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

A new County Solid Waste Franchise with Republic Services (formerly known as GDS), effective July 1, is bringing expanded recycling, new fee schedule, services.

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

Catawba County requests State assistance for those with damage from July 27 flooding.

Adult Services Social Worker Chandra Henson with Catawba County Social Services has been honored by the North Carolina Adult Foster Care Association.

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

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

Catawba County Board of Commissioners adopts resolution supporting citizen participation in government through elections in Catawba County.

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.

New York City public schools will stop offering remote learning options in the coming school year, Mayor Bill de Blasio said on Monday.; Credit: Tayfun Coskun/Anadolu Agency via Getty Images

New York City Mayor Bill de Blasio is promising a full reopening of the nation's largest public school system in September. That means in person, five days a week, with no remote option for students to attend school exclusively online. He made the announcement on MSNBC's Morning Joe on Monday.

"You can't have a full recovery without full strength schools," de Blasio said in the segment.

Almost 70% of the nation's students attend schools that are currently offering full-time in-person learning, according to the organization Burbio. De Blasio's announcement comes a week after New Jersey Governor Phil Murphy announced that there would be no remote option for that state's public school students come September.

But questions remain about how New York City will be able to accommodate 100% of its public school students in person. Some administrators worry there won't be enough space to fit all students in classrooms under current social distancing requirements. At a city council hearing last week, officials testified that all but 10% of the city's public schools could fit their students into classrooms 3 or more feet apart.

At a press conference Monday, the mayor said that he believes schools could make 3-feet social distancing work, but that he expects the Centers for Disease Control and Prevention will relax the requirements more by August.

Meanwhile, many New York City parents have expressed reluctance around in-person schooling. Data from the U.S. Education Department shows students of color are less likely than white students to be learning in person, as of March. Communities of color in the U.S. have been disproportionately impacted by the pandemic. In New York, Asian and Black families in particular have been more likely to keep their children home, according to demographic data released by the city. Parents there have cited virus safety concerns, a lack of trust in the school system and fear of discrimination in or on the way to school as reasons for keeping their children home.

Some parents have said they won't feel comfortable until their children are vaccinated, while others have said they prefer remote learning, because it works better for their children academically or socially.

Michael Mulgrew, president of the United Federation of Teachers, the city's largest teachers union, wrote in the New York Daily News last week that the city must maintain a remote learning option for a limited number of families next school year. On Monday, Mulgrew said, "We still have concerns about the safety of a small number of students with extreme medical challenges. For that small group of students, a remote option may still be necessary."

But some education leaders have argued that offering a remote option would keep more students out of classrooms.

De Blasio said parents will be welcomed back to schools starting in June to ask questions and get answers from educators, as well as to see how schools are keeping students and staff safe.

And remote learning isn't completely going away in New York City. Earlier this month, officials said public school students will learn remotely on Election Day, instead of having the usual day off from school, and class will no longer be suspended on "snow days."

The first day of school in New York City is Sept. 13.

Nicole Cohen contributed to this report.

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

Students wave goodbye during dismissal at Yung Wing School P.S. 124 on March 25, 2021 in New York City.; Credit: Michael Loccisano/Getty Images

New York City schools will reopen in full this fall with no options for virtual learning.

Mayor Bill de Blasio made the announcement during an appearance Monday on MSNBC, saying, "You can't have a full recovery without full-strength schools, everyone back sitting in those classrooms."

De Blasio said the nation's largest school district will meet in person five days a week, with no remote option available. New Jersey has similar plans, and other states want to limit remote lessons as well.

While the decision in New York is being celebrated as an important milestone on the path to returning to some level of normalcy from the pandemic, some parents remain fearful about sending their children back to in-person learning.

Meisha Porter, chancellor of the New York City Department of Education, has heard those concerns firsthand, but says "our schools have been the safest place in the city."

In an interview with NPR's Morning Edition, Porter said that with New York City in the process of a full reopening, "it's important that our schools be fully open, too."

Porter said the city would not make the vaccine a requirement for staff and teachers, but said more than 70,000 employees have already received at least one dose. The city will continue to monitor the health and safety of children, teachers and staff, she said, "but we know our schools have been safe and we need our children back."

Interview Highlights

What do you say to parents who are still really worried about the virus and may not want their kids to return, especially elementary aged kids who don't have access to a vaccine?

