Center for the Transformation of Schools

This report offers a focused analysis of ‘bright spots’: public schools and community-based organizations well known for their long-standing reputations of offering quality educational services in Los Angeles. In a city where Black people constitute less than 10% of the overall population, Black students constitute 22-68% of the population served by these schools and organizations. The schools and organizations highlighted in this report are located in high-poverty communities where over 80% of students qualify for free or reduced lunch, and the despite the challenges of racial and economic inequality, each school and organization has remarkable histories of fostering student achievement, demonstrated by test scores and graduation rates for Black students that exceed statewide averages and are substantially greater than what would be expected. Despite the pronounced structural disadvantages affecting Black students—many of which have been exacerbated by pandemic-impacted educational conditions—these schools and organizations have established a history of illuminating paths toward academic success for the Black students that they serve. As such, their strategies are also illuminative for practitioners and scholars concerned with charting a course toward broader equity within educational systems. This report follows Beyond the Schoolhouse: Overcoming Challenges and Expanding Opportunity for Black Youth in LA County which documented academic, social and environmental patterns of Black students across Los Angeles County and Beyond the Schoolhouse: Digging Deeper | COVID-19 & Reopening Schools for Black Students in Los Angeles that additionally documented promising practices, both in-school and out-of-school, for fostering academic success for Black students. Learn more on the CTS website.

This report builds upon our 2019 analysis that explored how various educational, health, and social factors impact the academic and developmental outcomes of Black students in Los Angeles. We focus on 14 school districts in Los Angeles County that have populations of 800 or more Black students. Collectively, these districts serve two out of three Black students in Los Angeles: ABC Unified School District Antelope Valley Union High School District Bellflower Unified School District Centinela Valley Union High School District Compton Unified School District Culver City Unified School District Inglewood Unified School District Long Beach Unified School District Los Angeles Unified School District Paramount Unified School District Pasadena Unified School District Pomona Unified School District Torrance Unified School District William S. Hart Union High School District We cannot ignore the profound impacts COVID-19 is having on Black students and their families. Many are experiencing financial, physical, and emotional hardships associated with job loss, lack of adequate healthcare, and social isolation from prolonged shutdowns. Given that many of the inequities discussed in this report were already pervasive prior to the pandemic, we present our findings along with a set of recommendations for reopening schools and prioritizing the academic success and well-being of Black students with $6 billion in new federal monies available to these 14 school districts. Promising models implemented by districts and schools are offered including descriptions of features and benefits, core objectives, approaches, and practices in support of the social and emotional needs of Black students and families. Finally, we present recommendations for policymakers at all levels of government–city, county, state and federal–that can help to mitigate the disadvantages faced by Black students. While safety remains the number one priority, a more comprehensive approach will be needed to respond to the growing gaps between Black youth and many of their peers. To be clear, schools cannot be expected to do this alone. Learn more on the CTS website.

There are 109,00 Black students in the county, but Black students are overrepresented among those who are underprepared for college, who are subject to punitive forms of discipline, and who are chronically absent from school. Moreover, a disproportionate number of Black students in LA County attend schools that the state has identified as “low-performing” often where critical resources (e.g. school counselors, nurses, social workers, highly qualified teachers, etc.) are in short supply. While considerable attention has been focused on efforts to reform schools and raise student achievement, far less attention and effort has been directed at addressing the out-of-school factors that influence a child’s development, or the social and economic conditions in the neighborhoods where they live. We must do both. Throughout this report, we reference the ways in which the accumulation of disadvantage across various educational, health and social indicators interact with the academic and developmental outcomes of Black children in Los Angeles County. Failure to recognize how poverty, health, and educational performance are related has made it more difficult for education policy to have a positive impact on the needs of the most vulnerable children. This report aims to correct this oversight, suggesting solutions that are designed to counter the effects of these disadvantages. Learn more on the CTS website.

Students with a history of trauma face unique challenges in the classroom and many educators don’t receive the necessary training and education to meet these students’ needs.

Students with foster care involvement are particularly affected, often experiencing multiple traumatic events that can impact their behavior and learning. The MONARCH Room® (Multifaceted Approach Offering New Beginnings Aimed at Recovery, Change, and Hope) intervention uses trauma-informed strategies to improve school discipline by keeping students engaged in learning rather than subjecting them to suspensions. Through the work of the CA MTSS Research Consortium and in partnership with Comprehensive Coordinated Early Intervening Services (CCEIS), the MONARCH Room® research team implemented the program in 12 Los Angeles Unified School District (LAUSD) middle and high schools, provided training for school staff known as Champions, and collected data through surveys and focus groups to evaluate the initiative’s effectiveness and challenges.

