Will Less Homework Stress Make California Students Happier?
More Muslim Students Are Getting Support at School During Ramadan Fasting
Research Finds Immigration Enforcement Hurts Students and Hinders Schoolwork — but Schools Offer Support
7 Years After Lawsuit, Berkeley Schools Slow to Adopt Effective Reading Curriculum
National Study Says California Needs to Do More to Teach Kids to Read
California Leans on Larger Health System to Sustain Mental Health Services in Schools
Oakland Public School Teachers Go On Strike
End of Nationwide Federal Free Lunch Program Has Some States Scrambling
California Lifts Vaccine Mandate for School Staff
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Then, her daughter Sofia asked if she could make a law banning homework.\u003c/p>\n\u003cp>“It was a kind of a joke,” the Santa Clarita Valley Democrat said in an interview, “though I’m sure she’d be happy if homework were banned.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, the conversation got Schiavo thinking, she said. And while \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2999?slug=CA_202320240AB2999\">Assembly Bill 2999\u003c/a> — which faces its first big test on Wednesday — is far from a ban on homework, it would require school districts, county offices of education and charter schools to develop guidelines for K–12 students. It would urge schools to be more intentional about “good” or meaningful homework.\u003c/p>\n\u003cp>Among other things, the guidelines should consider students’ physical health, how long assignments take, and how effective they are. However, the bill’s main concern is mental health and when homework adds stress to students’ daily lives.\u003c/p>\n\u003cp>Homework’s impact on happiness is partly why Schiavo brought up the proposal last month during \u003ca href=\"https://calmatters.org/politics/capitol/2024/03/happiness-california-legislature/\">the first meeting of the Legislature’s select committee on happiness\u003c/a>, led by former Assembly Speaker \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/anthony-rendon-120?_gl=1*186p1dm*_ga*MTM0NTExODk4NS4xNjkwMzA5NjYy*_ga_5TKXNLE5NK*MTcxMzg1MzY3OS45MzYuMS4xNzEzODU2ODUzLjU4LjAuMA..*_ga_GNY4L81DZE*MTcxMzg1Njg1MS4xMDAzLjAuMTcxMzg1Njg1MS4wLjAuMA..\">Anthony Rendon\u003c/a>.\u003c/p>\n\u003cp>[aside postID=\"mindshift_62400,mindshift_63052\" label=\"Related Stories\"]“This feeling of loneliness and disconnection — I know when my kid is not feeling connected,” Schiavo, a member of the happiness committee, told CalMatters. “It’s when she’s alone in her room (doing homework), not playing with her cousin, not having dinner with her family.”\u003c/p>\n\u003cp>The bill analysis cites a survey of 15,000 California high schoolers from Challenge Success, a nonprofit affiliated with the Stanford Graduate School of Education. It found that 45% said homework was a major source of stress and that 52% considered most assignments to be busywork.\u003c/p>\n\u003cp>The \u003ca href=\"https://challengesuccess.org/wp-content/uploads/2021/04/Challenge-Success-Homework-White-Paper-2020.pdf\">organization also reported in 2020\u003c/a> that students with higher workloads reported “symptoms of exhaustion and lower rates of sleep” but that spending more time on homework did not necessarily lead to higher test scores.\u003c/p>\n\u003cp>Homework’s potential to also widen inequities is why Casey Cuny supports the measure. Cuny, an English and mythology teacher at Valencia High School and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel81.asp\">2024’s California Teacher of the Year\u003c/a>, said language barriers, unreliable home internet, family responsibilities or other outside factors may contribute to a student falling behind on homework.\u003c/p>\n\u003cp>“I never want a kid’s grade to be low because they have divorced parents, and their book was at their dad’s house when they were spending the weekend at mom’s house,” said Cuny, who plans to attend a press conference Wednesday to promote the bill.\u003c/p>\n\u003cp>In addition, as technology makes it easier for students to cheat — using artificial technology or chat threads to lift answers, for example — Schiavo said that the educators she has spoken to indicate they’re moving towards more in-class assignments.\u003c/p>\n\u003cp>Cuny agrees that an emphasis on classwork does help to rein in cheating and allows him to give students immediate feedback. “I feel that I should teach them what I need to teach them when I’m with them in the room,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11983855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\" alt=\"A woman sits at a table facing a woman and man seated at a larger table with microphones attached.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Select Committee On Happiness And Public Policy Outcomes listen to speakers during an informational hearing at the California Capitol in Sacramento on March 12, 2024. \u003ccite>(Fred Greaves/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The bill said the local homework policies should have input from teachers, parents, school counselors, social workers and students; be distributed at the beginning of every school year; and be reevaluated every five years.\u003c/p>\n\u003cp>The Assembly Committee on Education is expected to hear the bill Wednesday. Schiavo said she has received bipartisan support, and so far, no official opposition or support has been listed in the bill analysis.\u003c/p>\n\u003cp>But she acknowledges that, if passed, the measure’s provision for parental input may lead to disagreements given the recent \u003ca href=\"https://calmatters.org/newsletter/culture-wars-california-schools/\">culture war disputes\u003c/a> between Democratic officials and parental rights groups backed by some Republican lawmakers. “I’m sure there will be lively (school) board meetings,” Schiavo said.\u003c/p>\n\u003cp>Nevertheless, she hopes the proposal will overhaul the discussion around homework and mental health. The bill is especially pertinent now that the state is also poised to \u003ca href=\"https://calmatters.org/health/mental-health/2023/06/mental-health-funding-2/\">cut spending on mental health services for children\u003c/a> with the passage of \u003ca href=\"https://calmatters.org/california-voter-guide-2024/prop-1-mental-health/\">Proposition 1\u003c/a>.\u003c/p>\n\u003cp>Schiavo said the mother of a student with attention-deficit/hyperactivity disorder told her that the child’s struggle to finish homework had raised issues inside the house, as well as with the school’s principal and teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“And I’m just like, it’s sixth grade!” Schaivo said. “What’s going on?”\u003c/p>\n\n","blocks":[],"excerpt":"A bill from a member of the Legislature’s happiness committee would require schools to develop homework policies that consider the mental and physical strain on students.","status":"publish","parent":0,"modified":1713912168,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":848},"headData":{"title":"Will Less Homework Stress Make California Students Happier? | KQED","description":"A bill from a member of the Legislature’s happiness committee would require schools to develop homework policies that consider the mental and physical strain on students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Will Less Homework Stress Make California Students Happier?","datePublished":"2024-04-24T11:00:56.000Z","dateModified":"2024-04-23T22:42:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Lynn La\u003cbr>CalMatters\u003c/br>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11983850/will-less-homework-stress-make-california-students-happier","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Some bills before California’s Legislature don’t come from passionate policy advocates or powerful interest groups.\u003c/p>\n\u003cp>Sometimes, the inspiration comes from a family car ride.\u003c/p>\n\u003cp>While campaigning two years ago, Assemblymember \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/pilar-schiavo-5510\">Pilar Schiavo\u003c/a>’s daughter, then 9, asked from the backseat what her mother could do if she won.\u003c/p>\n\u003cp>Schiavo answered that she’d be able to make laws. Then, her daughter Sofia asked if she could make a law banning homework.\u003c/p>\n\u003cp>“It was a kind of a joke,” the Santa Clarita Valley Democrat said in an interview, “though I’m sure she’d be happy if homework were banned.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, the conversation got Schiavo thinking, she said. And while \u003ca href=\"https://digitaldemocracy.calmatters.org/bills/ca_202320240ab2999?slug=CA_202320240AB2999\">Assembly Bill 2999\u003c/a> — which faces its first big test on Wednesday — is far from a ban on homework, it would require school districts, county offices of education and charter schools to develop guidelines for K–12 students. It would urge schools to be more intentional about “good” or meaningful homework.\u003c/p>\n\u003cp>Among other things, the guidelines should consider students’ physical health, how long assignments take, and how effective they are. However, the bill’s main concern is mental health and when homework adds stress to students’ daily lives.\u003c/p>\n\u003cp>Homework’s impact on happiness is partly why Schiavo brought up the proposal last month during \u003ca href=\"https://calmatters.org/politics/capitol/2024/03/happiness-california-legislature/\">the first meeting of the Legislature’s select committee on happiness\u003c/a>, led by former Assembly Speaker \u003ca href=\"https://digitaldemocracy.calmatters.org/legislators/anthony-rendon-120?_gl=1*186p1dm*_ga*MTM0NTExODk4NS4xNjkwMzA5NjYy*_ga_5TKXNLE5NK*MTcxMzg1MzY3OS45MzYuMS4xNzEzODU2ODUzLjU4LjAuMA..*_ga_GNY4L81DZE*MTcxMzg1Njg1MS4xMDAzLjAuMTcxMzg1Njg1MS4wLjAuMA..\">Anthony Rendon\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_62400,mindshift_63052","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“This feeling of loneliness and disconnection — I know when my kid is not feeling connected,” Schiavo, a member of the happiness committee, told CalMatters. “It’s when she’s alone in her room (doing homework), not playing with her cousin, not having dinner with her family.”\u003c/p>\n\u003cp>The bill analysis cites a survey of 15,000 California high schoolers from Challenge Success, a nonprofit affiliated with the Stanford Graduate School of Education. It found that 45% said homework was a major source of stress and that 52% considered most assignments to be busywork.\u003c/p>\n\u003cp>The \u003ca href=\"https://challengesuccess.org/wp-content/uploads/2021/04/Challenge-Success-Homework-White-Paper-2020.pdf\">organization also reported in 2020\u003c/a> that students with higher workloads reported “symptoms of exhaustion and lower rates of sleep” but that spending more time on homework did not necessarily lead to higher test scores.\u003c/p>\n\u003cp>Homework’s potential to also widen inequities is why Casey Cuny supports the measure. Cuny, an English and mythology teacher at Valencia High School and \u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel81.asp\">2024’s California Teacher of the Year\u003c/a>, said language barriers, unreliable home internet, family responsibilities or other outside factors may contribute to a student falling behind on homework.\u003c/p>\n\u003cp>“I never want a kid’s grade to be low because they have divorced parents, and their book was at their dad’s house when they were spending the weekend at mom’s house,” said Cuny, who plans to attend a press conference Wednesday to promote the bill.\u003c/p>\n\u003cp>In addition, as technology makes it easier for students to cheat — using artificial technology or chat threads to lift answers, for example — Schiavo said that the educators she has spoken to indicate they’re moving towards more in-class assignments.\u003c/p>\n\u003cp>Cuny agrees that an emphasis on classwork does help to rein in cheating and allows him to give students immediate feedback. “I feel that I should teach them what I need to teach them when I’m with them in the room,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11983855\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11983855\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg\" alt=\"A woman sits at a table facing a woman and man seated at a larger table with microphones attached.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2-.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/04/031224-Happiness-Committee-FG-CM-2--1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Select Committee On Happiness And Public Policy Outcomes listen to speakers during an informational hearing at the California Capitol in Sacramento on March 12, 2024. \u003ccite>(Fred Greaves/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The bill said the local homework policies should have input from teachers, parents, school counselors, social workers and students; be distributed at the beginning of every school year; and be reevaluated every five years.\u003c/p>\n\u003cp>The Assembly Committee on Education is expected to hear the bill Wednesday. Schiavo said she has received bipartisan support, and so far, no official opposition or support has been listed in the bill analysis.\u003c/p>\n\u003cp>But she acknowledges that, if passed, the measure’s provision for parental input may lead to disagreements given the recent \u003ca href=\"https://calmatters.org/newsletter/culture-wars-california-schools/\">culture war disputes\u003c/a> between Democratic officials and parental rights groups backed by some Republican lawmakers. “I’m sure there will be lively (school) board meetings,” Schiavo said.\u003c/p>\n\u003cp>Nevertheless, she hopes the proposal will overhaul the discussion around homework and mental health. The bill is especially pertinent now that the state is also poised to \u003ca href=\"https://calmatters.org/health/mental-health/2023/06/mental-health-funding-2/\">cut spending on mental health services for children\u003c/a> with the passage of \u003ca href=\"https://calmatters.org/california-voter-guide-2024/prop-1-mental-health/\">Proposition 1\u003c/a>.\u003c/p>\n\u003cp>Schiavo said the mother of a student with attention-deficit/hyperactivity disorder told her that the child’s struggle to finish homework had raised issues inside the house, as well as with the school’s principal and teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“And I’m just like, it’s sixth grade!” Schaivo said. “What’s going on?”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11983850/will-less-homework-stress-make-california-students-happier","authors":["byline_news_11983850"],"categories":["news_18540","news_8"],"tags":["news_32580","news_27626","news_28683","news_2998","news_3457","news_6387"],"affiliates":["news_18481"],"featImg":"news_11983856","label":"news_18481"},"news_11979736":{"type":"posts","id":"news_11979736","meta":{"index":"posts_1591205157","site":"news","id":"11979736","score":null,"sort":[1710680401000]},"guestAuthors":[],"slug":"more-muslim-students-are-getting-support-in-public-schools-during-ramadan-fasting","title":"More Muslim Students Are Getting Support at School During Ramadan Fasting","publishDate":1710680401,"format":"standard","headTitle":"More Muslim Students Are Getting Support at School During Ramadan Fasting | KQED","labelTerm":{"site":"news"},"content":"\u003cp>While Muslim students remain a rarity in many U.S. school districts, they are a major presence in some communities, prompting public schools to be more attentive to their needs during the holy month of \u003ca href=\"https://apnews.com/article/ramadan-islam-fasting-islamic-holy-month-d8c9e002e4904c5d8e0ccee2b77f9ad4\">Ramadan\u003c/a> when dawn-to-sundown fasting is a duty of Islam.\u003c/p>\n\u003cp>For example, in \u003ca href=\"https://apnews.com/article/michigan-primary-uncommitted-dearborn-arab-muslim-05f6a1099c00fe75823f77aaadbacf25\">Dearborn, Michigan\u003c/a> — where nearly half the 110,000 residents are of Arab descent — public school teachers and staff strive to make things easier for students observing Ramadan.\u003c/p>\n\u003cp>“We allow students on their own to practice their faith as long as it’s not a disruption to the school day,” said Dearborn Schools spokesperson David Mustonen. “We also try to find other spaces or activities in the school during lunch for those students who may be fasting.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"David Mustonen, spokesperson, Dearborn Schools in Michigan\"]‘We allow students on their own to practice their faith as long as it’s not a disruption to the school day. We also try to find other spaces or activities in the school during lunch for those students who may be fasting.’[/pullquote]But he stressed that these students are still required to complete all assignments.\u003c/p>\n\u003cp>In St. Paul, Minnesota, East African Elementary Magnet School has set aside space in the library where students who are fasting and don’t want to be in the cafeteria can spend the break doing other supervised activities like reading, said principal Abdisalam Adam.\u003c/p>\n\u003cp>The 220-student school opened last fall as part of St. Paul’s public schools system, and shares that curriculum, but it also aims to reinforce cultural and linguistic connections with Somalia and other East African countries. Adam said about 90% of the students are Somali Muslims.\u003c/p>\n\u003cp>Adam, who has worked with the district for nearly 30 years, said he tells his staff that accommodating observance of Ramadan fits in with an overall goal of caring for students.\u003c/p>\n\u003cp>“All needs are connected,” he said.\u003c/p>\n\u003cp>For school districts less familiar with Muslim traditions, resources are available. For example, Islamic Networks Group, a California-based nonprofit, provides, among other things, online information for educators about Ramadan and its significance to Muslims.\u003c/p>\n\u003cp>Many districts “don’t know very much about Islam or any of our holidays,” said Maha Elgenaidi, the group’s executive director. “If they don’t know very much about it, there’s not much they can provide to students in terms of accommodation” until they learn more and the parents are actively involved in asking for accommodations.\u003c/p>\n\u003cp>She says fasting students may need to be excused from strenuous activities in gym class, and should be allowed to make up for tests missed due to absence to celebrate the Eid al-Fitr holiday that follows Ramadan.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If they’re not accommodated at school or the school doesn’t know anything about this, they’re kind of living dual lives there.”\u003c/p>\n\u003cp>Fasting is not required of young children, but many Muslim children like to fast to share in the month’s rituals and emulate parents and older siblings, according to ING. Educators also need to know of the typical changes to Muslim families’ routines during Ramadan, such as waking up for the pre-dawn “suhoor” meal and staying up late to possibly attend prayers in the mosque, Elgenaidi said.\u003c/p>\n\u003cp>When Dr. Aifra Ahmed’s children were younger, the Pakistani American physician and her husband would share insight about Ramadan with their classmates, reading to them a Ramadan story and distributing goodie bags with such things as dates.\u003c/p>\n\u003cp>“I realized that the Muslim families in school have to do a lot of education,” said Ahmed, who lives in Los Altos, California.\u003c/p>\n\u003cp>Ahmed’s husband, Moazzam Chaudry, said goodwill gestures, such as when educators offer a Ramadan greeting, send a message of inclusivity.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Moazzam Chaudry, Los Altos resident\"]‘[T]hat’s the first thing that … naturally comes to your mind, ‘Are we integrated into this society? Does this society even accept us?’ These little, little things make such a huge impact.’[/pullquote]For immigrant families, “that’s the first thing that … naturally comes to your mind, ‘Are we integrated into this society? Does this society even accept us?’” he said. “These little, little things make such a huge impact.”\u003c/p>\n\u003cp>Punhal, the couple’s daughter who attends a charter middle school, said she takes part in physical education during Ramadan but skips running when fasting because she would need water afterward.\u003c/p>\n\u003cp>She said a few non-Muslim friends told her they would like to fast with her in companionship.\u003c/p>\n\u003cp>Naiel, her brother who’s in a public high school, said he was pleased when a teacher talked to the class about Ramadan and told him that, if he needed, he could take a nap.\u003c/p>\n\u003cp>He wants others to better understand why he fasts.\u003c/p>\n\u003cp>“A lot of kids and teachers think … I’m torturing myself or like it’s a diet,” he said. “When I’m fasting, I just feel a lot more gratitude towards everyone around me and towards people who don’t have as much.”\u003c/p>\n\u003cp>In Dearborn, 14-year-old Adam Alcodray praised the faculty at Dearborn High for their understanding during Ramadan.\u003c/p>\n\u003cp>“A lot of the teachers are just like more lenient, allowing us to do less,” said Alcodray, a 9th grader. “They don’t get mad because they realize we are hungry.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11978744,news_11979258,news_11911947,mindshift_62718\"]Alcodray says he fasts from 6:20 a.m. until around 8 p.m.\u003c/p>\n\u003cp>“It’s not that bad to be honest,” he said. “When you know you can’t eat, something in your brain clicks.”\u003c/p>\n\u003cp>Hussein Mortada, a 17-year-old senior at Dearborn High, said family solidarity is invaluable during Ramadan.\u003c/p>\n\u003cp>“In my family, everybody’s fasting,” Mortada said. “Everybody’s going through the same thing. The whole month is meant for you to get closer to God and make your religion stronger.”\u003c/p>\n\u003cp>This year, Ramadan carries extra significance due to the hardships being suffered by people in Gaza amid the \u003ca href=\"https://apnews.com/hub/israel-hamas-war\">Israel-Hamas war\u003c/a>, Mortada said.\u003c/p>\n\u003cp>“I feel helpless just sitting here on my phone, looking at everything that’s happening,” he said. “All you can do is feel for them and pray for them.”\u003c/p>\n\u003cp>Alcodray shared similar sentiments.\u003c/p>\n\u003cp>“When you look at what the children are eating in Gaza, you appreciate what your mom makes,” he said. “When you’re having a bad day, realize what they are going through.”\u003c/p>\n\u003cp>At the East African magnet school in St. Paul, Marian Aden — who trains other teachers there — makes it a priority to encourage Ramadan-related accommodations for fasting students.\u003c/p>\n\u003cp>Aden said her youngest daughter, 4-year-old Nora, woke up excited about Ramadan’s start on March 11 — but her teachers in the suburb where they live weren’t familiar with the occasion. Aden said she’ll be relieved when Nora starts attending the magnet school next year.\u003c/p>\n\u003cp>“She’ll be celebrated for who she is,” Aden said.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Adam Alcodray, student, Dearborn High School in Michigan\"]‘When you look at what the children are eating in Gaza, you appreciate what your mom makes. When you’re having a bad day, realize what they are going through.’[/pullquote]Minnesota has been home to growing numbers of \u003ca href=\"https://apnews.com/article/politics-religion-minneapolis-united-states-ded19bdda3065dea259a8c25842956d4\">refugees from war-torn Somalia\u003c/a> since the late 1990s. Several school districts have recently made Eid a holiday.\u003c/p>\n\u003cp>In Washington, D.C., Abdul Fouzi has two daughters, ages 8 and 12, who have gradually learned the meaning and rituals of Ramadan.\u003c/p>\n\u003cp>Growing up in Sierra Leone in the 1980s, Fouzi said he was fasting for a full day as early as age 11. But he has not pushed his elder daughter to do likewise.\u003c/p>\n\u003cp>“They’re still pretty young so they’re not ready to go the whole day without food or water,” he said. “They’re not built like that.”\u003c/p>\n\u003cp>Still, he wants them to get used to the idea; this year he’d like them to experiment with fasting for a half day.