File photo: LAUSD Superintendent Ramon Cortines faces a suit brought by a school district employee, who has sued him twice before.; Credit: David McNew/Getty Images

A Los Angeles Unified School District employee filed suit Wednesday accusing Superintendent Ramon Cortines of sexual harassment and retaliation, and alleging officials failed to intervene when told of the situation.

The lawsuit is the third one filed by Scot Graham, LAUSD's real estate director, who has made similar charges in previous complaints. The suit was filed in Los Angeles County Superior Court.

LAUSD General Counsel David Holmquist issued a statement Tuesday saying the courts have previously ruled on the case and the district is not aware of any new charges. "This is simply a frivolous refiling of the same allegations," he stated.

The latest suit alleges Cortines made sexual advances to Graham in 2000 soon after Cortines helped Graham get a job with the school district’s real estate leasing operations. Cortines left the school district that same year and Graham didn’t report what allegedly happened, according to the suit.

Graham claims that Cortines made additional sexual advances in 2010, the year the school board hired Cortines a second time to run the school district. The sexual advances were made at Cortines’ second home in Kern County, the suit alleges.

“Cortines’ advance shocked and disturbed Graham, who feared that declining Cortines’ request for sex would lead to unwarranted retaliatory consequences,” according to the lawsuit.

Graham said he notified his boss John Creer, and his boss’ boss James Sohn, but the school district conducted no investigation. Then in an October 2010 meeting, the suit claims General Counsel Holmquist “discouraged Graham from pursuing his claims, and suggested, in an intimidating and patronizing manner, that the incidents at the Ranch and Cortines’ unsolicited phone call were better left unreported.”

In May 2012, the district announced that it would pay $200,000 to Graham to settle his sexual harassment claims against Cortines, who by then had left the post. In the announcement, the district said Cortines denied sexually harassing Graham, but acknowledged they had a consensual relationship.

Graham later declined to sign off on the settlement. He filed one lawsuit in 2013 that was dismissed on a legal technicality and then a second one that was withdrawn in May 2014.

Five months later, the LAUSD school board rehired Cortines as an interim superintendent after the resignation of his predecessor, John Deasy. Cortines is expected to serve until a permanent replacement is chosen by the board later this year.

“What makes this different and new is the school board has rehired Ramon Cortines despite documented history of sexual harassment and sexual assault against Scot Graham,” said Rob Hennig, Graham’s lawyer.

By failing to investigate whether there was any merit to Graham’s allegations, the lawsuit argues, the school district failed in its duty to protect an employee from potential sexual harassment.

“Cortines shouldn’t have been rehired by the school board,” Hennig said.

In his statement, Holmquist said the district intends to "seek reimbursement for the taxpayers' dollars that are having to be expended in attorney's fees and costs" in dealing with Graham's allegations. The district said it spent about $240,000 defending itself against Graham's first two lawsuits.

Graham said in an interview Tuesday that he has been on leave since late last year because he’s developed a type of seizure disorder that prevents him from driving long distances.

He said he filed the latest lawsuit after the school board rehired Cortines and he was running into him in the workplace. Graham also said he felt his allegations were swept under the rug.

“No one came to talk to me…it was like being in a fraternity house,” he said.

The suit does not say how much in damages Graham is seeking, but it asks among other items for back pay, future pay, benefits, and compensation for medical treatment. It also seeks an investigation into Graham's accusations against the superintendent.

This content is from Southern California Public Radio. View the original story at SCPR.org.

La Librería co-founders, Chiara Arroyo (left) and Celene Navarrete (right) at the opening of their brick and mortar store on West Washington Blvd in Mid-City, Feb 21, 2015. The store sells children literature in Spanish. ; Credit: Deepa Fernandes / KPCC

A new Mid-City store specializing in Spanish-language books for children may help chip away at a problem facing public schools expanding their dual-language programs and parents working to raise bilingual children: a lack of books beyond translations of "Curious George."

La Librería, the first children’s Spanish-language literature store in Los Angeles, opened Feb. 21 at a location on West Washington Boulevard. The brick-and-mortar is the dream of two moms who started out selling their volumes at book fairs.

When they first started out, co-founders Celene Navarrete and Chiara Arroyo couldn’t believe the lack locally of good, Spanish-language literature for children.

"Especially in Los Angeles, it was shocking to see the books that I read in Mexico, in my hometown, many of them were not available here," said Navarrete.

So Navarrete and Arroyo began traveling to Mexico, Guatemala, Colombia, and Spain to find authentic, Spanish-language children's books.

"We found the classics, we found the books that we read when we were little," she said.

Although 64 percent of Los Angeles' children are Latino, locating children's works in Spanish beyond translations of popular books in English isn't easy.

This matters to educators who say young children need to read and hear language-rich stories to expand their vocabulary and engage with characters in settings they recognize.

“I’ve been a bilingual educator since the '80s, and as an educator you’re always striving to look for authentic literature,” said Norma Silva, principal of the UCLA Lab School, a dual-language pre-kindergarten and elementary school attached to the university's Graduate School of Education.

By authentic literature, Silva means books originally written in Spanish, using the “luscious language” of rich descriptions and vivid characters. These writings often come from Spanish-speaking countries.

Books translated from English to Spanish aren't enough, Silva said. Besides rich language, Silva looks for books from different countries — "because it’s important that we’re able to delve deeply in understanding differences,” she said. Silva believes books need to reflect the diversity among the children and their families.

Since books from Mexico use different language and tell different tales than books from Guatemala, Colombia or Spain, Silva wants the children at her school to experience them all.

So that’s what adults want.  

According to Scholastic, one of the largest sellers in the U.S. of children's books in Spanish, kids have strong opinions about what they want to read. In a just completed survey, Scholastic found 91 percent of kids aged 6 to 17 said their favorite books were ones they picked themselves.

And kids age 6 to 8 are more likely to want characters that look like them than older kids.

The majority of the Spanish-language books in the March Scholastic catalog are translations of popular English language books, with a few books written in Spanish. The March catalog includes "Clifford the Dog" and stories about Sophia, the Disney princess, in Español.

"Kids who are Latino, they don’t just want to read books that are Latino or by Latino authors or with Latino characters — they want to be exposed to the diverse literature that is out there," said Mariel Lopez, who directs Scholastic's Spanish section.

Lopez adds that teachers in dual language immersion schools request Spanish language books which are translated from English so they can use the same book in both languages.

Luis Orozco, who has represented authors of books for Latino children for years, said changes in the publishing industry haven't helped writers of original Spanish-language works.

"As a result of the advent of technology, a lot of our [U.S.] publishers were forced to consolidate. So a book about a popular character that did well in English was easy to translate," he said.

But Orozco believes there is a major market among people who are eager for their kids to succeed and want more book choices for their children.

“They come to this country because they have better opportunities here," he said. "And the fact of the matter is that the traditional channels of distribution don’t have sales people that speak their language, that can speak to the authenticity of that product.”

At a recent presentation to parents, Orozco talked about the story, “Del Norte al Sur,” written by one of his authors, Rene Colato Lainez. It tackles the issue of family separation due to deportation.

After his talk, he said he sold out of every book.

Navarrete and Arroyo have scoured the Internet and traveled to Spanish-speaking countries to find authentic literature to sell. They found them, to their delight.

“There is this explosion of small independent [children’s] publishers in Spain, in Latin American countries,” Navarrete said. The two carefully selected books that would resonate with kids growing up in Los Angeles, and brought them back to stock their shelves.

At their store's grand opening on Feb. 21, parents and kids flooded in, devouring the books. One mother, bouncing her 10-month-old in a baby carrier, asked if the store had books from Guatemala.

To her surprise, the answer was "yes."

Arroyo and Navarrete hope eventually they can find a way for children to borrow their books for free, like a library. They said their goal is to break down barriers so that any child can read a book that speaks to them.

4 tips for finding and reading Spanish-language literature

1. Look for small or independent publishers that promote Latino authors and illustrators. Here are a few to start with:

• Lee & Low books
• Cinco Puntos Press
• Academia Cultural

2. Rich language matters. Browse for language in books that is rich and expressive. Children are never too young to be exposed to words heavy in imagery, that have double-meanings, or are alliterative. Through vivid descriptions, children can learn words to explain their own feelings and experiences.

3. Engage your children with the language as much as you engage them with the story. Explain the complex words and talk about context and meaning. Rich language can also help early readers with social emotional development, said Norma Silva of UCLA’s Lab School.

4. Besides books in hard copy, look for audio books. There is a long tradition of oral storytelling in many Latin American countries. Stories are told and passed on through generations, and today some Latino writers are also performers. Author Jose-Luis Orozco produces music, rhythms and basic literacy in addition to his stories.

This content is from Southern California Public Radio. View the original story at SCPR.org.

In this file photo, students warm up in a mariachi class at Hamilton High School.; Credit: Susanica Tam for KPCC

Los Angeles Unified's arts education leaders took steps to renew long-dormant community partnerships with arts organizations Wednesday, part of an effort to revitalize arts education in the nation’s second largest school district. 

At the Los Angeles Cathedral in downtown L.A., the district's new arts ed director, Rory Pullens, held his first meeting with community arts organizations. More than 100 people representing several dozen groups attended the event.

Pullens outlined the district's arts plans and how community partners can help boost the arts for students.

“Guess what," Pullens said, getting a round of applause with cheers of support from some of the attendees. "We're back." 

RELATED: LAUSD decision ushers in new source of funding for arts education

Pullens lauded the district's recent announcement clearing the way for arts funding for low-income students, and pointed to new allocations this year that helped some of the district's schools purchase items like art supplies.

He also said the district is working on a school survey to create an arts equity index that will change the way the district allocates arts funds. The index would measure how well schools are providing arts instruction and arts access to students. Originally planned for release last year, the index is now expected next month.

