Given the disproportionate impact of the COVID-19 virus on low-income communities, the researchers contend that the challenges facing Black students have likely worsened.

“The impact of the global pandemic on the education of Black students may potentially be devastating,” said Tyrone Howard, professor of education and faculty director of the Center for the Transformation of Schools, in a news release. “This new research can inform the strategic use of resources to address inequalities, racism, and historical disadvantage, and guide decision making to better serve Black students.”

The researchers studied 14 school districts, serving 800 Black students or more in Los Angeles County. Together, these school districts serve more than two-thirds of Black students in the region. The findings spanned neighborhoods from the northern reaches of the Antelope Valley to Long Beach.

“Our hope is that this research will generate intense attention on the needs of Black students in the county,” said Stanley Johnson Jr., lead author of the study, “and spur innovative and meaningful actions to address the economic, social, emotional and environmental challenges that shape and hinder their educational opportunities. We can and must act boldly.”

The report, “Beyond the Schoolhouse: Digging Deeper” analyzes data from the 14 school districts in LA County with a substantial number of Black students. These districts include: ABC Unified, Antelope Valley Union High School, Bellflower Unified, Centinela Valley Union High School, Compton Unified, Culver City Unified, Inglewood Unified, Long Beach Unified, Los Angeles Unified, Paramount Unified, Pasadena Unified, Pomona Unified, Torrance Unified and William S. Hart Union High School. Leslie Lockhart, superintendent at Culver City Unified School District, joined a webinar debriefing on the report April 14. She shared how her district — from the school board all the way to teachers and staff — has been thoughtful and intentional in addressing barriers to Black student achievement.

“That has been our mantra: What is getting in the way of our students achieving and how can we get rid of that barrier?” she said.

As an example, Lockhart said her schools go beyond just offering AP courses by looking for ways to identify and encourage students to enroll in the classes, which are critical for college-bound students. The district does not require students to “test in” to AP classes. Instead, the district has made sure every student has that opportunity and has designed programs that support students while they are taking those classes.

Lockhart also emphasized the importance of continued anti-bias training for staff.

“Our teachers have to reflect on who they are as practitioners and what bias they bring to the table and address those,” she said. “The people who interface with [students] have to believe that they have every opportunity and that they are going to achieve something.”

Darin Brawley, superintendent of schools at Compton Unified School District, also joined the webinar, sharing how the district’s equity focus on social emotional learning is serving students.

“We address African American student achievement and social emotional learning with an equity focus and an unyielding belief that African American achievement is a civil right,” he said. “We believe that our African American students are filled with unlimited promise and we are committed to their continued academic success.” The district has adopted a PBIS structure and also provides social emotional learning and social fluency skills to its students.

“SEL can be a powerful lever for creating caring, just and inclusive and healthy communities that support all individuals in reaching their best potential, their fullest potential,” he said.

Brawley said wellness initiatives became more relevant during the pandemic due to the stress and uncertainty that students and families experienced. The district’s department of child welfare and attendance did more outreach following school closures, including with partners through telehealth and virtual platforms.

The report also includes a detailed table of funding made available to school districts by the recently passed federal American Rescue Plan. The 14 districts examined in the research are in line to receive $6 billion in COVID-19 relief funding to support learning recovery efforts.

There is also an interactive map accompanying the report, which reveals disparities between Black and non-Black students in factors like asthma incidence, groundwater pollution, school suspensions and graduation rates.

Read the full report at transformschools.ucla.edu/beyond-the-schoolhouse-digging-deeper/. and watch the webinar at https://youtu.be/XtvOovx6PmE.