Third graders at Alpha Cornerstone Academy join their individual Ignite Reading tutors for their 15-minute daily session on phonics and other fundamental skills in reading,
John Fensterwald / EdSource
Top Takeaways
Up to 40 districts and charter schools can sign up to design their own high-impact tutoring.
Unless they’ve spent billions already, districts should have funding available.
Both online and in-person high-impact tutoring will work can show impressive results – if done right,
A recent visit to Alpha Cornerstone Academy, a TK-8 charter school in San Jose, offered a glimpse of high-impact tutoring. It was during the intervention period in third grade, a time when teacher specialists work in small groups.
In one corner, five students in their maroon Alpha school shirts sat around a horseshoe table, listening intently through earphones to their own tutor from Ignite Reading, a growing Oakland-based public benefit corporation operating in 20 states. Ignite specializes in tutoring foundational skills – phonics and phonemic awareness. Each lesson was different; some students were repeating words with similar letter sounds. One girl, Sophia, was reading paragraphs to her tutor.
At the start of the year, 103 students were reading from kindergarten and first grade levels, said Fallon Housman, the school’s principal; some were newcomers to the school; others were English learners, fluent in their home language but needing extra time, and others have been identified as having a learning disability.
Now, with the school year coming to a close, all but 20 are reading at third-grade level, Housman said. Sophia is now among them. “I feel like it’s earlier to read,” Sophia said quietly.
“We see a lot of our third graders actually do really well towards the end of third grade because of all of the interventions and supports. We’re excited to have Ignite because it’s an extra push, focusing on foundational skills,” Housman said.
What’s happening at Alpha Cornerstone Academy classroom could be in many California districts. Unlike districts in other states that are scrambling for money to continue tutoring funded with now-expired federal Covid aid, California districts potentially still have multi-billion-dollar state funding for accelerating learning over the next several years.
And having watched tutoring elsewhere from the sidelines for the past four years, the state can avoid other states’ missteps and build programs based on their successes – if California makes tutoring a priority.
“Tutoring isn’t just a tool for learning recovery,” said Jessica Sliwerski, co-founder and CEO of Ignite Reading. ”It’s serving as an essential classroom support that students need to build strong literacy skills.”
A second or “Western” wave of tutoring
“Lots of other states have helped push tutoring along more than California has. I’m really optimistic that in some ways, it [California] can be a leader, because we’ve learned so much that they could really do it more effectively immediately than we could right at the beginning,” said Susanna Loeb, a professor at the Graduate School of Education as well as the founder and executive director of the National Student Support Accelerator.
Loeb sees an opportunity for California to jumpstart the state’s laggard performance on state and national achievement assessments, especially in early literacy, by creating a second or “Western” wave of tutoring.
In four years, the National Student Support Accelerator has become the foremost source of information on and coordinator of research into online and in-person “intensive, relationship-based, individualized instruction” called by various names, high-dosage, high-impact, or high-intensity tutoring.
This week, three state agencies – the California Department of Education, the State Board, and the California Collaborative for Educational Excellence – will make the first joint effort in promoting it. They will join the nonprofit Results for America, and Loeb’s organization in sponsoring a webinar explaining high-impact tutoring.
The May 13 event serves as an invitation for up to 40 school districts to design their own high-impact tutoring programs that could serve as a model for other district cohorts.
It isn’t clear what happens after the event, but tutoring providers are hoping the state will get more involved.
“This is the first time that the state has recognized high-impact tutoring as desirable. We know what the research has found; we know the formula for making tutoring work,” said Chris Norwood, founder of Bay Area Tutoring Association, which works with school districts on creating effective programs. “Now we have to get the word out through channels of information that districts use, like county offices of education.”
An exciting prospect, hard to do
Many parents, teachers, policy makers and student equity advocates looked at tutoring as a recovery strategy coming out of Covid.
“What was not so clear was whether they could actually pull it off at any kind of scale,” said Loeb who acknowledges it’s easier for smaller states with a less complex system of governance to say, “Here’s the guidance on how to do high-impact tutoring; here are some funds to do it, and here are professional support.”
The federal Institute of Education Services identified “high-quality” tutoring as one of several effective strategies for schools. An analysis of 96 rigorous studies comparing results of students who had high-impact tutoring with those who hadn’t found significant improvement in 87% of the programs, equivalent to a half-year growth in many cases. The strongest gains were in early grades in literacy and when it was given during, rather than after, school.
Based on research, the National Student Support Accelerator says that effective, high-impact tutoring programs have these elements in common:
A high-dosage delivery of three or more sessions per week of required tutoring, each 15 to 30 minutes.
An explicit focus on cultivating tutor-student relationships, with tutors assigned with the same students throughout. Consistency is critical to building a solid relationship, and the tutor should be “someone who is engaging and motivating,” Loeb said.
Alignment with the school curriculum.
Formalized tutor training and support.
The use of formative assessments to monitor student learning.
There are different models for districts: training paraprofessionals as full-time tutors, hiring outside tutoring organizations for in-person tutoring, or turning to online nonprofits; the latter lack the face-to-face connection but can better scale up to serve more students, she said.
