Racial Justice Report Card on California Education Policy

Governor Schwarzenegger has named 2008 the Year of Education. A clear opportunity for big change has been spotlighted in California education policy, and in response policy makers, committees, and organizations are issuing policy agendas.

Justice Matters has developed a report card to evaluate policy agendas being put forth for the Year of Education on, how far they push us toward a vision of racially just schools. This “Racial Justice Report Card on California Education Policy” is based on information and ideas from High Schools for Equity, a study on policy supports for student learning in communities of color.

Click here for the:

Racial Justice Report Card on Recommendations of the Governor's Committee on Education Excellence

Racial Justice Report Card on Superintendent O'Connell's proposals to close the racial achievement gap

Racial Justice Report Card Grade for Draft Recommendations of Superintendent O’Connell’s P-16 Council

Behind the Test Scores: Teaching and Learning Under Arrest

In an era of high-stakes testing, there are policies and practices in West Contra Costa Unified School District that result in a narrow, unresponsive, and superficial education for thousands of low-income students of color. Behind the Test Scores: Teaching and Learning Under Arrest reports on a survey of West Contra Costa teachers.  The survey results reveal discriminatory practices that shape which students receive extra attention and which do not; classrooms stripped of science, history, art, and P.E.; and schools that fail to prepare students to be critical thinkers and problem solvers. This teaching and learning crisis students are facing is due to a climate that emphasizes test scores over high quality learning that prepares students for their futures. This report was authored by Justice Matters with support from Data Center.   

Click here to read the Full Report

High Schools For Equity Study and Report

High Schools for Equity is an innovative study and report that was created through a collaboration between Justice Matters and Linda Darling-Hammond and the School Redesign Network at Stanford University (SRN LEADS).   This unique study identifies racially just policy solutions through an approach that is centered on the success of low-income students of color.  High Schools for Equity examined five California high schools that interrupt the status quo by providing low-income students of color with an intellectually rigorous and meaningful, culturally relevant, responsive education in a caring school community.  High Schools for Equity identified the policies that are most needed to enable other schools to carry out the exemplary practices of these five schools. 

High Schools For Equity- a study by Justice Matters and the School Redesign Network at Stanford University, download the PDF of the full report and policy brief below;

Click here to read the Full Report

Click here to read the Policy Brief

Building Strong Parent Teacher Partnerships Report

Parent-teacher relationships are often talked about as important to student success but rarely are addressed through deep, systemic efforts meant to improve and build partnerships between parents and teachers. In 2005, Justice Matters and Teachers 4 Social Justice convened the Parent Teacher Study Group (PTSG), a group of San Francisco parents and teachers who addressed the issue of parent-teacher relationships. From our meeting we came out with the Building Strong Parent Teacher Partnerships report, which looks at four major problem areas surfaced in trying to build parent teacher partnerships:

1) Assumptions Based on Race and Class
2) Communication
3) Engagement and
4) School System Structures

The report also looks at possible solutions that relate to the four problem areas and which we categorized into two groups: solutions that rely on 1) Culture and Engagement and 2) Supportive Structures and polices that make strong parent-teacher partnerships possible.

Click here to read the PTSG report; Building Strong Parent Teacher Partnerships

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What Will it Take to Make a Difference for Students of Color in Poverty in California? By Susan Sandler

A response by Susan Sandler to The Getting Down to the Facts Project,  a set of 22 studies coordinated by Stanford University researchers that look at what resources and changes would be needed for California schools to meet the goals that we have for them.

Download Word Doc [32KB]

We Interrupt This Crisis With Our Side of the Story: Relationships Between South Los Angeles Parents and Schools. October 2004. (Spanish, English)

In this report, Community Asset Development Redefining Education (CADRE), a parent-organizing group in South Los Angeles, presents the results of a parent-led research project that was conducted in collaboration with Justice Matters. This report documents the current state of relationships between South LA schools and parents. It confirms that parents want to be involved in their children's education and it illustrates the importance of school-parent relationships in improving education. Through surveying South LA parents, CADRE found that parents are calling for cultural inclusion, engagement and accountability in schools. This report gives voice to South LA parents' experiences and will help shape CADRE's campaign to redefine relationships between South LA schools and families.

Download PDF:
English Report [1.7MB]
Spanish Report [1.8MB]
English Preview [636KB]
Spanish Preview [640KB]

Supporting the Education Organizing Movement: An Exchange Between Intermediaries by Rosanna Bayon Moore and Susan Sandler.

This report documents a gathering in June 2003 of organizations that provide various types of support to community organizing efforts to improve schools. Supporting the Education Organizing Movement captures the themes that emerged from this discussion of challenges, questions, and opportunities for those working to support and enhance the impact of education organizing.

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“Bridging Research and Education Organizing: Can We Strengthen Our Combined Power?” by Olivia E. Araiza

This paper examines the role of research in education organizing efforts. The role of research in education change work takes on different and sometimes conflicting meanings for community organizing groups and research-based organizations. This paper explores the implications of each research approach for education change efforts, and how the two approaches can be bridged for greater combined power.

Download Word Doc [128KB]

In It for Life: Investing in Young Leaders for a Better Society

This report analyzes the barriers that college students face as they pursue making a contribution to social justice through meaningful life work. In it for Life also documents how Justice Matters' leadership program supports college students committed to social justice in overcoming these barriers.

Published 2001

An op-ed co-authored by Susan Sandler appeared in the San Francisco Chronicle on September 10th, 2001. This article was titled, "Zero-Tolerance Policies Provide Zero Benefit."

Printed 09-10-01

Turning To Each Other Not On Each Other
by Susan Sandler and the Justice Matters Discipline Taskforce

This report is about how school communities prevent racial bias in school discipline. It profiles schools across the country that are models of strong communities with caring discipline approaches and that get excellent results.

Published 2000

Download PDF [508KB]

Reading the World: Redefining Literature and History Curriculum
by Amanda Kemp, Editor; Susan Sandler, Ashindi Maxton

Published 1999