_blank\" rel=\"noopener\">raise hundreds of thousands of dollars\u003c/a> to support the school.\u003c/p>\n\u003ch3>Is the lottery making schools more diverse?\u003c/h3>\n\u003cp>Despite the district’s attempt to give families living in parts of the city with low test scores a preference in the school lottery, parents’ choices seem to be patterned. That could be due to the logistics of getting a child to school, but it also could be a sign some parents lack information about the various options around the city. The district makes an attempt to reach out widely with information and nonprofit groups do as well, but often parents get information from one another.\u003c/p>\n\u003cp>Bilingual and Spanish-immersion programs often draw Latino families who want to be able to help their kids with homework and be able to confer with the teacher. Many parents want a school that’s close to home in case there are emergencies. And few elementary school parents are eager to put their 5-year-olds on Muni buses to attend school across town. The \u003ca href=\"http://www.sfusd.edu/en/transportation/school-bus-schedules.html\" target=\"_blank\" rel=\"noopener\">district runs several buses\u003c/a> on routes designed to give students more access, but seats are limited.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2018/01/10/s-f-s-kindergarten-lottery-do-parents-tricks-work/\" target=\"_blank\" rel=\"noopener\">KQED’s analysis of 2017-2018 kindergarten assignment data \u003c/a>shows that almost 60 percent of students attend a school out of their ZIP code — so there’s a lot of moving around. But those numbers varied greatly by geography. For example, 75 percent of kids living in the Outer Richmond stayed there for school, while 87 percent of kids in the Bayview left their ZIP code. And even when students leave their ZIP code, they may not be going far.\u003c/p>\n\u003cp>“They’re not all going across town,” said O’Keeffe. “In many cases it’s just kind of the next few neighborhoods that they’re going to school to, like the Excelsior, or Vis Valley, the Mission, stuff like that.”\u003c/p>\n\u003cp>Ultimately, although San Francisco’s choice system does give some kids a way out of their neighborhoods, it isn’t doing a great job of desegregating the district’s schools overall. Choice patterns are just as segregated as housing patterns.\u003c/p>\n\u003cp>“Choice is complex and it is time-consuming and it does create angst and it’s not currently creating diversity,” O’Keeffe said. “I do think, though, that student assignment alone will never solve for this.”\u003c/p>\n\u003cp>Still, she says the district is committed to trying. The school board is considering a number of changes to the student assignment process, including doing away with the swapping mechanism.\u003c/p>\n\u003cp>“We’re concerned that it’s complicated and difficult to understand and that it encourages families to list schools they don’t want as a strategy to get a choice,” O’Keeffe said.\u003c/p>\n\u003cp>A choice system like this one benefits parents who have the time and wherewithal to seek out information, and the ability to have their children attend the schools they like, even if it’s a difficult commute. O’Keeffe knows this, but says there’s no easy solution.\u003c/p>\n\u003cp>“If you’ve got choice patterns that are racially isolated, how can choice solve it? And if you’ve got residential patterns that are racially isolated, how can neighborhoods solve it?” she asked.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"baycuriousquestion","attributes":{"named":{"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/11641238/how-the-san-francisco-school-lottery-works-and-how-it-doesnt-2","authors":["234"],"programs":["news_6944","news_33523"],"series":["news_17986"],"categories":["news_18540","news_8","news_33520"],"tags":["news_20013","news_19542","news_2876","news_22354","news_20515"],"featImg":"news_11641254","label":"source_news_11641238"},"news_11619239":{"type":"posts","id":"news_11619239","meta":{"index":"posts_1591205157","site":"news","id":"11619239","score":null,"sort":[1506539851000]},"guestAuthors":[],"slug":"san-francisco-schools-aim-for-a-zero-carbon-footprint-by-2040","title":"San Francisco Schools Aim for a Zero Carbon Footprint by 2040","publishDate":1506539851,"format":"standard","headTitle":"News Fix | KQED News","labelTerm":{"term":6944,"site":"news"},"content":"\u003cp>The San Francisco Board of Education voted unanimously Tuesday night in favor of a plan to achieve carbon neutrality -- the phasing out of fossil fuel use entirely -- by 2040. Board officials say the San Francisco Unified School District now has in place the nation's most aggressive carbon reduction goal of its kind.\u003c/p>\n\u003cp>“The old mantra of sustainability is, 'How can we be more efficient? How can we be slightly better?' \" says Nik Kaestner, the district’s sustainability director. “The new mantra is, 'How can we get to zero? How can we do it in a way that, in the end, we won’t have anything else to improve upon?\"\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that we always tell our students in our schools is: Lead by example.'\u003ccite>Matt Haney, S.F. Board of Education\u003c/cite>\u003c/aside>\n\u003cp>The plan aims to reduce fossil fuel use in two major areas: school buildings and the district’s fleet. Schools will be designed or retrofitted to generate enough energy to cover demand, and to collect enough rainwater to meet half of water demand. SFUSD aims to reduce its natural gas use by half by 2030 and stop burning natural gas entirely by 2040. All district-owned vehicles are scheduled to be emission-free by 2030, and buses will switch to renewable diesel over the next three years.\u003c/p>\n\u003cfigure id=\"attachment_11619242\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619242\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg\" alt=\"The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings. \u003ccite>(Dana Cronin/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>SFUSD claims it has already cut its energy use by 22 percent and its water use by 29 percent.\u003c/p>\n\u003cp>“One of the things that we always tell our students in our schools is, ‘Lead by example,’ ” the resolution’s co-author, Matt Haney, told a Tuesday gathering at John Yehall Chin Elementary School, a World War I-era building that has been extensively retrofitted for energy efficiency. “That is something that we’re trying to do here today with this policy.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>District officials say the money will come from already existing school bonds.\u003c/p>\n\n","blocks":[],"excerpt":"S.F. Unified School District sets goal to stop using fossil fuels by 2040 and to cut water consumption in half.","status":"publish","parent":0,"modified":1506550879,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":348},"headData":{"title":"San Francisco Schools Aim for a Zero Carbon Footprint by 2040 | KQED","description":"S.F. Unified School District sets goal to stop using fossil fuels by 2040 and to cut water consumption in half.