UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate
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FM","link":"/"}},"news_11969432":{"type":"posts","id":"news_11969432","meta":{"index":"posts_1591205157","site":"news","id":"11969432","score":null,"sort":[1702135855000]},"guestAuthors":[],"slug":"uc-reconsiders-high-school-math-requirements-for-data-science-students","title":"UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate","publishDate":1702135855,"format":"standard","headTitle":"UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate | KQED","labelTerm":{},"content":"\u003cp>Next month, a panel of University of California professors in the sciences and math will give their recommendations on the contentious issue of how much math high school students should know before taking a college-qualifying course in data science. Its answer could influence future course offerings and admissions requirements in math for UC and CSU.\u003c/p>\n\u003cp>“There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general,” said Pamela Burdman, executive director of Just Equations, a nonprofit that promotes policies that prepare students with quantitative skills to succeed in college.\u003c/p>\n\u003cp>“How UC resolves this issue will have a bearing on that, and the signals that UC sends to high schools about what is and isn’t approved will have a big impact on what this next generation of students learns.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Pamela Burdman, executive director, Just Equations\"]‘There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general.’[/pullquote]The issue has embroiled California’s higher education decision-makers, and it mired proponents and opponents of California’s new TK–12 math framework in an acrimonious debate earlier this year.\u003c/p>\n\u003cp>Advocates have cited the appeal of introductory data science as a way to broaden math boundaries to students turned off by it. Traditionalists — including STEM professionals — countered that courses like introductory data science with little advanced math content create the illusion that students are prepared for college-level quantitative work while discouraging them from pursuing STEM majors.\u003c/p>\n\u003cp>Separate from this immediate question, a second group of UC, CSU and community college math professors is revisiting a more fundamental question: How much math knowledge is essential for any high school graduate with college aspirations and separately for those interested in pursuing STEM, the social sciences or majors needing few quantitative skills?\u003c/p>\n\u003cp>For the past two decades, the answer was cut-and-dried — and uniform. The CSU and UC defined foundational high school math as the topics and concepts covered by the three math courses — Algebra I, Geometry, and Advanced Algebra, which is Algebra II — that both systems require students to pass for admission.\u003c/p>\n\u003cp>With the state adopting the Common Core math standards for K–12 in 2010, the options expanded to include Integrated I, II and III, which cover the same Common Core topics in a different order. Both UC and CSU encourage students to take a fourth year of math, and most do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The debate has centered on Algebra II. For future science, engineering and math majors, Algebra II is the gateway to the path from trigonometry and Pre-calculus to Calculus, which they must eventually take. But for most non-STEM-bound students, Algebra II can be a slog: difficult, abstract and irrelevant to the college plans.\u003c/p>\n\u003cp>Despite a general agreement that high school math should be more relatable and relevant, there is intense disagreement on the fix.\u003c/p>\n\u003cp>New course offerings in the burgeoning fields of data science and statistics “present new ways to engage students. At the same time, they can foster the quantitative literacy — or competency with numerical data — that math courses are intended to provide,” Burdman wrote in a commentary in EdSource. “They have the potential to improve equity and ensure that quantitative literacy is a right, not a privilege.”\u003c/p>\n\u003cp>But with 17% of Black children, 23% of Hispanic children and 23% of low-income children scoring proficient in the latest Smarter Balanced tests, the need for effective and engaging math instruction must begin long before high school. The new TK–12 math framework, approved in July after multiple revisions and four years of debate, forcefully calls for fundamental changes in math instruction.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Ji Song and James Stigler, psychology professors, UCLA\"]‘Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students.’[/pullquote]“Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students,” wrote UCLA psychology professors Ji Song and James Stigler in an EdSource commentary\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Committees of faculty senates of both UC and CSU have restated that Algebra II, along with geometry and Algebra I, provide the skills and quantitative reasoning needed for college work in whatever paths students eventually choose.\u003c/p>\n\u003cp>“College and career readiness expectations include completion of these sequences or their equivalent that cover all of the Common Core standards,” the CSU Math Council wrote in\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutions/2022-2023/3599.pdf\"> a January resolution\u003c/a>.\u003c/p>\n\u003cp>But in 2020, the influential UC academic senate, which is authorized to oversee course content for admissions, sent a critical mixed message. In a \u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\">statement\u003c/a>, the Board of Admissions and Relations with Schools or BOARS invited proposals for a broader range of math courses for consideration\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\"> \u003c/a>that would enable students to “complete certain mathematics courses other than Algebra II or Mathematics III in their junior year of high school to fulfill the minimum admissions requirement.” BOARS said it saw the expanded options “as both a college preparation and equity issue.”\u003c/p>\n\u003cp>Proponents of data science seized the opportunity, launching an end-run around what they perceived to be the inflexibility of math professors to change.\u003c/p>\n\u003ch2>A tsunami of new courses\u003c/h2>\n\u003cp>BOARS oversees policy, but the High School Articulation Unit, a small office in the UC President’s Office, evaluates and vet the tens of thousands of courses that course developers and high school teachers submit annually for approval. The office began authorizing new data science courses as meeting or “validating” the content requirements of Algebra II and Integrated III. The validation exemption presumed that the new course would build upon concepts and standards that students had covered in previous courses — in this case, Algebra II — or would be covered in the new course.\u003c/p>\n\u003cp>Soon, a tsunami of classes was being submitted — hundreds of data science courses serving tens of thousands of students.\u003c/p>\n\u003cp>There had been a precedent. As early as 2014, the UC had questionably validated statistics courses as satisfying Algebra II because they covered statistics standards that many Algebra II teachers frequently don’t get to while not teaching other Algebra II content. However, extending validation to data science is more problematic since California has not established standards for the subject. As a result, there are no guidelines for what standards the courses should be teaching.\u003c/p>\n\u003ch2>A flaw in implementation or policy?\u003c/h2>\n\u003cp>\u003ca href=\"https://sites.google.com/view/mathregents/home\">In a detailed Nov. 12 letter \u003c/a>to UC regents, Jelani Nelson, a professor of electrical engineering and computer sciences at UC Berkeley and a leading critic of weakening math requirements through course substitution, put the blame not on policy changes but on the course-approval process. An Articulation Unit with a small staff, none of whom had a background in STEM, was overwhelmed, he wrote.\u003c/p>\n\u003cp>Others agree. Rick Ford, professor emeritus and former chair of the department of mathematics at CSU Chico, said that what once was a rigorous process for course approval had become a “horrendous” pro-forma exercise, “primarily reliant on the fidelity of submitters” to follow BOARS guidelines.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11968324,mindshift_62724,forum_2010101894089\"]The oldest and most popular course, Introduction to Data Science, developed by UCLA statistics professor Robert Gould through funding from the National Science Foundation and used throughout Los Angeles Unified, covered only the statistics standards, not other content in Algebra II. The same was the case with another popular course validated for Algebra II, “\u003ca href=\"https://hsdatascience.youcubed.org/\">Explorations in Data Science\u003c/a>,” developed by the nonprofit YouCubed.\u003c/p>\n\u003cp>Most students who had taken Introduction to Data Science so far had taken Algebra II, so that was not a problem. But those who took it as juniors in lieu of Algebra II might find the course shut doors instead of opening them. Those who might later decide they want to major in biology, computer science, chemistry, neurology or statistics, all of which require passing Calculus, would find themselves struggling for lack of Algebra II; the CSU, meanwhile, no longer offers remediation courses in math.\u003c/p>\n\u003cp>“You’re asking a 14- or 15-year-old kid to make a lifelong decision in the spring of sophomore year,” said Ford, who chaired the influential\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/Documents/reports/CDE_Letter_Mathematics_Framework.pdf.\"> Academic Preparation and Education Programs Committee \u003c/a>of the CSU academic senate. “Watering down content is creating a multitrack system instead of giving all students the greatest chance of success.”\u003c/p>\n\u003ch2>A backlash followed\u003c/h2>\n\u003cp>News that UC was approving the substitution of data science for third-year Common Core math frustrated the faculty of CSU, which has relied on BOARS and the UC faculty for policy decisions since the two systems agreed to common course requirements, known as A-G, in 2003. Approving coursework that does not meet Common Core standards “brought to light the complete lack of control that the CSU has over the A-G high school requirements that are used for admission to our system,” the CSU senate stated in a January resolution. It called for the academic senates of both systems “to explore establishing joint decision-making” over new courses and changes to the A-G standards.\u003c/p>\n\u003cp>In July, tensions came to a head during the lead-up to the anticipated approval of the final version of the updated California Math Framework by the State Board of Education. Thousands of STEM professionals and UC and CSU faculty had signed petitions sharply criticizing earlier drafts of the math guidelines. The proposed framework discouraged districts from offering Algebra I in eighth grade, compounding the challenge of taking Calculus before high school graduation while encouraging students to take data science over STEM professions described as less interesting and collaborative. One of the five authors of the drafts was Jo Boaler, a prominent professor of mathematics education at the Stanford Graduate School of Education and co-founder of YouCubed.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Elizabeth Statton, math teacher, Lowell High in San Francisco\"]‘By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses.’[/pullquote]\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">In the framework it adopted\u003c/a> in July, the State Board of Education left it to districts to decide who should take Algebra in the eighth grade. The final version revised language conflating courses in data literacy, which all 21st-century students need, with math-intensive data science courses that, together with Calculus, would prepare students for a data science major in college. It also dropped a new third pathway for data science next to the traditional path leading to Calculus.\u003c/p>\n\u003cp>But the final framework hasn’t fully mollified critics, including Elizabeth Statton, a math teacher at Lowell High in San Francisco and former software executive.\u003c/p>\n\u003cp>“By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses,” she wrote in an email.\u003c/p>\n\u003cp>“The only way we’re going to diversify STEM fields is to keep historically excluded young students \u003cem>on \u003c/em>the algebraic thinking pathway just a little bit longer. That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”\u003c/p>\n\u003cp>Feeling the heat, BOARS hastily reversed positions on July 7 — days before the State Board meeting — \u003ca href=\"https://edsource.org/2023/uc-committee-changes-admission-standard-for-data-science-causing-confusion-over-math-framework/693892\">revoking validation for meeting Algebra II\u003c/a> requirements for all data science courses. And, \u003ca href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">in a letter to the State Board\u003c/a>, BOARS Chair Barbara Knowlton requested wording changes to the proposed framework, which the board did, including deleting a diagram that showed data science as an option to sub for Algebra II.\u003c/p>\n\u003cp>“The data science courses that have to date been approved by UCOP’s high school articulation team appear not to have been designed as third- or fourth-year mathematics courses,” wrote Knowlton, a professor of psychology at UCLA.\u003c/p>\n\u003cp>Ten days later, BOARS met again and clarified that there might be some exceptions for granting validation to those data science courses with “a prerequisite mastery of Algebra II content.” It also reiterated that the revocation of A-G credit would exempt students currently taking data science courses, with credit for Algebra II, or who had taken data science courses in past years.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Pamela Burdman, executive directorJust Equations\"]‘It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed.’[/pullquote]“It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed,” said Burdman, the executive director of Just Equations.\u003c/p>\n\u003cp>The\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/boars-july-17-2023-minutes.pdf\"> minutes of the meeting\u003c/a> revealed that BOARS members professed they didn’t know how the articulation unit in the President’s Office determined if courses could be substituted. Nor could they determine how many data science courses were designated as advanced math. The President’s Office said about 400 data science courses were being taught in California high schools.\u003c/p>\n\u003cp>The minutes said that BOARS would appoint a working group, including computer science, neuroscience, statistics and math professors, to clarify how to enforce the July 7 revocation vote, incorporate Algebra II as a course prerequisite, and determine the criteria for course validation.\u003c/p>\n\u003cp>BOARS, whose meetings are not public, hasn’t disclosed who’s in the group, although it includes no CSU faculty. The group has been meeting ahead of a December deadline so that BOARS can review and take action in January; only then will its recommendations be made public, Knowlton said in an interview.\u003c/p>\n\u003cp>There’s pressure to complete work in time for the next course cycle for the fall of 2024, starting in February, so applicants know the new rules. “There is a concern among some people that if we don’t send this message quickly, there will be a proliferation of these courses,” she said.\u003c/p>\n\u003cp>Knowlton hopes the work group will identify algebra elements critical for student success and evaluate courses to see which ones don’t cover them.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Barbara Knowlton, BOARS chair and psychology professor, UCLA\"]‘We want as much access as possible, yet it has to mean that students are prepared.’[/pullquote]“Some validated courses may leave out really very important foundational aspects of math, and we want to reiterate what those are,” she said. Course developers could choose to add concepts to qualify for validation for Algebra II; that’s what the developers of financial math have done. Or instead, they could offer courses like data science as advanced math in the fourth year of high school, with a prerequisite of Algebra II.\u003c/p>\n\u003cp>Knowlton said BOARS is committed to equity in college admissions. But the challenge is balancing access and preparation, she said. “We want as much access as possible, yet it has to mean that students are prepared.”\u003c/p>\n\u003cp>But Aly Martinez, the former math coordinator for San Diego Unified, worries that efforts to create innovative and rigorous data science and statistics courses will be swept aside if BOARS applies restrictions too broadly.\u003c/p>\n\u003cp>After surveying students about their math interests, the district worked with the creators of \u003ca href=\"https://coursekata.org/\">CourseKata\u003c/a> to turn its college statistics and data science course into two-year high school courses incorporating Algebra II standards and college and career pathway requirements. The courses can lead to Calculus for STEM majors; others can apply the knowledge to social science and other majors. The first-year course is popular and should be validated as satisfying Algebra II, she said.\u003c/p>\n\u003cp>“There is momentum and excitement about this work,” said Martinez, who is now the director of math for the nonprofit Student Achievement Partners. “Those who are innovative should not be the ones getting hurt.”\u003c/p>\n\u003ch2>A fresh look at standards\u003c/h2>\n\u003cp>The second committee commissioned by BOARS will take a broader and longer view of math content. Its members will include math professors from the CSU and community colleges, as well as UC, as a subcommittee of a joint faculty body,\u003ca href=\"https://icas-ca.org/\"> the Intersegmental Committee of Academic Senates\u003c/a>.\u003c/p>\n\u003cp>Kate Stevenson, a math professor at CSU Northridge and member of the new workgroup, said, “It’s not our goal to rewrite the standards, but to emphasize what parts of the standards are really critical to all students’ success and which are critical to life sciences as opposed to engineers, physicists and chemists.”\u003c/p>\n\u003cp>The committee will probably not recommend dropping math standards but could look at reorganizing or de-emphasizing them, she said.\u003c/p>\n\u003cp>Few Algebra II teachers find time for statistics standards, she said. “So what would a third year look like with a better balance between statistics and algebraic skills? Could we repeat less of Algebra I if we did the integrated pathway?” she asked. “Or what parts of the algebra curriculum could really belong in Pre-calculus rather than in Algebra II?”\u003c/p>\n\u003cp>Although it is not the committee’s role, Stevenson said she thinks the Common Core standards deserve revisiting. “It’s not that I don’t like the standards. But it’s very unlikely the mathematics that we agreed to in 2013 is the mathematics that we think students should have in 2030.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/advanced-algebra-data-science-and-more-uc-rethinks-contested-issues-of-high-school-math/701986\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"As UC rethinks how much math high school students should know before taking a college qualifying course in data science, the result could have a big impact on what the next generation of students learn.","status":"publish","parent":0,"modified":1702176789,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":3084},"headData":{"title":"UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate | KQED","description":"As UC rethinks how much math high school students should know before taking a college qualifying course in data science, the result could have a big impact on what the next generation of students learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"edsource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11969432/uc-reconsiders-high-school-math-requirements-for-data-science-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Next month, a panel of University of California professors in the sciences and math will give their recommendations on the contentious issue of how much math high school students should know before taking a college-qualifying course in data science. Its answer could influence future course offerings and admissions requirements in math for UC and CSU.\u003c/p>\n\u003cp>“There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general,” said Pamela Burdman, executive director of Just Equations, a nonprofit that promotes policies that prepare students with quantitative skills to succeed in college.\u003c/p>\n\u003cp>“How UC resolves this issue will have a bearing on that, and the signals that UC sends to high schools about what is and isn’t approved will have a big impact on what this next generation of students learns.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Pamela Burdman, executive director, Just Equations","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The issue has embroiled California’s higher education decision-makers, and it mired proponents and opponents of California’s new TK–12 math framework in an acrimonious debate earlier this year.\u003c/p>\n\u003cp>Advocates have cited the appeal of introductory data science as a way to broaden math boundaries to students turned off by it. Traditionalists — including STEM professionals — countered that courses like introductory data science with little advanced math content create the illusion that students are prepared for college-level quantitative work while discouraging them from pursuing STEM majors.\u003c/p>\n\u003cp>Separate from this immediate question, a second group of UC, CSU and community college math professors is revisiting a more fundamental question: How much math knowledge is essential for any high school graduate with college aspirations and separately for those interested in pursuing STEM, the social sciences or majors needing few quantitative skills?\u003c/p>\n\u003cp>For the past two decades, the answer was cut-and-dried — and uniform. The CSU and UC defined foundational high school math as the topics and concepts covered by the three math courses — Algebra I, Geometry, and Advanced Algebra, which is Algebra II — that both systems require students to pass for admission.\u003c/p>\n\u003cp>With the state adopting the Common Core math standards for K–12 in 2010, the options expanded to include Integrated I, II and III, which cover the same Common Core topics in a different order. Both UC and CSU encourage students to take a fourth year of math, and most do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The debate has centered on Algebra II. For future science, engineering and math majors, Algebra II is the gateway to the path from trigonometry and Pre-calculus to Calculus, which they must eventually take. But for most non-STEM-bound students, Algebra II can be a slog: difficult, abstract and irrelevant to the college plans.