About the MONARCH Room® Intervention

The MONARCH Room® is a sensory integration and de-escalation space designed as an alternative to exclusionary discipline strategies.

Facilitated by behavioral interventionists, it provides students a safe, nonpunitive environment to self-regulate by using structured sensory techniques to process trauma triggers. The room allows students to explore which sensory tools help them best manage their emotions, with visits monitored and documented.

Learn more on the CTS website.

This brief examines the notable trends and disparities in high school graduation rates between English-Learner classified students (ELs) and non-English-Learner classified students in California over the past five years. The analysis reveals that while overall graduation rates have shown a positive increase, English-Learner classified students continue to have consistently lower graduation rates compared to their non-EL peers. These findings highlight the need for targeted interventions and support systems to address the unique challenges faced by English-Learner classified students and ensure equitable access to educational opportunities. Key findings include: English Learners are less likely to graduate compared to their peers. CA’s 15 largest districts had an average gap of 11.64 percentage points. UC/CSU admission was even less likely for English Learners: among these 15 districts, there was an average gap of 24.31 percentage points between the rate of total students who met UC/CSU admission criteria and the rate of English Learners. This brief is part of The Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support) series. Learn more on the CTS website.

This report includes findings from the CA MTSS Phase 2A Pilot Project’s Year 3 and Phase 2B Pilot Project’s Year 1 of participation qualitative data collection and analysis. In this report, we share findings from analysis across 35 schools from 26 districts in California as they implement the MTSS framework at the school site level. For the past five years, CTS has been leading a statewide CA MTSS pilot program to support schools in building positive school climates by ensuring that all students’ academic, behavioral, and social-emotional needs are met. Our team has been exploring how educators implement the CA MTSS framework and how educators think about—and address—discipline disparities apparent by race. Students of color—especially Black and American Indian students—are more likely to experience lower achievement outcomes than their white peers; and are more likely to receive punitive, exclusionary discipline (e.g., suspensions) than their peers for the same behaviors. The project is co-led by Orange County Department of Education, Butte County Office of Education, and the University of California, Los Angeles Center for the Transformation of Schools (UCLA CTS). Learn more on the CTS website.

California is experiencing a teacher shortage crisis, a pattern most prevalent for math, science, special education, and bilingual education. Although the shortage is widespread, the struggle to hire qualified teachers is particularly acute in some regions. This study profiles nine rural border counties in California that have limited access to Teacher Education Programs (TEPs): Alpine, Del Norte, Imperial, Inyo, Lassen, Modoc, Mono, Sierra, and Siskiyou. CTS researchers classify these counties as “teacher education deserts” that face unique challenges in recruiting and retaining highly qualified teachers. By highlighting factors like geographic location, economic status, and education attainment rates, this brief provides insights into the profound impact that geographic, social, and economic factors have on a county’s teacher supply. Evidence-based recommendations are provided to address urgent teacher supply issues in these regions. Learn more on the CTS website.

Research from the UCLA Center for the Transformation of Schools and the UCLA Civil Rights Project explores obstacles to recruiting and retaining Teachers of Color and Indigenous Teachers (TOCIT) in California’s schools. Researchers sought perspectives from teachers and system leaders in teacher preparation to better understand current policies and practices that are contributing to teacher burnout, turnover, and early retirement. Despite California’s recent, large investments toward improving educator diversity, persistent higher rates of burnout, turnover, and early retirement among teachers of color and Indigenous teachers indicate other factors are at play. At a time when many states are eliminating Diversity, Equity and Inclusion programs designed to foster positive race relations and equity, the research provides examples of persistent discrimination in the training process and the enormous economic barriers that many students of color face in accessing the educational and professional resources and support they need to become teachers. Learn more on the CTS website.

The results are in: CA’s teachers are “stressed”, “exhausted”, & “overwhelmed”. A survey of more than 4,600 current teachers in California finds that while teachers enter the profession to help students and make a difference, many teachers today are feeling acute levels of stress, job dissatisfaction, and are considering leaving the profession. The findings underscore significant challenges to teacher retention and the recruitment and preparation of aspiring teachers, especially teachers of color. Voices from the Classroom: Developing a Strategy for Teacher Retention and Recruitment, details results from a quantitative survey of 4,632 current TK-12th grade teachers in California conducted by Hart Research Associates on behalf of CTS and CTA. The report also includes insights from in-depth interviews with former and aspiring teachers who have taught or plan to teach in California. The survey results reveal alarming findings related to job satisfaction and future outlook, teacher retention, and diversity & inclusion within the school work environment. Learn more on the CTS website.

