Recent ucla_cts_lcff items

Leveraging LCFF Funding to Implement Comprehensive School Counseling: A Case Study of Livingston Union School District

Thu, 22 Jan 2026 00:00:00 +0000

Study's Purpose: This research brief explores the Livingston Union School District’s (LUSD) implementation of a comprehensive school counseling program. The program aligns with the American School Counselor Association (ASCA) National Model and is sustained through California’s Local Control Funding Formula (LCFF). Located in California’s Central Valley, LUSD serves a predominantly Latine and socioeconomically disadvantaged student population in a high-need rural context. LUSD bolstered its school counseling program, making it a cornerstone of its student support strategy through collaborative leadership, strategic staffing, and equity-centered resource allocation.

Research Methods: Using a mixed-methods approach—including document analysis, interviews, survey data, and quantitative outcomes—this study finds that the district’s sustained investment in school counseling has led to measurable improvements in school climate and student...

Giving Learning and Graduation New Meaning: One Student at a Time: San Diego Unified School District

Mon, 6 Jan 2025 00:00:00 +0000

This case study summarizes how the state’s school funding law, the Local Control Funding Formula (LCFF), is being implemented in San Diego Unified School District (SDUSD). The perspectives of various education stakeholders including students, teachers, principals, school board members, and district staff are drawn upon to better understand how LCFF is being implemented to achieve the goal of advancing equity in the district. The case study is intended to inform educators and education system leaders how district practices have changed as a result of the law and to understand how it is being used to improve educational outcomes for historically under-served students. SDUSD has undertaken a series of actions under its strategic plan and LCFF to improve academic outcomes for low-income students of color and English Language Learners. The case study shows that the effective use of LCFF funds is generating improved outcomes for these students including improved A-G course access...

Breaking Down Walls for Student and Educator Learning: Pomona Unified School District

Mon, 6 Jan 2025 00:00:00 +0000

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...

"Nothing About Us Without Us": Youth Voice, Power, and Participation: East Side Union High School District

Mon, 6 Jan 2025 00:00:00 +0000

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...

Top-Down Support for Bottom-Up Change: Pomona Unified School District

Mon, 6 Jan 2025 00:00:00 +0000

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...