\u003c/p>\n\u003cp>Despite a general agreement that high school math should be more relatable and relevant, there is intense disagreement on the fix.\u003c/p>\n\u003cp>New course offerings in the burgeoning fields of data science and statistics “present new ways to engage students. At the same time, they can foster the quantitative literacy — or competency with numerical data — that math courses are intended to provide,” Burdman wrote in a commentary in EdSource. “They have the potential to improve equity and ensure that quantitative literacy is a right, not a privilege.”\u003c/p>\n\u003cp>But with 17% of Black children, 23% of Hispanic children and 23% of low-income children scoring proficient in the latest Smarter Balanced tests, the need for effective and engaging math instruction must begin long before high school. The new TK–12 math framework, approved in July after multiple revisions and four years of debate, forcefully calls for fundamental changes in math instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Ji Song and James Stigler, psychology professors, UCLA","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students,” wrote UCLA psychology professors Ji Song and James Stigler in an EdSource commentary\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Committees of faculty senates of both UC and CSU have restated that Algebra II, along with geometry and Algebra I, provide the skills and quantitative reasoning needed for college work in whatever paths students eventually choose.\u003c/p>\n\u003cp>“College and career readiness expectations include completion of these sequences or their equivalent that cover all of the Common Core standards,” the CSU Math Council wrote in\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutions/2022-2023/3599.pdf\"> a January resolution\u003c/a>.\u003c/p>\n\u003cp>But in 2020, the influential UC academic senate, which is authorized to oversee course content for admissions, sent a critical mixed message. In a \u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\">statement\u003c/a>, the Board of Admissions and Relations with Schools or BOARS invited proposals for a broader range of math courses for consideration\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\"> \u003c/a>that would enable students to “complete certain mathematics courses other than Algebra II or Mathematics III in their junior year of high school to fulfill the minimum admissions requirement.” BOARS said it saw the expanded options “as both a college preparation and equity issue.”\u003c/p>\n\u003cp>Proponents of data science seized the opportunity, launching an end-run around what they perceived to be the inflexibility of math professors to change.\u003c/p>\n\u003ch2>A tsunami of new courses\u003c/h2>\n\u003cp>BOARS oversees policy, but the High School Articulation Unit, a small office in the UC President’s Office, evaluates and vet the tens of thousands of courses that course developers and high school teachers submit annually for approval. The office began authorizing new data science courses as meeting or “validating” the content requirements of Algebra II and Integrated III. The validation exemption presumed that the new course would build upon concepts and standards that students had covered in previous courses — in this case, Algebra II — or would be covered in the new course.\u003c/p>\n\u003cp>Soon, a tsunami of classes was being submitted — hundreds of data science courses serving tens of thousands of students.\u003c/p>\n\u003cp>There had been a precedent. As early as 2014, the UC had questionably validated statistics courses as satisfying Algebra II because they covered statistics standards that many Algebra II teachers frequently don’t get to while not teaching other Algebra II content. However, extending validation to data science is more problematic since California has not established standards for the subject. As a result, there are no guidelines for what standards the courses should be teaching.\u003c/p>\n\u003ch2>A flaw in implementation or policy?\u003c/h2>\n\u003cp>\u003ca href=\"https://sites.google.com/view/mathregents/home\">In a detailed Nov. 12 letter \u003c/a>to UC regents, Jelani Nelson, a professor of electrical engineering and computer sciences at UC Berkeley and a leading critic of weakening math requirements through course substitution, put the blame not on policy changes but on the course-approval process. An Articulation Unit with a small staff, none of whom had a background in STEM, was overwhelmed, he wrote.\u003c/p>\n\u003cp>Others agree. Rick Ford, professor emeritus and former chair of the department of mathematics at CSU Chico, said that what once was a rigorous process for course approval had become a “horrendous” pro-forma exercise, “primarily reliant on the fidelity of submitters” to follow BOARS guidelines.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11968324,mindshift_62724,forum_2010101894089"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The oldest and most popular course, Introduction to Data Science, developed by UCLA statistics professor Robert Gould through funding from the National Science Foundation and used throughout Los Angeles Unified, covered only the statistics standards, not other content in Algebra II. The same was the case with another popular course validated for Algebra II, “\u003ca href=\"https://hsdatascience.youcubed.org/\">Explorations in Data Science\u003c/a>,” developed by the nonprofit YouCubed.\u003c/p>\n\u003cp>Most students who had taken Introduction to Data Science so far had taken Algebra II, so that was not a problem. But those who took it as juniors in lieu of Algebra II might find the course shut doors instead of opening them. Those who might later decide they want to major in biology, computer science, chemistry, neurology or statistics, all of which require passing Calculus, would find themselves struggling for lack of Algebra II; the CSU, meanwhile, no longer offers remediation courses in math.\u003c/p>\n\u003cp>“You’re asking a 14- or 15-year-old kid to make a lifelong decision in the spring of sophomore year,” said Ford, who chaired the influential\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/Documents/reports/CDE_Letter_Mathematics_Framework.pdf.\"> Academic Preparation and Education Programs Committee \u003c/a>of the CSU academic senate. “Watering down content is creating a multitrack system instead of giving all students the greatest chance of success.”\u003c/p>\n\u003ch2>A backlash followed\u003c/h2>\n\u003cp>News that UC was approving the substitution of data science for third-year Common Core math frustrated the faculty of CSU, which has relied on BOARS and the UC faculty for policy decisions since the two systems agreed to common course requirements, known as A-G, in 2003. Approving coursework that does not meet Common Core standards “brought to light the complete lack of control that the CSU has over the A-G high school requirements that are used for admission to our system,” the CSU senate stated in a January resolution. It called for the academic senates of both systems “to explore establishing joint decision-making” over new courses and changes to the A-G standards.\u003c/p>\n\u003cp>In July, tensions came to a head during the lead-up to the anticipated approval of the final version of the updated California Math Framework by the State Board of Education. Thousands of STEM professionals and UC and CSU faculty had signed petitions sharply criticizing earlier drafts of the math guidelines. The proposed framework discouraged districts from offering Algebra I in eighth grade, compounding the challenge of taking Calculus before high school graduation while encouraging students to take data science over STEM professions described as less interesting and collaborative. One of the five authors of the drafts was Jo Boaler, a prominent professor of mathematics education at the Stanford Graduate School of Education and co-founder of YouCubed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Elizabeth Statton, math teacher, Lowell High in San Francisco","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">In the framework it adopted\u003c/a> in July, the State Board of Education left it to districts to decide who should take Algebra in the eighth grade. The final version revised language conflating courses in data literacy, which all 21st-century students need, with math-intensive data science courses that, together with Calculus, would prepare students for a data science major in college. It also dropped a new third pathway for data science next to the traditional path leading to Calculus.\u003c/p>\n\u003cp>But the final framework hasn’t fully mollified critics, including Elizabeth Statton, a math teacher at Lowell High in San Francisco and former software executive.\u003c/p>\n\u003cp>“By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses,” she wrote in an email.\u003c/p>\n\u003cp>“The only way we’re going to diversify STEM fields is to keep historically excluded young students \u003cem>on \u003c/em>the algebraic thinking pathway just a little bit longer. That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”\u003c/p>\n\u003cp>Feeling the heat, BOARS hastily reversed positions on July 7 — days before the State Board meeting — \u003ca href=\"https://edsource.org/2023/uc-committee-changes-admission-standard-for-data-science-causing-confusion-over-math-framework/693892\">revoking validation for meeting Algebra II\u003c/a> requirements for all data science courses. And, \u003ca href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">in a letter to the State Board\u003c/a>, BOARS Chair Barbara Knowlton requested wording changes to the proposed framework, which the board did, including deleting a diagram that showed data science as an option to sub for Algebra II.\u003c/p>\n\u003cp>“The data science courses that have to date been approved by UCOP’s high school articulation team appear not to have been designed as third- or fourth-year mathematics courses,” wrote Knowlton, a professor of psychology at UCLA.\u003c/p>\n\u003cp>Ten days later, BOARS met again and clarified that there might be some exceptions for granting validation to those data science courses with “a prerequisite mastery of Algebra II content.” It also reiterated that the revocation of A-G credit would exempt students currently taking data science courses, with credit for Algebra II, or who had taken data science courses in past years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Pamela Burdman, executive directorJust Equations","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed,” said Burdman, the executive director of Just Equations.\u003c/p>\n\u003cp>The\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/boars-july-17-2023-minutes.pdf\"> minutes of the meeting\u003c/a> revealed that BOARS members professed they didn’t know how the articulation unit in the President’s Office determined if courses could be substituted. Nor could they determine how many data science courses were designated as advanced math. The President’s Office said about 400 data science courses were being taught in California high schools.\u003c/p>\n\u003cp>The minutes said that BOARS would appoint a working group, including computer science, neuroscience, statistics and math professors, to clarify how to enforce the July 7 revocation vote, incorporate Algebra II as a course prerequisite, and determine the criteria for course validation.\u003c/p>\n\u003cp>BOARS, whose meetings are not public, hasn’t disclosed who’s in the group, although it includes no CSU faculty. The group has been meeting ahead of a December deadline so that BOARS can review and take action in January; only then will its recommendations be made public, Knowlton said in an interview.\u003c/p>\n\u003cp>There’s pressure to complete work in time for the next course cycle for the fall of 2024, starting in February, so applicants know the new rules. “There is a concern among some people that if we don’t send this message quickly, there will be a proliferation of these courses,” she said.\u003c/p>\n\u003cp>Knowlton hopes the work group will identify algebra elements critical for student success and evaluate courses to see which ones don’t cover them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We want as much access as possible, yet it has to mean that students are prepared.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Barbara Knowlton, BOARS chair and psychology professor, UCLA","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Some validated courses may leave out really very important foundational aspects of math, and we want to reiterate what those are,” she said. Course developers could choose to add concepts to qualify for validation for Algebra II; that’s what the developers of financial math have done. Or instead, they could offer courses like data science as advanced math in the fourth year of high school, with a prerequisite of Algebra II.\u003c/p>\n\u003cp>Knowlton said BOARS is committed to equity in college admissions. But the challenge is balancing access and preparation, she said. “We want as much access as possible, yet it has to mean that students are prepared.”\u003c/p>\n\u003cp>But Aly Martinez, the former math coordinator for San Diego Unified, worries that efforts to create innovative and rigorous data science and statistics courses will be swept aside if BOARS applies restrictions too broadly.\u003c/p>\n\u003cp>After surveying students about their math interests, the district worked with the creators of \u003ca href=\"https://coursekata.org/\">CourseKata\u003c/a> to turn its college statistics and data science course into two-year high school courses incorporating Algebra II standards and college and career pathway requirements. The courses can lead to Calculus for STEM majors; others can apply the knowledge to social science and other majors. The first-year course is popular and should be validated as satisfying Algebra II, she said.\u003c/p>\n\u003cp>“There is momentum and excitement about this work,” said Martinez, who is now the director of math for the nonprofit Student Achievement Partners. “Those who are innovative should not be the ones getting hurt.”\u003c/p>\n\u003ch2>A fresh look at standards\u003c/h2>\n\u003cp>The second committee commissioned by BOARS will take a broader and longer view of math content. Its members will include math professors from the CSU and community colleges, as well as UC, as a subcommittee of a joint faculty body,\u003ca href=\"https://icas-ca.org/\"> the Intersegmental Committee of Academic Senates\u003c/a>.\u003c/p>\n\u003cp>Kate Stevenson, a math professor at CSU Northridge and member of the new workgroup, said, “It’s not our goal to rewrite the standards, but to emphasize what parts of the standards are really critical to all students’ success and which are critical to life sciences as opposed to engineers, physicists and chemists.”\u003c/p>\n\u003cp>The committee will probably not recommend dropping math standards but could look at reorganizing or de-emphasizing them, she said.\u003c/p>\n\u003cp>Few Algebra II teachers find time for statistics standards, she said. “So what would a third year look like with a better balance between statistics and algebraic skills? Could we repeat less of Algebra I if we did the integrated pathway?” she asked. “Or what parts of the algebra curriculum could really belong in Pre-calculus rather than in Algebra II?”\u003c/p>\n\u003cp>Although it is not the committee’s role, Stevenson said she thinks the Common Core standards deserve revisiting. “It’s not that I don’t like the standards. But it’s very unlikely the mathematics that we agreed to in 2013 is the mathematics that we think students should have in 2030.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/advanced-algebra-data-science-and-more-uc-rethinks-contested-issues-of-high-school-math/701986\">\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/11969432/uc-reconsiders-high-school-math-requirements-for-data-science-students","authors":["byline_news_11969432"],"categories":["news_18540","news_8"],"tags":["news_33619","news_18738","news_20013","news_4922","news_33618","news_18362","news_6793","news_379"],"featImg":"news_11969471","label":"source_news_11969432"},"news_11952106":{"type":"posts","id":"news_11952106","meta":{"index":"posts_1591205157","site":"news","id":"11952106","score":null,"sort":[1685996424000]},"guestAuthors":[],"slug":"kindergarten-to-college-2023","title":"SF Gave Kindergartners $50 to Start Saving for College. Now Seniors, They're Cashing In","publishDate":1685996424,"format":"standard","headTitle":"SF Gave Kindergartners $50 to Start Saving for College. Now Seniors, They’re Cashing In | KQED","labelTerm":{"site":"news"},"content":"\u003cp>When Saw Yunn Nwe, 18, attends the University of Pennsylvania as a freshman this fall, she will be the first person in her family to go to \u003ca href=\"https://www.kqed.org/educationnews\">college in the United States\u003c/a>.\u003c/p>\n\u003cp>She’s also part of San Francisco’s graduating senior class of 2023 — the first group of students to complete the city’s \u003ca href=\"https://sfgov.org/k2c/\">Kindergarten to College program\u003c/a> (K2C), which, back in 2011, was the first universal college savings program in the country. It started with a limited number of kindergartners before expanding to include every student from that generation. Twelve years later, at the time of their high school graduation, the class of 2023 have been able to save $755,281 overall, which will go to cover college tuition and other education expenses.\u003c/p>\n\u003cp>Back when Nwe was in eighth grade, her homeroom teacher passed out envelopes to all the kids in her class. Nwe and her family had just settled in San Francisco after migrating from Myanmar, and she was just getting adjusted to her new classes at James Denman Middle School.\u003c/p>\n\u003cfigure id=\"attachment_11952122\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11952122\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"People sit and watch a video in a conference hall.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Attendees watch a video during the ceremony. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The envelopes carried a message from the school district, reminding them about their accounts and letting them know the city had already deposited $50 in each. As she saw her classmates read their letters, Nwe assumed she didn’t qualify for the program — she had arrived in San Francisco only a few months prior and hadn’t gone to kindergarten in here.[aside label='Guides from KQED' tag='audience-news']But a few weeks later, her teacher gave her an envelope from K2C. “It was kind of shocking … I don’t think this would have been possible back in my country,” she said. “I was really encouraged to save for college.”\u003c/p>\n\u003cp>Since 2011, K2C has continued to grow and now opens accounts for every student currently enrolled in an SFUSD school, regardless of when they entered the district. If you add up every account, the total savings amounts to roughly $15 million.\u003c/p>\n\u003cp>Nwe says that one of her dreams, ever since she emigrated to the U.S., has been to attend an American university. However, when she learned how expensive it is in this country, she became nervous because her parents were already working multiple jobs to support her and her siblings.\u003c/p>\n\u003cfigure id=\"attachment_11952123\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11952123 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"An Asian youth and a white youth smile with dyed orange hair sit behind a podium and smile at an unseen audience.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nwe (left) speaks alongside fellow student Yadira Vazquez. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Whenever my parents tried to set money aside for me to go to college, I would feel bad because they couldn’t use it for themselves — like I was putting a burden on them,” she explained, and said that there were times it felt like going to college was not going to be financially possible. “But then my parents reassured me that it was going to be worth it.”\u003c/p>\n\u003cp>Nwe and her parents decided they were going to make the most of the K2C account. Her parents would deposit small amounts whenever they had the chance, and Nwe found out that the program also offered cash incentives: Whenever students take time to explore their account or learn more about savings and personal finances, K2C rewards them by adding small amounts into their accounts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Most of my K2C comes from scholarships I earned and from summer jobs,” Nwe explained. “Instead of giving me a check, they put it in [my account].” By the end of her senior year, Nwe was able to save a little over $1,400, which she says isn’t enough to cover tuition at UPenn, but it can cover other necessary expenses, like fees and books for class.\u003c/p>\n\u003cp>Having young people learn how savings accounts work and talking about personal finances with their families are some of the goals of the K2C program, says San Francisco City Treasurer José Cisneros, who helped design the program with then-Mayor Gavin Newsom in 2011. “It’s not about saving thousands of dollars necessarily,” Cisneros said. “If we give [students] 12 or 13 years to save money, they’re going to have something real there when they graduate high school.”\u003c/p>\n\u003cfigure id=\"attachment_11952120\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11952120\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"A middle-aged Latino man with a suit and tie speaks from behind a dais with a university emblem behind him.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Treasurer José Cisneros speaks about the first class of graduates from San Francisco high schools using the K2C savings. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If you’re currently an SFUSD student — or a parent or guardian of one — and are heading into summer thinking about college, here’s a quick breakdown of how Kindergarten to College works and how to make the most of your account.\u003c/p>\n\u003cp>\u003cstrong>How can I access my Kindergarten to College account?\u003c/strong>\u003c/p>\n\u003cp>K2C opens an account for a student automatically, as soon as they enroll in an SFUSD school and regardless of what grade they enroll in or whether they transfer in partway through the year.\u003c/p>\n\u003cp>Parents or guardians do not need to do anything; however, they do need to \u003ca href=\"https://sfgov.org/k2c/my-account/register-view-balance-online\">visit the K2C portal\u003c/a> and register their student’s information so they can see their account balance and start depositing. To register an account, you will need your student’s K2C account number. SFUSD mails families a letter with their student’s account number several times during elementary and middle school.\u003c/p>\n\u003cp>\u003cstrong>What if I can’t find my K2C account number?