Changing the Conversation

For the last hundred years, public schools have been the default option for most Americans. Unless a family chose a school for religious reasons or had the financial freedom to choose an elite private school, the neighborhood public school was the obvious choice.  

Since the founding of our nation, the principles of American democracy have to understand and ensure citizens’ rights and responsibilities. In the 19th century, educational reformer Horace Mann advocated for a free and non-sectarian that provided equitable learning for students of all backgrounds, genders, and income levels. 

Recent legislation has raised questions around .  As a leader in the educational advocacy space for decades, Ģ����Ƶ College-Ready Schools Foundation encourages this passionate discussion. It brings to light the exact concerns that our address successfully, from ensuring a supportive educational environment to setting . 

Financing Educational Foundations 

The current conversation centers around educational funding. Historically, public schools have been financed by local taxes. Though the intention is excellent and equitable education for all, an imbalance often forms between public schools within the same area. Economically prosperous areas have more taxes funneled back into local schools than neighboring zip codes. This is why the Ģ����Ƶ has spent more than 20 years advocating for educational resources for historically underserved youth. 

Though hopes to spur tax-deductible donations to nonprofits that will then provide educational scholarships, these numbers are dependent on the involvement of individual donors, organizations, and legislators. They also raise concerns about the efficacy and implementation. 

In California, the charter school system successfully addresses these imbalances. Charter schools provide tuition-free education that is accessible to all, while providing family choices in their child’s education. Because charter schools like Ģ����Ƶ have more flexibility in educational methods, we can adapt more quickly, but are still held to a high standard.  Publicly tracked outcomes keep charter schools accountable to the local community.  

Public vs Private: Perception Versus Reality

and safety when choosing a school. Though there is sometimes a perception that private schools have more rigorous academic and safety standards, there is a wider variety of outcomes in both than most realize.

Private schools are taking more public money, They are not regulated as closely for educational content, use of funding, teacher training, safety procedures, and educational outcomes. In one 2019 , the use of voucher programs to attend private schools “indicate large negative effects” in students compared to similar peers, especially in math. 

Community Impact

There are also equity concerns surrounding the less rigorous regulation of private schools. Private schools are not required to enroll students with a disability. And socioeconomic differences are often amplified. Even with multiple funding sources, the scholarship amount raised would not cover tuition in many private schools, so students with the greatest need are still left in the funding gap.

Many state leaders are also concerned with the wider community impact of taking money earmarked for local children and funneling it to private schools. Even if a public school has slightly lower staffing or consumables costs from fewer enrollments, it still has ongoing institutional needs such as building and administrative costs. A public school also holds the ongoing commitment to educating all students, including those that a private school may not be able or willing to enroll. This leaves the most vulnerable students the most negatively impacted.

A Wise Choice

Ģ����Ƶ encourages all families to research the factors that are most important to them when choosing an educational home for their scholar. Trusted sources such as the U.S. News & World Report List of Top Schools and Niche’s Best Schools offer overall rankings and scores on specific prioritized areas.

An Ģ����Ƶ scholar benefits from the academic rigor parents are looking for without making sacrifices for . The scholar attends a local campus that functions as a community hub filled with subject-expert credentialed teachers. They learn in a group of similar-aged peers of friends and neighbors. And working parents can rest assured that their scholars are safely supervised in the robust after-school and summer extracurricular arts and sports programs. 

In the conversation about what to value in educational choices, Ģ����Ƶ stands confidently in our reputation for building excellent schools that prioritize community, safety, and academic excellence. We support the foundational belief that public schools serve the common good. They create thoughtful and engaged citizens who are prepared to thrive in the workplace and our wider democracy. 

