UCLA Center for the Transformation of Schools

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 well-being, alongside reductions in suspension and chronic absenteeism rates, even amid the disruptions of the COVID-19 pandemic.Key Findings: LUSD’s model reinforces a growing body of research demonstrating that lower student-to-counselor ratios and comprehensive, data-informed counseling models improve academic and behavioral outcomes, particularly for historically underserved students. Key findings highlight the importance of program fidelity, clearly defined counselor roles, and continuous stakeholder engagement in realizing the full potential of school counseling. 

Conclusion: The district’s model offers valuable lessons for other school systems seeking to integrate school counseling into broader strategies for educational equity and student success.

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.

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 and college readiness rates, a greater number of students taking Advancement Placement (AP) classes, an increase in the frequency of reclassification for students learning a second language, and more students completing the world languages requirement for A-G requirements. While a number of ongoing fiscal and implementation challenges remain for SDUSD, as the district works towards executing its vision and continues to refine its approach to LCFF implementation, it is clear that progress is being made. 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.

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.