Last month, I gave testimony before the California Senate Education Committee on SB 304, a bill to define the required elements of an education transition plan for a student leaving a juvenile court school and returning to a community-based school. Current California law requires agencies to coordinate a transition plan but doesn’t specify what needs to be in that plan. Some jurisdictions have developed robust policies and practices supporting integrated service provision and continuous care, but many have not, leaving already marginalized students to fend for themselves when their education is disrupted.
The outcomes aren’t good: incarcerated ninth graders may eventually return to school in their communities but within a year of re-enrolling, an estimated two-thirds to three-fourths drop out. After four years, less than fifteen percent of them will complete high school. Aside from hurting these students’ lives and opportunities, this pattern destabilizes communities, creates a drag on our economy, and affects the outcomes for the next generation of young people.
This bill defines the elements of a transition plan, including the most basic expectations like a portfolio of documents that includes current transcripts and results of academic assessments. Conveniently, this bill aligns perfectly with the federal Every Student Succeeds Act (ESSA), which now requires states to provide transition plans that assist students moving from correctional facilities to locally operated schools. Continue reading