Greater Los Angeles Community Schools Regional Transformational Assistance Center (R-TAC) 2024-25 Impact Report
Introduction
The Greater Los Angeles R-TAC, led in partnership by the Los Angeles County Office of Education (LACOE) Community Schools Initiative, The L.A. Trust for Children’s Health, and the UCLA Center for the Transformation of Schools (CTS), supports schools and local educational agencies across Los Angeles County in implementing California’s Community Schools Framework. As one of eight Regional Transformational Assistance Centers across the state, the R-TAC provides coaching, technical assistance, and professional learning opportunities that help educators, families, and community partners strengthen school systems, advance equity, and build sustainable supports for students and families.
This 2024–25 Impact Report examines the progress and impact of the Greater Los Angeles R-TAC during its third year, highlighting how capacity building, shared leadership, family engagement, and regional collaboration are advancing community schools implementation. Drawing on implementation data, landscape analyses, interviews, and school progress reports, the report explores growth across implementation stages, the role of family partnerships and whole-child supports, and the contributions of transformation zones. It also identifies lessons learned, ongoing challenges, and opportunities to sustain progress and deepen educational equity across the region.
Findings
Educational Indicators and Student Outcomes
Student data showed encouraging trends in attendance, dropout, and graduation rates, alongside continued gaps in academic performance. Findings highlight the importance of sustained support to address persistent educational inequities.
Progress Across Community Schools Implementation
Annual Progress Report data showed schools progressing through implementation stages of the California Community Schools Framework, though progress varied across cohorts. Findings underscore the importance of ongoing coaching to support deeper, sustained transformation.
Family Engagement and Parent Leadership
Survey data identified family engagement as a leading implementation priority, with grantees emphasizing meaningful family participation and parent leadership. Ongoing needs include funding, leadership development, and stronger connections to family support services.
Health and Wellness Partnerships
Regional analysis found widespread school-health partnerships, particularly in behavioral health, but also identified challenges in service coordination and access. Findings highlight opportunities to strengthen partnerships and improve integrated support for students and families.
Transformation Zones and Chronic Absenteeism
School interviews highlighted family engagement, post-pandemic student needs, resource limitations, and communication as important themes related to chronic absenteeism. Findings point to the value of stronger school-community collaboration and further research to inform attendance strategies.
Considerations
Sustaining Progress in Student Outcomes
Support schools in using data to identify disparities, monitor progress, and strengthen student outcomes through targeted, evidence-informed strategies.
Strengthening Implementation Support
Provide tailored coaching and practical resources to help schools deepen implementation of the California Community Schools Framework and sustain long-term systems change.
Advancing Family Engagement and Parent Leadership
Prioritize meaningful family participation, parent leadership development, and stronger connections to community resources that address students’ and families’ needs.
Strengthening School-Community Partnerships
Support coordination among schools, health providers, and community organizations to expand access to integrated services and build sustainable partnerships.
Informing Chronic Absenteeism Strategies
Continue gathering school and community perspectives to better understand barriers to attendance and guide collaborative, data-informed approaches to reducing chronic absenteeism.
