A partnership of all fourteen fire departments and all five rescue squads in the county with Catawba County Emergency Services has resulted in a grant from the Federal Emergency Management Agency (FEMA) that will fund a large amount of the costs to purchase new radios to significantly improve communications by and between the fire and rescue agencies and the County�s 911 Communications Center.

Bryan Blanton, who has steadily risen in positions of responsibility from paramedic to Training Officer to Manager of Emergency Medical Services, will now permanently supervise all of Catawba County's Emergency Services.

Cynthia Eades, a long-time resident of Catawba County who is currently serving as Human Resources Director in Iredell County and has ten years of experience in local government human resources, has been named Catawba County�s new Human Resources Director. She will begin her new duties with Catawba County on July 1, 2010.

When it comes to air quality, many believe it's only an issue during the summer. Air quality remains a problem year round, with ozone being a concern in the summer and particulate matter posing a problem year round. Public Health is working with local officials to raise the importance of air quality awareness and what citizens can do to help improve air quality.

Jeff Carpenter, who will begin new duties as Cooperative Extension Director on September 1, 2010, will oversee delivery of services to meet the Extension mission of sustaining agriculture and forestry, protecting the environment, maintaining viable communities, developing responsible youth and developing strong, healthy and safe families.

Commissioner Barger was recognized as �a leader with insight and determination� and a person of �trust, integrity, responsibility, and concern for fellow citizens� in a Distinguished Public Service Award presented to him during the meeting.

Catawba County has been awarded one of only two grants presented across the nation, by Motorola and the National Association of Counties (NACo), to local governments that suggested innovative solutions to improve operations within their respective counties. The $30,000 grant will fund the wireless broadband internet capacity needed at Catawba County�s EcoComplex to allow for real-time monitoring between EcoComplex laboratories, universities and businesses.

Family Builders, the adoption service of Catawba County Social Services, can now help adult adoptees, birth parents and their close relatives find each other. Not all counties in North Carolina offer this service, which is called Confidential Intermediary Services. Until recently all adoption records were sealed under North Carolina state law. In 2008, a new law took effect that allowed the release of certain records to adult adoptees and birth parents, if both parties agreed.

Representatives from Public Health�s Women, Infants and Children program will be attending the upcoming Family Fair at Catawba Valley Community College (CVCC) April 16 from 10:00 a.m. to 2:00 p.m. to provide information and schedule appointments for families who qualify for WIC assistance.

The program of the North Carolina Department of Transportation provides limited funds for low-income persons who need to maintain or insure their car so they can continue working. It is administered by Catawba County Social Services

The Institute for Conservation Leadership has chosen to honor the Catawba-Wateree Relicensing Coalition for their exemplary collaboration to accomplish outstanding environmental protection. The Coalition is being recognized for collaborative work that is creative, visionary, and highly effective and that their respective coalition members could not have achieved by acting alone

A new agreement extends borrowing privileges at Lenoir-Rhyne University Library to registered users of Hickory Public and Catawba County Libraries.

Catawba County Assistant Planning Director, Mary George, has been named 2012 Outstanding Contributor to Agriculture by the Hickory Kiwanis Club

The Catawba County Library System has received two awards from the North Carolina Public Library Directors� Association. Library Director Karen Foss was on hand to accept honors for the new Conover Branch facility and Battle of the Books programming presented at the NCPLDA annual awards banquet December 6 in Winston-Salem.

Suzanne M. White, who has managed comprehensive library programs, services and personnel at two full service library branches in Rowan County for more than seven years, and has had a successful career in library services spanning more than twenty years, has been named Catawba County�s new Library Director. White succeeds Karen Foss, who will retire on February 1, 2013, after serving as the County�s Library Director since July 1999.

Chinese maker of products for the textile industry has located its first US manufacturing facility in Conover, creating 78 new jobs.

Catawba County Director of Utilities and Engineering Barry Edwards has been named one of the winners of the 2013 Energy Leadership Awards by the Business Journal of Charlotte.

The Catawba County Board of Commissioners took action at its meeting on February 4, 2013, to dedicate the entrance area of the Catawba County Justice Center in honor of retired Sheriff L. David Huffman and his 32 years of services to the county, including four as a county commissioner and 28 as Sheriff.

The Western Piedmont Council of Governments has won a national honor for the Western North Carolina Annual Air Quality Conference held at Lenoir-Rhyne University.

Catawba County Board of Elections appoints Amanda Duncan as new Director of Elections to succeed retiring Larry Brewer.

; Credit: /Michelle Kondrich for NPR

In Jasmine Williams' family, graduating from the University of Michigan is a rite of passage. Her parents met on the campus, and her older sister graduated from the school a few years ago. She remembers sitting bundled up in the family section for that graduation. "It was overwhelming to feel so many people that proud," she says, "I remember sitting there watching her, and that was probably the first time I was like, 'OK, yeah, I like this. I can't wait to do this.'

This year, Williams' own graduation will look a bit different. The main undergraduate ceremony will be all virtual, though the university has invited students to watch that ceremony from the football stadium on campus known as the Big House. There will be no family members in attendance, and students will be required to have a negative COVID-19 test result to enter.