But many California districts found that creating a system with all of the elements was hard to pull off, and outside of urban areas and university towns, many had difficulty finding organizations and trained tutors for in-person instruction. Districts lacked experience evaluating tutoring outfits’ promises and measuring results. Communication over student results could be erratic; arranging schedules could be a challenge.
Given other, more familiar options, many overstretched California districts and schools made tutoring a low priority; they invested instead in hiring teacher aides and counselors.
An examination by Edunomics Lab, a Georgetown University-based education research nonprofit, found that 70% of California’s public school districts, charter schools and county offices of education didn’t report spending any money on tutoring from the last and biggest outlay of federal learning loss funding for California – ESSER III. Of the 30% of districts that did, spending on tutoring totaled 1.5% – $190 million out of $13.5 billion. (Go here for an interactive graphic on California districts’ tutoring spending.)
Meanwhile, other states became directly involved in high-impact tutoring. According to the National Student Support Accelerator’s 2024-25 summary of states’ activities, two dozen states allocated specific funds for high-impact tutoring, while others provided technical help to set up programs. One state, Tennessee, is funding tutoring through its annual school funding formula.
Nine states have ongoing partnerships between higher education institutions and tutoring organizations.
Norwood is partnering with San Jose State to hire students on an education track to serve as tutors in the schools while earning federal work-study money. If all teacher preparation programs credited time tutoring toward fulfilling time required in the classroom, California could add thousands of tutors to the ranks.
Money to spend
California had the advantage of surging state revenues from a post-pandemic economic boom to set aside more than $10 billion in one-time and ongoing money for schools in 2021-22 and 2022-23.
The state lists tutoring as one of the evidence-based options that districts can choose for their unspent share of the $6 billion Learning Recovery Emergency Block Grant; they have through 2027-28 to use it. It’s not clear how much remains; districts filed the first spending report in late 2024.
The advent of universal transitional kindergarten next fall and rollout of a new math framework are touchpoints for high-impact tutoring, Loeb said.
“If I had to think about where California could embed tutoring just as part of normal operations, it would be in early literacy,” she said. “It is a shame and a detriment to the state that so many students are not learning how to read before third grade. There’s lots of evidence that high-impact tutoring can help get us there.”
The selection of new materials aligned with the math framework will lead districts to rethink how math is taught.
“That’s a really good time to say, ‘OK, within this structure, how do we get students who aren’t making progress at the rate of the class or rate the state expects to get that individual attention so that they can accelerate their learning and excel in school?’ We’re not really doing that, so students are kind of falling off as we move quickly through the curriculum.”
El Camino Fundamental High School principal Evelyn Welborn explains how rainwater leaks through hallway windows, causing teachers to use trash cans to collect the water.
Credit: Andrew Reed / EdSource
Renovating a high school that swelters in summer and gushes leaks in winter is a priority of a large Sacramento-areadistrict. Replacing an undersized gym with no air conditioning is a priority of a small high school district in Kern County.
The to-do list varies among the hundreds of school districts that have placed construction bonds before voters on Nov. 5, but urgency is what they share in common. In California, the list of school buildings needing attention is long and growing, compounded by climate change that is exposing more of the state to unprecedented levels of heat and unhealthy air.
In 2020, anxiety about an unknown virus, Covid-19, led voters to defeat half of the local bonds on the ballot that year and discouraged many districts from placing bonds before voters in 2022. The suppressed demand has resulted in a record 252 school districtsseeking $40 billion worth of renovation and new construction projects, including classrooms for the youngest students, transitional kindergartners, and space for “maker labs” and innovative career explorations for high schoolers.
Many of the districts are hoping to seek financial help from Proposition 2, a $10 billion state construction bond for TK-12 and community colleges, that the Legislature also has put on the Nov. 5 statewide ballot. Passage would begin to replenish state assistance, which has run dry from the $9 billion bond passed in 2016, and create a new list of projects eligible for state help in the future.
This report is the first day of a two-day look at a sampling of districts from different parts of the state that are asking their voters to pass local bonds. First, we visitSan Juan Unified and Wasco Union High School District. Tuesday, read about Modesto City Schools, Fresno Unified and neighboring Central Unified.
San Juan Unified School District
San Juan Unified
Sacramento County
49,840 students
61% low-income, foster and English learner students
$22,243 bonding capacity per student*
* Bonding capacity is the maximum amount of general obligation bonds a school district can issue at a given time. A district can never go over the ceiling. For unified districts, it is 2.5% of total assessed valuation; the median in California is $25,569 per student.
El Camino Fundamental High School in Sacramento was quiet Thursday as temperatures rose to 103 degrees. Few of the school’s 1,300 students lingered in the halls, where there is no air conditioning and open windows provide the only air circulation.
Even air conditioning in classrooms is not always reliable. Teachers and their students have had to double up with other classes at times when some systems fail.
The upcoming rainy season won’t offer much relief at the 70-year-old school. Water from leaks travels down walls and into lockers in the halls and drenches expensive machinery in the metal shop.
In one particularly bad spot, teachers have taken to tying a garbage can to one window with a rope, to collect the water before it floods the hallway floor.