A research brief collaboration between UCLA’s Center for the Transformation of Schools, Latino Policy and Politics Institute, and Civil Rights Project/Proyecto Derechos Civiles examines the harmful impact of immigration enforcement actions on Latinx children of undocumented immigrants. Building on a 2017-18 survey finding that two-thirds of educators surveyed reported a negative impact of immigration enforcement in their schools, the new research brief, The Impact of a Broken Immigration System on U.S. Students and Schools updates the analysis, spotlighting the urgent need for comprehensive policy reforms that ensure the well-being of all students, regardless of their parents’ immigration status. Learn more on the CTS website.

The impact of the COVID-19 pandemic on student social-emotional learning (SEL) and mental health was a top concern of California voters in May 2021. Key state officials acknowledged early on in the pandemic that SEL and student well-being would be a great challenge for students and schools. These concerns were warranted. Countless people continue to suffer the physical, emotional, and economic effects of the virus and our students have been severely impacted in their academic and social-emotional development. Research shows that the pandemic has had a negative impact on student mental health and social-emotional health and has increased rates of anxiety and attempted suicides. Self-efficacy has worsened in elementary schools, particularly for low-income students. With existing gaps in SEL before the pandemic by race/ethnicity and how the pandemic disproportionately affected low-income and students of color, it is highly likely that inequities persisted or even broadened since then. This brief analyzes new statewide post-COVID data on chronic absenteeism, academic motivation, student SEL and well-being, and school support staff shortages. It urges CA to focus its pandemic recovery efforts on improving student engagement, SEL, and well-being, with a targeted focus on vulnerable student groups such as low-income, English Learners, foster youth, and racial/ethnic minorities. The brief suggests efforts the state can lead and coordinate to ensure that LEAs can best utilize pandemic relief funding to make our school systems stronger during pandemic recovery. Learn more on the CTS website.

This policy brief identifies unique challenges and opportunities for CA’s rural schools and communities. Rural schools and communities face a unique set of chronic challenges including high levels of poverty and fewer job opportunities relative to urban areas, less access to healthcare, more significant teacher shortages, and heightened vulnerability to labor market shocks. Because school enrollment drives public school funding, rural schools have been historically underfunded, contributing to underinvestment in physical and educational infrastructure. The impact of these historic trends has been compounded by two distinctly modern challenges: COVID-19 and rampant annual wildfires. These challenges demand urgent action, and recent federal and state dollars represent an important investment to fund such action. If properly leveraged and made accessible to rural communities, federal and state resources can support rural districts in harnessing their unique assets and mitigating their distinct challenges. This policy brief explores current state and federal resources available to support evidence based solutions to the most pressing challenges facing rural California schools. These resources include funds from the American Rescue Plan, the American Families Plan, and the 2022-2023 California state budget. Learn more on the CTS website.

The abrupt closure of public schools in March 2020 forced a radical shift to remote learning for close to 6 million California students. The shift to digital platforms between the 2019-2020 and 2020-2021 school years highlighted and exacerbated pre-existing educational inequities. In CA, there were an estimated 1.8 million students, most of which were Latinx and Black, without digital access at home (Alliance for Excellent Education, 2020). The pandemic’s impact extended beyond academics, affecting students’ social-emotional learning and mental health. Teachers had to navigate unfamiliar computer platforms and faced difficulties with student engagement. As the pandemic unfolded, the threat of COVID-19 compounded uncertainties. This brief intends to elevate new research by suggesting recommendations for strategic action based on the perspectives of educators across CA who participated in interviews and online surveys. Our hope in sharing this brief widely is that we’ll be able to turn the lights on, to see clearly the deep and profound effects of the virus on our education landscape. Learn more on the CTS website.