"I think it's hard not to downplay it when it's reduced to a Zoom," says Williams. But come Saturday, she's planning on donning her cap and gown and heading to the stadium with friends. "Knowing that we are going to the Big House to watch together as a class makes everything way more enjoyable for the weekend; to be able to at least get some remnants of what I witnessed years ago with my sister." Her family plans to host a streaming party from their home in Detroit.

As an academic year like no other comes to an end, colleges and universities are celebrating their graduates in a variety of ways. Some schools, like the University of Idaho and Virginia Tech are hosting multiple smaller, in-person ceremonies to comply with social distancing mandates. Others, like Iowa State, are hosting large ceremonies in football stadiums and outdoor arenas. There's also a handful that are doing virtual-only again, like the University of Washington and Portland State University. At some schools, including the University of Michigan and Emmanuel College in Boston, in-person events are restricted to just graduates; family and friends have to watch from a livestream.

For lots of students, the effort to be in-person is greatly appreciated. "You work hard those four years, you dream of that day, getting to graduate in-person and walk across the stage," says Jamontrae Christmon, a graduating senior at Tennessee State University in Nashville. For most of the year he assumed graduation would be virtual. He even sent out his graduation announcements to friends and family — and left the date off. Weeks later, he learned TSU would actually hold a May 1st in-person ceremony in the football stadium.

"I haven't been sleeping much this week at all. I'm just happy. Excited," says Christmon.

But planning for an event in an ongoing public health emergency has proven to be stressful. Steve Bennett, the chief of staff for academic affairs at Syracuse University, has worked to create commencement ceremonies that are as close to a normal year as possible.

"This may be the single most challenging special event that our team has put together, maybe ever," explains Bennett. "And it's because we keep having to plan towards a moving target."

Syracuse's plan for graduation is to have multiple smaller commencement ceremonies in their stadium; everyone in attendance has to be fully vaccinated or show proof of a recent negative COVID-19 test. According to state guidance, the stadium can only reach 10 % capacity, so graduates are limited to two guests per person. Despite the restrictions, the team that planned the ceremonies is determined to make it one that the class of 2021 deserves.

"The students have been through a lot this year. Graduating seniors lost a number of student experiences due to pandemic conditions that are important to them," says Bennett. That's why having the in-person component was essential. "It was really important to the university, given [the seniors'] commitment to us, that we have a commitment to them."

At California Lutheran University, in Thousand Oaks, Calif., graduation will be celebrated as a drive-in style event at the Ventura County Fairgrounds. Each graduate can bring one carful of people to the fairgrounds parking lot, which can accommodate up to 700 vehicles. Inspired by the city's drive-in concert events, there'll be a stage with speakers and a jumbo screen.

"That's ultimately what led us to our decision to have it at the fairgrounds. Since it's a drive-in and they're staying in their cars, they were allowed to bring family... that was just really important to us," says Karissa Oien, who works in academic affairs at California Lutheran University and is the lead organizer for the drive-in commencement. She's been planning the university's ceremonies for 13 years, and knows how important graduation can be — not just for students, but for those who helped them along the way as well.

"We wanted to have that moment again. Where the families can see their students cross the stage and be there with them."

Jamontrae Christmon, the graduating senior from Tennessee State University, will have his parents, an uncle and one of his sisters there with him at Hale Stadium. "It's just something about your parents being there," says Christmon, "you want to look into the audience and maybe see your parents and you hear them scream your name when they call your name to walk across the stage."

As the day gets closer, Christmon says he's been thinking about the moments of self-doubt he had along the way. "I could have easily said 'I'm not cut out for college' and just gave up, but I didn't." He says his family was a big part of that motivation.

"Not many in my family even attended college, let alone graduated. So this is a big deal," says Christmon. "To me it means I broke the cycle. And that's what they always wanted."

He expects his mother will cry, and likely, he will too.

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

Robin Heilweil, 6, wears a mask while swinging around with her kindergarten class this month at Kenter Canyon School in Los Angeles.; Credit: Sarah Reingewirtz/Los Angeles Daily News/Southern California News Group via Getty Images

New research released Friday by the Centers for Disease Control and Prevention reinforces an old message: COVID-19 spreads less in schools where teachers and staff wear masks. Yet the study arrives as states and school districts across the country have begun scaling back or simply dropping their masking requirements for staff and students alike.

With the majority of school-age children still too young to qualify for vaccination, Friday's research is the latest salvo in a simmering fight between public health officials and politicians — with parents lining up on both sides.

The new study comes from Georgia and compares COVID-19 infection rates across 169 K-5 schools. Some schools required teachers, staff and sometimes students to wear masks; some did not.

Between Nov. 16 and Dec. 11, researchers found that infection rates were 37% lower in schools where teachers and staff members were required to wear masks. The difference between schools that did and did not require students to wear masks was not statistically significant.

