[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584053-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584053-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","from-policies-to-practice-paving-the-path-to-college-readiness-for-students-of-color-in-the-los-angeles-unified-school-district","From Policies to Practice - Paving the Path to College Readiness for Students of Color in the Los Angeles Unified School District","","A policy-focused report examines how the Los Angeles Unified School District uses district-level board resolutions and strategic planning to improve postsecondary readiness, especially for Black, Latinx, and Native American students. It explains why many students were previously ineligible for California’s four-year public universities due to not completing the CSU/UC 15-course A-G sequence. The document outlines two decades of equity-driven policy adoption and describes how later implementation supports A-G completion through targeted strategies at individual schools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/from-policies-to-practice-paving-the-path-to-college-readiness-for-students-of-color-in-the-los-angeles-unified-school-district/584053/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/from-policies-to-practice-paving-the-path-to-college-readiness-for-students-of-color-in-the-los-angeles-unified-school-district/584053.png","ImageObject",300,407,{"name":42,"@type":43},"\tCallum ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why were many students of color in Los Angeles Unified previously ineligible for UC/CSU admission?","Question",{"text":63,"@type":64},"Many students had not been supported to complete the required 15-course A-G sequence, which limited eligibility for California’s four-year public universities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What policy shift did LAUSD make to improve A-G completion?",{"text":68,"@type":64},"LAUSD moved toward making the A-G sequence the default curriculum and required completion for high school graduation, supported by targeted board resolutions.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the report structure its discussion of LAUSD’s college readiness work?",{"text":72,"@type":64},"It presents an initial focus on the evolution of board resolutions for college and career readiness, then highlights concrete strategies and promising practices used by individual schools.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584053,1792191077,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","From Policies  \nto Practice  \nPaving the Path to College Readiness for Students of Color in the Los Angeles Unified School District  \nHundreds of thousands of students throughout California set their sights on college every year, with many dreaming of attending one of the state’s world-class public institutions.1 The ever-growing number of high school seniors who apply each fall recognize that a degree can unlock the door to the fulfilling career and life they desire and deserve.2 However, right now, not all young people have a fair shot at making this dream a reality: Far too many high school seniors, including most Black, Latinx, and Native American students, are ineligible to apply to California’s four-year public universities because they have not been supported to meet the 15-course “A-G” sequence required by the California State University (CSU) and University of California (UC) systems. Schools must provide students with the tools to get there.  \nEdTrust–West | November 2024 LAUSD College Readiness: From Policies to Practice | 1  \nRather than put the onus on students to identify, select, and complete this key course sequence, school districts should make A-G the default course sequence and invest in supporting students in passing these courses. In the past two decades, the Los Angeles Unified School District has taken an intentional approach to this task by becoming one of the school districts to make the  \nA-G sequence the default curriculum and to require its completion for high school graduation. With these policies in place, Los Angeles Unified School District graduates students who have completed A-G requirements at a higher rate than does the state across all student groups, including students of color, who make up roughly 90% of the district’sTK-12 public school students.3  \nLos Angeles Unified is the second largest public school district in the United States and the largest district with an elected school board; as such, its actions directly affect the halfa million students it serves and have the potential to influence policy and practice not only locally and statewide but across the nation. This report takes a closer look at Los Angeles Unified’s use of district-level policy to shift school-level practices supporting students’ postsecondary readiness, particularly for students of color.  \nOver the past two decades, Los Angeles Unified’s school board adopted a series of increasingly targeted policies aimed at improving college and career readiness, homing  \nin on supporting successful A-G course completion as a key component of readiness. They also embraced a focus on equity, aiming to eliminate gaps in A-G completion rates by race, income, and English language learner status. The board has used resolutions as a lever for improving college readiness outcomes for historically excluded student groups, including multilingual learners, foster and homeless youth, and students with disabilities. As such, the first half of this report explores the evolution of Los Angeles Unified’s use of board resolutions focused on college and career readiness. We hope the themes in this section provide examples that district leaders across the state can adopt and adapt to their local contexts.  \nThe second half of the report showcases concrete strategies and promising practices that individual schools in Los Angeles Unified are using in the wake of those policy shifts to support students of color in completing A-G courses and realizing their postsecondary goals. We invite educators, counselors, school leaders, families, and advocates to explore how these strategies might be introduced or scaled in their classrooms, schools, and communities. The learnings in this report affirm that policy matters and its implementation shapes student experiences. Studying Los Angeles Unified offers an approach of consistent, responsive policies over time that lead to promising practices in postsecondary preparation.  \nEdTrust–West | November 2024 LA","cbCaiaoU5rxuBoji","https://ap.wps.com/l/cbCaiaoU5rxuBoji","pdf",2044941,"English","# From Policies to Practice\n## The A-G sequence as a default pathway\n## LAUSD’s policy evolution and equity goals\n## Policy levers: board resolutions and strategic plan targets\n## Implementation at schools to improve A-G completion","[{\"question\":\"Why were many students of color in Los Angeles Unified previously ineligible for UC/CSU admission?\",\"answer\":\"Many students had not been supported to complete the required 15-course A-G sequence, which limited eligibility for California’s four-year public universities.\"},{\"question\":\"What policy shift did LAUSD make to improve A-G completion?\",\"answer\":\"LAUSD moved toward making the A-G sequence the default curriculum and required completion for high school graduation, supported by targeted board resolutions.\"},{\"question\":\"How does the report structure its discussion of LAUSD’s college readiness work?\",\"answer\":\"It presents an initial focus on the evolution of board resolutions for college and career readiness, then highlights concrete strategies and promising practices used by individual schools.\"}]","From Policies to Practice - Paving the Path to College Readiness for Students of Color in the Los Angeles Unified School District | PDF",1792049632]