The agreement would substantially increase the number of items collected for recycling across Catawba County, with further expansion of items collected as needed over time; begin �single stream� collection of recyclable commodities so recycled materials would no longer be required to be separated at curbside; increase Republic Services� investment in Catawba County by $13 million; and protect more than 150 local jobs.

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.

Lori A. Mathes was appointed by the Catawba County Board of Commissioners as the County�s new Tax Collector, based upon staff�s recommendation, at the Board�s meeting on February 18, 2013. Mathes served as Chief Financial Officer for Mental Health Partners of Hickory for eight years, responsible for overseeing the agency�s expenditures and revenues, its accounting policies and procedures.

A new State law will soon shift collection of motor vehicle taxes from counties to the North Carolina Division of Motor Vehicles.

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 will mail data verification, income and expense request, to property owners as 2015 revluation process continues on May 17, 2013. Owners are requested to verify the information found on the data verification sheet, provide pertinent additional information and make any necessary corrections, and return the form to the revaluation office. http://www.catawbacountync.gov/events/revalmailer13.asp

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

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

"Catawba County Facts and Figures" web page, the gateway for hundreds of pieces of data on dozens of topics related to the County government, demographics and quality of life, has been named winner of a 2013 National Association of Counties (NACo) Achievement Award.

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

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

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

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.

Many Catawba County residents will be able to recycle more items beginning November 4.

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

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.

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

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

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

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

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

; 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.

Sen. Elizabeth Warren holds a news conference in March. She and Sen. Bernie Sanders are leading the push to introduce a bill Tuesday that would make pandemic-related food benefits for college students permanent, and create grants for colleges to address hunger.; Credit: Chip Somodevilla/Getty Images

Democrats in the House and Senate are introducing legislation Tuesday that would make pandemic-related food benefits for college students permanent. The push is being led by Senators Elizabeth Warren, Democrat of Massachusetts and Bernie Sanders, a Vermont Independent,

In the December relief package, Congress increased the number of low-income college students eligible for Supplemental Nutrition Assistance Program (or SNAP) benefits for the duration of the pandemic. That included students who are eligible for work study, have an Expected Family Contribution of zero dollars, or qualify for a maximum Pell Grant on their federal financial aid form. According to The Century Foundation, this expansion affects about 3 million college students.

The legislation proposed Tuesday would make these changes permanent, including requiring the U.S. Education Department to notify students they may be eligible for SNAP when they fill out their student aid applications. The bill would also require the Department to collect data on hunger and food insecurity, and would create a $1 billion-a-year grant program for institutions to address hunger on campus.

"Far too many college students struggle to meet their basic needs while they get their education and the pandemic has made this problem even worse," Warren said in a statement to NPR. "As students take on a mountain of student loan debt, they shouldn't have to choose between paying tuition and eating."

The push comes amid new research that shows 39% of two-year college students are facing food insecurity; for students at 4-year schools the number affected is 29%, according to Temple University's Hope Center for College, Community and Justice.

Before the pandemic, in 2019, the U.S. Government Accountability Office issued a report on humger among college students, concluding that over a third of students don't always have enough to eat, and that federal systems already in place, including SNAP, could do a better job of helping them.

Many colleges have increased food benefits for their students, creating or expanding emergency grants, food pantries and other forms of assistance. State legislatures in several places including Virginia and Massachusetts have also moved to address issues of hunger on campus.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Public health experts have been quick to sound the alarm.

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

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

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

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

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

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

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

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.

; Credit: LA Johnson/NPR

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

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

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

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

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

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

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

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

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

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

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

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

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

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

***

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

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

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

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

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

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

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

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

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

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

That drive paid off.

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

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

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

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

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

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

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

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

The final line of the poem:

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

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

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

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

; Credit: LA Johnson/NPR

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

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

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

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

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

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

"Less students are getting an education"

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

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

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

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

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

A widening divide

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What inspired you to conduct this study?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

; 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.

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

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

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

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

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

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

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

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

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

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

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

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

In a case originating with a California Highway Patrol officer's pursuit of a vehicle and ultimately entering the driver's home, the Supreme Court ruled Wednesday that police may not enter homes without a warrant for minor crimes.; Credit: Chris Carlson/AP

The U.S. Supreme Court ruled Wednesday that police cannot enter a home without a warrant when pursuing someone for a minor crime.

