What We Are Fighting For
We ask LA leaders and our communities to join us in pushing for these educator and community demands,* both in the current UTLA contract negotiations and through state-level action:
Reduce Class Size: LAUSD’s class sizes are among the biggest in California. Students have a better chance to succeed with smaller classes.
Improve School Safety: LAUSD is denying our students the supports they need to succeed. LAUSD must provide them with more access to nurses, counselors, school psychologists, and more.
Less Testing and More Teaching: Unnecessary standardized testing reduces critical instructional time, and low-income students of color are the most affected. LAUSD must allow educator discretion in testing.
Invest in Community Schools: LAUSD must invest in successful strategies that uplift neighborhood schools. The Community Schools model, with increased parent engagement, broadened curriculum, and wraparound services, is proven to improve student outcomes.
Fair Wages Now: LA’s high cost of living is causing a teacher shortage. LAUSD must offer teachers a fair wage increase.
Support Students and Families: LAUSD ignores real-life conditions that impact students. LAUSD must cultivate a learning environment for all students by establishing immigrant supports, ending racially biased “random” searches, and increasing green space and early education opportunities on campuses.
Charter School Oversight: Unchecked expansion of the charter industry drains millions of dollars away from neighborhood schools and creates equity and transparency problems. LAUSD must protect neighborhood schools by regulating charter industry growth and charter school co-locations onto neighborhood schools.
Fund Our Schools: California is the richest state in the nation, yet ranks 43rd out of 50 states in per-pupil funding. LAUSD must fight at the local, state, and national level to increase funding to $20,000 per student by 2020.
*UTLA bargaining proposals also include:
- a) Reasonable work spaces for health and human services itinerants who serve special education students and students who need social-emotional support.
- b) Incorporation of ethnic studies into the curriculum.
c) Support for bilingual educators to bring language instruction into the curriculum.
d) Support for adult educators to teach amid the growing demand for English instruction,
career-technical courses, and other classes.
e) Parent and educator power in making decisions about how school-site funds are spent.a