But Pullens also painted a grim picture of the district’s current arts offerings. He said about a third of the district's middle schools currently offer little or no exposure to the arts. Some of the district’s students can go through both elementary and middle school without taking a single arts class, he said. Because of gaps in arts instruction, students who start learning an instrument in elementary school, for example, might not have classes to continue music study in their middle or high schools.

Pullens further talked about widespread budget problems, but took district leaders to task for failing to restore arts funding to the budget as the recession eased.

He said the arts education branch is still facing a deficit. Superintendent Ramon Cortines told reporters recently that the district as a whole is looking at a $160 million shortfall heading into the 2015-2016 school  year.

Despite the mixed funding news, for many in attendance, the meeting marked a positive shift in the district's arts strategy. Some groups currently serve as partners with the district, but the gathering was the first major effort in several years to reach out to organizations with the aim of restoring arts in the schools.

Jay McAdams, the executive director of 24th Street Theatre, said he remembered a few years back when the district emailed a cease-and-desist letter calling for an end to all arts partnership programs. He saw Wednesday's meeting as a major turnaround. 

"This is just a real breath of fresh air. There’s hope, there’s hope for first time in a long time for arts," he said. 

This content is from Southern California Public Radio. View the original story at SCPR.org.

The studio arts program at California Lutheran University in Thousand Oaks, Calif., includes courses in painting. ; Credit: Photo courtesy of Cal Lutheran/Brian Stethem

California Lutheran University in Thousand Oaks has taken the first steps toward building a new, art center with a commitment of at least $8 million in contributions and matching funds.

Over the weekend, the university's board of regents voted to spend $300,0o0 on design and planning for the new project. The complex will include offices and art studios in about 25,000 to 30,000 square feet of space.

RELATED: Top 10 arts education stories for 2014

The center will be the new home for the school's art department, which is currently spread out across the campus. 

"The facilities that they're in now are really not optimal," said Karin Grennan, the media relations manager for the university. 

The school offers instruction in studio arts, design and commercial art, digital art and art history. 

Grennan said the new project will add to the university's recent art initiatives: in 2012, the faculty members launched an art conference that's attracted international interest. Two conferences have been held so far and the next one will take place in November. The university is also raising funds to build a new performing art center on campus. 

Art collector and real estate developer William Rolland pledged up to $4 million toward the art center project, an amount the university will match. 

Rolland has previously donated money to the university, including contributions for the football stadium and art gallery. Rolland spent several decades as a real estate developer in Ventura County, and once lived in Thousand Oaks. 

This content is from Southern California Public Radio. View the original story at SCPR.org.

Los Angeles Unified school board candidates, from left, Andrew Thomas, Ref Rodriguez and Bennett Kayser take a group photo after a debate at Eagle Rock High School on Feb. 5, 2015. ; Credit: Cheryl A. Guerrero for KPCC

Los Angeles Unified school board candidate Ref Rodriguez collected $21,000 in campaign donations from employees of his charter school network, Partnerships to Uplift Communities, in his bid to unseat incumbent Bennett Kayser in East Los Angeles’ District 5.

Most striking, a handful of his workers – a janitor, maintenance worker, tutor — are donating at or near the contribution limit, $1,100.

The contributions are a measure of supporters' high hopes to unseat Kayser in favor of Rodriguez, a candidate friendly to charter schools.

Rodriguez, an charter school administrator at Partnerships to Uplift Communities, received most of his financial support from the California Charter School Association Advocates, which received donations from such wealthy donors as former New York Mayor Michael Bloomberg and philanthropist Eli Broad.

Kayser, a former teacher elected as a board member in 2011, collected his largest donations from labor unions, particularly the United Teachers Los Angeles. 

Most of the money working toward Kayser and Rodriguez's reelection are not funneled into their individual campaigns, but to independent expenditure committees which are not subject to the $1,100 contribution limit.

In her first foray into political giving, Luz Maria Lopez, an office worker, donated $1,000 donation to the Rodriguez campaign, twice the amount of Partnerships to Uplift Communities' CEO, Jacqueline Elliot.

“I really believe in Ref. My kids go to PUC schools,” said Lopez, who has been employed by PUC since it opened 15 years ago.  

The employee contributions weren't coerced and will not be reimbursed, Rodriguez said. Many of them can be traced back to a holiday break fundraiser at Rodriguez’s sister’s home in La Puente.

“I know for many of them this is a tremendous sacrifice,” he said. “It’s just been sort of an outpouring of folks belief in me and what we are trying to do for the city.”

Charter school groups major funders

Direct campaign donations from individual contributors, such as Rodriguez’ employees, make up 18 percent of the money spent in the LAUSD’s District 5 school board race. 

The biggest donor is charter school advocacy groups, such as the California Charter School Association Advocates.

Donations have also come from self-described education reform groups that support charter school expansion and firing teachers deemed ineffective, among other issues.

All told, the advocacy groups contributed more than $700,000 to activities in support of Rodriguez and working against Kayser.

On the other side, UTLA funneled $330,000 of members’ contributions to activities supporting Kayser and working against Rodriguez.

While UTLA has turned up its political spending in the board race to stay competitive, it is routinely outspent, said Oraiu Amoni, the union’s political director.

“We never are going to be able to match [reformers] dollar for dollar,” Amoni said. “So our biggest thing is making sure our members are educated, are engaged, are aware — and vote.”

So far, campaigns and committees have spent more than $2 million on the 13 Los Angeles Unified school board candidates, according to filings with the L.A. City Ethics Commission. The contributions have paid for mailing of glossy ads, phone banks, billboards, robocalls and commercials on Spanish-language radio. 

Total contributions are expected to increase in the few days remaining before the primary and swell again in any May runoff. 

Even in major races, aggressive campaigns fueled by growing contributions from special interest groups make it difficult for candidates not affiliated with interest groups to stay competitive.

Limitless independent expenditures are "playing a major role in smaller and local elections,” said Ryan Brinkerhoff, campaign manager for Andrew Thomas, the unaffiliated candidate in the District 5 race.

Thomas, a professor at Walden University, donated $51,000 to his campaign, making him his own biggest contributor. He’s also attracted sizable local support: about 70 percent of his campaign donations come from residents who live in District 5.

Thomas has received no contributions from political action committees or advocacy groups.

Can he win?

“I think so, but it’s getting harder and harder,” Brinkerhoff said. “The results of this election are going to be very telling.”

Outside contributors, local concerns

When public schools were created in the United States, local communities were given control over their governance. Outside money “undermines the relationship between community members and their local public institutions,” according to John Rogers, an education professor at UCLA. 

“It undermines their sense that they own those institutions, and those institutions are theirs to be shaped,” he said.

Without the funds from Broad, Bloomberg and other large donors, Rodriguez’s employees’ contributions would have made up more than 30 percent of his campaign support. Instead, it’s 4 percent.

Kayser has also received support from outside the district, including donations from the American Federation of Teachers and the California Teachers Association.

"The voters have an interest in open and transparent elections in which outside dollars don't have too large an influence," Rogers said. 

To read more about the school board election and City Council races, visit the KPCC 2015 voter guide.

Clarification: This article has been updated to make clear that the California Charter Schools Association does not support or advocate for teacher firing policies. Support for incumbent Kayser from outside the district has also been noted.

This content is from Southern California Public Radio. View the original story at SCPR.org.

A Washington, D.C., think tank issued a report that says California Virtual Acadmies, a major online school network, has had more dropouts than graduates in most years.; Credit: Jeff J Mitchell/Getty Images

A report released Thursday by a labor group-affiliated Washington think tank is questioning the education provided by an online public school program that says it is in a union fight.

The report by In the Public Interest, a group funded by unions, says the thousands of students enrolled in the California Virtual Academies online public school known as CAVA are receiving a  substandard education by most measures.

"So in every year since CAVA began graduating students, with the exception of 2013, it has produced more dropouts than graduates,” said Shahrzad Habibi, who authored the report.

She said state test score data show that 71 percent of California public schools performed better than the virtual academies.

The report calls on California officials to investigate the online schools’ administration and finances.

California Virtual Academies enrolls about 14,000 kindergarten to 12th grade students through 11 sites, including those in Los Angeles, San Diego, and Fresno. It is run by a national for-profit company called K12 Inc.

In a written statement, California Virtual Academies did not dispute the reported low student performance numbers, but denied other allegations in the study, which it called “inaccurate and deeply flawed.”

“The report relies primarily on misinformation from the California Teachers Association — the union currently engaged in a coordinated and well-funded distortion campaign to unionize the eleven independent California Virtual Academies charter schools.”

In the Public Interest, which supports the work of labor unions, partnered with the American Federation of Teachers last year on a website to track for-profit charter school companies.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: /Janice Chang for NPR

The high school senior sitting across from Franciene Sabens was in tears over the abrupt amputation of her social life and turmoil at home. Because of the coronavirus, there will be no prom, no traditional send-off or ceremony for the graduates of Carbondale Community High School in Carbondale, Ill. And Sabens, one of the school's counselors, could not give the girl the one thing Sabens' gut told her the teen needed most.

"I want to hug them all, but I really wanted to hug that one," Sabens remembers.

Instead of a desk between counselor and student, there were miles of Internet cable and a computer screen. No hug. No private office. This is Sabens' new normal.

"Zoom is just not gonna ever bridge that gap," she says. "That one was pretty rough."

The job of the school counselor has evolved over the years, from academic guide to something deeper: the adult in a school tasked with fostering students' social and emotional growth, a mental health first responder and a confidant for kids, especially teens, who often need a closed door and a sympathetic ear. But the closure of nearly all U.S. schools has forced counselors like Sabens to reimagine how they can do their jobs. And the stakes have never been higher.

Why students need counselors now more than ever

Between closed schools, social isolation, food scarcity and parental unemployment, the coronavirus pandemic has so destabilized kids' support systems that the result, counselors say, is genuinely traumatic.