\u003c/p>\n\u003cp>To Fouzi, more important than strict adherence to the rules at their age is their understanding of Ramadan’s meaning and the importance of praying for peace.\u003c/p>\n\u003cp>“They make up their own little rules and find loopholes figuring out how they want to participate in and practice Ramadan in different ways, and I’m okay with that,” he said.\u003c/p>\n\u003cp>\u003cem>Dell’Orto reported from Miami, Fam from Cairo and Sands from Washington.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Associated Press religion coverage receives support through the AP’s \u003ca href=\"https://bit.ly/ap-twir\">collaboration\u003c/a> with The Conversation US, with funding from Lilly Endowment Inc. The AP is solely responsible for this content.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Muslim students are a major presence in some communities, prompting some public schools to be more attentive to their needs during the holy month of Ramadan when dawn-to-sundown fasting is a duty of Islam. ","status":"publish","parent":0,"modified":1710619351,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":1567},"headData":{"title":"More Muslim Students Are Getting Support at School During Ramadan Fasting | KQED","description":"Muslim students are a major presence in some communities, prompting some public schools to be more attentive to their needs during the holy month of Ramadan when dawn-to-sundown fasting is a duty of Islam. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"More Muslim Students Are Getting Support at School During Ramadan Fasting","datePublished":"2024-03-17T13:00:01.000Z","dateModified":"2024-03-16T20:02:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"Corey Williams, Giovanna Dell'Orto, Marian Fam, Darren Sands\u003cbr>Associated Press","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11979736/more-muslim-students-are-getting-support-in-public-schools-during-ramadan-fasting","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>While Muslim students remain a rarity in many U.S. school districts, they are a major presence in some communities, prompting public schools to be more attentive to their needs during the holy month of \u003ca href=\"https://apnews.com/article/ramadan-islam-fasting-islamic-holy-month-d8c9e002e4904c5d8e0ccee2b77f9ad4\">Ramadan\u003c/a> when dawn-to-sundown fasting is a duty of Islam.\u003c/p>\n\u003cp>For example, in \u003ca href=\"https://apnews.com/article/michigan-primary-uncommitted-dearborn-arab-muslim-05f6a1099c00fe75823f77aaadbacf25\">Dearborn, Michigan\u003c/a> — where nearly half the 110,000 residents are of Arab descent — public school teachers and staff strive to make things easier for students observing Ramadan.\u003c/p>\n\u003cp>“We allow students on their own to practice their faith as long as it’s not a disruption to the school day,” said Dearborn Schools spokesperson David Mustonen. “We also try to find other spaces or activities in the school during lunch for those students who may be fasting.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We allow students on their own to practice their faith as long as it’s not a disruption to the school day. We also try to find other spaces or activities in the school during lunch for those students who may be fasting.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"David Mustonen, spokesperson, Dearborn Schools in Michigan","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But he stressed that these students are still required to complete all assignments.\u003c/p>\n\u003cp>In St. Paul, Minnesota, East African Elementary Magnet School has set aside space in the library where students who are fasting and don’t want to be in the cafeteria can spend the break doing other supervised activities like reading, said principal Abdisalam Adam.\u003c/p>\n\u003cp>The 220-student school opened last fall as part of St. Paul’s public schools system, and shares that curriculum, but it also aims to reinforce cultural and linguistic connections with Somalia and other East African countries. Adam said about 90% of the students are Somali Muslims.\u003c/p>\n\u003cp>Adam, who has worked with the district for nearly 30 years, said he tells his staff that accommodating observance of Ramadan fits in with an overall goal of caring for students.\u003c/p>\n\u003cp>“All needs are connected,” he said.\u003c/p>\n\u003cp>For school districts less familiar with Muslim traditions, resources are available. For example, Islamic Networks Group, a California-based nonprofit, provides, among other things, online information for educators about Ramadan and its significance to Muslims.\u003c/p>\n\u003cp>Many districts “don’t know very much about Islam or any of our holidays,” said Maha Elgenaidi, the group’s executive director. “If they don’t know very much about it, there’s not much they can provide to students in terms of accommodation” until they learn more and the parents are actively involved in asking for accommodations.\u003c/p>\n\u003cp>She says fasting students may need to be excused from strenuous activities in gym class, and should be allowed to make up for tests missed due to absence to celebrate the Eid al-Fitr holiday that follows Ramadan.\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>“If they’re not accommodated at school or the school doesn’t know anything about this, they’re kind of living dual lives there.”\u003c/p>\n\u003cp>Fasting is not required of young children, but many Muslim children like to fast to share in the month’s rituals and emulate parents and older siblings, according to ING. Educators also need to know of the typical changes to Muslim families’ routines during Ramadan, such as waking up for the pre-dawn “suhoor” meal and staying up late to possibly attend prayers in the mosque, Elgenaidi said.\u003c/p>\n\u003cp>When Dr. Aifra Ahmed’s children were younger, the Pakistani American physician and her husband would share insight about Ramadan with their classmates, reading to them a Ramadan story and distributing goodie bags with such things as dates.\u003c/p>\n\u003cp>“I realized that the Muslim families in school have to do a lot of education,” said Ahmed, who lives in Los Altos, California.\u003c/p>\n\u003cp>Ahmed’s husband, Moazzam Chaudry, said goodwill gestures, such as when educators offer a Ramadan greeting, send a message of inclusivity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘[T]hat’s the first thing that … naturally comes to your mind, ‘Are we integrated into this society? Does this society even accept us?’ These little, little things make such a huge impact.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Moazzam Chaudry, Los Altos resident","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>For immigrant families, “that’s the first thing that … naturally comes to your mind, ‘Are we integrated into this society? Does this society even accept us?’” he said. “These little, little things make such a huge impact.”\u003c/p>\n\u003cp>Punhal, the couple’s daughter who attends a charter middle school, said she takes part in physical education during Ramadan but skips running when fasting because she would need water afterward.\u003c/p>\n\u003cp>She said a few non-Muslim friends told her they would like to fast with her in companionship.\u003c/p>\n\u003cp>Naiel, her brother who’s in a public high school, said he was pleased when a teacher talked to the class about Ramadan and told him that, if he needed, he could take a nap.\u003c/p>\n\u003cp>He wants others to better understand why he fasts.\u003c/p>\n\u003cp>“A lot of kids and teachers think … I’m torturing myself or like it’s a diet,” he said. “When I’m fasting, I just feel a lot more gratitude towards everyone around me and towards people who don’t have as much.”\u003c/p>\n\u003cp>In Dearborn, 14-year-old Adam Alcodray praised the faculty at Dearborn High for their understanding during Ramadan.\u003c/p>\n\u003cp>“A lot of the teachers are just like more lenient, allowing us to do less,” said Alcodray, a 9th grader. “They don’t get mad because they realize we are hungry.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11978744,news_11979258,news_11911947,mindshift_62718"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Alcodray says he fasts from 6:20 a.m. until around 8 p.m.\u003c/p>\n\u003cp>“It’s not that bad to be honest,” he said. “When you know you can’t eat, something in your brain clicks.”\u003c/p>\n\u003cp>Hussein Mortada, a 17-year-old senior at Dearborn High, said family solidarity is invaluable during Ramadan.\u003c/p>\n\u003cp>“In my family, everybody’s fasting,” Mortada said. “Everybody’s going through the same thing. The whole month is meant for you to get closer to God and make your religion stronger.”\u003c/p>\n\u003cp>This year, Ramadan carries extra significance due to the hardships being suffered by people in Gaza amid the \u003ca href=\"https://apnews.com/hub/israel-hamas-war\">Israel-Hamas war\u003c/a>, Mortada said.\u003c/p>\n\u003cp>“I feel helpless just sitting here on my phone, looking at everything that’s happening,” he said. “All you can do is feel for them and pray for them.”\u003c/p>\n\u003cp>Alcodray shared similar sentiments.\u003c/p>\n\u003cp>“When you look at what the children are eating in Gaza, you appreciate what your mom makes,” he said. “When you’re having a bad day, realize what they are going through.”\u003c/p>\n\u003cp>At the East African magnet school in St. Paul, Marian Aden — who trains other teachers there — makes it a priority to encourage Ramadan-related accommodations for fasting students.\u003c/p>\n\u003cp>Aden said her youngest daughter, 4-year-old Nora, woke up excited about Ramadan’s start on March 11 — but her teachers in the suburb where they live weren’t familiar with the occasion. Aden said she’ll be relieved when Nora starts attending the magnet school next year.\u003c/p>\n\u003cp>“She’ll be celebrated for who she is,” Aden said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘When you look at what the children are eating in Gaza, you appreciate what your mom makes. When you’re having a bad day, realize what they are going through.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Adam Alcodray, student, Dearborn High School in Michigan","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Minnesota has been home to growing numbers of \u003ca href=\"https://apnews.com/article/politics-religion-minneapolis-united-states-ded19bdda3065dea259a8c25842956d4\">refugees from war-torn Somalia\u003c/a> since the late 1990s. Several school districts have recently made Eid a holiday.\u003c/p>\n\u003cp>In Washington, D.C., Abdul Fouzi has two daughters, ages 8 and 12, who have gradually learned the meaning and rituals of Ramadan.\u003c/p>\n\u003cp>Growing up in Sierra Leone in the 1980s, Fouzi said he was fasting for a full day as early as age 11. But he has not pushed his elder daughter to do likewise.\u003c/p>\n\u003cp>“They’re still pretty young so they’re not ready to go the whole day without food or water,” he said. “They’re not built like that.”\u003c/p>\n\u003cp>Still, he wants them to get used to the idea; this year he’d like them to experiment with fasting for a half day.\u003c/p>\n\u003cp>To Fouzi, more important than strict adherence to the rules at their age is their understanding of Ramadan’s meaning and the importance of praying for peace.\u003c/p>\n\u003cp>“They make up their own little rules and find loopholes figuring out how they want to participate in and practice Ramadan in different ways, and I’m okay with that,” he said.\u003c/p>\n\u003cp>\u003cem>Dell’Orto reported from Miami, Fam from Cairo and Sands from Washington.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Associated Press religion coverage receives support through the AP’s \u003ca href=\"https://bit.ly/ap-twir\">collaboration\u003c/a> with The Conversation US, with funding from Lilly Endowment Inc. The AP is solely responsible for this content.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11979736/more-muslim-students-are-getting-support-in-public-schools-during-ramadan-fasting","authors":["byline_news_11979736"],"categories":["news_223","news_18540","news_8"],"tags":["news_1006","news_20013","news_1767","news_2998"],"featImg":"news_11979743","label":"news"},"news_11976293":{"type":"posts","id":"news_11976293","meta":{"index":"posts_1591205157","site":"news","id":"11976293","score":null,"sort":[1708207230000]},"guestAuthors":[],"slug":"research-finds-immigration-enforcement-hurts-students-and-hinders-schoolwork-but-schools-offer-support","title":"Research Finds Immigration Enforcement Hurts Students and Hinders Schoolwork — but Schools Offer Support","publishDate":1708207230,"format":"standard","headTitle":"Research Finds Immigration Enforcement Hurts Students and Hinders Schoolwork — but Schools Offer Support | KQED","labelTerm":{},"content":"\u003cp>Immigrant students’ schoolwork and experience in the classroom often suffer in the presence of immigration enforcement — with 60% of teachers and school staff reporting poorer academic performance, and nearly half noting increased rates of bullying against these students, UCLA-based researchers found.\u003c/p>\n\u003cp>“Instead of focusing on their education, these students struggle with this uncertainty and, as a result, are often absent from school or inattentive. Their teachers also struggle to motivate them and sometimes to protect them,” reads a recent \u003ca class=\"external\" href=\"https://transformschools.ucla.edu/research/the-impact-of-a-broken-immigration-system-on-us-students-and-schools/\" target=\"_blank\" rel=\"noopener\">policy brief\u003c/a> by \u003ca class=\"external\" href=\"https://www.google.com/url?q=https://transformschools.ucla.edu&sa=D&source=docs&ust=1708046037332511&usg=AOvVaw2dVTCzF8pcegM5zmQ92H96\" target=\"_blank\" rel=\"noopener\">UCLA’s Center for the Transformation of Schools\u003c/a>, \u003ca class=\"external\" href=\"https://latino.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Latino Policy and Politics Institute\u003c/a>, and \u003ca class=\"external\" href=\"https://www.civilrightsproject.ucla.edu/#:~:text=The%20mission%20of%20the%20Civil,resolved%20to%20achieve%20racial%20and\" target=\"_blank\" rel=\"noopener\">Civil Rights Project/Proyecto Derechos Civiles\u003c/a>.\u003c/p>\n\u003cp>“The broken immigration system hurts schools and creates victims across the spectrum of race and ethnicity in the United States, but it is especially acute for these students.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16782222/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>According to UCLA’s policy brief, children of “unauthorized immigrants” between the ages of 6 and 16 are 14% more likely to repeat a grade, while those aged 14 to 17 are 18% more likely to drop out of school altogether.\u003c/p>\n\u003cp>One of the most common reasons for students to miss class or drop out is the pressure to work full time to support family members financially, said Yesenia Arroyo, the principal of LAUSD’s RFK School for the Visual Arts and Humanities, where roughly 80% of students are immigrants.\u003c/p>\n\u003cp>She added that she works closely with her school’s counseling staff to connect regularly with students about their academic progress. They also try to find \u003ca class=\"external\" href=\"https://www.linkedlearning.org/\" target=\"_blank\" rel=\"noopener\">Linked Learning\u003c/a> opportunities, where students develop real-world experience, and paid internships — which can help students earn while remaining in school or pursuing their interests.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"UCLA and Civil Rights Project policy brief\"]‘The broken immigration system hurts schools and creates victims across the spectrum of race and ethnicity in the United States, but it is especially acute for these students.’[/pullquote]“A part of it is really understanding the community that we serve,” Arroyo said, “understanding the students that we serve, understanding what are the challenges and ensuring that we are matching resources, that we’re listening first — that we’re really listening.”\u003c/p>\n\u003cp>Schools and community organizations throughout Los Angeles have taken various approaches to support students who are undocumented or have family members who are — including running a one-of-a-kind high school in Korea Town with an onsite immigration clinic and engaging the services of community organizers to help connect families with resources.\u003c/p>\n\u003cp>“What’s happening in one school, unfortunately, is not something that’s always happening in other schools. And I’m sure that there’s other great leaders that are doing great things. It would be nice to learn from what others are doing,” Arroyo said.\u003c/p>\n\u003cp>“There’s so many different tasks, so much work that we need to do. I wish we had more time to collaborate with other leaders to ensure that we are sharing resources and ideas, so that we are not working in isolation.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">‘Wraparound’ support\u003c/h2>\n\u003cp>While it is impossible for teachers, administrators and the district as a whole to always know which students are undocumented and in need of support, schools and community organizations have taken various approaches to provide basic assistance.\u003c/p>\n\u003cp>A spokesperson for the Los Angeles Unified School District said that while the district follows the law and does not “collect information or inquire about immigration status,” it supports all students, irrespective of their immigration status.\u003c/p>\n\u003cp>“Schools assist families with affidavits, for example, to ensure students are enrolled, and families are connected to appropriate services and support, even if enrollment documents aren’t available,” the spokesperson said.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Rosie Arroyo, senior program officer of immigration, California Community Foundation\"]‘It’s about survival. And right now, there’s a lot of multilayered challenges communities are facing, from being able to make it on a day-by-day basis and having access to resources around just food.’[/pullquote]Meanwhile, 34 of LAUSD’s schools are also community schools, which provide “wraparound” services — from meals to medical assistance — that advocates say are critical for students who are undocumented.\u003c/p>\n\u003cp>Rosie Arroyo (not related to Yesenia), a senior program officer of immigration at the \u003ca class=\"external\" href=\"https://www.calfund.org/\" target=\"_blank\" rel=\"noopener\">California Community Foundation\u003c/a>, a nonprofit organization based in Los Angeles that aims to address systemic challenges facing various communities throughout the region, said housing and mental health resources are in especially high demand for these students and their families.\u003c/p>\n\u003cp>“It’s about survival,” Arroyo said. “And right now, there’s a lot of multilayered challenges communities are facing, from being able to make it on a day-by-day basis and having access to resources around just food.”\u003c/p>\n\u003cp>As a community school, the School for the Visual Arts and Humanities holds workshops for families every Wednesday, covering a range of topics, from housing to special education and how to access community resources.\u003c/p>\n\u003cp>At least a fifth of the school’s parents attend, which principal Arroyo said is particularly difficult to achieve with parents who often work multiple jobs, and because parental involvement usually decreases as students get older.\u003c/p>\n\u003cp>Mental health support has also been a big concern at the school — especially as a lot of the students are grappling with serious trauma and lack confidence. Roughly 65% of the behavioral incidents reported to the district by the schools are related to students’ struggles with mental health issues, the principal said, adding that the COVID-19 pandemic only exacerbated those challenges.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school now has a QR system posted throughout campus that students can scan to schedule a visit with the school counselor. About a fifth of the students request to see a counselor on a weekly basis, Arroyo added.\u003c/p>\n\u003cp>“A lot of them have been through a lot of trauma on their way into the country. They’ve been abused; they’ve seen death,” she said. “It would be great if we had a system in place to address all these issues that our students come with and provide them with resources.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Legal backing\u003c/h2>\n\u003cp>Beyond receiving assistance with basic needs, access to legal services and some understanding of individual rights is critical for students, advocates say.\u003c/p>\n\u003cp>In addition to the support it provides its students as a community school, the School for the Visual Arts and Humanities partnered with \u003ca class=\"external\" href=\"https://law.ucla.edu/academics/experiential-program/law-clinic-courses/immigrant-family-legal-clinic/immigrant-family-legal-clinic-resources\" target=\"_blank\" rel=\"noopener\">UCLA\u003c/a> in 2019 to launch a permanent one-of-a-kind legal clinic. The clinic space is specifically designed to support students whose families need legal guidance or backing.\u003c/p>\n\u003cp>The RFK Immigrant Family Legal Clinic “is a blessing for our families and for our students, because they have resources that they, perhaps, would not go out on their own to get,” Arroyo said, adding that more than 80% of the students at her school were not born in the U.S., and about 20% immigrated within the past two years.\u003c/p>\n\u003cp>Most of the recent arrivals are from southern Mexico, Central America and South America, though there are students from other parts of the world, including Korea, Russia and Bangladesh.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Nina Rabin, director, RFK Immigrant Family Legal Clinic\"]‘The kids are just kind of incredible — what they take on and how much they’re just survivors and resilient. They have so much potential and … there’s so much that’s so, so difficult and unfair about their situation in this country.’[/pullquote]The legal clinic’s team — comprised of a director, manager, two staff attorneys and up to a dozen law students — provides students and families with one-time consultations and, in some cases, legal representation. They are also present in classrooms, during “coffee with the principal” events and during weekly workshops for families — allowing the clinic to become “a trusting face” which Arroyo said is “key to ensuring that our families are actually taking advantage of those resources.”\u003c/p>\n\u003cp>“The clinic has allowed us to relieve stress and anxiety, but there’s just so many kids who don’t have that,” said Nina Rabin, the clinic’s director who also teaches at UCLA.\u003c/p>\n\u003cp>“I just love the school. It’s such a special place.”\u003c/p>\n\u003cp>As more students arrive from around the world and the clinic earns more trust from the communities it serves, the demand grows. The clinic recently expanded to a second location on the same campus.\u003c/p>\n\u003cp>Currently, the team has more than 120 cases\u003cstrong> \u003c/strong>on its docket, many of them already prepared and sitting in a long, backlogged process that can take years, Rabin said.\u003c/p>\n\u003cp>In any given week, the clinic has roughly a dozen “really active cases” — and they prioritize families that are seeking asylum and students who are eligible for certain visas that only people under the age of 21 can apply for.\u003c/p>\n\u003cp>While “there’s definitely a need beyond what we can currently fill,” Rabin said, the clinic also tries to give more immediate attention to high-need families, unaccompanied minors and those with imminent hearings.\u003c/p>\n\u003cp>“The kids are just kind of incredible — what they take on and how much they’re just survivors and resilient,” Rabin said.