Research by the Center for the Transformation of Schools finds measurable improvements in school climate and student wellbeing in Livingston Union School District.
A new study of the school counseling program of the Livingston Union School District (LUSD) in California’s Central Valley by the UCLA Center for the Transformation of Schools reinforces a growing body of research demonstrating that comprehensive school counseling models improve academic and behavioral outcomes, particularly for historically underserved students.
The study, “Leveraging LCFF Funding to Implement Comprehensive School Counseling: A Case Study of Livingston Union School District,” finds that the district’s sustained investment in school counseling has led to measurable improvements in school climate and student well-being, as well as reductions in suspension and chronic absenteeism rates, even amid the disruptions of the COVID-19 pandemic.
“This case study and the broader research make clear that comprehensive, equity-driven school counseling programs—when implemented with focus and fidelity and supported by targeted funding—can yield improvements in student outcomes, particularly for high-need populations,” said Adriana Jaramillo Castillo, Research Analyst at the UCLA Center for the Transformation of Schools and the lead researcher for the study.
The Livington Union School District (LUSD) serves a predominantly Latino and socioeconomically disadvantaged student population in a high-need rural context in Central California. To better meet the needs of students, the school district has strengthened its school counseling program through collaborative leadership, strategic staffing, and resource allocation focused on improving educational equity and opportunity. The implementation of the district’s comprehensive school counseling program aligns with the American School Counselor Association (ASCA) National Model and is sustained through California’s Local Control Funding Formula (LCFF).
The study of the LUSD effort explores the school district’s implementation strategies, stakeholder engagement, and the measurable impacts of its counseling program on key indicators, including chronic absenteeism, suspension rates, and school climate. In doing so, the study offers a compelling case study of how strategic investments in comprehensive school counseling, guided by the ASCA framework and supported by LCFF/LCAP funding, can drive meaningful improvements in student outcomes.
Livingston Union has demonstrated positive changes from its comprehensive school counseling program. The LUSD’s model reinforces a growing body of research demonstrating that lower student-to-counselor ratios and comprehensive, data-informed counseling models improve academic and behavioral outcomes, particularly for historically underserved students. Interviews with counselors, teachers, administrators, and parents underscore the critical role school counseling plays in supporting student mental health, academic achievement, and equity. School district leaders emphasize that their effort to cultivate a culture of collaboration among counselors, students, and parents, as well as their commitment to refining the model to address evolving student needs, has been key to the success of the comprehensive school counseling program. Key findings of the study include:
Chronic absenteeism rates show post-pandemic surge followed by substantial improvement. Chronic absenteeism rates in the school district have fluctuated over recent years, particularly in the aftermath of the COVID-19 pandemic. In 2019, the district reported a chronic absenteeism rate of 4.9%, rising to 17.9% in 2022 and peaking at 18.3% in 2023. In Spring 2024, the rate had declined to 14.2%, reflecting a positive trend, though remaining above pre-pandemic levels.
Suspension rates decreased following targeted district interventions. The LUSD has demonstrated significant progress in reducing suspension rates, particularly when compared to similar districts. The district’s suspension rate was 1.9% in 2019, increased to 3.4% in 2022, and then declined slightly to 2.8% in 2023.
Patterns of student belonging, safety, and well-being are generally positive and improving. In 2020, prior to the onset of the COVID-19 pandemic, 88.9% of students reported feeling safe at school, declining to 76.1% in 2022 and further to 74% in 2023. In the post-pandemic period, perceptions of student safety have shown improvement. According to the 2024-2027 LCAP Student Survey, 72% of students in grades 3 through 8 reported feeling safe at school, while 89% indicated a sense of belonging. Staff and parent survey responses also highlight opportunities for improvement. Under half, 44% of staff, strongly agreed that the school is a safe environment for students, and 42% strongly agreed that the school is welcoming and actively facilitates parent involvement.
Collaborative decision-making guided by data-driven approaches is central to LUSD. The school district has established institutionalized collaborative and data-driven structures to comprehensively address student needs. Leadership prioritizes consistent, system-wide frameworks for teacher collaboration and counseling services.
The ASCA Comprehensive Model Informs Implementation of student support systems across the district, not just school counseling strategies. The LUSD comprehensive counseling strategy stands out as a model of sustainability, adaptability, and equity focus, deeply informed by the American School Counselor Association. The LUSD’s system-wide commitment to clear roles and purposeful collaboration is central to their success. The district also maintains a strong equity orientation, seeking to strategically enhance services for students with specialized needs, including foster youth, English learners, and migrant students.
“The Livingston Union School District has made its school counseling program a cornerstone of its school support strategy,” says Joseph Bishop, Executive Director of the UCLA Center for the Transformation of Schools. “In doing so, they are not only benefitting their own students, but they are also helping to light the way for others to do a better job of meeting the needs of students. The district’s model and effort offer valuable lessons for other school systems seeking to integrate school counseling into broader strategies for educational equity and student success.”
Drawing on the LUSD study findings and the broader research literature, the researchers offer recommendations for educators and policymakers to advance the impact of comprehensive counseling programs in California including:
- Prioritize sustained funding for comprehensive counseling programs statewide
- Establish and strengthen school counselor role clarity and collaborative structures
- Implement data-driven counseling models responsive to school & community needs
- Promote adaptability and equity-focused practices within counseling programs.
- Establish formal state mechanisms for scaling up promising student-centered strategies.
The study, “Leveraging LCFF Funding to Implement Comprehensive School Counseling: A Case Study of Livingston Union School District, is available published online on the UCLA Center for the Transformation of Schools website here. A video highlighting the effect of the comprehensive counseling program is also available.