National Study Says California Needs to Do More to Teach Kids to Read
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SFUSD Says IOU
SF School District Apologizes for Not Paying, Underpaying Hundreds of Teachers — but the Problem Persists
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Murrow awards, as well as awards from the Public Radio News Directors Inc. and the Society for Professional Journalists.","avatar":"https://secure.gravatar.com/avatar/aec3ce21abe02b302fd33638abd56a22?s=600&d=blank&r=g","twitter":"juliamcevoy1","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["administrator"]},{"site":"news","roles":["editor"]},{"site":"stateofhealth","roles":["author"]}],"headData":{"title":"Julia McEvoy | KQED","description":"KQED Senior Editor","ogImgSrc":"https://secure.gravatar.com/avatar/aec3ce21abe02b302fd33638abd56a22?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/aec3ce21abe02b302fd33638abd56a22?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/jmcevoy"},"sasha-khokha":{"type":"authors","id":"254","meta":{"index":"authors_1591205172","id":"254","found":true},"name":"Sasha Khokha","firstName":"Sasha","lastName":"Khokha","slug":"sasha-khokha","email":"skhokha@kqed.org","display_author_email":true,"staff_mastheads":["news"],"title":"Host, The California Report Magazine","bio":"Sasha Khokha is the host of \u003cem>The California Report's \u003c/em> weekly magazine program, which takes listeners on sound-rich excursions to meet the people that make the Golden State unique -- through audio documentaries and long-form stories. As \u003cem>The California Report's\u003c/em> Central Valley Bureau Chief based in Fresno for nearly a dozen years, Sasha brought the lives and concerns of rural Californians to listeners around the state. Her reporting helped expose the hidden price immigrant women janitors and farmworkers may pay to keep their jobs: sexual assault at work. It inspired two new California laws to protect them from sexual harassment. She was a key member of the reporting team for the Frontline film \u003cem>Rape on the Night Shift, \u003c/em>which was nominated for two national Emmys. Sasha has also won a national Edward R. Murrow and a national PRNDI award for investigative reporting, as well as multiple prizes from the Society for Professional Journalists. Sasha is a proud alum of the UC Berkeley Graduate School of Journalism and Brown University and a member of the South Asian Journalists Association.","avatar":"https://secure.gravatar.com/avatar/e4b5e1541aaeea2aa356aa1fb2a68950?s=600&d=blank&r=g","twitter":"KQEDSashaKhokha","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["author"]},{"site":"quest","roles":["subscriber"]}],"headData":{"title":"Sasha Khokha | KQED","description":"Host, The California Report Magazine","ogImgSrc":"https://secure.gravatar.com/avatar/e4b5e1541aaeea2aa356aa1fb2a68950?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e4b5e1541aaeea2aa356aa1fb2a68950?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/sasha-khokha"},"markfiore":{"type":"authors","id":"3236","meta":{"index":"authors_1591205172","id":"3236","found":true},"name":"Mark Fiore","firstName":"Mark","lastName":"Fiore","slug":"markfiore","email":"mark@markfiore.com","display_author_email":false,"staff_mastheads":["news"],"title":"KQED News Cartoonist","bio":"\u003ca href=\"http://www.MarkFiore.com\">MarkFiore.com\u003c/a> | \u003ca href=\"https://twitter.com/markfiore\">Follow on Twitter\u003c/a> | \u003ca href=\"https://www.facebook.com/pages/Mark-Fiore-Animated-Political-Cartoons/94451707396?ref=bookmarks\">Facebook\u003c/a> | \u003ca href=\"mailto:mark@markfiore.com\">email\u003c/a>\r\n\r\nPulitzer Prize-winner, Mark Fiore, who the Wall Street Journal has called “the undisputed guru of the form,” creates animated political cartoons in San Francisco, where his work has been featured regularly on the San Francisco Chronicle’s web site, SFGate.com. His work has appeared on Newsweek.com, Slate.com, CBSNews.com, MotherJones.com, DailyKos.com and NPR’s web site. Fiore’s political animation has appeared on CNN, Frontline, Bill Moyers Journal, Salon.com and cable and broadcast outlets across the globe.\r\n\r\nBeginning his professional life by drawing traditional political cartoons for newspapers, Fiore’s work appeared in publications ranging from the Washington Post to the Los Angeles Times. In the late 1990s, he began to experiment with animating political cartoons and, after a short stint at the San Jose Mercury News as their staff cartoonist, Fiore devoted all his energies to animation.\r\nGrowing up in California, Fiore also spent a good portion of his life in the backwoods of Idaho. It was this combination that shaped him politically. Mark majored in political science at Colorado College, where, in a perfect send-off for a cartoonist, he received his diploma in 1991 as commencement speaker Dick Cheney smiled approvingly.\r\nMark Fiore was awarded the Pulitzer Prize for political cartooning in 2010, a Robert F. Kennedy Journalism Award in 2004 and has twice received an Online Journalism Award for commentary from the Online News Association (2002, 2008). Fiore has received two awards for his work in new media from the National Cartoonists Society (2001, 2002), and in 2006 received The James Madison Freedom of Information Award from The Society of Professional Journalists.","avatar":"https://secure.gravatar.com/avatar/fc4e2a612b15b67bad0c6f0e1db4ca9b?s=600&d=blank&r=g","twitter":"MarkFiore","facebook":null,"instagram":"https://www.instagram.com/markfiore/?hl=en","linkedin":null,"sites":[{"site":"arts","roles":["contributor"]},{"site":"news","roles":["editor"]},{"site":"futureofyou","roles":["editor"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Mark Fiore | KQED","description":"KQED News Cartoonist","ogImgSrc":"https://secure.gravatar.com/avatar/fc4e2a612b15b67bad0c6f0e1db4ca9b?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/fc4e2a612b15b67bad0c6f0e1db4ca9b?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/markfiore"},"ecruzguevarra":{"type":"authors","id":"8654","meta":{"index":"authors_1591205172","id":"8654","found":true},"name":"Ericka Cruz Guevarra","firstName":"Ericka","lastName":"Cruz Guevarra","slug":"ecruzguevarra","email":"ecruzguevarra@kqed.org","display_author_email":true,"staff_mastheads":["news"],"title":"Producer, The Bay Podcast","bio":"Ericka Cruz Guevarra is host of \u003ca href=\"https://www.kqed.org/podcasts/thebay\">\u003cem>The Bay\u003c/em>\u003c/a> podcast at KQED. Before host, she was the show’s producer. Her work in that capacity includes a three-part reported series on policing in Vallejo, which won a 2020 excellence in journalism award from the Society of Professional Journalists. Ericka has worked as a breaking news reporter at Oregon Public Broadcasting, helped produce the Code Switch podcast, and was KQED’s inaugural Raul Ramirez Diversity Fund intern. She’s also an alumna of NPR’s Next Generation Radio program. Send her an email if you have strong feelings about whether Fairfield and Suisun City are the Bay.","avatar":"https://secure.gravatar.com/avatar/25e5ab8d3d53fad2dcc7bb2b5c506b1a?s=600&d=blank&r=g","twitter":"NotoriousECG","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["subscriber"]},{"site":"news","roles":["editor"]},{"site":"futureofyou","roles":["subscriber"]},{"site":"stateofhealth","roles":["subscriber"]},{"site":"science","roles":["editor"]},{"site":"forum","roles":["subscriber"]}],"headData":{"title":"Ericka Cruz Guevarra | KQED","description":"Producer, The Bay Podcast","ogImgSrc":"https://secure.gravatar.com/avatar/25e5ab8d3d53fad2dcc7bb2b5c506b1a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/25e5ab8d3d53fad2dcc7bb2b5c506b1a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ecruzguevarra"},"bwatt":{"type":"authors","id":"11238","meta":{"index":"authors_1591205172","id":"11238","found":true},"name":"Brian Watt","firstName":"Brian","lastName":"Watt","slug":"bwatt","email":"bwatt@KQED.org","display_author_email":false,"staff_mastheads":["news"],"title":"Morning News Anchor","bio":"Brian Watt is KQED's morning radio news anchor. He joined the KQED News team in April of 2016. Prior to that, he worked as a Reporter for KPCC in Los Angeles and a producer at \u003cem>Marketplace.\u003c/em>\r\n\r\nDuring eight years at KPCC, Brian covered business and economics, and his work won several awards. In 2008, he won the Los Angeles Press Club’s first-place award for Business and Financial Reporting, Broadcast. He’s also received honorable mention and been first runner up for the Press Club’s Radio Journalist of the Year. He won two Golden Mike awards from the Radio and TV News Association of Southern California.\r\n\r\nBrian holds degrees in theater from Yale University and the Sorbonne, and has worked as an actor in France, Italy, Brazil, Hungary and . . . Hollywood. He appeared in a few television shows, including \u003cem>The West Wing, Judging Amy\u003c/em> and \u003cem>The District.\u003c/em>\r\n\r\nEmail: bwatt@KQED.org Twitter: @RadioBWatt","avatar":"https://secure.gravatar.com/avatar/55393ff57ed34e2be773ba4789dd6a19?s=600&d=blank&r=g","twitter":"@RadioBWatt","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["contributor"]},{"site":"news","roles":["editor"]}],"headData":{"title":"Brian Watt | KQED","description":"Morning News Anchor","ogImgSrc":"https://secure.gravatar.com/avatar/55393ff57ed34e2be773ba4789dd6a19?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/55393ff57ed34e2be773ba4789dd6a19?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/bwatt"},"amontecillo":{"type":"authors","id":"11649","meta":{"index":"authors_1591205172","id":"11649","found":true},"name":"Alan Montecillo","firstName":"Alan","lastName":"Montecillo","slug":"amontecillo","email":"amontecillo@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"KQED Contributor","bio":"Alan Montecillo is editor of \u003cem>\u003ca href=\"http://kqed.org/thebay\">The Bay\u003c/a>, \u003c/em>a local news and storytelling podcast from KQED. He's worked as a senior talk show producer for WILL in Champaign-Urbana, Illinois, and was the founding producer and editor of \u003cem>Racist Sandwich\u003c/em>, a podcast about food, race, class, and gender. He is a Filipino-American from Hong Kong and a graduate of Reed College in Portland, Oregon.","avatar":"https://secure.gravatar.com/avatar/d5e4e7a76481969ccba76f4e2b5ccabc?s=600&d=blank&r=g","twitter":"alanmontecillo","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"","roles":["editor"]},{"site":"news","roles":["editor"]}],"headData":{"title":"Alan Montecillo | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/d5e4e7a76481969ccba76f4e2b5ccabc?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/d5e4e7a76481969ccba76f4e2b5ccabc?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/amontecillo"},"agonzalez":{"type":"authors","id":"11724","meta":{"index":"authors_1591205172","id":"11724","found":true},"name":"Alexander Gonzalez","firstName":"Alexander","lastName":"Gonzalez","slug":"agonzalez","email":"AlexanderGonzalez@KQED.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/63d43593dd7ebcafcd638e851a9bce5a?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["editor"]},{"site":"news","roles":["editor"]}],"headData":{"title":"Alexander Gonzalez | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/63d43593dd7ebcafcd638e851a9bce5a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/63d43593dd7ebcafcd638e851a9bce5a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/agonzalez"},"mesquinca":{"type":"authors","id":"11802","meta":{"index":"authors_1591205172","id":"11802","found":true},"name":"Maria Esquinca","firstName":"Maria","lastName":"Esquinca","slug":"mesquinca","email":"mesquinca@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"Producer, The Bay","bio":"María Esquinca is a producer of The Bay. Before that, she was a New York Women’s Foundation IGNITE Fellow at Latino USA. She worked at Radio Bilingue where she covered the San Joaquin Valley. Maria has interned at WLRN, News 21, The New York Times Student Journalism Institute and at Crain’s Detroit Business as a Dow Jones News Fund Business Reporting Intern. She is an MFA graduate from the University of Miami. In 2017, she graduated from the Walter Cronkite School of Journalism and Mass Communication with a Master of Mass Communication. A fronteriza, she was born in Ciudad Juárez, Chihuahua, Mexico and grew up in El Paso, Texas.","avatar":"https://secure.gravatar.com/avatar/77cedba18aae91da775038ba06dcd8d0?s=600&d=blank&r=g","twitter":"@m_esquinca","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]}],"headData":{"title":"Maria Esquinca | KQED","description":"Producer, The Bay","ogImgSrc":"https://secure.gravatar.com/avatar/77cedba18aae91da775038ba06dcd8d0?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/77cedba18aae91da775038ba06dcd8d0?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mesquinca"},"dyoung":{"type":"authors","id":"11811","meta":{"index":"authors_1591205172","id":"11811","found":true},"name":"Daphne Young","firstName":"Daphne","lastName":"Young","slug":"dyoung","email":"dyoung@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"KQED 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FM","link":"/"}},"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":""},"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_11932102":{"type":"posts","id":"news_11932102","meta":{"index":"posts_1591205157","site":"news","id":"11932102","score":null,"sort":[1668378648000]},"guestAuthors":[],"slug":"california-students-and-schools-face-challenging-times-but-state-superintendent-thurmond-has-a-plan","title":"California Students and Schools Face Challenging Times, but State Superintendent Thurmond Has a Plan","publishDate":1668378648,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>Recently, State Superintendent of Public Instruction Tony Thurmond sat down with KQED's Daphne Young to discuss some of the important issues facing California schools. He talked about what San Francisco Unified School District officials need to do to help get teachers paid, among other recommendations for the embattled district.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for clarity and brevity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>DAPHNE YOUNG: Superintendent Thurmond, thanks for taking time to talk with us. So, I know we've got a lot that we're struggling with in schools across the state, whether it's Los Angeles, Oakland or even San Francisco, but there's some good news for California students: Your office has dedicated billions of dollars in grants to learning recovery. So, let's talk about that.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TONY THURMOND:\u003c/strong> Absolutely, just this week we started sending out what is essentially every school district’s share of an almost $8 billion grant that California schools can use to promote learning acceleration. These resources are what we had intended schools to use for more tutoring programs, for a longer school day, longer school year and more counseling, all of the things that we know our kids need to be able to heal and to be able to recover from the difficulties of the pandemic, to recover academically. But we also want to move to the future, where they thrive. And so California’s providing more resources than any other state to help our students bounce back from the difficult aspects of the pandemic.[pullquote size=\"medium\" align=\"right\" citation=\"State Superintendent of Public Instruction Tony Thurmond\"]'This is a groundbreaking moment for California, that we're going to have these reading coaches supporting our students.'[/pullquote]\u003c/p>\n\u003cp>\u003cstrong>SFUSD has faced many issues such as a budget crisis that last year almost led to a state takeover. And this year, there's teachers that are still not being paid. What are your recommendations for SFUSD to help fix their budget issues?\u003c/strong>\u003c/p>\n\u003cp>First of all, let me just say that it’s not acceptable that school staff aren’t receiving their pay. That’s an area we have to make sure that everyone gets right. We’ve stepped in to help the SFUSD. They have a brand-new payroll system, but they’re still working out some of the bugs, unfortunately. But they have to get that right, and at the end of the day, people have to be able to count on getting their pay and their benefits. And so we’re working with them.\u003c/p>\n\u003cp>We provided the school district with two financial experts to work with them around the clock to figure out their financial challenges, and we will continue to work with them. They’ve got new leadership, they have a new superintendent who I know is very focused on helping the district and with helping some of the new board members to work through some of their financial challenges. They will receive a very large share of the learning recovery grants.[aside postID=\"news_11929990,news_11925486,news_11922860\" label=\"Related Posts\"]\u003cstrong>What words of advice do you have for the newly elected SFUSD school board members?\u003c/strong>\u003c/p>\n\u003cp>I think the best thing they can do is to get some training on what new school board members do and on what it means to be in a governance position. And because the district has been through so much, they have to get real clear on what their responsibilities are for creating a vision for the district both financially and for the academic trajectory of our students.\u003c/p>\n\u003cp>They need to get out and listen to the people in their communities, especially partnering with parents who are concerned and have a right to be included as partners. So the best thing that board members can do is to train up and to listen to partners, to get some coaching and some mentorship. Because they have to move quickly and they have to make sure they’re making choices that are going to help all the students in the district.\u003c/p>\n\u003cp>\u003cstrong>What are some of the school districts where things are working well?\u003c/strong>\u003c/p>\n\u003cp>There are some great examples. There are examples in Los Angeles where almost all grades, and the whole eighth grade cohort, has made dramatic gains in reading. San Diego has seen great gains for English learners. A number of districts in the Bay Area have seen success in some areas. But overall I would say that students across the nation have seen this decline in math and reading, and that’s something that we need to make sure we work closely with districts.