\u003c/strong>\u003c/p>\n\u003cp>No worries — K2C has \u003ca href=\"https://newbusiness.sfgov.org/k2cAccountLookup/\">a tool that can help track down your account number\u003c/a>. All you need is your student’s full name, birth date and ZIP code. Once you have the number handy, go back to the K2C portal to register, create a password and check out your account. You should already have $50 dollars in there — that starting amount comes from the city and is allocated from the city’s general fund.\u003c/p>\n\u003cp>Once you have your account set up, \u003ca href=\"https://sfgov.org/k2c/my-account/how-make-deposit\">there are several ways you can make a deposit\u003c/a>, including through direct deposit, making a deposit in person or mailing a check.\u003c/p>\n\u003cp>\u003cstrong>How much is my family expected to save?\u003c/strong>\u003c/p>\n\u003cp>Each family can engage with their K2C account as much or as little as they see fit. There is no obligation from the city to use the account. Each account already comes with $50, and if you log in to your account at least once a year, the city will add another $20. There are many different types of cash incentives available: Some you can receive by learning more about your account; others are available through special student contests where students can submit original art pieces they created at school; and some are automatically available to students at select elementary schools. \u003ca href=\"https://sfgov.org/k2c/my-account/earn-incentives\">You can review a more detailed list of incentives on the K2C website.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11952205\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11952205\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut.jpg\" alt='A crowd of people sit inside a large conference room and look away from the camera. Behind them, a large monitor reads out, \"Congratulations graduates!\"' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Attendees watch a video during the ceremony. Every kindergartner who attends public school in San Francisco receives a college savings account automatically with a $50 incentive. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>I’m a high school senior right now. How can I withdraw what I have in my account?\u003c/strong>\u003c/p>\n\u003cp>Closing out your account is pretty straightforward. If you have an automatic direct deposit set up, first make sure you stop these transfers. Then, complete a \u003ca href=\"https://etaxstatement.sfgov.org/K2COnlineForm/\">K2C Account Withdrawal Request Form\u003c/a>, where you will be asked to confirm your personal information, whether you are graduating high school and what you will be using the money for. You have several ways to receive it, including through a Zelle account transfer, a check or a transfer to a ScholarShare 529 account.\u003c/p>\n\u003cp>If you have not yet graduated high school, but are transferring out of an SFUSD school (for example, you are transferring to a private school in the city or to another school district), you can also request to withdraw your funds. And if you never deposited your own money into your account, you can still request to withdraw the money the city deposited.\u003c/p>\n\u003cp>\u003cstrong>Are students enrolled in charter schools included in the K2C program? What about students in private or parochial schools?\u003c/strong>\u003c/p>\n\u003cp>Most charter schools in San Francisco are included in K2C. Students at any of these schools qualify for the program:\u003c/p>\n\u003cul>\n\u003cli>Creative Arts Charter School\u003c/li>\n\u003cli>Thomas Edison Charter Academy\u003c/li>\n\u003cli>Gateway Middle School\u003c/li>\n\u003cli>KIPP Bayview Academy (middle school)\u003c/li>\n\u003cli>KIPP San Francisco Bay Academy\u003c/li>\n\u003cli>KIPP San Francisco College Preparatory\u003c/li>\n\u003cli>Gateway High School\u003c/li>\n\u003cli>Leadership High School\u003c/li>\n\u003cli>City Arts and Tech High School\u003c/li>\n\u003c/ul>\n\u003cp>Something important to keep in mind: According to city officials, students at KIPP Bayview Elementary (separate from KIPP Bayview Academy, the middle school) and the New School of San Francisco, a K–8 school, are not included in the program.\u003c/p>\n\u003cp>K2C does not open accounts for students enrolled in private or parochial schools. Additionally, those currently enrolled in learning institutions affiliated with the San Francisco County Office of Education also are not eligible.\u003c/p>\n\u003cp>\u003cstrong>What about students who are not enrolled in a San Francisco public school? Are there programs similar to K2C in other parts of California?\u003c/strong>\u003c/p>\n\u003cp>Since the creation of K2C, other cities in California have worked with school districts and nonprofit organizations to create their own versions of a universal college savings program. In Oakland, the nonprofit Oakland Promise manages two similar programs, \u003ca href=\"https://oaklandpromise.org/kindergarten-to-college/\">Oakland Promise Kindergarten to College\u003c/a>, which helps open savings accounts for families in Oakland public schools and offers scholarships for students who graduate high school, and the \u003ca href=\"https://oaklandpromise.org/brilliant-baby/\">Brilliant Baby program\u003c/a>, which opens college savings accounts with $500 already added, for families who recently had a baby and who qualify for Medi-Cal or food stamps.\u003c/p>\n\u003cp>In Los Angeles, \u003ca href=\"https://communityinvestmentforfamilies.org/opportunity-la-0\">Opportunity L.A.\u003c/a> opens savings accounts for eligible LAUSD students, with a $50 seed deposit. And in 2022, California launched a statewide college savings initiative, \u003ca href=\"https://calkids.org/the-basics/what-is-calkids/\">CalKIDS\u003c/a>. Two groups of young Californians are eligible for CalKIDS: children born on or after the creation of the program on July 1, 2022; and current K–12 students enrolled in any California public school who are either unhoused, enrolled in a foster youth program or are considered by the state to come from lower-income households.\u003c/p>\n\u003cp>Families who open an account for their newborn can receive a seed deposit from the state of up to $100, and eligible K–12 students qualify for a $500 deposit. \u003ca href=\"https://calkids.org/the-basics/who-is-eligible/\">You can check whether your newborn or student qualifies on the CalKIDS website.\u003c/a>\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area in 2023. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, helpful explainers and guides about issues like COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>[hearken id=\"10483\" src=\"https://modules.wearehearken.com/kqed/embed/10483.js\"]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Thinking about saving for college? San Francisco's graduating high school seniors saved up thousands of dollars for college through the city's Kindergarten to College program.","status":"publish","parent":0,"modified":1685996442,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":true,"hasPolis":false,"paragraphCount":36,"wordCount":1849},"headData":{"title":"SF Gave Kindergartners $50 to Start Saving for College. Now Seniors, They're Cashing In | KQED","description":"Thinking about saving for college? San Francisco's graduating high school seniors saved up thousands of dollars for college through the city's Kindergarten to College program.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-4[%E2%80%A6]f-aaef00f5a073/c71b3457-65cd-42ac-8e46-b013010395ac/audio.mp3","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11952106/kindergarten-to-college-2023","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Saw Yunn Nwe, 18, attends the University of Pennsylvania as a freshman this fall, she will be the first person in her family to go to \u003ca href=\"https://www.kqed.org/educationnews\">college in the United States\u003c/a>.\u003c/p>\n\u003cp>She’s also part of San Francisco’s graduating senior class of 2023 — the first group of students to complete the city’s \u003ca href=\"https://sfgov.org/k2c/\">Kindergarten to College program\u003c/a> (K2C), which, back in 2011, was the first universal college savings program in the country. It started with a limited number of kindergartners before expanding to include every student from that generation. Twelve years later, at the time of their high school graduation, the class of 2023 have been able to save $755,281 overall, which will go to cover college tuition and other education expenses.\u003c/p>\n\u003cp>Back when Nwe was in eighth grade, her homeroom teacher passed out envelopes to all the kids in her class. Nwe and her family had just settled in San Francisco after migrating from Myanmar, and she was just getting adjusted to her new classes at James Denman Middle School.\u003c/p>\n\u003cfigure id=\"attachment_11952122\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11952122\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"People sit and watch a video in a conference hall.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65682_005_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Attendees watch a video during the ceremony. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The envelopes carried a message from the school district, reminding them about their accounts and letting them know the city had already deposited $50 in each. As she saw her classmates read their letters, Nwe assumed she didn’t qualify for the program — she had arrived in San Francisco only a few months prior and hadn’t gone to kindergarten in here.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Guides from KQED ","tag":"audience-news"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>But a few weeks later, her teacher gave her an envelope from K2C. “It was kind of shocking … I don’t think this would have been possible back in my country,” she said. “I was really encouraged to save for college.”\u003c/p>\n\u003cp>Since 2011, K2C has continued to grow and now opens accounts for every student currently enrolled in an SFUSD school, regardless of when they entered the district. If you add up every account, the total savings amounts to roughly $15 million.\u003c/p>\n\u003cp>Nwe says that one of her dreams, ever since she emigrated to the U.S., has been to attend an American university. However, when she learned how expensive it is in this country, she became nervous because her parents were already working multiple jobs to support her and her siblings.\u003c/p>\n\u003cfigure id=\"attachment_11952123\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11952123 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"An Asian youth and a white youth smile with dyed orange hair sit behind a podium and smile at an unseen audience.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65686_010_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Nwe (left) speaks alongside fellow student Yadira Vazquez. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Whenever my parents tried to set money aside for me to go to college, I would feel bad because they couldn’t use it for themselves — like I was putting a burden on them,” she explained, and said that there were times it felt like going to college was not going to be financially possible. “But then my parents reassured me that it was going to be worth it.”\u003c/p>\n\u003cp>Nwe and her parents decided they were going to make the most of the K2C account. Her parents would deposit small amounts whenever they had the chance, and Nwe found out that the program also offered cash incentives: Whenever students take time to explore their account or learn more about savings and personal finances, K2C rewards them by adding small amounts into their accounts.\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>“Most of my K2C comes from scholarships I earned and from summer jobs,” Nwe explained. “Instead of giving me a check, they put it in [my account].” By the end of her senior year, Nwe was able to save a little over $1,400, which she says isn’t enough to cover tuition at UPenn, but it can cover other necessary expenses, like fees and books for class.\u003c/p>\n\u003cp>Having young people learn how savings accounts work and talking about personal finances with their families are some of the goals of the K2C program, says San Francisco City Treasurer José Cisneros, who helped design the program with then-Mayor Gavin Newsom in 2011. “It’s not about saving thousands of dollars necessarily,” Cisneros said. “If we give [students] 12 or 13 years to save money, they’re going to have something real there when they graduate high school.”\u003c/p>\n\u003cfigure id=\"attachment_11952120\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11952120\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut.jpg\" alt=\"A middle-aged Latino man with a suit and tie speaks from behind a dais with a university emblem behind him.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/06/RS65681_004_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco Treasurer José Cisneros speaks about the first class of graduates from San Francisco high schools using the K2C savings. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If you’re currently an SFUSD student — or a parent or guardian of one — and are heading into summer thinking about college, here’s a quick breakdown of how Kindergarten to College works and how to make the most of your account.\u003c/p>\n\u003cp>\u003cstrong>How can I access my Kindergarten to College account?\u003c/strong>\u003c/p>\n\u003cp>K2C opens an account for a student automatically, as soon as they enroll in an SFUSD school and regardless of what grade they enroll in or whether they transfer in partway through the year.\u003c/p>\n\u003cp>Parents or guardians do not need to do anything; however, they do need to \u003ca href=\"https://sfgov.org/k2c/my-account/register-view-balance-online\">visit the K2C portal\u003c/a> and register their student’s information so they can see their account balance and start depositing. To register an account, you will need your student’s K2C account number. SFUSD mails families a letter with their student’s account number several times during elementary and middle school.\u003c/p>\n\u003cp>\u003cstrong>What if I can’t find my K2C account number?\u003c/strong>\u003c/p>\n\u003cp>No worries — K2C has \u003ca href=\"https://newbusiness.sfgov.org/k2cAccountLookup/\">a tool that can help track down your account number\u003c/a>. All you need is your student’s full name, birth date and ZIP code. Once you have the number handy, go back to the K2C portal to register, create a password and check out your account. You should already have $50 dollars in there — that starting amount comes from the city and is allocated from the city’s general fund.\u003c/p>\n\u003cp>Once you have your account set up, \u003ca href=\"https://sfgov.org/k2c/my-account/how-make-deposit\">there are several ways you can make a deposit\u003c/a>, including through direct deposit, making a deposit in person or mailing a check.\u003c/p>\n\u003cp>\u003cstrong>How much is my family expected to save?\u003c/strong>\u003c/p>\n\u003cp>Each family can engage with their K2C account as much or as little as they see fit. There is no obligation from the city to use the account. Each account already comes with $50, and if you log in to your account at least once a year, the city will add another $20. There are many different types of cash incentives available: Some you can receive by learning more about your account; others are available through special student contests where students can submit original art pieces they created at school; and some are automatically available to students at select elementary schools. \u003ca href=\"https://sfgov.org/k2c/my-account/earn-incentives\">You can review a more detailed list of incentives on the K2C website.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11952205\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11952205\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut.jpg\" alt='A crowd of people sit inside a large conference room and look away from the camera. Behind them, a large monitor reads out, \"Congratulations graduates!\"' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2024/06/RS65689_014_KQED_Kindergarten2College_05162023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Attendees watch a video during the ceremony. Every kindergartner who attends public school in San Francisco receives a college savings account automatically with a $50 incentive. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>I’m a high school senior right now. How can I withdraw what I have in my account?\u003c/strong>\u003c/p>\n\u003cp>Closing out your account is pretty straightforward. If you have an automatic direct deposit set up, first make sure you stop these transfers. Then, complete a \u003ca href=\"https://etaxstatement.sfgov.org/K2COnlineForm/\">K2C Account Withdrawal Request Form\u003c/a>, where you will be asked to confirm your personal information, whether you are graduating high school and what you will be using the money for. You have several ways to receive it, including through a Zelle account transfer, a check or a transfer to a ScholarShare 529 account.\u003c/p>\n\u003cp>If you have not yet graduated high school, but are transferring out of an SFUSD school (for example, you are transferring to a private school in the city or to another school district), you can also request to withdraw your funds. And if you never deposited your own money into your account, you can still request to withdraw the money the city deposited.\u003c/p>\n\u003cp>\u003cstrong>Are students enrolled in charter schools included in the K2C program? What about students in private or parochial schools?\u003c/strong>\u003c/p>\n\u003cp>Most charter schools in San Francisco are included in K2C. Students at any of these schools qualify for the program:\u003c/p>\n\u003cul>\n\u003cli>Creative Arts Charter School\u003c/li>\n\u003cli>Thomas Edison Charter Academy\u003c/li>\n\u003cli>Gateway Middle School\u003c/li>\n\u003cli>KIPP Bayview Academy (middle school)\u003c/li>\n\u003cli>KIPP San Francisco Bay Academy\u003c/li>\n\u003cli>KIPP San Francisco College Preparatory\u003c/li>\n\u003cli>Gateway High School\u003c/li>\n\u003cli>Leadership High School\u003c/li>\n\u003cli>City Arts and Tech High School\u003c/li>\n\u003c/ul>\n\u003cp>Something important to keep in mind: According to city officials, students at KIPP Bayview Elementary (separate from KIPP Bayview Academy, the middle school) and the New School of San Francisco, a K–8 school, are not included in the program.\u003c/p>\n\u003cp>K2C does not open accounts for students enrolled in private or parochial schools. Additionally, those currently enrolled in learning institutions affiliated with the San Francisco County Office of Education also are not eligible.\u003c/p>\n\u003cp>\u003cstrong>What about students who are not enrolled in a San Francisco public school? Are there programs similar to K2C in other parts of California?\u003c/strong>\u003c/p>\n\u003cp>Since the creation of K2C, other cities in California have worked with school districts and nonprofit organizations to create their own versions of a universal college savings program. In Oakland, the nonprofit Oakland Promise manages two similar programs, \u003ca href=\"https://oaklandpromise.org/kindergarten-to-college/\">Oakland Promise Kindergarten to College\u003c/a>, which helps open savings accounts for families in Oakland public schools and offers scholarships for students who graduate high school, and the \u003ca href=\"https://oaklandpromise.org/brilliant-baby/\">Brilliant Baby program\u003c/a>, which opens college savings accounts with $500 already added, for families who recently had a baby and who qualify for Medi-Cal or food stamps.\u003c/p>\n\u003cp>In Los Angeles, \u003ca href=\"https://communityinvestmentforfamilies.org/opportunity-la-0\">Opportunity L.A.\u003c/a> opens savings accounts for eligible LAUSD students, with a $50 seed deposit. And in 2022, California launched a statewide college savings initiative, \u003ca href=\"https://calkids.org/the-basics/what-is-calkids/\">CalKIDS\u003c/a>. Two groups of young Californians are eligible for CalKIDS: children born on or after the creation of the program on July 1, 2022; and current K–12 students enrolled in any California public school who are either unhoused, enrolled in a foster youth program or are considered by the state to come from lower-income households.\u003c/p>\n\u003cp>Families who open an account for their newborn can receive a seed deposit from the state of up to $100, and eligible K–12 students qualify for a $500 deposit. \u003ca href=\"https://calkids.org/the-basics/who-is-eligible/\">You can check whether your newborn or student qualifies on the CalKIDS website.\u003c/a>\u003c/p>\n\u003ch2>\u003ca id=\"tellus\">\u003c/a>Tell us: What else do you need information about?\u003c/h2>\n\u003cp>At KQED News, we know that it can sometimes be hard to track down the answers to navigate life in the Bay Area in 2023. We’ve published \u003ca href=\"https://www.kqed.org/news/tag/coronavirus-resources-and-explainers\">clear, helpful explainers and guides about issues like COVID\u003c/a>, \u003ca href=\"https://www.kqed.org/news/11936674/how-to-prepare-for-this-weeks-atmospheric-river-storm-sandbags-emergency-kits-and-more\">how to cope with intense winter weather\u003c/a> and \u003ca href=\"https://www.kqed.org/news/11821950/how-to-safely-attend-a-protest-in-the-bay-area\">how to exercise your right to protest safely\u003c/a>.\u003c/p>\n\u003cp>So tell us: What do you need to know more about? Tell us, and you could see your question answered online or on social media. What you submit will make our reporting stronger, and help us decide what to cover here on our site, and on KQED Public Radio, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"hearken","attributes":{"named":{"id":"10483","src":"https://modules.wearehearken.com/kqed/embed/10483.js","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11952106/kindergarten-to-college-2023","authors":["11708"],"categories":["news_18540","news_28250","news_8"],"tags":["news_30296","news_32707","news_18085","news_20013","news_4922","news_32789","news_32788","news_38","news_3946","news_1290","news_6699"],"featImg":"news_11952119","label":"news"},"news_11947769":{"type":"posts","id":"news_11947769","meta":{"index":"posts_1591205157","site":"news","id":"11947769","score":null,"sort":[1682589602000]},"guestAuthors":[],"slug":"youth-takeover-bay-curious-inside-the-lives-of-four-teens","title":"Inside the Lives of Four Bay Area Teens","publishDate":1682589602,"format":"audio","headTitle":"Inside the Lives of Four Bay Area Teens | KQED","labelTerm":{},"content":"\u003cp>\u003cem>\u003ca href=\"https://bit.ly/44anibF\">Read a transcript of this episode here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Adolescence is one of the most fascinating and confusing times in our lives. You’re figuring out who you are and who you want to become, navigating friendships and schoolwork, having responsibilities heaped on you while also not being totally in control of your own life — all while being catapulted toward adulthood. It’s a lot. [baycuriouspodcastinfo]\u003c/p>\n\u003cp>Each spring, KQED works with high school students from around the Bay Area to help them produce their own stories across multiple platforms. This year, Bay Curious teamed up with four teens who’ve spent the last few months recording audio diaries to give us a look into this tumultuous time in their lives.