\u003c/p>\n\u003cp>“They have so much potential and … there’s so much that’s so, so difficult and unfair about their situation in this country. And so, being able to intervene with this possibility of getting full status at this really prime time in their life, I think is really rewarding when it works, and it has been working. We’ve been getting a lot of kids on that pathway.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11973789,news_11969685,news_11970802,news_11957693\"]Through her Facebook group \u003ca class=\"external\" href=\"https://www.facebook.com/groups/1176163479411915\" target=\"_blank\" rel=\"noopener\">Our Voice/Nuestra Voz\u003c/a>, Evelyn Aleman organizes live-streams\u003cstrong> \u003c/strong>and virtual workshops every Friday. Most of the group’s LAUSD parents, she said, are either in fully undocumented or mixed-status families and are looking to find ways to support and advocate for their children in school.\u003c/p>\n\u003cp>Usually, she said, 20 to 30 parents attend the Zoom sessions, while up to 400 might opt to stream them later.\u003c/p>\n\u003cp>“We continuously ask our parents ‘OK, what information would you like us to bring to Our Voice?’” Aleman said. “Consistently, they’ll say, in addition to education, but primarily, they’ll say, immigrant rights.”\u003c/p>\n\u003cp>This year, Aleman is partnering with the \u003ca class=\"external\" href=\"https://www.chirla.org/\" target=\"_blank\" rel=\"noopener\">Coalition for Humane Immigrant Rights of Los Angeles\u003c/a> to host a 10-workshop series — each week discussing a different topic.\u003c/p>\n\u003cp>The topics related to immigration status will include: “know your rights,” “public charge,” “DACA,” “resources for undocumented students,” “citizenship” and “notario fraud prevention + referrals for non-profit immigration legal services.”\u003c/p>\n\u003cp>Building trust with undocumented and mixed-status families is critical, she said, because many remain wary of fraudulent attorneys and notaries because of their prior experiences or the experiences of people they know.\u003c/p>\n\u003cp>“They take their money, and they run,” Aleman said. “The families lose hundreds, if not thousands, of dollars investing with the hope … that they’ll help them.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Moving forward\u003c/h2>\n\u003cp>To support students who are undocumented or from mixed-status families, the UCLA brief emphasizes the importance of investing in community schools, participating in partnerships with community-based organizations and providing “Know Your Rights” guidance from the California Department of Education.\u003c/p>\n\u003cp>The brief also urges school districts to hire more counselors and school support staff, improve diversity in the ranks of teachers and offer more professional development opportunities.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Lucrecia Santibañez, faculty co-director, Center for the Transformation of Schools\"]‘It is everybody’s problem because kids in schools, even when they themselves are not undocumented, they’re feeling the fear, they’re feeling the uncertainty.’[/pullquote]Lucrecia Santibañez, the faculty co-director of the Center for the Transformation of Schools, co-author of the brief, said expanding support for teachers is key because some may not know how to handle a situation where an undocumented student comes forward.\u003c/p>\n\u003cp>“Teachers themselves have to be really careful about having these conversations. They obviously want to support the kids, they want to support their families,” Santibañez said. These situations add to teachers’ stress and create more work for them. Being better prepared to handle them would be a big help, she said.\u003c/p>\n\u003cp>Santibañez also emphasized the negative psychological impacts of anti-immigrant rhetoric — not only for students who might be undocumented or come from mixed-status families, but for all students.\u003c/p>\n\u003cp>“If I’m here legally, I may get comfortable in saying, ‘Well, that’s somebody else’s problem, right? I’m not going to get deported. My kids aren’t going to come home and not see me because I got sent back,’” Santibañez said.\u003c/p>\n\u003cp>“It is actually our problem. It is everybody’s problem because kids in schools, even when they themselves are not undocumented, they’re feeling the fear, they’re feeling the uncertainty.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/immigration-enforcement-hinders-performance-in-school-heres-how-communities-are-helping/705983\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"According to UCLA's policy brief, children of 'unauthorized immigrants' between the ages of 6 and 16 are 14% more likely to repeat a grade, while those aged 14 to 17 are 18% more likely to drop out of school altogether.","status":"publish","parent":0,"modified":1708203546,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://flo.uri.sh/visualisation/16782222/embed"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":52,"wordCount":2313},"headData":{"title":"Research Finds Immigration Enforcement Hurts Students and Hinders Schoolwork — but Schools Offer Support | KQED","description":"According to UCLA's policy brief, children of 'unauthorized immigrants' between the ages of 6 and 16 are 14% more likely to repeat a grade, while those aged 14 to 17 are 18% more likely to drop out of school altogether.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Research Finds Immigration Enforcement Hurts Students and Hinders Schoolwork — but Schools Offer Support","datePublished":"2024-02-17T22:00:30.000Z","dateModified":"2024-02-17T20:59:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"edsource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/mseshadri\">Mallika Seshadri\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11976293/research-finds-immigration-enforcement-hurts-students-and-hinders-schoolwork-but-schools-offer-support","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Immigrant students’ schoolwork and experience in the classroom often suffer in the presence of immigration enforcement — with 60% of teachers and school staff reporting poorer academic performance, and nearly half noting increased rates of bullying against these students, UCLA-based researchers found.\u003c/p>\n\u003cp>“Instead of focusing on their education, these students struggle with this uncertainty and, as a result, are often absent from school or inattentive. Their teachers also struggle to motivate them and sometimes to protect them,” reads a recent \u003ca class=\"external\" href=\"https://transformschools.ucla.edu/research/the-impact-of-a-broken-immigration-system-on-us-students-and-schools/\" target=\"_blank\" rel=\"noopener\">policy brief\u003c/a> by \u003ca class=\"external\" href=\"https://www.google.com/url?q=https://transformschools.ucla.edu&sa=D&source=docs&ust=1708046037332511&usg=AOvVaw2dVTCzF8pcegM5zmQ92H96\" target=\"_blank\" rel=\"noopener\">UCLA’s Center for the Transformation of Schools\u003c/a>, \u003ca class=\"external\" href=\"https://latino.ucla.edu/\" target=\"_blank\" rel=\"noopener\">Latino Policy and Politics Institute\u003c/a>, and \u003ca class=\"external\" href=\"https://www.civilrightsproject.ucla.edu/#:~:text=The%20mission%20of%20the%20Civil,resolved%20to%20achieve%20racial%20and\" target=\"_blank\" rel=\"noopener\">Civil Rights Project/Proyecto Derechos Civiles\u003c/a>.\u003c/p>\n\u003cp>“The broken immigration system hurts schools and creates victims across the spectrum of race and ethnicity in the United States, but it is especially acute for these students.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://flo.uri.sh/visualisation/16782222/embed\" width=\"800\" height=\"600\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>According to UCLA’s policy brief, children of “unauthorized immigrants” between the ages of 6 and 16 are 14% more likely to repeat a grade, while those aged 14 to 17 are 18% more likely to drop out of school altogether.\u003c/p>\n\u003cp>One of the most common reasons for students to miss class or drop out is the pressure to work full time to support family members financially, said Yesenia Arroyo, the principal of LAUSD’s RFK School for the Visual Arts and Humanities, where roughly 80% of students are immigrants.\u003c/p>\n\u003cp>She added that she works closely with her school’s counseling staff to connect regularly with students about their academic progress. They also try to find \u003ca class=\"external\" href=\"https://www.linkedlearning.org/\" target=\"_blank\" rel=\"noopener\">Linked Learning\u003c/a> opportunities, where students develop real-world experience, and paid internships — which can help students earn while remaining in school or pursuing their interests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The broken immigration system hurts schools and creates victims across the spectrum of race and ethnicity in the United States, but it is especially acute for these students.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"UCLA and Civil Rights Project policy brief","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“A part of it is really understanding the community that we serve,” Arroyo said, “understanding the students that we serve, understanding what are the challenges and ensuring that we are matching resources, that we’re listening first — that we’re really listening.”\u003c/p>\n\u003cp>Schools and community organizations throughout Los Angeles have taken various approaches to support students who are undocumented or have family members who are — including running a one-of-a-kind high school in Korea Town with an onsite immigration clinic and engaging the services of community organizers to help connect families with resources.\u003c/p>\n\u003cp>“What’s happening in one school, unfortunately, is not something that’s always happening in other schools. And I’m sure that there’s other great leaders that are doing great things. It would be nice to learn from what others are doing,” Arroyo said.\u003c/p>\n\u003cp>“There’s so many different tasks, so much work that we need to do. I wish we had more time to collaborate with other leaders to ensure that we are sharing resources and ideas, so that we are not working in isolation.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">‘Wraparound’ support\u003c/h2>\n\u003cp>While it is impossible for teachers, administrators and the district as a whole to always know which students are undocumented and in need of support, schools and community organizations have taken various approaches to provide basic assistance.\u003c/p>\n\u003cp>A spokesperson for the Los Angeles Unified School District said that while the district follows the law and does not “collect information or inquire about immigration status,” it supports all students, irrespective of their immigration status.\u003c/p>\n\u003cp>“Schools assist families with affidavits, for example, to ensure students are enrolled, and families are connected to appropriate services and support, even if enrollment documents aren’t available,” the spokesperson said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘It’s about survival. And right now, there’s a lot of multilayered challenges communities are facing, from being able to make it on a day-by-day basis and having access to resources around just food.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Rosie Arroyo, senior program officer of immigration, California Community Foundation","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Meanwhile, 34 of LAUSD’s schools are also community schools, which provide “wraparound” services — from meals to medical assistance — that advocates say are critical for students who are undocumented.\u003c/p>\n\u003cp>Rosie Arroyo (not related to Yesenia), a senior program officer of immigration at the \u003ca class=\"external\" href=\"https://www.calfund.org/\" target=\"_blank\" rel=\"noopener\">California Community Foundation\u003c/a>, a nonprofit organization based in Los Angeles that aims to address systemic challenges facing various communities throughout the region, said housing and mental health resources are in especially high demand for these students and their families.\u003c/p>\n\u003cp>“It’s about survival,” Arroyo said. “And right now, there’s a lot of multilayered challenges communities are facing, from being able to make it on a day-by-day basis and having access to resources around just food.”\u003c/p>\n\u003cp>As a community school, the School for the Visual Arts and Humanities holds workshops for families every Wednesday, covering a range of topics, from housing to special education and how to access community resources.\u003c/p>\n\u003cp>At least a fifth of the school’s parents attend, which principal Arroyo said is particularly difficult to achieve with parents who often work multiple jobs, and because parental involvement usually decreases as students get older.\u003c/p>\n\u003cp>Mental health support has also been a big concern at the school — especially as a lot of the students are grappling with serious trauma and lack confidence. Roughly 65% of the behavioral incidents reported to the district by the schools are related to students’ struggles with mental health issues, the principal said, adding that the COVID-19 pandemic only exacerbated those challenges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school now has a QR system posted throughout campus that students can scan to schedule a visit with the school counselor. About a fifth of the students request to see a counselor on a weekly basis, Arroyo added.\u003c/p>\n\u003cp>“A lot of them have been through a lot of trauma on their way into the country. They’ve been abused; they’ve seen death,” she said. “It would be great if we had a system in place to address all these issues that our students come with and provide them with resources.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Legal backing\u003c/h2>\n\u003cp>Beyond receiving assistance with basic needs, access to legal services and some understanding of individual rights is critical for students, advocates say.\u003c/p>\n\u003cp>In addition to the support it provides its students as a community school, the School for the Visual Arts and Humanities partnered with \u003ca class=\"external\" href=\"https://law.ucla.edu/academics/experiential-program/law-clinic-courses/immigrant-family-legal-clinic/immigrant-family-legal-clinic-resources\" target=\"_blank\" rel=\"noopener\">UCLA\u003c/a> in 2019 to launch a permanent one-of-a-kind legal clinic. The clinic space is specifically designed to support students whose families need legal guidance or backing.\u003c/p>\n\u003cp>The RFK Immigrant Family Legal Clinic “is a blessing for our families and for our students, because they have resources that they, perhaps, would not go out on their own to get,” Arroyo said, adding that more than 80% of the students at her school were not born in the U.S., and about 20% immigrated within the past two years.\u003c/p>\n\u003cp>Most of the recent arrivals are from southern Mexico, Central America and South America, though there are students from other parts of the world, including Korea, Russia and Bangladesh.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘The kids are just kind of incredible — what they take on and how much they’re just survivors and resilient. They have so much potential and … there’s so much that’s so, so difficult and unfair about their situation in this country.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Nina Rabin, director, RFK Immigrant Family Legal Clinic","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The legal clinic’s team — comprised of a director, manager, two staff attorneys and up to a dozen law students — provides students and families with one-time consultations and, in some cases, legal representation. They are also present in classrooms, during “coffee with the principal” events and during weekly workshops for families — allowing the clinic to become “a trusting face” which Arroyo said is “key to ensuring that our families are actually taking advantage of those resources.”\u003c/p>\n\u003cp>“The clinic has allowed us to relieve stress and anxiety, but there’s just so many kids who don’t have that,” said Nina Rabin, the clinic’s director who also teaches at UCLA.\u003c/p>\n\u003cp>“I just love the school. It’s such a special place.”\u003c/p>\n\u003cp>As more students arrive from around the world and the clinic earns more trust from the communities it serves, the demand grows. The clinic recently expanded to a second location on the same campus.\u003c/p>\n\u003cp>Currently, the team has more than 120 cases\u003cstrong> \u003c/strong>on its docket, many of them already prepared and sitting in a long, backlogged process that can take years, Rabin said.\u003c/p>\n\u003cp>In any given week, the clinic has roughly a dozen “really active cases” — and they prioritize families that are seeking asylum and students who are eligible for certain visas that only people under the age of 21 can apply for.\u003c/p>\n\u003cp>While “there’s definitely a need beyond what we can currently fill,” Rabin said, the clinic also tries to give more immediate attention to high-need families, unaccompanied minors and those with imminent hearings.\u003c/p>\n\u003cp>“The kids are just kind of incredible — what they take on and how much they’re just survivors and resilient,” Rabin said.\u003c/p>\n\u003cp>“They have so much potential and … there’s so much that’s so, so difficult and unfair about their situation in this country. And so, being able to intervene with this possibility of getting full status at this really prime time in their life, I think is really rewarding when it works, and it has been working. We’ve been getting a lot of kids on that pathway.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11973789,news_11969685,news_11970802,news_11957693"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Through her Facebook group \u003ca class=\"external\" href=\"https://www.facebook.com/groups/1176163479411915\" target=\"_blank\" rel=\"noopener\">Our Voice/Nuestra Voz\u003c/a>, Evelyn Aleman organizes live-streams\u003cstrong> \u003c/strong>and virtual workshops every Friday. Most of the group’s LAUSD parents, she said, are either in fully undocumented or mixed-status families and are looking to find ways to support and advocate for their children in school.\u003c/p>\n\u003cp>Usually, she said, 20 to 30 parents attend the Zoom sessions, while up to 400 might opt to stream them later.\u003c/p>\n\u003cp>“We continuously ask our parents ‘OK, what information would you like us to bring to Our Voice?’” Aleman said. “Consistently, they’ll say, in addition to education, but primarily, they’ll say, immigrant rights.”\u003c/p>\n\u003cp>This year, Aleman is partnering with the \u003ca class=\"external\" href=\"https://www.chirla.org/\" target=\"_blank\" rel=\"noopener\">Coalition for Humane Immigrant Rights of Los Angeles\u003c/a> to host a 10-workshop series — each week discussing a different topic.\u003c/p>\n\u003cp>The topics related to immigration status will include: “know your rights,” “public charge,” “DACA,” “resources for undocumented students,” “citizenship” and “notario fraud prevention + referrals for non-profit immigration legal services.”\u003c/p>\n\u003cp>Building trust with undocumented and mixed-status families is critical, she said, because many remain wary of fraudulent attorneys and notaries because of their prior experiences or the experiences of people they know.\u003c/p>\n\u003cp>“They take their money, and they run,” Aleman said. “The families lose hundreds, if not thousands, of dollars investing with the hope … that they’ll help them.”\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Moving forward\u003c/h2>\n\u003cp>To support students who are undocumented or from mixed-status families, the UCLA brief emphasizes the importance of investing in community schools, participating in partnerships with community-based organizations and providing “Know Your Rights” guidance from the California Department of Education.\u003c/p>\n\u003cp>The brief also urges school districts to hire more counselors and school support staff, improve diversity in the ranks of teachers and offer more professional development opportunities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘It is everybody’s problem because kids in schools, even when they themselves are not undocumented, they’re feeling the fear, they’re feeling the uncertainty.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Lucrecia Santibañez, faculty co-director, Center for the Transformation of Schools","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Lucrecia Santibañez, the faculty co-director of the Center for the Transformation of Schools, co-author of the brief, said expanding support for teachers is key because some may not know how to handle a situation where an undocumented student comes forward.\u003c/p>\n\u003cp>“Teachers themselves have to be really careful about having these conversations. They obviously want to support the kids, they want to support their families,” Santibañez said. These situations add to teachers’ stress and create more work for them. Being better prepared to handle them would be a big help, she said.\u003c/p>\n\u003cp>Santibañez also emphasized the negative psychological impacts of anti-immigrant rhetoric — not only for students who might be undocumented or come from mixed-status families, but for all students.\u003c/p>\n\u003cp>“If I’m here legally, I may get comfortable in saying, ‘Well, that’s somebody else’s problem, right? I’m not going to get deported. My kids aren’t going to come home and not see me because I got sent back,’” Santibañez said.\u003c/p>\n\u003cp>“It is actually our problem. It is everybody’s problem because kids in schools, even when they themselves are not undocumented, they’re feeling the fear, they’re feeling the uncertainty.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/immigration-enforcement-hinders-performance-in-school-heres-how-communities-are-helping/705983\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11976293/research-finds-immigration-enforcement-hurts-students-and-hinders-schoolwork-but-schools-offer-support","authors":["byline_news_11976293"],"categories":["news_18540","news_1169","news_8"],"tags":["news_18538","news_20013","news_27626","news_27924","news_20202","news_2998"],"featImg":"news_11976294","label":"source_news_11976293"},"news_11973560":{"type":"posts","id":"news_11973560","meta":{"index":"posts_1591205157","site":"news","id":"11973560","score":null,"sort":[1706133658000]},"guestAuthors":[],"slug":"7-years-after-lawsuit-berkeley-schools-slow-to-adopt-effective-reading-curriculum","title":"7 Years After Lawsuit, Berkeley Schools Slow to Adopt Effective Reading Curriculum","publishDate":1706133658,"format":"standard","headTitle":"7 Years After Lawsuit, Berkeley Schools Slow to Adopt Effective Reading Curriculum | KQED","labelTerm":{},"content":"\u003cp>\u003cem>This story is a collaboration between EdSource and \u003ca class=\"external\" href=\"https://www.berkeleyside.org/\" target=\"_blank\" rel=\"noopener\">Berkeleyside\u003c/a>, a nonprofit online newsroom covering the city of Berkeley. EdSource Reporter John Fensterwald contributed to this report.\u003c/em>\u003c/p>\n\u003cp>How kids are taught to read in Berkeley is slowly starting to shift.\u003c/p>\n\u003cp>Teachers are studying the science of reading. More students are learning phonics, sounding out words by letters and syllables. And the school district is screening every student to flag those who may have dyslexia, a learning disorder that causes difficulty with reading, writing and spelling.\u003c/p>\n\u003cp>But these changes didn’t come easily. They are the result of a federal \u003ca class=\"external\" href=\"https://www.berkeleyside.org/2021/07/30/berkeley-unified-school-district-lawsuit-settlement-agreement-reading-dyslexia-services\" target=\"_blank\" rel=\"noopener\">class-action lawsuit\u003c/a>, \u003ca class=\"external\" href=\"https://www.berkeleyside.org/2017/05/03/lawsuit-says-berkeley-unified-fails-support-students-dyslexia\" target=\"_blank\" rel=\"noopener\">filed in 2017\u003c/a>, by four families of Berkeley students with dyslexia who claimed the district failed to teach them how to read.