I say what we've said over and over again. You know, this past week, we've been at 0.3% — our seven-day positivity rate. Our schools are the safest place. And I've always said nothing, absolutely nothing, replaces the interaction and the learning that happens between a student and teacher in our classrooms. And so what I say to parents, as a parent, is we're going to continue to be in conversations. We're going to continue to make decisions around health and safety. We're going to continue to do those things that parents need us to do, that I need to ensure that we do, to make sure our buildings remain safe and we can get our babies back.

Is part of that effort a consideration about making the vaccine a requirement for staff and teachers?

At this moment, we're not making it a requirement, but we are encouraging [staff and teachers to get vaccinated], and we're going to really work with the city to provide access for students and families and teachers, as we've done over the last couple of months. And so right now, we're pushing and encouraging our staff to get vaccinated. ...

But I mean, wouldn't that help if you had 100%? I mean, children are required to show proof of of immunizations of vaccines to go to school. Why not maintain the same line for teachers and staff?

... I would say this, that we are not in a place where we want to, at this moment, mandate the vaccine. We want to continue to encourage. We all know that folks have had concerns about vaccines, and we want to continue to encourage that vaccines are safe and they are effective. I've been vaccinated along with the 70,000 DOE employees that have been vaccinated. And so we're not, at the moment where we are going to require it.

Have you heard from families who've come to rely on being able to have their kids, their teenagers, working while in school? There's evidence that those with that kind of economic need are those who want to continue with remote learning or some kind of hybrid.

I can tell you that I haven't heard that from families, that they want to they want remote learning so that their teenagers can continue to work. But I know, that that may be a reality for some families. And one of the things that we're doing this summer is increasing access to summer youth employment, increasing access to our learning-to-work programs for our young people, because we know how important it is for some young people to work. But it is equally, if not more important, that they maintain learning and have a connection to a strong and sound education, and we'll continue to do that through learning to work throughout the school year.

What about those students who have found that remote learning just works better for them? I mean, whether they are kids who have struggled socially in school environments, who have been bullied or kids with learning challenges who appreciate just being able to focus away from other students in the classroom. Are there any plans to come up with ways to better address their needs in the future?

So what we're looking forward to is leveraging what we've learned from remote learning as an innovation in our system as we move forward in return. And I think that's what's going to be important for us.

Do you know what that innovation is going to look like?

It's going to look like access to courses across schools and districts, breaking down district lines and walls, high-level courses, enrichment opportunities. You know, remote learning has expanded the universe of what schools should look like.

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: /Rob Dobi for NPR

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

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

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

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

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

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

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

Some institutions have scrapped Columbus Day or switched to celebrating Indigenous Peoples' Day. One New Jersey school district came up with a new solution: eliminate all holiday names.; Credit: Olesya Semenov/EyeEm via Getty Images

Memorial Day. Thanksgiving. Labor Day.

You may be used to seeing your calendar punctuated by the various holidays that occur throughout the year.

But on one New Jersey school district's calendar, each one of these days will be listed, simply, as "day off."

It all started when the school board in Randolph Township voted to change Columbus Day to Indigenous Peoples' Day. Some residents were outraged, so the board said that instead it would wipe holiday names from the school calendar altogether while still observing the days off.

"The overwhelming majority of the township population feels that they've [Randolph Township school board members] grossly overstepped their bounds, that they're completely pushing their own personal, political ideologies," Randolph resident Tom Tatem told Fox News. He started a petition calling on school officials to resign.

Institutions across the country are wrestling with the question of what to do with Columbus Day.

Critics have derided the idea of celebrating the Italian explorer, who perpetrated violence on Native Americans when he arrived in the United States. Boosters say it is critical to recognize the contributions of Christopher Columbus, and that Italian-Americans have historically faced discrimination.

Some places have switched to marking Indigenous Peoples' Day in recognition of the Native Americans who occupied the United States long before European explorers like Columbus arrived.

Randolph Township arrived at a novel solution to this problem: eliminate every holiday name to avoid taking a side.

The goal appears to have been to sidestep the debate over Columbus Day, but the Randolph Township school system instead found itself squarely in it, and opponents of the move have called on school officials to resign.

The Randolph Board of Education is now scheduled to convene Monday for a special meeting to reconsider its plan to remove holiday names from the school calendar.

