In response to data showing that Black students in Sacramento County consistently underperform when compared to their peers, SCOE launched a landscape analysis project in fall 2023 to better understand their experiences. The research, which was conducted in collaboration with the Race and Gender Equity Project, included focus groups, interviews, and observations. It was designed to uncover systemic barriers and identify opportunities for change.
The Landscape Analysis report was unveiled at the May 20 meeting of the Sacramento County Board of Education. Sacramento County Office of Education (SCOE) Assistant Superintendent of Educational Services Channa Pitt, Ph.D., made a powerful and illuminating presentation about the findings of the research.
“What our young people and community have given us through this report is a clear call to action—and a vision of what’s possible when we truly listen, learn, and lead with their experiences at the center,” said Dr. Pitt. “These recommendations are not meant to be a checklist, but a tool for each system to reflect and adapt in their local context.”
The research includes data about all 13 Sacramento County school districts, identifying ongoing disparities in graduation rates, college readiness, chronic absenteeism, and suspension rates. While some districts show promising trends, and many have allocated resources and staffing to shore up support options, the analysis finds that Black students across the region continue to face systemic barriers that hinder academic success and emotional well-being.
A Closer Look at the Experiences of Black Students
Dr. Pitt’s presentation began with a heartfelt acknowledgment of the students who spoke to the Board of Education. The analysis, she explained, seeks to explore “what it is like to be a Black student learning in our schools today,” and serves as a strategic effort by SCOE to understand and address the systemic inequities Black students face. She emphasized the importance of examining challenges through multiple lenses: individual, interpersonal, and systemic. “It’s hard to imagine what’s possible if you haven’t experienced it,” she said. “But this report helps us do just that—reimagine education through the eyes of students who have long been unseen.”
Key Findings
The report identifies four major themes:
- Bridging the Cultural Gap—The need for culturally responsive education to engage Black students and affirm their identities.
- Rebuilding Trust—Repairing relationships between schools and Black communities, particularly where there is mistrust and unequal treatment.
- Uncomfortable Truths—The urgency of honest conversations about race, bias, and systemic inequities.
- A Collaborative Approach—Aligning efforts across systems and amplifying the role of community-based organizations.
As one student interviewed in the report said, “The biggest struggle for Black students is being seen, heard, or valued by others who don’t look like us.” This sentiment echoes throughout the report’s 35 pages, punctuated by data showing that Black students are disproportionately suspended and often feel overlooked or unfairly judged in the classroom.
While Black students make up 10% of Sacramento County’s student population, they account for nearly 25% of all suspensions. Academic outcomes also reflect the disparity: only 24.9% of Black students met or exceeded standards in English language arts, and just 13.9% did so in math on state assessments.
A Starting Point for Action
SCOE leaders emphasized that the report is intended as a starting point, not a conclusion. It’s a call to operationalize the recommendations through local action plans, expanded technical assistance, and professional development tailored to each district’s needs.
The report offers a roadmap of recommended actions for districts and countywide education leaders. Key priorities include expanding staff training in cultural competency, increasing representation of Black educators, improving school climate, and strengthening accountability systems to track progress. Recommendations fall into three categories:
Individual
- Recognize and disrupt implicit bias.
- Foster Black student confidence and identity.
- Prioritize student-driven, meaningful learning.
Interpersonal
- Normalize and affirm Black identity across school culture.
- Support the unique intersectional experiences of students (e.g., Black and LGBTQ+, or Black and disabled).
- Strengthen relationships with families and community organizations.
Systemic
- Increase racial diversity in faculty and leadership.
- Embed Black history and culture into the curriculum year-round (not just during Black History Month).
- Create accountability structures for addressing racial bias and inequities in discipline, curriculum, and placement.
“This analysis allows us to move forward together with purpose and transparency,” said Sacramento County Superintendent of Schools David W. Gordon. “Our goal is to create learning environments where all students, especially those historically underserved, can thrive.” SCOE believes its efforts are enriched by the diversity of its staff and those they serve.
Learn about SCOE’s Equity Imperative and customized training offered to schools and districts.