This case study summarizes how the Local Control Funding Formula (LCFF), California’s state school funding law since 2013, is being implemented in Pomona Unified School District (PUSD). It focuses on the perspectives of various education stakeholders including students, teachers, parents, principals, school board members, and district staff to better understand how LCFF is being implemented to achieve the goal of advancing equity in the district. The goal of this case study is to inform educators and education system leaders about how district practices have changed as a result of LCFF and to better understand strategies for improving educational outcomes for historically underserved students. PUSD has undertaken a series of actions under LCFF to improve academic outcomes for historically underserved students (e.g. low-income students, foster youth, English Learners). Early signs of progress resulting from PUSD’s efforts include improved levels of student achievement in schools implementing Positive Behavior Interventions and Supports (PBIS), a significant decrease in referral and suspension rates overall, and stronger English Language Arts (ELA) and Mathematics outcomes for students in the classrooms piloting a co-teaching model. While a number of ongoing fiscal and implementation challenges remain for Pomona as the district works towards executing its Pomona 2020 plan, it is clear that progress is being made. Learn more on the CTS website.

This case study demonstrates how East Side Union High School District in San Jose, in partnership with Californians for Justice, a youth-led educational justice organization, is utilizing the Local Control Funding Formula (LCFF) to develop student voice, power, and participation. Although nine years have passed since the Local Control Funding Formula (LCFF) was signed into law in 2013, little is known about how and whether LCFF has empowered young people to take a more active role in influencing and contributing to educational justice. Phrases like ‘youth empowerment,’ ‘youth voice,’ and ‘youth participation’ have quickly gathered momentum. However, efforts to implement student voice and power are often muddled by concerns over their value, legitimacy, and purpose. As educators and policymakers attempt to implement efforts and policies to develop student voice, many continue to grapple with common questions, including: How can student voice and power support broader educational and racial justice efforts? Will student voice improve educational outcomes or produce practical and innovative solutions? How can partnerships with youth-led community-based organizations support school districts in moving towards meaningful student voice and participation? How will this work change the educational experiences of students and adults? Learn more on the CTS website.

Learn how one school district is using California’s Local Control Funding Formula (LCFF) to bolster teachers’ professional learning to drive more equitable outcomes for its students. Over the last several years, Pomona Unified School District (PUSD) has offered teachers more voice and choice in professional development and created an array of teacher leader roles to address the academic and social emotional learning needs of its 24,000 students, of which the majority are historically underserved (i.e., low-income students, foster youth, English Learners). PUSD has supported a variety of teacher leader roles, including a co-teaching model in several schools, to spread teaching expertise for implementation of the state’s standards and Positive Behavior Interventions and Supports (PBIS). The paper points to how the district’s efforts have fueled teachers’ efficacy and a promising way forward for improving student achievement across school sites. The authors’ policy paper also points to what districts can do to accelerate these results by (1) better understanding school readiness for teacher-led learning and leadership, (2) systematically spreading teaching expertise across the district, and (3) building the capacity of the central office to cultivate more formal and informal opportunities for classroom practitioners to lead without leaving the classroom. The authors expand upon Pomona’s current efforts with practice and policy recommendations to help spread new teacher-led change strategies across the state. Learn more on the CTS website.

Our baseline report from Year 1 of the Race, Education, and Community Healing (REACH) Network, a collaborative initiative co-led with UC Berkeley’s Center for Research on Expanding Educational Opportunity (CREEO), explores discipline disparities across 10 diverse California schools. Further, the report highlights each LEA’s efforts to address exclusionary discipline and provides lessons and recommendations that can inform similar efforts at other schools.

We provide valuable suspension data by race, gender, and student group and key findings from Year 1. In their approaches, we share the practical tools being used to promote healthier relationships and address inequities in school discipline that disproportionately affect students of color.

Learn more on the CTS website.

This policy brief builds upon our 2020 analysis of student homelessness statewide to examine district-level data for 10 districts across the state. In 2021, California made historic investments to help students and schools recover from the COVID-19 pandemic, adversely impacting schools and students experiencing homelessness, limiting the scope and application of student data, and creating new challenges for teaching and learning. While the future after this pandemic is unclear, we must continue to support students experiencing homelessness and address the long-standing inequities that this vulnerable student group faces. Learn more on the CTS website.