What's happening in New Jersey

In May, the Randolph school board voted unanimously to replace Christopher Columbus Day with Indigenous Peoples' Day.

Some parents grew angry with the decision, but instead of reverting back to the old calendar, the board moved in early June to scrap all holiday names from the school calendar, not giving preference to either one of the October celebrations.

"If we don't have anything on this calendar, then we don't have to have anyone [with] hurt feelings," Randolph school board member Dorene Roche said during a June 10 public meeting, according to NJ.com.

The backlash has only grown.

A petition calling on Randolph Township Schools superintendent Jennifer Fano and members of the board of education to resign has topped 4,000 signatures. "They represent everything that is wrong in education today and are completely incompetent in every aspect of their role," the petition says.

For its part, the school board acknowledged the public outcry but said its decision was misconstrued by some people.

A press release issued by the Randolph board of education on Sunday clarified that the holidays will still be observed as days off and that their decision was not meant to dishonor "the great veterans and the heroes" after which several of those holidays are named.

"These State, Federal and other holidays have not been cancelled or taken away by this Board of Education as some are falsely claiming," the board said. "Everyone is still encouraged to celebrate them in whatever way they deem appropriate."

Matthew Pfouts, director of communications and digital media for the Randolph Township Schools, told NPR the board has no further comment.

Changing views on holidays

On the national level, Columbus Day remains a federal holiday.

But a number of states, including Alaska and Virginia, as well as some cities either observe Indigenous Peoples' Day as a holiday or celebrate it in some way.

The movement away from Columbus Day has not come without controversy.

The New York City Department of Education tried to rename Columbus Day over objections and eventually settled on marking a holiday called "Italian Heritage Day/Indigenous People's Day," which drew its own set of critiques. New York Gov. Andrew Cuomo said it was wrong to make the two groups share one holiday.

There are also other efforts to recognize the role people of color played in American history.

This week, the Senate unanimously passed a bill to make Juneteenth — the day marking the end of slavery in the U.S. — a public holiday.

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.

Hennepin County Judge Peter Cahill sentenced former Minneapolis police officer Derek Chauvin to 22 1/2 years in prison for the murder of George Floyd.; Credit: /Court TV via AP

A Minnesota judge sentenced former Minneapolis police officer Derek Chauvin to 22 1/2 years in prison Friday for the murder of George Floyd.

Judge Peter Cahill wrote that part of the mission of the Minneapolis Police Department is to give citizens "voice and respect."

"Mr. Chauvin, rather than pursuing the MPD mission, treated Mr. Floyd without respect and denied him the dignity owed to all human beings and which he certainly would have extended to a friend or neighbor. In the Court's view, 270 months, which amounts to an additional ten years over the presumptive 150-month sentence, is the appropriate sentence."

Read Cahill's entire sentencing order and memoradum for Chauvin below.

Chauvin, 45, was convicted in April of all three charges he faced — second-degree unintentional murder, third-degree murder and second-degree manslaughter.

He was sentenced only on the first of the charges, the most serious, as is typical in Minnesota.

Cahill said Chauvin's crime included four aggravating factors: that Derek Chauvin abused a position of trust and authority as a police officer, that he treated Floyd with "particular cruelty," that he committed the crime as part of a group with at least three other people, and that children were present during the commission of the offense.

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

Sonia Doe, pictured here, reached a settlement with the New Jersey Department of Corrections that will make it standard for the state to assign jail stays to a person based on their gender identity, not the sex assigned at birth.; Credit: /The ACLU New Jersey

For 18 months, Sonia Doe faced humiliating strip searches in front of male guards. Male prisoners exposed themselves to her. She faced sexual harassment, discrimination and physical threats from corrections officers and inmates alike.

Doe, who is transgender, has lived her life publicly as a woman since 2003. Yet, Doe — a pseudonym used for her lawsuit — was transported to four different men's prisons across New Jersey from March 2018 to August 2019.

It took a lawsuit filed that August for Doe to finally be transported to a woman's prison weeks later.

As part of the settlement for that lawsuit Tuesday, the New Jersey Department of Corrections will now make it customary for prisoners who identify as transgender, intersex or nonbinary to be assigned a jail stay in line with their gender identity — not with the sex they were assigned at birth.

Tuesday's news marks a major policy shift for the New Jersey Department of Corrections.

