Recent ucla_cts_lcff items

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

Tue, 20 Oct 2026 00:00:00 +0000

This case study examines how California’s Local Control Funding Formula (LCFF) has been implemented in the San Diego Unified School District (SDUSD) to advance educational equity for historically underserved student populations. The study aims to identify how district practices have evolved under LCFF and SDUSD’s Vision 2020 strategic plan to improve outcomes for low-income students, English learners, and other marginalized groups while informing educators and system leaders of effective implementation strategies. Methods included a review of district documents, including the Local Control and Accountability Plan, strategic plans, budgets, and student outcome data, complemented by a two-day site visit and interviews with 34 stakeholders representing students, teachers, principals, district leaders, board members, labor partners, and community organizations. Findings indicate that targeted LCFF investments supported districtwide reforms focused on detracking, expanded access to...

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

Tue, 20 Oct 2026 00:00:00 +0000

This research brief examines how Pomona Unified School District (PUSD) leveraged California’s Local Control Funding Formula (LCFF) to redesign teacher professional learning and expand teacher leadership as a strategy for improving equitable academic and social-emotional outcomes for historically underserved students. Using a qualitative case study design, the researchers analyzed district documents, student outcome data, and strategic plans; conducted school site observations; and interviewed 53 stakeholders—including teachers, administrators, students, parents, union representatives, and district leaders—over a 19-month period. Findings indicate that LCFF enabled PUSD to increase teacher voice and choice in professional learning, establish teacher leadership roles, expand Positive Behavioral Interventions and Supports (PBIS) coaching, and pilot co-teaching models that strengthened collaboration and instructional practice. Although the study does not establish causal relationships,...

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

Tue, 20 Oct 2026 00:00:00 +0000

This case study examines how the East Side Union High School District (ESUHSD) in San Jose, California, in partnership with Californians for Justice (CFJ), has leveraged California’s Local Control Funding Formula (LCFF) to strengthen student voice, leadership, and participation as drivers of educational equity. The study addresses a critical gap in understanding how LCFF has influenced authentic youth engagement in educational decision-making nearly a decade after its implementation. Using a qualitative case study design, the research draws on interviews, focus groups, document analysis, and stakeholder perspectives from students, families, educators, district leaders, and community organizers to examine the implementation and impact of youth-centered governance structures and practices. Findings indicate that sustained district-community partnerships, coupled with intentional changes to organizational culture and decision-making structures, expanded meaningful student participation...

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

Tue, 20 Oct 2026 00:00:00 +0000

This qualitative case study examines how Pomona Unified School District (PUSD) has implemented California’s Local Control Funding Formula (LCFF) to advance educational equity for historically underserved students, including low-income students, English Learners, and foster youth. The study aims to understand how district practices have evolved under LCFF and identify strategies that support improved educational outcomes through the perspectives of key stakeholders. Methods include a review of district documents, strategic plans, budgets, student outcome data, and Local Control and Accountability Plans, complemented by a two-day site visit and interviews with 53 stakeholders, including students, teachers, parents, principals, district leaders, labor representatives, and school board members. Findings indicate that LCFF enabled PUSD to implement equity-centered initiatives, including Positive Behavioral Interventions and Supports (PBIS), teacher-led professional learning, and co-teaching...

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...