\u003c/p>\n\u003cp>We did have a chance to spotlight Berkeley Unified where they have some great programs to promote learning acceleration. They’re doing more tutoring, they’re making more enrichment available during the summer, and they’ve seen some positive impact as a result of their work. Oakland Unified has seen some tremendous success in the area of career technical education, preparing students for the jobs of tomorrow. So there are bright spots, but we’re not going to stop until we see California students as a whole are doing better and are doing well in terms of preparing for the future.\u003c/p>\n\u003cp>\u003cstrong>Many families have moved out of the state during the pandemic. What can the state do to keep California students in the classroom, especially in public schools?\u003c/strong>\u003c/p>\n\u003cp>I’ve been sponsoring legislation to support programs that I know promote high achievement and that interest our families, like dual-language enrollment schools. When kids learn a second language, they’re more successful academically. For younger kids, it stimulates brain development. And we know that it prepares students for jobs in the future. So we’ll be working to expand our dual-language enrollment programs. And I think seeing high-performing programs like this, like STEM education and others, are going to be the types of programs that help attract families back to California public schools.\u003c/p>\n\u003cp>\u003cstrong>What do we need to work on and what are some of the top issues?\u003c/strong>\u003c/p>\n\u003cp>I think reading is something that we should continue to work on and I’ve declared that we’re going to make sure that all of our students learn how to read by third grade. That means any student who entered kindergarten this year should be able to read by third grade. We’re providing schools with the resources we think they need to make that happen. We’re providing a grant to school districts of up to $250 million and hiring reading coaches and specialists so that they can work with new teachers and other teachers to learn how to teach reading to our students.\u003c/p>\n\u003cp>They say that students who can read by third grade are more likely to graduate. Sadly, we see that those who don’t learn to read by third grade are more likely to drop out of school and could end up in the criminal justice system. This is a groundbreaking moment for California, that we’re going to have these reading coaches supporting our students. I think we have to recognize also that students have had a very difficult time. We’ve seen during the pandemic a spike in depression in many students, and that’s why I’ve been working with our governor and with our Legislature. We’ve just secured funding to help us recruit 10,000 counselors to work in our schools.\u003c/p>\n\u003cp>Filling our employment ranks is going to be an important part of the success of how California schools are going to bounce back. There’s a nationwide shortage of educators, and we’re doing something different to help counter that — we’re offering a $20,000 scholarship in California for anyone who wants to become a teacher or for anyone who wants to become a counselor in our schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"State Superintendent of Public Instruction Tony Thurmond discusses what San Francisco Unified School District officials need to do to help get teachers paid among other recommendations for the embattled district.","status":"publish","parent":0,"modified":1668469735,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1342},"headData":{"title":"California Students and Schools Face Challenging Times, but State Superintendent Thurmond Has a Plan | KQED","description":"State Superintendent of Public Instruction Tony Thurmond discusses what San Francisco Unified School District officials need to do to help get teachers paid among other recommendations for the embattled district.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11932102 https://ww2.kqed.org/news/?p=11932102","disqusUrl":"https://ww2.kqed.org/news/2022/11/13/california-students-and-schools-face-challenging-times-but-state-superintendent-thurmond-has-a-plan/","disqusTitle":"California Students and Schools Face Challenging Times, but State Superintendent Thurmond Has a Plan","excludeFromSiteSearch":"Include","path":"/news/11932102/california-students-and-schools-face-challenging-times-but-state-superintendent-thurmond-has-a-plan","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recently, State Superintendent of Public Instruction Tony Thurmond sat down with KQED's Daphne Young to discuss some of the important issues facing California schools. He talked about what San Francisco Unified School District officials need to do to help get teachers paid, among other recommendations for the embattled district.\u003c/p>\n\u003cp>\u003cem>This interview has been edited for clarity and brevity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>DAPHNE YOUNG: Superintendent Thurmond, thanks for taking time to talk with us. So, I know we've got a lot that we're struggling with in schools across the state, whether it's Los Angeles, Oakland or even San Francisco, but there's some good news for California students: Your office has dedicated billions of dollars in grants to learning recovery. So, let's talk about that.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TONY THURMOND:\u003c/strong> Absolutely, just this week we started sending out what is essentially every school district’s share of an almost $8 billion grant that California schools can use to promote learning acceleration. These resources are what we had intended schools to use for more tutoring programs, for a longer school day, longer school year and more counseling, all of the things that we know our kids need to be able to heal and to be able to recover from the difficulties of the pandemic, to recover academically. But we also want to move to the future, where they thrive. And so California’s providing more resources than any other state to help our students bounce back from the difficult aspects of the pandemic.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'This is a groundbreaking moment for California, that we're going to have these reading coaches supporting our students.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"State Superintendent of Public Instruction Tony Thurmond","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SFUSD has faced many issues such as a budget crisis that last year almost led to a state takeover. And this year, there's teachers that are still not being paid. What are your recommendations for SFUSD to help fix their budget issues?\u003c/strong>\u003c/p>\n\u003cp>First of all, let me just say that it’s not acceptable that school staff aren’t receiving their pay. That’s an area we have to make sure that everyone gets right. We’ve stepped in to help the SFUSD. They have a brand-new payroll system, but they’re still working out some of the bugs, unfortunately. But they have to get that right, and at the end of the day, people have to be able to count on getting their pay and their benefits. And so we’re working with them.\u003c/p>\n\u003cp>We provided the school district with two financial experts to work with them around the clock to figure out their financial challenges, and we will continue to work with them. They’ve got new leadership, they have a new superintendent who I know is very focused on helping the district and with helping some of the new board members to work through some of their financial challenges. They will receive a very large share of the learning recovery grants.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11929990,news_11925486,news_11922860","label":"Related Posts "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cstrong>What words of advice do you have for the newly elected SFUSD school board members?\u003c/strong>\u003c/p>\n\u003cp>I think the best thing they can do is to get some training on what new school board members do and on what it means to be in a governance position. And because the district has been through so much, they have to get real clear on what their responsibilities are for creating a vision for the district both financially and for the academic trajectory of our students.\u003c/p>\n\u003cp>They need to get out and listen to the people in their communities, especially partnering with parents who are concerned and have a right to be included as partners. So the best thing that board members can do is to train up and to listen to partners, to get some coaching and some mentorship. Because they have to move quickly and they have to make sure they’re making choices that are going to help all the students in the district.\u003c/p>\n\u003cp>\u003cstrong>What are some of the school districts where things are working well?\u003c/strong>\u003c/p>\n\u003cp>There are some great examples. There are examples in Los Angeles where almost all grades, and the whole eighth grade cohort, has made dramatic gains in reading. San Diego has seen great gains for English learners. A number of districts in the Bay Area have seen success in some areas. But overall I would say that students across the nation have seen this decline in math and reading, and that’s something that we need to make sure we work closely with districts.\u003c/p>\n\u003cp>We did have a chance to spotlight Berkeley Unified where they have some great programs to promote learning acceleration. They’re doing more tutoring, they’re making more enrichment available during the summer, and they’ve seen some positive impact as a result of their work. Oakland Unified has seen some tremendous success in the area of career technical education, preparing students for the jobs of tomorrow. So there are bright spots, but we’re not going to stop until we see California students as a whole are doing better and are doing well in terms of preparing for the future.\u003c/p>\n\u003cp>\u003cstrong>Many families have moved out of the state during the pandemic. What can the state do to keep California students in the classroom, especially in public schools?\u003c/strong>\u003c/p>\n\u003cp>I’ve been sponsoring legislation to support programs that I know promote high achievement and that interest our families, like dual-language enrollment schools. When kids learn a second language, they’re more successful academically. For younger kids, it stimulates brain development. And we know that it prepares students for jobs in the future. So we’ll be working to expand our dual-language enrollment programs. And I think seeing high-performing programs like this, like STEM education and others, are going to be the types of programs that help attract families back to California public schools.\u003c/p>\n\u003cp>\u003cstrong>What do we need to work on and what are some of the top issues?\u003c/strong>\u003c/p>\n\u003cp>I think reading is something that we should continue to work on and I’ve declared that we’re going to make sure that all of our students learn how to read by third grade. That means any student who entered kindergarten this year should be able to read by third grade. We’re providing schools with the resources we think they need to make that happen. We’re providing a grant to school districts of up to $250 million and hiring reading coaches and specialists so that they can work with new teachers and other teachers to learn how to teach reading to our students.\u003c/p>\n\u003cp>They say that students who can read by third grade are more likely to graduate. Sadly, we see that those who don’t learn to read by third grade are more likely to drop out of school and could end up in the criminal justice system. This is a groundbreaking moment for California, that we’re going to have these reading coaches supporting our students. I think we have to recognize also that students have had a very difficult time. We’ve seen during the pandemic a spike in depression in many students, and that’s why I’ve been working with our governor and with our Legislature. We’ve just secured funding to help us recruit 10,000 counselors to work in our schools.\u003c/p>\n\u003cp>Filling our employment ranks is going to be an important part of the success of how California schools are going to bounce back. There’s a nationwide shortage of educators, and we’re doing something different to help counter that — we’re offering a $20,000 scholarship in California for anyone who wants to become a teacher or for anyone who wants to become a counselor in our schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11932102/california-students-and-schools-face-challenging-times-but-state-superintendent-thurmond-has-a-plan","authors":["11811"],"categories":["news_8"],"tags":["news_31933","news_27626","news_1290","news_2044","news_23313"],"featImg":"news_11932125","label":"news"},"news_11927941":{"type":"posts","id":"news_11927941","meta":{"index":"posts_1591205157","site":"news","id":"11927941","score":null,"sort":[1665107823000]},"guestAuthors":[],"slug":"california-eases-zoning-laws-to-pave-way-for-affordable-teacher-housing","title":"California Eases Zoning Laws to Pave Way for Affordable Teacher Housing","publishDate":1665107823,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>Newly signed legislation loosening zoning requirements will soon make it easier for California school districts to build affordable housing for their teachers and other staff.\u003c/p>\n\u003cp>It is the latest in a series of bills passed by lawmakers over the last seven years to remove hurdles around building teacher housing. The new legislation, part of a suite of 41 housing bills signed by Gov. Gavin Newsom last week, will allow staff housing to be built on any property owned by a school district without requiring the district to request zoning changes from city or county officials.\u003c/p>\n\u003cp>It will be in effect from Jan. 1, 2024, to Jan. 1, 2033.\u003c/p>\n\u003cp>“Teachers and staff are leaving because the skyrocketing cost of living and stagnant salaries make it almost impossible to afford living in the communities where they teach,” said Assemblymember Richard Bloom, D-Santa Monica, author of the legislation. “We are hemorrhaging talented teachers, which ultimately negatively impacts the quality of a public education for our kids. We can do better. AB 2295 gives school districts an essential tool in addressing staffing challenges by utilizing properties they already own.”[aside postID=news_11927544 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/10/GettyImages-1239458034-1020x658.jpg']A 2021 joint study by the Center for Cities and Schools and the Terner Center for Housing Innovation, both at UC Berkeley, along with CityLab at UCLA, found that \u003ca href=\"https://csba.org/workforcehousing\">the state’s school districts own more than 150,000 acres of land and that 75,000 acres could be developed into affordable housing\u003c/a>. At 30 units per acre, there could be 2.3 million units of housing, according to the report.\u003c/p>\n\u003cp>There are \u003ca href=\"https://edsource.org/2019/in-need-of-teacher-housing-more-california-school-districts-building-their-own/611220\">workforce housing developments\u003c/a> in Santa Clara, Los Angeles and \u003ca href=\"https://www.juhsd.net/site/handlers/filedownload.ashx?moduleinstanceid=2482&dataid=2526&FileName=Employee%20Housing%20for%20Staff%20Updated%20Jan2020.pdf\">Daly City\u003c/a>, but more than 40 other districts are considering similar projects, according to the report.\u003c/p>\n\u003cp>On Thursday, Oakland Mayor Libby Schaaf announced the city would contribute $5 million of state funding for a public-private partnership program called Teachers Rooted in Oakland — or TRIO — that supports teacher recruitment and retention and provides stipends and subsidized housing for trainees and teachers of color.\u003c/p>\n\u003cp>Geometry teacher Anthony Ochoa lives in one of these TRIO-subsidized apartments.\u003c/p>\n\u003cp>\"Due to the high prices in the Bay Area, I wasn't going to continue into my credential program after graduating,\" said Ochoa. \"But once I was accepted into the program and I saw the benefits and how they could help me still live out here, I was able to continue and go into the credential program out here.\"\u003c/p>\n\u003cp>TRIO also launched an online housing platform Thursday that connects teachers to property owners offering below-market-rate rents.[pullquote size=\"medium\" align=\"right\" citation=\"Assemblymember Richard Bloom, D-Santa Monica\"]'We are hemorrhaging talented teachers, which ultimately negatively impacts the quality of a public education for our kids. We can do better. AB 2295 gives school districts an essential tool in addressing staffing challenges by utilizing properties they already own.'[/pullquote]But the added flexibility on zoning requirements comes with restrictions. Housing projects must have at least 10 housing units and be on a vacant parcel in an area that is already largely developed. It also must be adjacent to a parcel that is zoned residential.\u003c/p>\n\u003cp>These housing projects also will be exempt from some federal and state requirements governing the construction and sale of school property, although local building requirements and design standards will still apply as long as they don’t conflict with the housing density and 30-foot height permitted by the bill.\u003c/p>\n\u003cp>The law is meant to keep city and county governments from putting up roadblocks to new projects by adding restrictions over and above the standard zoning, said Troy Flint, spokesperson for the California School Boards Association, which co-sponsored the legislation. Newsom signed the bill on Wednesday.\u003c/p>\n\u003cp>“I am thrilled that Gov. Newsom has signed AB 2295 and demonstrated his support for education workforce housing,” said Vernon M. Billy, executive director of CSBA. “Our members across the state have expressed a strong and growing interest in creative efforts to address the teacher shortage.”