\u003c/p>\n\u003cp>And though the suit settled in 2021, the district’s method of teaching reading, a balanced literacy curriculum developed by Columbia University Teachers College professor Lucy Calkins called Units of Study, remains in place.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Rather than teaching students to sound out letters, the curriculum relies on a method called three-cueing — where students use context clues like pictures to figure out words — that has now been discredited and banned in several states. Some Berkeley teachers still use cueing, while others have dropped the practice.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Angélica Pérez, reading specialist, Thousand Oaks Elementary\"]‘In my 26 years in education and 15 years in the classroom, I wasn’t so aware of the importance of phonemic awareness.’[/pullquote]Berkeley’s reckoning with how it teaches reading comes as California faces \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">dismal reading scores\u003c/a> and amid a push for the state to do more to ensure children are taught to read using evidence-based approaches. Last year, over \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">half of California students and 33% of Berkeley students could not read at grade level\u003c/a>.\u003c/p>\n\u003cp>Now, the wheels are just beginning to turn in a district long devoted to Calkins. Advocates hope that aligning with the science of reading will help close \u003ca class=\"external\" href=\"https://www.berkeleyside.org/2023/08/30/achievement-gap-berkeley-unified-school-districthttps://www.berkeleyside.org/2023/08/30/achievement-gap-berkeley-unified-school-district\" target=\"_blank\" rel=\"noopener\">one of the largest achievement gaps in the country\u003c/a> — last year, 26% of Black students in Berkeley schools met state standards in reading, compared with 83% of white students.\u003c/p>\n\u003cp>“Historically, Berkeley has been — and is — widely known for being a balanced literacy district,” Superintendent Enikia Ford Morthel said during a November \u003ca class=\"external\" href=\"https://www.careads.org/summit-recap\" target=\"_blank\" rel=\"noopener\">panel discussion\u003c/a> referring to the Calkins teaching method.\u003c/p>\n\u003cfigure id=\"attachment_11973563\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973563\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1.jpg\" alt=\"A Black woman stands with her hands raised next to a white woman in a classroom.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Enikia Ford Morthel, Berkeley schools superintendent, right. \u003ccite>(Kelly Sullivan / Berkeleyside)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What we want to be known for is being a district that is disrupting the narrative, disrupting persistent trends and data and really responding to our students,” she said. “This is not just another initiative. This truly is an imperative.”\u003c/p>\n\u003cp>Some students and parents aren’t yet convinced. Without a firm commitment to adopt a curriculum rooted in the science of reading, they are skeptical that they will see all the changes they believe are long overdue.\u003c/p>\n\u003cp>“At some point, you have to take responsibility,” said Rebecca Levenson, a parent of two children with dyslexia. Levenson wasn’t part of the lawsuit against the district, but she believes “it’s important for parents who see their children suffer to use their voice and power to make a difference for other families that are in that same situation.”\u003c/p>\n\u003cp>[aside postID=\"news_11969087,news_11969236,mindshift_62794\" label=\"Related Stories\"]The Berkeley lawsuit was the second filed in California in 2017 over literacy instruction. In the other suit, the public-interest law firm Public Counsel charged on behalf of students in the lowest-performing schools that California had failed to meet their constitutional right to read. Under \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">a $50 million settlement in 2020\u003c/a>, 75 schools received funding and assistance to improve reading instruction. They were encouraged, but not mandated, to select instruction based on the science of reading.\u003c/p>\n\u003cp>While a district review of its elementary school literacy curriculum found that Units of Study failed to teach foundational literacy skills like phonics and vocabulary, Ford Morthel has stopped short of calling on the district to drop Lucy Calkins. The district is now beginning the process of adopting a new curriculum for the fall of 2025.\u003c/p>\n\u003cp>At a recent school board meeting, George Ellis, the court-appointed monitor, hammered home the importance of changing the Calkins curriculum. Without a “sound, comprehensive” core curriculum, he said, “it doesn’t matter what interventions we’re really providing because we’re just filling up holes all over the place, and we’re never going to get caught up here.”\u003c/p>\n\u003cp>Attorneys and advocates hope the Berkeley lawsuit will spur other school districts to act faster to avoid legal action, accelerating the adoption of the science of reading in California and across the country. But Berkeley’s experience also demonstrates just how many barriers stand in the way of changing reading instruction.\u003c/p>\n\u003ch2>Berkeley’s reading guru\u003c/h2>\n\u003cp>When Lucy Calkins developed her approach in the 1990s, the balanced literacy teaching method was heralded as a new philosophy of education. Rather than teaching from rigid phonics textbooks, teachers introduced students to an entire library of independent books with the goal of teaching kids to love reading.\u003c/p>\n\u003cp>Calkins was the “guru of reading for people in Berkeley,” said Maggie Riddle, a former teacher and principal at Berkeley’s Jefferson Elementary, now called Ruth Acty\u003cstrong>. \u003c/strong>Once Calkins’ approach came to Berkeley, phonics came to be seen as a rote, old-school way of teaching, “dumbing down” instruction. “Berkeley was anti-phonics. One hundred percent,” Riddle said.\u003c/p>\n\u003cp>Berkeley wasn’t alone in this. Balanced literacy once enjoyed nearly universal popularity. “It was being used in every single Bay Area district,” said Deborah Jacobson, a special education attorney who brought the suit, a federal class action, against the Berkeley district seven years ago.\u003c/p>\n\u003cfigure id=\"attachment_11973568\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973568\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1.jpg\" alt=\"A white woman wearing a black dress sits and looks to the right.\" width=\"2560\" height=\"1829\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-800x572.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-1020x729.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-160x114.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-1536x1097.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-2048x1463.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-1920x1372.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Special education attorney Deborah Jacobson photographed at home. Jan. 17, 2024. Jacobson brought up the federal class action lawsuit against the Berkeley school district district in 2017. In 2017, parents sued Berkeley Schools for failing to teach literacy to their students. Six years later, the ‘science of reading’ is finally coming to BUSD amidst a national reckoning over reading instruction. \u003ccite>(Ximena Natera via Berkeleyside/CatchLight)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the approach has fallen under fire amid a national reckoning over reading instruction, with a consensus growing that balanced literacy goes against what we know about how the brain works \u003ca class=\"external\" href=\"https://www.youtube.com/watch?v=hPhH5qXWOi4&feature=youtu.be&themeRefresh=1\" target=\"_blank\" rel=\"noopener\">when learning to read\u003c/a>.\u003c/p>\n\u003cp>This understanding anchors the \u003ca href=\"https://edsource.org/2022/how-one-california-elementary-school-sees-success-after-overhauling-its-reading-program/668351\">science of reading\u003c/a>, an approach backed by decades of \u003ca class=\"external\" href=\"https://www.nichd.nih.gov/research/supported/nrp\" target=\"_blank\" rel=\"noopener\">exhaustive scientific \u003c/a>research that suggests most children need systematic lessons in phonics, or how to sound out words, as well as other fundamentals, such as building knowledge and vocabulary, to learn to read. Teaching foundational reading skills especially benefits \u003ca href=\"https://edsource.org/2023/english-learner-and-science-of-reading-advocates-sign-on-to-joint-statement/698233\">English learners\u003c/a>. Advocates say reading is a civil right and phonics helps bring social justice to \u003ca class=\"external\" href=\"https://hechingerreport.org/naacp-targets-a-new-civil-rights-issue-reading/\" target=\"_blank\" rel=\"noopener\">Black students.\u003c/a>\u003c/p>\n\u003cp>More than half of states have passed laws requiring schools to \u003ca class=\"external\" href=\"https://www.apmreports.org/story/2023/05/18/legislators-reading-laws-sold-a-story\" target=\"_blank\" rel=\"noopener\">align with research-based methods or favoring phonics\u003c/a>. In September, Columbia University cut ties with the\u003ca class=\"external\" href=\"https://www.edweek.org/teaching-learning/teachers-college-to-dissolve-lucy-calkins-reading-and-writing-project/2023/09\" target=\"_blank\" rel=\"noopener\"> Reading and Writing Project\u003c/a> that Calkins led for decades, citing the need to seek out new perspectives. Calkins herself has revised her curriculum to incorporate more explicit instruction in phonics and phonemic awareness.\u003c/p>\n\u003cp>A decade ago, California adopted a framework for K–12 literacy that encouraged districts to use evidence-based reading instruction, now commonly called the science of reading. But it wasn’t required, and the state didn’t push districts to adopt it.\u003c/p>\n\u003cp>Over the past two years, the state has taken steps toward a literacy plan but continues to leave to districts what curriculum and textbooks to use under a policy of local control. A\u003ca class=\"external\" href=\"https://www.edweek.org/teaching-learning/california-joins-40-states-in-mandating-dyslexia-screening/2023/07\" target=\"_blank\" rel=\"noopener\"> new law passed in the summer will require that all children be screened for dyslexia\u003c/a> and other reading disorders beginning in 2025. And by July 1, California will \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\" target=\"_blank\" rel=\"noopener\">require\u003c/a> teacher preparation programs to \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">provide literacy training\u003c/a> based on the science of reading.\u003c/p>\n\u003cp>Still, advocates say these changes don’t go far enough. The \u003ca class=\"external\" href=\"https://drive.google.com/file/d/1hA8IMb9K8RbB3Fk8dAPsTRXeRfMXG5rq/view\" target=\"_blank\" rel=\"noopener\">California Early Literacy Coalition\u003c/a> plans to sponsor legislation that would create a comprehensive state literacy plan, mandating training in the science of reading for all teachers, not just new ones, and requiring the use of textbooks rooted in the approach.\u003c/p>\n\u003ch2>In Berkeley, lawsuit cast a light\u003c/h2>\n\u003cp>When Berkeley Unified was sued in 2017, Riddle said she saw it as an opportunity. She had moved up through the ranks to become head of K–8 schools and led legal negotiations for the district for two years. “Nobody ever wants the district to be sued, but it cast a light on the needs of kids in reading, especially kids with dyslexia,” Riddle said.\u003c/p>\n\u003cp>Not everyone saw it that way. It took five years to reach a settlement agreement, and the district’s core curriculum was a sticking point in negotiations. “The resistance was serious, but the lawsuit was serious, too,” Riddle said. During negotiations, the district implemented Fast Track Phonics to get phonics instruction into classrooms, but advocates criticized the decision as putting a Band-Aid on a broken system, leaving the core Calkins curriculum intact.\u003c/p>\n\u003cp>Berkeley signed the settlement agreement in 2021 but, due to the pandemic, didn’t start working on implementation until the following year, extending the three-year plan until 2025. Initially, Ellis, the court monitor, criticized the school district and its board for failing to embrace the settlement. And in February, Jacobson said the district had \u003ca class=\"external\" href=\"https://www.berkeleyside.org/2023/02/16/berkeley-unified-school-district-literacy-settlement-breached-attorneys-say\" target=\"_blank\" rel=\"noopener\">breached the settlement agreement\u003c/a> by moving too slowly but decided not to file a notice in court after district leaders promised action.\u003c/p>\n\u003cp>In the last year and a half, the district has started taking steps toward the science of reading.\u003c/p>\n\u003cp>Elementary teachers did a book study of “Shifting the Balance,” an introduction to the science of reading practices. The district implemented a universal screening system to flag students who might have dyslexia and started training literacy coaches to implement phonics-based intervention programs like \u003ca class=\"external\" href=\"https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/\" target=\"_blank\" rel=\"noopener\">Orton-Gillingham\u003c/a> and \u003ca class=\"external\" href=\"https://heggerty.org/curriculum/?utm_term=heggerty&utm_campaign=(D)+Branded+-+Search+(CORE)&utm_source=adwords&utm_medium=ppc&hsa_acc=8080130874&hsa_cam=10845962543&hsa_grp=105585801103&hsa_ad=473028550698&hsa_src=g&hsa_tgt=kwd-315916039120&hsa_kw=heggerty&hsa_mt=e&hsa_net=adwords&hsa_ver=3&gclid=CjwKCAiA5L2tBhBTEiwAdSxJX1mS5ejeOZ2dsYKz1Ur4L2K6lvG8gxq1ORYqyfY9BeAHTYzcK-nDhRoCyCYQAvD_BwE\" target=\"_blank\" rel=\"noopener\">Heggerty\u003c/a>. The district also established a new department of curriculum and instruction, hired a districtwide literacy specialist, and began developing a multi-tiered system of support for struggling readers.\u003c/p>\n\u003cp>The district’s new focus has made a huge difference for some teachers, even those with decades of experience.\u003c/p>\n\u003cp>Angélica Pérez, a reading specialist at Thousand Oaks Elementary, said though she has known about phonics for years and even taught it, only recently has she received the systematic training she needed to implement it well with struggling readers.\u003c/p>\n\u003cp>“In my 26 years in education and 15 years in the classroom, I wasn’t so aware of the importance of phonemic awareness,” she said.\u003c/p>\n\u003cp>The changes have won over some of the district’s critics, including Jacobson. “There is a new sense of urgency with the new administration and a new level of commitment,” Jacobson said. “Every year, the light bulb seems to go on more and more.”\u003c/p>\n\u003cfigure id=\"attachment_11973565\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973565\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1.jpg\" alt=\"A woman wearing glasses adjusts papers at a desk while seated.\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angélica Perez’s reading at Thousand Oaks Elementary Schoolroom allows children to explore leisure reading. A longtime reading specialist, Perez uses phonics and phonemics curriculum to help struggling students. Sep 7, 2023. \u003ccite>(Ximena Natera via Berkeleyside/CatchLight)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They have also earned the praise of the teachers’ union president. “There is a systematic plan to make sure our teachers are getting what they need so they can do their jobs best,” said Matt Meyer, president of the Berkeley Federation of Teachers.\u003c/p>\n\u003ch2>Cost to students of the lengthy legal fight\u003c/h2>\n\u003cp>For families whose children struggle with reading, Berkeley’s decadeslong commitment to balanced literacy came at a price. Many students with dyslexia have either missed out on learning or their parents have paid thousands of dollars in private tutoring to catch them up.\u003c/p>\n\u003cp>“After a certain point, the research shows that it becomes unrecoverable,” said Eliza Noh, a Berkeley parent who has a child with dyslexia. “The early years for teaching people how to read are critical.”\u003c/p>\n\u003cp>Levenson’s two children, Eva Levenson and Wen Dolphin, both have dyslexia and attended Berkeley schools 18 years apart. However, Eva received private reading intervention, while Wen did not. The family said their experience shows the difference phonics-based intervention can make.\u003c/p>\n\u003cfigure id=\"attachment_11973566\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973566\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1.jpg\" alt=\"Two white women sit next to each other in a home with a dog resting on the woman's lap to the left.\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rebecca Levenson and her youngest daughter Eva photographed at their West Berkeley home. Levenson’s 2 children, Eva and Wen, who is in his late 20s and lives in Colorado, have struggled with dyslexia throughout their academic careers. \u003ccite>(Ximena Natera via Berkeleyside/CatchLight)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dolphin dropped out of school at 15, while Eva, now a sophomore at Berkeley High, takes the same challenging classes as her peers. She began writing for The Jacket, Berkeley High’s student newspaper, and in October, penned \u003ca class=\"external\" href=\"https://berkeleyhighjacket.com/2023/news/busd-maintains-use-of-the-lucy-calkins-reading-curriculum/\" target=\"_blank\" rel=\"noopener\">an article about the Calkins curriculum\u003c/a>.\u003c/p>\n\u003cp>“I know that my life trajectory could have been very different if I would have had the support that I needed in those really formative years,” Dolphin told a crowd at a Berkeley school board meeting last year.\u003c/p>\n\u003cp>When Lindsay Nofelt’s son was diagnosed with dyslexia, she shelled out thousands of dollars on a phonics-based intensive reading intervention program. Her son’s reading ability improved quickly, but what took Nofelt longer to piece together was Berkeley’s role in her son’s story.\u003c/p>\n\u003cp>Even after listening to Emily Hanford’s podcast “\u003ca class=\"external\" href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener\">Sold a Story\u003c/a>,” which thrust Calkins’ curriculum into the spotlight, she didn’t connect the literacy debate to Berkeley schools.\u003c/p>\n\u003cp>“I thought, if Emily Hanford is writing about this and sounds like it’s not serving the needs of the students, then there’s no way that Berkeley Unified school system would use such a discredited curriculum,” Nofelt said.\u003c/p>\n\u003cfigure id=\"attachment_11973564\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973564\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1.jpg\" alt=\"A group of students sit outside on large amphitheater-style steps in front of an orange building.\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lunchtime at Willard Middle School on Aug. 15, 2022. \u003ccite>(Ximena Natera via Berkeleyside/CatchLight)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But over time, Nofelt realized her son wasn’t the only one in Berkeley struggling with reading. As she learned more about the science of reading and the class-action lawsuit, she realized that the kind of reading instruction Hanford described in her podcast was happening in Berkeley. “When I found out they were one and the same, all of the pieces fell into place,” she said.\u003c/p>\n\u003cp>Two years ago, Nofelt formed \u003ca class=\"external\" href=\"https://www.readingforberkeley.org/\" target=\"_blank\" rel=\"noopener\">Reading for Berkeley\u003c/a> to educate parents about early literacy and give them resources to advocate for their children. It’s now a resource that Nofelt wishes she had when trying to help her son — digestible content designed to help families ask questions about their children’s literacy education and support their reading abilities.\u003c/p>\n\u003cp>Today, students with dyslexia and their parents are watching Berkeley closely, their hope resting on the district’s commitment to the science of reading.\u003c/p>\n\u003cp>At a recent school board meeting in January, Eva Levenson told the Berkeley school board directors and superintendent that she is still waiting to see a plan that addresses the failure of the district’s core curriculum.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I don’t understand what’s in the way of making a shift when, both in other states and locally, districts are able to help kids now. How is it possible we aren’t doing it in Berkeley right now?”\u003c/p>\n\n","blocks":[],"excerpt":"Berkeley was sued 7 years ago to change how it teaches reading. Though districts nationwide have embraced a phonics-based curriculum, Berkeley has yet to make the switch.","status":"publish","parent":0,"modified":1706138145,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":2590},"headData":{"title":"7 Years After Lawsuit, Berkeley Schools Slow to Adopt Effective Reading Curriculum | KQED","description":"Berkeley was sued 7 years ago to change how it teaches reading. Though districts nationwide have embraced a phonics-based curriculum, Berkeley has yet to make the switch.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"7 Years After Lawsuit, Berkeley Schools Slow to Adopt Effective Reading Curriculum","datePublished":"2024-01-24T22:00:58.000Z","dateModified":"2024-01-24T23:15:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EdSource","sourceUrl":"https://edsource.org","sticky":false,"nprByline":"Ally Markovich\u003cbr>Berkeleyside\u003c/br>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11973560/7-years-after-lawsuit-berkeley-schools-slow-to-adopt-effective-reading-curriculum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a collaboration between EdSource and \u003ca class=\"external\" href=\"https://www.berkeleyside.org/\" target=\"_blank\" rel=\"noopener\">Berkeleyside\u003c/a>, a nonprofit online newsroom covering the city of Berkeley. EdSource Reporter John Fensterwald contributed to this report.\u003c/em>\u003c/p>\n\u003cp>How kids are taught to read in Berkeley is slowly starting to shift.\u003c/p>\n\u003cp>Teachers are studying the science of reading. More students are learning phonics, sounding out words by letters and syllables. And the school district is screening every student to flag those who may have dyslexia, a learning disorder that causes difficulty with reading, writing and spelling.\u003c/p>\n\u003cp>But these changes didn’t come easily. They are the result of a federal \u003ca class=\"external\" href=\"https://www.berkeleyside.org/2021/07/30/berkeley-unified-school-district-lawsuit-settlement-agreement-reading-dyslexia-services\" target=\"_blank\" rel=\"noopener\">class-action lawsuit\u003c/a>, \u003ca class=\"external\" href=\"https://www.berkeleyside.org/2017/05/03/lawsuit-says-berkeley-unified-fails-support-students-dyslexia\" target=\"_blank\" rel=\"noopener\">filed in 2017\u003c/a>, by four families of Berkeley students with dyslexia who claimed the district failed to teach them how to read.\u003c/p>\n\u003cp>And though the suit settled in 2021, the district’s method of teaching reading, a balanced literacy curriculum developed by Columbia University Teachers College professor Lucy Calkins called Units of Study, remains in place.\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>Rather than teaching students to sound out letters, the curriculum relies on a method called three-cueing — where students use context clues like pictures to figure out words — that has now been discredited and banned in several states. Some Berkeley teachers still use cueing, while others have dropped the practice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘In my 26 years in education and 15 years in the classroom, I wasn’t so aware of the importance of phonemic awareness.