Sarah Kirk, an elementary school counselor in Tulsa, Okla., is especially worried about her students who were already at-risk, whose families "really struggle day to day in their homes with how they're going to pay the next bill and how they're going to get food on the table. Being home for this extended period of time is definitely a trauma for them."

For so many children, Kirk says, "school is their safe place. They look forward to coming. They don't want to leave when the day is over. And to take that away from them, I do worry about the traumatic experience that will cause for many of our students."

Counselors say part of the trauma comes from students being isolated from each other.

"In a middle school, that social piece is so important," says Laura Ross, a middle school counselor in Lawrenceville, Ga. Yes, they do a lot of connecting via social media, and that's still happening, "but that face-to-face and being with their friends... they're missing that."

Students are also experiencing a kind of grief "over what they've lost," Sabens says, especially seniors. "Losing out on the end of their senior years — something that they've dreamed about their whole life... has really been overwhelming for them. So there have been a lot of tears. There have been a lot of questions... 'What did we ever do to deserve this?'"

Unfortunately, there are no easy answers. Instead, Sabens says, she tries to let students know "that it's OK to not be OK. I mean, most of the world is not OK right now... It's OK to grieve about what you're losing because it is tragic."

Brian Coleman, a high school counselor in Chicago, says trauma is nothing new to many of his students, but he hopes awareness of the potentially traumatic effects of school closures means "trauma-informed care is going to really, really explode in ideally healthy, meaningful ways."

That means school leaders should right now be planning for the future, asking how they can best support students when they come back to school, Ross says, "making sure that we're prepared to deal with some of those feelings that are going to increase — of anxiousness, of grief, of that disconnect that they had for so long."

Broken connections

Not only are many students grieving and struggling with new trauma, it's also harder now for school counselors to help them. That's because counselors have lost one of the most powerful tools they had before schools closed: access. Before, counselors could speak to entire classrooms about bullying and how to manage their feelings, plus they enjoyed office space where students could drop in for a quick visit or schedule a tough conversation.

"I think about my eighth graders," says Laura Ross in Lawrenceville. "My office is in their hallway. I mean, they just stop by to say hello. They stop by when they're upset, just to come in and talk and, you know, figure out their feelings."

But all of that has changed. Today, a face-to-face video meeting is the closest a counselor can get to the old ideal. Before that can happen, though, Sabens says she has to find her students.

"Email, email, email, email — lots of emails," she says, calling it her "primary mode of communication with the students."

Connecting is even more complicated for elementary school counselors whose students generally don't have cell phones or email addresses. In Tulsa, Sarah Kirk says this inability to speak directly with children is "exactly what keeps me up at night."

So far, Kirk has mostly been in contact with parents and caregivers. "That's whose [phone] number I have... But it's really up to the parent if they want to hand the phone over [to the student]." She worries that, if a child is not OK at home and needs help, she won't know.

Kirk's focus on these calls has also shifted away from academics toward "the basic needs of our kids... making sure they have enough food. We're making sure they're safe."

Evelyn Ramirez, a first-year middle school counselor in rural Redwood Valley, Calif., agrees: "Our main priority right now is just to check the welfare of each student."

Ramirez, a first-generation Mexican-American, says online learning can put additional strain on immigrant and low-income families. "I feel for the students whose parents don't know English or don't really know how to help their students."

"It's no longer private"

NPR spoke with counselors across the country, from California to Georgia, Oklahoma to Ohio, and nearly all said they worry about even the best-case scenario — when they're able to connect with a student face-to-face using video chat technology. Their fear: privacy.

At school, "we have some sort of office space... where students can feel like they're having a private conversation with counselors," says Coleman in Chicago. "Now we're asking them to be vulnerable in some capacity at home. And for so many students, home is a space where they're triggered or they don't feel comfortable sharing ... because it's no longer private."

Yes, the student's bedroom door may be closed, says Ramirez in Redwood Valley, but "at any given point, someone can walk in or, you know, mom's down in the living room. She can probably hear [our] conversation." And that might keep students from really opening up about things like basic stress or even abuse.

The same holds true for many elementary school counselors.

"We do small group counseling for kids [who] are adjusting to a variety of changes, and there's an element of confidentiality that's built into that group," says Marie Weller, an elementary school counselor in Delaware, Ohio. "So I can't do a group online. I can't use Canvas or Zoom or Google Hangouts for a group because I can't get the confidentiality. So [I'm] trying to figure out, how can I check in?"

Getting creative

In Lawrenceville, Laura Ross admits: These have been trying times. But there's also a surprising upside, she says. The distance from students has forced her to get creative about how she uses technology to build a bridge back to them.

Before the outbreak, Ross helped create an after-school club for students who identify as LGBTQ+. When school closed, Ross set up a Google Classroom and asked if the club's members wanted to continue to meet virtually. "They definitely did. And the reactions were just a relief that they were still going to have the support of that club... the place that they could truly be themselves."

Ross says they even meet at the same time each week, just on Zoom.

On her last day in the office, before Ohio closed its schools, Marie Weller remembers starting to leave — then hesitating beside the childlike puppets she sometimes uses in her classroom counseling presentations. "Huh," she thought. "Maybe I'll be able to use these."

Weller and her fellow elementary school counselors say one important part of their job is making sure all students have the social-emotional skills and coping strategies they'll need to navigate a complex world. How can they do that now, from home?

Weller improvised.

She set up a smartphone camera in her house, surrounded by those puppets — a kind of surrogate classroom audience — and set about recording mini counseling lessons from her kitchen. Instead of the chime she normally uses to begin a lesson, she rings a mixing bowl with a red spatula. To teach kids about how and why they should filter what they say, leaving hurtful thoughts unspoken, she opens the coffee maker to show them how a real, paper filter works.

Weller does her own editing and even got permission from folk music favorites The Irish Rovers to use their song "What's Cooking In The Kitchen" as her opening theme. The resulting videos are brief, rich and charming, with lines like, "Your brain's amygdala acts like a guard dog."

And in Tulsa, Sarah Kirk is doing something similar, posting videos where she's sitting on the floor of her house, surrounded by colorful pennants and stuffed animals. Her dog, Crew, a cuddly 80-pound sheepadoodle (nearly as big as Kirk), even makes a camera-blocking cameo.

In her first episode, Kirk read a story meant to reassure children she can no longer hug. It's about how we all have an invisible string that connects us, even when we're far apart.

This content is from Southern California Public Radio. View the original story at SCPR.org.

On Monday, California State University, Fullerton announced it was planning to begin the fall 2020 semester online, making it one of the first colleges to disclose contingency plans for prolonged coronavirus disruptions.

"Our plan is to enter [the fall] virtually," said Pamella Oliver, the schools provost, at a virtual town hall. "Of course that could change depending on the situation, depending on what happens with COVID-19. But at this point that's what we're thinking."

The public institution in Southern California also said it hopes to resume in-person learning when it's safe to do so.

Oliver asked faculty to start planning for fall virtual classes now, citing the pain felt this spring when the university was forced to transition to online classes. "Having to jump quickly, without having in-depth plans," she said, "added to the difficulty."

Colleges and universities moved spring classes online, and many also closed campuses in response to the coronavirus pandemic. Schools are now grappling with how long the disruptions will last, and what the fall semester will look like, but many have been hesitant to announce their fall plans publicly.

College enrollment was already on a downward trend before the pandemic, making it a competitive field for college recruiters — every student they sign up counts. The big question is: Will students still enroll if college is all online? And will colleges that were already in dire financial straits survive the outbreak?

This content is from Southern California Public Radio. View the original story at SCPR.org.

Eight-year-old Mariana Aceves is doing her math homework — subtraction by counting backwards — while sitting on the bed she shares with her mom, Lorena Aceves.

They're sitting on the bed because they have nowhere else to go: they live in an 8-foot-by-12-foot room called a tiny house. It's part of Seattle's transitional housing where people experiencing homelessness can live until they find a job and a place of their own.

There's room for the bed they share, a TV shelf, "and a little tiny plastic dresser, and then all of our clothing and our food goes underneath our bed," Lorena Aceves says.

Tens of millions of kids are taking classes online at home right now because of the coronavirus pandemic. That's hard enough for most families. But, if you're homeless and have no computer, sketchy wifi, and no quiet place to study, it's even more difficult. That's the case for the one and a half million school kids currently experiencing homelessness across the U.S.

When Seattle's schools closed in March, Aceves had to quit her new job, because she couldn't find childcare. She and her daughter have been holed up in their tiny house ever since.

"It's the boredom," Aceves says, "and me trying to reach out and find resources — work, a car, things like that — while also making sure that she's entertained."

Aceves and her daughter have a tiny amount of private space. Other homeless families have no privacy at all.

Sixteen-year-old Capelle Belij is living with his parents at a shelter, part of a network of family shelters in the Seattle area run by the nonprofit Mary's Place.

The Belijes share a room with two other families, divided only by curtains.

"My friends, like, come up to my bed space and ask if I want to play or something," Belij says. "If we had our own place, I could learn better."

Three-quarters of children and youth considered homeless live doubled-up with another family. That's the situation for the family of 17-year-old Michelle Aguilar. She's part of KUOW's youth reporting program, called RadioActive.

"I can't really find a specific space where it's like quiet and calm and I can actually have wifi," Aguilar says.

Since Aguilar's shared bedroom doesn't have wifi, she ends up in the living room or kitchen with the rest of her family.

"And they just, like, continue their chaotic life of yelling and screaming and, like, playing music and listening to the TV and cooking," she says.

"Whenever I'm, like, in the environment of it being really loud," Aguilar says, "I tend to, like, read over and over and over and over the assignment."

"We're definitely very concerned with there being an achievement gap during this time," says Tisha Tallman, the executive director of the National Center for the Education of Homeless Children and Youth. "The longer this goes, the more likely our children are to fall behind."