We interviewed 150 stakeholders from across the state to develop a clear picture of the underlying challenges facing students experiencing homelessness, and patterns and geographic needs across the state. COVID-19 has accelerated preexisting inequities present for students and families profoundly impacted by poverty and inequality in California. This includes over 4 million students in the Golden State who are economically disadvantaged, over 269,000 young people in K-12 systems experiencing homelessness, 1 in 5 community college students, 1 in 10 California State University (CSU) students, and 1 in 20 University of California (UC) students. The number of students experiencing homelessness in California K-12 settings has increased by over 48 percent in the past decade. Students experiencing homelessness and housing insecurity tend to be disproportionately Latinx and Black with poor academic outcomes compared to their peers. The goal of this report is to explore the types of education and social supports that students experiencing homelessness need to succeed academically. Our analysis is based on the perspectives of students, educators, homeless liaisons, community-based organizations, school districts, county offices of education, early childhood agencies and higher education institutions. Given the complexity and scale of the challenges that students experiencing homelessness face in California, greater capacity and dedicated funding is needed to identify students experiencing homelessness to ensure they receive necessary educational supports. An aggressive response to the issues experienced by students experiencing homelessness should include policy actions at the local, state and federal level to address the student homelessness crisis. We hope that by drawing attention to the perspectives of educators, homeless liaisons and by elevating the perspectives of students who experience homelessness, this report can serve as a catalyst for sustained and strategic action to ameliorate this growing problem. Learn more on the CTS website.

Youth homelessness remains a prominent national challenge for state officials and policymakers, although most pronounced in California, largely due to the ongoing housing crisis. Long Beach Unified and Monterey County in particular have significant numbers of students experiencing homelessness. Recognizing that homelessness is a condition that is intersectional with the educational experiences and outcomes of youth, this brief highlights state and school officials’ perspectives to examine relevant challenges, policies, and practices related to the youth homelessness crisis. In addition to identifying pertinent challenges, participants provided insights into established and emerging practices and approaches that have been effective in meeting the needs of homeless youth. The brief concludes with recommendations for state officials, local officials, and school staff to inform better supports of youth impacted by homelessness. Learn more on the CTS website.

Foster youth in California face systemic barriers that can interfere with their educational success, from K-12 instability to college challenges, with graduation rates and college enrollment far below state averages. In this study, our research team partnered with young leaders with foster care experience from California Youth Connection to center their lived experiences and answer the following research questions: How did foster youth experience the foster care system? What were the high school experiences of foster youth? What were the college-going experiences of foster youth? Learn more on the CTS website.

Many foster youth face school instability due to frequent home placements that impact their academic and socioemotional well-being.

To address this, Los Angeles County implemented a transportation initiative using a private transportation service to help foster youth stay in their school of origin despite challenges of distance and funding.

Our study explores how this program works, the barriers it faces, and the critical role transportation plays in preventing school disruptions. We explore the program’s impact and potential solutions to support foster youth in their educational journeys. Learn more on the CTS website.

This study provides an analysis of California State University (CSU)’s campus-based support programs for students with foster care experience. California has long been considered a champion for its support for youth who experience foster care, and is particularly noteworthy in creating campus-based programs to support their postsecondary education. As the largest university system in the U.S., CSU plays an important role in supporting positive life outcomes for students who have experienced foster care, with an estimated annual enrollment of 3,000-3,500 students with foster care history. For this study, we engaged with 23 support program staff members from across the CSU system to develop a deep understanding of high-impact practices, successes, and challenges. Research findings are used to develop actionable recommendations at the campus, system, state, and federal levels. We hope this study will be used to encourage greater investment in college campus support programs for foster youth. Learn more on the CTS website.

Los Angeles is one among many local educational agencies across the country that have adopted evidence-based strategies in an effort to change the academic trajectories of youth involved in the juvenile legal system. This study examines the implementation of the Road to Success Academies (RTSA), a comprehensive educational model for juvenile court schools, at two sites in partnership with the Los Angeles County Office of Education (LACOE). The primary goal of the RTSA model framework is to ignite student excitement and interest in learning using interdisciplinary, project-based learning strategies. Trauma-informed practices are combined with California standards-based curriculum to create thematic modules designed to advance social-emotional-learning alongside academic skill acquisition. By centering on student engagement, the RTSA model has great promise for both advancing the educational delivery within the juvenile legal system, and supporting LA County’s holistic goal of re-envisioning the juvenile legal system to move away from punishment to care. The current study builds upon research focused on educational experiences in juvenile corrections facilities (Allen & Grassell, 2017; Leone & Weinberg, 2012) and focuses on the following research questions: How does the RTSA model impact student learning outcomes and student engagement among students in carceral settings, and how does the carceral setting itself impact implementation of educational services broadly, and RTSA specifically? What are key challenges to full implementation of RTSA for youth in carceral settings? Learn more on the CTS website.