School staff must regularly snake out a sewer access that has spewed sewage across walkways students must traverse to enter a classroom.
El Camino Fundamental High School band classroom storage room.Credit: Andrew Reed / EdSource
El Camino Fundamental High School’s band classroom has limited storage for instruments.Credit: Andrew Reed / EdSource
A drinking fountain at El Camino Fundamental High School was shut off due to water leakage.Credit: Andrew Reed / EdSource
The quad at El Camino Fundamental High School. Many buildings have windows that do not open and areas where the concrete is decaying.Credit: Andrew Reed / EdSource
Windows throughout El Camino Fundamental High School are either cracked or do not open correctly.Credit: Andrew Reed / EdSource
An out-of-order bathroom at El Camino Fundamental High School.Credit: Andrew Reed / EdSource
Renovating the school is one of the priorities of San Juan Unified School District if voters pass Measure P, a $950 million general obligation bond. The measure will update classrooms, repair leaky roofs, improve school security, provide safe drinking water, and remove asbestos and lead paint from the district’s aging schools.
The bond will cost homeowners $60 per $100,000 of their home’s value — $300 a year for a house worth $500,000.
The improvements will improve education and retain teachers, said Superintendent Melissa Bassanelli in a message on the district website.
“Quality classrooms and good teachers are essential to student learning,” Bassanelli wrote. “If passed by voters, Measure P funds will help the district upgrade career technical education classrooms, math and science labs and ensure that students have access to a well-rounded education including music, visual and performing arts.”
During a tour of El Camino Fundamental, principal Evelyn Welborn pointed out a crowded biology classroom where 36 students sat elbow to elbow with little space or updated equipment for lab work.
“We have fantastic programs going on,” Welborn said. “Unfortunately, our building was built in the 1950s, so we’re doing, trying to do 21st century learning in a 20th century building, which doesn’t always work.”
If the bond passes, El Camino Fundamental could have some buildings renovated and others razed and replaced, potentially with a two-story building, said Frank Camarda, chief operations officer for the district. The buildings that are renovated would be gutted and have new windows, ceilings, lighting, flooring, plumbing and electrical, he said.
The San Juan district needs $3.5 billion to complete all the work needed at its 64 schools, Camarda said, adding that district leaders expect to get $90 million in facilities funds from the state’s Proposition 2, a public education facilities bond, if it passes on Nov. 5.
If Measure P does not pass, the district — in a worst-case scenario — would have to focus on repairing and maintaining roofs, heating and air conditioning units, and electrical systems at its schools, Camarda said.
The district passed a $750 million bond measure eight years ago and used the funds to update schools like Dyer-Kelly Elementary School, located just three miles from the high school. The old elementary school was razed and replaced with a two-story school five years ago.
Dyer-Kelly Elementary teacher Hallie Lozano engages with a kindergarten student during outdoor playtime. Credit: Andrew Reed / EdSource
Dyer-Kelly Elementary teacher Hallie Lozano remembers the leaky roofs, failing air conditioner, lack of storage and limited number of bathrooms in the 70-year-old school before it was torn down and replaced.
“That was a big deal, Lozano said. “It was really hard (for teachers) to just get into the bathroom before your next period.”
Now teachers and students at the K-5 school have access to numerous bathrooms, assemble in a modern amphitheater and take part in drama productions on a stage in the cafeteria.
Spacious classrooms now have whiteboards, television sets, bulletin boards and ample storage.
The school, with about 97% of its 800 students from low-income families and 60% English learners, has become the centerpiece of the community.
Principal Jamal Hicks says about 150 people show up outside the school each evening to visit and watch their children play on the school lawn and sidewalks. He says the school provides safe, well-lit space that isn’t readily available elsewhere in the community.
“The school is like a beacon for the entire community,” Hicks said.
Updating school facilities at San Juan Unified, a district of 40,000 students, has to be a comprehensive step-by-step long-term process, Camarda said.
“You can’t do it all at once,” he said. “You have to keep everything functioning, but you also have to start making some bold moves and replacing the oldest of your inventory. … So we’ve changed our philosophy, and it seems to be working really well.”
Wasco Union High School District
When it rains or gets hot in Wasco — and it’s often scorching — Wasco Union High School often has to resort to a backup plan for P.E. classes because of the state of its current gym.
WAsco Union High School District
Kern County
1,807 students
89% low-income, foster and English learner students
$31,672 bonding capacity per student*
* Bonding capacity per student is the maximum amount of general obligation bonds a school district can issue at a given time. A district can never go over the ceiling. For high school districts it is 1.25% of total assessed valuation; the median in California is $25,569.
“Anytime we cannot be outside, (the students) have to sit in the bleachers and do online assignments,” said Millie Alvarado, P.E. department head.
A new gym with air conditioning is a key project that Wasco Union High School District is promoting as a part of Measure D, a $35.4 million education bond measure on the ballot in this rural Kern County community this November. The bond will cost homeowners $30 per $100,000 of their home’s value – $94 a year for a house worth $314,000, the median value in Wasco, according to Zillow.
