Equity Indicators
Understanding inequities through neighborhood opportunity and LCAP student priority groups
Facilities Condition Assessment and Facilities Master PlanTo ensure that schools receive their equitable share of capital project funding, the prioritization of projects will be based on equity indicators and student populations identified in the LCAP - the Local Control and Accountability Plan - which sets the District’s goals and actions to improve student outcomes and leverage the resources needed to achieve those goals.
All schools will be priority ranked for facilities funding allocations based on neighborhood opportunity, using an index developed by Othering & Belonging Institute at UC Berkeley, which identifies the neighborhoods that are in greatest need of capital investment, and LCAP student priority group. By prioritizing budget allocations to address the needs of under-resourced, historically marginalized neighborhoods and the student populations identified in the LCAP’s goals and objectives for both project priority categories, the District will ensure that capital project funding is directed toward addressing the most significant equity and opportunity gaps.
The Berkeley Opportunity Map gives policymakers and stakeholders a quantifiable measure of opportunity to direct public investments, providing a map that displays the distribution of opportunity across neighborhoods. The methodology identifies indicators which are research based, represent neighborhood conditions, and provide measures to represent opportunity. These indicators are assigned to a set of domains: Education, Economics and Health, which capture the extent of an individual’s life outcomes, quality of life, and capabilities.
Instructions
Click a neighborhood to see it’s opportunity index.
High Segregation and Poverty
Includes neighborhoods in California that consistently meet standards for both poverty (i.e., 30% of the population below the federal poverty line) and racial segregation (i.e., an overrepresentation of people of color relative to the county);
Low Resources
Includes the block of neighborhoods with the lowest economic, environmental, and education resources in California neighborhoods, but not meeting the “High Segregation and Poverty” criteria.
Opportunity is defined as the full set of pathways available to a person, where an individual can access resources to move him or her along these set of pathways. These sets of pathways are not always readily accessible or attainable due to the different types of social, cultural, and economic barriers in our society. Where we live determines our upward social mobility.
The California School Dashboard identifies campuses based on the student priority groups identified in the LCAP goals, including disaggregated students of color (i.e., African American, American Indian or Alaska Native, Native Hawaiian or Pacific Islander, Latinx, Asian, Filipino, Two or more races), students with disabilities, English learners, foster youth, and homeless youth.
Instructions
Click each campus dot to see it’s student priority group.
High OR Moderate-to-High
Includes the top 50% of campuses based on the student priority groups identified in the LCAP goals, including disaggregated students of color (i.e., African American, American Indian or Alaska Native, Native Hawaiian or Pacific Islander, Latinx, Asian, Filipino, Two or more races), students with disabilities, English learners, foster youth, and homeless youth.
The 2021-22 to 2023-24 SCUSD LCAP was adopted by the Board of Education on June 24, 2021. Click here to access the full PDF. Note that the PDF contains multiple documents, and the language below starts on page 126.
“SCUSD is guided by its Core Value and overarching Equity, Access, and Social Justice Guiding Principle. These both address the idea that ‘Every system is perfectly designed to get the results that it gets’ and acknowledge the presence of fundamental inequities that must be interrupted and addressed for the district to achieve its stated goals for all students and families.
We recognize that our system is inequitable by design and we vigilantly work to confront and interrupt inequities that exist to level the playing field and provide opportunities for everyone to learn, grow, and reach their greatness.
All students are given an equal opportunity to graduate with the greatest number of postsecondary choices from the widest array of options.
Performance results for SCUSD continue to demonstrate gaps in achievement for all students relative to their peers across the state and significant gaps within the district for multiple student groups. These gaps are discussed in detail … and inform many of the target student outcomes set within the plan. SCUSD acknowledges that the persistent gaps in performance for Students with Disabilities, English Learners, Foster Youth, Homeless Youth, Low-Income students, African American students, Hispanic/Latino students, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander students (make the bolded text stand out). are unacceptable and that the system we have historically operated has perpetuated these outcomes.”
Source: 2021-22 to 2023-24 SCUSD LCAP, adopted 06/24/21 by the Board of Education.
Facility condition assessment identify immediate health and safety risks, elements not meeting accessibility requirements, and all buildings and site conditions that will be deficient soon.
Each facility is objectively measured by its Facilities Condition Index or “FCI.” FCI is the projected cost of deferred maintenance for the next ten years divided by the current replacement value.
Instructions
Click each campus dot to see it’s facility condition index.
Poor
Facilities identified as “poor” condition (e.g., observed safety issues that present risks for injuries, failing or unreliable components, out of ADA compliance, unsafe water or air, presence of hazardous material). FCI is more than 20%,
Fair
FCI is 10% to 20%. Facility is in serviceable condition but needs plan for renewal.
Good and Very Good
FCI is less than 10%. Facility is serviceable and functioning.
By identifying the needs of under-resourced, historically marginalized neighborhoods and the student populations identified in the LCAP’s goals, using indices established by the Berkeley Opportunity Map and Department of Education's California School Dashboard, and building a methodology from them, the District will ensure that project funding is prioritized toward addressing the most significant equity and opportunity gaps.