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11619239 https://ww2.kqed.org/news/?p=11619239","disqusUrl":"https://ww2.kqed.org/news/2017/09/27/san-francisco-schools-aim-for-a-zero-carbon-footprint-by-2040/","disqusTitle":"San Francisco Schools Aim for a Zero Carbon Footprint by 2040","path":"/news/11619239/san-francisco-schools-aim-for-a-zero-carbon-footprint-by-2040","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The San Francisco Board of Education voted unanimously Tuesday night in favor of a plan to achieve carbon neutrality -- the phasing out of fossil fuel use entirely -- by 2040. Board officials say the San Francisco Unified School District now has in place the nation's most aggressive carbon reduction goal of its kind.\u003c/p>\n\u003cp>“The old mantra of sustainability is, 'How can we be more efficient? How can we be slightly better?' \" says Nik Kaestner, the district’s sustainability director. “The new mantra is, 'How can we get to zero? How can we do it in a way that, in the end, we won’t have anything else to improve upon?\"\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that we always tell our students in our schools is: Lead by example.'\u003ccite>Matt Haney, S.F. Board of Education\u003c/cite>\u003c/aside>\n\u003cp>The plan aims to reduce fossil fuel use in two major areas: school buildings and the district’s fleet. Schools will be designed or retrofitted to generate enough energy to cover demand, and to collect enough rainwater to meet half of water demand. SFUSD aims to reduce its natural gas use by half by 2030 and stop burning natural gas entirely by 2040. All district-owned vehicles are scheduled to be emission-free by 2030, and buses will switch to renewable diesel over the next three years.\u003c/p>\n\u003cfigure id=\"attachment_11619242\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619242\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg\" alt=\"The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27022_IMG_2549-qut-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The 103-year-old John Yehall Chin Elementary School has been extensively retrofitted for energy savings. \u003ccite>(Dana Cronin/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>SFUSD claims it has already cut its energy use by 22 percent and its water use by 29 percent.\u003c/p>\n\u003cp>“One of the things that we always tell our students in our schools is, ‘Lead by example,’ ” the resolution’s co-author, Matt Haney, told a Tuesday gathering at John Yehall Chin Elementary School, a World War I-era building that has been extensively retrofitted for energy efficiency. “That is something that we’re trying to do here today with this policy.”\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>\n\u003cp>District officials say the money will come from already existing school bonds.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11619239/san-francisco-schools-aim-for-a-zero-carbon-footprint-by-2040","authors":["11362"],"programs":["news_6944"],"categories":["news_18540","news_19906","news_356"],"tags":["news_20013","news_6252","news_2876"],"featImg":"news_11619411","label":"news_6944"},"news_10530404":{"type":"posts","id":"news_10530404","meta":{"index":"posts_1591205157","site":"news","id":"10530404","score":null,"sort":[1432047610000]},"guestAuthors":[],"slug":"what-can-san-francisco-learn-about-school-diversity-from-other-cities","title":"What Can San Francisco Learn About School Diversity From Other Cities?","publishDate":1432047610,"format":"standard","headTitle":"News Fix | KQED News","labelTerm":{"term":6944,"site":"news"},"content":"\u003cp>There are ways to diversify schools — and other American cities have found those ways.\u003c/p>\n\u003cp>But in San Francisco, one of the most diverse cities in the country, a third of elementary schools are segregated, with at least 60 percent of students from the same race. It’s the byproduct of housing patterns and a student assignment system that emphasizes parental choice.\u003c/p>\n\u003cp>Of the city’s 72 elementary schools, 24 have an enrollment that’s at least 60 percent of one race or ethnicity: 10 schools are predominantly Asian, two mostly African-American and 12 Latino. That degree of segregation is a problem, according to academic experts, and decades of data from local, state and federal research.\u003c/p>\n\u003cp>“Racially isolated schools often have fewer effective teachers, higher teacher turnover rates, less rigorous curricular resources (e.g., college preparatory courses), and inferior facilities and other educational resources,” concluded a memo issued by the federal Justice and Education departments in 2011 regarding racial isolation in schools and legal issues related to desegregation.\u003c/p>\n\u003cp>\u003cstrong>Diversity in San Francisco Schools, 2013-14\u003c/strong>\u003c/p>\n\u003cdiv style=\"display: inline-block; width: 100%;\">\n\u003cdiv style=\"position: relative; padding-bottom: 100%; padding-top:25px; height: 0;\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"//sf-schools-map.silk.co/s/embed/map/collection/final-schools-data-for-online-graphics/column/neighborhood/column/racially-isolated/column/percent-of-students-living-in-poverty/column/hispanic-or-latino/column/asian/column/african-american/column/white/column/other-or-not-reported/location/address/suggestion/filter/equals/racially-isolated\" style=\"border:0;position: absolute; top:0; left:0; width: 100%;height:100%;\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv style=\"margin-top:10px;font-size:12px;color:gray;\">Data from \u003ca href=\"http://sf-schools-map.silk.co\">sf-schools-map.silk.co\u003c/a>\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Court-ordered desegregation efforts in the 1960s and 1970s were successful at reducing segregation in schools, said Sarah Reber, an associate professor of public policy at UCLA’s Luskin School of Public Affairs, who has studied desegregation successes and failures.\u003c/p>\n\u003cp>But across the country, as in San Francisco, court decisions have made it difficult for school districts to force desegregation. Consequently, many desegregation plans have fallen away in favor of choice-based programs — such as magnet schools and language programs — designed to attract students from diverse backgrounds.\u003c/p>\n\u003cp>In San Francisco, the school board has relied on a school assignment system to try to diversify schools. First preference is given to younger siblings of children enrolled in a school, second to families living in census tracts where students score lowest on standardized tests and third to students living in the neighborhood.\u003c/p>\n\u003cp>But it hasn’t worked.\u003c/p>\n\u003cp>“What we see is when we have choice, people self-segregate by race,” school board member Sandra Fewer said.\u003c/p>\n\u003cp>Yet school board members unanimously said they don’t want to give up on desegregating schools. Examples of desegregation efforts across the country — including magnet schools and creative school boundaries and assignment systems — suggest they don’t have to.\u003c/p>\n\u003cp>https://vimeo.com/127318902\u003c/p>\n\u003cp>\u003cstrong>Impact of Choice\u003c/strong>\u003c/p>\n\u003cp>In San Francisco’s Excelsior neighborhood, parental choice at one school shows how choice can lead to diversity in a school’s makeup.