Race-Conscious Approaches as Catalysts for Educational Equity in California Schools 
The extreme right-wing faction of this country has hijacked the landmark Civil Rights Act of 1964–legislation designed to dismantle systemic discrimination–to weaponize claims of “reverse racism” against any policy or practice that promotes diversity, equity, and inclusion. This distortion has made education the battleground for a broader attack on racial justice, emboldening zealots to file Office of Civil Rights (OCR) complaints against TK-12 districts and schools–including those in California–that are working to meet the needs of their historically underserved students and achieve state attainment goals.
For example, in the Los Angeles Unified School District (LAUSD), a conservative group–presumably with no direct ties to the district, city, or state–filed a federal complaint alleging that the district’s Black Student Achievement Plan violated the Civil Rights Act and the Equal Protection Clause of the 14th Amendment because it specifically addressed the needs of Black students. LAUSD’s decision to remove race as a criterion for eligibility signaled a dangerous precedent: political pressure, rather than justice, now dictates which students receive the targeted support they deserve. This retreat is disappointing. Now is not the time to fold.
In the pursuit of educational justice, good intentions are not enough. Incremental progress is not enough. Merely trying is not enough. If we are serious about confronting systemic racism in education and supporting students’ academic success, we must move beyond surface-level commitments and embrace race-conscious policies and practices that actively disrupt inequities.
* The California Department of Education (CDE) is committed to providing local education agencies (LEAs) with guidance and support in these rapidly changing times, so that educators can continue to focus on students. To learn more, visit this CDE website.
There are many misconceptions about race-conscious policies and practices, often overlooking their transformative impact on creating equitable and inclusive educational environments. These policies challenge harmful practices, address systemic inequities, and emphasize uplifting the lived experiences and strengths of Black and other racially minoritized students. By doing so, they foster a sense of belonging, ensuring every learner feels valued, supported, and empowered.
To provide students with an equitable and humanizing educational experience that supports their academic success, district and school leaders must take deliberate steps to foster environments where all students feel valued and respected. Schools must move beyond surface-level inclusion efforts and actively challenge policies and practices that perpetuate harm, particularly for Black and other racially minoritized students. By embracing race-conscious strategies, district leaders can ensure that schools center the lived experiences, strengths, and assets of their students rather than operate from deficit-based perspectives.
Ensuring that students receive a rigorous, affirming, and historically accurate education is not a passive act—it is a moral and political imperative. For too long, curricula have erased, distorted, or diminished the contributions and experiences of racially minoritized people. A truly equitable education system demands bold, race-conscious changes in curriculum design, instructional approaches, and educational resources. Schools must actively dismantle deficit-based models of education and replace them with inclusive, justice-centered learning experiences that are empowering for students and support their academic success.
Significant, sustained, and equitable increases in funding are essential for improving student outcomes, including assessments, attendance rates, graduation rates, and college enrollment. After years of advocacy, education equity leaders successfully pushed California to adopt an equity-based, weighted funding model known as the Local Control Funding Formula (LCFF). This model provides additional funding to districts based on the specific needs of their student populations, offering supplemental and concentration grants for low-income students, multilingual learners (English learners), and foster youth. By directing greater resources to communities with higher levels of need, LCFF acknowledges the systemic inequities in California’s education system. However, there is still more work to be done.
One of the most pressing challenges facing school districts today is ensuring that their teaching staff reflects the diversity of their student populations. Research makes it abundantly clear that teachers of color are not a “nice-to-have” addition–they are essential to improving student outcomes, particularly for students of color. Yet, the educator workforce remains overwhelmingly white. Addressing the under representation of teachers of color is both an urgent moral mandate and a strategic necessity to drive students’ academic success. Leaders in education must take decisive, sustained action to open pathways into the profession for educators of color and to ensure their success and retention once they enter the classroom.
Engaging families and communities in students’ education is critical to improving academic outcomes and fostering a supportive, inclusive school environment. Effective family engagement demonstrates a school’s respect for the cultures and voices of its families, emphasizing collaboration and partnership as key drivers of student success. School leaders must intentionally cultivate a culture that values family contributions, with structures and processes designed to facilitate meaningful participation. Beyond nurturing positive relationships with families, schools should forge strong partnerships with community-based and faith-based organizations, businesses, and higher education institutions to provide comprehensive support for students’ academic and social-emotional growth.
As we move forward, we hope that district and school leaders will listen to and prioritize the needs and experiences of students and families of color. By embracing collaborative, community-driven approaches to policy-making, districts can co-create solutions that ensure students receive the educational opportunities they need to succeed.
At the same time, we call on advocates to continue pushing for bold, race-conscious policies that advance racial equity. Advocates must remain steadfast—fighting for justice, building coalitions, and working together to transform our education systems. The work ahead requires courage, resilience, innovation, and a shared commitment to ensuring that all students—especially racially minoritized students—have access to a just and equitable education.
The time for caution has passed. The time for bold, race-conscious action is now.
The action guides were made possible by generous support and thought partnership from our funders, featured on Our Supporters page. Our funders believe in our work and vision to advance policies and practices to build an education system where students of color and multilingual learners, especially those experiencing poverty, will thrive.
a California that ensures that Black, Latinx, Asian American, Pacific Islander, and Native American students’ futures are as bright as their dreams are big. We believe that our state’s schools, colleges, and universities can form the bedrock of a more just California.
Committed to advancing policies and practices to dismantle the racial and economic barriers embedded in California’s education system.
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Communications Manager
Karla Fernandez (she/her/hers) joins Ed Trust–West as a Communications Manager with over 11 years of experience advancing social impact initiatives.
Karla started her career as a teacher at Chicago Public Schools and UIC College Prep. After teaching, Karla joined United Friends of the Children to support LA County’s youth in foster care as a college counselor. Through Leadership for Educational Equity, Karla also served as a Policy Advisor Fellow for the office of a Los Angeles Unified School Board Member. She solidified her interests in policy analysis and quantitative research during her time with the Price Center for Social Innovation, the Housing Authority of the City of Los Angeles, and the USC Presidential Working Group on Sustainability. Before joining The Education Trust–West, Karla was the Associate Director for the Southeast Los Angeles (SELA) Collaborative, a network of nonprofits advocating for communities in SELA.
Karla holds a Bachelor’s Degree in Anthropology from the University of Chicago, a Master of Public Policy from the USC Price School of Public Policy, and a Graduate Certificate in Policy Advocacy from the USC Annenberg School for Communication and Journalism. Karla is based out of southern California and is passionate about using data analysis, communications, and digital strategies for policy advocacy and social justice efforts.