And, Tallman adds, schools provide much more than an education: many homeless kids get two meals per day there, and they rely on it as a safe and stable place to be.

Back in her tiny house, Lorena Aceves is trying to keep her daughter's education on track with a strict schedule of math, reading, and typing.

"Even though this is frustrating," Aceves says, "we are having this time together and that's something typically that we don't have."

Aceves says it's good to feel close to her daughter during a time that she has to stay far away from nearly everyone else.

This content is from Southern California Public Radio. View the original story at SCPR.org.

A man walks past Low Library on the Columbia University campus in New York City on March 9.; Credit: Mark Lennihan/AP

On Thursday, Columbia University and Pace University joined a growing number of colleges — including University of Miami, Drexel University and the University of Arizona — facing legal complaints aimed at their response to the coronavirus pandemic.

Thursday's suits were filed in federal court on behalf of Xaviera Marbury, a student at Pace, and an unnamed student at Columbia. Both complaints say students are owed reimbursement as well as damages for services that are no longer available now that campuses are closed. In both cases, those services include:

I. Face-to-face interaction with professors, mentors, and peers;
ii. Access to facilities such as computer labs, study rooms, laboratories, libraries, etc.;
iii. Student governance and student unions;
iv. Extra-curricular activities, groups, intramurals, etc.;
v. Student art, cultures, and other activities;
vi. Social development and independence;
vii. Hands-on learning and experimentation; and
viii. Networking and mentorship opportunities.

Marbury's complaint says her dorm rent costs $9,380 for the semester; she lost access to her dorm for approximately half the semester, the complaint says, but Pace is only offering to reimburse $2,000. Similarly, the Columbia complaint says that the student was refunded just 11% of their mandatory fees for the semester. The complaints also claim that though classes continue, their degree will eventually be worth less on the job market.

Marie Boster, a spokeswoman for Pace University, pointed out that the college is still offering services like tutoring and counseling along with classes remotely. "The faculty, staff and leaders of Pace continue to work tirelessly to support our students during this challenging time," she says. Columbia University had no comment on the suit.

The complaints, filed by a personal injury law firm in South Carolina, seek class action status on behalf of Columbia and Pace students. That same firm, Anastopoulo Law Firm, is also behind the suits against the University of Miami and Drexel.

"Universities are not delivering those services that students and their families have paid for," Anastopoulo attorney Roy T. Willey IV tells NPR. "It's not fair for the universities with multi-million dollar endowments to keep all of the money that students and their families have paid."

If the suits gain traction, the resulting damages would be a further blow to colleges already reeling from the financial impacts of the coronavirus. As NPR's Elissa Nadworny has reported, college endowments have taken a hit, some schools have begun to announce hiring freezes and others are looking at merging or closing their doors.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: /Dani Pendergast for NPR

Friday, March 13, was the last time Alexandra Sullivan saw her fellow yearbook staffers in person.

"We were trying to get as many pictures of people as possible 'cause we knew we wouldn't be able to take any more," Sullivan, 18, says.

Like most U.S. public school students, Sullivan is learning from home now. And much like her lessons, her work on the yearbook continues.

Sullivan is the yearbook profiles editor at Marjory Stoneman Douglas High School in Parkland, Fla. She's one of 10 seniors who were also on staff two years ago, when a gunman opened fire at their school. Back then, she and her classmates had to adapt to an unimaginable tragedy. Now, they have to adapt again – this time, to the pandemic.

"This book has to get done and we'll do whatever we have to do to finish it," she says, "which is exactly how we approached the '18 book."

Senior Caitlynn Tibbetts, the yearbook's co-editor-in-chief, was also on staff when the shooting happened. She says there's a collective grief among seniors over what their class — which has already lost so much — is losing now. They won't be able to dance together at prom, or walk across the stage at graduation.

"This class especially has gotten screwed over so much through the past four years," Tibbetts, 18, says. "The last two months were supposed to be the best, and they were supposed to make up for everything that we've been through. And it's really hard on us to kind of just watch it all disappear."

Amid all the uncertainty, she says, one thing is clear: The yearbook must get done, and it must get to students.

High school yearbooks are like time capsules. They record theater productions, which teams went to state finals, who was voted most likely to succeed.

And when a news event makes history – leaving a mark on students and society – it's the yearbook's job to document it. At Stoneman Douglas, that's meant changing plans just weeks before the yearbook is due.

Yearbook advisor Sarah Lerner says, "Having done one under unthinkable circumstances before, I hate to say that we're kind of, you know, used to it, but, for the seniors on staff, we are."

Two years ago, after the shooting, the yearbook staff pivoted to include remembrances of the victims. Tibbetts and Sullivan stepped up to help write them, and anything else that was needed at the last minute, while other yearbook staffers took time to attend funerals.

This year, they're making room for two new spreads about the pandemic.

"One of them is more of a factual-based one, how it's affected our community, including businesses," Tibbetts explains. "The other spread is focused on the effect it's had on us personally, both with online schooling and especially with seniors."

Logistically, putting the yearbook together and writing the new sections has been a challenge. Unlike 2018, they can't be in the same room with each other to finish the design.

"We have to social distance and our parents wouldn't let us go out," Tibbetts says.

They mainly rely on a group chat with everyone on the staff. "It can get hectic," Tibbetts says, "especially when it's all happening at like 12 a.m."

Lerner and her students missed the original deadline to finish the book, on April 6. But the printer, Walsworth, says the company is being flexible with Stoneman Douglas and other yearbook staffs across the country. Lerner says she's aiming to get the book in by the end of April.

Once the printed copies come back, more than 1,200 books will somehow have to be distributed to students. Lerner has some ideas for how to do that safely.

However, there's one important yearbook tradition they may not be able to save.

"We may not actually get to sign books this year," Lerner says. And that's been hard to accept.

"As a teacher, I really like to get my students to sign my book, you know, and I like to sign theirs and I like to see the kids carrying them around at school."

Lerner says she's sad that might not happen this year. But at least this time, the students of Marjory Stoneman Douglas High School aren't on their own.

"Unlike the 2018 books, this situation is not unique to us," she says. "So there's comfort in knowing that all staffs are going through the same issue. It's not just us."

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: /Jackie Ferrentino for NPR

A lot is at stake for students taking Advanced Placement exams, even in normal times. If you score high enough, you can earn college credit. It's also a big factor in college applications. But for some students, the idea of studying right now feels impossible.

"I'm constantly thinking about making sure my family doesn't get sick and I don't get sick," says Elise, a high school junior outside Boston. (We're not using her full name because she's worried about hurting her college applications.)

Concerns about the coronavirus have put most standardized tests, such as the SAT and ACT, on hold this spring. But AP exams are going forward with a new online format — and that's raising questions about fairness.

Elise, 17, says she spent months preparing for what is typically a three-hour, multiple-choice and essay-based exam; she was blindsided when she learned it will now be an online, 45-minute, open-response test.

"I have no idea what I'm going to get when I open that test," she says.

Elise was hoping the College Board, which administers AP exams, would cancel this year's exams, as it did the spring SATs. But since the tests are being offered, she says she feels she has to take them. She worries it would look bad on her college applications if she opted out.

For other students, just the idea of taking the exam at home is causing anxiety. Kayleen Guzman, 17, from Boston says it's hard to find peace and quiet in her house right now.

"Currently, it's me, my mom, my dog, my sister and my stepdad," she explains. "Sometimes I feel like it's too much chaos."

But Guzman is glad she still has the opportunity to take the AP exams at all this year. She says she worked hard in her two AP classes and she wants the chance to earn college credit.

However, it's still unclear how much credit colleges will give students for this year's exams.

"None of us would say that we are confident that a 3 or 4 or 5 on the AP exam this year means the exact same thing as a 3, 4 and 5 on the exam last year," says Harvard University's Andrew Ho, who studies the reliability of educational tests.

Ho says that because of the new format, this year's AP exams won't be measuring the same thing as previous years' exams. For one, the new tests will cover less material. And changing where kids take it — from a proctored classroom to their laptops at home — is a big deal. But Ho adds, "Just because it's not completely comparable doesn't mean the College Board and colleges, through their own policies, couldn't adjust."

Some colleges are already adjusting. The University of California system has come out explicitly to say it won't change the way it credits AP scores. Other colleges that didn't want to go on the record say they are planning to change their policies, but the details weren't ready to share just yet.

In a statement, College Board spokesperson Jerome White said the organization decided to move forward with AP testing to give motivated students the opportunity to earn college credit. He added that the organization is making "a significant financial investment" to make the exams available online, from cheating prevention software to helping students who may not have an Internet connection or access to a computer.

Still, some educators worry that those efforts won't be enough.

"This situation has created a lot of distraction," says Savannah Lodge-Scharff, an AP Physics teacher for Boston Public Schools. She argues that without in-person classes, many students won't be able to engage with the material in the same way. On top of that, financial stress means many of her students are juggling additional responsibilities, like taking care of siblings.

"I have some of my students who are working 40, 50, 60 hours a week at the grocery store right now in the fear their parents are going to be laid off," she explains.

And then there's the question of geographic equity. This year's exams will be administered at the same time worldwide, meaning students in Hong Kong will be up at midnight to take it.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Students walk outside Detroit's Pershing High School in 2017. A lawsuit claims the state of Michigan failed to provide the city's students with the most fundamental of skills: the ability to read.; Credit: Carlos Osorio/AP

In a landmark decision, a federal appeals court has ruled that children have a constitutional right to literacy, dealing a remarkable victory to students.

The ruling comes in response to a lawsuit brought by students of five Detroit schools, claiming that because of deteriorating buildings, teacher shortages and inadequate textbooks, the state of Michigan failed to provide them with the most fundamental of skills: the ability to read.

For decades, civil rights lawyers have tried to help students and families in underfunded schools by arguing that the U.S. Constitution guarantees children at least a basic education. Federal courts have consistently disagreed. Until now.

