User:Katrina0118/sandbox

= Summarizing and Synthesizing - Bay Area =

Housing in the Bay Area
The Bay Area currently exists as one of the costliest places to live in the United States. According to a survey conducted by the United States Census Bureau, the Bay Area ranks #1 "in median home value, median monthly costs for homes with a mortgage, and median gross rent." The average cost of a home in the Bay Area is $440,000 - more than twice the national average, while the average monthly rent is $1,240 - 50 percent more than the national average.

With high costs of living, many Bay Area residents allocate large amounts of their income towards housing. 20 percent of Bay Area homeowners spend more than half their income on housing, while roughly 25 percent of renters in the Bay Area spend more than half of their incomes in the Bay Area. Expending an average of more than $28,000 per year on housing in addition to roughly $13,400 on transportation, Bay Area residents spend around $41,420 per year to live in the region. This combined total of housing and transportation signifies 59 percent of the Bay Area's median household income, conveying the extreme costs of living.

Homelessness
As the cost of rent increases, the rate of homelessness increases as well. No approximate number of homeless people living in the Bay Area can be determined due to the difficulty of tracking homeless residents. However, according to San Francisco’s Department of Public Health, the number of homeless people in San Francisco alone is 9,975. Additionally, San Francisco was revealed to have the most unsheltered homeless people in the country.

Causes of the High Housing Costs
San Francisco's tech boom, also known as the Tech Boom 2.0, has resulted in an increasing amount of large, high-tech corporations being established across the Bay Area, and specifically in the Silicon Valley. Due to the tech boom, the Bay Area's population has ultimately risen, causing the demand for housing to soar. However, the difficulty of commissioning permits to build more housing units is one of the main causes as to why growing demands for more residencies are not being met.

The lack of available land also has contributed to the problem. The cost of land on California's coastal areas is extremely high, making development expensive to undertake.

State and Municipal Policies to Address the Housing Problem

 * Signed in 2017, the Building Homes and Jobs Act enforced a $75 fee on real estate transaction documents. These fees will supply additional funding towards the development of more affordable housing.
 * The director of San Francisco's Department of Homelessness and Supportive Housing intends to consolidate the various, homeless information systems. This system will provide a more efficient and accurate way to track the homeless as well as acting as a main source for poorer residents to find services for housing, shelter, or health care.
 * Proposition 1C allocated state housing bonds worth over $1 billion towards the development of transit-oriented housing and infill infrastructure. This proposition provides more affordable housing to households earning 80 percent or less of the area's median income.
 * Senate Bill 375 authorized the Metropolitan Transportation Commission to implement plans concerning coordinated housing and land use that promote transit-oriented development.
 * In 2016, Governor Jerry Brown approved a legislative measure that calls for state agencies and departments to provide essential services to the homeless.
 * In 2016, Governor Jerry Brown approved a legislative measure that calls for state agencies and departments to provide essential services to the homeless.

Demographics
Since the economy of the Bay Area heavily relies on innovation and high-tech skills, a greater, educated population exists in the region. Roughly 87.4% of Bay Area residents have attained a high school degree or higher, while 46% of adults in the Bay Area have earned a post-secondary degree or higher.

Colleges and Universities
Many scholars have pointed out the overlap of education and the economy within the Bay Area. According to multiple reports, research universities such as Stanford University, University of California - Santa Cruz and University of California - Berkeley, are essential to the culture and economy in the area. These universities also provide countless, public programs for people to learn and enhance skills relevant to the local economies. These opportunities not only provide educational services to the community, but also generates significant amounts of revenue. = Summarizing and Synthesizing - Education NGOs =

Effects of Globalization on Education
Education is rapidly becoming essential to attaining social mobility and economic stability, especially in an increasingly globalized world where technological skills and knowledge are necessary to participate in the economy. Considering this reality, more educational institutions are seeking to incorporate more STEM courses and career training into their curriculums. However, these educational opportunities are not widely offered, which many scholars have argued has led to greater global inequality.

Globalization has also generated a greater push for common, global educational standards such as the United Nations' Millennium Development Goals and Sustainable Development Goals. Yet, some critics argue that these standards pushes a Westernized concept of quality education and focuses on economic benefits rather than the goals of sustainable development and global equality.

Millennium Development Goals
In 2000, the United Nations formed the Millennium Development Goals (MDGs) - eight goals that sought to address global poverty, educational disparities, gender inequality and health crises. The 191 member states of the UN committed to achieving the Millennium Development Goals (MDGs) by 2015.

Goal 2 specifically focused on providing "universal primary education," for children in every nation. The UN Education and Scientific Council (UNESCO) determined primary education to be "the beginning of systematic apprenticeship of reading, writing and mathematics." In order to measure the progress towards achieving Goal 2, UNESCO utilized three gauges; the literacy rate of the 15 - 24 year old demographic, the net total enrollment in the primary education system and the amount of students who start first grade and reach the fifth grade.