\u003c/p>\n\u003ch2>Emiliano Mejia\u003c/h2>\n\u003cfigure id=\"attachment_11947799\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Emiliano-Mejia.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11947799\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Emiliano-Mejia.jpg\" alt=\"A teenage boy with shoulder length black hair, wearing an orange sweatshirt. He stands on a small bridge over a creek, holding a camera. Blooming trees are visible in the background.\" width=\"600\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Emiliano-Mejia.jpg 600w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Emiliano-Mejia-160x213.jpg 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Emiliano Mejia, on a trip to Japan in spring 2023. \u003ccite>(Courtesy Emiliano Mejia)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I am a senior. I go to Phillip and Sala Burton Academic High School. I think something that might surprise some people is how much I have to say. Because I am actually really quiet. I also kind of like put up like I guess a front of being like kind of stoic, even though there’s a lot of things that bother me, a lot of things that make me feel. I might not show emotions all the time, but like, I feel them.\u003c/p>\n\u003cp>“My top choice for university is UCLA, which is quite a long ways away from home. Yeah, I am a little nervous, you know, kind of being in a new situation like away from family. But I’m also kind of excited for it because, like, this is kind of like a new start for me. I kind of get to leave my high school self behind and just like, find a new person kind of.”\u003c/p>\n\u003ch2>Carlos Escala\u003c/h2>\n\u003cfigure id=\"attachment_11947805\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11947805\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-800x984.jpg\" alt=\"A teenage boy in a tan jacket with dark wavy hair stands on a beach, looking off in the distance as a brilliant orange sun sets over the ocean behind him.\" width=\"800\" height=\"984\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-800x984.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-1020x1255.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-160x197.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-1249x1536.jpg 1249w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-1665x2048.jpg 1665w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Carlos Escala, taking in a sunset. \u003ccite>(Courtesy Carlos Escala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My name is Carlos Escala. I’m a junior at Jefferson High School. I [recently got] a new job because I’m going to be getting my license, and I want to have enough money to get a car. I started working when I was 15, and that made me realize that I don’t ever want to be in a situation where money is a struggle. I want to be financially free.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“So if I start early now, rather than waiting till the summer to get another job, I could get a head start with getting my car so I can do more stuff, which will make transportation a lot easier. I was talking about this today — about how, like, I hated public transportation. I always feel unsafe there because … one time I got assaulted on the bus and, like, it really changed my perspective.”\u003c/p>\n\u003ch2>Yulieth Aguilar\u003c/h2>\n\u003cfigure id=\"attachment_11947849\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11947849\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-800x1067.jpg\" alt=\"A teenage girl wearing a soccer uniform stands on the field next to a poster of herself. She is holding balloons, including a large number 9, the number on her jersey.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar.jpg 1500w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Yulieth Aguilar just finished her final year of varsity soccer. \u003ccite>(Courtesy Yulieth Aguilar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m a senior at Leadership Public Schools, and I live in Hayward. I started playing soccer when I was 6. My dad, he’s always been kind of like into soccer. And I guess since he never had like a son, I was the closest thing that he was going to get for someone to follow in his footsteps with soccer. And since my house is, like, very close to a park, then we started practicing together, just me and him. I guess in a way he was my first coach.\u003c/p>\n\u003cp>“Soccer taught me that you had to do it yourself if you want things to be done. Soccer taught me that without hard work, nothing comes to you. Because in soccer you have to run for the ball. In life, you’ve got to run for things in order to get them. This year I’m a senior in high school and it’s my last year playing with my high school soccer team. We’re playing for the state championship and we have made it to the finals.”\u003c/p>\n\u003ch2>Finn McDonald\u003c/h2>\n\u003cfigure id=\"attachment_11947798\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells.png\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11947798\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells-800x1068.png\" alt='A teen boy with shaggy brown hair stands with his arm on the shoulder of a girl with blonde hair pulled back in a ponytail. They are cousins. The teens hold a sign that reads, \"Wells, Welcome to West Coast fun.\"' width=\"800\" height=\"1068\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells-800x1068.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells-1020x1361.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells-160x214.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells.png 1070w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Finn McDonald welcoming his cousin Wells at San Francisco airport. \u003ccite>(Courtesy Finn McDonald)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m a freshman at Lick-Wilmerding High School. One of the dreams I’ve had since I started playing basketball at age 4 was playing in college. And I’ve been really homing in on that goal and kind of turning a dream into a goal. I just finished my first year of high school basketball. I play on the varsity team as a freshman. My brother was a senior this year, so I got to play with him on the varsity team, which was super cool. And now it’s over and that’s super sad. But I’ve been thinking about the idea of instead of being angry and sad that it’s over and that’s gone, kind of appreciate what we had. And I did that. I feel like I’m doing that.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[baycuriousquestion]\u003c/p>\n\n","blocks":[],"excerpt":"For KQED's Youth Takeover week, we get a look inside the lives of four Bay Area teens through personal audio diaries.","status":"publish","parent":0,"modified":1700531607,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":true,"hasPolis":false,"paragraphCount":13,"wordCount":840},"headData":{"title":"Inside the Lives of Four Bay Area Teens | KQED","description":"For KQED's Youth Takeover week, we get a look inside the lives of four Bay Area teens through personal audio diaries.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"Bay Curious","sourceUrl":"https://www.kqed.org/baycurious","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/EBCBFA/traffic.megaphone.fm/KQINC7053080844.mp3?updated=1682555980","excludeFromSiteSearch":"Include","articleAge":"0","path":"/news/11947769/youth-takeover-bay-curious-inside-the-lives-of-four-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"https://bit.ly/44anibF\">Read a transcript of this episode here.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Adolescence is one of the most fascinating and confusing times in our lives. You’re figuring out who you are and who you want to become, navigating friendships and schoolwork, having responsibilities heaped on you while also not being totally in control of your own life — all while being catapulted toward adulthood. It’s a lot. \u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" />\n \u003ca href=\"/news/series/baycurious\">Bay Curious\u003c/a> is a podcast that answers your questions about the Bay Area.\n Subscribe on \u003ca href=\"https://itunes.apple.com/us/podcast/bay-curious/id1172473406\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"http://www.npr.org/podcasts/500557090/bay-curious\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Each spring, KQED works with high school students from around the Bay Area to help them produce their own stories across multiple platforms. This year, Bay Curious teamed up with four teens who’ve spent the last few months recording audio diaries to give us a look into this tumultuous time in their lives.\u003c/p>\n\u003ch2>Emiliano Mejia\u003c/h2>\n\u003cfigure id=\"attachment_11947799\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Emiliano-Mejia.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11947799\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Emiliano-Mejia.jpg\" alt=\"A teenage boy with shoulder length black hair, wearing an orange sweatshirt. He stands on a small bridge over a creek, holding a camera. Blooming trees are visible in the background.\" width=\"600\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Emiliano-Mejia.jpg 600w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Emiliano-Mejia-160x213.jpg 160w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Emiliano Mejia, on a trip to Japan in spring 2023. \u003ccite>(Courtesy Emiliano Mejia)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I am a senior. I go to Phillip and Sala Burton Academic High School. I think something that might surprise some people is how much I have to say. Because I am actually really quiet. I also kind of like put up like I guess a front of being like kind of stoic, even though there’s a lot of things that bother me, a lot of things that make me feel. I might not show emotions all the time, but like, I feel them.\u003c/p>\n\u003cp>“My top choice for university is UCLA, which is quite a long ways away from home. Yeah, I am a little nervous, you know, kind of being in a new situation like away from family. But I’m also kind of excited for it because, like, this is kind of like a new start for me. I kind of get to leave my high school self behind and just like, find a new person kind of.”\u003c/p>\n\u003ch2>Carlos Escala\u003c/h2>\n\u003cfigure id=\"attachment_11947805\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11947805\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-800x984.jpg\" alt=\"A teenage boy in a tan jacket with dark wavy hair stands on a beach, looking off in the distance as a brilliant orange sun sets over the ocean behind him.\" width=\"800\" height=\"984\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-800x984.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-1020x1255.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-160x197.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-1249x1536.jpg 1249w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110-1665x2048.jpg 1665w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Carlos-Escala-1-scaled-e1682544907110.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Carlos Escala, taking in a sunset. \u003ccite>(Courtesy Carlos Escala)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My name is Carlos Escala. I’m a junior at Jefferson High School. I [recently got] a new job because I’m going to be getting my license, and I want to have enough money to get a car. I started working when I was 15, and that made me realize that I don’t ever want to be in a situation where money is a struggle. I want to be financially free.\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>“So if I start early now, rather than waiting till the summer to get another job, I could get a head start with getting my car so I can do more stuff, which will make transportation a lot easier. I was talking about this today — about how, like, I hated public transportation. I always feel unsafe there because … one time I got assaulted on the bus and, like, it really changed my perspective.”\u003c/p>\n\u003ch2>Yulieth Aguilar\u003c/h2>\n\u003cfigure id=\"attachment_11947849\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar.jpg\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11947849\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-800x1067.jpg\" alt=\"A teenage girl wearing a soccer uniform stands on the field next to a poster of herself. She is holding balloons, including a large number 9, the number on her jersey.\" width=\"800\" height=\"1067\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Yulieth-Aguilar.jpg 1500w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Yulieth Aguilar just finished her final year of varsity soccer. \u003ccite>(Courtesy Yulieth Aguilar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m a senior at Leadership Public Schools, and I live in Hayward. I started playing soccer when I was 6. My dad, he’s always been kind of like into soccer. And I guess since he never had like a son, I was the closest thing that he was going to get for someone to follow in his footsteps with soccer. And since my house is, like, very close to a park, then we started practicing together, just me and him. I guess in a way he was my first coach.\u003c/p>\n\u003cp>“Soccer taught me that you had to do it yourself if you want things to be done. Soccer taught me that without hard work, nothing comes to you. Because in soccer you have to run for the ball. In life, you’ve got to run for things in order to get them. This year I’m a senior in high school and it’s my last year playing with my high school soccer team. We’re playing for the state championship and we have made it to the finals.”\u003c/p>\n\u003ch2>Finn McDonald\u003c/h2>\n\u003cfigure id=\"attachment_11947798\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells.png\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-11947798\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells-800x1068.png\" alt='A teen boy with shaggy brown hair stands with his arm on the shoulder of a girl with blonde hair pulled back in a ponytail. They are cousins. The teens hold a sign that reads, \"Wells, Welcome to West Coast fun.\"' width=\"800\" height=\"1068\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells-800x1068.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells-1020x1361.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells-160x214.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/04/Finn-and-Wells.png 1070w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Finn McDonald welcoming his cousin Wells at San Francisco airport. \u003ccite>(Courtesy Finn McDonald)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m a freshman at Lick-Wilmerding High School. One of the dreams I’ve had since I started playing basketball at age 4 was playing in college. And I’ve been really homing in on that goal and kind of turning a dream into a goal. I just finished my first year of high school basketball. I play on the varsity team as a freshman. My brother was a senior this year, so I got to play with him on the varsity team, which was super cool. And now it’s over and that’s super sad. But I’ve been thinking about the idea of instead of being angry and sad that it’s over and that’s gone, kind of appreciate what we had. And I did that. I feel like I’m doing that.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"baycuriousquestion","attributes":{"named":{"label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11947769/youth-takeover-bay-curious-inside-the-lives-of-four-teens","authors":["8637"],"programs":["news_33523"],"series":["news_17986"],"categories":["news_8","news_33520","news_25641"],"tags":["news_22809","news_4922","news_21121","news_20385","news_23013"],"featImg":"news_11947839","label":"source_news_11947769"},"news_11944699":{"type":"posts","id":"news_11944699","meta":{"index":"posts_1591205157","site":"news","id":"11944699","score":null,"sort":[1679752854000]},"guestAuthors":[],"slug":"its-uplifting-all-of-us-oakland-high-school-students-experience-lessons-in-black-history-beyond-the-classroom","title":"'It's Uplifting All of Us': Oakland High School Students Experience Lessons in Black History Beyond the Classroom","publishDate":1679752854,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>Lois the Pie Queen, considered one of the oldest \u003ca href=\"https://www.kqed.org/bayareabites/132331/your-guide-to-black-owned-eateries-around-the-bay\">Black-owned restaurants\u003c/a> in Northern California, recently served up a history lesson to Oakland high school students alongside its menu of soul food favorites.\u003c/p>\n\u003cp>“Buildings have been torn down. New buildings been built. But in terms of here, it's always been the same. Everybody wants to find Lois the Pie Queen and see what it's all about,” said restaurant owner Corey Jackson.\u003c/p>\n\u003cfigure id=\"attachment_11944744\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944744\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lois the Pie Queen restaurant in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lois the Pie Queen’s decades-long staying power in the community made it the ideal first stop during a high school field trip tour of historic Black sites in Oakland.\u003c/p>\n\u003cp>On Monday, Tony Green, a teacher at Bishop O’Dowd High School, led the field trip for a group of juniors and seniors enrolled in his Advanced Placement African American Studies class.\u003c/p>\n\u003cfigure id=\"attachment_11944785\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944785\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1.jpg\" alt=\"A close up of a diner counter with hot sauce bottles, glass sugar containers, salt and pepper shakers, packets of jelly and plastic bottles of ketchup neatly arranged. In the background, a large collage of individually framed photos decorate the wall leaving no room between each frame. In the center, coffee pots warm on the coffee station.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Photos fill the wall behind the lunch counter at Lois the Pie Queen restaurant in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Throughout the year, Green said he’s taught his students about the wealth gap, redlining and gentrification.\u003c/p>\n\u003cp>“It's meaningful because it's an attempt at telling the actual truth about African Americans and their relationship with the rest of the world,” said Green, who’s been teaching a version of the class for 32 years.\u003c/p>\n\u003cfigure id=\"attachment_11944745\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944745\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tony Green speaks to his African American studies class at Bishop O'Dowd High School in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Christian Colbert, a junior, said Green’s teaching style — which aims not only to explain historical facts, but to also show how they’re interconnected across time — resonated with him.\u003c/p>\n\u003cp>“I just feel like a lot of history classes are just like bits and pieces of history,” he said. “Classes like these, kind of give you the whole thing, from like, ancient in Mali, to like, all the way to the Black Panthers.”\u003c/p>\n\u003cfigure id=\"attachment_11944737\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944737\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"Students sit at desks inside a classroom. A projector displays a presentation. Three high school boys stand at the podium in front of the classroom ready to speak.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Christian Colbert (right), a junior, speaks about urban development and redlining during a presentation in Tony Green's African American studies class at Bishop O'Dowd High School in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bishop O’Dowd, a Catholic school, is among 60 schools in the U.S. currently piloting the \u003ca href=\"https://apcentral.collegeboard.org/media/pdf/ap-african-american-studies-course-framework.pdf\">College Board AP African American Studies curriculum (PDF)\u003c/a> — which covers early African societies, the slave trade and the history of resistance and resilience in the U.S.[pullquote size=\"medium\" align=\"right\" citation=\"Catherine Gholamipour, student\"]'History is mainly white history. You don't get a ton of exposure to stuff like this in other classes.'[/pullquote]Recently, the curriculum became part of a national political debate around teaching history in schools. The focus on topics such as Black feminism, among others, is one of the reasons why \u003ca href=\"https://www.npr.org/2023/02/01/1153434464/college-boards-revised-ap-african-american-studies-course-draws-new-criticism\">Florida Gov. Ron DeSantis\u003c/a> initially refused to offer the course in schools in that state.\u003c/p>\n\u003cp>California has also had its share of discussions around social studies requirements. Starting with the class of 2030, \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">a new law\u003c/a> mandates all high school students in the Golden State complete a semester of ethnic studies — in part to help students of color see themselves reflected.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“History is mainly white history,” said Catherine Gholamipour, a student in Green’s class. “You don't get a ton of exposure to stuff like this in other classes.”\u003c/p>\n\u003cp>Her peer Nartan Farucht, a senior, echoed the importance of a class that fills in the gaps of other social studies classes.\u003c/p>\n\u003cfigure id=\"attachment_11944740\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944740\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut.jpg\" alt='A sign hangs outside of a brick building reads \"Marcus Books.\"' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A sign for Marcus Book Store hangs above the business in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You can’t actually talk about the way we built our government, where we built our cities, we built our schools, without talking about the slave trade and the people who actually built these locations on their backs,” Farucht said.[aside postID=news_11942006 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/03/Mother-and-Son-1020x765.jpeg']Green and his students all live in Oakland, a city lush with history and the birthplace of the revolutionary Black Panther Party. During the field trip, the class made additional stops at Marcus Books, the oldest Black-owned bookstore in the country, and the West Oakland Mural Project, whose blue facade recognizes the women of the Black Panther Party and houses the only museum in the U.S. dedicated to the organization’s legacy.