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Additional sources:

• https://bpb-us-e1.wpmucdn.com/wordpressua.uark.edu/dist/9/544/files/2019/04/Mills-Wolf-LSP-Achievement-After-4-Years-final-ut3mor.pdf

Ģ����Ƶ recognizes that our educators are the main connection with our scholars. Prioritizing their well-being lifts the entire ecosystem of each school. Our focus on creating sustainable careers allows Ģ����Ƶ to keep the best educators; Ģ����Ƶ has an 87% educator retention rate, which is well above the national average of 77%. 

Applying Best Practices

is a limited series podcast hosted by Ģ����Ƶ VP of Network Initiatives Sonja Grant, introducing some of Ģ����Ƶ’s most important initiatives to prioritize teachers’ well-being.  These include our programs to address: 

• Teacher Training through the Ģ����Ƶ Residency Program
• Teacher Mental Health with pilot programs creating double planning time
• Financial Well-Being through excellent compensation
• Career Development with mentorship, observation, feedback, and community 

This series features interviews with principals, teachers, and scholars sharing the most inspiring changes Ģ����Ƶ is making to reimagine education.

Preparing the Educator

offers a fast-track apprenticeship program for aspiring educators to gain practical experience in classrooms under the guidance of seasoned mentors while pursuing their California Teaching Credential.  

Through Ģ����Ƶ’s partnership with the y and Rossier School of Education accelerated teacher preparation program, Ģ����Ƶ provides a combined $52,500 financial aid package and an additional $10,000 in available CA grants with a 2-year teaching commitment.  

Residents also receive an education laptop for the 100% remote certification curriculum and a collaborative community. This is built to mirror the support principles that we provide scholars themselves, which leads to our rate.  

Making it Sustainable

Ģ����Ƶ is taking major steps to prioritize teacher mental health in LA. 

A growing shows that teacher with student mental health and success.�� Yet across the country, teachers report that than in other industries can lead to burnout.��

With workload being a major factor in teachers deciding whether to stay in the profession, Ģ����Ƶ has created a pilot program to double the number of planning sessions that teachers have in a school day.  This also allows teachers to have more flexibility in creating enrichment programs for their students, focusing on special interest areas. 

Uplifting the Environment

Ģ����Ƶ recognizes the on creating a more pleasant working environment. 

We put the control in teachers’ hands by creating a curated Ģ����Ƶ Staff and Student playlist named , which is available to play during transition times, in cafeterias at lunch, and during study sessions. 

Schools are encouraged to create their own playlists to submit to One Ģ����Ƶ.  Many reflect and celebrate the scholars from that school, such as playlists honoring “The Evolution of Music through Black Artists” and “Hispanic and Latine Heritage Month.”  

Investing in Educators

Across the country, teachers report than in other careers, with historically lower pay.   

Ģ����Ƶ addresses this head-on by providing teachers with industry-leading compensation.  A first year teacher’s salary begins at $70,000 a year, nearly 40% above the California average. Experienced teachers make up to $130,000 a year. 

Reaping the Rewards

Teachers are the vital link between the best-laid educational plans and actual student success. 

By prioritizing teacher well-being, we support them in creating student success trajectories that make 94% of families recommend Ģ����Ƶ and 100% of eligible schools placed on the “rankings. 

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Ģ����Ƶ celebrates 20 years of helping scholars in Los Angeles to build the necessary skills to succeed through college and beyond. We shine the spotlight on just a few of our successful alumni who prove that the circumstances you begin with do not have the power to define your path. Meet Marquis, Marlen, and Martín, all proud college graduates creating a powerful future for themselves. 

Fueling Foster Care Dreams

Marquis Williams overcame overwhelming odds to graduate from college. He spent his youth in the foster care system. There, he lived in 10 different homes and attended a dozen schools before joining Ģ����Ƶ in his junior year without even thinking of the possibility of college in his future. Marquis had a 1.9 GPA during his senior year at Ģ����Ƶ, but with the encouragement of his Ģ����Ƶ community, he began to see college as a possibility. While building his educational foundation, he worked with mentors to apply to colleges that could see the potential in scholars like him.��

Without a solid educational history, most foster care youth do not have the support and skills in place to graduate from college. Foster youth have of other high schoolers, and only with four-year degrees. Marquis beat the odds. Not only did he graduate from , but he continued on to graduate from . Marquis is now a successful Program Manager and published author. He wrote the book about his journey to inspire other foster youth to dream big for themselves.