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Angélica Pérez, reading specialist, Thousand Oaks Elementary","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Berkeley’s reckoning with how it teaches reading comes as California faces \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">dismal reading scores\u003c/a> and amid a push for the state to do more to ensure children are taught to read using evidence-based approaches. Last year, over \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">half of California students and 33% of Berkeley students could not read at grade level\u003c/a>.\u003c/p>\n\u003cp>Now, the wheels are just beginning to turn in a district long devoted to Calkins. Advocates hope that aligning with the science of reading will help close \u003ca class=\"external\" href=\"https://www.berkeleyside.org/2023/08/30/achievement-gap-berkeley-unified-school-districthttps://www.berkeleyside.org/2023/08/30/achievement-gap-berkeley-unified-school-district\" target=\"_blank\" rel=\"noopener\">one of the largest achievement gaps in the country\u003c/a> — last year, 26% of Black students in Berkeley schools met state standards in reading, compared with 83% of white students.\u003c/p>\n\u003cp>“Historically, Berkeley has been — and is — widely known for being a balanced literacy district,” Superintendent Enikia Ford Morthel said during a November \u003ca class=\"external\" href=\"https://www.careads.org/summit-recap\" target=\"_blank\" rel=\"noopener\">panel discussion\u003c/a> referring to the Calkins teaching method.\u003c/p>\n\u003cfigure id=\"attachment_11973563\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973563\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1.jpg\" alt=\"A Black woman stands with her hands raised next to a white woman in a classroom.\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/1st-Day-of-Middle-School-10-1-scaled-1-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Enikia Ford Morthel, Berkeley schools superintendent, right. \u003ccite>(Kelly Sullivan / Berkeleyside)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What we want to be known for is being a district that is disrupting the narrative, disrupting persistent trends and data and really responding to our students,” she said. “This is not just another initiative. This truly is an imperative.”\u003c/p>\n\u003cp>Some students and parents aren’t yet convinced. Without a firm commitment to adopt a curriculum rooted in the science of reading, they are skeptical that they will see all the changes they believe are long overdue.\u003c/p>\n\u003cp>“At some point, you have to take responsibility,” said Rebecca Levenson, a parent of two children with dyslexia. Levenson wasn’t part of the lawsuit against the district, but she believes “it’s important for parents who see their children suffer to use their voice and power to make a difference for other families that are in that same situation.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11969087,news_11969236,mindshift_62794","label":"Related Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The Berkeley lawsuit was the second filed in California in 2017 over literacy instruction. In the other suit, the public-interest law firm Public Counsel charged on behalf of students in the lowest-performing schools that California had failed to meet their constitutional right to read. Under \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">a $50 million settlement in 2020\u003c/a>, 75 schools received funding and assistance to improve reading instruction. They were encouraged, but not mandated, to select instruction based on the science of reading.\u003c/p>\n\u003cp>While a district review of its elementary school literacy curriculum found that Units of Study failed to teach foundational literacy skills like phonics and vocabulary, Ford Morthel has stopped short of calling on the district to drop Lucy Calkins. The district is now beginning the process of adopting a new curriculum for the fall of 2025.\u003c/p>\n\u003cp>At a recent school board meeting, George Ellis, the court-appointed monitor, hammered home the importance of changing the Calkins curriculum. Without a “sound, comprehensive” core curriculum, he said, “it doesn’t matter what interventions we’re really providing because we’re just filling up holes all over the place, and we’re never going to get caught up here.”\u003c/p>\n\u003cp>Attorneys and advocates hope the Berkeley lawsuit will spur other school districts to act faster to avoid legal action, accelerating the adoption of the science of reading in California and across the country. But Berkeley’s experience also demonstrates just how many barriers stand in the way of changing reading instruction.\u003c/p>\n\u003ch2>Berkeley’s reading guru\u003c/h2>\n\u003cp>When Lucy Calkins developed her approach in the 1990s, the balanced literacy teaching method was heralded as a new philosophy of education. Rather than teaching from rigid phonics textbooks, teachers introduced students to an entire library of independent books with the goal of teaching kids to love reading.\u003c/p>\n\u003cp>Calkins was the “guru of reading for people in Berkeley,” said Maggie Riddle, a former teacher and principal at Berkeley’s Jefferson Elementary, now called Ruth Acty\u003cstrong>. \u003c/strong>Once Calkins’ approach came to Berkeley, phonics came to be seen as a rote, old-school way of teaching, “dumbing down” instruction. “Berkeley was anti-phonics. One hundred percent,” Riddle said.\u003c/p>\n\u003cp>Berkeley wasn’t alone in this. Balanced literacy once enjoyed nearly universal popularity. “It was being used in every single Bay Area district,” said Deborah Jacobson, a special education attorney who brought the suit, a federal class action, against the Berkeley district seven years ago.\u003c/p>\n\u003cfigure id=\"attachment_11973568\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973568\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1.jpg\" alt=\"A white woman wearing a black dress sits and looks to the right.\" width=\"2560\" height=\"1829\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-800x572.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-1020x729.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-160x114.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-1536x1097.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-2048x1463.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_240117_DYSLEXIA_19-scaled-1-1920x1372.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Special education attorney Deborah Jacobson photographed at home. Jan. 17, 2024. Jacobson brought up the federal class action lawsuit against the Berkeley school district district in 2017. In 2017, parents sued Berkeley Schools for failing to teach literacy to their students. Six years later, the ‘science of reading’ is finally coming to BUSD amidst a national reckoning over reading instruction. \u003ccite>(Ximena Natera via Berkeleyside/CatchLight)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the approach has fallen under fire amid a national reckoning over reading instruction, with a consensus growing that balanced literacy goes against what we know about how the brain works \u003ca class=\"external\" href=\"https://www.youtube.com/watch?v=hPhH5qXWOi4&feature=youtu.be&themeRefresh=1\" target=\"_blank\" rel=\"noopener\">when learning to read\u003c/a>.\u003c/p>\n\u003cp>This understanding anchors the \u003ca href=\"https://edsource.org/2022/how-one-california-elementary-school-sees-success-after-overhauling-its-reading-program/668351\">science of reading\u003c/a>, an approach backed by decades of \u003ca class=\"external\" href=\"https://www.nichd.nih.gov/research/supported/nrp\" target=\"_blank\" rel=\"noopener\">exhaustive scientific \u003c/a>research that suggests most children need systematic lessons in phonics, or how to sound out words, as well as other fundamentals, such as building knowledge and vocabulary, to learn to read. Teaching foundational reading skills especially benefits \u003ca href=\"https://edsource.org/2023/english-learner-and-science-of-reading-advocates-sign-on-to-joint-statement/698233\">English learners\u003c/a>. Advocates say reading is a civil right and phonics helps bring social justice to \u003ca class=\"external\" href=\"https://hechingerreport.org/naacp-targets-a-new-civil-rights-issue-reading/\" target=\"_blank\" rel=\"noopener\">Black students.\u003c/a>\u003c/p>\n\u003cp>More than half of states have passed laws requiring schools to \u003ca class=\"external\" href=\"https://www.apmreports.org/story/2023/05/18/legislators-reading-laws-sold-a-story\" target=\"_blank\" rel=\"noopener\">align with research-based methods or favoring phonics\u003c/a>. In September, Columbia University cut ties with the\u003ca class=\"external\" href=\"https://www.edweek.org/teaching-learning/teachers-college-to-dissolve-lucy-calkins-reading-and-writing-project/2023/09\" target=\"_blank\" rel=\"noopener\"> Reading and Writing Project\u003c/a> that Calkins led for decades, citing the need to seek out new perspectives. Calkins herself has revised her curriculum to incorporate more explicit instruction in phonics and phonemic awareness.\u003c/p>\n\u003cp>A decade ago, California adopted a framework for K–12 literacy that encouraged districts to use evidence-based reading instruction, now commonly called the science of reading. But it wasn’t required, and the state didn’t push districts to adopt it.\u003c/p>\n\u003cp>Over the past two years, the state has taken steps toward a literacy plan but continues to leave to districts what curriculum and textbooks to use under a policy of local control. A\u003ca class=\"external\" href=\"https://www.edweek.org/teaching-learning/california-joins-40-states-in-mandating-dyslexia-screening/2023/07\" target=\"_blank\" rel=\"noopener\"> new law passed in the summer will require that all children be screened for dyslexia\u003c/a> and other reading disorders beginning in 2025. And by July 1, California will \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB488\" target=\"_blank\" rel=\"noopener\">require\u003c/a> teacher preparation programs to \u003ca href=\"https://edsource.org/2023/californias-plan-to-change-literacy-instruction-advances/692569\">provide literacy training\u003c/a> based on the science of reading.\u003c/p>\n\u003cp>Still, advocates say these changes don’t go far enough. The \u003ca class=\"external\" href=\"https://drive.google.com/file/d/1hA8IMb9K8RbB3Fk8dAPsTRXeRfMXG5rq/view\" target=\"_blank\" rel=\"noopener\">California Early Literacy Coalition\u003c/a> plans to sponsor legislation that would create a comprehensive state literacy plan, mandating training in the science of reading for all teachers, not just new ones, and requiring the use of textbooks rooted in the approach.\u003c/p>\n\u003ch2>In Berkeley, lawsuit cast a light\u003c/h2>\n\u003cp>When Berkeley Unified was sued in 2017, Riddle said she saw it as an opportunity. She had moved up through the ranks to become head of K–8 schools and led legal negotiations for the district for two years. “Nobody ever wants the district to be sued, but it cast a light on the needs of kids in reading, especially kids with dyslexia,” Riddle said.\u003c/p>\n\u003cp>Not everyone saw it that way. It took five years to reach a settlement agreement, and the district’s core curriculum was a sticking point in negotiations. “The resistance was serious, but the lawsuit was serious, too,” Riddle said. During negotiations, the district implemented Fast Track Phonics to get phonics instruction into classrooms, but advocates criticized the decision as putting a Band-Aid on a broken system, leaving the core Calkins curriculum intact.\u003c/p>\n\u003cp>Berkeley signed the settlement agreement in 2021 but, due to the pandemic, didn’t start working on implementation until the following year, extending the three-year plan until 2025. Initially, Ellis, the court monitor, criticized the school district and its board for failing to embrace the settlement. And in February, Jacobson said the district had \u003ca class=\"external\" href=\"https://www.berkeleyside.org/2023/02/16/berkeley-unified-school-district-literacy-settlement-breached-attorneys-say\" target=\"_blank\" rel=\"noopener\">breached the settlement agreement\u003c/a> by moving too slowly but decided not to file a notice in court after district leaders promised action.\u003c/p>\n\u003cp>In the last year and a half, the district has started taking steps toward the science of reading.\u003c/p>\n\u003cp>Elementary teachers did a book study of “Shifting the Balance,” an introduction to the science of reading practices. The district implemented a universal screening system to flag students who might have dyslexia and started training literacy coaches to implement phonics-based intervention programs like \u003ca class=\"external\" href=\"https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/\" target=\"_blank\" rel=\"noopener\">Orton-Gillingham\u003c/a> and \u003ca class=\"external\" href=\"https://heggerty.org/curriculum/?utm_term=heggerty&utm_campaign=(D)+Branded+-+Search+(CORE)&utm_source=adwords&utm_medium=ppc&hsa_acc=8080130874&hsa_cam=10845962543&hsa_grp=105585801103&hsa_ad=473028550698&hsa_src=g&hsa_tgt=kwd-315916039120&hsa_kw=heggerty&hsa_mt=e&hsa_net=adwords&hsa_ver=3&gclid=CjwKCAiA5L2tBhBTEiwAdSxJX1mS5ejeOZ2dsYKz1Ur4L2K6lvG8gxq1ORYqyfY9BeAHTYzcK-nDhRoCyCYQAvD_BwE\" target=\"_blank\" rel=\"noopener\">Heggerty\u003c/a>. The district also established a new department of curriculum and instruction, hired a districtwide literacy specialist, and began developing a multi-tiered system of support for struggling readers.\u003c/p>\n\u003cp>The district’s new focus has made a huge difference for some teachers, even those with decades of experience.\u003c/p>\n\u003cp>Angélica Pérez, a reading specialist at Thousand Oaks Elementary, said though she has known about phonics for years and even taught it, only recently has she received the systematic training she needed to implement it well with struggling readers.\u003c/p>\n\u003cp>“In my 26 years in education and 15 years in the classroom, I wasn’t so aware of the importance of phonemic awareness,” she said.\u003c/p>\n\u003cp>The changes have won over some of the district’s critics, including Jacobson. “There is a new sense of urgency with the new administration and a new level of commitment,” Jacobson said. “Every year, the light bulb seems to go on more and more.”\u003c/p>\n\u003cfigure id=\"attachment_11973565\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973565\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1.jpg\" alt=\"A woman wearing glasses adjusts papers at a desk while seated.\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_230906_DYSLEXIA_05-scaled-1-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Angélica Perez’s reading at Thousand Oaks Elementary Schoolroom allows children to explore leisure reading. A longtime reading specialist, Perez uses phonics and phonemics curriculum to help struggling students. Sep 7, 2023. \u003ccite>(Ximena Natera via Berkeleyside/CatchLight)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They have also earned the praise of the teachers’ union president. “There is a systematic plan to make sure our teachers are getting what they need so they can do their jobs best,” said Matt Meyer, president of the Berkeley Federation of Teachers.\u003c/p>\n\u003ch2>Cost to students of the lengthy legal fight\u003c/h2>\n\u003cp>For families whose children struggle with reading, Berkeley’s decadeslong commitment to balanced literacy came at a price. Many students with dyslexia have either missed out on learning or their parents have paid thousands of dollars in private tutoring to catch them up.\u003c/p>\n\u003cp>“After a certain point, the research shows that it becomes unrecoverable,” said Eliza Noh, a Berkeley parent who has a child with dyslexia. “The early years for teaching people how to read are critical.”\u003c/p>\n\u003cp>Levenson’s two children, Eva Levenson and Wen Dolphin, both have dyslexia and attended Berkeley schools 18 years apart. However, Eva received private reading intervention, while Wen did not. The family said their experience shows the difference phonics-based intervention can make.\u003c/p>\n\u003cfigure id=\"attachment_11973566\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973566\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1.jpg\" alt=\"Two white women sit next to each other in a home with a dog resting on the woman's lap to the left.\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/Natera_231126_DYSLEXIA_10-scaled-1-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rebecca Levenson and her youngest daughter Eva photographed at their West Berkeley home. Levenson’s 2 children, Eva and Wen, who is in his late 20s and lives in Colorado, have struggled with dyslexia throughout their academic careers. \u003ccite>(Ximena Natera via Berkeleyside/CatchLight)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dolphin dropped out of school at 15, while Eva, now a sophomore at Berkeley High, takes the same challenging classes as her peers. She began writing for The Jacket, Berkeley High’s student newspaper, and in October, penned \u003ca class=\"external\" href=\"https://berkeleyhighjacket.com/2023/news/busd-maintains-use-of-the-lucy-calkins-reading-curriculum/\" target=\"_blank\" rel=\"noopener\">an article about the Calkins curriculum\u003c/a>.\u003c/p>\n\u003cp>“I know that my life trajectory could have been very different if I would have had the support that I needed in those really formative years,” Dolphin told a crowd at a Berkeley school board meeting last year.\u003c/p>\n\u003cp>When Lindsay Nofelt’s son was diagnosed with dyslexia, she shelled out thousands of dollars on a phonics-based intensive reading intervention program. Her son’s reading ability improved quickly, but what took Nofelt longer to piece together was Berkeley’s role in her son’s story.\u003c/p>\n\u003cp>Even after listening to Emily Hanford’s podcast “\u003ca class=\"external\" href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener\">Sold a Story\u003c/a>,” which thrust Calkins’ curriculum into the spotlight, she didn’t connect the literacy debate to Berkeley schools.\u003c/p>\n\u003cp>“I thought, if Emily Hanford is writing about this and sounds like it’s not serving the needs of the students, then there’s no way that Berkeley Unified school system would use such a discredited curriculum,” Nofelt said.\u003c/p>\n\u003cfigure id=\"attachment_11973564\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11973564\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1.jpg\" alt=\"A group of students sit outside on large amphitheater-style steps in front of an orange building.\" width=\"2560\" height=\"1709\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-1536x1025.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-2048x1367.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/01/BUSD_Middle-School_-Willard-Aug-15-22-1-scaled-1-1920x1282.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lunchtime at Willard Middle School on Aug. 15, 2022. \u003ccite>(Ximena Natera via Berkeleyside/CatchLight)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But over time, Nofelt realized her son wasn’t the only one in Berkeley struggling with reading. As she learned more about the science of reading and the class-action lawsuit, she realized that the kind of reading instruction Hanford described in her podcast was happening in Berkeley. “When I found out they were one and the same, all of the pieces fell into place,” she said.\u003c/p>\n\u003cp>Two years ago, Nofelt formed \u003ca class=\"external\" href=\"https://www.readingforberkeley.org/\" target=\"_blank\" rel=\"noopener\">Reading for Berkeley\u003c/a> to educate parents about early literacy and give them resources to advocate for their children. It’s now a resource that Nofelt wishes she had when trying to help her son — digestible content designed to help families ask questions about their children’s literacy education and support their reading abilities.\u003c/p>\n\u003cp>Today, students with dyslexia and their parents are watching Berkeley closely, their hope resting on the district’s commitment to the science of reading.\u003c/p>\n\u003cp>At a recent school board meeting in January, Eva Levenson told the Berkeley school board directors and superintendent that she is still waiting to see a plan that addresses the failure of the district’s core curriculum.\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>“I don’t understand what’s in the way of making a shift when, both in other states and locally, districts are able to help kids now. How is it possible we aren’t doing it in Berkeley right now?”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11973560/7-years-after-lawsuit-berkeley-schools-slow-to-adopt-effective-reading-curriculum","authors":["byline_news_11973560"],"categories":["news_8"],"tags":["news_129","news_27626","news_18500","news_2998"],"featImg":"news_11973567","label":"source_news_11973560"},"news_11972684":{"type":"posts","id":"news_11972684","meta":{"index":"posts_1591205157","site":"news","id":"11972684","score":null,"sort":[1705442417000]},"guestAuthors":[],"slug":"national-study-says-california-needs-to-do-more-to-teach-kids-to-read","title":"National Study Says California Needs to Do More to Teach Kids to Read","publishDate":1705442417,"format":"standard","headTitle":"National Study Says California Needs to Do More to Teach Kids to Read | KQED","labelTerm":{},"content":"\u003cp>Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the \u003ca class=\"external\" href=\"https://www.nctq.org/\">National Council on Teacher Quality\u003c/a>.\u003c/p>\n\u003cp>Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report “\u003ca class=\"external\" href=\"https://www.nctq.org/publications/State-of-the-States-2024-Five-Policy-Actions-to-Strengthen-Implementation-of-the-Science-of-Reading\">Five Policy Actions to Strengthen Implementation of the Science of Reading.\u003c/a>”\u003c/p>\n\u003cp>“While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Heather Peske, president, National Council on Teacher Quality\"]‘While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science.’[/pullquote]The report rated states as strong, moderate, weak or unacceptable based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.\u003c/p>\n\u003cp>California received a \u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/CaliforniaSOTSReadingProfileUpdated\">moderate rating\u003c/a>.\u003c/p>\n\u003cp>The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.\u003c/p>\n\u003ch2>Not all teachers are trained in the science of reading\u003c/h2>\n\u003cp>While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.\u003c/p>\n\u003cp>Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Denise Forte, president and CEO, The Education Trust\"]‘[I]n many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.’[/pullquote]About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">California test \u003c/a>scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade.\u003c/p>\n\u003cp>“Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills?” said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.”\u003c/p>\n\u003cp>The report comes as California and other states are renewing their focus on the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading,\u003c/a> which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.\u003c/p>\n\u003ch2>California puts renewed emphasis on reading\u003c/h2>\n\u003cp>But that could change soon. By July 1, California will \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB488\">require \u003c/a>teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards. The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating \u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">dyslexia guidelines (PDF)\u003c/a> for the first time.\u003c/p>\n\u003cp>The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11969236,mindshift_62794,news_11969087\"]“This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”\u003c/p>\n\u003cp>More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy said that is not the case. Teacher preparation programs in California\u003ca class=\"external\" href=\"https://www.ctc.ca.gov/educator-prep/program-accred\"> must be reviewed \u003c/a>every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards or have a background or credential in the subject being reviewed, she said.