USA TODAY US Edition

Families sue Calif. remote learning

Allege lack of devices, access, training, support

- N’dea Yancey-Bragg

Seven families filed a lawsuit against California on Monday that claims the state failed to provide “basic educationa­l equality” for children of color from low-income background­s during the pandemic.

The lawsuit alleges the state has not provided students or teachers with the devices, internet connection, training and support needed for remote learning. It asks the court to rule the state’s authoritie­s violated students’ constituti­onal right to an education and that they must correct the inequities with the help of minority families and community organizati­ons.

“The state continues to refuse to step up and meet its constituti­onal obligation to ensure basic educationa­l equality or indeed any education at all,” the lawsuit claims.

The plaintiffs are 15 “economical­ly disadvanta­ged people of color” from kindergart­en through high school who attend school in Oakland and Los Angeles.

“The state continues to refuse to step up and meet its constituti­onal obligation to ensure basic educationa­l equality or indeed any education at all.”

Lawsuit filed by seven families against California

The lawsuit says teachers at a school in the Oakland Unified School District held class only twice from March 17 to the end of the school year for two Black twins in second grade. When their mother asked why, a teacher said classes were canceled because not everyone could connect to the internet. The mother said that left her feeling “like her children had been written off.”

The family of another student, a Latina kindergart­ner in South Los Angeles, alleged Los Angeles Unified School District provided computers that did not work, forcing the girl to use her parents’ phones for class. Although she got a laptop from the nonprofit Community Coalition, she is waiting for a wireless hot spot, and her mother pays out of pocket for all other basic school supplies, the lawsuit says.

The Community Coalition and Oakland REACH, a parent-led nonprofit that created a virtual learning hub for underserve­d students in the spring, are also named as plaintiffs. The suit claims the state left community groups and families to expend considerab­le resources to provide families with computers and hot spots as well as emotional and social support.

The suit claims the state’s failure to meet the needs of homeless students and those who do not speak English exacerbate­s disparitie­s and leaves some poor Black and Latino children “functional­ly unable to attend school.”

California, the state Board of Edu

cation, the Department of Education and state Superinten­dent Tony Thurmond are named as defendants.

Thurmond said in a statement that his team prioritize­d addressing the access gaps that disproport­ionately affect those vulnerable to historic and systemic inequities.

“Since the spring we have secured hundreds of thousands of computing devices for students, pressured internet service providers to expand access, bolstered mental health and counseling resources, made it easier for schools to provide meals, and provided published guidance and dozens of training opportunit­ies for educators to strengthen distance learning for our highest-need students,” he said.

A spokespers­on for the Department of Education said its legal team had not reviewed the lawsuit and couldn’t provide comment.

“Throughout the pandemic, this administra­tion has taken important actions to protect student learning while also taking necessary steps to protect public health. We will defend our position in court,” Jesse Melgar, a spokesman for the governor, said in a statement.

The state Board of Education did not immediatel­y respond to a request for comment.

Nine parents sued the Los Angeles Unified School District in September alleging that its distance learning program failed to meet state educationa­l standards and disproport­ionately harmed Black and Latino students.

Advocates said problems have persisted, including a lack of Chromebook­s and connectivi­ty for some students and a lack of time for teacher collaborat­ion to ensure English learners get the support they need.

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