Cyndy Benson, who recently retired as Family and Children�s Services program manager in the Department of Social Services, has received the Kimberly F. Crews Memorial Award from the N.C. Professional Society on the Abuse of Children. This award is presented annually to honor a person who works directly with children suspected of having been abused.

The agenda for the next meeting of the Catawba County Board of Commissioners, 9:30 a.m., Monday, April 4, 2011, 1924 Courthouse, Newton, is now available.

The committee compiled existing information about the status of children in the county. It also held public meetings and surveyed members of the public about their priorities and ideas. The committee found that most children in the county are well-cared for, but that a substantial number are falling through the cracks. A major cause of concern is the large number of children living in poverty.

The annual Foothills Regional Conference for Parent Educators will be held Friday, June 3 from 9:00am until 2:00pm at the Catawba County Cooperative Extension Center in Newton. The 2011 theme is Helping Families Do More with Less.

Senior Nutrition Services is now housed at 507 Boundary Street in Conover. Senior Nutrition Services includes Home Delivered Meals (Meals on Wheels), Seniors Morning Out, Nutritional Supplements (Ensure and Boost), Frozen Meals, and In Home Aide Services.

The Catawba County Sheriff�s Office, in conjunction with The Cognitive Connection and The Foothills Coalition, is sponsoring an Operation Pill Stoppers program that now provides fixed locations for citizens to properly dispose of their unused and unwanted medications.

Catawba County�s Budget Office has been recognized by its peers for producing a budget document which is easy to read and understand. The County Budget Office has won the 2011 Distinguished Budget Presentation Award from the Government Finance Officers Association (GFOA).

Catawba County has won the Government Innovation Grant Award (GIGA), from the UNC School of Government, the Local Government Federal Credit Union, and the North Carolina Local Government Information Systems Association, for its innovative use of Quick Response (QR) Codes on building permits issued in the county. The County was recognized for implementation of a Building Permit QR Codes system, which provides building contractors and inspectors with up-to-the-minute job site and inspection information, at their fingertips, in the field.

911 should be used only in emergencies. But if you should ever dial 911 accidently, Sheriff Coy Reid says you should not just hang up.

Bed Bath & Beyond Inc., headquartered in Union NJ, has chosen to locate one of its data center facilities in Claremont, Catawba County. The company will locate the data center in the 48,000 square foot Center Point shell building in the Claremont International Business Park on Kelly Drive. Bed Bath & Beyond�s investment is expected to equal or exceed $36,800,000 and the new facility will create a minimum of 7 new jobs by the end of 2018.

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.

Catawba County Public Health, in partnership with its Women, Infants, and Children (WIC) program and Catawba County Health Partners� Eat Smart Move More Catawba County coalition, is launching a farmers market May 2. The market will be held in Public Health�s parking lot Thursdays from 11:00 a.m. to 2:00 p.m. and is open to the public.

Catawba County has been ranked #1 nationally in its population group in the 2013 Digital Counties Survey by Gov Tech Magazine.

Sheriff's auction items placed for sale by the Catawba County Sheriff's Office are now posted online.

Annual Financial Report for Fiscal Year 2012-2013 shows Catawba County improved its financial position with conservative approach.

Randy Cress, currently the Systems and Network Manager for Rowan County, North Carolina, is named Catawba County's new Chief Information Officer.

Synopsis of Catawba County Board of Commissioners meeting of December 16, 2013.

Charter Communications' Government Channel for Catawba County will move from Channel 3 to Channel 192 effective January 28, 2014.

; Credit: /Ryan Raphael for NPR

To say Leah Juelke is an award-winning teacher is a bit of an understatement. She was a top 10 finalist for the Global Teacher Prize in 2020; she was North Dakota's Teacher of the Year in 2018; and she was awarded an NEA Foundation award for teaching excellence in 2019.

But Juelke, who teaches high school English learners in Fargo, N.D., says nothing prepared her for teaching during the pandemic.

"The level of stress is exponentially higher. It's like nothing I've experienced before."

It's a sentiment NPR heard from teachers across the country. After a year of uncertainty, long hours and juggling personal and work responsibilities, many told NPR they had reached a breaking point.

Heidi Crumrine, a high school English teacher in Concord, N.H., says this has been the most challenging year she's ever encountered in her two decades of teaching.

"And I say [that] as someone who started her first day of teaching on 9/11 in the Bronx in New York City."

Teaching is one of the most stressful occupations in the U.S., tied only with nurses, a 2013 Gallup poll found. Jennifer Greif Green, an education professor at Boston University, says the additional stress teachers are reporting during the pandemic is worrying because it doesn't only affect educators — it also affects students.

"The mental health and well-being of teachers can have a really important impact on the mental health and well-being of the children who they're spending most of their days with," Green explains. "Having teachers feel safe and supported in their school environments is essential to students learning and being successful."

Lisa Sanetti, a professor of educational psychology at the University of Connecticut, says, "Chronically stressed teachers are just less effective in the classroom."

All that stress can also lead to burnout, which leads to teachers leaving the profession, Sanetti says. "And we have a huge teacher turnover problem in our country."

Districts are trying to help — with yoga classes, counseling sessions and webinars on mental health. Some teachers have organized trivia nights or online happy hours where colleagues can just vent. Teachers told NPR they force themselves to take breaks and go for a bike ride or call a friend. Some have started therapy.

But most of the educators NPR spoke with say they're so exhausted, that even self-care feels like one additional thing to do.

"The reality is, when you're living it, you're just trying to get to the end of the day successfully and try again tomorrow," Crumrine says.

"It feels like we're building the plane while we're flying it"

In March 2020, when schools moved online, teachers across the U.S. had to completely reimagine their approach to education, often with no training or time to prepare. For many, it was a rough transition.

Teachers told NPR they've spent the past year experimenting with different methods of online and hybrid teaching, while also providing tech support for their students and families. Many say they routinely work 12-hour days and on weekends, yet struggle to form relationships with children virtually. Answering emails can take two hours a day.

Rashon Briggs, who teaches high school special education in Los Angeles, spent a lot of time worrying about his students during remote learning (his district only recently started offering in-person options). "One of the biggest challenges is knowing that the kids were not getting the same level of service that they were getting in person," he says.

Teachers in districts that opened earlier for in-person learning say they have additional responsibilities now, such as sanitizing desks between classes, making sure children follow school safety protocols and keeping track of students who have had to quarantine.

"I have a calendar and it says who's quarantined, who is cleared to return on what day, who was absent," explains Rosamund Looney, who teaches first grade in Jefferson Parish, La. "Then I follow up with those families to see: 'Are you OK?' So there's just so much space taken up by that monitoring."