\u003c/p>\n\u003cp>High rent and house prices have long made it difficult for teachers, especially those at the bottom of the pay scale, to find affordable homes. \u003ca href=\"https://edsource.org/topic/californias-teacher-housing-crunch\">Even teachers earning average or the highest salaries faced struggles paying the rent\u003c/a>, especially in the high-cost coastal and metro areas, according to a 2019 EdSource analysis of the issue.\u003c/p>\n\u003cp>To address this problem, the bill requires that a majority of the units on the property be affordable to tenants with moderate incomes and at least 30% be affordable to lower-income households. Unrented units can be made available to employees of adjacent school districts and then to public employees living within district boundaries.\u003c/p>\n\u003cp>An \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billAnalysisClient.xhtml?bill_id=202120220AB2295\">Assembly analysis\u003c/a> of the bill says moderate incomes are generally no more than 120% of the area median income, and lower incomes are less than 80% of the area median income.\u003c/p>\n\u003cp>Assembly Bill 2295 is the latest legislation to make it more affordable for teachers to live in California. The \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160SB1413\">Teacher Housing Act of 2016\u003c/a> paved the way for district-provided teacher housing by allowing school districts to provide affordable housing specifically for district employees and their families. Previous state law required that homes or apartments be open to anyone who meets the lower-income requirement if they used state and federal lower-income housing funds or tax credits.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB1157\">Assembly Bill 1157\u003c/a>, approved by Gov. Jerry Brown in 2017, exempted school districts from some requirements related to the sale or lease of property if it will be used for employee housing. Districts no longer have had to convene an advisory committee when they want to sell, lease or rent surplus property because of this piece of legislation. The bill also exempts the district from property tax on the complex.\u003c/p>\n\u003cp>In recent years eight school districts have attempted to pass school bonds or other local propositions to fund housing for school employees. Six passed, according to the Assembly analysis of the bill.\u003c/p>\n\u003cp>Districts see offering housing as a way to give them a competitive edge when competing for teachers and other staff.\u003c/p>\n\u003cp>“School districts are eager to address these issues by converting unused or underutilized property to affordable housing for school staff but are slowed or stymied by current regulations,” according to a statement from the California School Boards Association. “Under existing law, development of surplus school property into education workforce housing can often take seven years to complete. By removing administrative barriers, while still allowing for a robust community engagement process, AB 2295 would shorten that timeline in most cases, making it easier for local educational agencies to build housing on their property.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/newly-signed-bill-will-make-it-easier-for-california-school-districts-to-build-staff-housing/679095\">The original version of this story was published by EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>KQED's E Okobi contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Newly signed legislation loosening zoning requirements will soon make it easier for California school districts to build affordable housing for their teachers and other staff.","status":"publish","parent":0,"modified":1665167625,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1153},"headData":{"title":"California Eases Zoning Laws to Pave Way for Affordable Teacher Housing | KQED","description":"Newly signed legislation loosening zoning requirements will soon make it easier for California school districts to build affordable housing for their teachers and other staff.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11927941 https://ww2.kqed.org/news/?p=11927941","disqusUrl":"https://ww2.kqed.org/news/2022/10/06/california-eases-zoning-laws-to-pave-way-for-affordable-teacher-housing/","disqusTitle":"California Eases Zoning Laws to Pave Way for Affordable Teacher Housing","source":"EdSource","sourceUrl":"https://edsource.org","nprByline":"\u003ca href=\"https://edsource.org/author/dlambert\">Diana Lambert\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11927941/california-eases-zoning-laws-to-pave-way-for-affordable-teacher-housing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Newly signed legislation loosening zoning requirements will soon make it easier for California school districts to build affordable housing for their teachers and other staff.\u003c/p>\n\u003cp>It is the latest in a series of bills passed by lawmakers over the last seven years to remove hurdles around building teacher housing. The new legislation, part of a suite of 41 housing bills signed by Gov. Gavin Newsom last week, will allow staff housing to be built on any property owned by a school district without requiring the district to request zoning changes from city or county officials.\u003c/p>\n\u003cp>It will be in effect from Jan. 1, 2024, to Jan. 1, 2033.\u003c/p>\n\u003cp>“Teachers and staff are leaving because the skyrocketing cost of living and stagnant salaries make it almost impossible to afford living in the communities where they teach,” said Assemblymember Richard Bloom, D-Santa Monica, author of the legislation. “We are hemorrhaging talented teachers, which ultimately negatively impacts the quality of a public education for our kids. We can do better. AB 2295 gives school districts an essential tool in addressing staffing challenges by utilizing properties they already own.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11927544","hero":"https://ww2.kqed.org/app/uploads/sites/10/2022/10/GettyImages-1239458034-1020x658.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>A 2021 joint study by the Center for Cities and Schools and the Terner Center for Housing Innovation, both at UC Berkeley, along with CityLab at UCLA, found that \u003ca href=\"https://csba.org/workforcehousing\">the state’s school districts own more than 150,000 acres of land and that 75,000 acres could be developed into affordable housing\u003c/a>. At 30 units per acre, there could be 2.3 million units of housing, according to the report.\u003c/p>\n\u003cp>There are \u003ca href=\"https://edsource.org/2019/in-need-of-teacher-housing-more-california-school-districts-building-their-own/611220\">workforce housing developments\u003c/a> in Santa Clara, Los Angeles and \u003ca href=\"https://www.juhsd.net/site/handlers/filedownload.ashx?moduleinstanceid=2482&dataid=2526&FileName=Employee%20Housing%20for%20Staff%20Updated%20Jan2020.pdf\">Daly City\u003c/a>, but more than 40 other districts are considering similar projects, according to the report.\u003c/p>\n\u003cp>On Thursday, Oakland Mayor Libby Schaaf announced the city would contribute $5 million of state funding for a public-private partnership program called Teachers Rooted in Oakland — or TRIO — that supports teacher recruitment and retention and provides stipends and subsidized housing for trainees and teachers of color.\u003c/p>\n\u003cp>Geometry teacher Anthony Ochoa lives in one of these TRIO-subsidized apartments.\u003c/p>\n\u003cp>\"Due to the high prices in the Bay Area, I wasn't going to continue into my credential program after graduating,\" said Ochoa. \"But once I was accepted into the program and I saw the benefits and how they could help me still live out here, I was able to continue and go into the credential program out here.\"\u003c/p>\n\u003cp>TRIO also launched an online housing platform Thursday that connects teachers to property owners offering below-market-rate rents.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'We are hemorrhaging talented teachers, which ultimately negatively impacts the quality of a public education for our kids. We can do better. AB 2295 gives school districts an essential tool in addressing staffing challenges by utilizing properties they already own.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Assemblymember Richard Bloom, D-Santa Monica","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But the added flexibility on zoning requirements comes with restrictions. Housing projects must have at least 10 housing units and be on a vacant parcel in an area that is already largely developed. It also must be adjacent to a parcel that is zoned residential.\u003c/p>\n\u003cp>These housing projects also will be exempt from some federal and state requirements governing the construction and sale of school property, although local building requirements and design standards will still apply as long as they don’t conflict with the housing density and 30-foot height permitted by the bill.\u003c/p>\n\u003cp>The law is meant to keep city and county governments from putting up roadblocks to new projects by adding restrictions over and above the standard zoning, said Troy Flint, spokesperson for the California School Boards Association, which co-sponsored the legislation. Newsom signed the bill on Wednesday.\u003c/p>\n\u003cp>“I am thrilled that Gov. Newsom has signed AB 2295 and demonstrated his support for education workforce housing,” said Vernon M. Billy, executive director of CSBA. “Our members across the state have expressed a strong and growing interest in creative efforts to address the teacher shortage.”\u003c/p>\n\u003cp>High rent and house prices have long made it difficult for teachers, especially those at the bottom of the pay scale, to find affordable homes. \u003ca href=\"https://edsource.org/topic/californias-teacher-housing-crunch\">Even teachers earning average or the highest salaries faced struggles paying the rent\u003c/a>, especially in the high-cost coastal and metro areas, according to a 2019 EdSource analysis of the issue.\u003c/p>\n\u003cp>To address this problem, the bill requires that a majority of the units on the property be affordable to tenants with moderate incomes and at least 30% be affordable to lower-income households. Unrented units can be made available to employees of adjacent school districts and then to public employees living within district boundaries.\u003c/p>\n\u003cp>An \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billAnalysisClient.xhtml?bill_id=202120220AB2295\">Assembly analysis\u003c/a> of the bill says moderate incomes are generally no more than 120% of the area median income, and lower incomes are less than 80% of the area median income.\u003c/p>\n\u003cp>Assembly Bill 2295 is the latest legislation to make it more affordable for teachers to live in California. The \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201520160SB1413\">Teacher Housing Act of 2016\u003c/a> paved the way for district-provided teacher housing by allowing school districts to provide affordable housing specifically for district employees and their families. Previous state law required that homes or apartments be open to anyone who meets the lower-income requirement if they used state and federal lower-income housing funds or tax credits.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180AB1157\">Assembly Bill 1157\u003c/a>, approved by Gov. Jerry Brown in 2017, exempted school districts from some requirements related to the sale or lease of property if it will be used for employee housing. Districts no longer have had to convene an advisory committee when they want to sell, lease or rent surplus property because of this piece of legislation. The bill also exempts the district from property tax on the complex.\u003c/p>\n\u003cp>In recent years eight school districts have attempted to pass school bonds or other local propositions to fund housing for school employees. Six passed, according to the Assembly analysis of the bill.\u003c/p>\n\u003cp>Districts see offering housing as a way to give them a competitive edge when competing for teachers and other staff.\u003c/p>\n\u003cp>“School districts are eager to address these issues by converting unused or underutilized property to affordable housing for school staff but are slowed or stymied by current regulations,” according to a statement from the California School Boards Association. “Under existing law, development of surplus school property into education workforce housing can often take seven years to complete. By removing administrative barriers, while still allowing for a robust community engagement process, AB 2295 would shorten that timeline in most cases, making it easier for local educational agencies to build housing on their property.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/newly-signed-bill-will-make-it-easier-for-california-school-districts-to-build-staff-housing/679095\">The original version of this story was published by EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>KQED's E Okobi contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11927941/california-eases-zoning-laws-to-pave-way-for-affordable-teacher-housing","authors":["byline_news_11927941"],"categories":["news_8"],"tags":["news_31775","news_30911","news_27626","news_1775","news_2044"],"featImg":"news_11928003","label":"source_news_11927941"},"news_11927544":{"type":"posts","id":"news_11927544","meta":{"index":"posts_1591205157","site":"news","id":"11927544","score":null,"sort":[1664834119000]},"guestAuthors":[],"slug":"huge-workload-low-pay-close-to-half-of-california-teachers-thinking-about-leaving-the-profession","title":"Huge Workload, Low Pay: Close to Half of California Teachers Thinking About Leaving the Profession","publishDate":1664834119,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>Amid significant teacher shortages in school districts throughout California, \u003ca href=\"https://www.cta.org/wp-content/uploads/2022/09/Voices-from-the-Classroom-CTA-Survey-Deck.pdf\">a new survey (PDF)\u003c/a> of thousands of educators depicts a profession marked heavily by burnout and job dissatisfaction.\u003c/p>\n\u003cp>“Close to half of teachers are thinking about leaving the profession in the next three years,” said Tyrone Howard, co-faculty director of UCLA’s Center for the Transformation of Schools, which produced the report in collaboration with the California Teachers Association and Hart Research Associates.\u003c/p>\n\u003cp>Researchers polled more than 4,600 TK-12th grade teachers across the state between May 24 and June 6. The findings show that while many teachers find their work rewarding, a majority said they felt exhausted and stressed — with burnout cited as the top reason for leaving the profession.\u003c/p>\n\u003cp>The findings come as many large and small districts across the state scramble to fill \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Shortages_During_Pandemic_REPORT.pdf#page=13\">significant teacher vacancies in their schools (PDF)\u003c/a>, part of a longstanding problem made worse during the pandemic.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"forum_2010101887906,mindshift_59821,mindshift_59018\"]Other factors impacting teacher retention include heavy workload, low pay and escalating living costs, with some 80% of survey respondents saying it was difficult to find affordable housing close to where they teach. Many also cited a lack of support from district administrators. And a significant portion of teachers of color and LGBTQ+ educators surveyed said they had experienced discrimination.\u003c/p>\n\u003cp>Howard recently discussed the survey with KQED morning host Brian Watt. Here’s an excerpt of their conversation, which has been edited for brevity and clarity.\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: Tell us more about the findings and how they relate to keeping teachers in the classroom.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TYRONE HOWARD\u003c/strong>: So these data were deeply troubling on a lot of levels because we know the pandemic has really been difficult for a lot of folks — educators included. But these data really lifted up how teachers are exhausted, stressed, frustrated (and) overwhelmed. In many ways, I think these educators are telling us that they're beyond burnout.\u003c/p>\n\u003cp>\u003cstrong>I remember feeling like teachers were stressed, exhausted and overwhelmed before the pandemic. Do you think that the pandemic just made these trends worse or more evident?\u003c/strong>\u003c/p>\n\u003cp>It's not an “either/or.” I think it's a “both.” Our data show about 77% of our respondents saying that things have changed for the worse, compared to where they were prior to the pandemic. And I think during the pandemic, the general public got a bit of a sense of what it meant to educate young people, because lots of parents and caregivers were doing that at home. So I think there's been a larger awareness that the general public cares about the difficulties of teaching.\u003c/p>\n\u003cp>\u003cstrong>One of the other things that struck me in this survey is the experience of teachers of color, in particular. Just over 60% of Black teachers and half of Asian American and Pacific Islander teachers reported having experienced racial discrimination in their current position. What does this tell you about school support?\u003c/strong>\u003c/p>\n\u003cp>What it tells me is that we have a lot of work to do. Because, on the one hand, we talk about creating inclusive and supportive spaces for our students, but yet we've not done that as adults when it comes to our staff. My concern becomes, if the adults don't feel safe, what does that say for the students who are from those same ethnic and racial backgrounds? So there's a lot of work that needs to be done with regard to how we create truly inclusive, safe and affirming spaces for all educators, regardless of their ethnic or racial backgrounds.\u003c/p>\n\u003cp>\u003cstrong>What might an episode of racial discrimination for a teacher of color look like?\u003c/strong>\u003c/p>\n\u003cp>It can manifest in so many different ways — implicit and explicit.\u003cbr>\nFrom an explicit standpoint, what happens in schools is that frequently teachers of color are the primary advocates for students of color. And so when there's an issue of what some might perceive as unfair treatment, when there's an issue of what some might consider to be overlooking or under-serving certain students of color, it's typically the teacher of color who says, ‘Wait a minute, that's not fair. That's not what we should be doing as educators.’