\u003c/p>\n\u003cp>Jilchristina Vest, the museum’s founder and curator, explained to Green’s class how the party was instrumental in community service efforts, offering free breakfast programs, health care and food co-ops.\u003c/p>\n\u003cp>“It's uplifting all of us, and if I'm not allowed to learn my history as an American, then why do we have schools at all,” she said.\u003c/p>\n\u003cp>Tobias Aisien, a junior at Bishop O’Dowd, said the museum visit helped him make connections to the history he’s been studying.\u003c/p>\n\u003cfigure id=\"attachment_11944750\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944750\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Tobias Aisien, a Bishop O'Dowd High School junior, listens to speakers during Tony Green's African American studies class in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Women's involvement in the Black Panthers, you don't really learn about that in the history books. So it's just really cool to see,” Aisien said.\u003c/p>\n\u003cp>Oakland’s contributions to Black history are highlighted in the AP course’s national curriculum, which includes a unit about the origins and contributions of the Black Panther Party.\u003c/p>\n\u003cfigure id=\"attachment_11944792\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944792\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut.jpg\" alt=\"Inside a bookstore, a wall is covered in colorful imagery and black and white posters of historic figures such as James Baldwin, Paul Robeson, Malcolm X and Martin Luther King Jr.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Black history posters line a wall at Marcus Book Store in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Green said AP African American Studies is expected to expand to hundreds of schools nationwide next year.\u003c/p>\n\u003cp>“We are a very diverse country and everybody here has made contributions,” he said. “So that's what history is supposed to be, right? It gives us, the citizens of society, a sense of who they are and what their values should be.”\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Bishop O'Dowd, a Catholic high school in Oakland, is among 60 schools in the U.S. currently piloting the College Board AP African American Studies curriculum. Students recently took a field trip to learn more about important Black historical sites in their hometown.","status":"publish","parent":0,"modified":1679703265,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1056},"headData":{"title":"'It's Uplifting All of Us': Oakland High School Students Experience Lessons in Black History Beyond the Classroom | KQED","description":"Bishop O'Dowd, a Catholic high school in Oakland, is among 60 schools in the U.S. currently piloting the College Board AP African American Studies curriculum. Students recently took a field trip to learn more about important Black historical sites in their hometown.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-4[…]f-aaef00f5a073/81907a4e-0a75-40e4-b7e9-afce0118fe7e/audio.mp3","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11944699/its-uplifting-all-of-us-oakland-high-school-students-experience-lessons-in-black-history-beyond-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lois the Pie Queen, considered one of the oldest \u003ca href=\"https://www.kqed.org/bayareabites/132331/your-guide-to-black-owned-eateries-around-the-bay\">Black-owned restaurants\u003c/a> in Northern California, recently served up a history lesson to Oakland high school students alongside its menu of soul food favorites.\u003c/p>\n\u003cp>“Buildings have been torn down. New buildings been built. But in terms of here, it's always been the same. Everybody wants to find Lois the Pie Queen and see what it's all about,” said restaurant owner Corey Jackson.\u003c/p>\n\u003cfigure id=\"attachment_11944744\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944744\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63804_007_KQED_LoisthePieQueenOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lois the Pie Queen restaurant in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lois the Pie Queen’s decades-long staying power in the community made it the ideal first stop during a high school field trip tour of historic Black sites in Oakland.\u003c/p>\n\u003cp>On Monday, Tony Green, a teacher at Bishop O’Dowd High School, led the field trip for a group of juniors and seniors enrolled in his Advanced Placement African American Studies class.\u003c/p>\n\u003cfigure id=\"attachment_11944785\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944785\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1.jpg\" alt=\"A close up of a diner counter with hot sauce bottles, glass sugar containers, salt and pepper shakers, packets of jelly and plastic bottles of ketchup neatly arranged. In the background, a large collage of individually framed photos decorate the wall leaving no room between each frame. In the center, coffee pots warm on the coffee station.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63800_001_KQED_LoisthePieQueenOakland_03222023-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Photos fill the wall behind the lunch counter at Lois the Pie Queen restaurant in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Throughout the year, Green said he’s taught his students about the wealth gap, redlining and gentrification.\u003c/p>\n\u003cp>“It's meaningful because it's an attempt at telling the actual truth about African Americans and their relationship with the rest of the world,” said Green, who’s been teaching a version of the class for 32 years.\u003c/p>\n\u003cfigure id=\"attachment_11944745\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944745\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63818_001_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Tony Green speaks to his African American studies class at Bishop O'Dowd High School in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Christian Colbert, a junior, said Green’s teaching style — which aims not only to explain historical facts, but to also show how they’re interconnected across time — resonated with him.\u003c/p>\n\u003cp>“I just feel like a lot of history classes are just like bits and pieces of history,” he said. “Classes like these, kind of give you the whole thing, from like, ancient in Mali, to like, all the way to the Black Panthers.”\u003c/p>\n\u003cfigure id=\"attachment_11944737\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944737\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"Students sit at desks inside a classroom. A projector displays a presentation. Three high school boys stand at the podium in front of the classroom ready to speak.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63824_008_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Christian Colbert (right), a junior, speaks about urban development and redlining during a presentation in Tony Green's African American studies class at Bishop O'Dowd High School in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bishop O’Dowd, a Catholic school, is among 60 schools in the U.S. currently piloting the \u003ca href=\"https://apcentral.collegeboard.org/media/pdf/ap-african-american-studies-course-framework.pdf\">College Board AP African American Studies curriculum (PDF)\u003c/a> — which covers early African societies, the slave trade and the history of resistance and resilience in the U.S.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'History is mainly white history. You don't get a ton of exposure to stuff like this in other classes.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Catherine Gholamipour, student","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Recently, the curriculum became part of a national political debate around teaching history in schools. The focus on topics such as Black feminism, among others, is one of the reasons why \u003ca href=\"https://www.npr.org/2023/02/01/1153434464/college-boards-revised-ap-african-american-studies-course-draws-new-criticism\">Florida Gov. Ron DeSantis\u003c/a> initially refused to offer the course in schools in that state.\u003c/p>\n\u003cp>California has also had its share of discussions around social studies requirements. Starting with the class of 2030, \u003ca href=\"https://www.kqed.org/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers\">a new law\u003c/a> mandates all high school students in the Golden State complete a semester of ethnic studies — in part to help students of color see themselves reflected.\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>“History is mainly white history,” said Catherine Gholamipour, a student in Green’s class. “You don't get a ton of exposure to stuff like this in other classes.”\u003c/p>\n\u003cp>Her peer Nartan Farucht, a senior, echoed the importance of a class that fills in the gaps of other social studies classes.\u003c/p>\n\u003cfigure id=\"attachment_11944740\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944740\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut.jpg\" alt='A sign hangs outside of a brick building reads \"Marcus Books.\"' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63815_009_KQED_MarcusBooksOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A sign for Marcus Book Store hangs above the business in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You can’t actually talk about the way we built our government, where we built our cities, we built our schools, without talking about the slave trade and the people who actually built these locations on their backs,” Farucht said.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11942006","hero":"https://ww2.kqed.org/app/uploads/sites/10/2023/03/Mother-and-Son-1020x765.jpeg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Green and his students all live in Oakland, a city lush with history and the birthplace of the revolutionary Black Panther Party. During the field trip, the class made additional stops at Marcus Books, the oldest Black-owned bookstore in the country, and the West Oakland Mural Project, whose blue facade recognizes the women of the Black Panther Party and houses the only museum in the U.S. dedicated to the organization’s legacy.\u003c/p>\n\u003cp>Jilchristina Vest, the museum’s founder and curator, explained to Green’s class how the party was instrumental in community service efforts, offering free breakfast programs, health care and food co-ops.\u003c/p>\n\u003cp>“It's uplifting all of us, and if I'm not allowed to learn my history as an American, then why do we have schools at all,” she said.\u003c/p>\n\u003cp>Tobias Aisien, a junior at Bishop O’Dowd, said the museum visit helped him make connections to the history he’s been studying.\u003c/p>\n\u003cfigure id=\"attachment_11944750\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944750\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63826_011_KQED_TonyGreenClassBishopODowd_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Tobias Aisien, a Bishop O'Dowd High School junior, listens to speakers during Tony Green's African American studies class in Oakland on March 22, 2023, following a field trip to historic Black sites in Oakland. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Women's involvement in the Black Panthers, you don't really learn about that in the history books. So it's just really cool to see,” Aisien said.\u003c/p>\n\u003cp>Oakland’s contributions to Black history are highlighted in the AP course’s national curriculum, which includes a unit about the origins and contributions of the Black Panther Party.\u003c/p>\n\u003cfigure id=\"attachment_11944792\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-11944792\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut.jpg\" alt=\"Inside a bookstore, a wall is covered in colorful imagery and black and white posters of historic figures such as James Baldwin, Paul Robeson, Malcolm X and Martin Luther King Jr.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/03/RS63808_003_KQED_MarcusBooksOakland_03222023-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Black history posters line a wall at Marcus Book Store in Oakland on March 22, 2023. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Green said AP African American Studies is expected to expand to hundreds of schools nationwide next year.\u003c/p>\n\u003cp>“We are a very diverse country and everybody here has made contributions,” he said. “So that's what history is supposed to be, right? It gives us, the citizens of society, a sense of who they are and what their values should be.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11944699/its-uplifting-all-of-us-oakland-high-school-students-experience-lessons-in-black-history-beyond-the-classroom","authors":["11724","3214"],"categories":["news_31795","news_18540","news_8"],"tags":["news_30074","news_29600","news_22590","news_18538","news_31933","news_4750","news_18066","news_20013","news_30211","news_4922","news_22782","news_32577","news_5240","news_18","news_2318","news_30745"],"featImg":"news_11944729","label":"news"},"news_11928837":{"type":"posts","id":"news_11928837","meta":{"index":"posts_1591205157","site":"news","id":"11928837","score":null,"sort":[1666011629000]},"guestAuthors":[],"slug":"in-richmond-extra-money-for-arts-education-is-an-equity-issue","title":"In Richmond, Extra Money for Arts Education Is an Equity Issue","publishDate":1666011629,"format":"audio","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>It’s been clear to Richmond High School junior Angelee Montances that when it comes to arts and music education, all things are not created equal in Richmond.\u003c/p>\n\u003cp>“Communities like mine, Richmond High, where it's predominantly brown kids, we don't get the same opportunity as in like Hercules, which is, you know, predominantly Asian kids and white kids,” she said.\u003c/p>\n\u003cp>Montances is a senior who plays viola in the Richmond High orchestra. The East Bay public high school, along with Kennedy High, is located in the West Contra Costa Unified School District, and is made up of 1,511 students, of whom 85.4% are Latino.\u003c/p>\n\u003cp>“And, you know, it also sucks because I feel like parents, students and teachers have tried here in Richmond High and Kennedy High to get the funding that they have (at Hercules High),” Montances said. “But we don't have the money, you know.”[aside postID=news_11927353 hero='https://ww2.kqed.org/app/uploads/sites/10/2022/09/artsed_prop28-1020x626.jpg']Many Richmond High families, including that of Montances, consider themselves working class.\u003c/p>\n\u003cp>“It’s really something you think about and not many people say, but it's also a race thing. It's a socioeconomic class thing, and it's just an issue,” said Montances.\u003c/p>\n\u003cp>California education law calls for all public schools to offer comprehensive arts education, but in reality, very few of them do. This November, voters will decide whether or not to guarantee arts funding in public schools, including charters.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/voterguide/proposition-28-arts-education\">Proposition 28\u003c/a> would roughly double the amount of funding California gives schools for arts and music education, and it would send 30% of that money to schools serving students from lower-income families. Voters would also be locking in that funding stream for the future.\u003c/p>\n\u003cp>The measure would \u003ca href=\"https://oag.ca.gov/system/files/initiatives/pdfs/21-0036A1%20%28Music%20and%20Art%20Education%29.pdf\">require public schools to spend 80%\u003c/a> of the money on hiring full-time arts and music teachers, which could double the number of arts and music teachers across the state.\u003c/p>\n\u003cp>In 2016, voters in Berkeley, a wealthier part of the Bay Area, raised taxes to boost music education by \u003ca href=\"https://ballotpedia.org/Berkeley_Unified_School_District,_California,_Parcel_Tax,_Measure_E1_(November_2016)\">passing a parcel tax\u003c/a> that raises $2 million annually to pay for music education for all public school kids starting in third grade.\u003c/p>\n\u003cp>But just 11 miles north, in Richmond, many public elementary school principals have to plead with local community arts organizations to partner with them. Coming out of the pandemic, that cry became even louder, according to Andrea Landin, director of school and neighborhood partnerships at the East Bay Center for the Performing Arts.[pullquote size=\"medium\" align=\"right\" citation=\"Andrea Landin, director of school and neighborhood partnerships, East Bay Center for the Performing Arts\"]'Sometimes kids can't really name exactly what's going on emotionally or mentally, but once they start to move or sing or play an instrument or get on stage and pretend to be someone else, then there's so much healing that goes on, so much realization and growth.'[/pullquote]\u003c/p>\n\u003cp>“I had so many principals call me or email me saying that, ‘My students have been sitting in front of a screen for a year and a half. They need to sing, they need to move, they need to express themselves,’” Landin said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.eastbaycenter.org/school-and-neighborhood-partnerships\">East Bay Center for the Performing Arts\u003c/a> pays artists who don’t have a teaching credential about $45 an hour to help teach art and music in as many WCCUSD public schools requesting help as they can. However, the center has a hard time competing with tuition-based arts organizations in other parts of the Bay Area, which can pay those same artists between $80 and $100 an hour.\u003c/p>\n\u003cp>Landin said there is never enough money or artists to meet the demand, which means lots of kids in the Richmond area are missing out.\u003c/p>\n\u003cfigure id=\"attachment_11929018\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11929018\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut.jpg\" alt=\"A white music teacher in his 30s teaches a small orchestra of kids playing various instruments in a high school music classroom.\" width=\"1920\" height=\"1282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut-1536x1026.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Music director Andrew Wilke conducts orchestra class at Richmond High School in Richmond on Wednesday, Oct. 5, 2022. Richmond High School’s arts programming would benefit from Prop. 28, a measure that would roughly double the amount of funding that California gives schools for arts and music education. 'We could use it, desperately,' said Wilke. 'To not have to worry about finances on top of teaching seven classes would make my job more manageable, which would make me a better teacher and the kids happier.' \u003ccite>(Marlena Sloss/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Sometimes kids can't really name exactly what's going on emotionally or mentally, but once they start to move or sing or play an instrument or get on stage and pretend to be someone else, then there's so much healing that goes on, so much realization and growth,” Landin explained.\u003c/p>\n\u003cp>If approved by voters, Proposition 28 would roughly double funding for the arts in schools. The Legislative Analyst's Office estimates it would raise between $800 million and $1 billion annually.\u003c/p>\n\u003cp>By some estimates, that would translate to about $166 per student across the state. A school like Richmond High would have about $250,000 more a year.\u003c/p>\n\u003cp>“That would change everything,” said Andrew Wilke, director of the Richmond High Music Department. Wilke teaches seven periods, runs the marching band and the orchestra, and oversees all the instruments, scheduling and transportation.\u003c/p>\n\u003cp>“I’m at rock-bottom emotionally,” Wilke said. “Not only am I trying to hold all these classes together, I’m trying to find money, I’m trying to support the kids, which is the actual real job we all have.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Currently, Richmond High’s music programs can only serve 140 students. Wilke said more money would mean hiring another music teacher, and the opportunities the school could create for students wouldn’t be limited by how much time he can commit to it. Wilke noted that, with guaranteed funding, there wouldn’t be a struggle for supplies, or a limit to performances the orchestra and marching band could do for lack of transportation funds. And Richmond High could hire specialized instrument coaches for students like Montances.\u003c/p>\n\u003cp>Of the approximately $1 billion raised by Proposition 28 each school year, 30% would go to schools serving economically disadvantaged students.\u003c/p>\n\u003cp>The California Teachers Association \u003ca href=\"https://ballotpedia.org/California_Proposition_28,_Art_and_Music_K-12_Education_Funding_Initiative_(2022)\">has helped get the measure passed by contributing $1 million\u003c/a>.\u003c/p>\n\u003cp>Landin thinks filling these credentialed art and music teaching positions could be a challenge for schools. “I was like, ‘This is beautiful. Where are they going to find all the teachers?,’” she said.\u003c/p>\n\u003cp>Landin says during COVID, many \u003ca href=\"https://www.nytimes.com/2022/08/29/arts/design/san-francisco-art-market.html\">artists left the Bay Area\u003c/a> for less expensive places. And spoken-word artist and poet \u003ca href=\"http://www.jazzhudson.com/about/\">Jazz Monique Hudson\u003c/a>, who has taught on contract in Oakland schools, has seen arts programs scaled back or eliminated when schools make budget cuts. Hudson had to get full-time employment with the district attorney’s office as a victim advocate to be able to support her family.\u003c/p>\n\u003cp>“Youth Speaks is very prominent in San Francisco,” Hudson explained, referring to the leading nonprofit presenter of youth poetry slams, spoken-word performance and youth-development programs. “However, they have not been able to maintain and sustain their partnerships with Oakland schools due to funding. I was set to teach at Elmhurst Middle School this semester but could not teach in the art program because there wasn't enough funding for the spoken-word program.”\u003c/p>\n\u003cp>If voters approved Proposition 28, it would lock in funding for the arts, making them less susceptible to budget cuts in tough times.\u003c/p>\n\u003cp>That, in fact, is one reason some critics have come out against the measure: They object to so-called “ballot box budgeting” because it locks in funding that can’t be undone, for example, when a recession hits.\u003c/p>\n\u003cp>Marguerite Roza, who studies education finance at Georgetown University, points out that California schools have more money now than they’ve had in years. The current state budget, which passed in June, increased school spending by 13% over last year. Some of that funding could theoretically go to arts education.\u003c/p>\n\u003cfigure id=\"attachment_11929033\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11929033\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut.jpg\" alt=\"Students in the school orchestra sit facing their teacher, a black girl on violin, a Latina girl on viola, and a Latino boy on violin.