\u003c/p>\n\u003cp>Teacher preparation programs that want national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.\u003c/p>\n\u003cp>California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.\u003c/p>\n\u003cp>California’s changes to teacher preparation and emphasis on the science of reading were considered by the National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.\u003c/p>\n\u003cp>The council has provided a\u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/Reading_Policy_Action_Guide_2024\"> guide\u003c/a> to help states implement and sustain strong reading instruction.\u003c/p>\n\u003cp>“Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/california-needs-to-do-more-to-ensure-teachers-can-teach-kids-to-read-national-study-says/703967\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"California received a 'moderate' rating on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.","status":"publish","parent":0,"modified":1705437960,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1096},"headData":{"title":"National Study Says California Needs to Do More to Teach Kids to Read | KQED","description":"California received a 'moderate' rating on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"National Study Says California Needs to Do More to Teach Kids to Read","datePublished":"2024-01-16T22:00:17.000Z","dateModified":"2024-01-16T20:46:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"edsource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11972684/national-study-says-california-needs-to-do-more-to-teach-kids-to-read","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Despite a newfound national focus on the science of reading, states, including California, aren’t doing enough to support and train teachers to effectively teach literacy, according to a report released Tuesday by the \u003ca class=\"external\" href=\"https://www.nctq.org/\">National Council on Teacher Quality\u003c/a>.\u003c/p>\n\u003cp>Thirty-two states have passed laws or implemented policies related to evidence-based reading instruction in the last decade. Despite that, nearly every state could do more to support literacy instruction, according to the report “\u003ca class=\"external\" href=\"https://www.nctq.org/publications/State-of-the-States-2024-Five-Policy-Actions-to-Strengthen-Implementation-of-the-Science-of-Reading\">Five Policy Actions to Strengthen Implementation of the Science of Reading.\u003c/a>”\u003c/p>\n\u003cp>“While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science,” council President Heather Peske told EdSource. “If these efforts are to succeed … the state needs to ensure that teachers are prepared and supported from the time that they are in teacher preparation programs to the time that they enter classrooms.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘While states are rightly prioritizing literacy, they are not focusing enough attention on teacher effectiveness and teacher capacity to teach reading aligned to the science.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Heather Peske, president, National Council on Teacher Quality","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The report rated states as strong, moderate, weak or unacceptable based on whether they have policies to ensure students receive science-based reading instruction that includes teaching them to sound out words, a process known as phonics. Only 12 states, Arkansas, Colorado, Florida, Louisiana, Minnesota, Mississippi, Ohio, Rhode Island, Tennessee, Texas, Utah and Virginia, were rated as strong.\u003c/p>\n\u003cp>California received a \u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/CaliforniaSOTSReadingProfileUpdated\">moderate rating\u003c/a>.\u003c/p>\n\u003cp>The state gets high marks for setting reading standards for teacher preparation programs, adopting a strong reading licensure test for teachers, and requiring districts to select high-quality reading curricula. California scored lower on whether it requires ongoing literacy training for teachers and on its oversight of teacher preparation programs to ensure they are teaching the science of reading.\u003c/p>\n\u003ch2>Not all teachers are trained in the science of reading\u003c/h2>\n\u003cp>While California provides funds to school districts to offer literacy training to teachers, it does not require all elementary school teachers to be trained in the science of reading, as other states do, Peske said, adding that without proper training, teachers often flounder when teaching literacy, despite having access to high-quality instructional materials.\u003c/p>\n\u003cp>Effective teaching is critical to improving students’ reading skills. More than 90% of students would learn to read with effective reading instruction, according to the report.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘[I]n many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Denise Forte, president and CEO, The Education Trust","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>About 40% of students entering fourth grade in the United States can read at a basic level, according to the research. The latest \u003ca href=\"https://edsource.org/2023/flat-test-scores-leave-california-far-behind-pre-covid-levels-of-achievement/698895\">California test \u003c/a>scores show fewer than half of the students who were tested were proficient in reading. These results have not changed much in the past decade.\u003c/p>\n\u003cp>“Why do we see staggering numbers of children, especially children of color and from low-income backgrounds, without fundamental literacy skills?” said Denise Forte, president and CEO of The Education Trust. “Because in many districts and schools nationwide, outdated teaching methods and curricula that have been proven ineffective, and even harmful, are still being used.”\u003c/p>\n\u003cp>The report comes as California and other states are renewing their focus on the \u003ca href=\"https://edsource.org/2023/why-theres-more-to-the-science-of-reading-than-phonics/695976\">science of reading,\u003c/a> which is based on over 50 years of research that provides a clear picture of how effective literacy instruction can produce a skilled reader, Peske 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>Only two of the 41 teacher preparation programs reviewed in California adequately cover all five components of the science of reading, according to the report. The five components include phonics, phonemic awareness, fluency, vocabulary and comprehension.\u003c/p>\n\u003ch2>California puts renewed emphasis on reading\u003c/h2>\n\u003cp>But that could change soon. By July 1, California will \u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB488\">require \u003c/a>teacher preparation programs to provide literacy training based on the science of reading and the state’s new literacy standards. The new standards include support for struggling readers, English learners and pupils with exceptional needs, incorporating \u003ca class=\"external\" href=\"https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf\">dyslexia guidelines (PDF)\u003c/a> for the first time.\u003c/p>\n\u003cp>The state is also eliminating the unpopular Reading Instruction Competence Assessment in 2025. It will be replaced with a performance assessment based on literacy standards and a new set of Teaching Performance Expectations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11969236,mindshift_62794,news_11969087"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“This latest set of standards and TPEs are probably the strongest statements we’ve had about reading and literacy in teacher preparation,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing. “We are going gangbusters to get them in the field.”\u003c/p>\n\u003cp>More than half of the states use outside accreditors to review teacher preparation programs, which researchers say is not ideal. The report includes California as one of those states, but Sandy said that is not the case. Teacher preparation programs in California\u003ca class=\"external\" href=\"https://www.ctc.ca.gov/educator-prep/program-accred\"> must be reviewed \u003c/a>every seven years by a commission-approved institutional review board made up of university faculty and practitioners across all credential areas, Sandy said. Members are trained on the standards or have a background or credential in the subject being reviewed, she said.\u003c/p>\n\u003cp>Teacher preparation programs that want national accreditation can choose to use an outside accreditor, but it is not required for state accreditation, Sandy said.\u003c/p>\n\u003cp>California should also include data it collects on teacher pass rates on the state reading licensure test as part of the review of teacher preparation programs, Peske said.\u003c/p>\n\u003cp>California’s changes to teacher preparation and emphasis on the science of reading were considered by the National Council on Teacher Quality’s researchers when evaluating the state, Peske said. The research was also sent to the California Department of Education at least twice for review. No one at the department said the research was in error, according to the council.\u003c/p>\n\u003cp>The council has provided a\u003ca class=\"external\" href=\"https://www.nctq.org/dmsView/Reading_Policy_Action_Guide_2024\"> guide\u003c/a> to help states implement and sustain strong reading instruction.\u003c/p>\n\u003cp>“Helping all children learn to read is possible when you have teachers who’ve been prepared in the science of reading,” Peske said. “Much like an orchestra needs each section of instruments to come together to successfully create music, states need to implement multiple teacher-focused reading policies that work together to improve student outcomes.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/california-needs-to-do-more-to-ensure-teachers-can-teach-kids-to-read-national-study-says/703967\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11972684/national-study-says-california-needs-to-do-more-to-teach-kids-to-read","authors":["byline_news_11972684"],"categories":["news_18540","news_8"],"tags":["news_20013","news_27626","news_2998","news_2044"],"featImg":"news_11972686","label":"source_news_11972684"},"news_11970486":{"type":"posts","id":"news_11970486","meta":{"index":"posts_1591205157","site":"news","id":"11970486","score":null,"sort":[1703086255000]},"guestAuthors":[],"slug":"california-leans-on-larger-health-system-to-sustain-mental-health-services-in-schools","title":"California Leans on Larger Health System to Sustain Mental Health Services in Schools","publishDate":1703086255,"format":"standard","headTitle":"California Leans on Larger Health System to Sustain Mental Health Services in Schools | KQED","labelTerm":{"term":33681,"site":"news"},"content":"\u003cp>To create an education system with stable mental health funds, California educators and leaders are turning to the health system and launching a statewide behavioral health initiative to fill funding gaps in fluctuating, sometimes unpredictable, school budgets.\u003c/p>\n\u003cp>“The health systems and the education systems are not bound together successfully enough to make sure we engage in both prevention and treatment,” said David Gordon, a commissioner at the \u003ca class=\"external\" href=\"https://mhsoac.ca.gov/about/\" target=\"_blank\" rel=\"noreferrer noopener\">Mental Health Services Oversight and Accountability Commission\u003c/a>. “That’s particularly true for the most underserved communities.”\u003c/p>\n\u003cp>Funding for mental health in California public schools typically comes from general education budgets, which is why funds have never been stable. As demand for school-based mental health services and specialists skyrockets, administrators and experts are increasingly turning to the health system to better serve needs that existing education budgets often can’t cover.\u003c/p>\n\u003cp>Schools bridge some gaps by placing nurses, social workers, school counselors, and psychologists on campuses, but there’s never enough money to meet students’ mental health needs fully. Without a built-in, statewide system to fund mental health in schools, districts are left to figure it out themselves.\u003c/p>\n\u003cp>“We’re so used to trying to provide external funding to fund us to some sort of equitable level for every student,” said Loretta Whitson, executive director of the California Association of School Counselors. “It’s never been the general fund will cover us — it’s just sort of baked into the cake.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s been that way since at least the late 1980s when Whitson began her education career, she said.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.cde.ca.gov/fg/aa/lc/#:~:text=LCFF%20Overview,succeed%20to%20their%20greatest%20potential.\" target=\"_blank\" rel=\"noreferrer noopener\">The Local Control Funding Formula\u003c/a>, legislation that changed how education was funded in California, created more funds for mental health and “a more holistic view and review of schools,” Whitson said. “But if there’s not enough money to go around, then school district administrators need to make very hard decisions.”\u003c/p>\n\u003cp>If districts have to rely on general fund money for mental health providers, it creates competition with funding for teachers and education programs, Whitson said. If budgets had more funds specifically for mental health, it would mean more money for education.\u003c/p>\n\u003cp>California encourages but does not mandate districts to provide school counselors, social workers, nurses or psychologists. Some experts say mandates could ensure there would be mental health specialists at every school. But that goes against the idea of local control, Whitson said, which allows districts to make decisions based on their community’s needs and resources.\u003c/p>\n\u003cp>Grants for mental health have helped, but they’re not sustainable, Gordon said. School districts will receive grants for a few years or even less, and when those dollars run out, the services or mental health specialists do as well if districts don’t have money to keep them going.\u003c/p>\n\u003cp>Similarly, districts turned to pandemic relief dollars to boost staffing for school counselors, social workers, psychologists and nurses, but those funds expired in September.\u003c/p>\n\u003cp>Nonprofits and community organizations have stepped in to help fill needs at lower costs, put therapists on school campuses, and complete some of the burdensome paperwork involved. But if the services aren’t free to school districts, then most money for mental health must come from the education budget.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Blending two systems\u003c/h2>\n\u003cp>Gordon credits Gov. Gavin Newsom’s \u003ca class=\"external\" href=\"https://cybhi.chhs.ca.gov/about/\" target=\"_blank\" rel=\"noreferrer noopener\">Children Youth and Behavioral Health Initiative\u003c/a> for beginning to merge the health and education system. Gordon said the goal for two major systems to come together is reachable, “but it will take a lot of coordination and collaboration.”\u003c/p>\n\u003cp>A key component of the behavioral health initiative is supporting partnerships between Medi-Cal managed care plans and schools to increase access for children receiving Medi-Cal —\u003ca class=\"external\" href=\"https://www.dhcs.ca.gov/services/Documents/Childrens-Health-Dashboard-March2023.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> nearly 5.7 million in 202\u003c/a>2. Another goal is to increase access to early interventions and preventative mental and behavioral health care.[aside label=\"more education coverage\" tag=\"education\"]The behavioral health initiative was part of the Budget Act of 2021 and the governor’s \u003ca class=\"external\" href=\"https://www.gov.ca.gov/wp-content/uploads/2022/08/KidsMentalHealthMasterPlan_8.18.22.pdf?emrc=6d3847\" target=\"_blank\" rel=\"noreferrer noopener\">Master Plan for Kids’ Mental Health\u003c/a>. The California Department of Health Care Services will \u003ca class=\"external\" href=\"https://www.dhcs.ca.gov/cybhi#:~:text=Established%20as%20part%20of%20the,%2C%20youth%2C%20and%20their%20families.\" target=\"_blank\" rel=\"noreferrer noopener\">invest $4.7 billion\u003c/a> over multiple years in youth behavioral services.\u003c/p>\n\u003cp>According to the master plan, more than 240,000 children cope with depression, and 66% don’t receive treatment. Suicide rates among children 10-to-18 years of age increased by 20% in 2019-2020.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://cybhi.chhs.ca.gov/recent-progress-of-the-children-and-youth-behavioral-health-initiative/\" target=\"_blank\" rel=\"noreferrer noopener\">Efforts to implement the behavioral health initiative\u003c/a> started in January 2022. So far, hundreds of millions of dollars in funding have been disbursed to dozens of organizations for training and retention of providers, loan repayments and scholarships to increase providers in underserved areas.\u003c/p>\n\u003cp>But some of the funding is distributed as grants and won’t last long, Whitson said.\u003c/p>\n\u003cp>“I think it’s important to consider: How do we sustain this? A lot of programs come in as temporary programs, so seed money,” Whitson said. “We look at sustainable money as Medi-Cal a lot of times.”\u003c/p>\n\u003cp>The amount of money school districts can bill to Medi-Cal recently increased, thanks to new legislation. The California Education Code was updated in January after \u003ca class=\"external\" href=\"https://aedn.assembly.ca.gov/sites/aedn.assembly.ca.gov/files/AB%202508%20%28Quirk-Silva%29.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">AB-2058\u003c/a> passed, allowing districts to bill Medi-Cal for mental health services provided by school counselors.\u003c/p>\n\u003cp>A 2018 statewide count of school counselors tallied about 11,000, Whitson said. She estimates there are about 14,000 now.\u003c/p>\n\u003cp>“School counselors are one of the biggest billing forces in the state. It should be bringing in quite a bit of money,” Whitson said. “It could be used to lower the caseloads on all levels — social workers, psychologists, school counselors.”\u003c/p>\n\u003cp>However, the process for school districts to bill Medi-Cal can be long and cumbersome.\u003c/p>\n\u003cp>Sometimes districts won’t get a full refund, and it could take a few years before the money is returned, said Marlon Morgan, founder and CEO of \u003ca class=\"external\" href=\"https://www.wellnesstogether.org/story\" target=\"_blank\" rel=\"noreferrer noopener\">Wellness Together\u003c/a>, a nonprofit that brings mental health providers to school campuses in California and New York.\u003c/p>\n\u003cp>“Schools are pretty reticent to use that billing option because they could end up spending $1 million but only get $500,000 back,” Morgan said. “If you’re on a school board and looking at ways to stabilize your budget and to know what to expect, that’s a huge wild card, and frankly, one that doesn’t get used very often.”\u003c/p>\n\u003cp>In Sacramento County, schools are partnering with the Sacramento County Health Department to have one mental health provider at every school, Gordon said, who is also the superintendent of the Sacramento County Office of Education. The partnership works well because the county health departments already manage Medi-Cal and Medicaid plans — which insure more than 60% of people in the county, he added.\u003c/p>\n\u003cp>The purpose isn’t only to provide direct services at schools but to have someone from the health system stationed at schools interacting with staff, students, and families every day, Gordon said. The goal is to have “centers of wellness and prevention, rather than a center of let’s go out and seek treatment for a problem that should’ve been caught many years ago,” he said.\u003c/p>\n\u003cp>Some organizations combine billing insurance and grant funding to bring providers to schools. \u003ca class=\"external\" href=\"https://campusclinic.org/\" target=\"_blank\" rel=\"noreferrer noopener\">Campus Clinic\u003c/a>, which aims to remove barriers to health care access by putting providers at schools, has brought mental health providers and other physicians to 14 districts and more than 600 schools in California, said Thomas Shaffer, the organization’s founder and president.\u003c/p>\n\u003cp>Most districts haven’t had to foot the bill. Campus Clinic started paying for all the costs, Shaffer said and was able to sustain its offerings through billing insurance, including Medi-Cal, and applying for grants. One burden Campus Clinic and other similar organizations lift from districts is handling the paperwork and billing.\u003c/p>\n\u003cp>“We aim to complete, not compete, with existing resources,” Shaffer said.\u003c/p>\n\u003cp>Still, the need for mental health services and providers is too great to catch up with demand. Campus Clinic is contracted with 28 more districts that are still in the planning stages, Shaffer said.\u003c/p>\n\u003cp>Campus Clinic also offers universal health screenings that allow schools to quickly identify which students are showing signs of anxiety, depression and risk of self-harm, Shaffer said. Schools can see responses through a dashboard that includes real-time notifications for students who are at risk of self-harm. Campus Clinic has teams that start reaching out to families to offer services.\u003c/p>\n\u003cp>But it doesn’t come without challenges. Building trusting relationships with families so they feel comfortable accepting services can be an uphill battle.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">‘The cultural and trust piece’\u003c/h2>\n\u003cp>Officials at Feaster Charter School in Chula Vista saw immediate results after Campus Clinic gave universal mental health screenings to students in grades six through eight in May.\u003c/p>\n\u003cp>Out of the 350 students, roughly 40% were identified as having some level of anxiety and depression, said Karena Haro-Esparza, a school counselor.\u003c/p>\n\u003cp>Teams at Campus Clinic started contacting families right away, she said. Although it’s been a huge help, she added, it’s also created challenges — “the cultural and trust piece.”\u003c/p>\n\u003cp>“Because they are not a regular part of our staff when Campus Clinic communicates with families, they have a lot of questions,” Haro-Esparza said. “Our challenge has been, ‘How do we educate families further to destigmatize and normalize the partnerships?’”\u003c/p>\n\u003cp>The stigma around mental health — especially among people of color and different cultures — is one reason families or guardians don’t seek or access resources for students. Something most mental health experts working in education can agree on is the importance of maintaining trust among schools, providers and families.\u003c/p>\n\u003cp>“It’s not just putting money out to buy services. It’s working to try to put the systems together so that they’re relating and families will come to know and trust the medical system even though they aren’t located in their community,” Gordon said.\u003c/p>\n\u003cp>One strategy Campus Clinic providers use is to rotate through different classrooms to speak with students about health and wellness for 15 minutes to become more familiar and create connections.\u003c/p>\n\u003cp>Wellness Together is investing in interns to diversify the workforce and build trusting relationships between communities and mental health providers, Morgan, its CEO, said.\u003c/p>\n\u003cp>Morgan, who started his career as a school counselor, said he’s seen dozens of people never get their licenses because they can’t afford to work for free. He said it contributes to the lack of diversity in the behavioral health workforce. Now, the nonprofit has more than 30 partnerships with universities in California to ensure interns are paid liveable wages and receive benefits. Meanwhile, Campus Clinic pays interns working toward their licenses to be social workers, clinical and mental health counselors and licensed marriage and family therapists.