\u003c/p>\n\u003cp>When they raise those issues, oftentimes they are quick to be shut down and told that those things aren't real, or they're quick to be told that you only are concerned about the Black students or the Asian students, or they're told that you need to mind your business. So they're told to stay in their place and keep quiet.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Dr. Tyrone Howard, co-faculty director, UCLA’s Center for the Transformation of Schools\"]'We talk about creating inclusive and supportive spaces for our students, but yet we've not done that as adults when it comes to our staff.'[/pullquote]From an implicit standpoint, it happens where teachers of color are sitting in meetings and they raise questions or they ask about issues. But yet there's no recognition of those points. There's no affirmation of their concerns or this subtle sort of passing-over of those teachers of color for leadership opportunities. What we learn from this data is that those Black teachers and those Asian American teachers said that they feel like they can't be their authentic selves. And that's deeply troubling because we say we want to have a more diverse teaching field here in the state of California. But if these are the experiences of many teachers of color, we're not doing well to attract more folks of color into the profession.\u003c/p>\n\u003cp>\u003cstrong>Given the results of this survey in the findings, how can retention be improved, especially among teachers of color?\u003c/strong>\u003c/p>\n\u003cp>The data are very clear about what educators think are important. No. 1 is better pay, (which) would go a long way to increase teacher satisfaction. We know that smaller class sizes would be another step in the right direction. A number of the educators that we spoke to said that strengthening discipline policies around disruptive behavior would be a step in the right direction.\u003c/p>\n\u003cp>And as it pertains to teachers of color, we know that there is an ask for a greater focus on diverse and inclusive workspaces. That means we have to have leaders in schools who are willing to talk about the racial ethnic makeup of our schools, and talk about how we can best support teachers across the ethnic and racial spectrum.\u003c/p>\n\u003cp>\u003cstrong>You've mentioned that many people take pay cuts in order to enter the teaching profession. Are you worried that the sentiments this poll uncovered are going to deter even the most inspired people from giving teaching a try?\u003c/strong>\u003c/p>\n\u003cp>Absolutely. That's one of the underlying concerns that I have. While this gives us a snapshot of the current state of affairs for educators, there are also some key points that may scare folks off. One of the data points that was really disturbing for me is that a significant number of teachers said they oftentimes don't make a living wage; they are not having their basic needs met. So if you're someone who really wants to make a difference in our society by way of teaching, and you hear things like, “I'm burned out, I can't make a living wage. I'm constantly under attack from my political beliefs. I don't feel supported,” ... that's not going to really sort of excite people to enter into our profession.\u003c/p>\n\u003cp>This is not only about a “here and now” moment in terms of education. It's about what our field looks like in the next five to 10 years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"In a survey of more than 4,000 TK-12th grade teachers in California, the majority of respondents described feeling exhausted and stressed, citing heavy workloads, low pay and a lack of support from district administrators.","status":"publish","parent":0,"modified":1664922696,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1317},"headData":{"title":"Huge Workload, Low Pay: Close to Half of California Teachers Thinking About Leaving the Profession | KQED","description":"In a survey of more than 4,000 TK-12th grade teachers in California, the majority of respondents described feeling exhausted and stressed, citing heavy workloads, low pay and a lack of support from district administrators.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11927544 https://ww2.kqed.org/news/?p=11927544","disqusUrl":"https://ww2.kqed.org/news/2022/10/03/huge-workload-low-pay-close-to-half-of-california-teachers-thinking-about-leaving-the-profession/","disqusTitle":"Huge Workload, Low Pay: Close to Half of California Teachers Thinking About Leaving the Profession","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-41c5-bcaf-aaef00f5a073/95be7481-0913-43ff-8a8b-af2401635a72/audio.mp3","excludeFromSiteSearch":"Include","path":"/news/11927544/huge-workload-low-pay-close-to-half-of-california-teachers-thinking-about-leaving-the-profession","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Amid significant teacher shortages in school districts throughout California, \u003ca href=\"https://www.cta.org/wp-content/uploads/2022/09/Voices-from-the-Classroom-CTA-Survey-Deck.pdf\">a new survey (PDF)\u003c/a> of thousands of educators depicts a profession marked heavily by burnout and job dissatisfaction.\u003c/p>\n\u003cp>“Close to half of teachers are thinking about leaving the profession in the next three years,” said Tyrone Howard, co-faculty director of UCLA’s Center for the Transformation of Schools, which produced the report in collaboration with the California Teachers Association and Hart Research Associates.\u003c/p>\n\u003cp>Researchers polled more than 4,600 TK-12th grade teachers across the state between May 24 and June 6. The findings show that while many teachers find their work rewarding, a majority said they felt exhausted and stressed — with burnout cited as the top reason for leaving the profession.\u003c/p>\n\u003cp>The findings come as many large and small districts across the state scramble to fill \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Teacher_Shortages_During_Pandemic_REPORT.pdf#page=13\">significant teacher vacancies in their schools (PDF)\u003c/a>, part of a longstanding problem made worse during the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"forum_2010101887906,mindshift_59821,mindshift_59018"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Other factors impacting teacher retention include heavy workload, low pay and escalating living costs, with some 80% of survey respondents saying it was difficult to find affordable housing close to where they teach. Many also cited a lack of support from district administrators. And a significant portion of teachers of color and LGBTQ+ educators surveyed said they had experienced discrimination.\u003c/p>\n\u003cp>Howard recently discussed the survey with KQED morning host Brian Watt. Here’s an excerpt of their conversation, which has been edited for brevity and clarity.\u003c/p>\n\u003cp>\u003cstrong>BRIAN WATT: Tell us more about the findings and how they relate to keeping teachers in the classroom.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TYRONE HOWARD\u003c/strong>: So these data were deeply troubling on a lot of levels because we know the pandemic has really been difficult for a lot of folks — educators included. But these data really lifted up how teachers are exhausted, stressed, frustrated (and) overwhelmed. In many ways, I think these educators are telling us that they're beyond burnout.\u003c/p>\n\u003cp>\u003cstrong>I remember feeling like teachers were stressed, exhausted and overwhelmed before the pandemic. Do you think that the pandemic just made these trends worse or more evident?\u003c/strong>\u003c/p>\n\u003cp>It's not an “either/or.” I think it's a “both.” Our data show about 77% of our respondents saying that things have changed for the worse, compared to where they were prior to the pandemic. And I think during the pandemic, the general public got a bit of a sense of what it meant to educate young people, because lots of parents and caregivers were doing that at home. So I think there's been a larger awareness that the general public cares about the difficulties of teaching.\u003c/p>\n\u003cp>\u003cstrong>One of the other things that struck me in this survey is the experience of teachers of color, in particular. Just over 60% of Black teachers and half of Asian American and Pacific Islander teachers reported having experienced racial discrimination in their current position. What does this tell you about school support?\u003c/strong>\u003c/p>\n\u003cp>What it tells me is that we have a lot of work to do. Because, on the one hand, we talk about creating inclusive and supportive spaces for our students, but yet we've not done that as adults when it comes to our staff. My concern becomes, if the adults don't feel safe, what does that say for the students who are from those same ethnic and racial backgrounds? So there's a lot of work that needs to be done with regard to how we create truly inclusive, safe and affirming spaces for all educators, regardless of their ethnic or racial backgrounds.\u003c/p>\n\u003cp>\u003cstrong>What might an episode of racial discrimination for a teacher of color look like?\u003c/strong>\u003c/p>\n\u003cp>It can manifest in so many different ways — implicit and explicit.\u003cbr>\nFrom an explicit standpoint, what happens in schools is that frequently teachers of color are the primary advocates for students of color. And so when there's an issue of what some might perceive as unfair treatment, when there's an issue of what some might consider to be overlooking or under-serving certain students of color, it's typically the teacher of color who says, ‘Wait a minute, that's not fair. That's not what we should be doing as educators.’\u003c/p>\n\u003cp>When they raise those issues, oftentimes they are quick to be shut down and told that those things aren't real, or they're quick to be told that you only are concerned about the Black students or the Asian students, or they're told that you need to mind your business. So they're told to stay in their place and keep quiet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'We talk about creating inclusive and supportive spaces for our students, but yet we've not done that as adults when it comes to our staff.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Dr. Tyrone Howard, co-faculty director, UCLA’s Center for the Transformation of Schools","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>From an implicit standpoint, it happens where teachers of color are sitting in meetings and they raise questions or they ask about issues. But yet there's no recognition of those points. There's no affirmation of their concerns or this subtle sort of passing-over of those teachers of color for leadership opportunities. What we learn from this data is that those Black teachers and those Asian American teachers said that they feel like they can't be their authentic selves. And that's deeply troubling because we say we want to have a more diverse teaching field here in the state of California. But if these are the experiences of many teachers of color, we're not doing well to attract more folks of color into the profession.\u003c/p>\n\u003cp>\u003cstrong>Given the results of this survey in the findings, how can retention be improved, especially among teachers of color?\u003c/strong>\u003c/p>\n\u003cp>The data are very clear about what educators think are important. No. 1 is better pay, (which) would go a long way to increase teacher satisfaction. We know that smaller class sizes would be another step in the right direction. A number of the educators that we spoke to said that strengthening discipline policies around disruptive behavior would be a step in the right direction.\u003c/p>\n\u003cp>And as it pertains to teachers of color, we know that there is an ask for a greater focus on diverse and inclusive workspaces. That means we have to have leaders in schools who are willing to talk about the racial ethnic makeup of our schools, and talk about how we can best support teachers across the ethnic and racial spectrum.\u003c/p>\n\u003cp>\u003cstrong>You've mentioned that many people take pay cuts in order to enter the teaching profession. Are you worried that the sentiments this poll uncovered are going to deter even the most inspired people from giving teaching a try?\u003c/strong>\u003c/p>\n\u003cp>Absolutely. That's one of the underlying concerns that I have. While this gives us a snapshot of the current state of affairs for educators, there are also some key points that may scare folks off. One of the data points that was really disturbing for me is that a significant number of teachers said they oftentimes don't make a living wage; they are not having their basic needs met. So if you're someone who really wants to make a difference in our society by way of teaching, and you hear things like, “I'm burned out, I can't make a living wage. I'm constantly under attack from my political beliefs. I don't feel supported,” ... that's not going to really sort of excite people to enter into our profession.\u003c/p>\n\u003cp>This is not only about a “here and now” moment in terms of education. It's about what our field looks like in the next five to 10 years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11927544/huge-workload-low-pay-close-to-half-of-california-teachers-thinking-about-leaving-the-profession","authors":["11724","11238"],"categories":["news_18540","news_8"],"tags":["news_28680","news_18286","news_20013","news_25717","news_31751","news_2044"],"featImg":"news_11927555","label":"news"},"news_11922273":{"type":"posts","id":"news_11922273","meta":{"index":"posts_1591205157","site":"news","id":"11922273","score":null,"sort":[1660298423000]},"guestAuthors":[],"slug":"as-new-school-year-begins-some-s-f-teachers-still-havent-been-paid-what-theyre-owed-sfusd","title":"As New School Year Begins, Some S.F. Teachers Still Haven’t Been Paid What They’re Owed","publishDate":1660298423,"format":"audio","headTitle":"As New School Year Begins, Some S.F. Teachers Still Haven’t Been Paid What They’re Owed | KQED","labelTerm":{},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">School starts again at San Francisco Unified next week. But some teachers and staff still haven’t been fully paid what they’re owed for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">last \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since at least January, SFUSD has had problems with its new payroll system, EmpowerSF. These problems still haven’t been fully resolved, and hundreds of teachers and staff say they’re still being shortchanged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">District leaders, including the new superintendent, say fixing this is a top priority. But this problem has left educators feeling furious, and in some cases demoralized, as another school year begins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003ca href=\"https://twitter.com/idamoj\">\u003cspan style=\"font-weight: 400\">Ida Mojadad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, education reporter for the San Francisco Standard\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3QA2XF2\">\u003cem>Read the transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4710058939\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1700690429,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":112},"headData":{"title":"As New School Year Begins, Some S.F. Teachers Still Haven’t Been Paid What They’re Owed | KQED","description":"School starts again at San Francisco Unified next week. But some teachers and staff still haven’t been fully paid what they’re owed for last year. Since at least January, SFUSD has had problems with its new payroll system, EmpowerSF. These problems still haven’t been fully resolved, and hundreds of teachers and staff say they’re still","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"The Bay","sourceUrl":"https://www.kqed.org/podcasts/thebay","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC4710058939.mp3?updated=1660260379","WpOldSlug":"as-new-school-year-begins-some-s-f-teachers-still-havent-been-paid-what-theyre-owed","excludeFromSiteSearch":"Include","path":"/news/11922273/as-new-school-year-begins-some-s-f-teachers-still-havent-been-paid-what-theyre-owed-sfusd","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">School starts again at San Francisco Unified next week. But some teachers and staff still haven’t been fully paid what they’re owed for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">last \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since at least January, SFUSD has had problems with its new payroll system, EmpowerSF. These problems still haven’t been fully resolved, and hundreds of teachers and staff say they’re still being shortchanged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">District leaders, including the new superintendent, say fixing this is a top priority. But this problem has left educators feeling furious, and in some cases demoralized, as another school year begins.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003ca href=\"https://twitter.com/idamoj\">\u003cspan style=\"font-weight: 400\">Ida Mojadad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, education reporter for the San Francisco Standard\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3QA2XF2\">\u003cem>Read the transcript\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC4710058939\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11922273/as-new-school-year-begins-some-s-f-teachers-still-havent-been-paid-what-theyre-owed-sfusd","authors":["8654","11649","11802"],"programs":["news_28779"],"categories":["news_8","news_33520"],"tags":["news_1290","news_30813","news_2044","news_24807","news_22598"],"featImg":"news_11922277","label":"source_news_11922273"},"news_11920106":{"type":"posts","id":"news_11920106","meta":{"index":"posts_1591205157","site":"news","id":"11920106","score":null,"sort":[1658524140000]},"guestAuthors":[],"slug":"an-investigative-reporter-digs-into-troubling-stories-about-his-own-high-school-journalism-teacher","title":"An Investigative Reporter Digs Into Troubling Stories About His Own High School Journalism Teacher","publishDate":1658524140,"format":"standard","headTitle":"The California Report Magazine | KQED News","labelTerm":{},"content":"\u003cp>A decade after award-winning \"Business Insider\" reporter Matt Drange graduated from Rosemead High, he found himself using the skills he first learned in journalism class to ask hard questions of his own high school newspaper advisor. Drange's recent article, “\u003ca href=\"https://www.businessinsider.com/rosemead-high-eric-burgess-sexual-misconduct-investigation\">He Was My High School Journalism Teacher. Then I Investigated His Relationship With Teenage Girls\u003c/a>” has been lauded by child abuse experts, who’ve called it one of the most accurate portraits of how child grooming looks and feels to survivors.