Looney also worries about her students' learning. Everyone in her district has to wear masks in class, which she says she completely agrees with. But those masks mean she can't see her first graders' mouths as they learn phonics.

"You are watching your teacher sound out words and then figuring out how to do that. And it's really hard for me to gauge what they are and aren't able to say." She says she's especially concerned about students who are more at risk of falling behind academically, like English learners.

In New Hampshire, Crumrine says quarantines and positive cases among school staff have led to a constant shifting between fully online and hybrid classes. The fluctuations have been exhausting for her. "We started the year remote. Then we went back to school in October, then we were remote again in November, December. We went back to hybrid [in early February]," she says. New Hampshire's governor has now ordered all schools reopen for full-time, in-person classes by this week.

"It feels like we're building the plane while we're flying it and the destination keeps changing on us," Crumrine says.

Balancing work and home life

In addition to worrying about their students, many teachers are also concerned about their own children. Crumrine, whose husband is also a teacher, has three children and says she feels pulled by competing demands.

"I feel this sense of guilt that I'm not a good enough teacher for my students and I'm not a good mother for my own kids. It just feels like a constant wave of never feeling like I can do what I know I'm good at."

Juelke, in North Dakota, is a single mom with a 9- and 3-year-old. "I'm juggling the children and making sure my daughter is in her class and my 3-year-old is entertained. And that is definitely taking a toll."

Many teachers say they are eating and drinking more, and exercising and sleeping less.

Briggs, in L.A., says his sleeping patterns are completely off. "Being awake all hours of the night, going to bed at 2, 3 a.m., drinking coffee late at night and try to finish work so I can be more prepared the next day."

He's stressed, in part, because there are no clear work-life boundaries anymore. "When you're waking up in the same space that you're on Zoom, that you're grading papers, that you're watching Netflix, those lines are blurred very easily."

Others say they're not as active at home, and they're eating more junk food and putting on weight. The tight schedules means they don't always move between classes, or even remember to drink water.

"There are a lot of dehydrated teachers out there," says Looney.

Many, like Juelke, say they miss having personal time. "That time where I could sit in the car and drive to work and just kind of relax a little, or my prep time at school alone. That's gone now. And so I feel like my mental health has struggled in that way."

She says even though it breaks her heart, she's started looking for another profession.

Leonda Archer, a middle school math teacher in Arlington, Va., says she's usually a very upbeat person, but the pandemic — coupled with the racial turmoil in the country — has taken a toll. She's African American, and says reports of Black men and women being killed by police makes her fear for her husband's safety.

"There were some points of lowness that I hadn't experienced before. There are some days where I feel like it's hard to keep going."

Archer says she has had difficulty sleeping, and doesn't have an appetite. "And right when I get into a groove, another traumatic experience happens."

Briggs says it was hard not being able to process events like George Floyd's death and the Black Lives Matter protests with his colleagues. In the past, those conversations informed what he would say in the classroom to help his own students make sense of the news.

"The teachers were not able to talk to each other about 'How do you talk about this? How do you present that?' " he says. "There was a lack of ability for us to communicate a message about social justice and rights and the wrongs."

Crumrine says she misses the social aspect of being with her students, and other teachers. "We're not eating lunch together. We're not popping into each other's classrooms. We're all in our little silos."

The school reopening divide

Teachers told NPR they feel a growing chasm in their communities: Parents want schools to open, but teachers first want to make sure it's safe. Many feel they are not being included in these conversations, and their concerns aren't being taken seriously.

Crumrine says it's been devastating hearing elected officials and parents criticize teachers, insisting that schools need to open, even though teachers are concerned about their own health. She says some community members acted like online classes meant teachers weren't working at all. In fact, she says, they were working harder than ever. "It just makes it feel so much worse when you read these horrible things that people say about us or these assumptions that they make about what we are or are not doing."

She says many states, including her own, didn't prioritize vaccines for teachers, which to her revealed just "how deep that lack of value of educators is."

Sarahi Monterrey, who teaches English learners in Waukesha, Wisc., says she's felt a "huge divide" in the community. "It almost seems like us against them." She was in a Zoom school board meeting where parents and students were present, and a teacher testified that her husband had COVID-19. "And a parent in the room said, 'Who cares?' And I was blown away. Just blown away."

In Virginia, Archer says, at the beginning of the pandemic, "We were seen as angels. Like, 'Oh my God, I've been home with my child for two months, how do teachers do it?' And now the narrative has totally flip-flopped."

She says she also misses "the vibe of school, the energy, all of that. But I don't want people to be sick."

Archer works 12-hour days, and says people need to remember that teachers are people too. "Our profession is a nurturing one, but we also are humans that need to be poured into. We need to be nurtured, 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.

; Credit: LA Johnson/NPR

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: LA Johnson/NPR

Undergraduate college enrollment fell again this spring, down nearly 5% from a year ago. That means 727,000 fewer students, according to new data from the National Student Clearinghouse.

"That's really dramatic," says Doug Shapiro, who leads the clearinghouse's research center. Fall enrollment numbers had indicated things were bad, with a 3.6% undergraduate decline compared with a year earlier, but experts were waiting to see if those students who held off in the fall would enroll in the spring. That didn't appear to happen.

"Despite all kinds of hopes and expectations that things would get better, they've only gotten worse in the spring," Shapiro says. "It's really the end of a truly frightening year for higher education. There will be no easy fixes or quick bounce backs."

Overall enrollment in undergraduate and graduate programs has been trending downward since around 2012, and that was true again this spring, which saw a 3.5% decline — seven times worse than the drop from spring 2019 to spring 2020.

The National Student Clearinghouse attributed that decline entirely to undergraduates across all sectors, including for-profit colleges. Community colleges, which often enroll more low-income students and students of color, remained hardest hit by far, making up more than 65% of the total undergraduate enrollment losses this spring. On average, U.S. community colleges saw an enrollment drop of 9.5%, which translates to 476,000 fewer students.

"The enrollment landscape has completely shifted and changed, as though an earthquake has hit the ground," says Heidi Aldes, dean of enrollment management at Minneapolis Community and Technical College, a community college in Minnesota. She says her college's fall 2020 enrollment was down about 8% from the previous year, and spring 2021 enrollment was down about 11%.

"Less students are getting an education"

Based on her conversations with students, Aldes attributes the enrollment decline to a number of factors, including being online, the "pandemic paralysis" community members felt when COVID-19 first hit, and the financial situations families found themselves in.

"Many folks felt like they couldn't afford to not work and so couldn't afford to go to school and lose that full-time income," Aldes says. "There was so much uncertainty and unpredictability."