A warm, sunny climate has made Wasco a national leader in rose production, but temperatures that soar above 90 degrees for a third of the year also make it unsafe for students to do anything physically rigorous outside.
That wouldn’t be such a problem if Wasco Union High School had an air-conditioned gymnasium, like most high schools in Kern County.
Wasco’s lone comprehensive high school gym just has swamp coolers, with an evaporative cooling system that is no match for the triple digit heat that hits the region with increasing regularity.
The shower in the boys locker room at Wasco Union High. Credit: Emma Gallegos / EdSource
The girls locker room at Wasco Union High. The showers are leaky and old, so they have been coverted into changing stalls.Credit: Emma Gallegos / EdSource
The boys locker room bathroom lacks urinals and instead has a trough along the wall.Credit: Emma Gallegos / EdSource
School administrators said the gymnasium is badly in need of new lockers and proper ventilation.Credit: Emma Gallegos / EdSource
The shop for Wasco Union High’s construction course is cramped and has no air conditioning. Using power tools makes the heat worse.Credit: Emma Gallegos / EdSource
Credit: Emma Gallegos / EdSource
Classrooms for career technical education are cramped, and the Wasco Union High School District hopes to expand them with Proposition 2.Credit: Emma Gallegos / EdSource
The west side of campus is completely open. There is no fence, which the superintendent said is a security problem.Credit: Emma Gallegos / EdSource
“We’re trying to really help the community to understand the safety component of it,” said Superintendent Kevin Tallon. “It’s just not a safe campus when you look at the safety standards that other facilities have in most Kern County schools.”
This year, paramedics were called when a student passed out due to heat during P.E., Tallon added. Athletes who rely on the gym for games, after-school practice or summer conditioning feel the effects acutely.
“You feel like you’re suffocating,” said Rosalia Sanchez, a senior and varsity volleyball player.
Principal Rusvel Prado said the roof has been patched over many times but still leaks when it rains.
Even when the weather cooperates, the gym does a poor job accommodating the nearly 1,700 students who attend Wasco Union High. For school pep rallies, about half of the student body overflows outdoors. Locker rooms are cramped and unventilated, which Alvarado says is not ideal when 200 to 300 students are changing into and out of gym clothes each class period.
Measure D was developed with community feedback, Tallon said. The district was able to pass a bond measure in 2008 that modernized and upgraded heating and air conditioning systems for much of the campus, which was built in 1915. But two follow-up bond measures failed — one by a fraction of a percentage point in 2018, and one by 3.3 points in March 2020.
In the 2008 bond, classrooms took priority over the gymnasium, which dates back to the 1950s. Tallon said that if the new bond proposal passes, it would allow for 80% of the campus to be modernized over the next 20 years.
Campus security has become a bigger priority for schools in recent years. The bond measure will also go toward upgrading door locks, alarms, cameras, lighting and emergency communication systems. The west section of campus, where career technical and dual enrollment courses are held, is unfenced — a major safety concern in an era of mass shootings, Tallon said.
Pathways to college and career have received a renewed focus in California, bringing new facility needs. Wasco Union High’s construction program has a cramped shop without air conditioning. The building that will ultimately house dual enrollment students was set on fire by an arsonist who attacked local schools, according to local news reports. The district owns an off-campus farm that trains agricultural students, but there is no plumbing or safe drinking water — something the bond money aims to address.
The measure is asking for nearly the full amount of the $36 million bonding capacity of the community. Wasco Union High School District plans to apply for Proposition 2 funds, if it passes. The proposition will prioritize districts like Wasco, where its residents’ incomes are low — 88% of students qualify as socioeconomically disadvantaged. However, Tallon doesn’t believe that proposition or other state funding sources will be sufficient to help the district.
“We’re sensitive to the fact that it’s a tough economic time right now when it comes to inflation,” Tallon said. “But we also try to provide as much information as we can about the cost of the bond measure to the homeowner. For what you get in return for the quality of schools, we feel it’s money well spent.”
Many California school districts pay cities and counties millions of dollars a year to put law enforcement officers on campuses, moving tax dollars allocated for education to policing with little oversight by elected school boards, an EdSource investigation found.
Not every district has what are commonly called school resource officers. Many call 911 if they need help, and 20 have their own police departments. Others contract with cities and counties, which provide resource officers from the ranks of local police, sheriffs, and probation departments.
Those districts provided a combined 118 contracts, entered into between 2018 and 2024, with some paying as many as three cities and counties for resource officers. The agreements, along with school board agendas and videos of meetings, show that district leaders rarely scrutinize the spending publicly.
School boards routinely approve policing contracts without discussion, often bundling them with routine items, such as field trips and cookies for staff meetings, into a single vote. The practice, known as using a “consent agenda,” alarms government transparency experts. EdSource found some boards approved hundreds of thousands of dollars for school resource officers using consent votes.
Although the federal government recommends that school districts review their policing programs annually, most of the contracts EdSource reviewed did not require yearly evaluations. In the few districts that required written reports on officers’ activities, police agencies didn’t submit them — and school officials rarely asked to see them.
The state Education Department offers no guidance to districts on policing contracts, said Elizabeth Sanders, an agency spokesperson.