\u003c/p>\n\u003cp>Eric Burgess was a dynamic teacher at the high school in the San Gabriel Valley, and well-liked by many students, including Drange. But it was an open secret, he says, that Burgess had fathered a child with a former student. After interviewing more than 40 current and former teachers and students and reviewing hundreds of emails, disciplinary records and internal documents, Drange found that Burgess repeatedly groomed female students for sex and engaged in inappropriate behavior over two decades.\u003c/p>\n\u003cp>When Drange took a hard look back at Rosemead High and its campus culture in the wake of the #MeToo movement, he recalled how boundaries between teachers and students were nearly nonexistent, with many students and staff content to look the other way when adults engaged in troubling behavior. Drange spoke with The California Report Magazine host Sasha Khokha about how a nagging feeling of guilt occupied the back of his mind, as he grappled with whether he’d been a part of a community that allowed a sexual predator to go unchecked.\u003c/p>\n\u003cfigure id=\"attachment_11920118\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11920118\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The front entrance of Rosemead High School, in the San Gabriel Valley. \u003ccite>(Matt Drange)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Drange found that despite numerous red flags, school and district officials repeatedly missed opportunities to put a stop to Burgess' behavior. Time and again, he says, these adults failed to investigate disturbing stories and reports of sexual abuse that arose throughout the teacher's career. Even when Drange began digging, school officials \u003ca href=\"https://www.businessinsider.com/eric-burgess-rosemead-high-sexual-misconduct-district-failures-2022-5\">obstructed his reporting\u003c/a> and denied him access to public records.\u003c/p>\n\u003cp>https://twitter.com/mattdrange/status/1527703923645001728\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After Drange’s story came out, it sparked student walkouts and\u003ca href=\"https://www.businessinsider.com/rosemead-high-in-turmoil-after-eric-burgess-exposed-for-sexual-abuse-2022-6\"> calls for changes\u003c/a> to the way district officials hold teachers accountable for grooming behavior. Even though his reporting focused on one teacher at one Southern California high school, it provoked visceral reactions from readers across the country, as well as other Rosemead High alums.\u003c/p>\n\u003cp>https://twitter.com/mattdrange/status/1528037060069584901\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Matt Drange loved his high school journalism teacher, but had a nagging feeling that something wasn't right.","status":"publish","parent":0,"modified":1658775367,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":407},"headData":{"title":"An Investigative Reporter Digs Into Troubling Stories About His Own High School Journalism Teacher | KQED","description":"Matt Drange loved his high school journalism teacher, but had a nagging feeling that something wasn't right.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11920106 https://ww2.kqed.org/news/?p=11920106","disqusUrl":"https://ww2.kqed.org/news/2022/07/22/an-investigative-reporter-digs-into-troubling-stories-about-his-own-high-school-journalism-teacher/","disqusTitle":"An Investigative Reporter Digs Into Troubling Stories About His Own High School Journalism Teacher","source":"California Report Magazine","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-41c5-bcaf-aaef00f5a073/120e99dd-be29-4743-9b48-aeda00051957/audio.mp3","excludeFromSiteSearch":"Include","path":"/news/11920106/an-investigative-reporter-digs-into-troubling-stories-about-his-own-high-school-journalism-teacher","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A decade after award-winning \"Business Insider\" reporter Matt Drange graduated from Rosemead High, he found himself using the skills he first learned in journalism class to ask hard questions of his own high school newspaper advisor. Drange's recent article, “\u003ca href=\"https://www.businessinsider.com/rosemead-high-eric-burgess-sexual-misconduct-investigation\">He Was My High School Journalism Teacher. Then I Investigated His Relationship With Teenage Girls\u003c/a>” has been lauded by child abuse experts, who’ve called it one of the most accurate portraits of how child grooming looks and feels to survivors.\u003c/p>\n\u003cp>Eric Burgess was a dynamic teacher at the high school in the San Gabriel Valley, and well-liked by many students, including Drange. But it was an open secret, he says, that Burgess had fathered a child with a former student. After interviewing more than 40 current and former teachers and students and reviewing hundreds of emails, disciplinary records and internal documents, Drange found that Burgess repeatedly groomed female students for sex and engaged in inappropriate behavior over two decades.\u003c/p>\n\u003cp>When Drange took a hard look back at Rosemead High and its campus culture in the wake of the #MeToo movement, he recalled how boundaries between teachers and students were nearly nonexistent, with many students and staff content to look the other way when adults engaged in troubling behavior. Drange spoke with The California Report Magazine host Sasha Khokha about how a nagging feeling of guilt occupied the back of his mind, as he grappled with whether he’d been a part of a community that allowed a sexual predator to go unchecked.\u003c/p>\n\u003cfigure id=\"attachment_11920118\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11920118\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/07/Main_campus_entrance-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The front entrance of Rosemead High School, in the San Gabriel Valley. \u003ccite>(Matt Drange)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Drange found that despite numerous red flags, school and district officials repeatedly missed opportunities to put a stop to Burgess' behavior. Time and again, he says, these adults failed to investigate disturbing stories and reports of sexual abuse that arose throughout the teacher's career. Even when Drange began digging, school officials \u003ca href=\"https://www.businessinsider.com/eric-burgess-rosemead-high-sexual-misconduct-district-failures-2022-5\">obstructed his reporting\u003c/a> and denied him access to public records.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1527703923645001728"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\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>After Drange’s story came out, it sparked student walkouts and\u003ca href=\"https://www.businessinsider.com/rosemead-high-in-turmoil-after-eric-burgess-exposed-for-sexual-abuse-2022-6\"> calls for changes\u003c/a> to the way district officials hold teachers accountable for grooming behavior. Even though his reporting focused on one teacher at one Southern California high school, it provoked visceral reactions from readers across the country, as well as other Rosemead High alums.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1528037060069584901"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11920106/an-investigative-reporter-digs-into-troubling-stories-about-his-own-high-school-journalism-teacher","authors":["254"],"programs":["news_72","news_26731"],"categories":["news_18540","news_8"],"tags":["news_25045","news_20013","news_31353","news_4922","news_21804","news_31352","news_31354","news_30404","news_2998","news_2044"],"featImg":"news_11920264","label":"source_news_11920106"},"news_11920137":{"type":"posts","id":"news_11920137","meta":{"index":"posts_1591205157","site":"news","id":"11920137","score":null,"sort":[1658445215000]},"guestAuthors":[],"slug":"low-income-students-are-more-likely-to-be-in-classrooms-with-underqualified-teachers","title":"Low-Income Students Are More Likely to Be in Classrooms With Underqualified Teachers","publishDate":1658445215,"format":"standard","headTitle":"CALmatters | KQED News","labelTerm":{},"content":"\u003cp>New California education data helps tell an old story: Schools with higher rates of low-income students have more underqualified teachers.\u003c/p>\n\u003cp>A CalMatters analysis of teacher credentialing data released this month by the California Department of Education found this correlation statewide as well as within districts.\u003c/p>\n\u003cp>The state’s data from the 2020-21 school year details the percentage of classes by school and district that were taught by fully credentialed teachers, intern teachers or teachers without proper subject credentials. The data also shows the percentage of classes taught by “experienced” teachers – those with more than two years of experience.\u003c/p>\n\u003cp>The CalMatters analysis crossed the state’s data with student demographic information for the state’s 10 largest school districts – which collectively serve about a sixth of California’s public school students. It compared the 10 schools with the highest percentages of students qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced price meals\u003c/a> to the 10 schools with the lowest percentages of those students at each of the districts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Statewide, 83% of classes were taught by fully credentialed teachers in the 2020-21 school year. But at eight of the 10 largest school districts, classes at schools with the highest percentages of low-income students were more likely to be taught by a teacher without full credentials than at schools with the lowest percentages. Los Angeles Unified had the largest disparity among non-charter schools – the rate of fully credentialed teachers was 22% higher at schools serving more affluent families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://flo.uri.sh/visualisation/10603814/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>The 2020-21 school year was the first full school year under the pandemic, which brought a \u003ca href=\"https://calmatters.org/education/k-12-education/2022/03/california-teacher-shortage/\">pre-existing shortage\u003c/a> of fully credentialed teachers to a \u003ca href=\"https://calmatters.org/education/2022/01/covid-school-closings/\">breaking point\u003c/a>. Educators and experts interviewed by CalMatters said early retirements surged and other teachers left the profession, sometimes in the middle of the school year. School administrators said they rushed to get vacancies filled, often hiring teachers without full credentials. Substitute teachers were also in short supply, \u003ca href=\"https://calmatters.org/education/2022/05/substitute-teacher-shortage-california/\">especially for schools\u003c/a> with high rates of low-income students.\u003c/p>\n\u003cp>Marcus Funches, who oversees human resources at San Bernardino City Unified, said the district has battled a teacher shortage for years. To fill vacancies, the district hired teachers who lacked a full credential as long as they demonstrated a commitment to staying in the district. Earning a full or “clear” credential typically requires a bachelor’s degree, completion of a credentialing program at a university and working as a student teacher. There can be additional testing or coursework requirements, \u003ca href=\"https://www.ctc.ca.gov/credentials/teach\">depending on the grade\u003c/a> you want to teach.\u003c/p>\n\u003cp>“If those teachers are interns, but they have a passion for our students, those are the educators we’re looking for because they’re apt to stay,” he said. “They’re not going to leave when the going gets tough.”\u003c/p>\n\u003cp>But Kai Matthews, a project director at UCLA’s Center for the Transformation of Schools, said low-income students – defined as those qualifying for free or reduced price meals — have always had less access to better-prepared teachers, mostly because their schools were underfunded. And schools serving more affluent families are able to fundraise to pay teacher salaries, allowing them to reduce class sizes.\u003c/p>\n\u003cp>The socioeconomic disparity among schools is often coupled with racial disparities, Matthews said. A preliminary study she’s conducting shows that barriers to the teaching profession result in fewer qualified and experienced teachers of color, while students of color are more likely to be in classrooms taught by underqualified teachers.\u003c/p>\n\u003cp>“What does it mean if we keep sending less-prepared teachers to less-resourced schools?” Matthews said. “There’s no additional pay, just additional heartache and struggle for teachers.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"800\" height=\"900\" sandbox=\"allow-scripts allow-same-origin\" layout=\"responsive\" frameborder=\"0\" resizable src=\"https://calmatters-teacher-credentials.netlify.app/\" class=\"i-amphtml-layout-responsive i-amphtml-layout-size-defined\" slot=\"i-amphtml-svc\" scrolling=\"yes\">\u003c/iframe>\u003c/p>\n\u003cp>At Los Angeles Unified, the largest district in the state, the 10 schools with the greatest share of low-income students reported 76.3% of classes were taught by fully credentialed teachers. At the 10 schools with the smallest percentages of low-income students, 98% were taught by fully credentialed teachers. Los Angeles Unified spokesperson Shannon Haber said the district is working to address these disparities for the upcoming school year.\u003c/p>\n\u003cp>The disparities at the state’s largest school districts are the product of historical underfunding of public education as well as a system of teacher preparation that presents barriers to aspiring educators who come from low-income backgrounds, Matthews said. The credentialing process includes being a student teacher, which means working without pay to fulfill the teaching hours required. Additionally, the relatively low teacher salaries compared to those of other college-educated professionals can deter prospective teachers.\u003c/p>\n\u003cp>The state data, released for the first time, isn’t a perfect snapshot of teacher qualifications or experience. Statewide, credentialing data was missing for the teachers who teach about 7% of public school classes.\u003c/p>\n\u003cp>“From my understanding, there could have been a transition from one teacher to another or a mid-year resignation,” said Funches, the human resources director at San Bernardino City Unified. “It’s just a matter of not having all the information.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Kai Matthews, project director at UCLA’s Center for the Transformation of Schools\"]'What does it mean if we keep sending less-prepared teachers to less-resourced schools?'[/pullquote]Officials at San Juan Unified in Sacramento County contested the data published by the state. According to the data, 75% of classes in schools with the highest rates of low-income students were taught by teachers with more than two years of experience. At schools with lowest rates of low-income students, 92% of classes were taught by experienced teachers.\u003c/p>\n\u003cp>However, San Juan Unified spokesperson Raj Rai said the district’s own data shows some of the schools actually have higher percentages of experienced teachers. Rai said the district would work with the state to address the discrepancy.\u003c/p>\n\u003cp>In at least one case, the percentage of classes taught by inexperienced teachers doesn’t match the percentage of inexperienced teachers at a district. At Long Beach Unified, the state’s data shows that 80% of the classes at the district’s 10 highest-poverty schools are taught by teachers with more than two years of experience. However, the \u003ca href=\"https://www.lbschools.net/Asset/Files/State-and-Federal-Programs/LCAP-Federal-Addendum-Revision-Feb-2022.pdf#page=20\">district’s own report\u003c/a> shows about 94% of teachers at those schools have more than two years of experience.\u003c/p>\n\u003cp>Despite problems with the data for some districts, experts like Matthews say this data collection will help policymakers allocate funding more equitably.\u003c/p>\n\u003cp>“I think we need to get serious about resources,” she said. “How much longer are we going to ask these schools that serve a majority of students of color to make do?”\u003c/p>\n\u003ch2 id=\"h-an-old-story\">An old story\u003c/h2>\n\u003cp>California’s low-income students have long been less likely to have fully qualified teachers. A \u003ca href=\"https://www.wested.org/wp-content/uploads/2016/11/139958902632022.stp1999full-3.pdf\">1999 study\u003c/a> conducted by The Center for the Future of Teaching and Learning found that “More than 1 in every 10 classrooms in the state are staffed by teachers who have not met the state’s minimum requirements.” The study also found that a student in a school with a large percentage of low-income students was six times as likely to have a teacher without the proper credentials. Twenty-two years later, about 17% of classes in public schools are taught by teachers with less than full credentials, according to the state data from the 2020-21 school year.\u003c/p>\n\u003cp>Many experts arrive at the same explanation for the disparities: an historically uneven distribution of funding. For years, schools serving more low-income families received less money because the property taxes in their communities generated less revenue.\u003c/p>\n\u003cp>Today, California distributes money more equitably to public school districts. Under the state’s Local Control Funding Formula, schools with more English learners, foster children and students qualifying for free or reduced-price meals generate more money for their districts.