This is one more study showing that masking, among other mitigation efforts, "can reduce infections and ultimately save lives," said Dr. Sean O'Leary, a professor of pediatrics at the University of Colorado and vice chair of the Committee on Infectious Diseases for the American Academy of Pediatrics.

O'Leary points to a previous CDC study, of schools in Florida, that also found "a strong association with student mask requirements and lower rates of infections in students."

Like any study, Friday's release comes with caveats. Only 12% of schools invited to share their data did so. And it's always worth remembering: Correlation is not causation. Still, the results offer an important warning to states and school districts that are now lifting their school-based mask requirements, especially for adults: It's safer if you don't.

The latest, and perhaps broadest effort to change schools' masking policies comes from Texas, where Republican Gov. Greg Abbott issued an executive order Tuesday banning all mask mandates in the state's public schools. After June 4, the order says, "no student, teacher, parent or other staff member or visitor may be required to wear a face covering."

For Abbott, and many opponents of mask mandates, the move is about restoring a balance between safety and freedom. "We can continue to mitigate COVID-19 while defending Texans' liberty to choose whether or not they mask up," he said in announcing the order.

Zeph Capo, president of the Texas American Federation of Teachers, called the move "unconscionable" in a statement. "The governor's new verdict takes a blanket approach to addressing what is still extremely dangerous for some Texans — a return to school unmasked."

And Texas isn't alone. On Thursday, Iowa's Republican governor, Kim Reynolds, also signed a law banning schools from requiring masks. The justification is similar: "I am proud to be a governor of a state that values personal responsibility and individual liberties," Reynolds said in a statement.

"Whether a child wears a mask in school is a decision that should be left only to a student's parents," South Carolina Gov. Henry McMaster said last week as he issued an executive order allowing parents to opt their children out of school-based mask requirements.

Public health experts have been quick to sound the alarm.

"All along in this pandemic, we have seen the tragic consequences when politics start to play a role in public health decisions. And to me, this kind of maneuver smells like politics — to ban the requirements that are ultimately there to save lives," O'Leary said. "The body of evidence shows us that masks work."

And Dr. Aaron Milstone, a professor of pediatric infectious diseases at Johns Hopkins, likens the banning of mask mandates to having a variable speed limit.

"Unfortunately, with contagious diseases the decisions I make impact someone else," Milstone said. "It would be like saying: You can drive 55 mph if you think that's safe for you, but if someone else thinks they can safely drive 90 mph, their choice may wind up risking your life."

While the CDC recently scaled back its masking guidance for people who are fully vaccinated, the agency also reiterated that schools should continue to require universal masking, at least through the end of the current school year. Though one vaccine has been approved for use for 12- to 15-year-olds, those kids won't be considered fully vaccinated for another month.

Milstone said it's simply too early to talk about schools without masking. "Until vaccines are eligible for all children, it's hard to abandon the practices that we know work the best to prevent the spread of COVID."

Dr. Anthony Fauci, chief medical adviser to the White House, told CNBC this week that it is conceivable the CDC could recommend that middle and high schools be mask-free in the fall — if, that is, enough students 12 years of age and older get vaccinated.

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

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Writing a graduation speech is a tricky task. Should you be funny, or sincere? Tell a story — or offer advice? For Yusef Pierce, a graduating senior in California, the job of putting together his public address was a bit more challenging.

"Being inside, I can't really refer to other graduation speeches," Pierce says. He's speaking by phone from inside the California Rehabilitation Center, a medium-security prison in Norco. "I was just trying to come up with what sounded like a graduation speech."

He is the first person to graduate with a bachelor's degree from the Inside-Out program at Pitzer College, a liberal arts school outside Los Angeles. In a normal year, the school would bring traditional students by bus to the prison to take classes alongside the students who are in prison.

Because of the coronavirus pandemic, those classes are happening online. Pierce shared his Zoom square with 10 other guys, all wearing the CRC's blue uniforms and seated at those classic classroom desks, where the chair and the table are attached. This spring, his classes included topics like feminism for men, microeconomics and mass incarceration.

In one of those classes on a recent evening this spring, professor Nigel Boyle goes around asking each student what they're looking forward to doing that week. Pierce replies: "I'm looking forward to doing a lot of homework!"

"Every professor wants a Yusef in your class," says Boyle, who leads the Inside-Out program and teaches Pierce's Wednesday night class about mass incarceration. "You want that student who's bright, does the work, but is also helping to bring along the others."

It was only natural then that Pierce would be one of the college's graduation speakers.

"We don't label the student speaker as a valedictorian," explains Boyle. "But it happens that Yusef has a 4.0, and he's got a really interesting story to tell."

Pierce is in his early 30s and is a bit of a nerd and a class leader. He also writes poetry and paints. "It is true that oppression often requires that individuals make themselves extraordinary in order to simply survive," reads his artist's statement in an online exhibit of his work. "My paintings are entire conversations on canvas."

Eventually, he says, he wants to be a college professor, working with formerly incarcerated students.

"So he wants my job," says Boyle, laughing, "and he'd be much better at it than I am."

