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Whether you can afford a home depends — a lot — on the city you want to call home. A modest income can go a long way in Cumberland, Maryland, the metropolitan area with the nation’s most affordable houses. In contrast, the least affordable homes are in the San Jose, California, metropolitan area — the center of Silicon Valley.In Cumberland, a median-priced house costs less than two years’ median household income. By contrast, the typical home in San Jose costs about 10 years of household income.NerdWallet calculated affordability for 173 metropolitan areas by comparing the median annual household income and the monthly principal-and-interest payment for a median-priced single-family home. “Median” means half of the values or incomes are higher and half are lower. Those comparisons revealed the five most- and least-affordable markets for buying a home.The lists were compiled using data from the National Association of Realtors, the Census Bureau and NerdWallet surveys.? MORE: How much can you afford in your area? 1045

When Jeff Hill returned to his neighborhood in Paradise, California, after evacuating during the Camp fire, he came across a wayward horse -- in a backyard swimming pool. The horse appeared to have jumped in to escape the flames, and was caught in the pool cover.He had been checking on a neighbor's house to see if it was still standing when he discovered the horse, Hill wrote in a Facebook post."We scrambled to unhook the pool cover and pulled her to the shallow end where we guided her up the steps." The horse got out, shook off, and "loved on us for a few minutes as a thank you, and walked off," he wrote.Hill called for help, and waited with the horse until resources could escort the horse out from the fire zone.As wildfires raged in different parts of California, residents were forced to evacuate -- some without getting the chance to go home and grab their four-legged friends.Searchers combing through the charred areas have rescued hundreds of animals -- including dogs, cats, horses, donkeys, ducks, and a tortoise.Now, community organizations and good Samaritans are rallying to shelter the displaced animals and reunite them with their owners. 1170

While kids are on summer break, districts across the country are working to determine whether or not to reopen schools, and how to do it safely.School leaders are racing the clock to figure out what the next school year will look like.“We’ve been looking at how can we provide a high quality education in this environment,” said Lisa Yates, Superintendent at Buena Vista School District.For Yates, that decision is simple.“We’re hearing that from families, we’re hearing that from students, we want to be back in school,” she said.At Buena Vista Middle and High School in the Colorado mountains, summer school is in session at their brand new, still under construction, building. Students and teachers are piloting a new platform that leaders hope will help come fall.The platform was installed in early June and created by tech company Wolk. It works like this -- first, gateways are installed in classroom ceilings.“The system is called Open,” said Rene Otto, Solutions Architect for Wolk.com.Next, students and teachers put on a wearable device at the beginning of the school day. “They’re given these safety cards or wristbands, so what these do is they act as beacons,” she explained.The devices currently use Bluetooth to communicate. Using the gateways, the software shows when a beacon comes within a certain amount of space of another beacon, for how long, and if the beacon moves rooms.“The point of it was to help people understand where they are in a physical space, so we can figure out if safe social distancing is being practiced,” Otto said.The school district’s technology coordinator, Matt Brooker, helped install the system. “If we did have an incident where a kid is positive, could we do contact tracing with this?” he said.For students, the idea seems simple enough.“It’s going to record where you walk and how close you get to other people,” 6th grade Aidan explained. “It’s like wearing a little necklace. It doesn’t really bother me that much.” Others weren’t as convinced. “Personally, I don’t know if a lot of people are going to want to wear them,” 10th grader Taylor said.With every tracking device comes concerns over data and privacy.“It took me a little bit,” said Reba Jackson, a teacher at the school. “I’m a little paranoid about tracking things.”“I went from feeling like it might be a little bit invasive,” teacher Robin Fritsch, explained. “It’s not a big deal. If it gives us valuable data, I’m in.”Otto said not to worry.“We really want to make sure privacy is protected. So the way it works is, only the administrators of the schools have access to the identifying information,” she explained. In other words, each tracker has a number as the identifying name. Only school admin members are able to match that number with a student. “I don’t think any parents or people want to be tracked by a technology company generally. But if that information can help make people safer, I think it’s valuable.”Otto said for the system to work fully, they need at least 60% of students and teachers using it. This helps find hot spots that potentially need more cleaning or more attention to create a better socially distanced space.“I think it’s going to be a valuable tool,” Fritsch said.As students come back, the hope is that the system will help identify who has come into contact with someone who tested positive for COVID-19, and stop the spread there. This could mean the difference between sending 10 kids home and sending the entire school home in the event of a positive case.“Typically rural communities, as far as economic development, don’t have the resources the major metropolitan areas might have,” said Wendell Pryor, Director of Chaffee County Economic Development Corporation. “So any tool like this that aids in the threat of an outbreak and the way it might spread, I think is going to be a bonus to everybody involved.”“In person is where we want to be, so we’re putting our resources there,” Superintendent Yates said. 3979

When Nolan Davis called his community to march for Black Lives Matter, hundreds turned up for the cause. On Saturday, he led demonstrators from a park in his hometown of Kirkwood, Missouri to the town's city center, leading chants along the way.But Nolan's protest looked a bit different than others that have taken place across the country in recent weeks — because almost all the participants were children.Nolan, 8, helped organize the protest along with his mother, Kristin Davis. According to CNN, he was inspired to lead his own protest after the two attended a few other rallies in the St. Louis area.Nolan and his mother designed a flyer to get the word out about the protest and shared it on Facebook. Nolan told CNN that he believed that about 50 people would show up to his event. But when he arrived at the park on Saturday morning, there were about 700 people ready to support his movement.According to CNN, Kristin Davis, who is white, adopted Nolan and his 5-year-old sister, Caroline, who are both Black. Their mother says that while she could never understand what her children go through, she's tried to have regular conversations about racism with them to keep them safe."We're preparing them for when they're older and taller and bigger. When they're not going to be perceived as cute little kids anymore," Kristin Davis told CNN.During the protest, Nolan held a sign that read "Kids Can Make a Change," according to photos from St. Louis-Post Dispatch. 1481