\u003c/p>\n\u003cp>Monroe Elementary is one of the most diverse — half Hispanic, a third Asian, 7 percent white and 3 percent black.\u003c/p>\n\u003cp>The school has a Spanish-immersion program that draws both Spanish- and English-speaking families, a Chinese bilingual program for students who want to maintain the language while learning English, and a traditional general education program — programs placed at the school years ago to address the language needs of students in the surrounding community.\u003c/p>\n\u003cp>While the district didn’t set out to create a diverse school, the three programs lure a wide range of families from the neighborhood and from across the city. With 500 students with parents who speak three different languages, it’s a juggling act, but worthwhile, Monroe Principal José Montaño said.\u003c/p>\n\u003cp>“It’s a tall order to have all this in one school,” he said. “But language pathways make a huge impact in a school’s racial makeup. ... Language is a big part of race.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"zJ29drxbOky1XxuiX8o4DjcReM8dgXFX\"]In the Monroe library, “Goodnight Moon 1, 2, 3” is displayed next to the book “Te lo regalo!” while “The Three Little Tamales” is displayed alongside “My Friend Jamal,” with two smiling boys on the cover, one black and one white. Books in Chinese are on a nearby shelf.\u003c/p>\n\u003cp>In one third-grade Chinese bilingual classroom, the students are all Asian. Next door, the Spanish-immersion third-graders are mostly a mix of Latino and white. Just down the stairs, in the general education third-grade classroom, Asian, white, Latino and black faces glance up when a visitor walks in the door.\u003c/p>\n\u003cp>While 80 percent of the students are from low-income families and two-thirds of them are English learners, the school overall exceeded the state’s benchmark of 800 points on the 1,000-point Academic Performance Index, based primarily on standardized tests. But more importantly, students across all subgroups exceeded the district average for each category. That means Asian, white and Latino students, English learners and poor students all posted higher test scores than their peers across San Francisco schools. Subgroup test scores were not available for African-American students because the number tested at Monroe was too small.\u003c/p>\n\u003cp>There is no magic fix to segregation, Montaño said. What’s happening at Monroe is a good start, he said, but just a start.\u003c/p>\n\u003cp>“On paper, we look pretty diverse,” Montaño said.\u003c/p>\n\u003cp>The playground, however, offered another picture. At recess, the Latino children play soccer. The Asian youngsters play basketball. A group of white girls huddle on a bench.\u003c/p>\n\u003cp>“You can’t force them to hang out,” Montaño said. “You can’t force them to like each other.”\u003c/p>\n\u003cp>\u003cstrong>Unintended Benefit\u003c/strong>\u003c/p>\n\u003cp>San Francisco has other magnet programs that lure families to a school or a neighborhood they might not otherwise consider. In many cases, including the placement of language programs at Monroe, diversity was an unintentional positive result rather than a deliberate attempt to reduce segregation by district officials.\u003c/p>\n\u003cp>Before adding a Mandarin-immersion program at Starr King Elementary in 2006, the school, located next to a public housing project on Potrero Hill, was predominantly black and Latino and under-enrolled in the school’s traditional general education program. With the Chinese-language program in place, the school has doubled enrollment and is more diverse: 27 percent Asian, 19 percent white, 18 percent Latino and 17 percent African-American.\u003c/p>\n\u003cp>With so many empty classrooms, it was in danger of being closed, said board member Shamann Walton. It is now full and has become the most diverse school in the city.\u003c/p>\n\u003cp>“A quality program did make that school change,” he said. “Just imagine if we did some of the same things with schools in the Bayview.”\u003c/p>\n\u003cp>\u003cstrong>Magnet Programs\u003c/strong>\u003c/p>\n\u003cp>Several districts across the country have taken the idea a step further, using a regional approach to magnet programs to make schools more diverse across city and suburban lines.\u003c/p>\n\u003cp>Schools in the St. Louis area are among them. There, 4,500 students from the city, where students are predominantly African-American, take buses into the suburbs for school in a voluntary transfer program. A much smaller number of students, 130, bus from the suburbs to 24 specialty magnet schools in the city.\u003c/p>\n\u003cp>Since the racial makeup of suburban schools varies, the program’s results are not uniform. Enrollment in Rockwood School District, in St. Louis’ western suburbs, for example, is now about 10 percent African-American, compared with the 2 percent that might have been enrolled without the voluntary transfer program, said David Glaser, the chief executive officer of the Voluntary Interdistrict Choice Corp., which oversees the desegregation program.\u003c/p>\n\u003cfigure id=\"attachment_10530503\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/002_Schools0518-e1431982646197.jpg\">\u003cimg class=\"size-medium wp-image-10530503\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/002_Schools0518-800x534.jpg\" alt=\"Spanish-immersion second-graders Deven Finnemore and Lia Palma read together at Monroe Elementary School in San Francisco, Calif., on Wednesday, April 29, 2015.\" width=\"800\" height=\"534\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Spanish-immersion second-graders Deven Finnemore and Lia Palma read together at Monroe Elementary School in San Francisco, Calif., on Wednesday, April 29, 2015. \u003ccite>(San Francisco Chronicle)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s substantially more integrated. Is it as diverse as the overall population in the world? In some districts, it is and in some districts, not as much,” Glaser said.\u003c/p>\n\u003cp>After a Connecticut Supreme Court ruling in 1996, Hartford created a system that allows students in the city and the outlying suburbs to transfer to one another’s schools. The students are lured to schools far from home, thanks to a big state investment in regional, high-quality, subject-specific magnet schools.\u003c/p>\n\u003cp>One of them, the Academy of Aerospace and Engineering, was rated the 15th-best high school in the country last year by U.S. News and World Report. Other magnet schools specialize in early reading, science and technology, environmentalism, performing arts, journalism and medicine. Seats are awarded through a lottery system, and some busing is provided.\u003c/p>\n\u003cp>In 2013, the state reported that half of Hartford students were attending integrated schools, meaning less than three-quarters of a school’s population are minorities.\u003c/p>\n\u003cp>In Berkeley, the district takes another approach. In response to the 1996 passage of Proposition 209, which prohibits public institutions from considering race in education and hiring decisions, Berkeley Unified now divides the city into three broad attendance zones. Within those, the city is further divvied up into areas of four to eight blocks apiece, each of which is given a diversity rating depending on its racial makeup, income and education levels. The diversity scores range from 1 (more disadvantaged) to 3 (more advantaged).