Boyle serves as the academic adviser to all of the incarcerated students, and he has become a mentor to Pierce, navigating him through the graduation process. In one of the last classes of the semester, Boyle hosts an impromptu fashion show, wearing his own blue cap and gown, backing away from the camera to give the onlooking students a full view of his outfit.

The guys inside cheer and whistle. "Do a spin," one guy shouts. "Beautiful! Beautiful!" another yells.

As the cheering dies down, Boyle looks for Pierce on the screen. "He doesn't know this, so it may be a slight surprise," he tells the class, "but, Yusef, you will also be receiving these cords." He drapes dark orange cords around his shoulders. "These cords are for students who graduate with honors in their degrees. Congratulations, Yusef, you are going to graduate with honors."

***

The story of how Yusef Pierce wound up in these college classes, wound up inside prison at all, starts with trauma. When he was a teen, his older brother was shot and killed. "He was murdered in the front yard of our home, right in front of my face," he explains, "and so I had to call my mom and let her know what had happened." All these years later, it's still something he doesn't like to talk about. He considered putting it in his graduation speech, but took it out, worried it might be too much for his mom to hear.

"It had a traumatic effect on all of us," Drochelle Pierce tells me over the phone, from her house in Victorville, Calif. She remembers a change in Yusef around that time.

"It was just kind of one thing after another. He got into a little bit of trouble. He allowed people that he associated with to kind of influence him in a direction that really wasn't him." Yusef finished high school, but in his early 20s he was arrested and convicted of armed robbery. Drochelle Pierce says she was beside herself when she learned his sentence would be nearly 20 years. "I tell you, honestly, I never envisioned that Yusef would ever go to prison. Never, never. Never."

A few months into Yusef's prison sentence, she wrote him a letter. "What's done is done," she wrote. "You, now more than ever, must diligently seek and obtain higher education."

It wasn't a new message. Education had always been at the center of her relationship with Yusef. When he was young, he remembers riding in the car with his mom, a sociology textbook open on his lap. "She wouldn't let me turn on the radio," he says. "She would make me read to her."

"Oh, I made [my kids] read everything," Drochelle Pierce says. "If they read it out loud, I knew they were reading it. That's the only way I would know that they were actually reading anything."

Today, the two talk on the phone nearly every day. "He was always a deep thinker," says Pierce. She knows she sounds like a typical proud mother, but she can't help it: "Yusef is very smart."

In California, college classes can shorten a prison sentence. So when the opportunity first arose for Yusef Pierce to take courses in prison, it felt like simply a means to an end. "I just want to get home sooner," he remembers joking with a friend at the time. "If they gave us time off for going to college, I would walk out of here with a Ph.D.!"

But by the time Pitzer College started offering classes for a bachelor's degree, Pierce found to his surprise that he really liked college.

"I loved it because it gave me validation," he says. "To know that somebody was reading my stuff and that somebody felt like the things that I was thinking about and writing were worth something. I got really addicted to that validation, and it just really turned me into an overachiever. And I just took class after class after class."

That drive paid off.

After writing and rewriting a number of drafts, on May 15 Pierce delivered his final graduation speech to hundreds of Pitzer graduates and their family members and friends. The content he landed on? That letter his mom sent him all those years ago.

"I realize now that I've saved this letter because it was meant for me way back then to share it with you all today," he says, dressed in his white cap and gown, draped in a kente stole, with the prison classroom where he has spent so much time in the background. "It reads, 'Dear son, I was so glad to see you Monday ...' "

As he reads the letter aloud, he gets to the part where his mother, a big poetry fan, included the lines from Invictus, a poem by William Ernest Henley. Pierce looks directly into the camera as he reads; he knows this part by heart.

Out of the night that covers me,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.

In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.

Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find, me unafraid.

It matters not how strait the gate,
How charged with punishments the scroll,
I am the master of my fate:
I am the captain of my soul.

Drochelle Pierce watched the speech on her laptop at home, with family gathered around. "We were all crying. We were just boohooing. It was just so sweet," she says.

The final line of the poem:

It matters not how strait the gate, / How charged with punishments the scroll, / I am the master of my fate: / I am the captain of my soul.

"I love that so much," she says. "I sent that to my son because I wanted him to think in terms of 'OK, here you are now. What happens to you from this point going forward, it really depends on you.' "

She is proud of her son and inspired by him too. "Look what he did. He turned a bad situation into something very, very positive. Here he is, graduating with his degree."

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

; Credit: /Rob Dobi for NPR

When someone applies to college, there's often a box or a section on the application that asks if they have any relatives who attended the university —perhaps a parent or a cousin. This is called "legacy," and for decades it's given U.S. college applicants a leg up in admissions. But no longer in Colorado's public colleges.

On Tuesday, Colorado became the first state to do away with that admissions boost, when Democratic Gov. Jared Polis signed a ban on the practice into law. The governor also signed a bill that removes a requirement that public colleges consider SAT or ACT scores for freshmen, though the new law still allows students to submit test scores if they wish.

Both moves are aimed at making higher education access more equitable. According to the legislation, 67% of middle- to high-income students in Colorado enroll in bachelor's degree programs straight from high school, while only 47% of low-incomes students do. There are also major differences when it comes to race, with white students far more likely to enroll in college.