“Consent items can be horrifically abused.”
David Loy, legal counsel for the First Amendment Coalition
The contracts EdSource obtained show districts spending at least $85 million on school resource officers. But their total costs are likely much higher. Roughly 20% of those contracts don’t include specific dollar amounts.
Instead, they mention unspecified charges based on law-enforcement union contracts negotiated by cities and counties. As a result, school boards sometimes approve contracts without a clear record of how much public money they have agreed to spend.
EdSource found that many districts are not only paying for officers whose positions are already funded by local governments, but also for using police cars, uniforms and cellphones.
The costs to schools surprised policing experts and public watchdogs.
“It’s protect and serve — and profit,” said retired state Superior Court Judge LaDoris Cordell, who also served as San Jose’s independent police auditor from 2010 to 2015.
She said cities and counties should provide resource officers to schools without charging.
“Shame on them for making this into a money-making operation,” Cordell said.
‘An enhanced service’
In many districts, the cost of a contract for a resource officer often exceeds the salary of a mid-career teacher.
The Holtville Unified School District in Imperial County has a one-year contract with the county for a sheriff’s deputy not to exceed $192,038.40.
That’s enough money to fund the salaries of nearly two teachers, according to teacher pay disclosure forms filed with the state.
The contract requires the district to pay for the officer’s “training, equipment, uniform, vehicle, supplies and employee benefits,” Undersheriff Robert Benavidez wrote in an email. Holtville Superintendent Celso Ruiz did not respond to questions about spending on officers.
Some districts spend more than a million dollars a year on resource officers.
The Elk Grove Unified School District has 67 schools and 62,000 students, and pays the Sacramento County Sheriff’s Office $8.5 million over three years to provide six deputies.
The contract, which expires in June, includes nearly $648,000 for patrol cars and $15,000 for cellphone bills, and guarantees deputies five hours of overtime per week. The district also pays the city of Elk Grove $951,000 over three years for three officers.
Sgt. Amar Gandhi, a sheriff’s office spokesperson, said the district is “paying for an enhanced service,” requiring deputies to spend all day in schools.
Asked whether deputies assigned to the district were counted in the sheriff’s annual budget funded by the county, Gandhi replied, “Yes, for regular sheriff services.”
But when deputies work in schools, he said, they provide a service for which the sheriff’s entitled to charge.
“These are not officers that are simply responding to emergencies,” Gandhi said. “They’re on campus. That’s their full-time assignment. They’re helping the administration. It’s a presence issue. It’s something we value.”
If Elk Grove Unified were to end its contract with the county, which it could do with 30 days’ notice, the deputies would “be assigned to regular, other, sheriff functions, in patrol, investigations, corrections, whatever,” Gandhi said, noting that the sheriff’s office has a large number of vacant, budgeted positions.
‘Double taxation’
Many districts pay more than half or all of the salaries for officers whose positions are already funded by cities and counties.
In Ventura County, the Oxnard Union High School District currently has contracts with two cities and the sheriff’s office. The largest is a $2.23 million deal with the city of Oxnard for five police officers, which includes 75% of the city’s costs for the officers’ salaries and benefits.
The district pays for the full costs of one deputy as part of its three-year, $625,000 pact with the Ventura County Sheriff’s Office. It also has a deal with the city of Camarillo for police services.
Oxnard Union board member Karen Sher, who describes herself as an advocate for school resource officers, told EdSource that charging districts for officers whose positions are already funded amounts to “double taxation.”
“The taxpayer’s paying twice for the same services,” Sher said.
“I really don’t understand how this is not a bigger issue. I have asked the question publicly. I can’t even tell you how many times, and I have never gotten an answer,” she said.
Former Oxnard Police Cmdr. Louis Mc Arthur was in charge of school resource officers before being elected as the city’s mayor in November 2024.Credit: J. Marie / EdSource
Oxnard Mayor Luis Mc Arthur, who, until taking office on Dec. 8, was the Oxnard Police commander in charge of school resource officers, said the city can’t afford to provide the officers without charging the school system. The department’s 2024-25 budget is $105 million, records show.
“We’re strapped financially and also short-staffed,” McArthur said.
“We can argue philosophically if it’s the responsibility of police to fund” resource officers, but the charges will likely continue, he said.
Districts should not fund officers who are already on government payrolls, said David Kline, vice president of communications for the California Taxpayers Association, which advocates for limiting taxes.
“If taxpayers are paying for two police officer positions, they should be getting two police officers,” Kline said. “They shouldn’t be paying twice for the same officer.”
Not all municipalities charge for providing resource officers.
Last year, voters in the Central Valley cities of Manteca and Lathrop passed sales-tax measures funding a range of services, including resource officers for the Manteca Unified School District, which supported the measures.
“We don’t believe in double taxation,” said Victoria Brunn, the district’s chief business and information officer.
But the Manteca district also has a two-year, $274,000 contract with the Stockton Unified School District, which has its own police department, for one officer.
Cost-sharing is common across the country, said Mo Canady, executive director of the Alabama-based National Association of School Resource Officers. The percentage of an officer’s salary that districts pay varies widely, he said. “Some may pay 25%, while others will pay 100%.”