The ability to read and write is "essential" for a citizen to participate in American democracy, the 6th Circuit Court of Appeals ruled on Thursday. One cannot effectively vote, answer a jury summons, pay taxes or even read a road sign if illiterate, wrote Judge Eric Clay, and so where "a group of children is relegated to a school system that does not provide even a plausible chance to attain literacy, we hold that the Constitution provides them with a remedy."

"Like a daycare"

The 2016 complaint alleges that Michigan's then-Gov. Rick Snyder and the state's board of education denied Detroit students their fundamental right to literacy. It cites textbooks that were tattered, outdated and in such short supply that teachers could not send work home. The suit also describes school buildings that were in shocking disrepair: broken toilets and water fountains, leaking ceilings, shattered windows.

In warmer months, the complaint says, a lack of air-conditioning caused some students to faint; in winter, students regularly wore hats, coats and scarves to class. Students became accustomed to seeing cockroaches, mice or rats scurrying across the floor.

"You're sitting down in the classroom, and you see rodents in a corner. Or you can hear things crawling in the books," says Jamarria Hall, a plaintiff in the class-action suit, who graduated in 2017. "But the saddest thing of all was really the resources that they had, like, being in a class where there's 34 students, but there's only six textbooks."

Given these conditions, the five K-12 schools named in the complaint also struggled to retain teachers. Many classes were taught by paraprofessionals or inexperienced teachers placed through the Teach For America program. Often, Hall says, when teachers quit suddenly or didn't show up, students would simply be sent to the gym.

"For days on end — weeks on end — if the school didn't have a substitute or couldn't fill that gap, the gym was basically the go-to place. Or they would set students down in the classroom and really put on a movie, like Frozen... like a daycare," Hall remembers.

At one school, the complaint says, a math teacher quit soon after the school year began "due to frustration with large class sizes and lack of support. ... Eventually, the highest performing eighth grade student was asked to take over teaching both seventh and eighth grade math. This student taught both math classes for a month."

The complaint delivers a crushing assessment of these schools' failure to educate students: Proficiency rates "hover near zero in nearly all subject areas," it says.

"Illiteracy is the norm."

Previous legal efforts to argue that families in low-income, underfunded schools deserve better have run headlong into the U.S. Constitution, which makes no mention of the word "education," let alone a right to it.

One of the most famous cases, San Antonio Independent School District v. Rodriguez, made it all the way to the Supreme Court before the justices, in a 5-4 decision, ruled that families in poorer districts have no federal right to the same levels of funding as wealthier districts. They essentially said: The system isn't fair, but the U.S. government has no obligation to make it so.

In fact, the first judge to hear the current, Detroit case came to much the same conclusion.

U.S. District Judge Stephen Murphy dismissed the Michigan suit in 2018, writing that, yes, "literacy — and the opportunity to obtain it — is of incalculable importance," but not necessarily a fundamental right.

The students' lawyers disputed Murphy's reasoning and appealed his ruling, and, on Thursday, two of three judges took their side.

"We're not asking for a Cadillac"

In the past, many of the arguments used to pursue educational equity in the courts have been inherently comparative. Using the 14th Amendment's Equal Protection Clause, lawyers have focused on disparity — how one school or one district's resources compare to another's.

"This [case] is different," says Tacy Flint, a partner at Sidley Austin LLP and a lawyer for the plaintiffs. "It's not comparative. It's not a question of some people being treated worse than others. This fundamental right to a basic minimum education is a right that every child has."

Flint and her co-counsel focused more on a different pillar of the 14th Amendment, the Due Process Clause, saying the Constitution protects essential rights that "you can't imagine our constitutional democracy or our political life functioning without." And, Flint says, "access to literacy clearly fits that description."

Put simply: The plaintiffs' lawyers did not set out to level the playing field for all students. Instead, they attempted to use the appalling conditions of five Detroit schools to establish a floor.

"This case focuses squarely on literacy as the irreducible minimum," says Kristine Bowman, professor of law and education policy at Michigan State University.

And that minimum is pretty minimal.

"We're not asking for a Cadillac, or even a used, low-end Kia. We're asking for something more than the Flintstones' car," says co-counsel Evan Caminker, a former dean of the University of Michigan Law School.

In his dissent to Thursday's decision, Circuit Judge Eric Murphy argued that accepting literacy as a constitutional right would open a Pandora's box for states, and force federal courts to wrestle with questions beyond their purview: "May they compel states to raise their taxes to generate the needed [school] funds? Or order states to give parents vouchers so that they may choose different schools? How old may textbooks be before they become constitutionally outdated? What minimum amount of training must teachers receive? Which HVAC systems must public schools use?"

Murphy wrote that history, and legal precedent, are on his side: "The Supreme Court has refused to treat education as a fundamental right every time a party has asked it to do so."

After all, the judge reasoned, food, housing and medical care are also "critical for human flourishing and for the exercise of constitutional rights," but the Constitution "does not compel states to spend funds on these necessities of life." Why should education be any different?

A spokesperson for Michigan Gov. Gretchen Whitmer says her office is reviewing the court's decision before it decides what to do next. Whitmer's office also said in a statement that "the governor has a strong record on education and has always believed we have a responsibility to teach every child to read."

While the ruling is historic, it comes with several caveats. Basic literacy is a remarkably low standard to set for schools. As such, legal experts say, this ruling won't have an immediate impact on children in underfunded schools.

"We're not talking about the court having to recognize a broad-based, free-floating, generalized right to education," says Michelle Adams, a professor at Cardozo School of Law in New York City. This will not "open the floodgates of litigation. We're talking about a situation where students are being warehoused and required to be in school and yet they literally cannot read."

The case is also relatively young. The court's decision could be reviewed by the full 6th Circuit, appealed to the U.S. Supreme Court, or returned to play out in District Court. Whitmer's office has not yet indicated how the state will respond.

"The fight is not done yet," says Jamarria Hall, who is now living in Tallahassee, Fla., and taking classes at a community college. "We were fighting just to get into the ring. Now we're in the ring. Now the fight really starts."

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: Fanatic Studio/Gary Waters/Science Photo Library/Getty Images

There has been a rise in the number of minors contacting the National Sexual Assault Hotline to report abuse. That's according to RAINN, the Rape, Abuse and Incest National Network, which runs the hotline.

By the end of March, with much of the country under lockdown, there was a 22% increase in monthly calls from people younger than 18, and half of all incoming contacts were from minors. That's a first in RAINN's history, Camille Cooper, the organization's vice president of public policy, tells NPR.

Of those young people who contacted the hotline in March, 67% identified their perpetrator as a family member and 79% said they were currently living with that perpetrator. In 1 out of 5 cases where the minor was living with their abuser, RAINN assisted the minor in immediately contacting police.

"As a result of looking at the information that we had from those sessions, it was clear that the abuse was escalating in both frequency and severity," Cooper says. "So a lot of the kids that were coming to the hotline were feeling pretty vulnerable and traumatized. And it was a direct result of COVID-19, because they were quarantined with their abuser. The abuser was now abusing them on a daily basis."

Lockdown orders are first and foremost public health and safety measures. But statistically speaking, home is not the safest place for every young person. RAINN reports that about 34% of child sexual abusers are family members. Closing schools and canceling youth activities like sports removes children from the watchful eyes of "mandatory reporters" — those trusted adults, like teachers, nurses and child care providers, who are required by law in most states to report suspicions of child abuse or neglect.

However, Cooper says her organization has confirmed with authorities around the country that the child welfare system is still operating during the pandemic. That is, an official report of current and ongoing abuse will still trigger an investigation, and, if necessary, a child will be removed from the home.

"[Child welfare workers] will be coming to the home in person and proceeding with a formal investigation and a child forensic interview and things like that," she says. If the abuse is farther in the past and the child is not quarantined with the accused, Cooper says, the interview may take place over video chat.

In the meantime, RAINN and other child welfare organizations are lobbying to make it easier for children to report abuse. Cooper says, "One of the solutions we came up with that we are now currently working directly with the leadership in Congress on is to get all of the online learning platforms that children are interacting with to have a reporting function on that platform in plain sight for children."

This content is from Southern California Public Radio. View the original story at SCPR.org.

Education Secretary Betsy DeVos says there is 'no reason' to waive main parts of the federal special education law.; Credit: Alex Brandon/AP

U.S. Education Secretary Betsy DeVos will not recommend that Congress waive the main requirements of three federal education laws, including the Individuals with Disabilities Education Act, known as IDEA. The federal law ensures that children with disabilities have a right to a free, appropriate public education whenever and wherever schools are operating.

When Congress passed the coronavirus relief package, known as the CARES act, they included a provision that allowed the Secretary to request waivers to parts of the special education law during the pandemic. The concern was that holding strictly to IDEA and other laws could hinder schools in the urgency to move schooling from the classroom setting to online and home-based approaches.

Th waiver provision, however, made disability advocates nervous. "We're talking about waiving a civil right for our most vulnerable people in our society, children who don't vote, who have no voice, who are relying on their parents to advocate for them," Stephanie Langer, a Florida civil rights attorney who focuses on education and disability, told NPR in March.

But the Education Department came to the conclusions that in general, big changes weren't needed. "While the Department has provided extensive flexibility to help schools transition," Devos said in a statement, "there is no reason for Congress to waive any provision designed to keep students learning."

While the bulk of the IDEA remains unchanged, Devos did issue limited waivers to a few sections of the law, including one that will extend the timeline schools have to offer services. The provision that bans discrimination based on disability status, will go untouched.

"This is truly a celebration," says Kelly Grillo, a special education coordinator in Indiana. "My teams are elated to keep IDEA intact. Waivers would seriously threaten equitable education."