Legacy admissions have long been a target for reform. In a 2018 survey of admissions directors by Inside Higher Ed, 42% of private institutions and 6% of public institutions said they consider legacy status as a factor in admissions. Some of the nation's largest public universities do not consider legacy, including both the University of California and the California State University systems. However, private colleges in California have reported using legacy as a way to encourage philanthropic giving and donations.

During the pandemic, many colleges backed off on using SAT and ACT scores in admissions. Research has shown — and lawsuits have argued -- that the tests, long used to measure aptitude for college, are far more connected to family income and don't provide meaningful information about a student's ability to succeed in college. Wealthier families are also more likely to pay for test prep courses, or attend schools with curriculums that focus on the exams.

As pandemic restrictions loosen up, and in-person testing resumes, some universities have begun to re-incorporate the SAT and ACT into their admissions. But others have made the temporary changes permanent. This spring, the University of California system agreed to continue a test-free admissions policy through 2025. California sends the largest number of high school students to U.S. colleges, and if the UC system no longer uses the tests, its unclear whether those students will be interested in applying to other schools that do require them.

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

Students work on a classroom exercise at a school in Kibera, a poor neighborhood in Nairobi, Kenya.; Credit: Tony Karumba/AFP via Getty Images

You'd think the best way to get girls to succeed in school would to be design programs specifically for them — offer them mental health support or free menstrual pads.

But a new study, published in May in the journal World Bank Economic Review, begs to differ. Researchers David Evans and Fei Yuan reviewed 267 studies of education programs from 54 low- and middle-income countries to find the most effective ways to get more girls in school and improve their learning. Globally, more than 130 million girls remain out of school, according to the World Bank, due to poverty, child marriage and violence.

Instead of only examining girls' education programs, they looked at all kinds of programs. To measure access, they analyzed enrollment rates, attendance, drop-out, graduation and completion rates, and to measure performance, they looked at test scores.

Their biggest finding is that gender-neutral programs — such as handing out cash aid to families of school-aged children — can be just as effective at improving girls' education as programs designed just for girls.

The study is among the first to look both at ways to boost girls' access to school as well as their classroom performance, says Markus Goldstein, lead economist at the World Bank's Africa Gender Innovation Lab, who did not work on the report.

We spoke with Evans, a senior fellow at the Center for Global Development, and Yuan, a doctoral candidate in education policy and program evaluation at Harvard University, to discuss the best ways to boost education for girls in low- and middle-income countries. This interview has been edited for length and clarity.

What inspired you to conduct this study?

Evans: A lot of the previous work that examined this issue have focused on programs targeted to needs that are unique to girls, such as menstrual health. Those are worthy interventions, but if we only focus on programs that target girls, we might miss programs that benefit girls a lot but happen to help boys as well.

That's why we decided to look at all of the interventions we know of to identify the ones that are most effective at improving outcomes for girls, regardless of whether they're specifically for girls or not.

You found that the most effective programs for getting more girls into school cut the cost of education for students, regardless of gender, and their families. What are some examples of programs that worked well?

Evans: A lot of the most effective programs are ones that either eliminate school fees, provide scholarships or provide families a cash transfer to cover the other costs of having their daughter in school.

For example, in Ghana, lots of girls and boys pass their secondary school entrance exam, but they don't have the money to pay school fees. So, a program there provided scholarships to students who had already passed the entrance exam. It dramatically increased the high-school graduation rate of girls by 66%.

But the most effective interventions are those that address costs related to specific obstacles that girls face in a particular setting. In Afghanistan, for example, a [non-gendered] program built schools in rural communities. It decreased [the cost of] travel to school for both girls and boys and led to a more than 50% increase in girls' participation in primary school. That's dramatic.

Which programs were the most helpful for improving a girl's school performance, as opposed to just getting them into the classroom?

Evans: The most effective interventions to increase learning were programs that improved the quality of teaching. But it's not just throwing teachers into a conference room and giving them some lecture. It's also not about throwing fancy technology, like laptops or tablets, at classrooms. Hardware doesn't work. It's distracting for teachers and students.

Instead, a literacy program – which included coaching teachers, providing them with detailed teachers' guides and providing students with books – had a big impact on girls' education [in terms of test scores] in Kenya. So did another program in Kenya that helped teachers to teach children in a language they spoke at home (rather than English).

Were there any other types of programs that helped girls learn better in the classroom?

Yuan: Another intervention worth mentioning is called Teaching at the Right Level, based in India. The idea is that students in the same classroom may have many different reading levels. But because of constraints like large class sizes, teachers may not be able to tailor their teaching to the right level for every student. This leaves some students behind.

Teaching at the Right Level facilitated summer camps in which children were grouped by reading level, instead of age or grade. This allowed teachers to target their teaching to the specific levels of these students. In one region, after 50 days of focused teaching in these camps, children at the lowest achievement levels in India were able to catch up to the learning level of the third-highest achieving state in the country.