A disproportionately high number of students of color withdrew or decided to delay their educational goals, she says, adding to equity gaps that already exist in the Minneapolis area.

"Sure, there is a fiscal impact to the college, but that isn't where my brain goes," Aldes says. "There's a decline, which means there are less students getting an education. That is the tragedy, that less students are getting an education, because we know how important education is to a successful future."

To help increase enrollment, her team is reaching out to the high school classes of 2020 and 2021, and they're contacting students who previously applied or previously enrolled and stopped attending. She says she's hopeful the college's in-person offerings — which now make up nearly 45% of its classes — will entice students to come back, and appeal to those who aren't interested in online courses. So far, enrollment numbers for fall 2021 are up by 1%. "We are climbing back," she says.

A widening divide

Despite overall enrollment declines nationally, graduate program enrollments were up by more than 120,000 students this spring. That means there are more students who already have college degrees earning more credentials, while, at the other end of the spectrum, students at the beginning of their higher ed careers are opting out — a grim picture of a widening gap in America.

"It's kind of the educational equivalent of the rich getting richer," Shapiro says. "Those gaps in education and skills will be baked into our economy, and those families' lives, for years to come."

The value of a college degree — and its impact on earning power and recession resilience — has only been reinforced by the pandemic. According to the U.S. Bureau of Labor Statistics, Americans with a college degree were more likely to stay employed during the pandemic, and if they did lose a job, they were more likely to get hired again. Unemployment rates were higher for those without a degree or credential beyond high school.

"Almost all of the income gains and the employment gains for the last decade have gone to people with higher education degrees and credentials," Shapiro says. "Those who are getting squeezed out of college today, especially at community colleges, are just getting further and further away from being able to enjoy some of those benefits."

In the National Student Clearinghouse data, traditional college-aged students, those 18 to 24, were the largest age group missing from undergraduate programs. That includes many students from the high school class of 2020, who graduated at the beginning of the pandemic. Additional research from the Clearinghouse shows a 6.8% decline in college-going rates among the class of 2020 compared to the class of 2019 — that's more than four times the decline between the classes of 2018 and 2019. College-going rates were worse for students at high-poverty high schools, which saw declines of more than 11%.

For the communities and organizations tasked with helping high school graduates transition and succeed in college, the job this year is exponentially harder. Students have always struggled to attend college: "It's not new to us," says Nazy Zargarpour, who leads the Pomona Regional Learning Collaborative, which helps Southern California high school students enroll and graduate from college. "But this year, it's on steroids because of COVID."

Her organization is offering one-on-one outreach to students to help them enroll or re-enroll in college. As part of that effort, Zargarpour and her colleagues conducted research to help them understand why students didn't go on to college during the pandemic.

"Students told us that it's a variety of things, including a lot of just life challenges," she says. "Families being disrupted because of lack of work; families being disrupted because of the challenges of the illness itself; students having to take care of their young siblings; challenges with technology."

The biggest question now: Will those students return to college? Experts say the farther a student gets from their high school graduation, the less likely they are to enroll, because life gets in the way. But Zargarpour is hopeful.

"It will take a little bit of time for us to catch up to normal and better, but my heart can't bear to say all hope is lost for any student ever."

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.

A demonstrator holds a sign in support of the Affordable Care Act in front of the U.S. Supreme Court last November. On Thursday, the justices did just that.; Credit: Alex Brandon/AP

The U.S. Supreme Court upheld the Affordable Care Act for the third time on Thursday, leaving in place the broad provisions of the law enacted by Congress in 201o. The vote was 7 to 2.

The opinion was authored by Justice Stephen Breyer who was joined by Chief Justice John Roberts and Justices Clarence Thomas, Sonia Sotomayor, Elena Kagan, Brett Kavanaugh and Amy Coney Barrett. Justices Samuel Alito and Neil Gorsuch dissented.

The decision threw out the challenge to the law on the grounds that Texas and other objecting GOP-dominated states were not required to pay anything under the mandate provision and thus had no standing to bring the challenge to court.

"To have standing, a plaintiff must 'allege personal injury fairly traceable to the defendant's allegedly unlawful conduct and likely to be redressed by the requested relief,' " the majority wrote. "No plaintiff has shown such an injury 'fairly traceable' to the 'allegedly unlawful conduct' challenged here."

The mandate, the most controversial provision of the law, required that people either buy health insurance or pay a penalty. In 2012, it was upheld by a 5-4 vote, with Chief Justice John Roberts casting the decisive fifth vote, on the grounds that the penalty fell within the taxing power of Congress.

In 2017, Congress got rid of the penalty after the Congressional Budget Office concluded that the law would continue to function effectively without it. That prompted the challengers to go back to court, contending that because the penalty had been zeroed out, it was no longer a tax or a mandate. What's more, they contended, because the mandate was so interwoven with the rest of the ACA, the whole law must be struck down.

Over 31 million Americans have access health insurance through the ACA — a record high since the law's inception, the White House said last week. In addition, the Urban Institute reported in May that ACA premiums have gone down each of the last three years.

Many of the provisions of the ACA are now taken for granted. Up to 135 million people are covered by the ban on discrimination against those with preexisting conditions.

Young adults are now permitted to stay on their parents' insurance until age 26; copays are not permitted for preventive care; and insurance companies can no longer put lifetime caps on benefits, are required to spend 80% of premiums on medical coverage and are barred from discrimination based on factors like gender.

In addition, Medicaid coverage was greatly expanded after all but a dozen states took advantage of the ACA to expand federally subsidized coverage under the program. Among those who have benefited are many who lost their health insurance when they lost their jobs in the COVID-19 pandemic.

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

The U.S. Supreme Court sided with students on Wednesday, ruling that a former cheerleader's online F-bombs about her school is protected speech under the First Amendment.

By an 8-1 vote, the court declared that school administrators do have the power to punish student speech that occurs online or off campus if it genuinely disrupts classroom study. But the justices concluded that a few swear words posted online from off campus, as in this case, did not rise to the definition of disruptive.

"While public schools may have a special interest in regulating some off-campus student speech, the special interests offered by the school are not sufficient to overcome B. L.'s interest in free expression in this case," Justice Stephen Breyer wrote for the court's majority.

At issue in the case was a series of F-bombs issued in 2017 on Snapchat by Brandi Levy, then a 14-year-old high school cheerleader who failed to win a promotion from the junior varsity to the varsity cheerleading term at her Pennsylvania school.

"I was really upset and frustrated at everything," she said in an interview with NPR in April. So she posted a photo of herself and a friend flipping the bird to the camera, along with a message that said, "F*** the school ... F*** cheer, F*** everything."