As schools and learning have moved online, one of the biggest challenges has been providing special education. School districts were concerned they might get sued if their digital offerings couldn't meet the needs of their students with disabilities, though the Education Department issued guidance in March telling schools to be flexible, writing in a fact sheet that disability law, "should not prevent any school from offering educational programs through distance instruction."

Educators say that flexibility helped them improve their offerings for students. "This situation made us get creative and actually allowed us to have an all-hands-on-deck approach," says Grillo.

But advocates warn there are still areas to watch, including in New Jersey, where parents have been asked to waive their right to sue before districts are able to provide their children with special education services.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: CSA-Archive/Getty Images

This week, U.S. Education Secretary Betsy DeVos announced that more than $300 million from the first coronavirus rescue package will go to two education grant competitions for K-12 and higher ed.

States will be able to apply for a piece of the $180 million allotted to the "Rethink K-12 Education Models Grant" and $127.5 million allotted to the "Reimagining Workforce Preparation Grant."

The money is 1% of the more than $30 billion set aside for education in the CARES Act. Those billions are intended to help states with the highest coronavirus burden.

States can access the money by creating proposals to fund virtual or work-based learning programs. The grant categories include two of DeVos' pre-existing pet policy ideas: "microgrants" that go directly to home-schooling families, and microcredentials that offer a shorter path to workforce preparation.

On the higher ed side, the secretary has long pushed for workforce-oriented education and shorter paths to a degree. She's been praised for this stance by online and for-profit colleges, while traditional institutions have been less sanguine.

Similarly, the secretary is a longtime advocate of alternatives to public schools, including home schooling. She has praised programs like Florida's Gardiner Scholarship, which provides up to $10,000 to the families of children with special needs to support home schooling. Last fall, DeVos proposed a $5 billion "Education Freedom Scholarship" program, which would have used federal tax credits to support, essentially, a voucher program that families could use both for private schools and home schooling.

While this week's announcement is significant for the policy directions it signals, it's a comparatively small amount of money. Education groups have asked the federal government for $200 billion (with a B) more in funds to maintain basic services.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: /Hanna Barczyk for NPR

What will happen on college campuses in the fall? It's a big question for families, students and the schools themselves.

A lot of what happens depends on factors outside the control of individual schools: Will there be more testing? Contact tracing? Enough physical space for distancing? Will the coronavirus have a second wave? Will any given state allow campuses to reopen?

For all of these questions, it's really too early to know the answers. But one thing is clear: Life, and learning for the nation's 20 million students in higher education, will be different.

"I don't think there's any scenario under which it's business as usual on American college campuses in the fall," says Nicholas Christakis, a sociologist and physician at Yale University.

So why are so many colleges announcing they will be back on campus in the fall?

In many cases, it's because they're still trying to woo students. A survey of college presidents found their most pressing concern right now is summer and fall enrollment. Even elite schools, typically more stable when it comes to enrollment, have reportedly been tapping their waitlists.

In the midst of all this uncertainty, it's worth looking at some of the ideas out there. With the help of Joshua Kim and Edward J. Maloney, professors and authors of the book Learning Innovation and the Future of Higher Education, here are some potential scenarios for reopening colleges and universities:

All virtual

Perhaps the most obvious option for the fall is to continue doing what they've been doing this spring. Colleges have signaled that they're planning for this option — even if it's a last resort. California State University, Fullerton, was one of the first to announce publicly it was planning for a fall semester online.

"Obviously we want to resume in-person teaching as soon as possible, but we also need to make sure that we're safe," says Ellen Treanor, who helps lead strategic communication at the school. Treanor says it made a lot of sense to assume the school would start online. "What would be the easier way to transition? It would be easier to transition beginning virtually and then transitioning in person," she said. "The faculty [needs] to be prepared."

With virtual classes, students can remain at home, although some colleges are exploring bringing them back to campus, where they could use the school's Wi-Fi to take online classes.

Delayed start

A delay in the semester would allow a school to wait it out until it was safer to reopen. One option is to push back a month or two, starting in October or November. Another idea is to push a normal start to January. In that case, the spring semester would become the fall semester, and potentially students could stay on campus through next summer to make up the spring semester. Boston University floated a version of this January start date when it announced a number of plans it was exploring.

One downside to a late start is what students will do in the meantime, especially those who don't have financial stability and rely on campus or the university to be a safe and stable home.

Some online, some face-to-face

This would be a hybrid model, with a combination of virtual and in-person classes. It may be a good choice for campuses that don't have enough classrooms to allow adjusting face-to-face teaching to the requirements of social distancing.

"You might have some of the larger classes being taught online simply because it's harder to imagine a 150- or 350-person classroom," says Maloney, who leads the Center for New Designs in Learning and Scholarship at Georgetown University. "So you might see that class split up into multiple sections." For large, entry-level classes, colleges may have a lecture component online and then meet in smaller groups in person.

"The hybrid model doesn't have to just be about modality," Maloney says. "It can be, but it could also be about fundamentally rethinking what the core structure has been for those large classes."

Of course, shifting larger classes online may not be enough, by itself, to alleviate the health concerns of having students on campus. Early research from Cornell University found that eliminating such classes didn't lessen student interactions with each other.

Shortened blocks

In block scheduling, students take just one course at a time for a shorter duration, typically three or four weeks. Colorado College, a liberal arts school south of Denver, has been using this model for 50 years. The college adopted this style of classes because "it allows [students] to take a deep dive and really focus in unique ways on the single subject," says Alan Townsend, the provost there. In a typical year, the school offers eight blocks.

In addition to its intensity, block scheduling is attractive right now because it allows flexibility. Colleges that use it have the opportunity to change the way classes look every three weeks — since there are multiple start and stop points. (With a semester, you have only a single start and then, often 16 weeks later, an end.)

"It's easier for us to now think creatively for next year," Townsend says. "Different students can make different choices. That's really hard to do with a semester-based system, but the blocks allow us to do that a little bit more flexibly."

The school is also entertaining the idea of sending faculty abroad to teach a block for international students who might not be able to enter the U.S, or adding summer blocks to give students even more opportunities to take classes.

Only some on campus

Some colleges have suggested bringing only freshmen back to campus and having upperclassmen either delay their start, or be online and remote.

The idea centers on research that shows just how important a student's first year of college is as a predictor of graduation. Adapting to campus can be a challenge, so this would allow first-year students to get comfortable and have extra support on campus.

Since upperclassmen are already familiar with how campus and classes work, the theory goes, they can more easily adapt to an online environment. Other versions of this approach would have students who have housing needs come back to campus first, and then, over time, phase in other groups of students.

All these options seek to keep the population density of the campus lower while still maintaining some face-to-face interactions.

On campus, with some changes

Social distancing, improved testing and contact tracing could help colleges reopen their campuses.

"Every school is trying to figure out a way to have students come back and do whatever we can while also protecting public health," says Learning Innovation co-author Joshua Kim, director of online programs and strategy at Dartmouth College.

"At the same time, we know that, however that works, things will be different. It's probably unlikely that we'll be able to cram students together in large, packed lecture halls or put doubles and triples in residence halls or have big events."

To follow social distancing, professors are measuring their classrooms, calculating how many students could fit in the space if they were 6 feet apart. Deans are planning out how students could enter and exit the classrooms safely.

But it's not just the classrooms that pose a challenge. For residential colleges, it's the dorms.

"Whether or not students are actually learning in the classroom, it's incredibly important for them to have an on-campus experience," Maloney says. So schools are thinking about how they can spread their students out, putting them in places where they normally wouldn't go.

Some ideas include housing students in offices that aren't being used, local hotel rooms or off-campus housing. Institutions are also reimagining campus events, like freshman orientation, since it's unlikely hundreds of students will be in a packed auditorium.

"Rethinking how we do everything we do at a university is part of the process," Maloney says.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: LA Johnson/NPR

When Jessyka Bagdon set out to move her tap dancing classes online, big questions started popping up right away: What about kids who don't own their own tap shoes? How to tap dance at home without ruining the floor?

And then came the really big challenge: Online programs like Zoom are designed for meetings, not dance classes. "They're made to pick up voices," she explains, not the clickety clack of tap-dancing shoes. "So how do we make the system not filter out our tap sounds as background noise?"

So Blagdon, an instructor at 'Knock on Wood Tap Studio' in Washington, D.C., set about problem-solving. No tap shoes? Turns out Mary Jane flats work well. Saving the floor? A piece of plywood does the trick.And that muffled sound over Zoom? Blagdon says fiddling around with some computer settings can help.

In the nation's capital, like the rest of the country, kids cooped up at home for weeks now are craving both physical activity and the mental and creative challenges that extracurricular activities bring. And ballet instructors, soccer coaches and piano teachers — just to name a few — are finding the shutdown every bit as complicated as schools moving academic lessons online.

As their counterparts in schools are finding every day, it's really difficult to explain — watching on a screen — to children in a painting class exactly how to hold the brush to get the right effect. Or to align a young karate student's body just so, for a proper sidekick.

Nevertheless, coaches and instructors are finding creative ways of keeping children active and engaged.

Weeks in, Bagdon says she still has the occasional bump but not always because of technology.

"Emmy, how come you're not dancing with us, my friend?" she asks one 5-year-old who has wandered off screen during class. Her student Emeline has a perfectly valid response, "Sometimes I go to drink a glass of milk!"

For student athletes looking ahead to a summer of meets, games and matches, and the companionship of their friends and teammates, the shutdown is frustrating.

Ava Morales, 16, of Bethesda, Md., was excited about showing off her skills this month in front of hundreds of college recruiters. But instead of being in Arizona, she's stuck at home and can't even see her teammates.

"We're all best friends," she says. "So it's heartbreaking we can't spend time together and that our season is basically cancelled." The online activities are comforting, she says, because it helps keep all her team motivated.

In the Washington area, 60 local soccer clubs have joined together in a new group called DMV United. And they've made a pledge that, during the shutdown, coaches won't engage in recruiting activities.

