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.

Area youth participating in the NC Cooperative Extension�s 4-H program helped children at Catawba County Public Health plant vegetable seeds. The activity was one of a series of visits by local North Carolina Cooperative Extension staff and volunteers to Public Health�s Women, Infants and Children (WIC) clinic designed to encourage WIC families to grow and eat fresh vegetables.

Catawba County�s Meals on Wheels program has nominated Winnie Hovey for the award and is asking the public to vote for Hovey in the contest. The contest is featured on Facebook, and the top vote-getter will be named the winner.

The facility is now testing biodiesel fuel being produced by several companies in the region and from the harvest of crops growing around the landfill to test which ones grow best in the local climate while producing the best oils for biodiesel.

What if the August 23 earth tremors had been closer or stronger? Would you know what to do? Here are some tips from Catawba County Emergency Services.

Winnie Hovey has won the American Volunteer contest sponsored by the Meals on Wheels Association of America. Hovey is a 92-year-old Hickory resident who has been volunteering with the local Meals on Wheels organization for approximately 30 years

Catawba County 4-H Club members are collecting dry dog and cat food for the pets of Catawba County Meals on Wheels recipients.

A 35 year veteran of the Register of Deeds Office, Beaver was praised by all her co-workers in that office for excellent customer service, for being a patient instructor on the laws involved in her work, and for preserving the County�s history.

More than 120 people recently attended the seventh annual Foothills Regional Conference for Early Childhood Educators in Statesville. This year�s conference theme, "You Make a Powerful Difference", explored the difference that early childhood educators make in the lives of young children.

The North Carolina Department of Transportation has released recommendations on widening of Highway 16 South in Catawba County (within the minutes of public meetings). Link to project maps: http://www.ncdot.org/doh/preconstruct/highway/roadway/hearingmaps_by_county/county/Catawba.html

Internal Systems Analyst Scott Klinger was recognized, in part, for integrating a new billing program that resulted in improved efficiencies across the organization.

The expansion will more than double clinic space. It will allow the clinic to provide routine dental services, such as cleanings, fillings, sealants, and extractions, to an additional 1,500 children and young adults. During the renovation, the current dental practice will remain open and operate under current hours

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

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).

Dentists and other volunteers in Catawba County are teaming up with hundreds of their peers across the state and nation for �Give Kids a Smile!� day. This program is held annually to offer educational materials, provide free dental services to local, qualifying children from underserved families, and raise awareness of the epidemic of untreated dental disease.

Alexander, Burke, Caldwell and Catawba County students in the 4th or 5th grades submitted posters related to the theme �Severe Weather Awareness� and illustrated an example of a natural hazard that affects North Carolina. One poster from each county and one overall winner from all entries were chosen as the winners of the Unifour Area Severe Weather Awareness Week Poster Contest. The winners were announced during Severe Weather Awareness Week with surprise presentations at each winner�s school.

Catawba County Government renewed an annual tradition on March 22nd, honoring employees with 25 or more years of service at the twenty-seventh annual Quarter Century Club lunch. Catawba County formed the Quarter Century Club in 1986. A highlight of this year�s program was the recognition of twelve new Quarter Century Club members.

Enhancements include an auto-fill feature, the ability to search on a business or landmark name, and links to both Google and Bing maps.

Approximately 100 community leaders learned about two programs designed to protect area children at the Children's Advocacy and Protection Center's second annual Children's Breakfast.

The EcoComplex is a system that recovers all useable products and by-products from a group of private and public partners located in a close-knit defined area. This group of partners works together to use each other�s waste products either as a source of energy (electricity, steam, or heat) or as a raw material for the production of their own product (pallets, lumber, compost, brick shapes/art). The EcoComplex is also focused on making and using �green� energy and on economic development.

Rodney Miller has been named Outstanding N.C. Finance Officer of the Year for 2011-12 by the North Carolina Government Finance Officers Association. The award traditionally and annually recognizes and honors the local government finance officer who has demonstrated state leadership in local government finance issues by serving as the organization's president.

Catawba County Attorney Debra Bechtel has been named County Attorney of the Year by the North Carolina County Association of County Attorneys. Bechtel was recognized for her service to Catawba County and for her service to the association and local governments across the state.

Smart Electric North America, LLC is opening its North American headquarters in Conover, NC at 1550 Deborah Herman Road SW. SENA plans to build market share by supplying quality components and finished goods to the top tier lighting companies in the US first; then abroad.

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

As of October 1, 2012, Catawba County EMS has been named a Permanent Car Seat Checking Station by Buckle Up NC. Car seat checks will be conducted Monday thru Friday, from 9:00 a.m. to 4:00 p.m., by appointment, at the Newton EMS base, located at 1101 South Brady Ave, Newton, NC 28658.

2012 Catawba County Employee Of The Year, Ona Scruggs, recognized for patience, understanding, listening in stressful arena.