In a 2003 Education for All report, data revealed that the progress towards Goal 2 in Sub-Saharan Africa had been unsuccessful. The report disclosed that 58% of students in the area were enrolled in a primary school and that there was a 15% rate of repeating school grades in half of the countries within the region. However, research also indicates that the MDGs were in fact attained if measured on the overall, global scale. The rate of children of primary school age not receiving an education was reduced from 100 million to 57 million between the years 2000 to 2015 During this same period of time, the global literacy rate of people between 15-24 years old increased from 83% to 91%.

Sustainable Development Goals
In 2016, the United Nations enacted the Sustainable Development Goals (SDGs) - a set of 17 global goals to be accomplished by 2030. Through Goal 4 (SDG 4), the United Nations seeks to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all."

As of 2017, the UN reported that despite that more children in the world are attending school than ever before, millions of children still do not meet standard levels in math and reading. According to the current reports, less than half of students in 9 out of 24 sub-Saharan African nations and 6 of 15 Latin American countries had achieved proficient standards in math by the time they finished primary school. Additionally less than half of the children in a quarter of sub-Saharan African countries, who completed a primary education had reached proficient, reading standards. Due to the low achievement rates in these areas, the UN stressed that efforts in educational attainment must be increased in sub-Saharan Africa and Southern Asia as well as "for vulnerable populations, including persons with disabilities, indigenous people, refugee children and poor children in rural areas." The UN claimed that the main factors that have contributed to these disparities were the deficient states of schools in developing areas, inadequate training for teachers and the lack of access to electricity and potable water in a majority of schools in the regions. To address these issues, in 2015, nations of the UN contributed $1 billion to the official development assistance (ODA) for scholarships.

Main Concerns with the U.S Education System
Many education nonprofits and programs in the United States seek to address the growing, academic disparities between racial and socioeconomic groups. In the U.S, exam scores of poor students, who are often Latino or black, are lower than those of white, middle-class students. Students who attend schools with 50% or more children in poverty greater concentration are more likely to fall below the U.S standards in mathematics and reading. Not only that, but as access to a higher education becomes increasingly crucial to earning a stable income, it has also become more costly in the nation. This issue has exacerbated the problem of equal access to college, as the typical black or Latino family do not possess a tenth of the wealth of the typical white family.

The academic disparities in the United States are also caused by other factors. One is that qualified, effective teachers are often concentrated in school districts that offer higher salaries. Yet these districts are mainly comprised of wealthier families and less students of color. Another cause is that impoverished circumstances prevents children from learning in school, increasing the achievement gap. Studies have also revealed that the trend of school choice is a hinderance to social mobility, as more affluent families have access to schools with greater resources that are often private. This tendency has generated greater school segregation not only amongst students of various races but also of different socioeconomic classes.

General Goals of Education NGOs in the United States
Education nonprofit organizations generally aim to achieve the following goals that address the main concerns with the U.S education system:


 * Bridge national, achievement gap


 * Provide supplemental, educational resources to students
 * Provide mentors for them outside of classroom
 * Help combat cycle of poverty

Active Non-Governmental Organizations

 * Education Pioneers
 * Jumpstart
 * Khan Academy
 * Stand for Children
 * Teach for America

Education NGOs (Sector Article)
The article on education NGOs page lacks sufficient information on the exact issues they are trying to address within the United States. The article also fails to explain the effectiveness of Education NGOs and how they may operate internationally. I would also think it would be beneficial to add some of the most prominent education NGOs. Studying how much of an impact education NGOs generate in the United States, I can learn what makes them efficient, ineffective and how they can be improved.

Bay Area (Area Article)
The Bay Area article seems nearly impossible to edit, however I found numerous holes in what could be stated about the current housing crisis and problem of homelessness. Not reporting these issues seems to be a bias in itself. Not only that, but the subsection of "Education" should be supplemented with more data on graduation rates and the public schools that are not only thriving but also famously deprived of necessary resources.

Sector Articles
- This does not have the Wikipedia symbol for being approved of good quality, allowing me to make further improvements. I would like to add quantitative and qualitative data on their effectiveness, allowing me to delve deeper into if and how the nonprofit I am working with is productive in addressing inequality in Berkeley. First, I think it's best to write on the general goals and intentions of education NGOs in the United States, trying to gather how they operate within low-income neighborhoods. Second, I want to compile a list of the most notable education NGOs in order to better track their work.
 * Education NGOs

- Since I will be volunteering with Y-Scholars - the division of the YMCA that focuses on mentoring students from low-income backgrounds - I would like to add a section on this to the YMCA’s Wikipedia and elaborate on how its education nonprofit operates. By doing so, I believe I can comprehend further exactly what the impacts of Y-Scholars are and if the work I am doing is truly effective.
 * YMCA

Area Articles
- Although this Wikipedia article has been certified as being of good quality, it lacks a section on poverty and the housing crisis in the Bay Area which is a critical issue that is widespread knowledge now. Therefore, it is important to write on these issues in the Wikipedia Article. Looking at the data will push me to think further on how I can address poverty through education as well as what other policies and actions are being taken to address the housing crisis occurring in the Bay Area.
 * San Francisco Bay Area

- Although GPP students have already added a section on homelessness in Berkeley, I would like to add data on education rates in the city. I would like to contribute data on graduation rates of the high school students residing in Berkeley as well as the education levels in each neighborhood. Finding and adding this data to the Wikipedia page, I will be able to look at concrete data that highlights the inequality occurring within the city.
 * Berkeley, California

Annotated Bibliography: Education NGOs

 * About Us. (2017, September 2). Retrieved April 26, 2018, from https://www.teachforamerica.org/about-us 
 * Berliner, D. (2016). Addressing poverty: Our impoverished view of educational reform. In Mathis, W.J., & Trujillo, T.M. (Eds.) Learning from the federal market-based reforms: Lessons for ESSA. Charlotte, NC: Information Age Publishing (pp. 437-486).

