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LAUSD Board District 5 Survey: Elevating the Voices, Concerns, and Ideas of Parents & Students

On March 5, 2019 a special election will be held to elect a school board representative to the Los Angeles Unified School District Board District 5. This survey is being conducted by the Alliance for a Better Community (ABC), a nonprofit nonpartisan organization dedicated to advocating for equitable laws, policies, and practices to promote the prosperity of the Latino and Los Angeles community. ABC hopes to understand and amplify the issues parents in Board District 5 (BD 5) believe the next school board member should address through: 1) this survey; 2) community focus groups; and 3) candidate forums.

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* 1. Demographic information:
School

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* 2. Race/Ethnicity (check all that apply)

Asian/Pacific Islander

Black/African American

Hispanic/ Latino

Native American

White, Not Hispanic

Other:

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* 3. Home Language:

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* 4. Is your student (check all that apply)

English learner

Low-income (receives free and reduced price meals)

Special education

Foster youth

Experiencing Homelessness

LGBTQ (lesbian, gay, bisexual, transgender, queer)

Gifted

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* 5. Education Issues
For each of the following issues, please indicate how important you think that issue is for your next Board District 5 Board member to address. Mark each issue with one of the following: no priority, low priority, medium priority, and high priority. Write in any issue not mentioned in the last row next to “other”.

	No Priority	Low Priority	Medium Priority	High Priority	Unsure
Creating safe & welcoming school environments	Creating safe & welcoming school environments No Priority	Creating safe & welcoming school environments Low Priority	Creating safe & welcoming school environments Medium Priority	Creating safe & welcoming school environments High Priority	Creating safe & welcoming school environments Unsure
Addressing the needs of English Learner students	Addressing the needs of English Learner students No Priority	Addressing the needs of English Learner students Low Priority	Addressing the needs of English Learner students Medium Priority	Addressing the needs of English Learner students High Priority	Addressing the needs of English Learner students Unsure
Addressing the needs of Special Education students	Addressing the needs of Special Education students No Priority	Addressing the needs of Special Education students Low Priority	Addressing the needs of Special Education students Medium Priority	Addressing the needs of Special Education students High Priority	Addressing the needs of Special Education students Unsure
Addressing the needs of students experiencing homelessness	Addressing the needs of students experiencing homelessness No Priority	Addressing the needs of students experiencing homelessness Low Priority	Addressing the needs of students experiencing homelessness Medium Priority	Addressing the needs of students experiencing homelessness High Priority	Addressing the needs of students experiencing homelessness Unsure
Addressing the needs of LGBTQ students (Lesbian, Gay, Bisexual, Trangender, Queer)	Addressing the needs of LGBTQ students (Lesbian, Gay, Bisexual, Trangender, Queer) No Priority	Addressing the needs of LGBTQ students (Lesbian, Gay, Bisexual, Trangender, Queer) Low Priority	Addressing the needs of LGBTQ students (Lesbian, Gay, Bisexual, Trangender, Queer) Medium Priority	Addressing the needs of LGBTQ students (Lesbian, Gay, Bisexual, Trangender, Queer) High Priority	Addressing the needs of LGBTQ students (Lesbian, Gay, Bisexual, Trangender, Queer) Unsure
Addressing the needs of gifted or highly gifted students	Addressing the needs of gifted or highly gifted students No Priority	Addressing the needs of gifted or highly gifted students Low Priority	Addressing the needs of gifted or highly gifted students Medium Priority	Addressing the needs of gifted or highly gifted students High Priority	Addressing the needs of gifted or highly gifted students Unsure
Addressing the needs of Foster Youth	Addressing the needs of Foster Youth No Priority	Addressing the needs of Foster Youth Low Priority	Addressing the needs of Foster Youth Medium Priority	Addressing the needs of Foster Youth High Priority	Addressing the needs of Foster Youth Unsure
Teaching Quality	Teaching Quality No Priority	Teaching Quality Low Priority	Teaching Quality Medium Priority	Teaching Quality High Priority	Teaching Quality Unsure
Parent Engagement	Parent Engagement No Priority	Parent Engagement Low Priority	Parent Engagement Medium Priority	Parent Engagement High Priority	Parent Engagement Unsure
Facilities (e.g. clean and functional bathrooms and school campuses)	Facilities (e.g. clean and functional bathrooms and school campuses) No Priority	Facilities (e.g. clean and functional bathrooms and school campuses) Low Priority	Facilities (e.g. clean and functional bathrooms and school campuses) Medium Priority	Facilities (e.g. clean and functional bathrooms and school campuses) High Priority	Facilities (e.g. clean and functional bathrooms and school campuses) Unsure
Equitable School Funding (providing more resources to highest-need schools)	Equitable School Funding (providing more resources to highest-need schools) No Priority	Equitable School Funding (providing more resources to highest-need schools) Low Priority	Equitable School Funding (providing more resources to highest-need schools) Medium Priority	Equitable School Funding (providing more resources to highest-need schools) High Priority	Equitable School Funding (providing more resources to highest-need schools) Unsure
Improving student attendance	Improving student attendance No Priority	Improving student attendance Low Priority	Improving student attendance Medium Priority	Improving student attendance High Priority	Improving student attendance Unsure
Improving staff attendance	Improving staff attendance No Priority	Improving staff attendance Low Priority	Improving staff attendance Medium Priority	Improving staff attendance High Priority	Improving staff attendance Unsure
Addressing the budget deficit	Addressing the budget deficit No Priority	Addressing the budget deficit Low Priority	Addressing the budget deficit Medium Priority	Addressing the budget deficit High Priority	Addressing the budget deficit Unsure
Improving college access and readiness	Improving college access and readiness No Priority	Improving college access and readiness Low Priority	Improving college access and readiness Medium Priority	Improving college access and readiness High Priority	Improving college access and readiness Unsure
The potential teachers strike in LAUSD	The potential teachers strike in LAUSD No Priority	The potential teachers strike in LAUSD Low Priority	The potential teachers strike in LAUSD Medium Priority	The potential teachers strike in LAUSD High Priority	The potential teachers strike in LAUSD Unsure

Other:

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* 6. 2. Would you say that your child’s school is generally headed in the right direction, or do you feel it is on the wrong track?