\u003c/p>\n\u003cp>Families can choose which elementary school to send their child to as long as each school’s percentage of category 1, 2 and 3 students is close to those percentages for the whole attendance zone. If a school’s diversity mix is askew, open seats are given to students who would help achieve balance.\u003c/p>\n\u003cp>The district’s 11 elementary schools are diverse, closely mirroring the district’s overall racial demographics. None of them has 50 percent or more of any one race.\u003c/p>\n\u003cp>For decades in San Francisco, education officials have relied almost exclusively on the student assignment system in one way or another to diversify schools, but success stories like Monroe and Starr King show that it needs a closer look at alternatives, school board members said.\u003c/p>\n\u003cp>\u003cstrong>Bolder Action Urged\u003c/strong>\u003c/p>\n\u003cp>The district needs to be bolder, they said, noting they need to take a harder look at putting programs in schools — language programs, music programs, art programs — to draw families to segregated or unpopular schools.\u003c/p>\n\u003cp>The board has also considered giving “golden tickets” to entice families to choose certain schools — perhaps first choice in enrollment at city high schools, which they offered as an enrollment incentive at the new Willie Brown Middle School in the city’s less popular Bayview neighborhood.\u003c/p>\n\u003cp>“I am interested in us looking more to those strategies,” board member Jill Wynns said.\u003c/p>\n\u003cp>A school in Lower Pacific Heights is already on the school board’s radar as a possible option for a new magnet program.\u003c/p>\n\u003cp>Cobb Elementary now occupies a newly renovated building painted a deep schoolhouse red with bright white window frames. The school is 63 percent black and Latino and severely under-enrolled with 180 students. There is room for up to 170 more, despite its centralized location.\u003c/p>\n\u003cp>Superintendent Richard Carranza said the school could accommodate a new program to diversify and increase enrollment. One suggestion is to relocate Clarendon Elementary’s Japanese Bilingual Bicultural Program to Cobb, which would also increase the number of neighborhood seats at Clarendon, which are in high demand.\u003c/p>\n\u003cp>Clarendon families in the Japanese program are already pushing back.\u003c/p>\n\u003cp>“I think we’re satisfied with the idea that some schools are not that attractive for some people,” said school board member Matt Haney. “It’s a huge disparity in our district, and the choice patterns are often by race. We don’t make efforts to try to disrupt that in ways that are positive choices that people might make.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jill Tucker, Heather Knight and Greta Kaul are San Francisco Chronicle staff writers. E-mail: jtucker@sfchronicle.com, hknight@sfchronicle.com, gkaul@sfchronicle.com Twitter: @jilltucker, @hknightsf, @gretakaul\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In San Francisco, one of the most diverse cities in the country, a third of elementary schools are segregated.","status":"publish","parent":0,"modified":1431995151,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":1989},"headData":{"title":"What Can San Francisco Learn About School Diversity From Other Cities? | KQED","description":"In San Francisco, one of the most diverse cities in the country, a third of elementary schools are segregated.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"10530404 http://ww2.kqed.org/news/?p=10530404","disqusUrl":"https://ww2.kqed.org/news/2015/05/19/what-can-san-francisco-learn-about-school-diversity-from-other-cities/","disqusTitle":"What Can San Francisco Learn About School Diversity From Other Cities?","nprByline":"\u003cstrong>Jill Tucker, Heather Knight and Greta Kaul\u003cbr />San Francisco Chronicle\u003c/strong>","path":"/news/10530404/what-can-san-francisco-learn-about-school-diversity-from-other-cities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There are ways to diversify schools — and other American cities have found those ways.\u003c/p>\n\u003cp>But in San Francisco, one of the most diverse cities in the country, a third of elementary schools are segregated, with at least 60 percent of students from the same race. It’s the byproduct of housing patterns and a student assignment system that emphasizes parental choice.\u003c/p>\n\u003cp>Of the city’s 72 elementary schools, 24 have an enrollment that’s at least 60 percent of one race or ethnicity: 10 schools are predominantly Asian, two mostly African-American and 12 Latino. That degree of segregation is a problem, according to academic experts, and decades of data from local, state and federal research.\u003c/p>\n\u003cp>“Racially isolated schools often have fewer effective teachers, higher teacher turnover rates, less rigorous curricular resources (e.g., college preparatory courses), and inferior facilities and other educational resources,” concluded a memo issued by the federal Justice and Education departments in 2011 regarding racial isolation in schools and legal issues related to desegregation.\u003c/p>\n\u003cp>\u003cstrong>Diversity in San Francisco Schools, 2013-14\u003c/strong>\u003c/p>\n\u003cdiv style=\"display: inline-block; width: 100%;\">\n\u003cdiv style=\"position: relative; padding-bottom: 100%; padding-top:25px; height: 0;\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"//sf-schools-map.silk.co/s/embed/map/collection/final-schools-data-for-online-graphics/column/neighborhood/column/racially-isolated/column/percent-of-students-living-in-poverty/column/hispanic-or-latino/column/asian/column/african-american/column/white/column/other-or-not-reported/location/address/suggestion/filter/equals/racially-isolated\" style=\"border:0;position: absolute; top:0; left:0; width: 100%;height:100%;\" width=\"100%\" height=\"500\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\n\u003c/div>\n\u003cdiv style=\"margin-top:10px;font-size:12px;color:gray;\">Data from \u003ca href=\"http://sf-schools-map.silk.co\">sf-schools-map.silk.co\u003c/a>\u003c/div>\n\u003c/div>\n\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>Court-ordered desegregation efforts in the 1960s and 1970s were successful at reducing segregation in schools, said Sarah Reber, an associate professor of public policy at UCLA’s Luskin School of Public Affairs, who has studied desegregation successes and failures.\u003c/p>\n\u003cp>But across the country, as in San Francisco, court decisions have made it difficult for school districts to force desegregation. Consequently, many desegregation plans have fallen away in favor of choice-based programs — such as magnet schools and language programs — designed to attract students from diverse backgrounds.\u003c/p>\n\u003cp>In San Francisco, the school board has relied on a school assignment system to try to diversify schools. First preference is given to younger siblings of children enrolled in a school, second to families living in census tracts where students score lowest on standardized tests and third to students living in the neighborhood.