Research has shown that transgender inmates face particular danger while in prison, but few states offer them protections like these. Connecticut and California passed laws in 2018 and 2020, respectively, that require transgender inmates to be assigned prisons based on their gender identity. Rhode Island, New York City and Massachusetts also have housed inmates based on their gender identity.

"When I was forced to live in men's prisons, I was terrified I wouldn't make it out alive. Those memories still haunt me," Doe said in a statement announcing the settlement. "Though I still have nightmares about that time, it's a relief to know that as a result of my experience the NJDOC has adopted substantial policy changes so no person should be subjected to the horrors I survived."

Doe faced harassment, discrimination and abuse

According to court documents reviewed by NPR, Doe was placed in men's prisons in spite of the state's Department of Corrections knowing she was a transgender woman.

Clear documentation, including her driver's license, showed her gender identity, but Doe was still forced to remain in men's prisons. In addition to facing physical assaults and verbal and sexual harassment in prison, she was also forced to remain in solitary confinement for long stretches.

Corrections staff would refer to her as a man and address her using male pronouns, according to her complaint. She also was denied gender-appropriate clothing items and had difficulty receiving her hormone therapy regularly and on time.

The settlement forces agency-wide changes

The new policy will require staff to use appropriate pronouns, and prohibits harassment and discrimination based on gender identity.

As part of the settlement in the Doe case, all New Jersey state corrections officers, regardless of rank or facility, will have to sign an acknowledgement that they have read the policy. The agency also will provide targeted training on the changes.

The Department of Corrections also said it would guarantee gender-affirming undergarments, clothing, and other property for the inmates. Medical and mental health treatment, including gender-affirming care, also will be provided "as medically appropriate."

Inmates who are transgender also will be given the opportunity to shower separately and won't have to go through a strip searches or pat downs by an officer of the opposite sex.

"The settlement of this lawsuit puts in place systemic, far-reaching policy changes to recognize and respect the gender identity of people in prison," said Tess Borden, ACLU-NJ Staff Attorney. ACLU New Jersey represented Doe along with Robyn Gigl of Gluck Walrath LLP.

As part of the settlement, the New Jersey Department of Corrections have agreed to pay Doe $125,000 in damages and $45,000 in separate attorney's fees.

Longstanding issues at New Jersey prisons

Doe was not the only transgender inmate who has faced frightening treatment in New Jersey prisons.

Rae Rollins, a transgender woman, filed a lawsuit in March saying she was one of several inmates attacked by corrections officers earlier this year at the scandal-plagued Edna Mahan Correctional Facility for Women. In January, several women were severely beaten by corrections officers at that facility. Ten correctional police officers have been charged in connection to the alleged beatings of prisoners.

Rollins sought a transfer to a different women's prison after the incident, but was moved to a men's prison instead. Rollins has since been moved to an out-of-state prison, according to the state's records.

Earlier this month, New Jersey's embattled corrections commissioner announced his resignation from his post — a day after Gov. Phil Murphy said the state would close the Edna Mahan Correctional Facility.

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.

Evidence exists linking three cancers and two other health problems with chemicals used in herbicides in the Vietnam War, a committee of the Institute of Medicine (IOM) has concluded.

Cancer-causing chemicals that occur naturally in foods are far more numerous in the human diet than synthetic carcinogens, yet both types are consumed at levels so low that they currently appear to pose little threat to human health, a committee of the National Research Council said in a report released today.

A bold national initiative is needed to reduce the enormous health burden of sexually transmitted diseases (STDs) in the United States, according to a new report from a committee of the Institute of Medicine.

Bacteria that resist antibiotics can be passed from food animals to humans, but not enough is known to determine the public health risks posed by such transmission, says a new report by a committee of the National Research Council.

Radon in household water supplies increases peoples overall exposure to the gas, but waterborne radon poses few risks to human health, says a new report by a committee of the National Research Council.

Incineration is widely used in the United States to reduce the volume of waste. Hundreds of incinerators -- including industrial kilns, boilers, and furnaces -- combust municipal and hazardous waste, while many more are used to burn medical waste.

Insufficient evidence exists to support claims that taking megadoses of dietary antioxidants, such as selenium and vitamins C and E, or carotenoids, including beta-carotene, can prevent chronic diseases, says the latest report on Dietary Reference Intakes (DRIs) from the Institute of Medicine of the National Academies.