\u003c/p>\n\u003cp>But experts say this aspirationally equitable method of funding is often offset by other costs at schools serving low-income communities. Schools in these neighborhoods are more likely to be older and require more repairs, said Saroja Warner, director for talent development and diversity at the research nonprofit WestEd. These communities also may be food deserts and tend to have fewer public libraries.\u003c/p>\n\u003cp>“It’s sort of this perfect storm in high-poverty communities,” Warner said. “Teachers are another thing they don’t have access to.”\u003c/p>\n\u003cp>[aside postID=news_11895538 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/11/Oak_Tech_008-1200x750-1-1020x638.jpeg']Kristin Bijur, who oversees human resources at San Francisco Unified, said private fundraising in her district allows schools in affluent communities to fund their own teacher salaries. Those schools can hire more teachers and reduce class sizes. Schools in low-income neighborhoods, on the other hand, struggle to hire and retain qualified and experienced teachers despite getting additional state funding and federal Title I money for low-income students.\u003c/p>\n\u003cp>“The amount of private fundraising in San Francisco is a huge problem,” Bijur said. “That erases the strategy of Title I, which is an attempt to reckon with systemic racism.”\u003c/p>\n\u003cp>Additionally, class sizes are set without considering that students in low-income communities, who tend to struggle more with food and housing insecurities as well as other traumas outside their classrooms, might need more individualized attention.\u003c/p>\n\u003cp>“Right now we’re applying the same staffing ratio to all the schools,” Bijur said. “We haven’t yet changed the conditions of teaching in high-poverty schools, which in the Bay Area tend to be schools with high numbers of Black and brown students.”\u003c/p>\n\u003ch2 id=\"h-students-and-teachers-of-color-lose\">Students and teachers of color lose\u003c/h2>\n\u003cp>Matthews, the UCLA expert, said a preliminary study conducted by her team shows that teachers without full credentials are more likely to be people of color. They are often stuck in the credentialing pipeline because they can’t afford to take an unpaid year to work as a teacher-in-training.\u003c/p>\n\u003cp>“Getting a teaching credential is expensive,” Matthews said. “Not only are students of color receiving less, but the teachers who are getting less than stellar credentials are teachers of color.”\u003c/p>\n\u003cp>In rural districts, Matthews said, the lack of nearby colleges and universities to recruit from results in a labor shortage for schools. And while some districts have the marketing budgets to hold teacher hiring fairs, others are stuck in these “pipeline deserts.”\u003c/p>\n\u003cp>“These are counties where there isn’t a teacher preparation program in a 50-mile radius,” she said. “You don’t even have the pipeline that’s being generated there. It’s almost impossible to get teachers to go to these areas that aren’t their hometowns.”\u003c/p>\n\u003cp>According to the CalMatters analysis, rural and smaller school districts had a disproportionate percentage of teachers with substandard credentials and less experience. While 83% of classes statewide were taught by fully credentialed teachers, that was the case for only 77% of classes at California’s smallest districts. And 90% of classes statewide were taught by teachers with more than two years of experience compared to 82% at small, rural districts.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Saroja Warner, director for talent development and diversity at the research nonprofit WestEd\"]'It’s sort of this perfect storm in high-poverty communities. Teachers are another thing they don’t have access to.'[/pullquote]Linda Darling-Hammond, the president of California’s State Board of Education and CEO of the education research center the Learning Policy Institute, said research shows that a fully credentialed teacher is the biggest factor contributing to student success. But keeping qualified and experienced teachers at the schools that need them most, she said, means creating working conditions that entice educators. Compensation is the most obvious way to keep teachers, she said.\u003c/p>\n\u003cp>“First, I would make sure teacher salaries were comparable to other professions that have college degrees,” Darling-Hammond said. “Teachers are on average paid 85% of what their college-educated peers make.”\u003c/p>\n\u003cp>Teachers union leaders said beyond compensation, districts need to reduce class sizes and make sure principals and administrators are supporting teachers to retain quality educators.\u003c/p>\n\u003cp>“What is the promise once they get here?” said Cecily Myart-Cruz, president of United Teachers Los Angeles, Los Angeles Unified’s teachers union. “Are we willing to lower class sizes? Are we willing to give them the professional development they need?”\u003c/p>\n\u003cp>But Myart-Cruz said she does not want raises or bonuses for just the teachers who work at schools with high rates of low-income students. She wants an overall increase in teacher pay and smaller class sizes across the district.\u003c/p>\n\u003cp>Ashley Alcalá, the president of the San Bernardino City Unified School District’s teachers union, also said she wants to see pay raises across the district. In San Bernardino, nearly all of the schools have a majority of students who are low-income.\u003c/p>\n\u003cp>“When the majority of schools are high-poverty, it doesn’t really make a difference where you’re teaching,” she said. “We’re going to be competing with surrounding districts if we don’t raise the salaries for everyone.”\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']Alcalá said the state data only tells half the story. She said while more experienced teachers tend to be more effective educators, she said newly credentialed teachers might also bring more enthusiasm and a willingness to try new methods.\u003c/p>\n\u003cp>“It’s frustrating,” Alcalá said. “If you have the right working conditions then people will stay. If you have an administrator who supports their employees and a school that has a culture that has a positive working environment, then people will choose to stay.”\u003c/p>\n\u003cp>Myart-Cruz and Alcalá say you can’t just target high-poverty schools with more money. They say the state needs to fix the entire education system.\u003c/p>\n\u003cp>“When you do surveys, it’s not the money that keeps teachers at a school,” Alcalá said. “It’s the culture, and it’s the administrators that teachers are drawn to.”\u003c/p>\n\u003cp>The state in recent years has funneled billions of dollars into addressing the teacher shortage. The most recent effort has been the Golden State Teacher Grant Program, which gives college students $20,000 in grants if they commit to teaching for four years at a school where at least 55% of students are English learners, foster children or students who qualify for free or reduced-price meals.\u003c/p>\n\u003cp>Darling-Hammond said she’s hopeful about the grant, saying four years is enough time for teachers to get invested and stay in their school communities as long as they receive the compensation and training they need from their school and district leaders.\u003c/p>\n\u003cp>Teachers union leaders agree with experts that compensation and smaller class sizes help attract and retain fully credentialed teachers. But building a healthy and stimulating environment for both students and teachers will make a school a more enjoyable place to work and to learn. This means hiring more mental health counselors as well as more art and drama teachers.\u003c/p>\n\u003cp>“The whole system is broken in its design,” Myart-Cruz said. “I want to see a holistic solution.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"A persistent teacher shortage has forced many California school districts to hire teachers who aren’t fully credentialed or are teaching out of their subject areas. More of those teachers are teaching classes at schools with high percentages of low-income students, undermining efforts to achieve academic parity with more affluent schools.","status":"publish","parent":0,"modified":1658445215,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://flo.uri.sh/visualisation/10603814/embed","https://calmatters-teacher-credentials.netlify.app/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":2633},"headData":{"title":"Low-Income Students Are More Likely to Be in Classrooms With Underqualified Teachers | KQED","description":"A persistent teacher shortage has forced many California school districts to hire teachers who aren’t fully credentialed or are teaching out of their subject areas. More of those teachers are teaching classes at schools with high percentages of low-income students, undermining efforts to achieve academic parity with more affluent schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11920137 https://ww2.kqed.org/news/?p=11920137","disqusUrl":"https://ww2.kqed.org/news/2022/07/21/low-income-students-are-more-likely-to-be-in-classrooms-with-underqualified-teachers/","disqusTitle":"Low-Income Students Are More Likely to Be in Classrooms With Underqualified Teachers","source":"CALMATTERS","sourceUrl":"https://calmatters.org/","nprByline":"\u003ca href=\"https://calmatters.org/author/joe-hong/\">Joe Hong\u003c/a> and \u003ca href=\"https://calmatters.org/author/ericayee/\">Erica Yee\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11920137/low-income-students-are-more-likely-to-be-in-classrooms-with-underqualified-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>New California education data helps tell an old story: Schools with higher rates of low-income students have more underqualified teachers.\u003c/p>\n\u003cp>A CalMatters analysis of teacher credentialing data released this month by the California Department of Education found this correlation statewide as well as within districts.\u003c/p>\n\u003cp>The state’s data from the 2020-21 school year details the percentage of classes by school and district that were taught by fully credentialed teachers, intern teachers or teachers without proper subject credentials. The data also shows the percentage of classes taught by “experienced” teachers – those with more than two years of experience.\u003c/p>\n\u003cp>The CalMatters analysis crossed the state’s data with student demographic information for the state’s 10 largest school districts – which collectively serve about a sixth of California’s public school students. It compared the 10 schools with the highest percentages of students qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced price meals\u003c/a> to the 10 schools with the lowest percentages of those students at each of the districts.\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>Statewide, 83% of classes were taught by fully credentialed teachers in the 2020-21 school year. But at eight of the 10 largest school districts, classes at schools with the highest percentages of low-income students were more likely to be taught by a teacher without full credentials than at schools with the lowest percentages. Los Angeles Unified had the largest disparity among non-charter schools – the rate of fully credentialed teachers was 22% higher at schools serving more affluent families.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://flo.uri.sh/visualisation/10603814/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" style=\"width:100%;height:600px;\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\" width=\"100%\" height=\"500\">\u003c/iframe>\u003c/p>\n\u003cp>The 2020-21 school year was the first full school year under the pandemic, which brought a \u003ca href=\"https://calmatters.org/education/k-12-education/2022/03/california-teacher-shortage/\">pre-existing shortage\u003c/a> of fully credentialed teachers to a \u003ca href=\"https://calmatters.org/education/2022/01/covid-school-closings/\">breaking point\u003c/a>. Educators and experts interviewed by CalMatters said early retirements surged and other teachers left the profession, sometimes in the middle of the school year. School administrators said they rushed to get vacancies filled, often hiring teachers without full credentials. Substitute teachers were also in short supply, \u003ca href=\"https://calmatters.org/education/2022/05/substitute-teacher-shortage-california/\">especially for schools\u003c/a> with high rates of low-income students.\u003c/p>\n\u003cp>Marcus Funches, who oversees human resources at San Bernardino City Unified, said the district has battled a teacher shortage for years. To fill vacancies, the district hired teachers who lacked a full credential as long as they demonstrated a commitment to staying in the district. Earning a full or “clear” credential typically requires a bachelor’s degree, completion of a credentialing program at a university and working as a student teacher. There can be additional testing or coursework requirements, \u003ca href=\"https://www.ctc.ca.gov/credentials/teach\">depending on the grade\u003c/a> you want to teach.\u003c/p>\n\u003cp>“If those teachers are interns, but they have a passion for our students, those are the educators we’re looking for because they’re apt to stay,” he said. “They’re not going to leave when the going gets tough.”\u003c/p>\n\u003cp>But Kai Matthews, a project director at UCLA’s Center for the Transformation of Schools, said low-income students – defined as those qualifying for free or reduced price meals — have always had less access to better-prepared teachers, mostly because their schools were underfunded. And schools serving more affluent families are able to fundraise to pay teacher salaries, allowing them to reduce class sizes.\u003c/p>\n\u003cp>The socioeconomic disparity among schools is often coupled with racial disparities, Matthews said. A preliminary study she’s conducting shows that barriers to the teaching profession result in fewer qualified and experienced teachers of color, while students of color are more likely to be in classrooms taught by underqualified teachers.\u003c/p>\n\u003cp>“What does it mean if we keep sending less-prepared teachers to less-resourced schools?” Matthews said. “There’s no additional pay, just additional heartache and struggle for teachers.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"800\" height=\"900\" sandbox=\"allow-scripts allow-same-origin\" layout=\"responsive\" frameborder=\"0\" resizable src=\"https://calmatters-teacher-credentials.netlify.app/\" class=\"i-amphtml-layout-responsive i-amphtml-layout-size-defined\" slot=\"i-amphtml-svc\" scrolling=\"yes\">\u003c/iframe>\u003c/p>\n\u003cp>At Los Angeles Unified, the largest district in the state, the 10 schools with the greatest share of low-income students reported 76.3% of classes were taught by fully credentialed teachers. At the 10 schools with the smallest percentages of low-income students, 98% were taught by fully credentialed teachers. Los Angeles Unified spokesperson Shannon Haber said the district is working to address these disparities for the upcoming school year.\u003c/p>\n\u003cp>The disparities at the state’s largest school districts are the product of historical underfunding of public education as well as a system of teacher preparation that presents barriers to aspiring educators who come from low-income backgrounds, Matthews said. The credentialing process includes being a student teacher, which means working without pay to fulfill the teaching hours required. Additionally, the relatively low teacher salaries compared to those of other college-educated professionals can deter prospective teachers.\u003c/p>\n\u003cp>The state data, released for the first time, isn’t a perfect snapshot of teacher qualifications or experience. Statewide, credentialing data was missing for the teachers who teach about 7% of public school classes.\u003c/p>\n\u003cp>“From my understanding, there could have been a transition from one teacher to another or a mid-year resignation,” said Funches, the human resources director at San Bernardino City Unified. “It’s just a matter of not having all the information.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'What does it mean if we keep sending less-prepared teachers to less-resourced schools?'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Kai Matthews, project director at UCLA’s Center for the Transformation of Schools","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Officials at San Juan Unified in Sacramento County contested the data published by the state. According to the data, 75% of classes in schools with the highest rates of low-income students were taught by teachers with more than two years of experience. At schools with lowest rates of low-income students, 92% of classes were taught by experienced teachers.\u003c/p>\n\u003cp>However, San Juan Unified spokesperson Raj Rai said the district’s own data shows some of the schools actually have higher percentages of experienced teachers. Rai said the district would work with the state to address the discrepancy.\u003c/p>\n\u003cp>In at least one case, the percentage of classes taught by inexperienced teachers doesn’t match the percentage of inexperienced teachers at a district. At Long Beach Unified, the state’s data shows that 80% of the classes at the district’s 10 highest-poverty schools are taught by teachers with more than two years of experience. However, the \u003ca href=\"https://www.lbschools.net/Asset/Files/State-and-Federal-Programs/LCAP-Federal-Addendum-Revision-Feb-2022.pdf#page=20\">district’s own report\u003c/a> shows about 94% of teachers at those schools have more than two years of experience.\u003c/p>\n\u003cp>Despite problems with the data for some districts, experts like Matthews say this data collection will help policymakers allocate funding more equitably.\u003c/p>\n\u003cp>“I think we need to get serious about resources,” she said. “How much longer are we going to ask these schools that serve a majority of students of color to make do?”