Passing All Expectations

Marlen Quintero Pérez praises the personal connection from her teachers at that empowered her to prepare for and apply to her dream school, UCLA. Once she was accepted, she didn’t stop until she was at the top;  Marlen has her B.A., Master’s, and Ph.D. from UCLA. She blew past all statistical educational expectations for a woman of color graduating from an underserved community.��

Ģ����Ƶ teachers made her feel comfortable asking for help and believing in the achievability of her dreams. Now, she is giving that personalized attention to the next generation of college students at California State University Northridge (CSUN) as an Assistant Professor in Child and Adolescent Development. 

Leading in the Lab

Martín Alcaraz is not only the first in his family to go to college, he is also the first in his school’s history to be accepted to Stanford. Martín credits his teachers at (Stern MASS) with giving him a competitive foundation in STEM that prepared him for Stanford. After he completed all of the highest-level classes at Stern MASS, his teachers helped him enroll in Cal State LA’s Multivariable Calculus and Linear Algebra classes. There, he was stretched as a scholar and exposed to working scientific research labs far earlier than his peers.��

Martín completed a two-year Cancer Biology Training Program at Yale and is back in Los Angeles, pursuing his PhD in Molecular Biology at UCLA. He is not only a success story of a Los Angeles scholar excelling in college and beyond, but he embodies pride in his identity, representing Ģ����Ƶ and our community in STEM labs across the country.

Transcending Historic Limitations

Ģ����Ƶ prepares scholars with the to succeed in college and beyond. Martín, Marquis, and Marlen’s stories prove that college success is more than possible for our Los Angeles scholars by learning to identify as lifelong learners and leaders.�� Through the support of Ģ����Ƶ educators who saw their potential and believed in the possibility of their dreams, these scholars are creating a legacy of possibility for all of the Ģ����Ƶ Scholars rising behind them.��

Ģ����Ƶ celebrates 20 years of preparing scholars for college success. Ģ����Ƶ scholars graduate from college at a rate of from similar socioeconomic situations. Many graduates credit their experience at Ģ����Ƶ with completely changing their life trajectory.��

Meet Jesus, Ashley, and Krystal, three graduates who succeeded in their college journey and have applied the talents they built during their degree to uplift their communities.

Speaking Up For Those Who Feed Our Communities

Occidental College graduate Jesus Gonzalez-Saucedo credits Ģ����Ƶ educators with convincing him that his voice matters. The son of street vendors, Jesus saw the risks associated with making a living that way firsthand. He first poured his passion into public service at Ģ����Ƶ when he joined the Junior State of America (JSA) and advocated for legislation decriminalizing street vending. Now, as a college graduate, he uplifts his community by lending and advocating for vendors like his parents to help them break the cycle of poverty. Jesus is a who uses his voice to tell a new story.��

Supporting Scholars at Ģ����Ƶ

Ashley Fortenberry graduated from , the very first Ģ����Ƶ School. Ashley was an early college success story, earning her BA from Mount Saint Mary’s University. She continued on to earn her Master’s degree in Education from Loyola Marymount University. Ashley remembers that Ģ����Ƶ stood out to her from other schools through its focus on academics. Her teachers, mentors, and school psychologists created a powerful system of support where she could confidently ask for help when needed. When it was time to apply to college, not only was she guided to apply to a range of colleges, but she also learned how to ask important questions to ensure they were a good fit for her and her family.��

Ģ����Ƶ’s focus on academics and centering the scholar in a supportive system of teachers, mentors, and school psychologists stood out to Ashley. Now, she serves as Ģ����Ƶ’s Manager of Matriculation and Alumni Support. In this role, Ashley builds systems for Ģ����Ƶ scholars to have the same sense of a supportive team that she benefited from.

