Starting a Charter School in Los Angeles: A Comprehensive Guide

Starting a Charter School in Los Angeles: A Comprehensive Guide

Launching a charter school in California – particularly in the Los Angeles area – is a complex but rewarding endeavor. Charter schools are public, tuition-free schools that operate with m

ore flexibility than traditional district schools, in exchange for greater accountability for student outcomes. This guide provides an in-depth look at the process of starting a charter school in California, with special attention to Los Angeles Unified School District (LAUSD) procedures and strategies for serving a predominantly Latino community. We will cover the types of charter schools, how to apply for a charter, the legal framework and regulations, funding sources, facilities planning, community engagement, and examples of successful schools serving similar demographics.

Overview of Charter Schools in California

Charter schools in California were established under the Charter Schools Act of 1992 to offer innovative educational options within the public school system. They are public schools open to all students and must meet certain conditions (nonsectarian, no tuition, nondiscrimination, open enrollment by lottery, etc.). In California there are over 1,300 charter schools as of 2024, enrolling roughly 11-12% of the state’s public school students. LAUSD – the Los Angeles district – oversees the highest number of charters of any district in the nation (221 LAUSD-authorized charters, plus additional charters authorized by county or state), serving about 1 in 5 students in the LAUSD area.

Types of Charter Schools: California charters generally fall into two categories: independent and affiliated (dependent). An independent charter school is run by its own nonprofit board of directors as a separate Local Educational Agency (LEA), though authorized and overseen by a school district or county. In contrast, an affiliated charter school remains under the governance of the local school district’s board and operates more like a semi-autonomous school within the district. LAUSD, for example, charters both independent schools and affiliated schools that follow most district policies but have charter status for instructional program flexibility. Additionally, a charter can be a start-up (newly created school) or a conversion of an existing public school. Regardless of type, all charters must adhere to applicable laws and the terms of their charter agreements.

Governance and Accountability: Independent charter schools in California are typically operated by nonprofit public benefit corporations and governed by their own boards, which sets policies and budgets for the school. Affiliated charters are governed by the district board (e.g., the LAUSD Board of Education). In all cases, charter schools are accountable to their authorizer (the entity that approved the charter) for academic results and fiscal integrity. They must meet the measurable pupil outcomes and performance targets outlined in their charter and are subject to renewal or closure based on their track record. Charter schools are required to participate in state assessments and publish annual reports such as a School Accountability Report Card and an LCAP (Local Control and Accountability Plan) demonstrating how they use funds to meet student needs. Authorizing agencies like LAUSD conduct oversight visits and monitor compliance and performance, balancing the school’s operational autonomy with accountability to the public. If a charter school persistently underperforms or violates its charter, it can be revoked or not renewed at the end of its term.

Key Standards: By law, charter schools must be open to all students; if more students apply than there are seats, a random public lottery is held for admission. They cannot discriminate nor charge tuition. Charter schools also must employ credentialed teachers in core subjects (just as traditional schools do) and provide special education services per federal and state requirements. In essence, charter schools have flexibility in curriculum, schedule, and pedagogy, but they are held to the same state content standards and testing requirements and must show they are benefiting students. California’s intent is that charters innovate and improve student outcomes, especially for academically low-achieving students, and in exchange, charters move from “rule-based to performance-based accountability”.

(In Los Angeles, the LAUSD Board of Education is the primary charter authorizer, and it exclusively holds the power to approve or deny charter petitions within the district. The Board evaluates new charter proposals based on community interest and educational soundness, as detailed below.)

Step-by-Step Guide to Applying for a Charter

Starting a charter school involves a formal application (called a charter petition) and a review process by an authorizer. Below is a step-by-step guide to applying for a new charter in Los Angeles:

1. Develop the Charter Petition: Begin by assembling a founding team (educators, parents, and community members) and crafting a detailed charter petition. This document is essentially the blueprint of the proposed school. California law requires 15 elements to be addressed in the petition, including: the school’s educational program (mission, target student population, curriculum, instructional methods), the measurable pupil outcomes and how progress will be assessed, the proposed governance structure (board bylaws, parent involvement), plans for staffing and teacher qualifications, student health and safety policies, procedures for student discipline, special education, and more. The petition must also state affirmations that the school will be nonsectarian, will not charge tuition, will not discriminate, and will admit all students (with a lottery if oversubscribed). Developing a strong petition often requires months of research and writing, and many founders seek guidance from resources provided by the California Department of Education or organizations like the California Charter Schools Association. It’s also common (though not legally required) to establish a nonprofit corporation to operate the school during this phase, since independent charters must be run by a nonprofit entity.