\u003c/p>\n\u003ch2 id=\"h-an-old-story\">An old story\u003c/h2>\n\u003cp>California’s low-income students have long been less likely to have fully qualified teachers. A \u003ca href=\"https://www.wested.org/wp-content/uploads/2016/11/139958902632022.stp1999full-3.pdf\">1999 study\u003c/a> conducted by The Center for the Future of Teaching and Learning found that “More than 1 in every 10 classrooms in the state are staffed by teachers who have not met the state’s minimum requirements.” The study also found that a student in a school with a large percentage of low-income students was six times as likely to have a teacher without the proper credentials. Twenty-two years later, about 17% of classes in public schools are taught by teachers with less than full credentials, according to the state data from the 2020-21 school year.\u003c/p>\n\u003cp>Many experts arrive at the same explanation for the disparities: an historically uneven distribution of funding. For years, schools serving more low-income families received less money because the property taxes in their communities generated less revenue.\u003c/p>\n\u003cp>Today, California distributes money more equitably to public school districts. Under the state’s Local Control Funding Formula, schools with more English learners, foster children and students qualifying for free or reduced-price meals generate more money for their districts.\u003c/p>\n\u003cp>But experts say this aspirationally equitable method of funding is often offset by other costs at schools serving low-income communities. Schools in these neighborhoods are more likely to be older and require more repairs, said Saroja Warner, director for talent development and diversity at the research nonprofit WestEd. These communities also may be food deserts and tend to have fewer public libraries.\u003c/p>\n\u003cp>“It’s sort of this perfect storm in high-poverty communities,” Warner said. “Teachers are another thing they don’t have access to.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11895538","hero":"https://ww2.kqed.org/app/uploads/sites/10/2021/11/Oak_Tech_008-1200x750-1-1020x638.jpeg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Kristin Bijur, who oversees human resources at San Francisco Unified, said private fundraising in her district allows schools in affluent communities to fund their own teacher salaries. Those schools can hire more teachers and reduce class sizes. Schools in low-income neighborhoods, on the other hand, struggle to hire and retain qualified and experienced teachers despite getting additional state funding and federal Title I money for low-income students.\u003c/p>\n\u003cp>“The amount of private fundraising in San Francisco is a huge problem,” Bijur said. “That erases the strategy of Title I, which is an attempt to reckon with systemic racism.”\u003c/p>\n\u003cp>Additionally, class sizes are set without considering that students in low-income communities, who tend to struggle more with food and housing insecurities as well as other traumas outside their classrooms, might need more individualized attention.\u003c/p>\n\u003cp>“Right now we’re applying the same staffing ratio to all the schools,” Bijur said. “We haven’t yet changed the conditions of teaching in high-poverty schools, which in the Bay Area tend to be schools with high numbers of Black and brown students.”\u003c/p>\n\u003ch2 id=\"h-students-and-teachers-of-color-lose\">Students and teachers of color lose\u003c/h2>\n\u003cp>Matthews, the UCLA expert, said a preliminary study conducted by her team shows that teachers without full credentials are more likely to be people of color. They are often stuck in the credentialing pipeline because they can’t afford to take an unpaid year to work as a teacher-in-training.\u003c/p>\n\u003cp>“Getting a teaching credential is expensive,” Matthews said. “Not only are students of color receiving less, but the teachers who are getting less than stellar credentials are teachers of color.”\u003c/p>\n\u003cp>In rural districts, Matthews said, the lack of nearby colleges and universities to recruit from results in a labor shortage for schools. And while some districts have the marketing budgets to hold teacher hiring fairs, others are stuck in these “pipeline deserts.”\u003c/p>\n\u003cp>“These are counties where there isn’t a teacher preparation program in a 50-mile radius,” she said. “You don’t even have the pipeline that’s being generated there. It’s almost impossible to get teachers to go to these areas that aren’t their hometowns.”\u003c/p>\n\u003cp>According to the CalMatters analysis, rural and smaller school districts had a disproportionate percentage of teachers with substandard credentials and less experience. While 83% of classes statewide were taught by fully credentialed teachers, that was the case for only 77% of classes at California’s smallest districts. And 90% of classes statewide were taught by teachers with more than two years of experience compared to 82% at small, rural districts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'It’s sort of this perfect storm in high-poverty communities. Teachers are another thing they don’t have access to.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Saroja Warner, director for talent development and diversity at the research nonprofit WestEd","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Linda Darling-Hammond, the president of California’s State Board of Education and CEO of the education research center the Learning Policy Institute, said research shows that a fully credentialed teacher is the biggest factor contributing to student success. But keeping qualified and experienced teachers at the schools that need them most, she said, means creating working conditions that entice educators. Compensation is the most obvious way to keep teachers, she said.\u003c/p>\n\u003cp>“First, I would make sure teacher salaries were comparable to other professions that have college degrees,” Darling-Hammond said. “Teachers are on average paid 85% of what their college-educated peers make.”\u003c/p>\n\u003cp>Teachers union leaders said beyond compensation, districts need to reduce class sizes and make sure principals and administrators are supporting teachers to retain quality educators.\u003c/p>\n\u003cp>“What is the promise once they get here?” said Cecily Myart-Cruz, president of United Teachers Los Angeles, Los Angeles Unified’s teachers union. “Are we willing to lower class sizes? Are we willing to give them the professional development they need?”\u003c/p>\n\u003cp>But Myart-Cruz said she does not want raises or bonuses for just the teachers who work at schools with high rates of low-income students. She wants an overall increase in teacher pay and smaller class sizes across the district.\u003c/p>\n\u003cp>Ashley Alcalá, the president of the San Bernardino City Unified School District’s teachers union, also said she wants to see pay raises across the district. In San Bernardino, nearly all of the schools have a majority of students who are low-income.\u003c/p>\n\u003cp>“When the majority of schools are high-poverty, it doesn’t really make a difference where you’re teaching,” she said. “We’re going to be competing with surrounding districts if we don’t raise the salaries for everyone.”\u003c/p>\n\u003cp>\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>Alcalá said the state data only tells half the story. She said while more experienced teachers tend to be more effective educators, she said newly credentialed teachers might also bring more enthusiasm and a willingness to try new methods.\u003c/p>\n\u003cp>“It’s frustrating,” Alcalá said. “If you have the right working conditions then people will stay. If you have an administrator who supports their employees and a school that has a culture that has a positive working environment, then people will choose to stay.”\u003c/p>\n\u003cp>Myart-Cruz and Alcalá say you can’t just target high-poverty schools with more money. They say the state needs to fix the entire education system.\u003c/p>\n\u003cp>“When you do surveys, it’s not the money that keeps teachers at a school,” Alcalá said. “It’s the culture, and it’s the administrators that teachers are drawn to.”\u003c/p>\n\u003cp>The state in recent years has funneled billions of dollars into addressing the teacher shortage. The most recent effort has been the Golden State Teacher Grant Program, which gives college students $20,000 in grants if they commit to teaching for four years at a school where at least 55% of students are English learners, foster children or students who qualify for free or reduced-price meals.\u003c/p>\n\u003cp>Darling-Hammond said she’s hopeful about the grant, saying four years is enough time for teachers to get invested and stay in their school communities as long as they receive the compensation and training they need from their school and district leaders.\u003c/p>\n\u003cp>Teachers union leaders agree with experts that compensation and smaller class sizes help attract and retain fully credentialed teachers. But building a healthy and stimulating environment for both students and teachers will make a school a more enjoyable place to work and to learn. This means hiring more mental health counselors as well as more art and drama teachers.\u003c/p>\n\u003cp>“The whole system is broken in its design,” Myart-Cruz said. “I want to see a holistic solution.”\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/11920137/low-income-students-are-more-likely-to-be-in-classrooms-with-underqualified-teachers","authors":["byline_news_11920137"],"categories":["news_18540","news_8"],"tags":["news_30527","news_18538","news_20013","news_30211","news_28133","news_18434","news_2044"],"affiliates":["news_18481"],"featImg":"news_11920162","label":"source_news_11920137"},"news_11908120":{"type":"posts","id":"news_11908120","meta":{"index":"posts_1591205157","site":"news","id":"11908120","score":null,"sort":[1647293361000]},"guestAuthors":[],"slug":"sfusd-says-iou","title":"SFUSD Says IOU","publishDate":1647293361,"format":"aside","headTitle":"Mark Fiore: Drawn to the Bay | KQED News","labelTerm":{"term":18515,"site":"news"},"content":"\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final.png\">\u003cimg class=\"alignnone size-full wp-image-11908130\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final.png\" alt='Cartoon: a yellow banner at the top of a chalkboard reads, \"Happy Pi Day.\" Written on the board says, \"from the SFUSD finance department!\" Pi is written as the wrong number, \"2.14592 etc, we think, give or take, check back later.\"' width=\"1920\" height=\"1376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final-800x573.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final-1020x731.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final-1536x1101.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>Hundreds of \u003ca href=\"https://bit.ly/fioresfusdpayroll\">teachers have had to contend with missing pay, bounced checks and other payment problems\u003c/a> as the San Francisco Unified School District struggles to implement a new accounting system.\u003c/p>\n\u003cp>This is just the latest controversy to erupt in the \u003ca href=\"https://www.kqed.org/news/11905380/ousted-in-a-landslide\">struggling school district\u003c/a>.\u003c/p>\n\u003cp>Apparently the district can't currently fulfill even its most basic responsibility: pay teachers to teach kids.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Hundreds of teachers have had to contend with missing pay, bounced checks and other payment problems as the San Francisco Unified School District struggles to implement a new accounting system.","status":"publish","parent":0,"modified":1647360724,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":62},"headData":{"title":"SFUSD Says IOU | KQED","description":"Hundreds of teachers have had to contend with missing pay, bounced checks and other payment problems as the San Francisco Unified School District struggles to implement a new accounting system.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11908120 https://ww2.kqed.org/news/?p=11908120","disqusUrl":"https://ww2.kqed.org/news/2022/03/14/sfusd-says-iou/","disqusTitle":"SFUSD Says IOU","excludeFromSiteSearch":"Include","path":"/news/11908120/sfusd-says-iou","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final.png\">\u003cimg class=\"alignnone size-full wp-image-11908130\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final.png\" alt='Cartoon: a yellow banner at the top of a chalkboard reads, \"Happy Pi Day.\" Written on the board says, \"from the SFUSD finance department!\" Pi is written as the wrong number, \"2.14592 etc, we think, give or take, check back later.\"' width=\"1920\" height=\"1376\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final.png 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final-800x573.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final-1020x731.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/piday_031422_final-1536x1101.png 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>Hundreds of \u003ca href=\"https://bit.ly/fioresfusdpayroll\">teachers have had to contend with missing pay, bounced checks and other payment problems\u003c/a> as the San Francisco Unified School District struggles to implement a new accounting system.\u003c/p>\n\u003cp>This is just the latest controversy to erupt in the \u003ca href=\"https://www.kqed.org/news/11905380/ousted-in-a-landslide\">struggling school district\u003c/a>.\u003c/p>\n\u003cp>Apparently the district can't currently fulfill even its most basic responsibility: pay teachers to teach kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11908120/sfusd-says-iou","authors":["3236"],"series":["news_18515"],"categories":["news_18540","news_13"],"tags":["news_20949","news_3946","news_1290","news_2044"],"featImg":"news_11908130","label":"news_18515"},"news_11907979":{"type":"posts","id":"news_11907979","meta":{"index":"posts_1591205157","site":"news","id":"11907979","score":null,"sort":[1647218076000]},"guestAuthors":[],"slug":"sf-school-district-apologizes-for-not-paying-underpaying-hundreds-of-teachers-but-the-problem-persists","title":"SF School District Apologizes for Not Paying, Underpaying Hundreds of Teachers — but the Problem Persists","publishDate":1647218076,"format":"audio","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>When Hector Pineda arrived for an all-staff meeting last Monday at Dr. Martin Luther King Jr. Academic Middle School in San Francisco’s Portola neighborhood, he found colleagues on their phones, frantically checking their bank accounts. Word was spreading fast that there was something wrong with their paychecks.\u003c/p>\n\u003cp>Pineda, a seventh grade social studies teacher in the sixth year of his career, quickly discovered he was missing a large chunk of money. “I moved money from savings into my checking account to cover my rent,” Pineda said. “Fortunately I had that and a supportive partner, or I would have been in trouble.”\u003c/p>\n\u003cp>The district owes another teacher, Kyle Prince, $4,500. Prince teaches ethnic studies at Phillip and Sala Burton Academic High School, also in the Portola, and was still getting paid for that work. But he also depends on income from teaching at the district’s online school and night school. [pullquote size=\"medium\" align=\"right\" citation=\"Elisa Romero, SFUSD school counselor\"]'I will be wiping out a lot of savings to pay this and it feels like a punch in the stomach. I owe a lot of money because the district screwed up.'[/pullquote]\u003c/p>\n\u003cp>Just as he was about to pay for his wedding, Prince found he was being shortchanged. “Graciously, I have family to support me, so I turned to them. And my fiancée, we had a little bit in savings,” Prince said. He has so far recovered just $1,200 of the $4,500 he has calculated he is missing, months after he reported the errors.\u003c/p>\n\u003cp>“I love my job and I love teaching, but it's been really tough working the extra hours and, all of a sudden, not knowing how your paycheck is supposed to be,” Prince said. “And no one has been able to tell me anything concrete. It seems like they're building a boat as it's afloat. I've gotten conflicting information from even the higher-ups, you know, from the principals and the coordinators.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As many as 1,500 educators in the San Francisco school district may not be receiving their full paychecks or haven’t been paid at all in the last month, according to United Educators of San Francisco, the teachers union, which represents some 6,500 educators in the district.\u003c/p>\n\u003cp>The problem stems from the district switching to a new accounting system, but may also speak to deeper troubles in its finance department.\u003c/p>\n\u003cp>The turmoil comes as the district and school board leadership are under intense scrutiny for their inability to successfully manage finances.\u003c/p>\n\u003cp>Laura Dudnick, a spokesperson for the district, issued a statement saying the district apologizes, takes full responsibility and is trying to fix the issue, blaming problems on the transition from an antiquated payroll system to EMPowerSF, the new system that cost the district $9.5 million to install.\u003c/p>\n\u003cp>“This is inexcusable and should not have happened,” Dudnick said.\u003c/p>\n\u003cp>The district says the vast majority of its 10,000 employees have been properly paid through the new system, even as a growing number of teachers are reporting irregularities on their monthly paychecks — issues that first emerged two months ago.\u003c/p>\n\u003cp>The district has since moved 10 administrative staff from other duties to support payroll, a district spokesperson said in a statement, adding that staff are “working to figure out any error patterns caused by the new process or system configuration so that corrections are made for subsequent pay periods.”\u003c/p>\n\u003cfigure id=\"attachment_11908039\" class=\"wp-caption aligncenter\" style=\"max-width: 1196px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822.jpg\">\u003cimg class=\"size-full wp-image-11908039\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822.jpg\" alt=\"A man sits in a room, smiling, wearing a yellow jacket, perched on the armrest of a sofa.\" width=\"1196\" height=\"996\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822.jpg 1196w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822-800x666.