Advocating for Patients 

Along with Ashley, Krystal Johnson graduated from  . Krystial is one of the many Ģ����Ƶ alumni who are the first in their families to earn a college degree, graduating from the University of Southern California. While she was at Ģ����Ƶ, Krystal had teachers who recognized her potential and helped her navigate anxiety on her way to becoming a Los Angeles college success story.��

Now, Krystal advocates for those with chronic illness injuries. She runs a firm that partners with law firms to secure disability services. Krystal ensures patients are getting the coverage and support they deserve. 

Igniting Ģ����Ƶ Scholar Pride

Krystal, Ashley, and Jesus are inspiring examples of an Ģ����Ƶ Scholar’s identity as a Not only did they beat the odds to successfully graduate from college, but they have continued to passionately support their communities through passionate advocacy work. They all were shaped by the educators who saw their potential and believed in them. Now they pass those benefits on to the scholars, vendors, and patients that they serve every day.

As we celebrate our graduates, Ģ����Ƶ ensures all scholars are prepared for continued educational success through the completion of their college degrees.

How Are Ģ����Ƶ Graduates Doing Compared to Their Peers?

The first milestone for an Ģ����Ƶ scholar is high school graduation. Attending an Ģ����Ƶ school raises the likelihood of obtaining that important credential:

• 96% of graduate from high school.
• The graduation average is 85%.
• The local graduation rate is 87%.

A high school diploma and helps avoid common challenges that dropouts often face.

What Happens to Ģ����Ƶ Scholars After High School?

An astounding 97% of are accepted into college when they graduate from high school. 84% of these scholars earn acceptance into . Ģ����Ƶ scholars continue their education and graduate from college at from similar socioeconomic backgrounds.

Is Higher Education Still the Best Path for Ģ����Ƶ Scholars?

Even in a fluid job market, experts predict that the majority of well-paying jobs will continue to favor scholars graduating with college degrees. Georgetown University’s Center on Education and the Workforce predicts that jobs paying a living wage will increasingly require more training through this decade and beyond in their report “. A completed college degree continues to be the main driver of economic mobility for young people from underserved backgrounds.

How Prepared Are Ģ����Ƶ Scholars for College in Relation to Their Peers?

pass the A-G College Prep Course. In contrast, only graduate having passed the same coursework.

The “” is a main indicator that the CA Department of Education uses to define college readiness. This means that students meet the University of California (UC) and California State University (CSU) requirements. Data reveals a stark comparison of how socioeconomic factors affect college preparedness across racial groups in the percentage of :

• All California Students: 45%
• Students who self-identify as White: 51%
• Non-White identifying students: 43%
• Black identifying students: 34%

Many students in Los Angeles are underserved, but all graduating Ģ����Ƶ scholars are prepared for college.

How Are Ģ����Ƶ Schools Achieving These Results?

The core of the Ģ����Ƶ experience is the . Rigorous coursework establishes their experience as a scholarly thinker and lifelong learner. Ģ����Ƶ scholars build identities as powerful communicators, wellness seekers, and community advocates.

In addition to building the academic and emotional foundation to succeed in a college environment, Ģ����Ƶ creates opportunities for scholars to explore possible real-world career opportunities.

The helps scholars build skills and relationships through:

• 1:1 Mentorship and Coaching Sessions
• Professional Development with UCLA Riordan Scholars
• Resume Building and Networking
• Company Visits

Ģ����Ƶ Schools Improve the Quality of Public Education

Ģ����Ƶ schools continue to raise college graduation rates in Los Angeles for underserved scholars by setting them up for success. Rigorous academic expectations and equity-focused educational environments build a bridge from high school graduation through a successful college graduation.