Wrong Track

Right Direction

Unsure

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* 7. 3. Do you feel that teachers are supported at your school?

Not supported

A little supported

Fairly Supported

Strongly Supported

Unsure

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* 8. How valuable do you think it is that students can graduate high school being able to speak more than one language?

Not valuable at all

A little valuable

Fairly valuable

Very valuable

Unsure

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* 9. Please indicate if you agree or disagree with each of the following statements:

	Agree	Disagree	Unsure
Schools should value the native language and culture of every child.	Schools should value the native language and culture of every child. Agree	Schools should value the native language and culture of every child. Disagree	Schools should value the native language and culture of every child. Unsure
Students should have the opportunity to receive high-quality instruction in English and another language.	Students should have the opportunity to receive high-quality instruction in English and another language. Agree	Students should have the opportunity to receive high-quality instruction in English and another language. Disagree	Students should have the opportunity to receive high-quality instruction in English and another language. Unsure
Every teacher should be trained to meet the needs of English learners.	Every teacher should be trained to meet the needs of English learners. Agree	Every teacher should be trained to meet the needs of English learners. Disagree	Every teacher should be trained to meet the needs of English learners. Unsure
Students should acquire the language, knowledge, and skills they need to thrive in college, careers, and the 21st century world.	Students should acquire the language, knowledge, and skills they need to thrive in college, careers, and the 21st century world. Agree	Students should acquire the language, knowledge, and skills they need to thrive in college, careers, and the 21st century world. Disagree	Students should acquire the language, knowledge, and skills they need to thrive in college, careers, and the 21st century world. Unsure
Schools should cultivate welcoming and inclusive environments for English learners.	Schools should cultivate welcoming and inclusive environments for English learners. Agree	Schools should cultivate welcoming and inclusive environments for English learners. Disagree	Schools should cultivate welcoming and inclusive environments for English learners. Unsure

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* 10. Do you think that the following students are adequately supported at your school? Mark yes, no, or unsure if you don’t have enough information to comment.

	YES	NO	UNSURE
Special Education Students	Special Education Students YES	Special Education Students NO	Special Education Students UNSURE
English Learner Students	English Learner Students YES	English Learner Students NO	English Learner Students UNSURE
Foster Youth	Foster Youth YES	Foster Youth NO	Foster Youth UNSURE
Low-income Students	Low-income Students YES	Low-income Students NO	Low-income Students UNSURE
Students Experiencing Homelessness	Students Experiencing Homelessness YES	Students Experiencing Homelessness NO	Students Experiencing Homelessness UNSURE
LGBTQ Students	LGBTQ Students YES	LGBTQ Students NO	LGBTQ Students UNSURE
Gifted or Highly Gifted Students	Gifted or Highly Gifted Students YES	Gifted or Highly Gifted Students NO	Gifted or Highly Gifted Students UNSURE

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* 11. 7. Is it important to you to have a Board Member with the following characteristics? You may write in an additional characteristic not mentioned in the last row next to “other” (OPTIONAL).

	Yes, it is important.	No, it is not important.	Unsure
Be a Spanish-speaker	Be a Spanish-speaker Yes, it is important.	Be a Spanish-speaker No, it is not important.	Be a Spanish-speaker Unsure
Be of Latino/a background	Be of Latino/a background Yes, it is important.	Be of Latino/a background No, it is not important.	Be of Latino/a background Unsure
Have a professional background in Education	Have a professional background in Education Yes, it is important.	Have a professional background in Education No, it is not important.	Have a professional background in Education Unsure

Other (optional)

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* 12. Is it difficult for you to obtain help for your child from your school and/or the District (Mark one)?

Yes, it is difficult.

No, it is not difficult.

Thank you for completing the survey. We will share information about the focus groups and candidate forum with your principal
and community representative in the coming months.
For information about the Alliance for a Better Community, visit us at www.afabc.org

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* 1. Demographic information:School

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* 2. Race/Ethnicity (check all that apply)

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* 3. Home Language:

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* 4. Is your student (check all that apply)

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* 6. 2. Would you say that your child’s school is generally headed in the right direction, or do you feel it is on the wrong track?

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* 7. 3. Do you feel that teachers are supported at your school?

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* 8. How valuable do you think it is that students can graduate high school being able to speak more than one language?

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* 9. Please indicate if you agree or disagree with each of the following statements:

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* 10. Do you think that the following students are adequately supported at your school? Mark yes, no, or unsure if you don’t have enough information to comment.

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* 11. 7. Is it important to you to have a Board Member with the following characteristics? You may write in an additional characteristic not mentioned in the last row next to “other” (OPTIONAL).

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* 12. Is it difficult for you to obtain help for your child from your school and/or the District (Mark one)?

* 1. Demographic information:
School