The information was developed and compiled by the Children's Agenda Planning Committee, appointed by the Catawba County Board of Commissioners. The committee's vision is to ensure a safe community where all children are engaged, enriched and equipped to reach their full potential.

Catawba County Assistant County Manager Dewey Harris has earned the International City/County Management Association's (ICMA) Credentialed Manager designation. Established in 2002, the ICMA Credentialed Manager program recognizes professional government managers whom the ICMA certifies as having a "commitment to continuous learning and professional development".

Catawba County has launched a performance dashboard, a program that will be the gateway for hundreds of pieces of data on dozens of topics related to the County government, demographics and quality of life. Catawba County Facts and Figures, offers users a choice of exploring data grouped into eight broad categories.

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.

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.

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 Home Health is empowering older adults to lower their risk of falling through a new service called Smart Moves.

Catawba County Public Health's annual report, emergency preparedness outreach have won national honors from the National Association of County Information Officers.

County employees in the first Leadership Academy recently helped families in transition through a Family Care Center project.

Catawba County offers electronics and paint recycling, year round, at Blackburn Landfill during regular landfill operating hours, as of July 1.

Article by Catawba County Public Health School Nurse Margaret Sides on vision screenings for students is published nationally.

Budget Office wins national award, for producing budget document judged easy to read and understand, for 25th straight year

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

Catawba County Public Health has earned reaccreditation from the North Carolina Local Health Department Accreditation Board.

Dental care was recently provided for hundreds of children by Catawba County Public Health.

; 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.

Lisa Przekop, director of admissions at University of California, Santa Barbara, says that many high schoolers this year wrote their application essays about depression and anxiety during the pandemic.; Credit: Patricia Marroquin/Moment Editorial/Getty Images

College-bound high schoolers are making their final deliberations ahead of May 1, the national deadline to pick a school. That day will mark the end of a hectic admissions season drastically shaped by the COVID-19 pandemic.

Many colleges dropped standardized testing requirements, and because some high schools gave pass/fail grades and canceled extracurriculars and sports, admissions counselors had to change how they read and evaluate applications.

"[It was] definitely the craziest of all my 36 years, without a doubt," says Lisa Przekop, director of admissions at the University of California, Santa Barbara.

The UC school system received the most applications in the United States.

Like many others, Przekop says all of her staff has been working remotely throughout the pandemic. But if pivoting to working from home wasn't a challenge enough, Przekop says the school saw an increase in applications of 16%.

"On top of all that, we had to devise a way of doing our admissions selection process without the use of SAT or ACT scores," she says. "So any one of those things would have been a major change, but to have all of them at the same time was beyond anything really that I could've imagined."

Przekop spoke with All Things Considered about how what counselors looked for in applications this year changed, what topics they saw in admissions essays and how the process might have actually improved in spite of the pandemic.

This interview has been edited for length and clarity.

Interview Highlights

Has it all added up to more time spent on every individual application?

Quick answer, yes. Things are much more nuanced now. And although a student may have, for instance, planned to do certain activities, well many of those activities were canceled. The other big difference was students were a lot more depressed this year, obviously. Everybody's more anxious, including students. They're applying for college which is stressful in and of itself. And so what we found is a lot of students used their essays to talk about depression, anxiety, things like this. To read essay after essay after essay about depression, anxiety, stress — is taxing. And so we really had to encourage staff to take more breaks as they were reviewing. So it definitely slowed the whole process down at a time when we had more applications to review.

Can you give any insight into what you are basing your decisions on this year?

Absolutely. Maybe in the past I would've focused on that GPA right away. Now when I'm looking at that academic picture, I have to look at the fact that did the student challenge themselves as much as they could have? Were the courses even available? Do I see any trends in their academic performance? If their spring term of last year, their junior year, was all pass/no pass, can I safely assume that they did well in those courses? And that's where you really had to rely on what the students shared in their essays to try to piece that together.

Are you noticing greater diversity in the students applying to UC?

In terms of ethnic diversity, yes, we are seeing that. In terms of diversity of experience — for instance, first generation students and students with lots of different socioeconomic backgrounds — we're definitely seeing that. I'm seeing students who are very committed to the environment more so than i've seen before. I'm seeing students who are more politically aware and active than I've seen before. So I'm definitely seeing a pattern of behaviors that look a little bit different than students in the past.

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

; 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.

; 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: shuoshu/Getty Images

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.

A customer walks behind a sign at a Nordstrom in Coral Gables, Fla., store seeking employees in May.; Credit: Marta Lavandier/AP

Two organizations filed a lawsuit against Indiana Gov. Eric Holcomb in an attempt to block the state's push to end pandemic unemployment benefits on June 19.

Indiana Legal Services, an organization providing free legal assistance, and the Concerned Clergy of Indianapolis filed the lawsuit on behalf of five unnamed plaintiffs who are set to lose their jobless benefits. The complaint was filed Monday in Marion County Superior Court.

This lawsuit may be the first of its kind that aims to stop states from ending these benefits earlier than Congress mandated.