With many teachers opting out of returning to the classroom because of the coronavirus, schools around the U.S. are scrambling to find replacements and in some places lowering certification requirements to help get substitutes in the door.Several states have seen surges in educators filing for retirement or taking leaves of absence. The departures are straining staff in places that were dealing with shortages of teachers and substitutes even before the pandemic created an education crisis.Among those leaving is Kay Orzechowicz, an English teacher at northwest Indiana’s Griffith High School, who at 57 had hoped to teach for a few more years. But she felt her school’s leadership was not fully committed to ensuring proper social distancing and worried that not enough safety equipment would be provided for students and teachers.Add the technology requirements and the pressure to record classes on video, and Orzechowicz said it “just wasn’t what I signed up for when I became a teacher.”“Overall, there was just this utter disrespect for teachers and their lives,” she said. “We’re expected to be going back with so little.” When school leaders said teachers would be “going back in-person, full throttle, that’s when I said, ‘I’m not doing it. No.’”Teachers in at least three states have died after bouts with the coronavirus since the start of the new school year. It’s unclear how many teachers in the U.S. have become ill with COVID-19, but Mississippi alone reported 604 cases among teachers and staff.In cases where teachers are exposed to the virus, they could face pressure to return to the classroom. The Trump administration has declared teachers to be “critical infrastructure workers” in guidance that could give the green light to exempting them from quarantine requirements.Throughout Indiana, more than 600 teacher retirements have been submitted since July, according to state data. Although the state gets most of its teacher retirements during the summer, surveys suggest more retirements than usual could happen as the calendar year progresses, said Trish Whitcomb, executive director of the Indiana Retired Teachers Association.“I’ve gotten more (teachers) calling me back saying, ‘Well, I’m going to go ahead and retire,’” Whitcomb said. “Some still wanted to go back in the classroom, but they didn’t think the risk was worth it. They looked at their grandkids and the life they have, and I think they’re saying, ‘I’m just not going to do it.’”In Salt Lake County, Utah, the state’s most populated metropolitan area, more than 80 teachers have either resigned or retired early because of concerns about COVID-19 in schools. More than half of those happened in one of the county’s five school districts, Granite School District. All of the district’s teachers who left were fined ,000 for failing to give 30 days’ notice.Mike McDonough, president of the Granite Education Association teachers union, said the departures stem from frustration over how the schools have reopened. In Granite, most students will return to in-person instruction for four days a week, and there are few opportunities for teachers to instruct solely online.Some teachers waited until the last minute, hoping that the district would change its reopening plan. But checking out of the classroom was “the only way to keep themselves safe,” he said.“Teachers are still scared and overwhelmed,” McDonough said. “I have heard from teachers that are just heartbroken to leave the classroom, but they didn’t feel safe going back. They don’t want that level of risk, and they have no other choice but to get out.”Education leaders in states including Arizona, Kansas, New Hampshire, Pennsylvania and Texas have said they are bracing for worsening teacher shortages as the pandemic drives away some educators.To try to maintain staffing levels in classrooms, the Missouri Board of Education made it easier to become a substitute teacher under an emergency rule. Instead of the previous requirement — 60 hours of college credit — eligible substitutes now only need to obtain a high school diploma, complete a 20-hour online training course and pass a background check.Iowa responded similarly, relaxing coursework requirements and the minimum working age for newly hired substitutes.In Connecticut, college students have been asked to step in as substitutes. Michele Femc-Bagwell, director of the teacher education program at the University of Connecticut, said the school has been getting requests to use fifth-year graduate students as substitute teachers. Heavy class loads and internship responsibilities, though, limit their availability to one day a week.Many who work as substitutes are retired teachers such as 67-year-old Margaret Henderson, of Phoenix, who said she will not return as she had planned.“I don’t want to get called into a classroom where a teacher has called out because of the virus or to quarantine. ... And we know that’s going to happen more and more,” Henderson said. “There are still uncertainties about the safety of reopening the school buildings. Can you blame (substitutes) for not wanting to go in?”In rural Iowa’s Hinton Community Schools, Hinton High School Principal Phil Goetstouwers said the school is already down to a third of the substitute teachers it had last year. More than half of those are also willing to sub in other districts, he said, making it even more troublesome when teachers are absent.Allen Little, who retired as a math teacher in Sioux City, Iowa, this past spring, said the “complexities” of teaching during the pandemic made him decide to retire three years earlier than he had planned. Although he anticipated returning to work as a part-time substitute this fall, fears about the virus are holding him back. He encouraged his son, who is studying to be a social studies teacher and who considered getting experience as a substitute, to weigh the risks carefully.“We’re thinking about students, our schools, our community with every decision we make,” Little said. “But we also have to think about ourselves and our families. What’s best for us, maybe more and more of us ... is not being inside the classrooms right now.”___Associated Press Writer Pat Eaton-Robb contributed to this report from Hartford, Connecticut.___Casey Smith is a corps member for the Associated Press/Report for America Statehouse News Initiative. Report for America is a nonprofit national service program that places journalists in local newsrooms to report on undercovered issues. 6529