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822-1020x849.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822-160x133.jpg 160w\" sizes=\"(max-width: 1196px) 100vw, 1196px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kyle Prince, who teaches ethnic studies at Phillip and Sala Burton Academic High School in San Francisco, says he has been waiting three months for his missing pay from the district. \u003ccite>(Photo courtesy of Kyle Prince)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Like Prince, most of the educators affected are those who have additional jobs outside their main teaching positions — including those working extra hours as paraeducators, substitute teachers or Saturday school instructors.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Some teachers, including those on leave, also have reported issues with benefits and withholdings.\u003c/p>\n\u003cp>Elisa Romero, a counselor with the district, got a call from her accountant last week. “My accountant was shocked. He told me I owed $8,000 between federal and state [taxes]. I usually owe about $2,000 every year.”\u003c/p>\n\u003cp>When Romero told the district it had under-withheld her taxes in 2021, she said the district told her to go and change her withholding for the current year. But that won’t fix this year's problem.\u003c/p>\n\u003cp>“I will be wiping out a lot of savings to pay this and it feels like a punch in the stomach. I owe a lot of money because the district screwed up,” she said. “It's a bitter pill to swallow. It's very hard to come up with $8,000 by April 18, and I am considering selling my mutual funds to cover it. It just really brought me to tears.”\u003c/p>\n\u003cp>Beyond the initial cost of installing the new payroll system, the school board last year approved two more payments for transition costs, totaling an additional $4.2 million.\u003c/p>\n\u003cp>“They said the additional money was needed for more transitional time and prep,” said school board commissioner Matt Alexander, noting his frustration. “They wanted all that money to make for a smooth rollout, but all the stuff that they were trying to prevent is happening. It is anything but smooth.”\u003c/p>\n\u003cp>More than a hundred educators had to take time off teaching and parent-teacher conferences last week to attend a district pop-up clinic to try to fix their paychecks.\u003c/p>\n\u003cp>So far, the district has made out 861 new checks to educators, according to the teachers union.\u003c/p>\n\u003cp>The district says it has set up a support-ticketing system to help accurately track and follow up on every issue of nonpayment or underpayment.\u003c/p>\n\u003cp>Linh Gee, an English teacher at Burton High, said she filed several tickets since realizing the district underpaid her roughly $4,500 — and was told a payroll specialist would assist.\u003c/p>\n\u003cp>“That's the third time that I've submitted the ticket, and so far no one has reached out to me,” said Gee, who also teaches online and night classes.\u003c/p>\n\u003cfigure id=\"attachment_11908038\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher.jpg\">\u003cimg class=\"size-full wp-image-11908038\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher.jpg\" alt=\"A young woman smiling.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Burton High teacher Linh Gee says she has filed multiple help tickets with the district to recoup the nearly $4,500 the district owes her. She is still waiting. \u003ccite>(Photo courtesy of Linh Gee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I mean, this year has been really rough to begin with already. So to do your job to help kids who are not your regular day-to-day, do this and then to not get paid,” Gee said. “I have been very patient, but it's infuriating. Like you're not respecting the work that we're doing,”\u003c/p>\n\u003cp>Gee said she got an email from the district Friday morning telling her to check her bank account, and found it had deposited just $130 of the $4,500 she's owed.\u003c/p>\n\u003cp>“It’s demoralizing,” she said.[aside tag=\"education\" label=\"More education coverage\"]Gee said she and other teachers are now spending time outside of their workdays trying to troubleshoot accounting problems created by the district’s poor rollout of the new system.\u003c/p>\n\u003cp>“Check your bank account, check your bank account! We keep telling everyone,” said Nathalie Hrizi, a middle school librarian who is taking a leave of absence this year to work with the teachers union.\u003c/p>\n\u003cp>At first, she didn’t know she had to fill out a timesheet, so she didn’t get paid last month, she said. When she reported it, the district sent her a check, but it bounced.\u003c/p>\n\u003cp>“When I saw that, I called the bank. They told me that it was probably due to a lack of funds on the other banking institution, that's usually what happens. I immediately freaked out,” Hrizi said.\u003c/p>\n\u003cp>The district’s move to EMPowerSF was a much-needed upgrade because the old system had a real lack of functionality, Hrizi said.\u003c/p>\n\u003cp>But, “the transition ... was poorly rolled out,” she said. “They did not properly staff the office in charge of the transition.”\u003c/p>\n\u003cp>Mayor London Breed has offered to help out the district, the teachers union said, but it's unclear how, and her offices did not immediately respond to a request for comment.\u003c/p>\n\u003cp>In the meantime, hundreds of teachers have signed up to join a class-action lawsuit the union is threatening to file. Prince is one of them. He says his fiancée, who works for a corporation, was already in disbelief that Prince buys many of his own teaching supplies.\u003c/p>\n\u003cp>“But then the idea that I would just be working for free for several months, she can't comprehend it. She says if anything was wrong with her check, within 24 hours HR would pay for it. You'd have a check or direct deposit,\" he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"But I’ve been waiting three months now. It's crazy.\"\u003c/p>\n\n","blocks":[],"excerpt":"The San Francisco Unified School District blamed the payment problems on its payroll software, which may have affected as many as 1,500 educators.","status":"publish","parent":0,"modified":1647462444,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1534},"headData":{"title":"SF School District Apologizes for Not Paying, Underpaying Hundreds of Teachers — but the Problem Persists | KQED","description":"The San Francisco Unified School District blamed the payment problems on its payroll software, which may have affected as many as 1,500 educators.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11907979 https://ww2.kqed.org/news/?p=11907979","disqusUrl":"https://ww2.kqed.org/news/2022/03/13/sf-school-district-apologizes-for-not-paying-underpaying-hundreds-of-teachers-but-the-problem-persists/","disqusTitle":"SF School District Apologizes for Not Paying, Underpaying Hundreds of Teachers — but the Problem Persists","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-4[…]f-aaef00f5a073/4ff2c79c-f6cc-41ca-8a37-ae58011b19a3/audio.mp3","excludeFromSiteSearch":"Include","path":"/news/11907979/sf-school-district-apologizes-for-not-paying-underpaying-hundreds-of-teachers-but-the-problem-persists","audioDuration":null,"audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Hector Pineda arrived for an all-staff meeting last Monday at Dr. Martin Luther King Jr. Academic Middle School in San Francisco’s Portola neighborhood, he found colleagues on their phones, frantically checking their bank accounts. Word was spreading fast that there was something wrong with their paychecks.\u003c/p>\n\u003cp>Pineda, a seventh grade social studies teacher in the sixth year of his career, quickly discovered he was missing a large chunk of money. “I moved money from savings into my checking account to cover my rent,” Pineda said. “Fortunately I had that and a supportive partner, or I would have been in trouble.”\u003c/p>\n\u003cp>The district owes another teacher, Kyle Prince, $4,500. Prince teaches ethnic studies at Phillip and Sala Burton Academic High School, also in the Portola, and was still getting paid for that work. But he also depends on income from teaching at the district’s online school and night school. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'I will be wiping out a lot of savings to pay this and it feels like a punch in the stomach. I owe a lot of money because the district screwed up.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Elisa Romero, SFUSD school counselor","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Just as he was about to pay for his wedding, Prince found he was being shortchanged. “Graciously, I have family to support me, so I turned to them. And my fiancée, we had a little bit in savings,” Prince said. He has so far recovered just $1,200 of the $4,500 he has calculated he is missing, months after he reported the errors.\u003c/p>\n\u003cp>“I love my job and I love teaching, but it's been really tough working the extra hours and, all of a sudden, not knowing how your paycheck is supposed to be,” Prince said. “And no one has been able to tell me anything concrete. It seems like they're building a boat as it's afloat. I've gotten conflicting information from even the higher-ups, you know, from the principals and the coordinators.”\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>As many as 1,500 educators in the San Francisco school district may not be receiving their full paychecks or haven’t been paid at all in the last month, according to United Educators of San Francisco, the teachers union, which represents some 6,500 educators in the district.\u003c/p>\n\u003cp>The problem stems from the district switching to a new accounting system, but may also speak to deeper troubles in its finance department.\u003c/p>\n\u003cp>The turmoil comes as the district and school board leadership are under intense scrutiny for their inability to successfully manage finances.\u003c/p>\n\u003cp>Laura Dudnick, a spokesperson for the district, issued a statement saying the district apologizes, takes full responsibility and is trying to fix the issue, blaming problems on the transition from an antiquated payroll system to EMPowerSF, the new system that cost the district $9.5 million to install.\u003c/p>\n\u003cp>“This is inexcusable and should not have happened,” Dudnick said.\u003c/p>\n\u003cp>The district says the vast majority of its 10,000 employees have been properly paid through the new system, even as a growing number of teachers are reporting irregularities on their monthly paychecks — issues that first emerged two months ago.\u003c/p>\n\u003cp>The district has since moved 10 administrative staff from other duties to support payroll, a district spokesperson said in a statement, adding that staff are “working to figure out any error patterns caused by the new process or system configuration so that corrections are made for subsequent pay periods.”\u003c/p>\n\u003cfigure id=\"attachment_11908039\" class=\"wp-caption aligncenter\" style=\"max-width: 1196px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822.jpg\">\u003cimg class=\"size-full wp-image-11908039\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822.jpg\" alt=\"A man sits in a room, smiling, wearing a yellow jacket, perched on the armrest of a sofa.\" width=\"1196\" height=\"996\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822.jpg 1196w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822-800x666.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822-1020x849.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Kyle-Prince-SFUSD-teacher-e1647281348822-160x133.jpg 160w\" sizes=\"(max-width: 1196px) 100vw, 1196px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kyle Prince, who teaches ethnic studies at Phillip and Sala Burton Academic High School in San Francisco, says he has been waiting three months for his missing pay from the district. \u003ccite>(Photo courtesy of Kyle Prince)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Like Prince, most of the educators affected are those who have additional jobs outside their main teaching positions — including those working extra hours as paraeducators, substitute teachers or Saturday school instructors.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Some teachers, including those on leave, also have reported issues with benefits and withholdings.\u003c/p>\n\u003cp>Elisa Romero, a counselor with the district, got a call from her accountant last week. “My accountant was shocked. He told me I owed $8,000 between federal and state [taxes]. I usually owe about $2,000 every year.”\u003c/p>\n\u003cp>When Romero told the district it had under-withheld her taxes in 2021, she said the district told her to go and change her withholding for the current year. But that won’t fix this year's problem.\u003c/p>\n\u003cp>“I will be wiping out a lot of savings to pay this and it feels like a punch in the stomach. I owe a lot of money because the district screwed up,” she said. “It's a bitter pill to swallow. It's very hard to come up with $8,000 by April 18, and I am considering selling my mutual funds to cover it. It just really brought me to tears.”\u003c/p>\n\u003cp>Beyond the initial cost of installing the new payroll system, the school board last year approved two more payments for transition costs, totaling an additional $4.2 million.\u003c/p>\n\u003cp>“They said the additional money was needed for more transitional time and prep,” said school board commissioner Matt Alexander, noting his frustration. “They wanted all that money to make for a smooth rollout, but all the stuff that they were trying to prevent is happening. It is anything but smooth.”\u003c/p>\n\u003cp>More than a hundred educators had to take time off teaching and parent-teacher conferences last week to attend a district pop-up clinic to try to fix their paychecks.\u003c/p>\n\u003cp>So far, the district has made out 861 new checks to educators, according to the teachers union.\u003c/p>\n\u003cp>The district says it has set up a support-ticketing system to help accurately track and follow up on every issue of nonpayment or underpayment.\u003c/p>\n\u003cp>Linh Gee, an English teacher at Burton High, said she filed several tickets since realizing the district underpaid her roughly $4,500 — and was told a payroll specialist would assist.\u003c/p>\n\u003cp>“That's the third time that I've submitted the ticket, and so far no one has reached out to me,” said Gee, who also teaches online and night classes.\u003c/p>\n\u003cfigure id=\"attachment_11908038\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher.jpg\">\u003cimg class=\"size-full wp-image-11908038\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher.jpg\" alt=\"A young woman smiling.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/03/Linh-Gee-SFUSD-teacher-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Burton High teacher Linh Gee says she has filed multiple help tickets with the district to recoup the nearly $4,500 the district owes her. She is still waiting. \u003ccite>(Photo courtesy of Linh Gee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I mean, this year has been really rough to begin with already. So to do your job to help kids who are not your regular day-to-day, do this and then to not get paid,” Gee said. “I have been very patient, but it's infuriating. Like you're not respecting the work that we're doing,”\u003c/p>\n\u003cp>Gee said she got an email from the district Friday morning telling her to check her bank account, and found it had deposited just $130 of the $4,500 she's owed.\u003c/p>\n\u003cp>“It’s demoralizing,” she said.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"tag":"education","label":"More education coverage "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Gee said she and other teachers are now spending time outside of their workdays trying to troubleshoot accounting problems created by the district’s poor rollout of the new system.\u003c/p>\n\u003cp>“Check your bank account, check your bank account! We keep telling everyone,” said Nathalie Hrizi, a middle school librarian who is taking a leave of absence this year to work with the teachers union.\u003c/p>\n\u003cp>At first, she didn’t know she had to fill out a timesheet, so she didn’t get paid last month, she said. When she reported it, the district sent her a check, but it bounced.\u003c/p>\n\u003cp>“When I saw that, I called the bank. They told me that it was probably due to a lack of funds on the other banking institution, that's usually what happens. I immediately freaked out,” Hrizi said.\u003c/p>\n\u003cp>The district’s move to EMPowerSF was a much-needed upgrade because the old system had a real lack of functionality, Hrizi said.\u003c/p>\n\u003cp>But, “the transition ... was poorly rolled out,” she said. “They did not properly staff the office in charge of the transition.”\u003c/p>\n\u003cp>Mayor London Breed has offered to help out the district, the teachers union said, but it's unclear how, and her offices did not immediately respond to a request for comment.\u003c/p>\n\u003cp>In the meantime, hundreds of teachers have signed up to join a class-action lawsuit the union is threatening to file. Prince is one of them. He says his fiancée, who works for a corporation, was already in disbelief that Prince buys many of his own teaching supplies.\u003c/p>\n\u003cp>“But then the idea that I would just be working for free for several months, she can't comprehend it. She says if anything was wrong with her check, within 24 hours HR would pay for it. You'd have a check or direct deposit,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"But I’ve been waiting three months now. It's crazy.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11907979/sf-school-district-apologizes-for-not-paying-underpaying-hundreds-of-teachers-but-the-problem-persists","authors":["231"],"categories":["news_18540","news_8"],"tags":["news_20013","news_27626","news_30790","news_17827","news_1290","news_2044","news_30788","news_30789"],"featImg":"news_11907994","label":"news"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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