Many of the high-impact interventions you're referencing don't target girls specifically. Are you saying that girls' programs aren't necessary?

Evans: Not at all! We particularly focused on how to increase access to education and improve quality of learning. Some [girl-focused] programs have other goals – such as reducing violence against girls, improving girls' psychological and emotional wellbeing, reducing adolescent pregnancy or helping girls to transition from school to the workforce.

But when teaching is of bad quality, we just need to help schools improve the teaching. That's not necessarily a gender-specific problem.

Wouldn't it be more cost-effective to just offer scholarships or cash transfers to girls only instead of both genders, especially if far fewer girls are attending school than boys?

Evans: Sure, if you don't have the budget to waive school fees for everyone, eliminating school fees for girls is an effective way to do a girl-targeted program. That's what The Gambia did. But sometimes general, non-targeted interventions are more politically palatable for governments, since constituents have both daughters and sons.

Were you concerned that some of the gender-neutral programs might benefit boys more than girls?

Evans: That was something we were worried about – increasing inequality. But we found that overall, the impact of gender-neutral programs tends to be slightly larger on girls than boys both in terms of access and learning. These differences, for the most part, were not statistically significant. They were small. But it does mean that these general, non-targeted interventions are not increasing inequality between boys and girls. If anything, they're likely to decrease it.

What changes do you hope to see in how we work on girls' education around the world?

Evans: We want to make sure that people who care about girls' education draw on the full toolbox of programs that can improve girls' education. That includes girl-targeted programs. It also includes general programs.

We don't anyone to walk away from this and say, 'Oh, we don't need to worry about girls.' Instead, it means that if we are worried about girls, we have a broader array of tools to help them.

Joanne Lu is a freelance journalist who covers global poverty and inequity. Her work has appeared in Humanosphere, The Guardian, Global Washington and War is Boring. Follow her on Twitter: @joannelu

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

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New rules kick in today that will help aspiring teachers pay for college and complete a years-long overhaul of the federal TEACH Grant program — from a bureaucratic bear trap that hobbled thousands of teachers with unfair student loan debts to a program that may actually make good on its foundational promise: to help K-12 educators pay for their own education in exchange for teaching a high-need subject, like math, for four years in a low-income community.

"The changes announced today deliver much-needed improvements to the TEACH Grant," said U.S. Secretary of Education Miguel Cardona. "Respecting and honoring teachers who serve students with the greatest needs also requires that we ensure these educators receive the support to which they are entitled from this important federal program without having to jump through unnecessary hoops."

In Dec. 2018, the Department of Education under Secretary Betsy DeVos committed to overhauling the program and, last summer, posted its more flexible revisions. Among those changes that go into effect today, teachers will no longer have their grants automatically converted to loans if they fail to submit annual certification paperwork. Instead, with eight years to make good on a four-year teaching requirement, teachers won't have their grants converted to loans until completion of the required service is no longer feasible.

The rule changes to the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program were outlined by the U.S. Department of Education nearly a year ago but only go into effect today. And they are the culmination of a story that began several years ago, when the Government Accountability Office, followed by an NPR investigation, revealed that the program's strict paperwork requirements — what Cardona calls "unnecessary hoops" — were tripping up teachers who were keeping their end of the deal.

In accordance with the program's old rules, if a teacher did not submit annual paperwork on time documenting their teaching service in a qualified school, their TEACH Grants were automatically converted into loans that must be paid back with interest. Teachers who tried to appeal this conversion were given little recourse and told the process was not reversible.

Kaitlyn McCollum was teaching high school in Tennessee when her federal TEACH Grants were turned into more than $20,000 in loans simply because she had narrowly missed a paperwork deadline. In the spring of 2019, her debts were erased as part of the department's overhaul.

"We won," she told NPR. "We raised our voices and they finally heard us. Disbelief followed by a relief like I have not felt before."

While the program's flaws date back to its beginning, in 2008, it was the Trump administration that agreed to a remedy and apologized to teachers.

"We've put teachers who didn't deserve this stress, this pressure, this financial burden in a position that is frightening and confusing," the Education Department's then-acting undersecretary and acting assistant secretary, Diane Auer Jones, told NPR in 2019. "It seems like a small thing to do to say, 'I'm sorry,' but I'm very sorry. And we want to work to fix it and correct it."

In Aug. 2020, NPR reported that, since the program's overhaul began, more than 6,500 educators had successfully petitioned to have nearly $44 million in loans turned back into TEACH Grants. For teachers who could prove they had already completed their required service, their debts were simply discharged. For teachers still serving, the conversion meant they could resume the deal they made with the department and work to keep their grant money.

The new regulations also give teachers more options for pausing their service obligation, create a formal reconsideration process for any teacher who believes they've had their grants converted unfairly, and expand the scope of the program to include not only low-income communities but also high-need, rural areas where recruiting and retaining teachers can be difficult.