The unemployment insurance program "has served as a vital lifeline for thousands of Hoosiers," the complaint, reviewed by NPR, says. "By prematurely deciding t0 stop administering these federal benefits, Indiana has violated the clear mandates 0f Indiana's unemployment statute—to secure all rights and benefits available for unemployed individuals."

Indiana is one of 25 Republican-led states that decided to end jobless aid in an effort to get people to return to work. Indiana and seven other states are set to end expanded unemployment benefits as soon as this weekend. This is despite Congress's authorization for extra payments until early September.

Those benefits include the extra $300 a week in federal aid and the special pandemic program for gig workers that allows them to receive jobless benefits. Ordinarily, independent contractors wouldn't be eligible.

Plaintiffs, as well as many other Indiana residents, rely entirely on the unemployment benefits to pay for food and rent and to care for their families, the complaint alleges.

Attorneys in this case are requesting the judge approve a preliminary injunction that would allow people to receive their benefits while the case continues.

Holcomb says it's time to get back to work

Holcomb told The Indianapolis Star that people no longer need unemployment benefits as the state has a plethora of jobs open.

"Eliminating these pandemic programs will not be a silver bullet for employers to find employees, but we currently have about 116,000 available jobs in the state that need filled now," he said.

According to the governor's office, Indiana's unemployment rate has recovered to 3.9% after climbing to 17% at the height of the pandemic.

The lawsuit challenges Holcomb's assertion.

Each of the five plaintiffs say they are unable to return to work due to lingering injuries or disability, health conditions that put them at risk for COVID-19 exposure, dependent children at home and no childcare available, or no positions that are available in their career field.

Workers of color feel the loss of unemployment the most

The National Employment Law Project says ending these jobless benefits early threatens the livelihoods of workers of color the most.

Millions of Americans still heavily rely on jobless aid as the country slowly reopens from pandemic-induced lockdowns, according to the organization.

As of May 22, more than 15.3 million people still needed some form of unemployment benefit—nearly twice the number who received payments when the aid programs began in late March 2020, NELP said.

According to its analysis, over 46% of unemployment insurance recipients in the states ending the programs early are people of color.

"The brunt of the impact will be felt by Black, Latinx, Indigenous, and other people of color," NELP says.

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 performing onstage in Las Vegas in 2016.; Credit: Christopher Polk/Getty Images

Addressing a Los Angeles Superior Court judge today via a remote connection, Britney Spears on Wednesday afternoon made her most public statement to date about her long-running conservatorship. For over a decade, the pop star's life has been ruled by an atypical court-dictated legal arrangement that removes practically all autonomy from her life. Until now, the pop star has remained mostly quiet on the subject.

Today, in a passionate statement, she plead for the conservatorship to end. According to tweets sent by observers on the scene, Spears was open and outspoken about her situation. She said her life was being exploited, and she can't sleep, is depressed and cries every day. She stated that she wants another baby, but is forced by the agreement to keep an IUD in place.

Before today, after a recent New York Times and FX documentary, Framing Britney Spears, reignited interest in her story and the wider #FreeBritney movement, she has shied away from public comment, but did share some thoughts on social media.

"I didn't watch the documentary but from what I did see of it I was embarrassed by the light they put me in," she wrote in an Instagram caption in March. "I cried for two weeks and well .... I still cry sometimes !!!!"

But on Tuesday, The New York Times, citing recently obtained confidential court records, reported that Spears has been trying to fight her conservatorship for years.

"She articulated she feels the conservatorship has become an oppressive and controlling tool against her," a court investigator wrote in a 2016 report. The system had "too much control," Ms. Spears said, according to the investigator's account of the conversation. "Too, too much!"

Ms. Spears informed the investigator that she wanted the conservatorship terminated as soon as possible. "She is 'sick of being taken advantage of' and she said she is the one working and earning her money but everyone around her is on her payroll," the investigator wrote.

In 2019, Ms. Spears told the court that she had felt forced by the conservatorship into a stay at a mental health facility and to perform against her will.

You can find more details about the history of her conservatorship here, but these are the broad strokes:

In 2008, Britney Spears' father, Jamie Spears, gained control of all aspects of his daughter's life after the singer publicly struggled with her mental health. (As the Framing Britney Spears documentary brought new attention to her case, it also started some soul-searching among media types who farmed her mental health issues for tabloid headlines.) Everything from her performances to her finances to her relationships with her two now-teenage sons was under her father's control.

The pop star's fans began to question the ethics and legality of the arrangement, and under the banner #FreeBritney they have sustained a lengthy campaign to see it end.

During this time, Britney Spears continued working — putting out platinum-selling albums, doing TV gigs and mounting a hugely successful four-year residency in Las Vegas. She had no control over the financial arrangements of any of these projects.

In a 2020 court filing, Spears asked the court to suspend her father from his role as conservator and refused to perform if he remained in charge of her career. As a result, a wealth-management company became a co-conservator for her finances, but her father presently remains the main conservator for all other aspects of Spears' life.

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.