While the U.S. Environmental Protection Agencys guideline for protecting the public from a toxic form of mercury is justifiable based on the latest scientific evidence, some children of women who consume large amounts of fish and seafood during pregnancy may be at special risk of neurological problems.

No justification currently exists for completely abandoning chemical pesticides, says a new report from the National Academies National Research Council.

The National Institutes of Health and the U.S. Department of Education should promote routine early screenings of children for autistic spectrum disorders, much like they are promoted for vision and hearing problems, says a new report from the National Research Council of the National Academies.

Recent strides in biotechnology offer the promise of new and innovative applications -- from edible vaccines to protein-based electronics components.

By expending too many resources to inspect cleaner low-emitting vehicles, coupled with a lack of effective ways to deal with the dirtiest ones, states are missing opportunities to reduce air pollution.

To meet the bodys daily energy and nutritional needs while minimizing risk for chronic disease, adults should get 45 percent to 65 percent of their calories from carbohydrates, 20 percent to 35 percent from fat, and 10 percent to 35 percent from protein.

One out of every four dogs and cats in the western world is now obese. Like humans, dogs and cats that are obese run a higher risk of developing diabetes, heart disease, or other health problems.

The vast majority of healthy people adequately meet their daily hydration needs by letting thirst be their guide, says the newest report on nutrient recommendations from the Institute of Medicine of the National Academies.

Based on a thorough review of clinical and epidemiological studies, neither the mercury-based vaccine preservative thimerosal nor the measles-mumps-rubella (MMR) vaccine are associated with autism, says a new report from the Institute of Medicine of the National Academies.

Good afternoon. On behalf of the Institute of Medicine and the entire committee, I would like to welcome reporters and guests to the release of our report, Vaccines and Autism.

The U.S. Environmental Protection Agencys standard for the maximum amount of fluoride allowed in drinking water -- 4 milligrams of fluoride per liter of water -- does not protect against adverse health effects.

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

There is sufficient evidence from tree rings, boreholes, retreating glaciers, and other proxies of past surface temperatures to say with a high level of confidence that the last few decades of the 20th century were warmer than any comparable period in the last 400 years, according to a new report from the National Research Council.

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

Medication errors are among the most common medical errors, harming at least 1.5 million people every year, says a new report from the Institute of Medicine of the National Academies.

A new report from the Institute of Medicine finds suggestive but limited evidence that exposure to Agent Orange and other herbicides used during the Vietnam War is associated with an increased chance of developing high blood pressure in some veterans.

Although most people who receive and manage Social Security benefits on behalf of other individuals perform their duties well.

Good morning. I am Dr. Alice Gast and I am here today with Dr. David Relman as the chair and vice chair of the Committee on the Review of the Scientific Approaches Used During the FBI’s Investigation of the 2001 Bacillus anthracis Mailings.

A congressionally mandated report from the National Research Council finds serious deficiencies in the nations forensic science system and calls for major reforms and new research.

Evidence exists that people who lived or worked at Camp Lejeune Marine Base in North Carolina between the 1950s and 1985 were exposed to the industrial solvents tricholorethylene (TCE) or perchloroethylene (PCE) in their water supply, but strong scientific evidence is not available to determine whether health problems among those exposed are due to the contaminants, says a new report from the National Research Council.

A new report from the Institute of Medicine finds suggestive but limited evidence that exposure to Agent Orange and other herbicides used during the Vietnam War is associated with an increased chance of developing ischemic heart disease and Parkinsons disease for Vietnam veterans.

The numerous technical and operational breakdowns that contributed to the Deepwater Horizon oil rig explosion and spill from the Macondo well in the Gulf of Mexico suggest the lack of a suitable approach for managing the inherent risks.

Most Americans and Canadians up to age 70 need no more than 600 international units (IUs) of vitamin D per day to maintain health, and those 71 and older may need as much as 800 IUs, says a new report from the Institute of Medicine.

A National Research Council committee asked to examine the scientific approaches used and conclusions reached by the Federal Bureau of Investigation during its investigation of the 2001 Bacillus anthracis mailings has determined that it is not possible to reach a definitive conclusion about the origins of the anthrax in letters mailed to New York City and Washington, D.C., based solely on the available scientific evidence.