Establish an Environment of Excellence

At Ģ����Ƶ, we believe that every scholar deserves to experience academic success within an inclusive environment that centers and celebrates our scholars’ culture. This requires building holistic schools that prioritize the mental, physical, emotional, and academic success of the entire community, and the results are incredible:

• Ģ����Ƶ scholars graduate college at 3.5 times the national average. 
• 2024 Annual ranked 100% of eligible Ģ����Ƶ high schools among the best in the nation.

Overcome Obstacles in Education

To create a path for sustainable academic achievement, we must first address the effects of systematic inequality. The majority of Ģ����Ƶ scholars live in historically underserved communities, and 85% will be the first in their families to go to college. . Two out of every three scholars speak a language other than English at home.  We recognize the unique challenges our scholars face and build an ecosystem of support to realize their unique brilliance and potential.

Serve the Whole Scholar

Ģ����Ƶ meets scholars where they are while setting their course towards academic excellence. Our trauma-informed instructional practices aim for restorative justice. We partner with health providers so that any scholar can access mental health services during the school day.  Scholars can regulate their nervous system by walking through our community gardens and participating in meditation and mindfulness circles. And they build an identity as an empowered community advocate through volunteering and being encouraged to speak up for change in the community. 

But First, Eat

We begin by making sure our scholars are fed.  No student will have an optimal learning experience if they are hungry. Ģ����Ƶ College-Ready Schools prioritizes ensuring our scholars are nourished:   

• We’ve partnered with the (CEP) Program to provide free breakfast and lunch to our scholars .  
• to affected community members by participating in the .
• Ģ����Ƶ schools host participation with the California Department of Education.

Address Systematic Imbalances

Many public schools in historically underserved communities suffer from large class sizes, where struggling scholars can get overlooked. We address these challenges directly:

• Small classes mean that every scholar receives ongoing, regular attention from skilled teachers daily.  
• We prioritize student support through reading and math intervention programs. 
• Our 1:150 scholar-to-counselor ratio means each scholar has hands-on support in preparing for college admissions, which is more commonly found in elite private schools. 

Support the Network

We surround scholars with adults who have the tools and energetic availability to prioritize inclusive practices. Educators attend equity-focused professional development.  We test innovative programs across our network of schools, such as a successful program that creates flexibility in our educators’ planning time while maintaining instructional hours and increasing extracurriculars and electives for scholars.  Ģ����Ƶ educators receive the highest teacher salaries in Southern California. Ģ����Ƶ’s Parent Leadership and Ambassador Programs and School Site Advisory Councils make sure parents’ voices are central to the school’s policy and direction. 

Encourage Cultural Pride

To create inclusive education in Los Angeles, we establish programs that dismantle historical imbalances while building an understanding and celebration of scholars’ community and a sense of pride and positive vision for themselves. Curriculum is culturally relevant and reviewed through regular audits to stay responsive.  This curricular practice gives our scholars an experience that celebrates their culture’s rich academic heritage by learning about it in class. 

Set Sights High

Inclusive education empowers our scholars to see the path for themselves to succeed through rigorous, college-ready programs and real-life mentorship:

• The majority of our scholars take Advanced Placement classes through our partnerships with local higher education institutions. 
• A growing number of scholars participate in internships with Los Angeles businesses. 
• Through personalized counseling, we help each scholar explore what type of higher education opportunities are best for them. This includes campus visits and sharing information about Hispanic Serving Institutions (HSIs) and Historically Black Colleges and Universities (HBCUs).

Enable the Work

These best-in-class practices recognize that students from marginalized communities require greater resources. Ģ����Ƶ honors the scholars’ tradition by devoting resources that ensure each scholar is college-ready while celebrating our community’s cultural identity.

As the state’s public school system continues to serve an increasingly diverse student body, the demand for highly qualified, culturally responsive educators is more urgent than ever. Yet at the federal level, proposed cuts to education funding—t—send the wrong message: that the cost of entering the teaching profession should continue to fall on the shoulders of those answering the call to serve.