By a unanimous vote, the court declared that police violated the rights of a California man by pursuing him into his garage for allegedly playing loud music while driving down a deserted two-lane highway late at night.

Writing for the court majority, Justice Elena Kagan said police had no right to enter the man's home without a warrant for such a trivial offense.

"On many occasions, the officer will have good reason to enter – to prevent imminent harms of violence, destruction of evidence, or escape from the home," she wrote. "But when the officer has time to get a warrant, he must do so – even though the misdemeanant fled."

The court's ruling came in the case of Arthur Lange, who was playing loud music in his car late one night, at one point honking his horn several times. A California highway patrol officer, believing Lange was violating a noise ordinance, followed him, and when the motorist slowed to enter his driveway, the officer put on his flashing lights.

Lange, who later said he didn't notice the police car, drove into his garage. The officer, in "hot pursuit," got out of his car and put his foot under the closing garage door sensor to force the door open again. He had no warrant to enter the home, but once inside, he said, he smelled liquor on Lange's breath and arrested him, not only for the noise violation, but also for driving under the influence.

Lange appealed all the way to the Supreme Court, contending that the officer had no right to enter his home without a warrant and that the DUI evidence had been illegally obtained.

The Supreme Court has long held that police may conduct a warrantless search when pursuing a fleeing felon. The question in Lange's case was whether police are free to do the same thing when pursuing someone suspected of a minor offense like playing loud music.

"[P]ursuit of a misdemeanant does not trigger a categorical rule allowing a warrantless home entry," she wrote.

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

The Supreme Court found that a law that allowed farmworkers union organizers onto farm property during nonworking hours unconstitutionally appropriates private land.; Credit: Patrick T. Fallon/AFP via Getty Images

The Supreme Court on Wednesday tightened the leash on union representatives and their ability to organize farmworkers in California and elsewhere. At issue in the case was a California law that allows union organizers to enter farms to speak to workers during nonworking hours — before and after work, as well as during lunch — for a set a number of days each year.

By a 6-3 vote along ideological lines, the court ruled that the law — enacted nearly 50 years ago after a campaign by famed organizer Cesar Chavez — unconstitutionally appropriates private land by allowing organizers to go on farm property to drum up union support.

"The regulation appropriates a right to physically invade the growers' property," Chief Justice John Roberts wrote for the court's conservative majority. "The access regulation amounts to simple appropriation of private property."

The decision is a potentially mortal blow that threatens the very existence of the farmworkers union. However, the ruling stopped short of upending other laws that allow government officials to enter private property to inspect and enforce health and safety rules that cover everything restaurants to toxic chemical sites.

Indeed, as Roberts wrote: "Under this framework, government health and safety inspection regimes will generally not constitute takings."

The court's decision on Wednesday was only the latest in a series of decisions that have aimed directly at the heart of organized labor in the United States. In 2018, the court hamstrung public-sector unions' efforts to raise money for collective bargaining. In that decision, the court by a 5-4 vote overturned a 40-year precedent that had allowed unions to collect limited "fair share" fees from workers not in the union but who benefited from the terms of the contract that the union negotiated.

The case decided by the court on Wednesday began in 2015 at Cedar Point Nursery, near the Oregon border. The nursery's owner, Mike Fahner, said union organizers entered the farm at 5 a.m. one morning, without the required notice, and began harassing his workers with bullhorns. The general counsel for the United Farm Workers, Mario Martinez, countered that the people with bullhorns were striking workers, not union organizers.

When Cedar Point filed a complaint with the California Agricultural Labor Relations Board, the board found no illegal behavior and dismissed the complaint. Cedar Point, joined by another California grower, appealed all the way to the Supreme Court, arguing they should be able to exclude organizers from their farms.

Writing for the court's three liberals, Justice Stephen Breyer said the access in the case was "temporary" and so did not constitute a "taking" under the law.

The rule, he wrote , is "not functionally equivalent to the classic taking in which government directly appropriates private property or ousts the owner from his domain."

"In my view, the majority's conclusion threatens to make many ordinary forms of regulation unusually complex or impractical," he wrote.

The court's decision could be disastrous for unions in general, but especially those that represent low-income workers. The growers asserted that unions should have no problem organizing workers in the era of the internet. But many of the workers at Cedar Point don't own smartphones and don't have internet access. What's more, many speak Spanish or indigenous languages and live scattered throughout the area, in motels, in labor camps or with friends and family, often moving after just a few weeks when the seasonal harvest is over.

