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Los Angeles Unified commits to equitable access across its programs (11-05-19)

Enrollment data will help determine ways to improve diversity across schools and address concentrations of need  

LOS ANGELES, November 5, 2019 – The Los Angeles Unified Board of Education approved a resolution to look at how diversity is distributed across schools and start the conversation about what more can be done to ensure that students can learn in diverse classrooms. The resolution, authored by Board Member Kelly Gonez and cosponsored by Board President Dr. Richard Vladovic, reflects the need to ensure all programs are accessible to the students of Los Angeles Unified.

“These enrollment data will allow us to find ways to make the system more equitable,” said Board Member Gonez. “We want to ensure all of our schools reflect the incredible diversity in Los Angeles Unified – and that includes racial diversity but also diversity across income levels, background, and language.”

The resolution calls for data on enrollment; including specialized programs such as special education, magnets and schools for advanced studies; to explore whether all students have equitable access and how these efforts have affected the demographics and concentrated needs of students at neighborhood schools, including particularly our highest-needs schools.

“We know anecdotally that all schools aren’t serving a proportionate number of high-needs students,” Board Member Gonez said. “But these data are important to finding ways to reduce inequities and concentrations of need so all children have the opportunity to succeed.”

"Data are key drivers of 21st century decision-making,” Board President Dr. Vladovic said. “They should also be drivers of how and where we channel our resources within Los Angeles Unified. We should have a strong sense of how we can best achieve equity though successful, data-led integration plans." 

A research collaborative will explore ways to support school integration across Los Angeles Unified.

“Every child in Los Angeles deserves access to a high-quality school that meets their needs,” Board Member Nick Melvoin said. “I have long been a proponent of the need to look at data—and use the ensuing insights to drive decisions about where to provide more support, expand thriving programs and ensure equitable access for all students.”