The Biden Administration says it wants to expand the TEACH Grant, making it more generous. If passed by Congress, the American Families Plan would increase the grant for college juniors, seniors and graduate students from $4,000 a year to $8,000 and would also make it available to many early childhood educators. In a release, the Education Department said it expects these changes would increase the number of TEACH recipients by more than 50 percent, to nearly 40,000 in 2022 — welcome news to school leaders in remote and high-need communities that sometimes struggle to entice new talent to the classroom.

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

Federal prosecutors secured their first guilty plea Wednesday in the Justice Department's sprawling conspiracy case involving the Oath Keepers extremist group in connection with the Jan. 6 attack on the U.S. Capitol.

At a hearing in federal court in Washington, D.C., Graydon Young pleaded guilty to one count of conspiracy and one count of obstruction of an official proceeding. The 55-year-old Florida resident agreed to cooperate with investigators, which could prove critical as the government pursues the remaining defendants in the high-profile case.

Young is one of 16 people associated with the Oath Keepers to be charged with conspiracy, obstruction and other offenses over the Capitol riot. Prosecutors say the defendants coordinated their efforts and actions to try to disrupt Congress' certification of the Electoral College count on Jan. 6.

More than 500 people have been charged so far in connection with the Capitol breach, but the Oath Keepers conspiracy case is one of the most closely watched because of the allegations and the link to an extremist organization.

Young is the second defendant linked to the Oath Keepers to plead guilty. Jon Schaffer pleaded guilty to obstructing an official proceeding and entering restricted grounds with a dangerous weapon in April.

According to Young's statement of offense, he coordinated with his co-conspirators ahead of Jan. 6 and used encrypted messaging apps to maintain "operational security."

On the day itself, the document says, Young and some of his co-conspirators pushed through U.S. Capitol Police lines guarding the Capitol and into the building.

"Mr. Young believed that he and the co-conspirators were trying to obstruct, influence, and impede an official proceeding, that is, a proceeding before Congress, specifically, Congress's certification of the Electoral College vote," the document says.

At Wednesday's hearing, Judge Amit Mehta read that passage to Young to ensure that it was accurate.

"Yes, sir," Young replied, "that is correct."

According to the plea deal, Young has agreed to cooperate fully with prosecutors, including sitting for interviews with investigators and testifying before the grand jury and at trial.

The government, meanwhile, has agreed to dismiss the remaining charges against him. Even so, Mehta said Young is facing a possible prison sentence of 5 to 6 1/2 years under the sentencing guidelines.

Wednesday brought another significant development in the Capitol investigation.

Anna Morgan-Lloyd, a 49-year-old from Indiana who described Jan. 6 as the "best day ever," became the first Capitol riot defendant to be sentenced.

Morgan-Lloyd was not accused of taking part in any of the violence at the Capitol. She pleaded guilty to a single misdemeanor count of "parading, demonstrating, or picketing in a Capitol building."

Judge Royce Lamberth sentenced her to three years of probation and no jail time.

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

Pro-Trump supporters storm the U.S. Capitol following a rally with then-President Donald Trump on Jan. 6.; Credit: Samuel Corum/Getty Images

An alleged member of the Oath Keepers has pleaded guilty to charges connected to the Jan. 6 breach of the U.S. Capitol and agreed to cooperate with the government in its conspiracy case against the extremist group.

Mark Grods entered a plea of guilty to one count of conspiracy and one count of obstruction of an official proceeding. According to the statement of offense, the conspiracy's aim was to stop Congress' certification of the Electoral College count.

The plea marks another step forward for prosecutors pursuing a broader conspiracy case against 16 alleged members or associates of the Oath Keepers, a far-right, anti-government group. Last week, one of the defendants in that case pleaded guilty to conspiracy and obstruction, and agreed to cooperate with investigators.

Grods, who was charged separately but admitted to having coordinated with members of the Oath Keepers, has also agreed to cooperate with the government, including testifying before a grand jury or at trial.

In a court filing, prosecutors said Grods' case "is part of an ongoing grand jury investigation and plea negotiation related to United States v. Thomas Caldwell, et al.," which is the government's Oath Keepers conspiracy case.

At a court hearing Wednesday in Washington, D.C., just blocks from the Capitol, U.S. District Court Judge Amit Mehta went over the charges and the terms of Grods' plea deal, and told him his estimated sentencing guidelines range was 51 to 63 months.

"How do you plead on count one, the charge of conspiracy, sir?" Mehta asked.

"Guilty," Grods said.

"Count two, obstruction of an official proceeding, how do you plead, sir?" Mehta asked.

"Guilty," Grods replied again.

In his statement of offense, Grods admits to bringing firearms to Washington, D.C., and then stashing them across the Potomac River at a Virginia hotel — a detail the government says buttresses its argument that the Oath Keepers prepared for violence on Jan. 6.

The government alleges the group planned to store weapons in Virginia and ferry them into Washington, D.C., on Jan. 6 if the situation in the city got messy.

Grods' statement of offense says on Jan. 6, he rode in a golf cart with others through the city before parking a few blocks away from the Capitol and walking the rest of the way. He then linked up with other alleged Oath Keepers, who forged their way through the crowd, up the steps of the Capitol in a military-style "stack" formation and into the building itself.