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.

After issuing its final decisions of the term Thursday, the Supreme Court on Friday granted a religious liberty case for next term and turned away challenges to longstanding decisions on qualified immunity and defamation, prompting dissents from the court's conservatives.

Court agrees to hear one religious liberty case, but rejects another

The justices agreed to consider a constitutional challenge to a school funding program in Maine that excludes private schools that teach religion.

Only half the school districts in Maine run their own high schools. The rest pay for students to attend public schools in other districts or to attend private schools. The state, however, will not fund students who attend any school that offers religious teaching.

Parents who wanted to send their children to a private Christian school challenged the law, alleging it violated their right to exercise their religion freely. The First Circuit disagreed, but now the high court will hear their case.

The justices, however, declined to hear another case about religious liberty – this one brought by a Washington state florist who refused to provide flowers for a same-sex wedding. She alleged that the state's antidiscrimination law violated her First Amendment rights, and in 2017, Washington's supreme court ruled against her.

Though the justices on Friday declined to hear her appeal, three of the court's conservatives—Samuel Alito, Clarence Thomas, and Neil Gorsuch—would have taken it for next term.

Thomas calls to do away with qualified immunity

Also on Friday, Justice Thomas once again called for the court to do away with qualified immunity, the legal shield for police officers that has come under intense scrutiny in the last year of racial justice protests.

Thomas was dissenting from the court's refusal to hear the case of a college student promoting Turning Point USA, a right-wing organization known for publishing lists of university professors it deems hostile to conservatives. The student alleged campus police at Arkansas State University violated her First Amendment rights when they stopped her from advertising the organization near the student union. But the campus officers escaped liability in the lower court because of qualified immunity, a doctrine created by the Supreme Court in 1967 that has evolved into a near-impenetrable bulwark for the police.

"Why should university officers," wrote Thomas, "receive the same protection as a police officer who makes a split-second decision to use force in a dangerous setting?" Going further, Thomas questioned whether the judicially-created doctrine should exist at all, an opinion that has garnered more and more bipartisan consensus in the wake of George Floyd's murder.

Thomas and Gorsuch call to overturn landmark Free Speech precedent

The court declined to hear a defamation case brought by a Miami-born international arms dealer—portrayed in the 2016 movie War Dogs—against the author of a book about his life.

The lower court dismissed the suit. It pointed to a landmark 1964 First Amendment decision, in which the high court said that publishers are immune from libel suits brought by public figures, so long as the publishers either didn't know, or had no reason to know, that the information they published was false.

Both Thomas and Gorsuch dissented, arguing the court should overturn the nearly 50-year-old precedent. In the era of disinformation, "lies impose real harm," wrote Thomas. "Instead of continuing to insulate those who perpetrate lies," said Thomas, the court should narrow First Amendment protections.

In a separate dissent, Gorsuch agreed. In 1964, publishers needed protection against libel for unpopular opinions to survive. Indeed, the court's 1964 decision was first used to protect civil rights leaders who had published a New York Times ad criticizing the Montgomery, Alabama police for repeatedly arresting Martin Luther King Jr.

But, said Gorsuch, in 2021, "it's less obvious what force [libel protections have] in a world in which everyone carries a soapbox in their hands," referring to smartphones. Now, Gorsuch wrote, "the deck seems stacked against those with traditional (and expensive) journalistic standards—and in favor of those who can disseminate the most sensational information as efficiently as possible without any particular concern for truth."

Another execution

On top of its decisions about cases next term, the justices gave Alabama the green light to execute Matthew Reeves, whose death sentence was recently overturned by the 11th Circuit Court of Appeals.

This is the second time the justices have ruled against Reeves, who in 1998 was convicted for murder in Alabama. In 2002, Reeves first challenged his sentence in state court. He argued that because of his low IQ, his lawyer should have hired an expert to evaluate him for an intellectual disability. After 15 years of appeals, the Supreme Court denied his claim in 2017. So Reeves appealed his claim through the federal system.

But on Friday, the high court again rejected his challenge, thus allowing Alabama to move forward with his execution. Justice Sotomayor, joined by Justice Kagan, dissented, criticizing the state court for its brusque dismissal of Reeves's claim.

Sotomayor drew attention to "a troubling trend in which this court strains to reverse summarily any grants of relief to those facing execution." The court, wrote Sotomayor, "turns deference" to state courts "into a rule that...relief is never available to those facing execution."

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

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