Becoming a Teacher Shouldn’t Be a Financial Burden

Let’s be clear: the cost of becoming a teacher isn’t just about tuition. For many aspiring educators, the barriers include student loan debt, the high cost of living, certification fees, and low starting salaries. These hurdles can be especially daunting for first-generation college graduates, career changers, and individuals from historically underrepresented communities—ironically, the very people our students need most.

Without meaningful support, we risk losing an entire generation of talented, passionate individuals who want to teach but simply cannot afford to.

Investing in Solutions That Work

Some organizations are working hard to change that. Teacher residency programs, for instance, have emerged as a powerful solution. By offering hands-on classroom experience, mentorship, and financial assistance, these programs provide a sustainable pathway into teaching, especially in high-need schools.

One example of an effective long-term solution can be found at Ģ����Ƶ in Los Angeles, where the helps remove some of the biggest obstacles to certification. The program prioritizes Ģ����Ƶ alumni and current staff members who are passionate about becoming educators, offering them the financial and professional support needed to succeed and to stay. Many resident teachers from the program remain in the classroom for years, often returning to teach in the very schools they once attended, becoming powerful role models for their students. Programs like this aren’t just stopgap measures—they’re strategic investments in a stronger, more sustainable future for public education.

We Need More Funding—Not Less

Cutting funding to educator development does not solve the teacher shortage. It deepens it. If we want strong, stable schools, we must invest in the people who make them work. That means creating financially viable, supported pathways into teaching, especially for educators who reflect the communities they serve.

Across California, schools are seeing the impact of supporting teachers from the very beginning of their careers. At organizations like Ģ����Ƶ, early investment in educators has led to stronger retention, improved student outcomes, and a more stable future for the communities they serve. The return on that investment is clear, and it reminds us that the cost of becoming a teacher, while difficult to quantify, is already too high. It should never be a barrier to entering the profession or part of the problem we’re trying to solve. If we truly value education, then we must invest in those who make it possible.

This year, we took a major step forward in refining how we prepare and support our teachers by launching the Ģ����Ƶ Curriculum Audit Task Force. Composed of 35 teachers from across grade levels, schools, and subject areas, the Task Force partnered with curriculum experts at to conduct an in-depth review of instructional materials in English Language Arts (ELA), math, science, and English Language Development (ELD). The goal: to ensure every resource we use supports rigorous and college-ready learning.

Our teachers engaged in a powerful peer-driven process—sharing insights, evaluating curriculum quality, and gathering feedback from colleagues across our . Through this activity, they identified what’s working, where improvements are needed, and how we can elevate the experience of both teaching and learning across our classrooms.

But curriculum alone doesn’t transform a classroom. The heart of our teacher training in Los Angeles is how we bring materials to life—through intellectual preparation, observation feedback, and real-time support that empowers teachers to fine-tune instruction for every learner.

Ģ����Ƶ’s approach to teacher training is grounded in the belief that all scholars deserve consistent access to rigorous, engaging instruction—and that teachers deserve the tools, training, and support to make that possible. Together, we’re creating classrooms where joyful, college-ready learning is not just a goal—it’s a daily reality.

About Ģ����Ƶ College-Ready Public Schools

Serving Los Angeles County for 20 years, was founded on the belief that all children are capable of learning and achieving at high levels – regardless of their income level, ability, or socio-economic background. Ģ����Ƶ is one of the largest, most successful nonprofit public school networks in the nation, with a scholar graduation and college acceptance rate over 95%. Our schools are nationally-ranked, with intimate class sizes and specialized curriculum to suit the needs of our scholars and their communities. Ģ����Ƶ has been recognized by the U.S. Department of Education, the California Department of Education, the USC Rossier School of Education, and the U.S. News & World Report.

