Juvenile Court and County Community Schools - Legislative Report

Executive Summary

As part of the California Department of Education’s (CDE) efforts to complete the requirements of Senate Bill 114, Statutes of 2023 , WestEd was contracted to produce a descriptive scan of County Community Schools (CCS) and Juvenile Court Schools (JCS) for the years 2019 through 2024. WestEd was contracted to use publicly available CDE data from 2019 to 2024 to provide descriptive summaries of active sites and enrollment, demographic, discipline, funding expenditure, and outcomes data associated with CCS and JCS sites. WestEd was contracted in September 2025 to complete this report by November 1, 2025. All analyses use consistent year-over-year definitions, and no personally identifiable data was included.

The observations in this report are based solely on quantitative, publicly available data and should not be considered conclusive findings about program quality or effectiveness. Contextual understanding—through qualitative inquiry and engagement with county offices, youths, families, and educational partners—is necessary before making specific recommendations or drawing inferences about individual Juvenile Court and Community School (JCCS) programs. This ensures findings are interpreted with appropriate caution and that counties are not mischaracterized without local context.

The CCS and JCS play a vital role in the state’s alternative education landscape by supporting marginalized and justice-involved youths with tailored academic, social–emotional, and transition services. These schools create supportive learning environments with smaller class sizes, targeted interventions, and strong collaboration among educators, probation officers, and families. They contribute to improved graduation rates and foster skills needed for reintegration into traditional education or successful entry into the workforce. The closure of the Division of Juvenile Justice has broadened the population served by these schools and increased legislative attention to funding and educational equity for justice-involved youths.

The report synthesizes active school site, enrollment, demographic, discipline, funding expenditure, and outcomes data compiled from publicly available sources and direct data provided by CDE staff. Over the five-year period, CCS maintained a relatively stable number of sites, decreasing from 76 to 74, while JCS declined from 56 to 51 sites. Mean enrollment at CCS sites decreased from 361.5 in 2019–20 to 279.2 in 2020–21, then steadily increased each year—reaching 296.6 in 2021–22 and 321.3 in 2022–23 and peaking at 345.6 in 2023–24. The JCS experienced a marked decrease in mean enrollment from 329.4 to 220.4 in the early years but saw a gradual rise, ending at 264.1 in 2023–24, with a median of 131.

The demographic data indicates that both settings serve primarily Hispanic or Latino and African American youths, with a majority male population and significant proportions of English Learners and students with disabilities—especially in JCS. Additionally, White students are notable because their representation in CCS exceeds that of African American students and is comparable to African American representation in JCS.

Expulsion rates across California counties have remained generally stable in recent years, with notable variation in specific counties. This stability aligns with policy shifts promoting restorative practices and increased procedural protections for students. In some counties, expulsion rates have declined, while others have experienced slight increases.

Demographic, enrollment, and discipline trends must be considered alongside graduation and General Education Development (GED) achievement outcomes in CCS and JCS: CCS graduation rates increased from 50.9 percent to 60.6 percent and JCS rates from 44.2 percent to 53.4 percent between 2019–20 and 2023–24, showing that both settings support improved academic outcomes for justice-involved and at-promised youths. Although GED completion rates remain modest, CCS and JCS perform at or above the state average, suggesting some benefits to offering GED programs as alternatives for students in these environments. Overall, enrollment, demographic, and discipline data reinforce the critical role that CCS and JCS play in supporting vulnerable youths and promoting pathways to school completion and successful outcomes.

While funding data for CCS and JCS was limited, publicly available sources provide expenditures rather than total funds received. Analyses of data show that state and local funding make up most expenditures, though federal sources represent a modest but increasing share—rising to 17.4 percent for CCS and 21.1 percent for JCS by 2023–24. Aggregate expenditures are higher for CCS and have grown with enrollment, while JCS spending has remained around $120 million. Education’s Local Control Funding Formula Budget Overviews suggest planned spending is primarily state funded (about 75 percent), with smaller local and federal contributions. While data sources may under- or overrepresent actual costs, both indicate similar funding patterns and compositions over time.

Based on an initial scan of CCS and JCS, several promising trends are evident alongside ongoing challenges in improving educational access, equity, and success for justice-involved and at-promised youths. Key recommendations for policymakers, educators, and educational partners include integrating funding data with youth outcomes to guide resource allocation, utilizing demographic and outcome data for tailored interventions, and continuing to strengthen discipline practices with restorative approaches. To drive continuous quality improvement and maximize youth outcomes, it is essential to standardize site-level reporting, implement robust longitudinal data systems, and establish regular educational-partner engagement, ensuring data is systematically used to inform decisions and track progress. Supporting smooth transitions and expanding personalized learning opportunities remain central for student success, while addressing school closures through community partnerships can help maintain and expand educational options. Future impact studies are essential to assess long-term outcomes, explore regional and program differences, and inform evidence-based decisions that uphold equity and promote positive outcomes for youths within the juvenile justice and alternative education systems.

The descriptive scan fulfills most SB 114 requirements by providing descriptive trend analyses on funding, outcome data, enrollment, demographics, recent policy changes, and school closures. However, analysis of cost-sharing agreements between county offices of education and probation departments was not included in the preliminary scan due to non–publicly available data. Additionally, impact analysis was not reviewed for this current report; further evaluation will be needed (see Executive Summary table 1 below).

Executive Summary Table 1. SB 114 and the California Department of Education’s Descriptive Summary of County Community and Juvenile Court Schools Report Alignment

This scan report is an initial step toward greater transparency and actionable knowledge to guide investments, policy, and practices that support California’s most vulnerable youths in their educational journeys and future aspirations.

If you have any questions regarding this report, please contact Dominick Robinson, Director, Whole Child Division, by email at drobinson@cde.ca.gov.

You can find this report on the CDE Juvenile Court Schools web page.

Descriptive Summary of County Community and Juvenile Court Schools Report (DOCX)