Canady recommends that school boards review policing contracts annually. “You get to the end of the school year and no one thinks, ‘Hey, we need to take an hour or two here and sit down with people that are going to be making decisions and at least review this thing.’”
‘In case of an armed intruder’
A poll released earlier this month by the Public Policy Institute of California showed that 4 out of 5 public school parents are worried about a mass shooting at their local school, and nearly as many support having at least one armed police officer on campus while school is in session.
The Anderson Union High School District’s three-year contract with the Shasta County Probation Department does not mention school security. But Superintendent Brian Parker said that’s why the district is paying $1.6 million for three resource officers through 2027.
Anderson Union High School in Anderson in Shasta County.Credit: Thomas Peele / EdSource
“The main reason our board and our community want officers on campus is to provide security in case of an armed intruder,” Parker wrote in an email. “Thankfully, that hasn’t happened in our district.”
Many contracts require officers to divide their time between several campuses, which could reduce their ability to respond quickly to a shooting.
According to the U.S. Department of Justice, there were about 24,900 school resource officers in 2019. The federal government does not collect data on school shootings, but according to a Washington Post database, there have been at least 428 school shootings in the United States since 1999, including 72 in California.
Whether the presence of school resource officers makes schools and students safer remains the subject of research and debate. In 2024, policy analysts at the Rand Institute, a nonpartisan think tank, reviewed dozens of studies and found, “the presence of SROs (school resource officers) may reduce some types of crime and increase the detection of weapons and drugs on campus.”
But, the Rand analysts wrote, “research has also shown that the presence of SROs inflicts costs on students. Students at schools with SROs are more likely to face disciplinary action by school administrations and more law enforcement contact in general. Black and Latino students may be particularly affected.”
‘We wanted to look at everything’
Last year, the Folsom Cordova Unified School Board decided to examine its policing contracts with the city of Folsom and the Sacramento County Sheriff’s Office, which totaled $502,000. Those contracts had remained largely unchanged for 12 years, said board President Christopher Clark.
Christopher Clark, president of the Folsom Cordova Unified School Board.Credit: Folsom Cordova Unified
“What we wanted to do as a school district is be transparent. We wanted to look at everything in the contract,” Clark told EdSource.
At a board meeting last May to discuss the contracts, speakers expressed concerns about the impact police officers had on Black and Latino students.
Van Merrill, a student board member, said he worried about having “armed police officers on campus.” He said the district has many students who come from groups that “have been historically discriminated against and arrested and killed by police.”
Earl F. Smith, a parent who attempted to speak to police about a problem with his daughter at school, told the board that a Folsom High School administrator described him to a resource officer as “an angry, raving black man.”
“I’m scared to go to Folsom High School,” Smith said. He referred to the 2018 fatal shooting of a 22-year-old unarmed Black man by two Sacramento Police Department officers who said they mistook his phone for a handgun.
“It’s easy to make wrong decisions. It’s hard on the officer. It’s hard on the community,” Smith said. “ I would like the board to consider the perspective that maybe only a certain amount of students would feel comfortable with an officer.”
In a telephone interview, Smith said, “I don’t think there should be an officer at a school walking around with a gun.”
Clark, the board president, who is Black, told EdSource that Smith “absolutely” voiced valid concerns. “I’m speaking as an African American,” said Clark. “We are stereotyped. Oh, yeah. I’ve been stereotyped by a police officer.”
The board eventually approved a change to the contract, requiring officers to spend more time patrolling the areas around schools and to respond to emergencies in schools when needed.
“What works for me is that these officers are actually patrolling the area,” Clark told EdSource. “If there happens to be an emergency, the response time is within three and a half minutes. I believe in safety for our kids.”
‘Unaware’ of requirements
The U.S. Justice Department recommends that law-enforcement agencies and school districts “conduct an annual assessment” of resource-officer programs to ensure that they are adequately addressing all expectations, successes, and challenges.”
Both school and police leadership should review law enforcement data and records to help determine whether officers “are using their law-enforcement powers judiciously,” according to the department’s recommendations.
But many school districts don’t seek or receive such data even when they require it by contract.
The Manteca Unified School District in San Joaquin County has a one-year, $125,000 contract for a resource office with the Stockton Unified School District, which has its own police department. The contract requires officers to document “the type, nature and/or description of activities performed each shift” to help school officials evaluate the program’s effectiveness. The reports are to be provided quarterly.
The contract also requires Stockton Unified Police to provide “copies of incident, crime, service and other police-generated reports, search warrants and other public documents which concern substantial actual or potential criminal activity.”
But EdSource found that Stockton Unified police gave no such documents to Manteca. Asked why the reports weren’t provided, Stockton Unified Chief Mayra Franco said she didn’t know anything about them.
“We were unaware of this requirement,” she wrote in an email, adding that her department would start providing the documents.
Brunn, Manteca Unified’s chief business officer, called the failure of Stockton Unified to provide the documents “very unfortunate.” But she also said no one in her district asked for them.
”We had employee changes during that time frame. It’s not what we would have preferred to have happened,” she said.