Suspended from the team for what was considered disruptive behavior, Brandi and her parents went to court. They argued that the school had no right to punish her for off-campus speech, whether it was posted online while away from school, as in this case, or spoken out loud at a Starbucks across the street from school.

A federal appeals court agreed with her, declaring that school officials have no authority to punish students for speech that occurs in places unconnected to the campus.

The decision marked the first time that an appeals court issued such a broad interpretation of the Supreme Court's landmark student speech decision more then a half century ago. Back then, in a case involving students suspended for wearing black armbands to school to protest the Vietnam War, the court ruled that students do have free speech rights under the Constitution, as long as the speech is not disruptive to the school.

Although Brandi Levy is now in college, the school board in Mahanoy, Pa., appealed to the Supreme Court, contending that disruption can come from outside the campus but still have serious effects on campus. It pointed to laws in 47 states that require schools to enforce anti-bullying and anti-harassment policies.

The high court, however, focused on the facts in Levy's case, concluding that while her posts were less than admirable, they did not meet the test of being disruptive.

"We do not believe the special characteristics that give schools additional license to regulate student speech always disappear when a school regulates speech that takes place off campus," Breyer wrote. "The school's regulatory interests remain significant in some off-campus circumstances."

In a concurring opinion, Justice Samuel Alito wrote: "If today's decision teaches any lesson, it must be that the regulation of many types of off-premises student speech raises serious First Amendment concerns, and school officials should proceed cautiously before venturing into this territory."

In a dissent, Justice Clarence Thomas wrote that the school was right to suspend Levy because students like her "who are active in extracurricular programs have a greater potential, by virtue of their participation, to harm those programs."

"For example, a profanity-laced screed delivered on social media or at the mall has a much different effect on a football program when done by a regular student than when done by the captain of the football team," Thomas wrote. "So, too, here."

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

Britney Spears arrives for a movie premier in Hollywood, Calif., on July 22, 2019. On Wednesday, the singer asked a judge to end her conservatorship.; Credit: Valerie Macon/AFP via Getty Images

Britney Spears is asking a Los Angeles Superior Court judge to end her 13-year conservatorship, saying she is being exploited, bullied and feeling "left out and alone."

Below is a transcript from a leaked audio recording of part of Spears' court statement Wednesday posted on YouTube and verified by NPR.

Britney Spears: I will be honest with you, I haven't been back to court in a long time because I don't think I was heard on any level when I came to court the last time. I brought four sheets of paper in my hands and wrote in length what I had been through the last four months before I came there. The people who did that to me should not be able to walk away so easily. I'll recap: I was on tour in 2018; I was forced to do. My management said if I don't do this tour I will have to find an attorney.

Los Angeles Superior Court Judge Brenda Penny: Ms. Spears, Ms. Spears. I hate to interrupt you, but my court reporter is taking down what you're saying.

Spears: OK.

Penny: And so you have to speak a little more slowly.

Spears: Oh, of course. Yes. OK. I apologize. Great.

Penny: So we hear and make a record of everything you're saying.

Spears: The people who did this to me should not get away and be able to walk away so easily. Recap: I was on tour in 2018. I was forced to do. My management said if I don't do this tour, I will have to find an attorney and by contract my own management could sue me if I didn't follow through with the tour. He handed me a sheet of paper as I got off the stage in Vegas and said I had to sign it. It was very threatening and scary and with the conservatorship, I couldn't even get my own attorney. So out of fear, I went ahead and I did the tour. When I came off that tour, a new show in Las Vegas was supposed to take place. I started rehearsing early, but it was hard cause I'd been doing Vegas for four years and I needed a break in between.

But no, I was told this is the timeline and this is how it's gonna go. I rehearsed four to four days a week, half of the time in the studio and a half of the other time in a Westlake studio. I was basically directing most of the show with my whereabouts, where I preferred to rehearse and actually did most of the choreography, meaning I taught my dancers my new choreography myself. I take everything I do very seriously. There's tons of video with me at rehearsals. I wasn't good. I was great. I led a room of 16 new dancers in rehearsals. It's funny to hear my manager's side of the story. They all said I wasn't participating in rehearsals and I never agreed to take my medication, which my medication is only taken in the mornings, never at rehearsal. They don't even see me. So why are they even claiming that?

When I said no to one dance move into rehearsals, it was as if I planted a huge bomb somewhere and I said, no, I don't want to do it this way. After that, my management, my dancers and my assistant of the new people that were supposed to do the new show all went into a room, shut the door and didn't come out for at least 45 minutes. Ma'am, I'm not here to be anyone's slave. I can say no to a dance move. I was told by my — at the time — therapist, Dr. Benson, who died, that my manager called him and then that moment and told him I wasn't cooperating or following the guidelines in rehearsals. And he also said I wasn't taking my medication, which is so dumb because I've had the same lady every morning for the past eight years give me my same medication and I'm nowhere near these stupid people. It made no sense at all.

There was a week period where they — they were nice to me and they said, "I don't want to do —" And I told them, "I don't want to do the —" They, wait, no — they were nice to me. They said, if I don't want to do the new Vegas show, I don't have to cause I was getting really nervous. I said, "I can wait." It was like, they told me I could wait. It was like lifting literally 200 pounds off of me when they said I don't have to do the show anymore cause it was — I was really, really hard on myself and it was too much.

I couldn't take it anymore. So I remember telling my assistant, "But you know what, I feel weird if I say no. I feel like they're going to come back and be mean to me or punish me or something." Three days later, after I said no to Vegas, my therapist sat me down in a room and said he had a million phone calls about how I was not cooperating in rehearsals and I haven't been taking my medication. All of this was a false. He — he immediately the next day put me on lithium out of nowhere. He took me off my normal meds I'd been on for five years. And lithium is a very, very strong and completely different medication compared to what I was used to. You can go mentally impaired if you take too much, if you stay on it longer than five months. But he put me on that and I felt drunk. I really couldn't even take up for myself. I couldn't even have a conversation with my mom or dad really about anything. I told them I was scared and my doctor had me on — six different nurses with this new medication come to my home, stay with me to monitor me on this new medication, which I never wanted to be on to begin with.

There were six different nurse — nurses in my homes and they wouldn't let me get in my car to go anywhere for — for a month. Not only did my family not do a goddamn thing, my dad was all for it. Anything that happened to me had to be approved by my dad. And my dad only — he acted like he didn't know that I was told I had to be tested over the Christmas holidays before they sent me away when my kids went home to Louisiana. He was the one who approved all of it. My whole family did nothing. Over the two-week holiday, a lady came into my home for four hours a day, sat me down and did a psych test on me. It took forever, but I was — I was told I had to then — after that I got off — Wait.