\" width=\"1920\" height=\"1281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut-1536x1025.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angelee Montances, a 12th grader at Richmond High School in Richmond, plays the viola during orchestra class on Wednesday, Oct. 5, 2022. \u003ccite>(Marlena Sloss/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roza says, if passed, Proposition 28 would require the state and schools to come up with new ways of tracking personnel — since school districts will have to specifically show how they spent their new arts funds — which can be complicated and take time to implement. Furthermore, she adds, the creation of a separate “categorical” would add extra rules to different pots of funds, which could mean that districts end up spending more time on compliance than on trying to deliver what their students need.\u003c/p>\n\u003cp>“This push for separate arts ed money would be a move back to the old model, where legislators dictate how districts carve up their budgets,” Roza said, referring to the period before the implementation of the \u003ca href=\"https://www.cde.ca.gov/fg/aa/lc/\">Local Control Funding Formula\u003c/a> in 2016, which fundamentally changed how all local education agencies (LEAs) in the state are funded.\u003c/p>\n\u003cp>At Peres Elementary School in Richmond, Principal Christy Chen says she currently has to constantly hustle community partnerships to bring art into the schools.\u003c/p>\n\u003cp>This fall, thanks to East Bay Center for the Performing Arts, her fourth graders are learning about African rhythms. But Chen says right now her kids only get a half hour of art or music a week.\u003c/p>\n\u003cp>“That would be a dream to get a music teacher, because at the end of the day it gets the kids excited,” Chen said.\u003c/p>\n\u003cp>At Richmond High, music leader Andrew Wilke says he doesn’t need much. Even another $20,000 would help his kids.\u003c/p>\n\u003cp>“I tell the kids, the arts and music — these are languages. It's not a tactile language like English, where we can say 'desk,' 'floor,' 'sky.' It's an emotional language where we can express ourselves. I think folks who haven't had an opportunity to really dive into that don't fully understand it, which makes it difficult to get the importance across,” he said.\u003c/p>\n\u003cp>\u003cem>This story was made possible as part of The California Newsroom – a collaboration of California’s public radio stations, NPR and CalMatters.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"As California prepares to vote on Prop. 28, schools in lower-income and working-class districts face greater challenges than those in affluent ones in terms of teaching and funding arts education.","status":"publish","parent":0,"modified":1666112232,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1734},"headData":{"title":"In Richmond, Extra Money for Arts Education Is an Equity Issue | KQED","description":"As California prepares to vote on Prop. 28, schools in lower-income and working-class districts face greater challenges than those in affluent ones in terms of teaching and funding arts education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11928837 https://ww2.kqed.org/news/?p=11928837","disqusUrl":"https://ww2.kqed.org/news/2022/10/17/in-richmond-extra-money-for-arts-education-is-an-equity-issue/","disqusTitle":"In Richmond, Extra Money for Arts Education Is an Equity Issue","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-41c5-bcaf-aaef00f5a073/7f7a8b66-394e-4fee-98d5-af3100ffc9be/audio.mp3","excludeFromSiteSearch":"Include","path":"/news/11928837/in-richmond-extra-money-for-arts-education-is-an-equity-issue","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s been clear to Richmond High School junior Angelee Montances that when it comes to arts and music education, all things are not created equal in Richmond.\u003c/p>\n\u003cp>“Communities like mine, Richmond High, where it's predominantly brown kids, we don't get the same opportunity as in like Hercules, which is, you know, predominantly Asian kids and white kids,” she said.\u003c/p>\n\u003cp>Montances is a senior who plays viola in the Richmond High orchestra. The East Bay public high school, along with Kennedy High, is located in the West Contra Costa Unified School District, and is made up of 1,511 students, of whom 85.4% are Latino.\u003c/p>\n\u003cp>“And, you know, it also sucks because I feel like parents, students and teachers have tried here in Richmond High and Kennedy High to get the funding that they have (at Hercules High),” Montances said. “But we don't have the money, you know.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11927353","hero":"https://ww2.kqed.org/app/uploads/sites/10/2022/09/artsed_prop28-1020x626.jpg","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Many Richmond High families, including that of Montances, consider themselves working class.\u003c/p>\n\u003cp>“It’s really something you think about and not many people say, but it's also a race thing. It's a socioeconomic class thing, and it's just an issue,” said Montances.\u003c/p>\n\u003cp>California education law calls for all public schools to offer comprehensive arts education, but in reality, very few of them do. This November, voters will decide whether or not to guarantee arts funding in public schools, including charters.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/voterguide/proposition-28-arts-education\">Proposition 28\u003c/a> would roughly double the amount of funding California gives schools for arts and music education, and it would send 30% of that money to schools serving students from lower-income families. Voters would also be locking in that funding stream for the future.\u003c/p>\n\u003cp>The measure would \u003ca href=\"https://oag.ca.gov/system/files/initiatives/pdfs/21-0036A1%20%28Music%20and%20Art%20Education%29.pdf\">require public schools to spend 80%\u003c/a> of the money on hiring full-time arts and music teachers, which could double the number of arts and music teachers across the state.\u003c/p>\n\u003cp>In 2016, voters in Berkeley, a wealthier part of the Bay Area, raised taxes to boost music education by \u003ca href=\"https://ballotpedia.org/Berkeley_Unified_School_District,_California,_Parcel_Tax,_Measure_E1_(November_2016)\">passing a parcel tax\u003c/a> that raises $2 million annually to pay for music education for all public school kids starting in third grade.\u003c/p>\n\u003cp>But just 11 miles north, in Richmond, many public elementary school principals have to plead with local community arts organizations to partner with them. Coming out of the pandemic, that cry became even louder, according to Andrea Landin, director of school and neighborhood partnerships at the East Bay Center for the Performing Arts.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'Sometimes kids can't really name exactly what's going on emotionally or mentally, but once they start to move or sing or play an instrument or get on stage and pretend to be someone else, then there's so much healing that goes on, so much realization and growth.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Andrea Landin, director of school and neighborhood partnerships, East Bay Center for the Performing Arts","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I had so many principals call me or email me saying that, ‘My students have been sitting in front of a screen for a year and a half. They need to sing, they need to move, they need to express themselves,’” Landin said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.eastbaycenter.org/school-and-neighborhood-partnerships\">East Bay Center for the Performing Arts\u003c/a> pays artists who don’t have a teaching credential about $45 an hour to help teach art and music in as many WCCUSD public schools requesting help as they can. However, the center has a hard time competing with tuition-based arts organizations in other parts of the Bay Area, which can pay those same artists between $80 and $100 an hour.\u003c/p>\n\u003cp>Landin said there is never enough money or artists to meet the demand, which means lots of kids in the Richmond area are missing out.\u003c/p>\n\u003cfigure id=\"attachment_11929018\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11929018\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut.jpg\" alt=\"A white music teacher in his 30s teaches a small orchestra of kids playing various instruments in a high school music classroom.\" width=\"1920\" height=\"1282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59095_Richmond_Orchestra_008-qut-1536x1026.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Music director Andrew Wilke conducts orchestra class at Richmond High School in Richmond on Wednesday, Oct. 5, 2022. Richmond High School’s arts programming would benefit from Prop. 28, a measure that would roughly double the amount of funding that California gives schools for arts and music education. 'We could use it, desperately,' said Wilke. 'To not have to worry about finances on top of teaching seven classes would make my job more manageable, which would make me a better teacher and the kids happier.' \u003ccite>(Marlena Sloss/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Sometimes kids can't really name exactly what's going on emotionally or mentally, but once they start to move or sing or play an instrument or get on stage and pretend to be someone else, then there's so much healing that goes on, so much realization and growth,” Landin explained.\u003c/p>\n\u003cp>If approved by voters, Proposition 28 would roughly double funding for the arts in schools. The Legislative Analyst's Office estimates it would raise between $800 million and $1 billion annually.\u003c/p>\n\u003cp>By some estimates, that would translate to about $166 per student across the state. A school like Richmond High would have about $250,000 more a year.\u003c/p>\n\u003cp>“That would change everything,” said Andrew Wilke, director of the Richmond High Music Department. Wilke teaches seven periods, runs the marching band and the orchestra, and oversees all the instruments, scheduling and transportation.\u003c/p>\n\u003cp>“I’m at rock-bottom emotionally,” Wilke said. “Not only am I trying to hold all these classes together, I’m trying to find money, I’m trying to support the kids, which is the actual real job we all have.”\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>Currently, Richmond High’s music programs can only serve 140 students. Wilke said more money would mean hiring another music teacher, and the opportunities the school could create for students wouldn’t be limited by how much time he can commit to it. Wilke noted that, with guaranteed funding, there wouldn’t be a struggle for supplies, or a limit to performances the orchestra and marching band could do for lack of transportation funds. And Richmond High could hire specialized instrument coaches for students like Montances.\u003c/p>\n\u003cp>Of the approximately $1 billion raised by Proposition 28 each school year, 30% would go to schools serving economically disadvantaged students.\u003c/p>\n\u003cp>The California Teachers Association \u003ca href=\"https://ballotpedia.org/California_Proposition_28,_Art_and_Music_K-12_Education_Funding_Initiative_(2022)\">has helped get the measure passed by contributing $1 million\u003c/a>.\u003c/p>\n\u003cp>Landin thinks filling these credentialed art and music teaching positions could be a challenge for schools. “I was like, ‘This is beautiful. Where are they going to find all the teachers?,’” she said.\u003c/p>\n\u003cp>Landin says during COVID, many \u003ca href=\"https://www.nytimes.com/2022/08/29/arts/design/san-francisco-art-market.html\">artists left the Bay Area\u003c/a> for less expensive places. And spoken-word artist and poet \u003ca href=\"http://www.jazzhudson.com/about/\">Jazz Monique Hudson\u003c/a>, who has taught on contract in Oakland schools, has seen arts programs scaled back or eliminated when schools make budget cuts. Hudson had to get full-time employment with the district attorney’s office as a victim advocate to be able to support her family.\u003c/p>\n\u003cp>“Youth Speaks is very prominent in San Francisco,” Hudson explained, referring to the leading nonprofit presenter of youth poetry slams, spoken-word performance and youth-development programs. “However, they have not been able to maintain and sustain their partnerships with Oakland schools due to funding. I was set to teach at Elmhurst Middle School this semester but could not teach in the art program because there wasn't enough funding for the spoken-word program.”\u003c/p>\n\u003cp>If voters approved Proposition 28, it would lock in funding for the arts, making them less susceptible to budget cuts in tough times.\u003c/p>\n\u003cp>That, in fact, is one reason some critics have come out against the measure: They object to so-called “ballot box budgeting” because it locks in funding that can’t be undone, for example, when a recession hits.\u003c/p>\n\u003cp>Marguerite Roza, who studies education finance at Georgetown University, points out that California schools have more money now than they’ve had in years. The current state budget, which passed in June, increased school spending by 13% over last year. Some of that funding could theoretically go to arts education.\u003c/p>\n\u003cfigure id=\"attachment_11929033\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11929033\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut.jpg\" alt=\"Students in the school orchestra sit facing their teacher, a black girl on violin, a Latina girl on viola, and a Latino boy on violin.\" width=\"1920\" height=\"1281\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut-1020x681.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/10/RS59091_Richmond_Orchestra_005-qut-1536x1025.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Angelee Montances, a 12th grader at Richmond High School in Richmond, plays the viola during orchestra class on Wednesday, Oct. 5, 2022. \u003ccite>(Marlena Sloss/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Roza says, if passed, Proposition 28 would require the state and schools to come up with new ways of tracking personnel — since school districts will have to specifically show how they spent their new arts funds — which can be complicated and take time to implement. Furthermore, she adds, the creation of a separate “categorical” would add extra rules to different pots of funds, which could mean that districts end up spending more time on compliance than on trying to deliver what their students need.\u003c/p>\n\u003cp>“This push for separate arts ed money would be a move back to the old model, where legislators dictate how districts carve up their budgets,” Roza said, referring to the period before the implementation of the \u003ca href=\"https://www.cde.ca.gov/fg/aa/lc/\">Local Control Funding Formula\u003c/a> in 2016, which fundamentally changed how all local education agencies (LEAs) in the state are funded.\u003c/p>\n\u003cp>At Peres Elementary School in Richmond, Principal Christy Chen says she currently has to constantly hustle community partnerships to bring art into the schools.\u003c/p>\n\u003cp>This fall, thanks to East Bay Center for the Performing Arts, her fourth graders are learning about African rhythms. But Chen says right now her kids only get a half hour of art or music a week.\u003c/p>\n\u003cp>“That would be a dream to get a music teacher, because at the end of the day it gets the kids excited,” Chen said.\u003c/p>\n\u003cp>At Richmond High, music leader Andrew Wilke says he doesn’t need much. Even another $20,000 would help his kids.\u003c/p>\n\u003cp>“I tell the kids, the arts and music — these are languages. It's not a tactile language like English, where we can say 'desk,' 'floor,' 'sky.' It's an emotional language where we can express ourselves. I think folks who haven't had an opportunity to really dive into that don't fully understand it, which makes it difficult to get the importance across,” he said.\u003c/p>\n\u003cp>\u003cem>This story was made possible as part of The California Newsroom – a collaboration of California’s public radio stations, NPR and CalMatters.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11928837/in-richmond-extra-money-for-arts-education-is-an-equity-issue","authors":["231"],"categories":["news_29992","news_223","news_8","news_13"],"tags":["news_19133","news_20013","news_27626","news_31826","news_4922","news_1425","news_579","news_31827"],"featImg":"news_11929023","label":"news"},"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_11919984":{"type":"posts","id":"news_11919984","meta":{"index":"posts_1591205157","site":"news","id":"11919984","score":null,"sort":[1658347360000]},"guestAuthors":[],"slug":"they-all-deserve-options-california-opens-pathway-for-students-with-major-cognitive-disabilities-to-earn-high-school-diploma","title":"'They All Deserve Options': California Opens Pathway for Students With Major Cognitive Disabilities to Earn High School Diploma","publishDate":1658347360,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>Megan Glynn’s son, Liam, started playing piano at age 4. With perfect pitch, he sails through Mozart and Vivaldi, can play anything he hears on the radio and shines when performing with the school orchestra.\u003c/p>\n\u003cp>But because he has a significant developmental disability, he cannot earn a high school diploma, and therefore his dream of becoming a classroom music aide is just that — a dream.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Megan Glynn, mother to Liam\"]'He doesn’t have the options that other students have, and that’s upsetting for all of us.'[/pullquote]\u003c/p>\n\u003cp>“He’s not being prepared for college and career, like other students are,” said Glynn, who lives in San Diego. “Just about every job is off-limits to him, except maybe being a Walmart greeter. He doesn’t have the options that other students have, and that’s upsetting for all of us.”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.cde.ca.gov/sp/se/ac/altpathwayslegreport.asp\">under a new program funded in the state budget\u003c/a>, students like Liam, who have significant cognitive disabilities, would be able to earn high school diplomas based on the state’s alternative achievement standards and coursework tailored to their abilities. Potentially 80,000 students — 10% of the overall number of students enrolled in special education in California — would benefit from the new pathway.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Advocates for students with disabilities hailed the idea, saying it’s long overdue. A high school diploma for students who’ve worked hard and met their academic goals opens doors to further schooling, more meaningful careers and other options for a fulfilling life.\u003c/p>\n\u003cp>“Creating a path for every learner to earn a high school diploma helps eliminate unnecessary barriers to employment and community inclusion, which is what we want for every young person,” said Kristin Wright, executive director of equity, prevention and intervention for the Sacramento County Office of Education and former head of special education for California. “To me, it’s another important step in acknowledging and honoring neurodiversity and creating greater equity in our system.”[pullquote size='medium' align='left' citation=\"Kristin Wright, executive director of equity, prevention and intervention, Sacramento County Office of Education\"]'Creating a path for every learner to earn a high school diploma helps eliminate unnecessary barriers to employment and community inclusion, which is what we want for every young person.'[/pullquote]Currently, most students with significant cognitive disabilities earn a “certificate of completion” from high school, not a diploma, because \u003ca href=\"https://www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp\">they can’t meet the state graduation requirements\u003c/a>. Some of those requirements are attainable for students of all abilities, such as physical education and art, but few students with intellectual disabilities can overcome algebra and biology.\u003c/p>\n\u003cp>Compounding the challenges, some school districts have diploma requirements that surpass those of the state. \u003ca href=\"https://admission.universityofcalifornia.edu/admission-requirements/freshman-requirements/subject-requirement-a-g.html\">They mandate that all students complete the A-G coursework required to attend a public university in California\u003c/a>, which includes two years of a foreign language and three years of college-preparatory math — all but impossible for some students with cognitive disabilities.\u003c/p>\n\u003cp>The new pathway would take advantage of a provision under the federal Every Student Succeeds Act that allows students with significant cognitive disabilities to earn a diploma if they meet California’s alternative achievement standards, with support through their individualized education program, the educational road map created by teachers, therapists, parents and others involved in a student’s schooling.[aside postID=\"news_11919130,news_11918866,news_11918252\" label=\"More Education Stories\"]Advocates have been fighting for this for at least a decade. Several other states offer similar options for students with cognitive disabilities, and California already offers alternative diploma pathways for certain groups of students, such as those whose education is disrupted due to being homeless, in foster care or being a migrant.\u003c/p>\n\u003cp>In 2020, the state budget set aside money for a work group to study the issue and come up with recommendations. \u003ca>The workgroup’s report\u003c/a>, published last fall, addresses the details, including transcripts and whether students can continue working toward their diploma after they turn 18 (they can).\u003c/p>\n\u003cp>The 2022 budget, passed in June, included $1 million in federal funds from the Individuals with Disabilities Education Act to bring the work group’s recommendations to reality. The new pathway could be implemented as soon as next year. Although it’s not required, the state is encouraging all districts to adopt it.\u003c/p>\n\u003cp>Sue Sawyer, president of the California Transition Alliance, a nonprofit that helps people with disabilities after they finish school, has been working on the issue since 2013. The primary reason for the new pathway, she said, is new research and understanding of what people with cognitive disabilities are capable of.\u003c/p>\n\u003cp>“Our expectations have changed. We now expect people to go to work,” Sawyer said. “It’s real simple: If you leave school without a diploma, it shuts doors. If you have a diploma, you have options. I’m excited about the future because even though we still have work to do, I think we’re on the right path.”\u003c/p>\n\u003cp>Joyce Clark, co-director of the Exceptional Family Resource Center in San Diego, said a pathway to a diploma won’t solve everything for students with disabilities, but it’s a crucial step toward further education, rewarding careers and higher incomes, which could lead to greater independence.