LCFF Weekly News Roundup for May 27, 2014

ACLU sues California for "Equal Learning Time" NPR, May 29, 2014

Public Counsel and the American Civil Liberties Union have filed a class-action lawsuit against the state, claiming that high poverty schools are not giving students the learning time necessary for them to graduate and be successful. In a joint statement, State Superintendent of Public Instruction Tom Torlakson and State Board of Education President Michael Kirst said that they believe that continuing to implement LCFF "is the best way to improve student achievement and meet the needs of our schools."

SBCUSD invites public to review spending and accountability plan Highland Community News, May 27, 2014

San Bernardino City Unified School District is working to collect community input around its draft LCAP. Input may be provided at any of four upcoming community meetings as well as via the district's website, here. You may view the draft LCAP, in English and Spanish, here.

Some hope California's new funding formula could ease school segregation EdSource, May 27, 2014

A new UCLA Civil Rights Project report focuses on "triple segregation," or the experience of students who are in schools that are overwhelmingly poor, African American or Latino, and have large numbers of English Learner students. The report suggests that school districts use LCFF funds to address the inequalities that students in high-need schools face. You can read the report, entitled Segregating California's Future: Inequality and Its Alternative 60 Years after Brown v. Board of Education," here.

Students stage "silent protest" over funding concerns Voicewaves, May 23, 2014

Long Beach Unified School District students and members of Californians for Justice delivered testimonials and staged a "silent protest" during a recent school board meeting. Students held small signs with numbers on them in front of their faces to represent that they are individuals, not a percentage or number. Currently, there are a total of nine students on LBUSD's 60-person LCFF committee; two of those students are high-needs students.  

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