I was told — I had to then after I got a phone call from my dad saying after I did the psych test with this lady, basically saying I had failed the test or whatever — whatever. "I'm sorry, Britney, you have to listen to your doctors. They are planning to send you to a small home in Beverly Hills to do a small rehab program that we're going to make up for you. You're gonna pay $60,000 a month for this."

I cried on the phone for an hour and he loved every minute of it. The control he had over someone as powerful as me as he loved the control to hurt his own daughter, 100,000%. He loved it.

I packed my bags and went to that place. I worked seven days a week, no days off — which in California, the only similar thing to this is called sex trafficking, making anyone work — work against their will. Taking all their possessions away — credit card, cash, phone, passport card — and placing them in a home where they — they work with the people who live with them. They offer — they all lived in the house with me, the nurses, the 24/7 security. There — there was one chef that came there and cooked for me daily during the weekdays. They watched me change every day, naked. Morning, noon and night. My body — I had no privacy door for my — for my room. I gave eight gallons of blood a week. If I didn't do any of my meetings and work from 8 to 6 at night — which is 10 hours a day, seven days a week, no days off — I wouldn't be able to see my kids or my boyfriend. I never had a say in my schedule. They always told me I had to do this. And ma'am, I will tell you, sitting in a chair 10 hours a day, seven days a week, it ain't fun. And especially when you can't walk out the front door.

And that's why I'm telling you this again two years later, after I've lied and told the whole world I'm OK and I'm happy. It's a lie. I thought I just — maybe I said that enough, maybe I might become happy because I've been in denial. I've been in shock. I am traumatized, you know, fake it till you make it. But now I'm telling you the truth, OK? I'm not happy. I can't sleep. I'm so angry. It's insane and I'm depressed. I cry every day. And the reason I'm telling you this is because I don't think how the state of California can have all this written in the court documents from the time I showed up and do absolutely nothing. Just hire — with my money — another person to keep — and keep my dad on board. Ma'am, my dad and anyone involved in this conservatorship and my management who played a huge role in punishing me when I said, "No, ma'am, they should be in jail." Their cruel tactics working for Miley Cyrus. If she smokes on joints and stage at the VMAs, nothing is ever done to this generation for doing wrong things. But my precious body, whose work for my dad for the past f***ing 13 years, trying to be so good and pretty. So perfect when he works me so hard, when I do everything I'm told, and the state of California allowed my ignorant father to take his own daughter, who only has a role with me if I work with him. They set back the whole course and allowed him to do that to me? That's given these people I've worked for way too much control.

They also threatened me and said if I don't go, then I have to go to court and it will be more embarrassing me if the judge publicly makes you go, "The evidence we have, you have to go." I was advised for my image. I need to go ahead and just go and get it over with. They said that to me. I don't — I don't even drink alcohol. I — I should drink alcohol, considering what they put my heart through.

Also, the Bridges Facility they sent me to none of the kids — I was doing this program for four months. So the last two months I went to a Bridges Facility. None of the kids there did the — did the program. They never showed up for any of them. You didn't have to do anything if you didn't want to. How come they always made me go? How come I was always threatened by my dad and anybody that persisted in this conservatorship? If I don't do this, what they tell me — enslave me to do, they're going to punish me. The last time I spoke to you about just keeping the conservatorship going and also keeping my dad in the loop made me feel like I was dead. Like I didn't matter. Like nothing had been done to to me. Like you thought I was lying or something. I'm telling you again, because I'm not lying. I want to feel heard and I'm telling you this again so maybe you can understand the depth and the degree and the damage that they did to me back then.

I want changes and I want changes going forward. I deserve changes. I was told I have to sit down and be evaluated — again — if I want to end the conservatorship. Ma'am, I didn't know I could petition the conservatorship to end it. I'm sorry for my ignorance, but I honestly didn't know that. But honestly, which I don't think I owe anyone to be evaluated. I've done more than enough. I don't feel like I should even be in a room with anyone to offend me by trying to question my capacity of intelligence, whether I need to be in this stupid conservatorship or not. I've done more than enough. I don't owe these people anything. Especially me, the one that is roofed and fed tons of people on tour on the road. It's embarrassing and demoralizing what I've been through. And that's the main reason I've never said it openly. And mainly I didn't want to say it openly because I honestly don't think anyone would believe me. To be honest with you, the Paris Hilton story on what they did to her, at that school, I didn't believe any of it. I'm sorry, I'm an outsider. And I'll just be honest, I didn't believe it. And maybe I'm wrong. And that's why I didn't want to say any of this to anybody, to the public, because people would make fun of me or laugh at me and say, "She's lying. She's got everything. She's Britney Spears." I'm not lying. I just want my life back. And it's been 13 years and it's enough.

It's been a long time since I've owned my money and it's my wish and my dream for all of this to end without being tested. Again, it makes no sense whatsoever for the state of California to sit back and literally watch me with their own two eyes, make a living for so many people and pay so many people — trucks and buses on tour on the road with me — and be told I'm not good enough. But I'm great at what I do. And I allow these people to control what I do, ma'am, and it's enough, it makes no sense at all. Now, going forward, I'm not willing to meet or see anyone. I've met with enough people against my will. I'm done. All I want is to own my money, for this to end, and my boyfriend to drive me in his f***ing car. And I would honestly like to sue my family, to be totally honest with you.

I also would like to be able to share my story with the world and what they did to me instead of it being a hush hush secret to benefit all of them. I want to be able to be heard on what they did to me by making me keep this in for so long is not good for my heart. I've been so angry and I cry every day. It concerns me I'm told I'm not allowed to expose the people who did this to me. For my sanity, I need you to the judge to approve me to do an interview where I can be heard and what they did to me. And actually, I have the right to use my voice and take up for myself. My attorney says I can't. It's not good. I can't let the public know anything they did to me. And by not saying anything is saying it's OK. I don't know what I said here. It's not OK. I would actually — I don't want to interview. I'd much rather just have an open call to you for the press to hear, which I didn't know today we're doing, so thank you.