Other members of the "stack" have been charged in the Oath Keepers conspiracy case.

Four minutes after entering the Capitol, the statement of offense says, Grods left the building as police shot pepper balls at a wall near him.

Two days after the assault on the Capitol, an unnamed individual told Grods to "make sure that all signal comms about the op has been deleted and burned," according to the statement of offense, which Grods confirmed he had done.

It is unclear how much additional information Grods will be able to provide investigators, but his plea agreement — the second in the span of a week — may prompt other defendants in the case to cut deals with prosecutors as well.

Overall, charges have now been brought against more than 500 individuals related to the riot at the Capitol.

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

Although there is evidence of harmful health and ecological effects associated with exposure to high doses of chemicals known as hormonally active agents – or endocrine disrupters – little is understood about the harm posed by exposure to the substances at low concentrations, such as those that typically exist in the environment, says a new report from a National Research Council committee.

Reducing one of the nations leading causes of death and injury – medical errors – will require rigorous changes throughout the health care system, including mandatory reporting requirements.

The environmental effects of oil and gas exploration and production on Alaska s North Slope have been accumulating for more than three decades, says a new report from the National Academies National Research Council.

Welcome to the public release of the latest Institute of Medicine report on the quality of health care in America.

To significantly reduce the tens of thousands of deaths and injuries caused by medical errors every year, health care organizations must adopt information technology systems that are capable of collecting and sharing essential health information on patients and their care, says a new report by the Institute of Medicine of the National Academies.

Scientific evidence links mold and other factors related to damp conditions in homes and buildings to asthma symptoms in some people with the chronic disorder, as well as to coughing, wheezing, and upper respiratory tract symptoms in otherwise healthy people, says a new report from the Institute of Medicine of the National Academies.

The role of guns in U.S. society is a subject of intense policy debate and disagreement.

Use of protective face coverings will be one of many strategies used to slow or prevent transmission of the flu virus in the event of a pandemic, even though scientific evidence about the effectiveness of inexpensive, disposable medical masks and respirators against influenza is limited.

The high rate of premature births in the United States constitutes a public health concern that costs society at least $26 billion a year, according to a new report from the Institute of Medicine of the National Academies.

Long-term population trends for some North American pollinators -- bees, birds, bats, and other animals and insects that spread pollen so plant fertilization can occur -- are demonstrably downward, says a new report from the National Research Council.

Short-term exposure to current levels of ozone in many areas is likely to contribute to premature deaths, says a new National Research Council report, which adds that the evidence is strong enough that the U.S. Environmental Protection Agency should include ozone-related mortality in health-benefit analyses related to future ozone standards.

Nurses roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in Americas increasingly complex health system, says a new report from the Institute of Medicine.

As part of the $4 billion settlement announced today between the federal government and BP concerning the 2010 Deepwater Horizon disaster, the National Academy of Sciences has been asked to establish a new $350 million, 30-year program on human health and environmental protection in the Gulf of Mexico.

A new report from the National Research Council has upheld the listing of styrene as “reasonably anticipated to be a human carcinogen” in the National Toxicology Program’s 12th Report on Carcinogens (RoC).

A new report from the National Research Council has upheld the listing of formaldehyde as “known to be a human carcinogen” in the National Toxicology Program 12th Report on Carcinogens (RoC).

Efforts to convert civilian research reactors from weapon-grade highly enriched uranium (HEU) to low enriched uranium (LEU) fuels are taking significantly longer than anticipated, says a congressionally mandated report from the National Academies of Sciences, Engineering, and Medicine.

The best indicator of whether a disabled adult who receives Social Security benefits is capable of managing his or her benefits is evidence of real-world performance of meeting his or her own basic needs, rather than an office-based assessment of financial competence, says a new report from the National Academies of Sciences, Engineering, and Medicine.

Weather and environmental forecasts made several weeks to months in advance can someday be as widely used and essential as current predictions of tomorrow’s weather are, but first more research and sustained investment are needed, says a new report from the National Academies of Sciences, Engineering, and Medicine.

To transform the offshore oil and gas industry’s safety culture, operators, contractors, subcontractors, associations representing these groups, and federal regulators should collaborate to foster safety throughout all levels of the industry and confront challenges collectively, says a new report from the National Academies of Sciences, Engineering, and Medicine.

The emerging science of gene drives has the potential to address environmental and public health challenges, but gene-drive modified organisms are not ready to be released into the environment and require more research in laboratories and highly controlled field trials, says a new report from the National Academies of Sciences, Engineering, and Medicine.

Despite the importance of eyesight, millions of people grapple with undiagnosed or untreated vision impairments — ranging from mild conditions to total blindness — and eye and vision health remain relatively absent from national health priority lists, says a new report from the National Academies of Sciences, Engineering, and Medicine.

Inherent features of registries that rely on voluntary participation and self-reported information make them fundamentally unsuitable for determining whether emissions from military burn pits in Iraq, Afghanistan, and other locations in Southwest Asia caused health problems in service members who were exposed to them, says a new congressionally mandated report from the National Academies of Sciences, Engineering, and Medicine.