An academic scholar in U.S education, David Berliner's work describes the main policy issues with education in the United States. He further analyzes what is needed to address educational disparities in the nation.


 * Brissett, N., & Mitter, R. (2017). For function or transformation? A critical discourse analysis of education under the Sustainable Development Goals. Journal For Critical Education Policy Studies (JCEPS), 15(1), 181-204.

Discusses globalization and importance of education in the modern world.


 * Campbell, D. A. (2017). In Focus: An Update on the United Nations Millennium Development Goals. Journal Of Obstetric, Gynecologic & Neonatal Nursing, 46e48-e55. doi:10.1016/j.jogn.2016.11.010

Provides a more positive report on the progress of the Millennium Development Goals.


 * Khan Academy. (n.d.). Retrieved April 26, 2018, from http://www.khanacademy.org 
 * Labaree, D. (1997). Private Goods, Public Goods: The American Struggle over Educational Goals. American Educational Research Journal, 34(1).

David Labaree provides historical context on the United States education system as well as the conflict between private and public educational resources.


 * Nwonwu, F. (Ed.). (2007). Millennium development  achievements and prospects of meeting the targets in . Retrieved from https://ebookcentral-proquest-com.libproxy.berkeley.edu 

Discusses the Millennium Development Goals


 * Orfield, G. (2016). A new civil rights agenda for American education in Mathis, William J. and Tina M. Trujillo. Learning from the Federal Market-Based Reforms : Lessons for ESSA . Charlotte, NC : Information Age Publishing, [2016], 2016. National Education Policy Center series. 

Discussing the current inequality occurring within classrooms that have been generated by past policies advocating for segregation, Orfield conveys the racial issues occurring in the current education system.


 * Our Core Values. (2015, October 1). Retrieved April 26, 2018, from https://www.educationpioneers.org/who-we-are/our-core-values 
 * Our Work. (n.d.). Retrieved April 26, 2018, from https://www.jstart.org/our-work/ 
 * Sustainable Development Goal 4. (n.d.). [United Nations]. Retrieved from https://sustainabledevelopment.un.org/sdg4 

Discusses the UN's global goals in education.

Annotated Bibliography: San Francisco Bay Area
A source for more data on the causes and outcomes of the Bay Area's housing crisis.
 * Alamo, C., Uhler, B., & O'Malley, M. (2015). California's high housing costs : causes and consequences. Sacramento, CA : Legislative Analyst's Office, March 17, 2015.

Statistics for San Francisco housing crisis.
 * Bay Area burden. [electronic resource] : examining the costs and impacts of housing and transportation on Bay Area residents, their neighborhoods and the environment. (2009). Washington, DC : Urban Land Institute, c2009.

Received from Bay Area Burden article
 * Bee, C. A. (2013). The Geographic Concentration of High-Income Households: 2007-2011 (No. ACSBR/11-23). United States Census Bureau.


 * Johnson, H., & Mejia, M. C. (2018, January). California’s Future: Housing. Retrieved April 26, 2018, from http://www.ppic.org/publication/californias-future-housing/ .

Up to date on current public policies passed in California.

An overview of the history of housing in the Bay Area in order to better grasp how the housing crisis may have been generated and study the current abnormality of it.
 * Maharawal, M. M., & McElroy, E. (2018). The Anti-Eviction Mapping Project: Counter Mapping and Oral History toward Bay Area Housing Justice. Annals Of The American Association Of Geographers, 108(2), 380-389.

Empirical data on Homelessness in California. Used to receive data on homelessness numbers. Integrating both my sector and area, the work by Scott Richard and Michael Krist will equip me with crucial data on the current economy of the Bay Area as well as how this affects access to higher education here. Receive quantitative data from here concerning housing in the Bay Area.
 * Quigley, J. M., Raphael, S., & Smolensky, E. (2001). Homelessness in California. San Francisco, Calif. : Public Policy Institute of California, 2001.
 * Suzuki, L. (2016, June 28). How Many People Live on Our Streets? San Francisco Chronicle. Retrieved from projects.sfchronicle.com/sf-homeless/numbers/.
 * Scott, W. Richard, and Michael W. Krist. Higher Education and Silicon Valley: Connected but Conflicted. Johns Hopkins University Press, 2017.
 * Community Facts. (2010, October 5). [United States Census Bureau]. Retrieved from factfinder.census.gov/faces/nav/jsf/pages/community_facts.xhtml#.