\u003c/p>\n\u003cp>But it hasn’t worked.\u003c/p>\n\u003cp>“What we see is when we have choice, people self-segregate by race,” school board member Sandra Fewer said.\u003c/p>\n\u003cp>Yet school board members unanimously said they don’t want to give up on desegregating schools. Examples of desegregation efforts across the country — including magnet schools and creative school boundaries and assignment systems — suggest they don’t have to.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"127318902"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Impact of Choice\u003c/strong>\u003c/p>\n\u003cp>In San Francisco’s Excelsior neighborhood, parental choice at one school shows how choice can lead to diversity in a school’s makeup.\u003c/p>\n\u003cp>Monroe Elementary is one of the most diverse — half Hispanic, a third Asian, 7 percent white and 3 percent black.\u003c/p>\n\u003cp>The school has a Spanish-immersion program that draws both Spanish- and English-speaking families, a Chinese bilingual program for students who want to maintain the language while learning English, and a traditional general education program — programs placed at the school years ago to address the language needs of students in the surrounding community.\u003c/p>\n\u003cp>While the district didn’t set out to create a diverse school, the three programs lure a wide range of families from the neighborhood and from across the city. With 500 students with parents who speak three different languages, it’s a juggling act, but worthwhile, Monroe Principal José Montaño said.\u003c/p>\n\u003cp>“It’s a tall order to have all this in one school,” he said. “But language pathways make a huge impact in a school’s racial makeup. ... Language is a big part of race.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>In the Monroe library, “Goodnight Moon 1, 2, 3” is displayed next to the book “Te lo regalo!” while “The Three Little Tamales” is displayed alongside “My Friend Jamal,” with two smiling boys on the cover, one black and one white. Books in Chinese are on a nearby shelf.\u003c/p>\n\u003cp>In one third-grade Chinese bilingual classroom, the students are all Asian. Next door, the Spanish-immersion third-graders are mostly a mix of Latino and white. Just down the stairs, in the general education third-grade classroom, Asian, white, Latino and black faces glance up when a visitor walks in the door.\u003c/p>\n\u003cp>While 80 percent of the students are from low-income families and two-thirds of them are English learners, the school overall exceeded the state’s benchmark of 800 points on the 1,000-point Academic Performance Index, based primarily on standardized tests. But more importantly, students across all subgroups exceeded the district average for each category. That means Asian, white and Latino students, English learners and poor students all posted higher test scores than their peers across San Francisco schools. Subgroup test scores were not available for African-American students because the number tested at Monroe was too small.\u003c/p>\n\u003cp>There is no magic fix to segregation, Montaño said. What’s happening at Monroe is a good start, he said, but just a start.\u003c/p>\n\u003cp>“On paper, we look pretty diverse,” Montaño said.\u003c/p>\n\u003cp>The playground, however, offered another picture. At recess, the Latino children play soccer. The Asian youngsters play basketball. A group of white girls huddle on a bench.\u003c/p>\n\u003cp>“You can’t force them to hang out,” Montaño said. “You can’t force them to like each other.”\u003c/p>\n\u003cp>\u003cstrong>Unintended Benefit\u003c/strong>\u003c/p>\n\u003cp>San Francisco has other magnet programs that lure families to a school or a neighborhood they might not otherwise consider. In many cases, including the placement of language programs at Monroe, diversity was an unintentional positive result rather than a deliberate attempt to reduce segregation by district officials.\u003c/p>\n\u003cp>Before adding a Mandarin-immersion program at Starr King Elementary in 2006, the school, located next to a public housing project on Potrero Hill, was predominantly black and Latino and under-enrolled in the school’s traditional general education program. With the Chinese-language program in place, the school has doubled enrollment and is more diverse: 27 percent Asian, 19 percent white, 18 percent Latino and 17 percent African-American.\u003c/p>\n\u003cp>With so many empty classrooms, it was in danger of being closed, said board member Shamann Walton. It is now full and has become the most diverse school in the city.\u003c/p>\n\u003cp>“A quality program did make that school change,” he said. “Just imagine if we did some of the same things with schools in the Bayview.”\u003c/p>\n\u003cp>\u003cstrong>Magnet Programs\u003c/strong>\u003c/p>\n\u003cp>Several districts across the country have taken the idea a step further, using a regional approach to magnet programs to make schools more diverse across city and suburban lines.\u003c/p>\n\u003cp>Schools in the St. Louis area are among them. There, 4,500 students from the city, where students are predominantly African-American, take buses into the suburbs for school in a voluntary transfer program. A much smaller number of students, 130, bus from the suburbs to 24 specialty magnet schools in the city.\u003c/p>\n\u003cp>Since the racial makeup of suburban schools varies, the program’s results are not uniform. Enrollment in Rockwood School District, in St. Louis’ western suburbs, for example, is now about 10 percent African-American, compared with the 2 percent that might have been enrolled without the voluntary transfer program, said David Glaser, the chief executive officer of the Voluntary Interdistrict Choice Corp., which oversees the desegregation program.\u003c/p>\n\u003cfigure id=\"attachment_10530503\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/002_Schools0518-e1431982646197.jpg\">\u003cimg class=\"size-medium wp-image-10530503\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/05/002_Schools0518-800x534.jpg\" alt=\"Spanish-immersion second-graders Deven Finnemore and Lia Palma read together at Monroe Elementary School in San Francisco, Calif., on Wednesday, April 29, 2015.\" width=\"800\" height=\"534\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Spanish-immersion second-graders Deven Finnemore and Lia Palma read together at Monroe Elementary School in San Francisco, Calif., on Wednesday, April 29, 2015. \u003ccite>(San Francisco Chronicle)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s substantially more integrated. Is it as diverse as the overall population in the world? In some districts, it is and in some districts, not as much,” Glaser said.\u003c/p>\n\u003cp>After a Connecticut Supreme Court ruling in 1996, Hartford created a system that allows students in the city and the outlying suburbs to transfer to one another’s schools. The students are lured to schools far from home, thanks to a big state investment in regional, high-quality, subject-specific magnet schools.