Tommy Park, with the Alexandria Soccer Association in Virginia, says coaches have shared different online workouts as well as apps that focus on specific soccer skills.

"The apps allow you to log how many juggles you have on the ball in a row and then log that," Park explains. "Maybe you can only get five the first time and then you see your teammates at eight. So try to get nine and you see all of your teammates progress."

Some players are reviewing championship games on video, or making Instagram videos of soccer tricks; others are reading about sports psychology.

But Matt Libber with the Maryland SoccerPlex is clear, this can never replace the adrenaline rush of actually being on the field.

And he worries about some of those bigger lessons kids are missing out on, like the importance of losing sometimes.

"Competing online or through Instagram, yeah, you're losing but you're not losing," he says. A big part of what he and other coaches teach, he says, are "some of those life lessons that, you know, if you learn them as a kid, it makes being an adult so much easier."

This content is from Southern California Public Radio. View the original story at SCPR.org.

Secretary of Education Betsy Devos, seen on March 27, has released new rules for sexual assault complaints on college campuses.; Credit: Jim Watson/AFP via Getty Images

New federal regulations on how schools – from kindergarten all the way through college — must respond to cases of sexual assault and harassment are drawing swift and mixed reactions.

Education Secretary Betsy DeVos announced what she called historic changes Wednesday to Obama-era guidelines that she said will make the process fairer and better protect accused students. While some welcome the changes to Title IX as long overdue, survivors' advocates are panning the new rules as a throwback to the days when sexual assault was seldom reported or punished, and schools are protesting they can't possibly implement them by summer, as required.

Among the most significant changes are new regulations aimed at beefing up protections for accused college students, by mandating live hearings by adjudicators who are neither the Title IX coordinator nor the investigator, and real-time cross examination of each student by the other student's lawyer or representative.

"Cross examination is an important part of ensuring truth is found," said DeVos, adding that "our rule is very sensitive to not requiring students to face each other. In fact it specifically prohibits that. But it's an important part of ensuring that justice is ultimately served."

Under the new regulations, students also have a right to appeal, and schools are allowed to raise the evidentiary standard from "a preponderance of the evidence" to "clear and convincing," making it harder to find a student responsible for misconduct.

Also, the definition of sexual harassment narrows, so only that which is "severe, pervasive and objectively offensive" warrants investigation. On the other hand, dating violence and stalking would now be added to the kinds of offenses that schools must respond to.

Devos' proposed regulations, released last fall, would have given schools no responsibility to deal with off-campus incidents. But after a torrent of criticism, the final rules clarify that schools must respond to off-campus incidents that are in places or during events that the school is involved with. So, for example, frat houses would be covered, but a private off-campus apartment, would not. And a school would be obligated to respond to an alleged incident during a school field trip but not a private house party.

Cynthia Garrett, co-president of Families Advocating for Campus Equality, a group that advocates for the accused, welcomes the changes as long overdue.

"Anybody who's accused of something so vile [as sexual assault] has to have the opportunity to defend themselves," she says. "I think that in order to ruin someone's life [by expelling them from school] there has to be a process like this. It shouldn't be easy."

An accused student who asked to be identified as John Doe, as he was in his court cases, agrees that the new regulations are "very encouraging." He sued his school for suspending him after a hearing that he says denied him due process, by forcing him to defend himself without his attorney, and not allowing him to question his accuser. Later, after a federal court ruling in his favor, he reached a settlement with his school that wiped his record clean. But that was after nearly five years of what he describes as torment.

"People don't realize what these hearings used to look like," he says. "They can't just be a horse and pony show where they go through the motions and the school comes to a predetermined outcome."

Survivor advocates, however, say the new regulations will have a chilling effect on reporting, as alleged victims may view it as futile to file a formal complaint, or too retraumatizing, for example, to be subject to cross-examination. "This is extremely worrisome," says Sage Carson, manager of the survivor advocacy group Know Your IX. The new regulations "make it clear to me that DeVos cares more about schools and [accused students] than she does about survivors," says Carson.

The off-campus exclusion is also a sticking point. "We know that a majority of violence does not happen in libraries or in on-campus housing," says Carson.

She says she was assaulted in an off-campus apartment years ago, and was allowed to file a formal Title IX complaint back then. But if the rules then were like what DeVos is announcing now, Carson would not have had the option. "I would absolutely have dropped out of school," she says.

Doe, however, who was accused of an alleged assault during a private weekend jaunt hundreds of miles away from school during summer break, says the new rules prevent that kind of "overreach." His accuser wasn't a student at his college anymore. He says, "I just don't think that's reasonable."

Schools meantime, have objections of their own, first and foremost being forced to play the role of virtual trial courts to adjudicate intensely complex cases.

"We are not set up to do that," says Terry Hartle, senior vice president of the American Council on Education, a trade association representing 2,000 public and private colleges and universities. "We do not have the legal authority to do that. We don't have the social legitimacy to do that. We want to teach students. We don't want to run courts."

Schools also object to the timing, requiring the changes to be implemented by August 14th, even though schools are already overwhelmed with managing their sudden switch to online learning because of COVID-19.

"This is madness," says Hartle. "This is an extraordinarily complicated piece of work that they have spent more than three years developing. It's a mistake to now turn to colleges and universities and say, put it in place in 100 days. It's simply not going to work very well."

Smaller schools, especially, Hartle says, "are just overwhelmed. They don't know how or where to begin" to implement these changes.

Anticipating the objections, DeVos insisted that "civil rights really can't wait. And students cases continue to be decided now." She suggested that this may actually be the best time for schools to make the changes since there are no students on campus.

Hartle says schools will continue pressing for the Department of Education to allow schools more time. Meantime, several legal challenges are in the works, so a temporary stay is also a possibility. That would give schools a reprieve while those cases wind their way through the courts.

This content is from Southern California Public Radio. View the original story at SCPR.org.

No field trips. No game rooms. No teddy bears. These are some of the CDC's guidelines for reopening schools, childcare centers and day camps safely in places where coronavirus cases are on the decline.

The guidance, which also covers restaurants, churches and other public places, was obtained by The Associated Press, which reports that the White House tried to keep it from coming to light. The New York Times quoted Mark Meadows, the chief of staff, as being concerned that the guidelines were "overly prescriptive."

The CDC does not have authority to enforce its guidance, which is intended for public information only; the actual policy decisions are up to state and local governments. Schools are closed through the end of the school year throughout much of the country, with the exception of Montana, which welcomed a handful of students back this week. Child care protocols are different in different states.

But millions of parents need child care so they can work, and socialization and stimulation for children who have been confined to home by lockdowns for weeks on end. This is the guidance that summer camps and day cares have been waiting for to make decisions about reopening safely.

The guidance says that where coronavirus is spreading rapidly, child care should only serve the children of essential workers. This is the case today in much of the country, which the guidelines refer to as "Phase 1".

In Phase 2, programs can expand to serve all children with enhanced social distancing measures, and in Phase 3, with a lower risk, social distancing will continue.

Recommended measures include:

Handwashing;

Cloth masks for staff;

Regular disinfection of all surfaces;

Six-foot distance "if possible," head-to-toe positioning with bedding;

As much outdoor air as possible — open windows, fans;

Restricting mixing of groups;

Restricting visitors, and staggering dropoffs and pickups to reduce contact among parents;

Limiting sharing of materials like art supplies or toys. Disinfecting them in between use.;

Avoiding soft toys that can't be easily disinfected;

Not using common areas like dining halls or playgrounds if possible. If it is necessary, stagger visits and disinfect in between;

Adjust operations based on local health data;

Monitor absenteeism.

The guidelines also emphasize keeping attendance at such programs local, to limit children bringing the disease from high to low transmission areas.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: smartboy10/Getty Images

A for-profit college received millions of dollars from the federal government to help low-income students whose lives have been upended by the coronavirus outbreak, but that same school, Florida Career College (FCC), is also accused of defrauding students.

A federal class-action lawsuit filed on behalf of students in April calls FCC "a sham" and alleges that, long before the pandemic, the college was targeting economically vulnerable people of color. The plaintiffs say the vocational school enticed them with false promises of career training and job placement — but spent little on instruction while charging exorbitant prices and pushing students into loans they cannot repay.

The lawsuit comes as thousands of colleges across the country are receiving federal emergency relief in response to the coronavirus pandemic. Through the CARES Act, FCC has been allotted $17 million. The law requires that at least half of that money goes directly to students, but makes few stipulations for the rest of it.

Experts say the complaint against FCC raises serious concerns about the college's ability to safeguard taxpayer dollars, as well as its ability to serve its own students.

In a statement to NPR, Florida Career College General Counsel Aaron Mortensen says: "This lawsuit is baseless legally and factually. Though we cannot comment because the matter is in litigation, we will aggressively fight these false allegations."

Equipment was "at best limited, and at worse, nonexistent"

Plaintiff Kareem Britt was working as a cook when he noticed a Facebook ad for FCC.

"Are you tired of working minimum wage jobs? Eating ramen noodles?" the ad asked. "Are you ready to step up to steak? HVAC degrees make $16 to $23/hr."

An FCC representative told Britt that a degree could change his life and that the school would help him land a job. He qualified for a $6,000 federal Pell Grant and an FCC "scholarship loan" for $3,000. Britt decided to enroll in the HVAC training program.

After classes began, though, Britt says equipment necessary to learn the trade was in short supply. "Tools, machinery, and other learning devices were at best limited, and at worse, nonexistent," according to the complaint.

When it came time for the school to help Britt find a job, he says, FCC found him just two, two-week placements, and he failed to find HVAC work on his own. Making matters worse, once he'd finished school, Britt learned that he had also taken on federal loans worth $9,500, which he must now pay back as a hotel cook, the same kind of job he'd held before enrolling.

Reverse redlining

The complaint alleges that Florida Career College, along with its parent company, specifically targets economically vulnerable people of color.