Instead of having an interview, honestly, I need that to get it off my heart. The anger and all of it. That — that — that's — that's been happening. It's not fair they're telling me lies about me openly. Even my family. They do interviews to anyone they want on news stations, my own family doing interviews and talking about the situation and making me feel so stupid. And I can't say one thing. And my own people say I can't say anything. It's been two years. I want a recorded call to you — actually, we're doing this now, which I didn't know that we were doing this — until the public knows what they did me. I told my — I know my lawyer Sam has been very scared for me to go forward because he's saying if I speak up, I'm being overworked in that facility, that rehab place that the rehab place will see me. He told me I should keep it to myself. I would personally like to — actually, I know I've had grown with a personal relationship with Sam, my lawyer. I've been talking to him like three times a week now. We've kind of built a relationship, but I haven't really had the opportunity by my own self to actually handpick my own lawyer by myself. And I would like to be able to do that.

I would like to also — the main reason why I'm here is because I want to end the conservatorship without having to be evaluated. I've done a lot of research, ma'am, and there is a lot of judges who do end conservatorships for people without them having to be evaluated all the time. The only times they don't is if a concerned family member says something's wrong with this person and consider an other — otherwise. And considering my family has lived off of my conservatorship for 13 years, I won't be surprised if one of them has has something to say. Go forward and say, "We don't think this should end. We have to help her." Especially if I get my fair serve and turn in exposing what they did to me. Also I want to speak to you about at the moment my obligations, which I personally don't think at the very moment, I owe anybody anything.

I have three meetings a week I have to attend no matter what. I just don't like feeling like I work for the people whom I pay. I don't like being told I have to, no matter what, even if I'm sick, Jodi, the conservator says I have to see my Coach Ken even when I'm sick. I would like to do one meeting a week with a therapist. I've never in — before — even before they sent me to that place, had two therapy sessions. A therapy, one, a therapy session and one therapy session with my — I have a doctor and then a therapy person. What I've been forced to do illegal in my life, I shouldn't be told I have to be available three times a week to these people I don't know.

I'm talking to you today because I feel again, yes, even Jodi is starting to kind of take it too far with me. They have me going to therapy twice a week and a psychiatrist. I've never in the past had — they had me going yeah, twice a week and my doctor goal. So that's three times a week. I've never in the past went to see a therapist more than once a week. It takes too much out of me going to this man I don't know. Number one, I'm scared of people. I don't trust people with what I've been through. And the clever set up of being in what's like, one of the most exposed places in Westlake, which today — yesterday paparazzi showed me coming out of the place, literally crying in there. It's embarrassing and it's demoralizing. I deserve privacy when I go. I deserve privacy when I go and have therapy either at my home, like I've done for eight years — they've always come to my home — or when the Dr. Benson, the guy — the man that died — I went to a place similar to what I went to in Westlake, which was very exposed and really bad. OK, so wait, where was I? It was like, it was identical to Dr. Benson who died. The one who illegally — yes, 100% — abused me by the treatment he gave me to. And to be totally honest with you, I was so —

Penny: Ms. Spears, excuse me for interrupting you. But my reporter says if you could just slow down a little bit because she's trying to make sure she gets everything that you're saying.

Spears: OK, cool.

Penny: And so if you just —.

Spears: OK.

Penny: So that would be great.

Spears: I have been through — and the clever set up in Westlake is identical to Dr. Benson who died, the one who illegally — yes, 100% — abused me by the treatment he gave me. And to be totally honest with you, when he passed away, I got on my knees and thanked God. In other words, my team is pushing — pushing it with me again. I have trapped phobias being in small rooms because the trauma locked me up for four months in that place is not OK for them to send me — sorry, I'm going fast — to that small room like that twice a week with another new therapist I pay that I never even approved. I don't like it. I don't want to do that. And I haven't done anything wrong to deserve this treatment. It's not OK to force me to do anything I don't want to do. By law — by law, Jodi and this so-called team should honestly — I should be able to sue them for threatening me and saying if I don't go and do these meetings twice a week, we — we can't let you have your money and go to Maui on your vacations. You have to do what you're told for this program and then you will be able to go.

But it was very clever. They picked one of the most exposed places in Westlake knowing I have the hot topic of the conservatorship, that over five paparazzi are going to show up and get me crying coming out of that place. I begged them to make sure that they did this at my home so I would have privacy. I deserve privacy. The whole conservatorship from the beginning — once — the conservatorship — the conservatorship from the beginning, once you see someone, whoever it is in the conservatorship, making money, making them money and myself money and working, that whole, that whole statement right there, the conservatorship should end. There should be no — I shouldn't be in a conservatorship if I can work and provide money and work for myself and pay other people. It makes no sense. The laws need to change. What state allows people to own another person's money and account and threaten them and saying, "You can't spend your money unless you do what we want you to do." And I'm paying them.

Ma'am, I've worked since I was 17 years old. You have to understand how thin that is for me. Every morning I get up to know, I can't go on somewhere unless I meet people I don't know every week in an office identical to the one where the therapist was very abusive to me. I truly believe this conservatorship is abusive. And now we can sit here all day and say, "Oh, conservatorships are here to help people." But ma'am, there's a thousand conservatorships that are abusive as well. I don't feel like I can live a full life. I don't — I don't owe them to go see a man I don't know and share him my problems. I don't even believe in therapy. I always think you take it to God.

I want to end the conservatorship without being evaluated. In the meantime, I want this therapist once a week. He can either come to my home — no, I just want him to come to my home. I'm not willing to go to Westlake and be embarrassed by all these paparazzi, these scummy paparazzi laughing at my faces while I'm crying, coming out and taking my pictures as all these white, nice dinners where people drinking wine at restaurants, watching me from these places.

They set me up by sending me to the most exposed places, places. And I told them I didn't want to go there because I knew paparazzi would show up there. They only gave me two options for therapist, and I'm not sure how you make your decisions, ma'am, but this is the only chance for me to talk to you for a while. I need your your help. So if you can just kind of let me know where your head is, I don't really honestly know what to say, but my requests just are to end the conservatorship without being evaluated. I want to petition, basically, to end the conservatorship, but I want to — I want it to be petitioned. And if I don't want to be evaluated, to be sat in a room with people for hours a day like they did me before, and they made it even worse for me after that happened.

So I just — I'm honestly new at this and I'm doing research on all these things. I do know common sense and the method that things can end, it — for people, it has ended without them being evaluated. So I just want you to take that into consider — consideration. I've also done research and wait — also took a year during COVID to get me any self-care methods during COVID. She said there were no services available. She's lying, ma'am. My mom went to the spa twice in Louisiana during COVID. For a year, I didn't have my nails done. No hair styling and no massages, no acupuncture, nothing. For a year. I saw the maids in my home each week with their nails done different each time. She made me feel like my dad does — very similar, her behavior. And my dad, but just a different dynamic. Team wants me to work and stay home instead of having longer vacations. They — they are used to me sort of doing a weekly routine for them and I'm over it. I don't feel like I owe them anything at this point. They need to be reminded they actually work for me. They trick me by sending me to the — OK, I repeated myself there. OK.