\u003c/p>\n\u003cp>“The biggest challenge is finding staff and making sure the staff reflects the communities they’re serving,” Morgan said. “By paying interns and paying associates, we now have an option and an opportunity to really hire the best person for the job and often hire a person who is local and from the community.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2023/california-looks-to-the-health-system-to-sustain-mental-health-funds-in-schools/702583\">This article was first published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"As demand for more school mental health services and specialists skyrockets, administrators and experts are increasingly turning to the state health system to cover services that education budgets often can’t.","status":"publish","parent":0,"modified":1703094139,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":1932},"headData":{"title":"California Leans on Larger Health System to Sustain Mental Health Services in Schools | KQED","description":"As demand for more school mental health services and specialists skyrockets, administrators and experts are increasingly turning to the state health system to cover services that education budgets often can’t.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Leans on Larger Health System to Sustain Mental Health Services in Schools","datePublished":"2023-12-20T15:30:55.000Z","dateModified":"2023-12-20T17:42:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/mvelez\">Monica Velez\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11970486/california-leans-on-larger-health-system-to-sustain-mental-health-services-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>To create an education system with stable mental health funds, California educators and leaders are turning to the health system and launching a statewide behavioral health initiative to fill funding gaps in fluctuating, sometimes unpredictable, school budgets.\u003c/p>\n\u003cp>“The health systems and the education systems are not bound together successfully enough to make sure we engage in both prevention and treatment,” said David Gordon, a commissioner at the \u003ca class=\"external\" href=\"https://mhsoac.ca.gov/about/\" target=\"_blank\" rel=\"noreferrer noopener\">Mental Health Services Oversight and Accountability Commission\u003c/a>. “That’s particularly true for the most underserved communities.”\u003c/p>\n\u003cp>Funding for mental health in California public schools typically comes from general education budgets, which is why funds have never been stable. As demand for school-based mental health services and specialists skyrockets, administrators and experts are increasingly turning to the health system to better serve needs that existing education budgets often can’t cover.\u003c/p>\n\u003cp>Schools bridge some gaps by placing nurses, social workers, school counselors, and psychologists on campuses, but there’s never enough money to meet students’ mental health needs fully. Without a built-in, statewide system to fund mental health in schools, districts are left to figure it out themselves.\u003c/p>\n\u003cp>“We’re so used to trying to provide external funding to fund us to some sort of equitable level for every student,” said Loretta Whitson, executive director of the California Association of School Counselors. “It’s never been the general fund will cover us — it’s just sort of baked into the cake.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s been that way since at least the late 1980s when Whitson began her education career, she said.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.cde.ca.gov/fg/aa/lc/#:~:text=LCFF%20Overview,succeed%20to%20their%20greatest%20potential.\" target=\"_blank\" rel=\"noreferrer noopener\">The Local Control Funding Formula\u003c/a>, legislation that changed how education was funded in California, created more funds for mental health and “a more holistic view and review of schools,” Whitson said. “But if there’s not enough money to go around, then school district administrators need to make very hard decisions.”\u003c/p>\n\u003cp>If districts have to rely on general fund money for mental health providers, it creates competition with funding for teachers and education programs, Whitson said. If budgets had more funds specifically for mental health, it would mean more money for education.\u003c/p>\n\u003cp>California encourages but does not mandate districts to provide school counselors, social workers, nurses or psychologists. Some experts say mandates could ensure there would be mental health specialists at every school. But that goes against the idea of local control, Whitson said, which allows districts to make decisions based on their community’s needs and resources.\u003c/p>\n\u003cp>Grants for mental health have helped, but they’re not sustainable, Gordon said. School districts will receive grants for a few years or even less, and when those dollars run out, the services or mental health specialists do as well if districts don’t have money to keep them going.\u003c/p>\n\u003cp>Similarly, districts turned to pandemic relief dollars to boost staffing for school counselors, social workers, psychologists and nurses, but those funds expired in September.\u003c/p>\n\u003cp>Nonprofits and community organizations have stepped in to help fill needs at lower costs, put therapists on school campuses, and complete some of the burdensome paperwork involved. But if the services aren’t free to school districts, then most money for mental health must come from the education budget.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">Blending two systems\u003c/h2>\n\u003cp>Gordon credits Gov. Gavin Newsom’s \u003ca class=\"external\" href=\"https://cybhi.chhs.ca.gov/about/\" target=\"_blank\" rel=\"noreferrer noopener\">Children Youth and Behavioral Health Initiative\u003c/a> for beginning to merge the health and education system. Gordon said the goal for two major systems to come together is reachable, “but it will take a lot of coordination and collaboration.”\u003c/p>\n\u003cp>A key component of the behavioral health initiative is supporting partnerships between Medi-Cal managed care plans and schools to increase access for children receiving Medi-Cal —\u003ca class=\"external\" href=\"https://www.dhcs.ca.gov/services/Documents/Childrens-Health-Dashboard-March2023.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> nearly 5.7 million in 202\u003c/a>2. Another goal is to increase access to early interventions and preventative mental and behavioral health care.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"more education coverage ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The behavioral health initiative was part of the Budget Act of 2021 and the governor’s \u003ca class=\"external\" href=\"https://www.gov.ca.gov/wp-content/uploads/2022/08/KidsMentalHealthMasterPlan_8.18.22.pdf?emrc=6d3847\" target=\"_blank\" rel=\"noreferrer noopener\">Master Plan for Kids’ Mental Health\u003c/a>. The California Department of Health Care Services will \u003ca class=\"external\" href=\"https://www.dhcs.ca.gov/cybhi#:~:text=Established%20as%20part%20of%20the,%2C%20youth%2C%20and%20their%20families.\" target=\"_blank\" rel=\"noreferrer noopener\">invest $4.7 billion\u003c/a> over multiple years in youth behavioral services.\u003c/p>\n\u003cp>According to the master plan, more than 240,000 children cope with depression, and 66% don’t receive treatment. Suicide rates among children 10-to-18 years of age increased by 20% in 2019-2020.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://cybhi.chhs.ca.gov/recent-progress-of-the-children-and-youth-behavioral-health-initiative/\" target=\"_blank\" rel=\"noreferrer noopener\">Efforts to implement the behavioral health initiative\u003c/a> started in January 2022. So far, hundreds of millions of dollars in funding have been disbursed to dozens of organizations for training and retention of providers, loan repayments and scholarships to increase providers in underserved areas.\u003c/p>\n\u003cp>But some of the funding is distributed as grants and won’t last long, Whitson said.\u003c/p>\n\u003cp>“I think it’s important to consider: How do we sustain this? A lot of programs come in as temporary programs, so seed money,” Whitson said. “We look at sustainable money as Medi-Cal a lot of times.”\u003c/p>\n\u003cp>The amount of money school districts can bill to Medi-Cal recently increased, thanks to new legislation. The California Education Code was updated in January after \u003ca class=\"external\" href=\"https://aedn.assembly.ca.gov/sites/aedn.assembly.ca.gov/files/AB%202508%20%28Quirk-Silva%29.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">AB-2058\u003c/a> passed, allowing districts to bill Medi-Cal for mental health services provided by school counselors.\u003c/p>\n\u003cp>A 2018 statewide count of school counselors tallied about 11,000, Whitson said. She estimates there are about 14,000 now.\u003c/p>\n\u003cp>“School counselors are one of the biggest billing forces in the state. It should be bringing in quite a bit of money,” Whitson said. “It could be used to lower the caseloads on all levels — social workers, psychologists, school counselors.”\u003c/p>\n\u003cp>However, the process for school districts to bill Medi-Cal can be long and cumbersome.\u003c/p>\n\u003cp>Sometimes districts won’t get a full refund, and it could take a few years before the money is returned, said Marlon Morgan, founder and CEO of \u003ca class=\"external\" href=\"https://www.wellnesstogether.org/story\" target=\"_blank\" rel=\"noreferrer noopener\">Wellness Together\u003c/a>, a nonprofit that brings mental health providers to school campuses in California and New York.\u003c/p>\n\u003cp>“Schools are pretty reticent to use that billing option because they could end up spending $1 million but only get $500,000 back,” Morgan said. “If you’re on a school board and looking at ways to stabilize your budget and to know what to expect, that’s a huge wild card, and frankly, one that doesn’t get used very often.”\u003c/p>\n\u003cp>In Sacramento County, schools are partnering with the Sacramento County Health Department to have one mental health provider at every school, Gordon said, who is also the superintendent of the Sacramento County Office of Education. The partnership works well because the county health departments already manage Medi-Cal and Medicaid plans — which insure more than 60% of people in the county, he added.\u003c/p>\n\u003cp>The purpose isn’t only to provide direct services at schools but to have someone from the health system stationed at schools interacting with staff, students, and families every day, Gordon said. The goal is to have “centers of wellness and prevention, rather than a center of let’s go out and seek treatment for a problem that should’ve been caught many years ago,” he said.\u003c/p>\n\u003cp>Some organizations combine billing insurance and grant funding to bring providers to schools. \u003ca class=\"external\" href=\"https://campusclinic.org/\" target=\"_blank\" rel=\"noreferrer noopener\">Campus Clinic\u003c/a>, which aims to remove barriers to health care access by putting providers at schools, has brought mental health providers and other physicians to 14 districts and more than 600 schools in California, said Thomas Shaffer, the organization’s founder and president.\u003c/p>\n\u003cp>Most districts haven’t had to foot the bill. Campus Clinic started paying for all the costs, Shaffer said and was able to sustain its offerings through billing insurance, including Medi-Cal, and applying for grants. One burden Campus Clinic and other similar organizations lift from districts is handling the paperwork and billing.\u003c/p>\n\u003cp>“We aim to complete, not compete, with existing resources,” Shaffer said.\u003c/p>\n\u003cp>Still, the need for mental health services and providers is too great to catch up with demand. Campus Clinic is contracted with 28 more districts that are still in the planning stages, Shaffer said.\u003c/p>\n\u003cp>Campus Clinic also offers universal health screenings that allow schools to quickly identify which students are showing signs of anxiety, depression and risk of self-harm, Shaffer said. Schools can see responses through a dashboard that includes real-time notifications for students who are at risk of self-harm. Campus Clinic has teams that start reaching out to families to offer services.\u003c/p>\n\u003cp>But it doesn’t come without challenges. Building trusting relationships with families so they feel comfortable accepting services can be an uphill battle.\u003c/p>\n\u003ch2 class=\"wp-block-heading\">‘The cultural and trust piece’\u003c/h2>\n\u003cp>Officials at Feaster Charter School in Chula Vista saw immediate results after Campus Clinic gave universal mental health screenings to students in grades six through eight in May.\u003c/p>\n\u003cp>Out of the 350 students, roughly 40% were identified as having some level of anxiety and depression, said Karena Haro-Esparza, a school counselor.\u003c/p>\n\u003cp>Teams at Campus Clinic started contacting families right away, she said. Although it’s been a huge help, she added, it’s also created challenges — “the cultural and trust piece.”\u003c/p>\n\u003cp>“Because they are not a regular part of our staff when Campus Clinic communicates with families, they have a lot of questions,” Haro-Esparza said. “Our challenge has been, ‘How do we educate families further to destigmatize and normalize the partnerships?’”\u003c/p>\n\u003cp>The stigma around mental health — especially among people of color and different cultures — is one reason families or guardians don’t seek or access resources for students. Something most mental health experts working in education can agree on is the importance of maintaining trust among schools, providers and families.\u003c/p>\n\u003cp>“It’s not just putting money out to buy services. It’s working to try to put the systems together so that they’re relating and families will come to know and trust the medical system even though they aren’t located in their community,” Gordon said.\u003c/p>\n\u003cp>One strategy Campus Clinic providers use is to rotate through different classrooms to speak with students about health and wellness for 15 minutes to become more familiar and create connections.\u003c/p>\n\u003cp>Wellness Together is investing in interns to diversify the workforce and build trusting relationships between communities and mental health providers, Morgan, its CEO, said.\u003c/p>\n\u003cp>Morgan, who started his career as a school counselor, said he’s seen dozens of people never get their licenses because they can’t afford to work for free. He said it contributes to the lack of diversity in the behavioral health workforce. Now, the nonprofit has more than 30 partnerships with universities in California to ensure interns are paid liveable wages and receive benefits. Meanwhile, Campus Clinic pays interns working toward their licenses to be social workers, clinical and mental health counselors and licensed marriage and family therapists.\u003c/p>\n\u003cp>“The biggest challenge is finding staff and making sure the staff reflects the communities they’re serving,” Morgan said. “By paying interns and paying associates, we now have an option and an opportunity to really hire the best person for the job and often hire a person who is local and from the community.”\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>\u003ca href=\"https://edsource.org/2023/california-looks-to-the-health-system-to-sustain-mental-health-funds-in-schools/702583\">This article was first published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11970486/california-leans-on-larger-health-system-to-sustain-mental-health-services-in-schools","authors":["byline_news_11970486"],"categories":["news_8"],"tags":["news_20013","news_27626","news_2109","news_33682","news_2998"],"affiliates":["news_33681"],"featImg":"news_11970490","label":"news_33681"},"news_11948501":{"type":"posts","id":"news_11948501","meta":{"index":"posts_1591205157","site":"news","id":"11948501","score":null,"sort":[1683280851000]},"guestAuthors":[],"slug":"oakland-unified-teachers-have-gone-on-strike","title":"Oakland Public School Teachers Go On Strike","publishDate":1683280851,"format":"audio","headTitle":"Oakland Public School Teachers Go On Strike | KQED","labelTerm":{},"content":"\u003cp>On Thursday morning, nearly 3,000 educators and staff at the Oakland Unified School District officially went on strike in a push for higher wages and better resources. The union and the district have not had an active contract since the last one expired in October. This marks the third walkout this year and the second official strike since 2019.\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/44InNu1\">\u003cem>Episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003cspan style=\"font-weight: 400\">Erin Baldassari, KQED reporter\u003c/span>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8446023112&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003cstrong>Links:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">‘Justice for Our Students’: Oakland Teachers Go on Strike Amid Deadlock With District\u003c/a>\u003c/li>\n\u003cli>The Bay Survey\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1700682646,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":88},"headData":{"title":"Oakland Public School Teachers Go On Strike | KQED","description":"On Thursday morning, nearly 3,000 educators and staff at the Oakland Unified School District officially went on strike in a push for higher wages and better resources. The union and the district have not had an active contract since the last one expired in October. This marks the third walkout this year and the second","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Oakland Public School Teachers Go On Strike","datePublished":"2023-05-05T10:00:51.000Z","dateModified":"2023-11-22T19:50:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"The Bay","sourceUrl":"https://www.kqed.org/podcasts/thebay","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/A511B8/traffic.megaphone.fm/KQINC8446023112.mp3","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11948501/oakland-unified-teachers-have-gone-on-strike","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>On Thursday morning, nearly 3,000 educators and staff at the Oakland Unified School District officially went on strike in a push for higher wages and better resources. The union and the district have not had an active contract since the last one expired in October. This marks the third walkout this year and the second official strike since 2019.\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/44InNu1\">\u003cem>Episode transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003cspan style=\"font-weight: 400\">Erin Baldassari, KQED reporter\u003c/span>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC8446023112&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003cstrong>Links:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">‘Justice for Our Students’: Oakland Teachers Go on Strike Amid Deadlock With District\u003c/a>\u003c/li>\n\u003cli>The Bay Survey\u003c/li>\n\u003c/ul>\n\u003c/div>\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/11948501/oakland-unified-teachers-have-gone-on-strike","authors":["8654","11652","11649","11802"],"programs":["news_28779"],"categories":["news_8","news_33520"],"tags":["news_18","news_2998","news_22598"],"featImg":"news_11948508","label":"source_news_11948501"},"news_11930250":{"type":"posts","id":"news_11930250","meta":{"index":"posts_1591205157","site":"news","id":"11930250","score":null,"sort":[1666829943000]},"guestAuthors":[],"slug":"end-of-nationwide-federal-free-lunch-program-has-some-states-scrambling","title":"End of Nationwide Federal Free Lunch Program Has Some States Scrambling","publishDate":1666829943,"format":"standard","headTitle":"NPR | KQED News","labelTerm":{"term":253,"site":"news"},"content":"\u003cp>During the height of the pandemic, the federal government made lunch free to all 50.6 million public school students nationwide. That program expired Sept. 30, leaving many families, school districts, and legislators scrambling to deal with the new financial burden.\u003c/p>\n\u003cp>California and Maine saw what was coming and passed bills in 2021 ensuring all students had free school meals. Now Colorado and 8 other states are working to do the same. An additional two states have extended the program through the end of this school year, but don't have any pending legislation for beyond that.\u003c/p>\n\u003cp>\"It's difficult to give a precise number [on how many families will be affected],\" said Krista Ruffini, an assistant professor at Georgetown University who specializes in government policies that affect labor market, education, and health outcomes. \"But before the pandemic, about 25% of students were attending a school that offered schoolwide free meals through the \u003ca href=\"https://www.fns.usda.gov/cn/community-eligibility-provision\">Community Eligibility Provision\u003c/a> or related programs.\"\u003c/p>\n\u003cp>That means many families across the nation will likely need to start paying for school meals again.\u003c/p>\n\u003cp>In Colorado, a coalition of parents, teachers and anti-hunger advocates worked with legislators to get the \u003ca href=\"https://www.schoolmealsforco.org/\">Healthy School Meals for All\u003c/a> proposal on the Nov. 8 ballot, so voters can decide whether to bring universal free school lunch back.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>GlendaRika Garcia, a mom who helps people obtain food assistance through Hunger Free Colorado, believes it's an educational issue.\u003c/p>\n\u003cp>\"I think that the kids being able to eat for free at school is really important, for all families, all kids,\" said Garcia, a widow and a single mom of four boys. \"Kids can't learn if they don't have good nutrition.\"\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"free-school-meals\"]If Colorado voters approve \u003ca href=\"https://leg.colorado.gov/content/initiatives/initiatives-blue-book-overview/ballot-information-booklet-blue-book\">Prop FF\u003c/a>, it would create a program that would offer free meals to all public school students and help schools pay for them. It would also fund pay increases for frontline school cafeteria workers, helping schools dealing with staff shortages. The measure also would incentivize schools to buy Colorado products by providing them grants to do so.\u003c/p>\n\u003cp>\"I was a recipient of free school lunch when I was younger,\" Garcia said, \"and oftentimes, before my mom even qualified for that, we didn't have enough for lunch.\"\u003c/p>\n\u003cp>Ruffini said the most vulnerable group is likely families with incomes slightly above the cutoff for free or reduced-price school meals who aren't attending a Community Eligibility Provision school. Students with family income above 185% of the federal poverty\u003ca href=\"https://urldefense.com/v3/__https:/www.healthcare.gov/glossary/federal-poverty-level-fpl/__;!!Iwwt!XuAhr4p9vjDfTwrUROxrGJMYlRf7Mo3spqVLw-_LTvSTnWPxL7bq77n8jbzDvQeHyEO8xqz0dfNwVeZG7Q%24\"> line\u003c/a> — about $42,600 for a single parent with 2 children or $51,300 for a family of 4 – pay the full price for school meals. Depending on her job, Garcia at times qualified and at times didn't, a blow to her budget.\u003c/p>\n\u003cp>\"A lot of times, it's a financial burden for the parents,\" she said.\u003c/p>\n\u003cp>Another issue, Garcia said, is that some students bully others for getting a free lunch. It happened to her as a kid; it happened to one of her sons.\u003c/p>\n\u003cp>\"They know that people can identify if they can't afford it. It hurts my heart,\" she said.\u003c/p>\n\u003cp>Her son Alonzo said that at his high school some students avoid the lunchroom rather than admit they qualify for free lunch.\u003c/p>\n\u003cp>\"I think that they get embarrassed because they can't afford it,\" he said.