2. Demonstrate Meaningful Support: Along with the narrative elements, petitioners must show there is sufficient demand and support for the school. State law mandates that a new charter petition include signatures from either (a) parents/guardians of at least half the number of students the school expects to enroll in its first year, or (b) teachers equaling at least half the number of first-year teaching staff. Each signature represents a “meaningfully interested” parent or teacher – i.e. a parent who might enroll their child, or an educator who is likely to work at the school. These signatures must be collected before submission and are attached to the petition. In practice, petitioners hold community meetings, canvass neighborhoods, and engage parents to build awareness and obtain these endorsements. Letters of support from community organizations or local leaders can also strengthen the petition (though only the statutory signatures are required by law). This step is crucial in Los Angeles, where the school board will look closely at the level of community support for the proposed charter during the approval process.

3. Submit the Petition to an Authorizer: Once completed, the charter petition is submitted to the appropriate authorizing agency. In the Los Angeles area, this is typically the LAUSD Board of Education for a school within LAUSD boundaries. (Charters can also be authorized by county offices or the State Board in certain cases, but the vast majority start with the local district.) The petition submission should include all required elements, attachments, and signatures, and it must be submitted to the district’s charter school office (LAUSD Charter Schools Division) during their specified submission windows. LAUSD often has guidelines and templates to ensure petitions are complete and compliant. Upon submission, the clock starts on a statutory timeline. The petitioners should be prepared to present their proposal to the district staff and later to the Board. It’s also wise at this stage to engage with the community around the proposed school site (if not already done) and address any concerns, as the district will be notifying the public and local schools about the charter proposal.

4. Public Hearing: California law requires that within 60 days of receiving a charter petition, the school district’s governing board must hold a public hearing on the petition (this is often during a regular school board meeting). The purpose is to gauge the level of support for the charter from teachers, parents, and the community. At the public hearing, petitioners typically make a brief presentation summarizing their school’s mission and program, and members of the public (including prospective parents, teachers, or even opponents of the charter) have an opportunity to speak. The LAUSD Board will not take action (vote) at this hearing – it is for discussion and public input only. However, this hearing is critical: it gives a sense of how much community backing exists. Charter proponents often organize supportive parents and community members to attend and voice their encouragement. LAUSD (and other authorizers) will also use this forum to ask questions or note concerns that need to be addressed. By law, petitioners are given equal time to present evidence and respond to any issues raised by the district staff at the hearing. Strong demonstrated support at the hearing (crowds of parents in favor, for instance) can positively influence the eventual decision.

5. Authorizer Decision: After the public hearing, the district’s staff will complete a thorough review of the petition – analyzing educational plans, budgets, and legal compliance. LAUSD’s Charter Schools Division will issue a staff report with recommendations. Within 90 days of the petition’s receipt (or 120 days if an agreed 30-day extension is applied), the LAUSD Board of Education must grant or deny the charter at a public board meeting. Typically, the Board votes based on staff recommendations, though they are not bound to follow them. Approval (“granting” the charter) means the school can move forward with conditions for opening, whereas denial stops the process (unless appealed). Under state law (amended by AB 1505 in 2019), a school board is instructed to approve a charter if the petition is “consistent with sound educational practice” and meets the needs of the community to be served. The Board cannot deny a petition unless they adopt written factual findings in specific areas defined by law, such as:

   • The charter’s educational program is unsound or unlikely to be successful for the targeted students.

   • The petitioners are unlikely to successfully implement the program (e.g., due to limited capacity or unrealistic financial projections).

   • The petition lacks the required number of signatures or required affirmations (like the non-sectarian clause).

   • The petition doesn’t provide a “reasonably comprehensive” description of all 15 required elements.

   • (Additionally, AB 1505 allows consideration of the charter’s impact on district finances or programs, and whether the charter would duplicate programs of nearby schools, in making the decision, though these factors come into play primarily if the district is in fiscal distress or if the community already has similar options.)

   If the charter is approved, the Board will outline any conditions for the school to meet before opening (for example, hiring a credentialed principal, securing a facility, enrolling a minimum number of students, etc.). The school and authorizer then enter into a charter agreement, and the charter is typically granted for a five-year term. If the charter is denied, the school board must provide the reasons in writing, referencing the criteria above.

6. Appeals Process: A denial by LAUSD is not necessarily the end. California law provides an appeal path. The charter petitioners can appeal first to the Los Angeles County Board of Education (LACOE) within 30 days of the denial. When appealing, they usually revise the petition to address the reasons for denial (but they cannot introduce completely new material changes without first giving the district a chance to reconsider). The county board will hold its own hearing and decision vote, essentially acting as the authorizer in place of the district. If LACOE approves, the charter school would operate under county oversight. If LACOE also denies the petition, the final step is an appeal to the State Board of Education (SBE). The state board (through the California Department of Education’s Charter Office) reviews the petition and the record of denial. If the SBE overturns the denial and approves the charter, the law now generally directs that the charter be overseen by the local district (in other words, the State may approve the charter, but assign LAUSD to be the charter’s supervisor). In total, the appeals process can extend many months. It’s worth noting that under the current law (post-2019 reforms), the State Board is approving far fewer charters on appeal, so most charters need to succeed at the district or county level. Petitioners in Los Angeles often work hard to address LAUSD’s concerns rather than rely on an appeal. Still, the appeal option exists as a safeguard if a charter believes the denial was unjust.

