Students and parents from across the State showed up at the Capitol for a state assembly subcommittee that held a hearing on April 14 to discuss the budget for community schools across California.
The main debate is whether to adopt Governor Gavin Newsom’s proposal to implement a $1 billion ongoing annual funding for the community schools grant, or to use one-time funding and assess it again when it’s time.
The Department of Finance explained in their presentation that the new proposal is set to mirror the existing program, with just a few changes to account for how the program will continue. For example, they were asked how the funding would last, and they explained that, unlike when the program was originally started, they already have a foundation they are building on; therefore, not as much is needed annually for each school.
On the same panel, a representative from the legislative analyst’s office stated concerns about the state’s capacity to continue the funding. The office also spoke to the programs’ accreditation, noting that if all programs start at the same time, it may make it harder to oversee them and ensure they meet the grant’s goals. They recommend staggering the schools’ accreditation.
Both sides acknowledge that the community schools have had an impact and state that they all used the Learning Policy Institute (LPI) report to measure success. The chair of the committee, David Alvarez, asked them clarifying questions about how the budget will work before moving on to the next panel.
The second panel consisted of education professionals and an attorney from Public Advocates. The central theme from this panel was that funding alone is not enough to spark transformation in the school, but the additional plans implemented through community schools do help, such as having a community school coordinator.
Celia Medina Owens, an elementary school teacher and president of the Pittsburg Education Association, stated that the school should have standards to meet to receive and keep funding. She explained that the standards should require schools to follow the State Board of Education’s framework for community schools and to hire a coordinator.
Angelica Jongco, Deputy Managing Attorney at Public Advocates, also stated a need for a robust plan to hold schools accountable if they receive the grant, adding that the process should not be rushed. For accountability, Jongco would like to see annual reporting from the schools that receive the funding, and to see a commitment to working as a team of education interest holders to demonstrate alignment with community needs and integration. The annual reporting would also address a concern mentioned by the legislative analyst’s office because, as the proposal stands, the first reporting would not be due until 2023.
“One, we definitely need the stable, ongoing funding that school communities can rely on so that they will invest in the strategy,” said Jongco on what she hopes sticks with the committee after the hearing. “Two that they also have to resource the shared decision making that allows school teams to come together and really decide what’s going to be the best for their community to really transform their schools. That requires some kind of accountability.”
Owens stated that all 13 schools in Pittsburg are community schools, either from the community schools grant or other programs.
“Pittsburg schools and students have seen impressive gains in literacy, math, and science assessment scores following the adoption of the community schools model. We know that when educators and support staff are empowered to collaborate with school and district leadership, we can focus on the students and their individual needs, and everyone thrives,” said Owens.
Students who spoke during public comments also mentioned improvements they’ve seen, for example, Charlie Von Dally, a high school sophomore, spoke to the impact of community schools for Black students.
“It’s crucial to me that school be a place where I can openly embrace my culture. Just last year, it was reported that when schools adopted the community schools approach, Black students experienced more than double the reduction in both suspensions and chronic absences. Funded community schools isn’t just about better education in the present. It’s about equity and helping us all move better, better futures for ourselves,” she said.
The LPI report stated the reductions Von Dally mentioned, and that, along with Black students, English learners, and socioeconomically disadvantaged students had the biggest impacts on test scores.
“The larger effects observed among Black students and English learners suggest that the community schools approach may be particularly effective at addressing long-standing opportunity gaps and barriers to achievement that disproportionately affect these student populations,” the report states.
Bryan Osorio from Building Healthy Communities Kern also attended the hearing to voice support for the community schools funding.
“We just think that having this additional support helps us address these learning outcomes we need to strive for because it’s not looking great,” said Osorio. “Three-fourths of our Kern County students are high needs classified… and so that extra support is needed. We just want to make sure that the governor does support that $1 billion annual investment into community schools.”
Kenia Sal Cedo, an 8th grader from Salinas, attended the hearing because she goes to a community school and wanted to speak to the benefits she has seen. She explained that her mother and the community are very involved with her school, which has helped her access all available resources. She believes it is important for the decision makers to think of how the program can help the kids in their lives and continue the funding.
“I want them to know how community schools affect us and help us. Because maybe they have kids, maybe they hace sisters, siblings, nieces that need that help, that support from community schools,” said Sal Cedo. “So I think it’s really important that they consider that and help fund community schools.”