\u003c/p>\n\u003cp>One of them, the Academy of Aerospace and Engineering, was rated the 15th-best high school in the country last year by U.S. News and World Report. Other magnet schools specialize in early reading, science and technology, environmentalism, performing arts, journalism and medicine. Seats are awarded through a lottery system, and some busing is provided.\u003c/p>\n\u003cp>In 2013, the state reported that half of Hartford students were attending integrated schools, meaning less than three-quarters of a school’s population are minorities.\u003c/p>\n\u003cp>In Berkeley, the district takes another approach. In response to the 1996 passage of Proposition 209, which prohibits public institutions from considering race in education and hiring decisions, Berkeley Unified now divides the city into three broad attendance zones. Within those, the city is further divvied up into areas of four to eight blocks apiece, each of which is given a diversity rating depending on its racial makeup, income and education levels. The diversity scores range from 1 (more disadvantaged) to 3 (more advantaged).\u003c/p>\n\u003cp>Families can choose which elementary school to send their child to as long as each school’s percentage of category 1, 2 and 3 students is close to those percentages for the whole attendance zone. If a school’s diversity mix is askew, open seats are given to students who would help achieve balance.\u003c/p>\n\u003cp>The district’s 11 elementary schools are diverse, closely mirroring the district’s overall racial demographics. None of them has 50 percent or more of any one race.\u003c/p>\n\u003cp>For decades in San Francisco, education officials have relied almost exclusively on the student assignment system in one way or another to diversify schools, but success stories like Monroe and Starr King show that it needs a closer look at alternatives, school board members said.\u003c/p>\n\u003cp>\u003cstrong>Bolder Action Urged\u003c/strong>\u003c/p>\n\u003cp>The district needs to be bolder, they said, noting they need to take a harder look at putting programs in schools — language programs, music programs, art programs — to draw families to segregated or unpopular schools.\u003c/p>\n\u003cp>The board has also considered giving “golden tickets” to entice families to choose certain schools — perhaps first choice in enrollment at city high schools, which they offered as an enrollment incentive at the new Willie Brown Middle School in the city’s less popular Bayview neighborhood.\u003c/p>\n\u003cp>“I am interested in us looking more to those strategies,” board member Jill Wynns said.\u003c/p>\n\u003cp>A school in Lower Pacific Heights is already on the school board’s radar as a possible option for a new magnet program.\u003c/p>\n\u003cp>Cobb Elementary now occupies a newly renovated building painted a deep schoolhouse red with bright white window frames. The school is 63 percent black and Latino and severely under-enrolled with 180 students. There is room for up to 170 more, despite its centralized location.\u003c/p>\n\u003cp>Superintendent Richard Carranza said the school could accommodate a new program to diversify and increase enrollment. One suggestion is to relocate Clarendon Elementary’s Japanese Bilingual Bicultural Program to Cobb, which would also increase the number of neighborhood seats at Clarendon, which are in high demand.\u003c/p>\n\u003cp>Clarendon families in the Japanese program are already pushing back.\u003c/p>\n\u003cp>“I think we’re satisfied with the idea that some schools are not that attractive for some people,” said school board member Matt Haney. “It’s a huge disparity in our district, and the choice patterns are often by race. We don’t make efforts to try to disrupt that in ways that are positive choices that people might make.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jill Tucker, Heather Knight and Greta Kaul are San Francisco Chronicle staff writers. E-mail: jtucker@sfchronicle.com, hknight@sfchronicle.com, gkaul@sfchronicle.com Twitter: @jilltucker, @hknightsf, @gretakaul\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10530404/what-can-san-francisco-learn-about-school-diversity-from-other-cities","authors":["byline_news_10530404"],"programs":["news_6944"],"categories":["news_18540","news_8"],"tags":["news_2876"],"featImg":"news_10530502","label":"news_6944"},"news_137037":{"type":"posts","id":"news_137037","meta":{"index":"posts_1591205157","site":"news","id":"137037","score":null,"sort":[1400943628000]},"guestAuthors":[],"slug":"san-francisco-allows-special-needs-students-to-choose-their-school","title":"San Francisco Allows Special Needs Students to Choose Their School","publishDate":1400943628,"format":"aside","headTitle":"News Fix | KQED News","labelTerm":{"term":6944,"site":"news"},"content":"\u003cp>\u003cstrong>by Tara Siler and Lisa Pickoff-White\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137027\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool.jpg\">\u003cimg class=\"wp-image-137027 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool-640x457.jpg\" alt=\"School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\" width=\"640\" height=\"457\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting this fall, San Francisco public school students with special needs will be able to attend the school of their choice. Special education teachers and teacher aides will follow the students to their new schools.\u003c/p>\n\u003cp>Currently, San Francisco Unified has assigned nearly 7,000 special needs students to certain schools based on their particular disabilities. For the upcoming school year, 74 schools out of 114 will change their staffing to accommodate the new students. Some schools are getting more teachers or aides, some fewer.\u003c/p>\n\u003cp>San Francisco school board member Rachel Norton pushed for the change. As a parent of a special needs student, she says she's faced a patchwork system with some schools integrating students with disabilities into the mainstream, and others placing them into separate classrooms.\u003c/p>\n\u003cp>\"It just felt very unfair, to me and to a lot of parents, because as a district our assignment system said kids can choose to go to any school that they want to except, apparently, if you had a disability,\" she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, the school district is embracing \"co-teaching.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.'\u003c/aside>\n\u003cp>Special needs students will go to a middle school science class, for instance, and they will have two teachers. One is a science teacher, and one a special education teacher.\u003c/p>\n\u003cp>\"But when you're in the classroom you can't identify which kids are in special education and which aren't in special education; and both teachers are teaching all students,\" \u003ca href=\"http://www.sfgate.com/education/article/S-F-schools-special-education-shift-creates-5500410.php#photo-6341018\" target=\"_blank\">San Francisco Chronicle reporter Jill Tucker explains\u003c/a>. \"It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.\"\u003c/p>\n\u003cp>All students in co-taught classes benefit from the extra instruction, Tucker said.