Parker, the Anderson Union High School District superintendent, said its contract with the Shasta County Sheriff’s Office, which used to provide school resource officers, required deputies to prepare quarterly activity reports on their activities and provide them to the district “upon request.”
But the district “never requested them,” Parker said, and no longer has a contract with the sheriff’s office. The district’s current contract with the Shasta County Probation Department doesn’t include any reporting requirements.
Canady, of the school resource officer association, questioned whether reports are necessary.
“What would go in a report?” he said. “I don’t think it’s something that school districts have been demanding. If you’re in a good partnership with the law enforcement agency, there shouldn’t be any need for reports.”
Last year, during the debate about law enforcement contracts for the Folsom Cordova Unified School District, school board member Kara Lofthouse said that reports are crucial to understanding the effectiveness of policing programs.
They are needed “so that we can determine whether or not it’s a smart decision” to continue to pay for police. Without them, Lofthouse added, “we cannot make a sound decision on what’s best for our district.”
She said officers should write reports to “show the schools that they’re going to, even if they’re doing nothing, even if they’re checking in with the principal and they have lunch with a couple of kids. That’s really the report I want to see. I want to see what their time is being spent doing.”
The Tracy Unified School District’s contract with the city of Tracy requires police to provide “statistics related to crime if requested.” But the district told EdSource that it did not have any documents with that data. It also did not respond directly to questions about how it determined whether policing services were successful.
“Our district works extremely closely with our officers and Tracy Police. We communicate through in-person meetings, phone calls, etc.,” Bobbie Etcheverry, a district spokesperson, wrote in an email.
Consent votes
Some school boards approved hundreds of thousands of dollars for resource officers using catch-all consent votes, records show.
Policing contracts require more scrutiny and “should not be on consent agendas,” said Barbara Fedders, a University of North Carolina law professor who has written about school policing in California and is a school board member herself.
“Your contract language for a playground provider doesn’t implicate your values as a school district in the same way that a (contract) with the police does,” Fedders said.
“Consent items can be horrifically abused,” said David Loy, legal counsel for the First Amendment Coalition, which advocates for government transparency and press freedoms.
Loy said that two school board votes identified by EdSource may have violated the Brown Act, the state law requiring local legislative bodies to conduct open and transparent meetings.
The agenda for Elk Grove Unified’s board meeting, section VI.10, specifies that the contracts on the attached list “are under the bid limit of $99,100.
In June 2022, Elk Grove Unified’s school board approved its current contracts with the Sacramento Sheriff’s Office and the city of Elk Grove on a consent vote.
The meeting’s consent agenda stated that all the items under consideration cost no more than $99,100. But the contracts with the Sheriff’s Office and the city included payments for $2.7 million and $317,000, respectively.
The list referenced by the agenda includes two law enforcement contracts worth a combined $3 million, both well over the stated $99,100.
“If an agency says, ‘Don’t worry, nothing to see here, everything on the consent agenda is under $99,100,’ and in fact, what’s on the consent agenda is more than $99,100 over the life of the contract, that is itself a Brown Act violation,” Loy said. “I would argue strongly in court you cannot mislead the public.”
Kristen Coates, the district’s deputy superintendent, wrote in an email that the district did not violate the Brown Act because the law contains “no requirement to agendize items based on dollar figures.”
She declined multiple requests to be interviewed. Board President Michael Vargas did not return messages.
A vote in San Joaquin County also raises questions about how boards approve police contracts.
In 2022, Tracy Unified’s board voted for a consent agenda that included “routine agreements, expenditures, and notices of completions.” As part of that vote, the board approved a $900,000 contract with the city of Tracy to provide three resource officers.
The contract was not listed on the consent agenda. A report attached to the larger meeting agenda said the contract was for $450,000 over two years. The board did not discuss the contract before voting.
“The public obligated $900,000, not $450,000,” Loy said. “As a best practice, these things should not be on consent. The public has a right to know what the total obligation is for the life of the contract.”
In an interview, Tracy Superintendent Robert Pecot did not explain why the agenda misstated the contract’s cost. “We’re not hiding anything,” he said. “People are welcome to come to our meetings.”
Loy said lawmakers need to amend the Brown Act “to limit the use of consent agendas.” Items such as school policing contracts should be debated, he said. “You should go through the full democratic process. It definitely cries out for significant policy reform.”
Bret Harte Union High School in Angels Camp in Calaveras County.Credit: Thomas Peele / EdSource
‘Sloppy’ practices
Some school boards wait months or even years to ratify contracts for resource officers and, in a few cases, long after those contracts have taken effect or expired, EdSource found. Under state law, school superintendents can agree to contract terms, but those agreements aren’t valid until school boards approve them, a process known as ratification.
The Bret Harte Union High School District in Calaveras County has a one-year policing contract with the city of Angels Camp with a start date listed as July 2, 2024. The district’s board voted to ratify that contract on Feb. 4, 2025. By that time, the city had billed the district more than $35,000 for a resource officer, records show.
Long ratification delays are “an extremely bad budgeting practice,” said Kline of the California Taxpayers Association. “What happens if the school board votes ‘no’ on a contract seven months after it’s been signed?”