[pullquote size='medium' align='left' citation=\"Joyce Clark, co-director, Exceptional Family Resource Center\"]'Is a diploma just a piece of paper? Yes. But it's also connected to achievement. It's connected to access, to equity, to opportunity, to quality of life.'[/pullquote]Her son Luke, who’s 33, would have benefited from a diploma, she said. Luke was exuberant when he graduated from high school with his class, but all he could bring home was a certificate of completion. He now works part-time at a grocery store, but she believes he’s capable of much more.\u003c/p>\n\u003cp>“Is a diploma just a piece of paper? Yes. But it’s also connected to achievement,” Clark said. “It’s connected to access, to equity, to opportunity, to quality of life.”\u003c/p>\n\u003cp>For Glynn’s son, Liam, who’s starting high school this fall, the diploma pathway could help him take more meaningful classes, such as music, and fewer special ed classes focused on “life skills,” such as cooking and cleaning. She’d like to see him eventually enroll in a community college and continue to study music, his passion, while preparing for a career that builds on his talents.\u003c/p>\n\u003cp>Glynn is hopeful, even if her son’s district adopts the new pathway too late for Liam to benefit.\u003c/p>\n\u003cp>“Right now, he’s being set up to be dependent for life. Instead of learning academics, he’s learning to fold pillowcases,” Glynn said. “But even if it’s too late for him, I care what happens to the next students. They all deserve options and opportunities.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/new-pathway-to-a-diploma-opens-doors-for-students-with-disabilities/675637?amp=1\">\u003cem>This story was originally published by EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Potentially 80,000 students — 10% of the overall number of students enrolled in special education in California — would benefit from the new pathway.","status":"publish","parent":0,"modified":1658363718,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1204},"headData":{"title":"'They All Deserve Options': California Opens Pathway for Students With Major Cognitive Disabilities to Earn High School Diploma | KQED","description":"Potentially 80,000 students — 10% of the overall number of students enrolled in special education in California — would benefit from the new pathway.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11919984 https://ww2.kqed.org/news/?p=11919984","disqusUrl":"https://ww2.kqed.org/news/2022/07/20/they-all-deserve-options-california-opens-pathway-for-students-with-major-cognitive-disabilities-to-earn-high-school-diploma/","disqusTitle":"'They All Deserve Options': California Opens Pathway for Students With Major Cognitive Disabilities to Earn High School Diploma","source":"EdSource","sourceUrl":"https://edsource.org/2022/new-pathway-to-a-diploma-opens-doors-for-students-with-disabilities/675637?amp=1","nprByline":"\u003ca href=\"https://edsource.org/author/cjones\">Carolyn Jones\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11919984/they-all-deserve-options-california-opens-pathway-for-students-with-major-cognitive-disabilities-to-earn-high-school-diploma","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Megan Glynn’s son, Liam, started playing piano at age 4. With perfect pitch, he sails through Mozart and Vivaldi, can play anything he hears on the radio and shines when performing with the school orchestra.\u003c/p>\n\u003cp>But because he has a significant developmental disability, he cannot earn a high school diploma, and therefore his dream of becoming a classroom music aide is just that — a dream.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'He doesn’t have the options that other students have, and that’s upsetting for all of us.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Megan Glynn, mother to Liam","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“He’s not being prepared for college and career, like other students are,” said Glynn, who lives in San Diego. “Just about every job is off-limits to him, except maybe being a Walmart greeter. He doesn’t have the options that other students have, and that’s upsetting for all of us.”\u003c/p>\n\u003cp>But \u003ca href=\"https://www.cde.ca.gov/sp/se/ac/altpathwayslegreport.asp\">under a new program funded in the state budget\u003c/a>, students like Liam, who have significant cognitive disabilities, would be able to earn high school diplomas based on the state’s alternative achievement standards and coursework tailored to their abilities. Potentially 80,000 students — 10% of the overall number of students enrolled in special education in California — would benefit from the new pathway.\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>Advocates for students with disabilities hailed the idea, saying it’s long overdue. A high school diploma for students who’ve worked hard and met their academic goals opens doors to further schooling, more meaningful careers and other options for a fulfilling life.\u003c/p>\n\u003cp>“Creating a path for every learner to earn a high school diploma helps eliminate unnecessary barriers to employment and community inclusion, which is what we want for every young person,” said Kristin Wright, executive director of equity, prevention and intervention for the Sacramento County Office of Education and former head of special education for California. “To me, it’s another important step in acknowledging and honoring neurodiversity and creating greater equity in our system.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'Creating a path for every learner to earn a high school diploma helps eliminate unnecessary barriers to employment and community inclusion, which is what we want for every young person.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"left","citation":"Kristin Wright, executive director of equity, prevention and intervention, Sacramento County Office of Education","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Currently, most students with significant cognitive disabilities earn a “certificate of completion” from high school, not a diploma, because \u003ca href=\"https://www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp\">they can’t meet the state graduation requirements\u003c/a>. Some of those requirements are attainable for students of all abilities, such as physical education and art, but few students with intellectual disabilities can overcome algebra and biology.\u003c/p>\n\u003cp>Compounding the challenges, some school districts have diploma requirements that surpass those of the state. \u003ca href=\"https://admission.universityofcalifornia.edu/admission-requirements/freshman-requirements/subject-requirement-a-g.html\">They mandate that all students complete the A-G coursework required to attend a public university in California\u003c/a>, which includes two years of a foreign language and three years of college-preparatory math — all but impossible for some students with cognitive disabilities.\u003c/p>\n\u003cp>The new pathway would take advantage of a provision under the federal Every Student Succeeds Act that allows students with significant cognitive disabilities to earn a diploma if they meet California’s alternative achievement standards, with support through their individualized education program, the educational road map created by teachers, therapists, parents and others involved in a student’s schooling.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11919130,news_11918866,news_11918252","label":"More Education Stories "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Advocates have been fighting for this for at least a decade. Several other states offer similar options for students with cognitive disabilities, and California already offers alternative diploma pathways for certain groups of students, such as those whose education is disrupted due to being homeless, in foster care or being a migrant.\u003c/p>\n\u003cp>In 2020, the state budget set aside money for a work group to study the issue and come up with recommendations. \u003ca>The workgroup’s report\u003c/a>, published last fall, addresses the details, including transcripts and whether students can continue working toward their diploma after they turn 18 (they can).\u003c/p>\n\u003cp>The 2022 budget, passed in June, included $1 million in federal funds from the Individuals with Disabilities Education Act to bring the work group’s recommendations to reality. The new pathway could be implemented as soon as next year. Although it’s not required, the state is encouraging all districts to adopt it.\u003c/p>\n\u003cp>Sue Sawyer, president of the California Transition Alliance, a nonprofit that helps people with disabilities after they finish school, has been working on the issue since 2013. The primary reason for the new pathway, she said, is new research and understanding of what people with cognitive disabilities are capable of.\u003c/p>\n\u003cp>“Our expectations have changed. We now expect people to go to work,” Sawyer said. “It’s real simple: If you leave school without a diploma, it shuts doors. If you have a diploma, you have options. I’m excited about the future because even though we still have work to do, I think we’re on the right path.”\u003c/p>\n\u003cp>Joyce Clark, co-director of the Exceptional Family Resource Center in San Diego, said a pathway to a diploma won’t solve everything for students with disabilities, but it’s a crucial step toward further education, rewarding careers and higher incomes, which could lead to greater independence.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'Is a diploma just a piece of paper? Yes. But it's also connected to achievement. It's connected to access, to equity, to opportunity, to quality of life.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"left","citation":"Joyce Clark, co-director, Exceptional Family Resource Center","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Her son Luke, who’s 33, would have benefited from a diploma, she said. Luke was exuberant when he graduated from high school with his class, but all he could bring home was a certificate of completion. He now works part-time at a grocery store, but she believes he’s capable of much more.\u003c/p>\n\u003cp>“Is a diploma just a piece of paper? Yes. But it’s also connected to achievement,” Clark said. “It’s connected to access, to equity, to opportunity, to quality of life.”\u003c/p>\n\u003cp>For Glynn’s son, Liam, who’s starting high school this fall, the diploma pathway could help him take more meaningful classes, such as music, and fewer special ed classes focused on “life skills,” such as cooking and cleaning. She’d like to see him eventually enroll in a community college and continue to study music, his passion, while preparing for a career that builds on his talents.\u003c/p>\n\u003cp>Glynn is hopeful, even if her son’s district adopts the new pathway too late for Liam to benefit.\u003c/p>\n\u003cp>“Right now, he’s being set up to be dependent for life. Instead of learning academics, he’s learning to fold pillowcases,” Glynn said. “But even if it’s too late for him, I care what happens to the next students. They all deserve options and opportunities.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/new-pathway-to-a-diploma-opens-doors-for-students-with-disabilities/675637?amp=1\">\u003cem>This story was originally published by EdSource.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11919984/they-all-deserve-options-california-opens-pathway-for-students-with-major-cognitive-disabilities-to-earn-high-school-diploma","authors":["byline_news_11919984"],"categories":["news_18540","news_8"],"tags":["news_31345","news_20013","news_4922","news_31346"],"featImg":"news_11919998","label":"source_news_11919984"},"news_11912547":{"type":"posts","id":"news_11912547","meta":{"index":"posts_1591205157","site":"news","id":"11912547","score":null,"sort":[1651264942000]},"guestAuthors":[],"slug":"youth-takeover-my-impostor-syndrome-started-in-elementary-school","title":"Youth Takeover: My Impostor Syndrome Started in Elementary School","publishDate":1651264942,"format":"standard","headTitle":"The California Report Magazine | KQED News","labelTerm":{},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Every spring since 2018, KQED has been handing the mic to teens as part of our \u003ca href=\"https://www.kqed.org/youthtakeover\">Youth Takeover\u003c/a> week. High school students from around the Bay Area produce stories that reflect their experiences and communities. Clara Chiu, a junior at Woodside High School in San Mateo County, describes how she’s learning to balance her identity with the pressures of \u003c/span>\u003cspan style=\"font-weight: 400\">high school.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I reread the sentence I’ve just written, my eyes tear apart the letters at their seams. Words dangle uselessly like misplaced modifiers. Empty clichés packaged together in an attempt at insight. With the decisive execution of a keystroke, my mistakes are wiped from existence. I’m back to staring at the impassive, unrelenting blankness of the screen before me. Its blankness, it seems, is a testament to my incompetence. Next to me, my classmates are working busily. Their fingers hammer out paragraphs with ease. What am I even doing in this class? How have I managed to scrape by, day after day? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m wearing a mask — not one that protects me from germs, but one that shields me from scrutiny. But it’s slipping, and soon it’s going to reveal the \u003c/span>\u003cspan style=\"font-weight: 400\">fraud \u003c/span>\u003cspan style=\"font-weight: 400\">behind it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ve always carried this seed of doubt in the back of my mind. It’s not uncommon, especially among people my age. \u003c/span>\u003cb>\u003ci> \u003c/i>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impostor syndrome.\u003c/span>\u003cspan style=\"font-weight: 400\"> A sense of failure or fraudulence. A sense that your accomplishments are not your own but, instead, a lucky throw of the dice. Impostor syndrome can appear in the workplace, relationships and social media. For me, these symptoms are exacerbated by academic pressures.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In elementary school, I always felt the pressure to succeed based on my race. I was supposed to be that stereotypical quiet Chinese kid. When I entered middle school, I measured my success based on the achievements of my older sister, Emma. \u003c/span>\u003cspan style=\"font-weight: 400\">I began to see my grades as a reflection of how well I could live up to the standards she set. But even then I felt like an impostor: a poor imitation of her accomplishments.\u003c/span>\u003cspan style=\"font-weight: 400\"> But as the oldest sibling, she says she felt a different side of that pressure: the pressure of setting standards.\u003c/span>\u003c/p>\n\u003cp>\"So, first of all you’re kind of expected to be a role model and set a good example for the younger siblings,\" Emma says. \"And at the same time, since you’re the parents’ first child, they’re also always pushing you to be better. And I feel like that has a lot of overlaps with impostor syndrome because they’re both about keeping up a certain appearance or some reputation of capability.\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this pressure we feel doesn’t just come from having siblings. I wondered: Where does\u003c/span>\u003cspan style=\"font-weight: 400\"> Emma \u003c/span>\u003cspan style=\"font-weight: 400\">think it comes from? \u003c/span>\u003c/p>\n\u003cp>\"I think especially growing up in the Bay Area there’s a really big college culture where you’re expected to do well, get good grades, get into a good college. So I think there definitely is that academic pressure to succeed,\" Emma says.\u003c/p>\n\u003cp>It’s true. I’ve lived in the Bay Area my whole life, but even I’ve been intimidated by its heightened reputation. It’s a stomping ground for tech companies and corporations, a place where just \u003ci>\u003cspan style=\"font-weight: 400\">living\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is expensive. And, it has a billion-dollar education industry: private tutors, standardized test prep — all aimed at pushing kids into college.\u003c/span>\u003c/p>\n\u003cp>Back in high school, Emma says, it was always just kind of “get into a good college and then you’ll be set. With not a lot of thought as to what comes after.\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And for me, as a junior in high school, that hasn’t changed much. I’m confronted with the college application process everywhere I go. It’s the biggest obstacle looming in my future.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">But aside from figuring out my future, the application process has aggravated my sense of identity. Being accepted or rejected by a college can feel like a statement of my self-worth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly, activities I once enjoyed seem dull, routine. I feel like I’m choosing to do things based on how it will look to a college admissions committee. I think, \"\u003c/span>\u003cspan style=\"font-weight: 400\">Am I wasting my time on a subject I probably won’t pursue in the future? Am I really taking this class because I enjoy it, or because it looks good to a college? Maybe I shouldn’t be here, taking up a spot that someone else deserves. Maybe I really am a fraud, hiding behind all these labels, trying to prove that, yes, I am successful.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But especially in the Bay Area — in this climate — this type of thinking is fairly common. Emma agrees. \u003c/span>\u003c/p>\n\u003cp>\"You’ll realize most people have experienced that at least once, whether that be in the application process or in a college,\" she says. \"You feel that even though you got accepted somewhere or you got a certain position, maybe the person choosing you made a mistake and you weren’t good enough.\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult to ignore these thoughts, Emma says. But it’s even trickier to know how to navigate them.\u003c/span>\u003c/p>\n\u003cp>\"I definitely still do experience impostor syndrome,\" Emma says. \"I feel like it’s something that doesn’t go away. You just learn how to deal with it. But I feel like I learned to focus more on myself and my own interests rather than trying to think about what other people are doing or comparing myself to them. And that’s helped me stay more grounded.\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that that’s what I’ve been doing: basing my standards on someone else’s. And my sister is right: My impostor syndrome never really goes away. But I can’t keep wasting my energy worrying about what I can’t control. Instead, I can use that energy to pursue what makes \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">me\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> happy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Success is individual; it isn’t quantifiable by some universal measurement. And, oftentimes, you can only look at success through a rearview mirror, only seeing how far you’ve come once you’re a good distance away.\u003c/span>\u003c/p>\n\u003ch2>More Youth Takeover stories:\u003c/h2>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft wp-image-11912613\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1-800x943.jpg\" alt=\"\" width=\"66\" height=\"78\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1-800x943.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1-160x189.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1.jpg 869w\" sizes=\"(max-width: 66px) 100vw, 66px\">Jack Quach, Saint Ignatius High School, San Francisco\u003cbr>\n\u003c/strong>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/youth-takeover-san-franciscos-small-businesses-sho\">\u003cstrong>Youth Takeover: San Francisco's Small Businesses Show Resilience During the Pandemic\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-11912612\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot-800x894.jpg\" alt=\"\" width=\"65\" height=\"73\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot-800x894.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot-160x179.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot.jpg 1004w\" sizes=\"(max-width: 65px) 100vw, 65px\">\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Steven Situ, Abraham Lincoln High School, San Francisco\u003c/strong>\u003cbr>\n\u003cstrong>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/youth-takeover-can-california-grizzlies-make-a-com\">Youth Takeover: Can California Grizzlies Make a Comeback?\u003c/a>\u003c/strong>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1651264942,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1109},"headData":{"title":"Youth Takeover: My Impostor Syndrome Started in Elementary School | KQED","description":"Every spring since 2018, KQED has been handing the mic to teens as part of our Youth Takeover week. High school students from around the Bay Area produce stories that reflect their experiences and communities. Clara Chiu, a junior at Woodside High School in San Mateo County, describes how she’s learning to balance her identity","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11912547 https://ww2.kqed.org/news/?p=11912547","disqusUrl":"https://ww2.kqed.org/news/2022/04/29/youth-takeover-my-impostor-syndrome-started-in-elementary-school/","disqusTitle":"Youth Takeover: My Impostor Syndrome Started in Elementary School","source":"The California Report Magazine ","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-41c5-bcaf-aaef00f5a073/4b129f6b-04e5-44e3-b08f-ae8601344de4/audio.mp3","nprByline":"Clara Chiu","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11912547/youth-takeover-my-impostor-syndrome-started-in-elementary-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Every spring since 2018, KQED has been handing the mic to teens as part of our \u003ca href=\"https://www.kqed.org/youthtakeover\">Youth Takeover\u003c/a> week. High school students from around the Bay Area produce stories that reflect their experiences and communities. Clara Chiu, a junior at Woodside High School in San Mateo County, describes how she’s learning to balance her identity with the pressures of \u003c/span>\u003cspan style=\"font-weight: 400\">high school.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As I reread the sentence I’ve just written, my eyes tear apart the letters at their seams. Words dangle uselessly like misplaced modifiers. Empty clichés packaged together in an attempt at insight. With the decisive execution of a keystroke, my mistakes are wiped from existence. I’m back to staring at the impassive, unrelenting blankness of the screen before me. Its blankness, it seems, is a testament to my incompetence. Next to me, my classmates are working busily. Their fingers hammer out paragraphs with ease. What am I even doing in this class? How have I managed to scrape by, day after day? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m wearing a mask — not one that protects me from germs, but one that shields me from scrutiny. But it’s slipping, and soon it’s going to reveal the \u003c/span>\u003cspan style=\"font-weight: 400\">fraud \u003c/span>\u003cspan style=\"font-weight: 400\">behind it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ve always carried this seed of doubt in the back of my mind. It’s not uncommon, especially among people my age. \u003c/span>\u003cb>\u003ci> \u003c/i>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impostor syndrome.\u003c/span>\u003cspan style=\"font-weight: 400\"> A sense of failure or fraudulence. A sense that your accomplishments are not your own but, instead, a lucky throw of the dice. Impostor syndrome can appear in the workplace, relationships and social media. For me, these symptoms are exacerbated by academic pressures.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In elementary school, I always felt the pressure to succeed based on my race. I was supposed to be that stereotypical quiet Chinese kid. When I entered middle school, I measured my success based on the achievements of my older sister, Emma. \u003c/span>\u003cspan style=\"font-weight: 400\">I began to see my grades as a reflection of how well I could live up to the standards she set. But even then I felt like an impostor: a poor imitation of her accomplishments.\u003c/span>\u003cspan style=\"font-weight: 400\"> But as the oldest sibling, she says she felt a different side of that pressure: the pressure of setting standards.\u003c/span>\u003c/p>\n\u003cp>\"So, first of all you’re kind of expected to be a role model and set a good example for the younger siblings,\" Emma says. \"And at the same time, since you’re the parents’ first child, they’re also always pushing you to be better. And I feel like that has a lot of overlaps with impostor syndrome because they’re both about keeping up a certain appearance or some reputation of capability.\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But this pressure we feel doesn’t just come from having siblings. I wondered: Where does\u003c/span>\u003cspan style=\"font-weight: 400\"> Emma \u003c/span>\u003cspan style=\"font-weight: 400\">think it comes from? \u003c/span>\u003c/p>\n\u003cp>\"I think especially growing up in the Bay Area there’s a really big college culture where you’re expected to do well, get good grades, get into a good college. So I think there definitely is that academic pressure to succeed,\" Emma says.\u003c/p>\n\u003cp>It’s true. I’ve lived in the Bay Area my whole life, but even I’ve been intimidated by its heightened reputation. It’s a stomping ground for tech companies and corporations, a place where just \u003ci>\u003cspan style=\"font-weight: 400\">living\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is expensive. And, it has a billion-dollar education industry: private tutors, standardized test prep — all aimed at pushing kids into college.\u003c/span>\u003c/p>\n\u003cp>Back in high school, Emma says, it was always just kind of “get into a good college and then you’ll be set. With not a lot of thought as to what comes after.\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And for me, as a junior in high school, that hasn’t changed much. I’m confronted with the college application process everywhere I go. It’s the biggest obstacle looming in my future.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003ci>\u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">But aside from figuring out my future, the application process has aggravated my sense of identity. Being accepted or rejected by a college can feel like a statement of my self-worth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suddenly, activities I once enjoyed seem dull, routine. I feel like I’m choosing to do things based on how it will look to a college admissions committee. I think, \"\u003c/span>\u003cspan style=\"font-weight: 400\">Am I wasting my time on a subject I probably won’t pursue in the future? Am I really taking this class because I enjoy it, or because it looks good to a college? Maybe I shouldn’t be here, taking up a spot that someone else deserves. Maybe I really am a fraud, hiding behind all these labels, trying to prove that, yes, I am successful.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But especially in the Bay Area — in this climate — this type of thinking is fairly common. Emma agrees. \u003c/span>\u003c/p>\n\u003cp>\"You’ll realize most people have experienced that at least once, whether that be in the application process or in a college,\" she says. \"You feel that even though you got accepted somewhere or you got a certain position, maybe the person choosing you made a mistake and you weren’t good enough.\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s difficult to ignore these thoughts, Emma says. But it’s even trickier to know how to navigate them.\u003c/span>\u003c/p>\n\u003cp>\"I definitely still do experience impostor syndrome,\" Emma says. \"I feel like it’s something that doesn’t go away. You just learn how to deal with it. But I feel like I learned to focus more on myself and my own interests rather than trying to think about what other people are doing or comparing myself to them. And that’s helped me stay more grounded.\"\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I realized that that’s what I’ve been doing: basing my standards on someone else’s. And my sister is right: My impostor syndrome never really goes away. But I can’t keep wasting my energy worrying about what I can’t control. Instead, I can use that energy to pursue what makes \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">me\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> happy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Success is individual; it isn’t quantifiable by some universal measurement. And, oftentimes, you can only look at success through a rearview mirror, only seeing how far you’ve come once you’re a good distance away.\u003c/span>\u003c/p>\n\u003ch2>More Youth Takeover stories:\u003c/h2>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft wp-image-11912613\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1-800x943.jpg\" alt=\"\" width=\"66\" height=\"78\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1-800x943.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1-160x189.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/Image-from-iOS-1.jpg 869w\" sizes=\"(max-width: 66px) 100vw, 66px\">Jack Quach, Saint Ignatius High School, San Francisco\u003cbr>\n\u003c/strong>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/youth-takeover-san-franciscos-small-businesses-sho\">\u003cstrong>Youth Takeover: San Francisco's Small Businesses Show Resilience During the Pandemic\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-11912612\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot-800x894.jpg\" alt=\"\" width=\"65\" height=\"73\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot-800x894.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot-160x179.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/StevenSitu-Headshot.jpg 1004w\" sizes=\"(max-width: 65px) 100vw, 65px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Steven Situ, Abraham Lincoln High School, San Francisco\u003c/strong>\u003cbr>\n\u003cstrong>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/youth-takeover-can-california-grizzlies-make-a-com\">Youth Takeover: Can California Grizzlies Make a Comeback?\u003c/a>\u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11912547/youth-takeover-my-impostor-syndrome-started-in-elementary-school","authors":["byline_news_11912547"],"programs":["news_26731"],"categories":["news_8","news_25641"],"tags":["news_4922","news_22782","news_31017","news_23013"],"featImg":"news_11912551","label":"source_news_11912547"},"news_11891396":{"type":"posts","id":"news_11891396","meta":{"index":"posts_1591205157","site":"news","id":"11891396","score":null,"sort":[1633738540000]},"guestAuthors":[],"slug":"new-california-law-will-require-ethnic-studies-class-for-high-schoolers","title":"New California Law to Require Ethnic Studies Class for High Schoolers","publishDate":1633738540,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>California high school students will have to complete a semester of ethnic studies in order to graduate, starting with the class of 2030.\u003c/p>\n\u003cp>That new secondary school requirement, among the first in the nation, was signed into law Friday by Gov. Gavin Newsom, who said the courses will enable students to learn their own stories as well as those of their classmates.\u003c/p>\n\u003cp>\"A number of studies have shown that these courses boost student achievement over the long run — especially among students of color,\" he said in a statement.\u003c/p>\n\u003cp>The new law requires all public high schools in the state to offer at least one ethnic studies course, starting in the 2025-26 school year.\u003c/p>\n\u003cp>Newsom's signature marks a major victory for Assemblymember Jose Medina, D-Riverside, who co\u003cstrong>-\u003c/strong>authored the legislation, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, after his previous efforts were twice vetoed — \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">last year by Newsom\u003c/a>, who said more work was needed on the curriculum, and \u003ca href=\"https://www.pe.com/2018/10/02/gov-brown-rejects-ethnic-studies-bill-saying-high-school-students-are-overburdened/\">in 2018 by then-Gov. Jerry Brown\u003c/a>, who was reluctant to create additional graduation requirements.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Medina said the ethnic studies requirement is long overdue.\u003c/p>\n\u003cp>“It’s been a long wait,” said Medina. “I think schools are ready now to make curriculum that is more equitable and more reflective of social justice.”\u003c/p>\n\u003cp>Medina said America’s wider discussion of race and racism since the murder of George Floyd last year makes such a curriculum more important than ever.\u003c/p>\n\u003cp>The ethnic studies movement has its roots in California, where students protested in the late 1960s at San Francisco State University and UC Berkeley to demand courses in African American, Chicano, Asian American and Native American studies.\u003c/p>\n\u003cp>Earlier this year, the state Board of Education approved a model ethnic studies curriculum that offers dozens of suggested lesson plans and instructional approaches. But to the concern of some advocates, the curriculum is not mandatory: Schools can pick and choose lesson plans or use it as a guide to design their own, as long as they don't promote, directly or indirectly, any bias or discrimination against any group of people.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ethnic-studies\"]The curriculum underwent several drafts over three years and was subject to heated debate before \u003ca href=\"https://apnews.com/article/race-and-ethnicity-discrimination-california-f0eb208ca8186466b9271cbc61fa5c2c\">winning approval in March\u003c/a>.\u003c/p>\n\u003cp>An initial 2019 draft of the model curriculum drew widespread criticism from those who claimed it was left-wing, anti-Semitic and not inclusive enough. At the time, state Board of Education President Linda Darling-Hammond called for a major overhaul.\u003c/p>\n\u003cp>\"A model curriculum should be accurate, free of bias, appropriate for all learners in our diverse state, and align with Governor Newsom’s vision of a California for all,\" she said in a 2019 statement. \"The current draft model curriculum falls short and needs to be substantially redesigned.\"\u003c/p>\n\u003cp>The new version focuses on four historically marginalized groups that are central to college-level ethnic studies: African Americans, Chicanos and other Latinos, Asian Americans and Pacific Islanders and Native Americans. It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, groups who were largely left out of the previously drafted curriculum.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond has championed the model curriculum as a way to help students of color see themselves reflected in what they learn, and also to learn about their own histories.\u003c/p>\n\u003cp>The legislation adds the completion of an ethnic studies course to other standard graduation requirements, including three years of English and social studies, two years of math and science, among others. It gives a few years' lag time so schools can prepare.\u003c/p>\n\u003cp>“Schools can’t just flip the switch and be ready. This gives school districts plenty of time to get their curriculum in place and hire well-qualified teachers to teach these classes,” Medina said.\u003c/p>\n\u003cp>Several of California’s largest districts \u003ca href=\"https://www.kqed.org/news/11870309/as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve\">already have begun offering ethnic studies courses\u003c/a>, with some making them a graduation requirement. Among the trailblazers is the Fresno Unified School District, which this year began requiring its students to complete a 10-credit, two-semester ethnic studies course. Meanwhile, Los Angeles Unified plans to fully implement ethnic studies as a graduation requirement by 2023-24.\u003c/p>\n\u003cp>In San Francisco, where high schools have offered ethnic studies as an elective since 2015, students will be required to take two semesters of ethnic studies courses to graduate, starting in 2028.\u003c/p>\n\u003cp>Ethnic studies also was made a requirement this year for the state's community college students seeking an associate's degree.\u003c/p>\n\u003cp>Other states have taken different approaches. Oregon is developing ethnic studies standards for its social studies curriculum and, beginning this year, requires the subject in K-12 curriculum. Last year, Connecticut approved a law requiring all high schools to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>Several GOP-led states have taken the opposite tack, banning the teaching of so-called \u003ca href=\"https://apnews.com/article/what-is-critical-race-theory-08f5d0a0489c7d6eab7d9a238365d2c1\">critical race theory\u003c/a> in K-12 schools or limiting how teachers can discuss racism and sexism in the classroom.\u003c/p>\n\u003cp>Educators say it is fitting that California has taken a lead in ethnic studies legislation, and that it's long overdue. More than three-quarters of California’s 6 million public school students are not white.\u003c/p>\n\u003cp>“At a time when some states are retreating from an accurate discussion of our history, I am proud that California continues to lead in its teaching of ethnic studies,” Secretary of State Shirley Weber, a former academic who created an ethnic studies program at San Diego State University in the 1970s, said in a statement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting from Jocelyn Gecker of The Associated Press.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Gov. Gavin Newsom signed the bill Friday, making California among the first in the nation to require high school students to take a semester of ethnic studies in order to graduate.","status":"publish","parent":0,"modified":1633972882,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":947},"headData":{"title":"New California Law to Require Ethnic Studies Class for High Schoolers | KQED","description":"Gov. Gavin Newsom signed the bill Friday, making California among the first in the nation to require high school students to take a semester of ethnic studies in order to graduate.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11891396 https://ww2.kqed.org/news/?p=11891396","disqusUrl":"https://ww2.kqed.org/news/2021/10/08/new-california-law-will-require-ethnic-studies-class-for-high-schoolers/","disqusTitle":"New California Law to Require Ethnic Studies Class for High Schoolers","path":"/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>California high school students will have to complete a semester of ethnic studies in order to graduate, starting with the class of 2030.\u003c/p>\n\u003cp>That new secondary school requirement, among the first in the nation, was signed into law Friday by Gov. Gavin Newsom, who said the courses will enable students to learn their own stories as well as those of their classmates.\u003c/p>\n\u003cp>\"A number of studies have shown that these courses boost student achievement over the long run — especially among students of color,\" he said in a statement.\u003c/p>\n\u003cp>The new law requires all public high schools in the state to offer at least one ethnic studies course, starting in the 2025-26 school year.\u003c/p>\n\u003cp>Newsom's signature marks a major victory for Assemblymember Jose Medina, D-Riverside, who co\u003cstrong>-\u003c/strong>authored the legislation, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, after his previous efforts were twice vetoed — \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">last year by Newsom\u003c/a>, who said more work was needed on the curriculum, and \u003ca href=\"https://www.pe.com/2018/10/02/gov-brown-rejects-ethnic-studies-bill-saying-high-school-students-are-overburdened/\">in 2018 by then-Gov. Jerry Brown\u003c/a>, who was reluctant to create additional graduation requirements.\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>Medina said the ethnic studies requirement is long overdue.\u003c/p>\n\u003cp>“It’s been a long wait,” said Medina. “I think schools are ready now to make curriculum that is more equitable and more reflective of social justice.”\u003c/p>\n\u003cp>Medina said America’s wider discussion of race and racism since the murder of George Floyd last year makes such a curriculum more important than ever.\u003c/p>\n\u003cp>The ethnic studies movement has its roots in California, where students protested in the late 1960s at San Francisco State University and UC Berkeley to demand courses in African American, Chicano, Asian American and Native American studies.\u003c/p>\n\u003cp>Earlier this year, the state Board of Education approved a model ethnic studies curriculum that offers dozens of suggested lesson plans and instructional approaches. But to the concern of some advocates, the curriculum is not mandatory: Schools can pick and choose lesson plans or use it as a guide to design their own, as long as they don't promote, directly or indirectly, any bias or discrimination against any group of people.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"related coverage ","tag":"ethnic-studies"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The curriculum underwent several drafts over three years and was subject to heated debate before \u003ca href=\"https://apnews.com/article/race-and-ethnicity-discrimination-california-f0eb208ca8186466b9271cbc61fa5c2c\">winning approval in March\u003c/a>.\u003c/p>\n\u003cp>An initial 2019 draft of the model curriculum drew widespread criticism from those who claimed it was left-wing, anti-Semitic and not inclusive enough. At the time, state Board of Education President Linda Darling-Hammond called for a major overhaul.\u003c/p>\n\u003cp>\"A model curriculum should be accurate, free of bias, appropriate for all learners in our diverse state, and align with Governor Newsom’s vision of a California for all,\" she said in a 2019 statement. \"The current draft model curriculum falls short and needs to be substantially redesigned.\"\u003c/p>\n\u003cp>The new version focuses on four historically marginalized groups that are central to college-level ethnic studies: African Americans, Chicanos and other Latinos, Asian Americans and Pacific Islanders and Native Americans. It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, groups who were largely left out of the previously drafted curriculum.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond has championed the model curriculum as a way to help students of color see themselves reflected in what they learn, and also to learn about their own histories.\u003c/p>\n\u003cp>The legislation adds the completion of an ethnic studies course to other standard graduation requirements, including three years of English and social studies, two years of math and science, among others. It gives a few years' lag time so schools can prepare.\u003c/p>\n\u003cp>“Schools can’t just flip the switch and be ready. This gives school districts plenty of time to get their curriculum in place and hire well-qualified teachers to teach these classes,” Medina said.\u003c/p>\n\u003cp>Several of California’s largest districts \u003ca href=\"https://www.kqed.org/news/11870309/as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve\">already have begun offering ethnic studies courses\u003c/a>, with some making them a graduation requirement. Among the trailblazers is the Fresno Unified School District, which this year began requiring its students to complete a 10-credit, two-semester ethnic studies course. Meanwhile, Los Angeles Unified plans to fully implement ethnic studies as a graduation requirement by 2023-24.\u003c/p>\n\u003cp>In San Francisco, where high schools have offered ethnic studies as an elective since 2015, students will be required to take two semesters of ethnic studies courses to graduate, starting in 2028.\u003c/p>\n\u003cp>Ethnic studies also was made a requirement this year for the state's community college students seeking an associate's degree.\u003c/p>\n\u003cp>Other states have taken different approaches. Oregon is developing ethnic studies standards for its social studies curriculum and, beginning this year, requires the subject in K-12 curriculum. Last year, Connecticut approved a law requiring all high schools to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>Several GOP-led states have taken the opposite tack, banning the teaching of so-called \u003ca href=\"https://apnews.com/article/what-is-critical-race-theory-08f5d0a0489c7d6eab7d9a238365d2c1\">critical race theory\u003c/a> in K-12 schools or limiting how teachers can discuss racism and sexism in the classroom.\u003c/p>\n\u003cp>Educators say it is fitting that California has taken a lead in ethnic studies legislation, and that it's long overdue. More than three-quarters of California’s 6 million public school students are not white.\u003c/p>\n\u003cp>“At a time when some states are retreating from an accurate discussion of our history, I am proud that California continues to lead in its teaching of ethnic studies,” Secretary of State Shirley Weber, a former academic who created an ethnic studies program at San Diego State University in the 1970s, said in a statement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting from Jocelyn Gecker of The Associated Press.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11891396/new-california-law-will-require-ethnic-studies-class-for-high-schoolers","authors":["11200"],"categories":["news_8","news_13"],"tags":["news_19113","news_20013","news_19203","news_27626","news_25015","news_4922","news_1852"],"featImg":"news_11873453","label":"news"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.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://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.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. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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