Also, I was supposed to be able to have a friend that I used to do AA meetings with. I did AA for two years, I have like, you know — I did three meetings a week and met a bunch of women there. And I'm not able to see my friends that live eight minutes away from me, which I find extremely strange. I feel like they're making me feel like I live in a rehab program. This is my home. I'd like for my boyfriend to be able to drive me in his car. And I want to meet with the therapist once a week, not twice a week. And I want him to come to my home because I actually know I do need a little therapy.

I was told, hold on — I think that's — oh, and I would like to progressively move forward and I want to have the real deal. I want to be able to get married and have a baby. I was told right now in the conservatorship, I'm not able to get married or have a baby. I have an IUD inside of myself right now, so I don't get pregnant. I wanted to take the IUD out so I could start trying to have another baby. But this so-called team won't let me go to the doctor to take it out because they they don't want me to have children — any more children.

So basically this conservatorship is doing me way more harm than good. I — I deserve to have a life. I've worked my whole life. I deserve to have a two- to three-year break and just, you know, do what I want to do. But I do feel like there is a crutch here and I feel like I feel open and I'm OK to talk to you today about it. But I — I wish I could stay with you on the phone forever, because when I get off the phone with you, all of a sudden all I hear — I hear all these no's. No, no, no. And then all of a sudden I get — I feel ganged up on and I feel bullied and I feel left out and alone. And I'm tired of feeling alone. I deserve to have the same rights as anybody does by having a child, a family, any of those things. And more so. And that's all I wanted to say to you. And thank you so much for letting me speak to you today.

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

The U.S. Supreme Court; Credit: Jose Luis Magana/AP

The U.S. Supreme Court on Tuesday refused to lift a ban on evictions for tenants who have failed to pay all or some rent during the coronavirus pandemic.

By a 5-to-4 vote, the court left in place the nationwide moratorium on evictions put in place by the Centers for Disease Control and Prevention, and which was challenged by the Alabama Association of Realtors.

Justice Brett Kavanaugh, who cast the fifth and deciding vote, wrote in a concurring opinion that he voted not to end the eviction program only because it is set to expire on July 31, "and because those few weeks will allow for additional and more orderly distribution" of the funds that Congress appropriated to provide rental assistance to those in need because of the pandemic. He added, however, that in his view Congress would have to pass new and clearer legislation to extend the moratorium past July 31.

The Biden administration has said it does not plan to extend the moratorium any further.

Also voting to leave the program intact until July 31 were Chief Justice John Roberts and Justices Stephen Breyer, Sonia Sotomayor and Elena Kagan.

Dissenting were Justices Clarence Thomas, Samuel Alito, Neil Gorsuch and Amy Coney Barrett. They would have blocked the moratorium from continuing for another month.

The decision comes at a time when roughly 7 million American households say they are still behind on their rent. Many suffered job loss during the pandemic. And delays have stopped more than $46 billion in congressionally approved rental assistance from reaching many people facing eviction who need it.

Housing groups have been warning that pulling the CDC eviction protections away from people before that congressional aid can reach them would spark a wave of evictions that could otherwise be avoided.

Evictions often send families into a downward financial spiral. It can be very hard to find another place to live with an eviction on your record. People can end up living in their cars, motels when they can afford it or in homeless shelters. Research has found there's also a disparate impact on people of color.

During the pandemic, public health experts have warned — and research showed — that evictions result in more coronavirus cases because people end up living in more crowded situations, where they are more likely to catch or spread the disease.

At the outset of the pandemic, Congress adopted a limited, temporary moratorium on evictions. After Congress' moratorium lapsed last July, however, then-President Donald Trump asked the CDC to step in and issue a new eviction ban, which it did in September. In March, President Biden extended that ban, which was to expire at the end of June. Then on June 24, the Biden administration notified the Supreme Court that it had extended the moratorium until July 31. It also said that barring a rise in coronavirus cases, the "CDC does not plan to extend the Order further."

Landlords have long argued that the CDC order was an overreach and that the agency doesn't have the power to, in effect, take control over their own properties away from them.

A group of the nation's landlords challenged the eviction ban and on May 5, a federal judge in Washington, D.C., ruled that the CDC has exceeded its authority. The judge, however, blocked her own decision from going into effect to give the government time to appeal. On June 2, the U.S. Court of Appeals for the District of Columbia upheld the stay, prompting the landlords to go to the Supreme Court.

Keeping the status quo in place "will prolong the severe financial burdens borne by landlords under the moratorium for the past nine months," the property owners said.

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

D.C. Attorney General Karl Racine, pictured in 2019, is hoping to change how the justice system handles cases involving 16- and 17-year-olds who are charged as adults.; Credit: Claire Harbage/NPR

A new proposal from D.C. Attorney General Karl Racine could overhaul the way juveniles are charged as adults and offer greater opportunities for rehabilitation than a federal prison.

If passed, the proposal would impact people like Charlie Curtis, who was charged with armed robbery and sent to adult court at the age of 16 — a decision that he said left him confused and adrift.

Curtis said he had problems reading and writing back then, let alone asking the court to appoint him a lawyer. After his conviction, he spent years in a federal prison in New Jersey.

"It's a little bit of everything," Curtis said. "A little scary, a little nervous, you got to grow up real fast. You're not in the high school gym no more."

Curtis returned home when he was 22. It would be a while before he stabilized, got a good job driving a truck and started a family that grew to include three children. He now volunteers to help other young people leaving jail and prison — trying to offer the support he got too late.

What the legislation would change

NPR has learned Racine will introduce legislation in the D.C. Council Wednesday to ensure that 16- and 17-year-olds accused of certain crimes start in the family court system.

"Children should be treated like children, including 16- and 17-year-olds, notwithstanding the seriousness of their alleged offense," Racine said.

The proposed legislation would apply to teens charged with murder, first-degree sexual abuse, and armed robbery, among other crimes. Currently, the lead federal prosecutor in D.C. can file those kinds of cases directly in adult court — without any say from a judge — even if those defendants ultimately plead guilty to lesser charges.

D.C. has no federal prisons of its own, so young people convicted as adults can spend years in other states, at great distances from their families. The D.C. attorney general said the majority of underaged defendants charged as adults return home to the District before they are 21, but without the benefit of access to educational programs, vocational training and mentoring they could have received if their cases had been handled in the family courts.

"The adult system doesn't work that way," Racine said. "Federal Bureau of Prisons people will tell you the adult system is not made for kids."

