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Wisdom in Education

Keywords

African American students, Local Control Funding Formula, Local Control and Accountability Plan, Achievement, Engagement, School Climate

Abstract

The purpose of this mixed methods study was to explore urban African American students’ school experiences based on the aftermath of California’s Local Control Funding Formula (LCFF), focusing on achievement, engagement, and school climate. Survey data and focus groups of 62 participants were analyzed using chi-square, multiple regression, and an iterative process. Findings suggest that students desire information regarding honors courses, stronger teacher/student relationships, and fairer discipline treatment. Effective strategies and practices are recommended including the LCFF’s revisions to have specific goals for African American students.

Author Statement

Dr. Angela Clark-Louque is Professor and Department Chair of Educational Leadership and Technology at California State University, San Bernardino. Her most recent co-authored publications include “Untapped Resources: Black Parent Engagement that Contributes to Learning” in The Journal of Negro Education (2016) and Cultural Capital in the Village: The Role African-American Families Play in the Education of Children” (2014) in the Multicultural Education Journal.

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