"They are recruiting at majority Black high schools," says Toby Merrill, director of the Project on Predatory Student Lending at the Legal Services Center of Harvard Law School, one of the organizations representing the plaintiffs. "They are putting up billboards in towns where the population is mostly Black. And they're doing a lot of advertising on social media where you can choose to target your ad essentially by race."

Stephen Stewart is Jamaican and says he was drawn to an FCC ad on Instagram. He decided to visit campus, and says one word captures his experience: "pressure."

Like Britt, Stewart was considering FCC's HVAC program. After his tour, when a representative told him the program would cost more than $20,000, Stewart balked. He remembers the representative pushed, telling him: "'I know so many students that have went here... I'm talking about people with five, six kids in a worse situation than you're in.'" Stewart was 20 at the time and childless. "'You're telling me that they can go through this, make their payments and pay off their tuition, and you can't?'"

Stewart enrolled in FCC's HVAC program after being promised that, within a year, the school would find him a job in his field.

The complaint takes aim at these recruiting practices. It alleges that FCC is selling the promise of a career and financial success to cash-strapped communities of color where college feels out of reach, "discriminating against students on the basis of race by inducing them to purchase a worthless product by taking on debt they cannot repay."

According to Education Department data, 85% of FCC's students are people of color.

This practice of discriminating by targeting students of color has a name: Reverse redlining — a reference to the historical practice of excluding African-American families from home ownership and denying them access to services. Reverse redlining is illegal, and it's what sets this suit apart from previous legal battles over alleged predatory practices by for-profit colleges.

"In a weekly memo to my board last Friday, I said, 'So the new angle of attack against our sector is that we are predatory to minority communities,'" says Steve Gunderson, head of Career Education Colleges and Universities, an organization that serves as the national voice for career education schools like FCC.

"We have always celebrated the fact that approximately 45 to 50% of the students in our schools are African American and Hispanic," he says. "We're proud of that."

"Classes were a scam"

Long before the federal government granted FCC $17 million in pandemic relief, the school was already largely government-dependent. According to federal data, the lion's share of FCC's revenue — 86% — comes from federal financial aid funds, namely Pell Grants and student loans.

At the same time, federal data also suggest that the college fails to prepare many students for their chosen professions. Under an Obama-era rule known as "gainful employment," schools could lose access to federal aid if graduates don't earn enough income to repay their student debts. According to the complaint, 16 of the 17 FCC programs evaluated under the gainful employment rule failed that metric, meaning graduates weren't able to repay their loans. (The gainful employment rule was repealed in 2019.)

The median annual earnings of FCC graduates who ultimately found employment ranged from $8,983 to $32,871, according to the suit, which helps explain why, according to the most recent federal data, just 23% of FCC students have been able to pay down any of their loans' original balance within three years of leaving.

"Classes were a scam, a waste of time," says Stephen Stewart. The equipment was "limited" and "outdated," he says, and the instructor admitted to the class that he had little experience with HVAC. Stewart's worst day, though, came near the end of his nine-month program when he visited the career services department to ask when they'd help him find a job as they had promised.

Stewart says he was given a list of possible HVAC companies and told, "'You gotta get your job.'" So he did, with no help. But Stewart says it was clear that FCC hadn't given him the skills he needed to keep up in the job, let alone succeed, and he ultimately left. Today, Stewart is $15,000 in debt and says he feels "shattered" by the whole experience.

"The thing that upsets me the most about this is how much it preys upon people's hopes and dreams," says Ben Miller, who studies higher education accountability at the left-leaning Center for American Progress. "You know, you have a lot of folks who want to make a better life for themselves. They have maybe one shot at college, and you rip them off and basically ruin it."

But Gunderson takes a very different view, as head of the national association for postsecondary career colleges.

"[This lawsuit] is so frustrating, because this is nothing more than an organized national effort to destroy the reputation of the [career college] sector," he says.

Gunderson insists that career colleges, including FCC, have been held to unrealistic standards. He points to the gainful employment rule, which he says measured students' incomes relatively soon after graduation. "You've got to go into the five- or 10-year mark before most of these occupations have what you and I would call our respectable salaries."

But federal data also show that, even 10 years after enrolling in FCC, more than half of its students still didn't earn more than the typical high school graduate.

Gunderson says this lawsuit is just the latest salvo in a decade-long fight to discredit for-profit, career colleges — a fight he calls "monotonous and disappointing."

"Even if you're doing a terrible job"

The law requires that at least half of the $17 million FCC is receiving through the CARES Act must go directly to students, but makes few stipulations for the rest of those funds. In a letter, U.S. Education Secretary Betsy DeVos said institutions have "significant discretion" on how to award the assistance to students.

"We stand ready to deliver these funds," said Fardad Fateri, the head of FCC and its parent company, International Education Corporation, in a press release. "It is important we get these grants into the hands of our students right away, so they can better deal with this crisis."

FCC's $17 million is a small piece of the more than $14 billion lawmakers set aside in the CARES Act to help colleges and vulnerable students during the coronavirus pandemic. But Ben Miller says, in Congress' haste to help schools that serve low-income students, lawmakers are giving money to many schools with questionable records like FCC's.

"When there's no consideration of quality or outcomes, it's potentially a big award, even if you're doing a terrible job," Miller says.

Meanwhile DeVos has also championed separate policies that have made it easier for schools like FCC to continue to enroll students and receive federal student aid even as their graduates struggle. In 2019, DeVos repealed the Obama-era gainful employment rule that would have denied low-performing schools access to federal student aid.

Under the Trump administration, the Education Department has also changed the College Scorecard, a website meant to help prospective students compare colleges by price and performance. The department has removed easy access to schools' loan repayment rates. In 2018, it also removed another important metric: How the earnings of a school's graduates compared to the earnings of high school grads.

"Rather than highlighting institutions that show the best employment and loan repayment outcomes for students, this administration has made a concerted effort to hide this information from students with no explanation as to why," says Michael Itzkowitz, who was director of the College Scorecard during the Obama administration. "What's become more transparent is their willingness to prioritize certain institutions — namely for-profits — even if those aren't the best options for students choosing to pursue a postsecondary education."

The Education Department did not respond in time to requests for comment.

When students filed suit against the now-defunct for-profit Corinthian Colleges, claiming, like Britt and Stewart, that their schools had made promises about job placement and future earnings that they simply did not keep, DeVos revised another rule, known as "borrower defense," to make it more difficult for defrauded borrowers to get their money back. But the revision was so strict that 10 Senate Republicans joined with Democrats in March to rebuke the education secretary and reverse her decision.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: LA Johnson/NPR

When Congress allocated money for higher education in the coronavirus rescue package, it set aside nearly $350 million for colleges that had "significant unmet needs."

Most of that money has now been allotted by the U.S. Department of Education to small, private colleges that serve just a fraction of U.S. college students. Meanwhile, public colleges — which serve more than 70% of all college students — are facing a steep drop in state funding.

The 20 institutions that received the most amount of money from the unmet-need fund serve less than 3,000 students combined, and about half are religious schools — including Bible colleges and seminaries — several of which serve less than 100 students.

Don't see the graphic above? Click here.

Lawmakers designed this unmet-need fund to give priority to any higher education institution that has received less than $500,000 through the CARES Act's other pots of funding. As a result, a school like Virginia Beach Theological Seminary, which serves 47 students, is eligible to receive $496,930 in federal aid.

"Imagine you had a special reserve fund to deal with a big crisis and you spent over 90% of that in one fell swoop on vacation tickets," or something that "wasn't as necessary in the moment," says Ben Miller, the vice president for postsecondary education at the left-leaning Center for American Progress. Miller argues larger public colleges, including community colleges that serve tens of thousands of students, should be getting more financial support. He calculates the department allocated more than $320 million of the $350 million on relief for small colleges, most of them private.

"As a result, they only have about 8% of the dollars they originally got here left to help any other college in the country that might be most affected," he says.

As with other CARES Act funding, in order to receive the money, an institution would still need to request it from the Department of Education.

Much of the CARES Act's more than $14 billion for higher education is being distributed according to the number of full-time low-income students a college serves, which is measured through federal Pell Grants.

The $350-million unmet-need fund followed a different formula. Miller says for this particular pot, schools that did not receive $500,000 or more from other available CARES Act funds were given the difference between what they did receive and $500,000 limit.

"So the result is that the smaller you are and the less money you've already gotten, the more you get from this program," Miller says.

But $350 million can only go so far. Education Secretary Betsy DeVos was given the discretion to choose which schools would benefit from the fund, and by how much.

Some schools were baffled when they learned they had been allotted hundreds of thousands of dollars in relief, and many weren't aware they were even eligible for the money. Brad Smith, the president of Bakke Graduate University in Dallas, which was allotted $497,338 in federal aid, says he didn't learn of his school's eligibility until he was contacted by NPR.

"I don't know anything about this," Smith says, noting that his school hadn't asked for additional federal help. "I'm taking responsibility to find out what it means."

An Education Department spokesperson tells NPR, "In order to receive this funding, an institution will need to request it. Any institution that does not need this money should simply decline to request it so schools will not be in the position of having to return unneeded funds."

The department says, once the requests are processed, any remaining funds will be redistributed through competitive grants.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Rippon, Gina, author

Frank, Philipp, 1884-1966

Gilman, John J. (John Joseph), editor

Kraus, Edward Henry, 1875-1973

Khudoleĭ, K. M

Moore, Amelia, 1981- author

Trefil, James, 1938- author

Gaul, Gilbert M., author

Wenz, John, author

Belgrad, Daniel, author

• A 2.5% salary increase is given upon successful completion of jail school.
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• Interview dates:  June 3 and 4, 2020 (Save these dates. Applicants chosen to interview will be contacted approximately one week before interview date to schedule interview.) 
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Baylis, Françoise, 1961- author

Thompson, Ken, 1954- author