It’s “a huge transparency issue,” he added. “The taxpayers haven’t had their notice and chance to voice their opinions.”
Bret Harte’s board also didn’t ratify a separate contract with Angels Camp until two years after it had expired, voting only after EdSource raised questions about it.
Superintendent Scott Nanik initially claimed that the district couldn’t produce a policing contract for the 2022-23 school year. But Angels Camp records show the city billed the district nearly $45,000 for policing services for that school year.
Nanik had signed the document on Aug. 2, 2022. Last month, the board voted without comment to retroactively ratify the deal.
Byron Smith, a lawyer for the district, wrote in an email that the late ratification vote was taken under a portion of state law allowing school districts the “flexibility to create their own unique solutions” and to spend money “not inconsistent with the purposes for which the funds were appropriated.”
Bret Harte leaders “are committed to doing things the right and legal way,” Smith said.
Professor David Levine of UC Law San Francisco said the board likely voted to ward off any potential litigation by making the contract “a proper expenditure.”
“Imagine if you had a gadfly saying it wasn’t a proper use of public funds,” and suing because there was never a vote, Levine said. The district had been “clearly sloppy,” he added.
School boards “should be approving contracts before the related work begins, not afterward,” said Troy Flint, a spokesperson for the California School Boards Association.
EdSource found another school board, Benicia Unified in Solano County, that had not voted to ratify a $225,000 policing contract with the city of Benicia for the 2023-2025 school years.
In response to a reporter’s questions, Benicia Superintendent Damon Wright acknowledged the district made a mistake. “The contract should have been formally brought back to the board for final approval,” he said.
On April 10, three months before the contract expires, the board approved the agreement, without discussion, on the consent agenda.
Gov. Gavin Newsom’s proposed “Career Passport” aims to streamline job seekers’ credentials into a digital portfolio, making it easier for employers to recognize individuals’ skills and experiences.
While the concept may seem promising, the reality is that learning employment records (LERs) — the foundation of the Career Passport — are still in the early stages of development and adoption. Few employers and job seekers currently use them, and the technology remains largely unknown and untested.
Before the government spends $100 million in taxpayer dollars on technology that lacks meaningful adoption and trust, the focus should be on allowing innovators to first develop LER technology that is valid, reliable and useful for both employers and job seekers.
The Career Passport is not the state’s first attempt at a large-scale education and workforce data initiative. The Cradle-to-Career (C2C) data system, which was supposed to create a seamless record of Californians’ educational and career progress, remains years behind schedule and is still largely theoretical. Furthermore, the effort is a prime example of the state’s poor track record in this space. C2C marketed itself as a system that would stitch together “data from multiple education systems” only to deliver none of that to date. If the state cannot successfully deliver on even the first leg of the C2C system, why should we expect better results from a Career Passport? Rather than spreading thin, already dwindling resources and distracting an overburdened state workforce with another massive set of promises, the state should focus on completing the work it has already spent money on and not yet delivered.
Before attempting to implement the Career Passport, California should wait until the innovation sector has figured out how to make learning employment records that work at scale, demonstrate real value in the hiring process and earn buy-in from employers and job seekers. Pouring state funds into largely experimental technology at this point risks wasting taxpayer money during a $68 billion budget deficit.
Moreover, the state government is the wrong entity to drive innovation at this stage. The bureaucratic inefficiencies associated with public-sector initiatives — lengthy procurement processes, cumbersome regulations, and political red tape — will not ensure success. Instead, the state’s involvement will disrupt and possibly undermine existing voluntary collaborations already making headway in developing learning employment records and similar technology. The state’s proposal to put itself as the driver of this work risks turning what is currently a collaborative ecosystem, into a competitive battle for state dollars, stifling innovation rather than fostering it.
California should allow the innovation sector to do what it does best — collaborate, experiment and refine solutions until they are proven effective. What needs to happen — and is already happening — is that learning employment records companies, educational institutions, employers, and other innovators are working together to figure out how to develop and refine these technologies in ways that employers and learners trust, which will lead to adoption. This process of collaboration and iteration is essential to ensuring that they become a useful and reliable tool in the job market.
Government intervention at this stage, particularly a massive infusion of public funds, risks disrupting collaboration, creating unnecessary noise and slowing down true innovation. During this crucial innovation phase, the government needs to stay out of the way and allow the private and nonprofit sectors to innovate freely. Only after learning employment records have demonstrated their value and reliability in effectively matching talent to jobs, should the state consider spending money on their widespread adoption.
If Gov. Newsom genuinely wants to improve how Californians translate their education and experiences into career opportunities, he should wait until the technology is ready rather than disrupting innovation and placing a massive bet on an experiment. And, he should recognize that it is far too early to invest state dollars in such a venture.
Job hunting may be awful, but California’s employers and job seekers deserve better than just another set of unfulfilled promises.
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Alex Barrios serves as president of Educational Results Partnership, a nonprofit data science organization that developed Cal-PASS Plus, California’s first intersegmental longitudinal data system, and founded the ERP Institute to promote educator and employer collaboration to improve the efficiency of talent to job matching.
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