Eduardo Ferrer, the policy director at the Georgetown Juvenile Justice Initiative, said research demonstrates charging young people in the adult system decreases public safety by making it more likely they'll break the law in the future. Most charging decisions in these cases in D.C. are made within a half a day, without the benefit of a longer review of the facts of the case and the background of the teenager, he said.

"The process in D.C. right now, because the U.S. Attorney's Office does not exercise discretion often in terms of keeping kids down in juvenile court, is more of a sledgehammer," Ferrer said. "What we really need is a scalpel."

The U.S. Attorney's Office in Washington and the Metropolitan Police Department did not return calls for comment about the proposal. But its supporters expect some resistance when it's ultimately considered by the City Council.

Ferrer pointed out that the legislation still leaves room for a judge to transfer a young person in D.C. into adult court if the judge has concerns about the ability for rehabilitation and worries about public safety. "The reality is that a young person still can be transferred to adult court," he said. "The difference is we're taking the time to get it right."

The potential impact

The vast majority — 93% — of the 16- and 17-year-olds who are charged as adults in D.C. are Black. One of them is the son of Keela Hailes. In 2008, he was charged with armed robbery. Hailes said she wasn't consulted about decisions about what was best for her son.

"It's like my son went from a 16-year-old to a 30-year-old overnight," Hailes said.

Her son was convicted and sent to federal prison in North Dakota, too far for her to visit regularly as she had done in the D.C. area. Her son, now 30 years old, is incarcerated again. Hailes said she wishes he would have had more options years ago — a chance for an education, and time spent in a juvenile facility instead of around adults in prison.

She said science suggests young people have less judgment and maturity because their brains are still developing. She thinks the new proposal will make a "huge difference" for juveniles in the legal system in the District.

The proposal is the latest in a series of steps Racine has taken to overhaul juvenile justice in D.C. He pushed the courts to stop shackling young defendants; started a restorative justice program for juveniles to meet with and make amends to victims; and worked to limit the ability of police to put handcuffs on most people under age 12.

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

Scientific evidence is insufficient to prove or disprove the theory that exposure to polio vaccine contaminated with a monkey virus between 1955 and 1963 has triggered cancer in humans, says a new report from the Institute of Medicine of the National Academies.

The value of what the United States loses because of the poorer health and earlier death experienced by the 41 million Americans who lack health insurance is estimated to be $65 billion to $130 billion every year, according to a first-ever economic analysis of the costs of uninsurance for society overall.

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.

Hepatitis B and C kill more than 20,000 people every year in the United States.

The National Academy of Medicine (NAM) today announced that more than 130 organizations across the U.S. -- including associations, hospital and medical systems, universities, and professional societies -- have joined NAM in declaring their commitment to reducing burnout and promoting well-being among clinicians.

The Gulf Research Program (GRP) of the National Academies of Sciences, Engineering, and Medicine today announced grant awards for seven new projects totaling $5.3 million.

The National Academy of Engineering has elected 83 new members and 16 foreign members, announced NAE President C. D. (Dan) Mote, Jr., today.

The Gulf Research Program (GRP) of the National Academies of Sciences, Engineering, and Medicine today announced 11 grant awards totaling $341,283 to assist in the recovery of Gulf Coast scientific research efforts impacted by hurricanes Harvey and Irma.

A new report from the National Academies of Sciences, Engineering, and Medicine identifies the most promising scientific breakthroughs that are possible to achieve in the next decade to increase the U.S. food and agriculture system’s sustainability, competitiveness, and resilience.

Despite significant cuts to NASAs Planetary Science Division budget early in this decade, the space agency has made impressive progress in meeting goals outlined in the 2013-2022 planetary decadal survey by the National Academies of Sciences, Engineering, and Medicine, says a new midterm assessment from the National Academies.

The Gulf Research Program (GRP) of the National Academies of Sciences, Engineering, and Medicine today announced awards for nine new grant projects totaling $3.2 million.

Following recommendations from a National Academies of Sciences, Engineering, and Medicine report released earlier this year, the National Academies’ Gulf Research Program (GRP) is developing a long-term research campaign to improve understanding and prediction of the Gulf of Mexico Loop Current System (LCS).

More than 13,000 people – including industry leaders, policymakers, administrators, and researchers from government, industry, and academia – are expected to gather for the Transportation Research Board’s 98th Annual Meeting.

The National Academies today released Criteria for Selecting the Leading Health Indicators for Healthy People 2030, the first of two reports that will help inform the development of Healthy People 2030 (HP2030).

Healthy People 2030 (HP2030) – which will set national objectives for improving the health of all Americans from 2020 to 2030 – should include in its Leading Health Indicators (LHIs) voting as a measure of civic engagement, the health effects of climate change, and indicators of racial and ethnic residential segregation, says a new report from the National Academies of Sciences, Engineering, and Medicine.

NASA, NSF, and NOAA have made substantial progress in implementing the programs recommended in the 2013 decadal survey on solar and space physics (heliophysics) despite a challenging budgetary landscape, says a new midterm assessment from the National Academies of Sciences, Engineering, and Medicine.

A National Academies of Sciences, Engineering, and Medicine committee tasked with developing an overarching framework to assist policymakers in planning for equitable allocation of a vaccine against COVID-19 will issue a discussion draft of the preliminary framework for public comment on Sept. 1.

The U.S. Department of Energy (DOE) and private industry should invest now in order to have an operational fusion pilot plant in the 2035-2040 time frame, says Bringing Fusion to the U.S. Grid, a new report from the National Academies of Sciences, Engineering, and Medicine.

Increased use of zero emission vehicles (ZEVs) presents the greatest opportunity to improve the energy efficiency of light-duty vehicles — i.e., passenger vehicles and light trucks — over the period of 2025-2035, says a new congressionally mandated report from the National Academies of Sciences, Engineering, and Medicine.

The use of high-risk radioactive materials in medical, research, and commercial applications has increased by about 30 percent in the U.S. in the last 12 years, and the government should improve security, tracking, and accountability to reduce health and security risks — while also supporting the development of nonradioactive alternatives to replace them — says a new report from the National Academies of Sciences, Engineering, and Medicine.

The Gulf Research Program (GRP) of the National Academies of Sciences, Engineering, and Medicine today announced grant awards for 13 new projects totaling $3.7 million.

The Transportation Research Board (TRB) today announced the 2023 class of Minority Student Fellows. As part of its commitment to increasing diversity and inclusiveness in transportation, the TRB Minority Student Fellows Program funds students from minority-serving institutions to attend and present their research at the TRB Annual Meeting and help them engage in TRB’s network of transportation professionals.