Ģ����Ƶ schools are community-driven and people-centered, strengthening their surrounding neighborhoods by providing families and educators with the highest quality public education. We focus on the social and emotional wellbeing of our scholars and staff, offer competitive teacher salaries and benefits, and personalize the educational and professional experience of every person in our network.

About the Foundation

The Ģ����Ƶ is a hub of engaged, enthusiastic philanthropists and advocates that are helping propel Ģ����Ƶ into the top echelons of public schools systems in California and Ģ����Ƶ scholars to college completion. We bring together diverse leaders and communities to transform the public education landscape in Los Angeles to one that puts equity, justice and achievement at its center. 

The Legacy of Prop 13: A Limiting Factor

To understand today’s funding limitations, we need to look back. Proposition 13, passed in 1978, drastically cut property taxes across California and capped annual increases. While this helped stabilize housing costs, it also significantly reduced the revenue flowing to public services—including schools. More than four decades later, its legacy continues to restrict resources available for public education, even as costs and needs have grown dramatically.

A State Budget That Can’t Keep Up

Today, public school funding in California comes primarily from the state budget. Despite efforts to increase allocations, the funding often falls short of what’s truly required to deliver equitable, enriching education. This shortfall is particularly pronounced in schools that serve under-resourced communities, like many Ģ����Ƶ campuses.

Recent measures such as Proposition 2 (2024) provided $10 billion in bond funding for infrastructure improvements in K–12 and community colleges—but with an added $500 million in annual debt repayment, long-term financial flexibility remains limited. And with ongoing inflation and rising operational costs, schools face tough decisions about where to invest limited dollars.

The Experience Our Scholars Deserve

At Ģ����Ƶ, we know that preparing scholars for college, career, and beyond takes more than textbooks and test prep. It takes intentional programming designed to unlock each student’s full potential. That’s why, even amid funding gaps, we continue to invest in initiatives that set our network apart:

• Teacher Pipeline Programs: We recruit, develop, and retain high-quality educators who are deeply committed to our students and communities.
• College Counseling and Matching: Our scholars receive personalized guidance and resources to find the best-fit colleges and scholarships—many as first-generation college students. We’re proud of our scholar graduation and college acceptance rate over 95%.
• Dual Enrollment: We partner with local colleges to give students a head start on earning college credit while still in high school.
• Career Exposure and Mentorship: Scholars benefit from partnerships that connect classroom learning with real-world opportunities.

These programs aren’t optional—they’re essential. They reflect our belief that all students, regardless of zip code, should have access to the kind of educational experiences that set them up for lifelong success.

Looking forward in Public Education

California’s current funding structure simply doesn’t reflect the true cost of providing a 21st-century education for every student. That’s why we continue to advocate for more equitable funding models while doing everything we can to fill the gaps through strategic partnerships, grants, and innovation. We are committed to closing the gap between what’s funded and what’s truly needed and deserved by our scholars in public education.

While framed as an effort to return authority over education to states and local communities, the implications of such a move could be deeply damaging, especially for students from low-income families.

The bill proposes shifting federal education funds to states in the form of block grants, allowing them to use the money “for any purpose” related to education—public or private. But missing from the bill’s initial text is any mention of Title I, the largest federal funding stream for K-12 education. Title I exists to support our most vulnerable learners—students from low-income families who rely on equitable access to resources and opportunities.

In California alone, federal funds account for nearly $8 billion of the K-12 education budget for the 2024–25 school year. This includes not only Title I funding, but also resources for students with disabilities (IDEA), English learners, teacher recruitment and training, wellness programs, and vital before- and after-school services.

The potential dismantling of the Department of Education raises urgent questions: What happens if these protections disappear? What’s at stake when funding meant to support equity can be redirected without guardrails?

At the Ģ����Ƶ, we are committed to advocating for policies that ensure all scholars—regardless of background—have access to a high-quality, inclusive education. We’re closely monitoring these federal proposals and will continue to inform and engage our community.

Now more than ever, we must stand together to protect the resources our scholars need to thrive.