\u003c/p>\n\u003cp>\"Maybe a student who struggles with dyslexia or reading might need some extra help reading the text, but that student might be fantastic at creating science projects. So they work with each individual student and see what help they need,\" Tucker said. \"All students benefit from having differentiated instruction and teachers that can identify what each student needs.\"\u003c/p>\n\u003cp>The district is also trying several other teaching options.\u003c/p>\n\u003cblockquote>\n\u003cp style=\"color: #000000\">There are also self-contained classrooms that serve special-needs students all day; single classes for special-education students; teachers aides who accompany special-education students to regular classes; and regular class schedules with outside tutoring and support.\u003c/p>\n\u003cp style=\"color: #000000\">Many students have a combination depending on their strengths. A student who is fine in a co-taught math class might need a special-education-only class for English, an option available to parents as they work with the district to decide a student's placement.\u003c/p>\n\u003cp style=\"color: #000000\">\"We believe in success for all kids, even though that might look different for each kid,\" said Presidio Middle School Principal Tony Payne. \"It's really important we be nimble.\"\u003c/p>\n\u003c/blockquote>\n\u003cp>However, change can be daunting. Teachers have received training district-wide. However, even special education teachers may now be working with a wider range of students.\u003c/p>\n\u003cp>\"Now you might have a student who has a learning disability, a student who has visual disability, a student who is on the autism spectrum in one classroom and trying to figure out how to adjust your instruction and how to meet the needs of these students can be difficult,\" Tucker said.\u003c/p>\n\u003cp>District officials are meeting with parents, teachers and school communities to try to work out solutions and address their needs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/150991771&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" width=\"100%\" height=\"166\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Starting this fall, nearly 7,000 students, and their teachers, will move into schools across San Francisco.","status":"publish","parent":0,"modified":1400893497,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":625},"headData":{"title":"San Francisco Allows Special Needs Students to Choose Their School | KQED","description":"Starting this fall, nearly 7,000 students, and their teachers, will move into schools across San Francisco.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"137037 http://ww2.kqed.org/news/?p=137037","disqusUrl":"https://ww2.kqed.org/news/2014/05/24/san-francisco-allows-special-needs-students-to-choose-their-school/","disqusTitle":"San Francisco Allows Special Needs Students to Choose Their School","customPermalink":"2014/05/23/san-francisco-special-education/","path":"/news/137037/san-francisco-allows-special-needs-students-to-choose-their-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>by Tara Siler and Lisa Pickoff-White\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_137027\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool.jpg\">\u003cimg class=\"wp-image-137027 size-medium\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/presidiomiddleschool-640x457.jpg\" alt=\"School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\" width=\"640\" height=\"457\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School board member Rachel Norton's daughter couldn't follow her friends to Presidio Middle School five years ago. (Sierra Michels Slettvet/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting this fall, San Francisco public school students with special needs will be able to attend the school of their choice. Special education teachers and teacher aides will follow the students to their new schools.\u003c/p>\n\u003cp>Currently, San Francisco Unified has assigned nearly 7,000 special needs students to certain schools based on their particular disabilities. For the upcoming school year, 74 schools out of 114 will change their staffing to accommodate the new students. Some schools are getting more teachers or aides, some fewer.\u003c/p>\n\u003cp>San Francisco school board member Rachel Norton pushed for the change. As a parent of a special needs student, she says she's faced a patchwork system with some schools integrating students with disabilities into the mainstream, and others placing them into separate classrooms.\u003c/p>\n\u003cp>\"It just felt very unfair, to me and to a lot of parents, because as a district our assignment system said kids can choose to go to any school that they want to except, apparently, if you had a disability,\" she said.\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>Now, the school district is embracing \"co-teaching.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.'\u003c/aside>\n\u003cp>Special needs students will go to a middle school science class, for instance, and they will have two teachers. One is a science teacher, and one a special education teacher.\u003c/p>\n\u003cp>\"But when you're in the classroom you can't identify which kids are in special education and which aren't in special education; and both teachers are teaching all students,\" \u003ca href=\"http://www.sfgate.com/education/article/S-F-schools-special-education-shift-creates-5500410.php#photo-6341018\" target=\"_blank\">San Francisco Chronicle reporter Jill Tucker explains\u003c/a>. \"It's a shift to saying, they're not a special education student, they're a student, and they just have special needs.\"\u003c/p>\n\u003cp>All students in co-taught classes benefit from the extra instruction, Tucker said.\u003c/p>\n\u003cp>\"Maybe a student who struggles with dyslexia or reading might need some extra help reading the text, but that student might be fantastic at creating science projects. So they work with each individual student and see what help they need,\" Tucker said. \"All students benefit from having differentiated instruction and teachers that can identify what each student needs.\"\u003c/p>\n\u003cp>The district is also trying several other teaching options.\u003c/p>\n\u003cblockquote>\n\u003cp style=\"color: #000000\">There are also self-contained classrooms that serve special-needs students all day; single classes for special-education students; teachers aides who accompany special-education students to regular classes; and regular class schedules with outside tutoring and support.\u003c/p>\n\u003cp style=\"color: #000000\">Many students have a combination depending on their strengths. A student who is fine in a co-taught math class might need a special-education-only class for English, an option available to parents as they work with the district to decide a student's placement.\u003c/p>\n\u003cp style=\"color: #000000\">\"We believe in success for all kids, even though that might look different for each kid,\" said Presidio Middle School Principal Tony Payne. \"It's really important we be nimble.\"\u003c/p>\n\u003c/blockquote>\n\u003cp>However, change can be daunting. Teachers have received training district-wide. However, even special education teachers may now be working with a wider range of students.