\u003c/p>\n\u003cp>Other states have seen the problem, and similar to Colorado, have been working to solve it.\u003c/p>\n\u003cp>Massachusetts, Vermont, and Nevada have extended universal free school lunch through the 2022-23 school year, but Vermont and Nevada have not introduced any legislation to make it permanent.\u003c/p>\n\u003cp>Maine and California passed bills in 2021 making universal free school lunch permanent, similar to what Colorado is trying to do. Both measures took effect this school year.\u003c/p>\n\u003cp>\u003ca href=\"https://www.gov.ca.gov/2021/07/09/california-roars-back-governor-newsom-signs-historic-education-package-to-reimagine-public-schools/\">California allocated $650 million\u003c/a> from its state budget to fund and support its universal free school meals program for the 2022-23 school year. Maine's program was estimated by lawmakers to cost \u003ca href=\"https://www.npr.org/2022/08/31/1120223479/maine-makes-free-school-lunches-permanent-after-federal-funding-ends\">around $34 million a year\u003c/a>.\u003c/p>\n\u003cp>Other states are working to do the same.\u003c/p>\n\u003cp>Washington, Minnesota, Wisconsin, Ohio, Pennsylvania, New York, Massachusetts, and North Carolina introduced bills similar to the one on the Colorado ballot, most of them during the current legislative session. All of them are still in committee and have yet to go up for a vote. Colorado is the only state that has put the measure onto a ballot.\u003c/p>\n\u003cp>Although some states are working to ensure students receive access to free meals, most states are not.\u003c/p>\n\u003cp>In Colorado, low-income students will still keep receiving free meals whether the proposal passes or not. There's no organized opposition to Prop FF, but that doesn't mean no one is opposed to it.\u003c/p>\n\u003cp>\"Nobody wants to be evil enough to say it, but this is a really stupid idea,\" said Jon Caldara, president of the \u003ca href=\"https://i2i.org/\">Independence Institute\u003c/a>, a libertarian think tank. \"Most kids in Colorado do not need this. And in fact, those who do, already have this.\"\u003c/p>\n\u003cp>The group's voter's guide \u003ca href=\"https://i2i.org/guide-2022/?mc_cid=b534161e10&mc_eid=8e016bedb2\">recommends a no vote\u003c/a>.\u003c/p>\n\u003cp>If it passes, the Colorado measure would raise $100 million a year by increasing state taxable income, but only for the 3 percent or 4 percent who make at least $300,000 a year.\u003c/p>\n\u003cp>\"This proposal is, 'Hey, let's get the rich guys to buy our kids lunch,' \" Caldara said. \"This is another expansion of state bureaucracy that is just not necessary.\"\u003c/p>\n\u003cp>The issue of cost may be driving further skepticism for universal free school lunch. Boston NPR affiliate \u003ca href=\"https://www.wbur.org/onpoint/2022/07/07/lessons-from-americas-brief-experiment-with-universal-free-school-meals\">WBUR reported that the USDA has spent $30 billion\u003c/a> since 2020 on the program of subsidized meals for everyone, $11 billion more than it normally would spend on its income-based school lunch program.\u003c/p>\n\u003cp>Despite opposition to cost, universal free school lunch appears popular throughout the nation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.dataforprogress.org/blog/2021/6/24/voters-support-a-permanent-extension-of-the-universal-free-school-lunch-policy\">A 2021 poll\u003c/a> by Data For Progress, a progressive polling firm, found that 74% of Americans support making universal free school meals permanent nationwide.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.urban.org/sites/default/files/2022-06/The%20Majority%20of%20Adults%20Support%20Permanent%2C%20Free%20School%20Meals%20for%20All%20Students%20.pdf\">Another poll, taken in June 2022\u003c/a> by the Urban institute, a nonpartisan think tank focused on social and economic research, found that 76% of adults living with children enrolled in public school and 67% of adults not living with children enrolled in public school supported permanent free school meals.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=End+of+nationwide+federal+free+lunch+program+has+some+states+scrambling&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Colorado voters will decide next month whether to offer the free lunch program to every student. Eight other states are considering legislation to do so too.","status":"publish","parent":0,"modified":1666829943,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1062},"headData":{"title":"End of Nationwide Federal Free Lunch Program Has Some States Scrambling | KQED","description":"Colorado voters will decide next month whether to offer the free lunch program to every student. Eight other states are considering legislation to do so too.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"End of Nationwide Federal Free Lunch Program Has Some States Scrambling","datePublished":"2022-10-27T00:19:03.000Z","dateModified":"2022-10-27T00:19:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11930250 https://ww2.kqed.org/news/?p=11930250","disqusUrl":"https://ww2.kqed.org/news/2022/10/26/end-of-nationwide-federal-free-lunch-program-has-some-states-scrambling/","disqusTitle":"End of Nationwide Federal Free Lunch Program Has Some States Scrambling","nprByline":"Ivy Winfrey and John Daley","nprStoryId":"1129939058","nprApiLink":"http://api.npr.org/query?id=1129939058&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/10/26/1129939058/end-of-nationwide-federal-free-lunch-program-has-some-states-scrambling?ft=nprml&f=1129939058","nprRetrievedStory":"1","nprPubDate":"Wed, 26 Oct 2022 05:00:00 -0400","nprStoryDate":"Wed, 26 Oct 2022 05:00:25 -0400","nprLastModifiedDate":"Wed, 26 Oct 2022 05:00:25 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11930250/end-of-nationwide-federal-free-lunch-program-has-some-states-scrambling","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>During the height of the pandemic, the federal government made lunch free to all 50.6 million public school students nationwide. That program expired Sept. 30, leaving many families, school districts, and legislators scrambling to deal with the new financial burden.\u003c/p>\n\u003cp>California and Maine saw what was coming and passed bills in 2021 ensuring all students had free school meals. Now Colorado and 8 other states are working to do the same. An additional two states have extended the program through the end of this school year, but don't have any pending legislation for beyond that.\u003c/p>\n\u003cp>\"It's difficult to give a precise number [on how many families will be affected],\" said Krista Ruffini, an assistant professor at Georgetown University who specializes in government policies that affect labor market, education, and health outcomes. \"But before the pandemic, about 25% of students were attending a school that offered schoolwide free meals through the \u003ca href=\"https://www.fns.usda.gov/cn/community-eligibility-provision\">Community Eligibility Provision\u003c/a> or related programs.\"\u003c/p>\n\u003cp>That means many families across the nation will likely need to start paying for school meals again.\u003c/p>\n\u003cp>In Colorado, a coalition of parents, teachers and anti-hunger advocates worked with legislators to get the \u003ca href=\"https://www.schoolmealsforco.org/\">Healthy School Meals for All\u003c/a> proposal on the Nov. 8 ballot, so voters can decide whether to bring universal free school lunch back.\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>GlendaRika Garcia, a mom who helps people obtain food assistance through Hunger Free Colorado, believes it's an educational issue.\u003c/p>\n\u003cp>\"I think that the kids being able to eat for free at school is really important, for all families, all kids,\" said Garcia, a widow and a single mom of four boys. \"Kids can't learn if they don't have good nutrition.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"related coverage ","tag":"free-school-meals"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>If Colorado voters approve \u003ca href=\"https://leg.colorado.gov/content/initiatives/initiatives-blue-book-overview/ballot-information-booklet-blue-book\">Prop FF\u003c/a>, it would create a program that would offer free meals to all public school students and help schools pay for them. It would also fund pay increases for frontline school cafeteria workers, helping schools dealing with staff shortages. The measure also would incentivize schools to buy Colorado products by providing them grants to do so.\u003c/p>\n\u003cp>\"I was a recipient of free school lunch when I was younger,\" Garcia said, \"and oftentimes, before my mom even qualified for that, we didn't have enough for lunch.\"\u003c/p>\n\u003cp>Ruffini said the most vulnerable group is likely families with incomes slightly above the cutoff for free or reduced-price school meals who aren't attending a Community Eligibility Provision school. Students with family income above 185% of the federal poverty\u003ca href=\"https://urldefense.com/v3/__https:/www.healthcare.gov/glossary/federal-poverty-level-fpl/__;!!Iwwt!XuAhr4p9vjDfTwrUROxrGJMYlRf7Mo3spqVLw-_LTvSTnWPxL7bq77n8jbzDvQeHyEO8xqz0dfNwVeZG7Q%24\"> line\u003c/a> — about $42,600 for a single parent with 2 children or $51,300 for a family of 4 – pay the full price for school meals. Depending on her job, Garcia at times qualified and at times didn't, a blow to her budget.\u003c/p>\n\u003cp>\"A lot of times, it's a financial burden for the parents,\" she said.\u003c/p>\n\u003cp>Another issue, Garcia said, is that some students bully others for getting a free lunch. It happened to her as a kid; it happened to one of her sons.\u003c/p>\n\u003cp>\"They know that people can identify if they can't afford it. It hurts my heart,\" she said.\u003c/p>\n\u003cp>Her son Alonzo said that at his high school some students avoid the lunchroom rather than admit they qualify for free lunch.\u003c/p>\n\u003cp>\"I think that they get embarrassed because they can't afford it,\" he said.\u003c/p>\n\u003cp>Other states have seen the problem, and similar to Colorado, have been working to solve it.\u003c/p>\n\u003cp>Massachusetts, Vermont, and Nevada have extended universal free school lunch through the 2022-23 school year, but Vermont and Nevada have not introduced any legislation to make it permanent.\u003c/p>\n\u003cp>Maine and California passed bills in 2021 making universal free school lunch permanent, similar to what Colorado is trying to do. Both measures took effect this school year.\u003c/p>\n\u003cp>\u003ca href=\"https://www.gov.ca.gov/2021/07/09/california-roars-back-governor-newsom-signs-historic-education-package-to-reimagine-public-schools/\">California allocated $650 million\u003c/a> from its state budget to fund and support its universal free school meals program for the 2022-23 school year. Maine's program was estimated by lawmakers to cost \u003ca href=\"https://www.npr.org/2022/08/31/1120223479/maine-makes-free-school-lunches-permanent-after-federal-funding-ends\">around $34 million a year\u003c/a>.\u003c/p>\n\u003cp>Other states are working to do the same.\u003c/p>\n\u003cp>Washington, Minnesota, Wisconsin, Ohio, Pennsylvania, New York, Massachusetts, and North Carolina introduced bills similar to the one on the Colorado ballot, most of them during the current legislative session. All of them are still in committee and have yet to go up for a vote. Colorado is the only state that has put the measure onto a ballot.\u003c/p>\n\u003cp>Although some states are working to ensure students receive access to free meals, most states are not.\u003c/p>\n\u003cp>In Colorado, low-income students will still keep receiving free meals whether the proposal passes or not. There's no organized opposition to Prop FF, but that doesn't mean no one is opposed to it.\u003c/p>\n\u003cp>\"Nobody wants to be evil enough to say it, but this is a really stupid idea,\" said Jon Caldara, president of the \u003ca href=\"https://i2i.org/\">Independence Institute\u003c/a>, a libertarian think tank. \"Most kids in Colorado do not need this. And in fact, those who do, already have this.\"\u003c/p>\n\u003cp>The group's voter's guide \u003ca href=\"https://i2i.org/guide-2022/?mc_cid=b534161e10&mc_eid=8e016bedb2\">recommends a no vote\u003c/a>.\u003c/p>\n\u003cp>If it passes, the Colorado measure would raise $100 million a year by increasing state taxable income, but only for the 3 percent or 4 percent who make at least $300,000 a year.\u003c/p>\n\u003cp>\"This proposal is, 'Hey, let's get the rich guys to buy our kids lunch,' \" Caldara said. \"This is another expansion of state bureaucracy that is just not necessary.\"\u003c/p>\n\u003cp>The issue of cost may be driving further skepticism for universal free school lunch. Boston NPR affiliate \u003ca href=\"https://www.wbur.org/onpoint/2022/07/07/lessons-from-americas-brief-experiment-with-universal-free-school-meals\">WBUR reported that the USDA has spent $30 billion\u003c/a> since 2020 on the program of subsidized meals for everyone, $11 billion more than it normally would spend on its income-based school lunch program.\u003c/p>\n\u003cp>Despite opposition to cost, universal free school lunch appears popular throughout the nation.\u003c/p>\n\u003cp>\u003ca href=\"https://www.dataforprogress.org/blog/2021/6/24/voters-support-a-permanent-extension-of-the-universal-free-school-lunch-policy\">A 2021 poll\u003c/a> by Data For Progress, a progressive polling firm, found that 74% of Americans support making universal free school meals permanent nationwide.\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>\u003ca href=\"https://www.urban.org/sites/default/files/2022-06/The%20Majority%20of%20Adults%20Support%20Permanent%2C%20Free%20School%20Meals%20for%20All%20Students%20.pdf\">Another poll, taken in June 2022\u003c/a> by the Urban institute, a nonpartisan think tank focused on social and economic research, found that 76% of adults living with children enrolled in public school and 67% of adults not living with children enrolled in public school supported permanent free school meals.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=End+of+nationwide+federal+free+lunch+program+has+some+states+scrambling&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11930250/end-of-nationwide-federal-free-lunch-program-has-some-states-scrambling","authors":["byline_news_11930250"],"categories":["news_8"],"tags":["news_31459","news_31904","news_31903","news_2998"],"affiliates":["news_253"],"featImg":"news_11930253","label":"news_253"},"news_11925957":{"type":"posts","id":"news_11925957","meta":{"index":"posts_1591205157","site":"news","id":"11925957","score":null,"sort":[1663356625000]},"guestAuthors":[],"slug":"california-lifts-vaccine-mandate-for-school-staff","title":"California Lifts Vaccine Mandate for School Staff","publishDate":1663356625,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>Teachers and other school staff who have not been vaccinated against COVID-19 will no longer have to be tested weekly to remain on campuses after this week.\u003c/p>\n\u003cp>On Tuesday, State Public Health Officer Dr. Tomás Aragón rescinded a public health order requiring that all school employees show proof of vaccination or be tested at least weekly. The new policy is effective September 17.\u003c/p>\n\u003cp>The decision was made to align state and federal health guidance and because most Californians have been vaccinated against the virus, he said.[aside label='related articles' tag='vaccine']“We’ve entered a phase of the pandemic where the majority of people in these workplace settings are vaccinated, and our youngest Californians are now eligible for vaccination, too, which protects all of our communities against severe illness, hospitalization and death,” Aragón said. “While unvaccinated individuals remain at greatest risk of serious health consequences from COVID-19 infection, weekly testing of unvaccinated groups is no longer slowing the spread as it did earlier in the pandemic due to the more infectious omicron variants.”\u003c/p>\n\u003cp>Currently, 80% of California residents 12 years of age and older have had the first two vaccinations that make up the primary series of vaccines, according to a press release from the health department. Just under half have received their first booster. The department did not say how many California residents have had the second booster.\u003c/p>\n\u003cp>Despite those high vaccination numbers, omicron subvariants have infected vaccinated as well as unvaccinated people, although vaccinated people are less likely to be infected or to become seriously ill.[pullquote size=\"medium\" align=\"right\" citation=\"Dr. Tomás Aragón, California public health officer\"]'Weekly testing of unvaccinated groups is no longer slowing the spread as it did earlier in the pandemic due to the more infectious omicron variants.'[/pullquote]“Consequently, mandated testing of the small number of unvaccinated workers is not effectively preventing disease transmission as with the original COVID-19 virus and prior variants earlier in the pandemic,” Aragón said.\u003c/p>\n\u003cp>Vaccinations targeting the omicron variant are currently available, and department officials urge California residents to stay up to date on their COVID-19 vaccines to protect themselves and slow the spread of the disease in their communities.\u003c/p>\n\u003cp>Last August, California became \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/Order-of-the-State-Public-Health-Officer-Vaccine-Verification-for-Workers-in-Schools.aspx\">the first state in the nation to require all school staff to be fully vaccinated\u003c/a> for COVID-19 or to be tested weekly, although several individual school districts in the state had already instituted that requirement.\u003c/p>\n\u003cp>The decision to mandate vaccines for school staff was made after conversations with school districts, labor unions and public health officers, according to Gov. Gavin Newsom.\u003c/p>\n\u003cp>“Since the beginning of this pandemic, we’ve relied on science and public health guidance to keep our students and school communities safe,” said Lisa Gardiner, spokesperson for the California Teachers Association, in a statement today. “This moment is no different, as COVID-19 continues to evolve and more students and Californians are now vaccinated. We continue to support local decisions that include the voice and expertise of local educators and families in determining best practices for the safety of school communities.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/state-lifts-vaccine-mandate-for-school-staff/678020\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1663356625,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":549},"headData":{"title":"California Lifts Vaccine Mandate for School Staff | KQED","description":"Teachers and other school staff who have not been vaccinated against COVID-19 will no longer have to be tested weekly to remain on campuses after this week. On Tuesday, State Public Health Officer Dr. Tomás Aragón rescinded a public health order requiring that all school employees show proof of vaccination or be tested at least","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Lifts Vaccine Mandate for School Staff","datePublished":"2022-09-16T19:30:25.000Z","dateModified":"2022-09-16T19:30:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11925957 https://ww2.kqed.org/news/?p=11925957","disqusUrl":"https://ww2.kqed.org/news/2022/09/16/california-lifts-vaccine-mandate-for-school-staff/","disqusTitle":"California Lifts Vaccine Mandate for School Staff","source":"EdSource","sourceUrl":"https://edsource.org/","nprByline":"\u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11925957/california-lifts-vaccine-mandate-for-school-staff","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers and other school staff who have not been vaccinated against COVID-19 will no longer have to be tested weekly to remain on campuses after this week.\u003c/p>\n\u003cp>On Tuesday, State Public Health Officer Dr. Tomás Aragón rescinded a public health order requiring that all school employees show proof of vaccination or be tested at least weekly. The new policy is effective September 17.\u003c/p>\n\u003cp>The decision was made to align state and federal health guidance and because most Californians have been vaccinated against the virus, he said.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"related articles ","tag":"vaccine"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“We’ve entered a phase of the pandemic where the majority of people in these workplace settings are vaccinated, and our youngest Californians are now eligible for vaccination, too, which protects all of our communities against severe illness, hospitalization and death,” Aragón said. “While unvaccinated individuals remain at greatest risk of serious health consequences from COVID-19 infection, weekly testing of unvaccinated groups is no longer slowing the spread as it did earlier in the pandemic due to the more infectious omicron variants.”\u003c/p>\n\u003cp>Currently, 80% of California residents 12 years of age and older have had the first two vaccinations that make up the primary series of vaccines, according to a press release from the health department. Just under half have received their first booster. The department did not say how many California residents have had the second booster.\u003c/p>\n\u003cp>Despite those high vaccination numbers, omicron subvariants have infected vaccinated as well as unvaccinated people, although vaccinated people are less likely to be infected or to become seriously ill.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'Weekly testing of unvaccinated groups is no longer slowing the spread as it did earlier in the pandemic due to the more infectious omicron variants.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Dr. Tomás Aragón, California public health officer","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Consequently, mandated testing of the small number of unvaccinated workers is not effectively preventing disease transmission as with the original COVID-19 virus and prior variants earlier in the pandemic,” Aragón said.\u003c/p>\n\u003cp>Vaccinations targeting the omicron variant are currently available, and department officials urge California residents to stay up to date on their COVID-19 vaccines to protect themselves and slow the spread of the disease in their communities.\u003c/p>\n\u003cp>Last August, California became \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/Order-of-the-State-Public-Health-Officer-Vaccine-Verification-for-Workers-in-Schools.aspx\">the first state in the nation to require all school staff to be fully vaccinated\u003c/a> for COVID-19 or to be tested weekly, although several individual school districts in the state had already instituted that requirement.\u003c/p>\n\u003cp>The decision to mandate vaccines for school staff was made after conversations with school districts, labor unions and public health officers, according to Gov. Gavin Newsom.\u003c/p>\n\u003cp>“Since the beginning of this pandemic, we’ve relied on science and public health guidance to keep our students and school communities safe,” said Lisa Gardiner, spokesperson for the California Teachers Association, in a statement today. “This moment is no different, as COVID-19 continues to evolve and more students and Californians are now vaccinated. We continue to support local decisions that include the voice and expertise of local educators and families in determining best practices for the safety of school communities.”\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>\u003ca href=\"https://edsource.org/2022/state-lifts-vaccine-mandate-for-school-staff/678020\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11925957/california-lifts-vaccine-mandate-for-school-staff","authors":["byline_news_11925957"],"categories":["news_18540","news_457","news_8"],"tags":["news_27989","news_30305","news_19960","news_2998","news_28861","news_29841"],"featImg":"news_11926000","label":"source_news_11925957"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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