**Castro, M., Knudson, J., & O’Day, J. (2019). Leveraging LCFF for equity and coherence: The case of San José Unified School District. https://cacollaborative.org/sites/default/files/2021-04/CA_Collaborative_Leveraging_LCFF_SJUSD.pdf
The Collaborative staff wrote this report in 2019 about the ways in which San José Unified School District (SJUSD) implemented Local Control Funding Formula (LCFF) by leveraging a history of community input into district goals, focused and unwavering attention on their strategic plan, and the allocation of additional resources to high-needs schools. The conclusion of the report argues that supporting districts’ focus on the main principles behind LCFF (local control, community engagement, and equity) may be more important than complex templates and other bureaucratic measures that keep district leaders away from the core of improvement. While the brief is a few years old, we recommend reading pages 1-8 for contextual information about SJUSD.
**California Collaborative on District Reform. (2023). San José Unified School District (USD) student enrollment [Collection of student demographic data prepared by Collaborative staff for the February 27–28, 2023, meeting of the California Collaborative on District Reform]. Available on Dropbox.
This document contains demographic information about SJUSD and California student enrollment across key demographic categories. In addition to students’ ethnicity/race and the overall “unduplicated count” of LCFF-targeted students, the data also indicate the specific percentages of students who have been identified as English learners, socioeconomically disadvantaged students, foster youth, and homeless students. These data are also broken down by the three regions SJUSD uses to indicate broad attendance areas.
**EdSource. (n.d.). San Jose Unified [district-level results on California Smarter Balanced assessment]. http://caaspp.edsource.org/sbac/san-jose-unified-43696660000000
To provide context on SJUSD’s student performance, we are including a set of charts and tables that display the district’s state assessment results through 2022. This compilation includes both district-wide results and results by student demographic groups. Not included are test results for pandemic years 2020 and 2021.
**California Collaborative on District Reform. (2023). San José Unified School District (USD) student performance by region [Collection of student performance data prepared by Collaborative staff for the February 27–28, 2023, meeting of the California Collaborative on District Reform]. Available on Dropbox.
This document contains 2022 performance data for non-charter SJUSD schools and by the three regions of the district’s attendance area.
Pivot Learning. (2023). San Jose USD [District Readiness Index entry for San Jose Unified School District]. https://districtreadiness.org/district/san-jose-unified/
We provided a copy of SJUSD's District Readiness Index (DRI) to examine a problem of practice SJUSD plans to present at the meeting. Looking at most measures of system coherence and stability, SJUSD seems to have many advantages (e.g., strong labor relations, longer than average superintendent tenures, healthy finances). However, student performance is not as strong as they would like it to be. We will learn directly from SJUSD leaders about what challenges they are experiencing and what possible solutions may move their progress forward. To learn more about the DRI, we provided a companion report in the “Frameworks for Understanding District Readiness” section of readings.
San José Unified School District Board of Education. (2020). Board policy manual, regulation 0415: Equity. https://simbli.eboardsolutions.com/Policy/ViewPolicy.aspx?S=36030421&revid=9SLaD61d9FikO WtrBpULmg==&ptid=amIgTZiB9plushNjl6WXhfiOQ==&secid=&PG=6&IRP=0
This one-page document is a copy of SJUSD’s equity board policy. The first iteration of policy was passed in 2010 and was last revised in 2020. This policy helps the district maintain their commitment to supporting underserved populations of California students.
**This document is a priority reading.