\u003c/p>\n\u003cp>\"Now you might have a student who has a learning disability, a student who has visual disability, a student who is on the autism spectrum in one classroom and trying to figure out how to adjust your instruction and how to meet the needs of these students can be difficult,\" Tucker said.\u003c/p>\n\u003cp>District officials are meeting with parents, teachers and school communities to try to work out solutions and address their needs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/150991771&color=ff5500&auto_play=false&hide_related=false&show_artwork=true\" width=\"100%\" height=\"166\" frameborder=\"no\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/137037/san-francisco-allows-special-needs-students-to-choose-their-school","authors":["236"],"programs":["news_6944"],"categories":["news_18540","news_8"],"tags":["news_2876","news_4449"],"featImg":"news_137027","label":"news_6944"},"news_72106":{"type":"posts","id":"news_72106","meta":{"index":"posts_1591205157","site":"news","id":"72106","score":null,"sort":[1343933327000]},"guestAuthors":[],"slug":"sf-school-district-announces-contract-with-union","title":"SF School District Announces Contract with Union","publishDate":1343933327,"format":"aside","headTitle":"News Fix | KQED News","labelTerm":{"term":6944,"site":"news"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/08/school.jpg\">\u003cimg class=\"size-full wp-image-72108 alignright\" title=\"school\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/08/school.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>The United Educators of San Francisco (UESF) and the San Francisco Unified School District (SFUSD) signed a tentative agreement today, the school district announced on Thursday, three weeks prior to the start of the school year on August 20.\u003c/p>\n\u003cp>The union's executive board voted by a 2 to 1 margin to recommend the agreement for ratification by the union's membership, according to the district. In a news release, it described the agreement this way:\u003c/p>\n\u003cblockquote>\u003cp>Within the mediated agreement, the school year will be restored to 179.5 school days, up from the 176 school days of the past two years and almost a return to the standard 180 days. If ratified, all employees would take 1.5 furlough days, with a half day taken the last day of school and one day taken in lieu of a third paid professional development day.\u003c/p>\n\u003cp>UESF and SFUSD have agreed to additional furlough days should neither of the proposed tax initiatives get passed by voters in November.\u003c/p>\u003c/blockquote>\n\u003cp>Dennis Kelly, president of the United Educators of San Francisco told KQED's Ana Tintocalis that the union made a low number of furlough days a high priority in its negotiations in order to protect student learning.\u003c/p>\n\u003cblockquote>\u003cp>We can open school without this cloud handing over our heads... it means that we’re working two days more days and getting paid those days. In no way can that be seen as a raise, however it is a move in the restoration towards the levels we had prior to 2010... We can open school without this cloud handing over our heads... I think we did a very good job of meeting the state’s fiscal crisis and the underfunding of education.”\u003c/p>\u003c/blockquote>\n\u003cp>Tom Ruiz, senior executive director of labor relations at SFUSD, told Tintocalis:\u003c/p>\n\u003cblockquote>\u003cp>We are thankful to our labor partners for realizing our core mission to educate all of our students. That is less compromised now that we’ve been able to restore the three instructional days that we’ve lost.”\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1343948603,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":345},"headData":{"title":"SF School District Announces Contract with Union | KQED","description":"The United Educators of San Francisco (UESF) and the San Francisco Unified School District (SFUSD) signed a tentative agreement today, the school district announced on Thursday, three weeks prior to the start of the school year on August 20. The union's executive board voted by a 2 to 1 margin to recommend the agreement for","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"72106 http://ww2.kqed.org/news/?p=72106","disqusUrl":"https://ww2.kqed.org/news/2012/08/02/sf-school-district-announces-contract-with-union/","disqusTitle":"SF School District Announces Contract with Union","path":"/news/72106/sf-school-district-announces-contract-with-union","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/08/school.jpg\">\u003cimg class=\"size-full wp-image-72108 alignright\" title=\"school\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2012/08/school.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>The United Educators of San Francisco (UESF) and the San Francisco Unified School District (SFUSD) signed a tentative agreement today, the school district announced on Thursday, three weeks prior to the start of the school year on August 20.\u003c/p>\n\u003cp>The union's executive board voted by a 2 to 1 margin to recommend the agreement for ratification by the union's membership, according to the district. In a news release, it described the agreement this way:\u003c/p>\n\u003cblockquote>\u003cp>Within the mediated agreement, the school year will be restored to 179.5 school days, up from the 176 school days of the past two years and almost a return to the standard 180 days. If ratified, all employees would take 1.5 furlough days, with a half day taken the last day of school and one day taken in lieu of a third paid professional development day.\u003c/p>\n\u003cp>UESF and SFUSD have agreed to additional furlough days should neither of the proposed tax initiatives get passed by voters in November.\u003c/p>\u003c/blockquote>\n\u003cp>Dennis Kelly, president of the United Educators of San Francisco told KQED's Ana Tintocalis that the union made a low number of furlough days a high priority in its negotiations in order to protect student learning.\u003c/p>\n\u003cblockquote>\u003cp>We can open school without this cloud handing over our heads... it means that we’re working two days more days and getting paid those days. In no way can that be seen as a raise, however it is a move in the restoration towards the levels we had prior to 2010... We can open school without this cloud handing over our heads... I think we did a very good job of meeting the state’s fiscal crisis and the underfunding of education.”\u003c/p>\u003c/blockquote>\n\u003cp>Tom Ruiz, senior executive director of labor relations at SFUSD, told Tintocalis:\u003c/p>\n\u003cblockquote>\u003cp>We are thankful to our labor partners for realizing our core mission to educate all of our students. That is less compromised now that we’ve been able to restore the three instructional days that we’ve lost.”\u003c/p>\u003c/blockquote>\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/72106/sf-school-district-announces-contract-with-union","authors":["1367"],"programs":["news_6944"],"categories":["news_18540","news_8"],"tags":["news_38","news_2876","news_2875","news_1290","news_2044","news_2659"],"label":"news_6944"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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