7. Charter Approval and Launch: If approved (either by LAUSD or on appeal), the charter school organizers move into the implementation phase. They must satisfy any pre-opening conditions set by the authorizer. Common requirements include: securing an appropriate facility and passing a site inspection, hiring qualified staff (teachers must hold the proper credentials per the charter and state law), completing background checks and fingerprinting for employees, enrolling a minimum number of students (often charters aim to have enrollment close to projections in their petition), purchasing insurance, and establishing administrative systems (student information system, payroll, etc.). The new charter school should also establish its governing board (if not already in place) and comply with any training or orientation the authorizer requires. In LAUSD, new charter operators often attend meetings or workshops with the Charter Schools Division to understand reporting requirements and oversight expectations. Once operational, the charter school will need to adhere to all the promises made in its charter – delivering the academic program described and meeting all student outcome goals. The first few years are critical for building a track record of success that will be needed for charter renewal (charters in California are renewed in 5-year increments based on performance). With the charter granted, the school can now focus on serving students and continuously improving to fulfill its mission.

Legal and Regulatory Framework

Starting and running a charter school means navigating a complex legal landscape of education codes, regulations, and district policies. Here are the key legal and regulatory considerations for a California charter school, particularly in Los Angeles:

• Charter Schools Act & Petition Requirements: The foundational law for California charters is the Education Code §47600-47663, known as the Charter Schools Act. Education Code §47605 specifically outlines the process for establishing a new charter and the content requirements for the petition. As mentioned, petitioners must include comprehensive descriptions of 15 elements in the charter document. These range from the instructional design to governance and operational procedures. For example, the petition must describe how the school will achieve a racial and ethnic balance reflective of the district (meaning outreach plans to all segments of the community), and it must spell out what happens in the event of school closure (how assets will be distributed and student records transferred). These requirements essentially serve as the charter school’s accountability plan – once approved, the school is legally bound to execute the program as described. If a charter wants to make major changes, it must seek a material revision approval from the authorizer. Understanding Education Code 47605 and related regulations (like Title 5 of the California Code of Regulations §11967.5 on charter criteria) is crucial for petitioners to ensure their proposal meets all legal criteria.

• State and Local Oversight: Charter schools operate independently of many school district rules, but they are not free from oversight. The authorizing entity (e.g., LAUSD) has oversight responsibilities defined in Education Code §47604.32. These include: assigning a staff liaison to the charter, visiting the school at least annually, monitoring the charter’s fiscal condition, and ensuring the charter submits all required financial reports and plans (such as the LCAP and annual audit). LAUSD’s Charter Schools Division conducts an Annual Performance-Based Oversight Visit for each charter, examining academic performance, organizational management, and compliance. Charters must also submit periodic financial statements (budget, interim reports) and enrollment information. In addition to authorizer oversight, charter schools are subject to many state reporting requirements just like school districts. For instance, they must submit CALPADS data (student data to the state), and update their school information with the CDE. Charters are renewed every five years under Education Code §47607, which, after AB 1505, ties renewal to the state’s performance framework: high-performing charters get a streamlined renewal, while low-performing charters can be denied renewal if they don’t show improvement . Authorizers will look at state Dashboard indicators (academic scores, growth, graduation, etc.) and adherence to the charter. In short, once your charter is approved, expect ongoing monitoring – charters must operate transparently and meet standards, or they risk interventions or revocation.

• Governance and Non-Profit Status: California requires that all new charter schools be operated by nonprofit organizations (a 2019 law, AB 406, phased out for-profit charter operators). This means the school is typically run by a nonprofit Board of Directors that holds ultimate responsibility for the school’s operations. The charter petition often includes draft bylaws and a description of the governance structure. The Board must comply with various laws: in 2019, SB 126 was enacted, which added Education Code §47604.1 clarifying that charter schools and their managing entities are subject to the same open meeting laws and public disclosure laws as traditional public schools. Specifically, charter boards must follow the Ralph M. Brown Act (open meetings with posted agendas and public access) or the Bagley-Keene Act if statewide, comply with the California Public Records Act (respond to requests for school records), and adhere to conflict of interest laws (Government Code §1090 and Political Reform Act). For example, a charter board member cannot be financially interested in contracts the school enters (to avoid self-dealing), and board members and high-level staff must file annual Form 700 financial disclosures. One nuance: while district employees cannot sit on their own school board, charter school employees can serve on the charter’s board, but must abstain from votes that uniquely affect their employment. Charter schools in LAUSD’s jurisdiction also are often required by district policy to adopt certain internal policies (like an English Learner Master Plan or a Student Handbook with discipline policies consistent with law). Additionally, charters are considered public school employers, so they fall under the Educational Employment Relations Act, meaning employees have the right to unionize. In LA, some charter schools are unionized (often with UTLA, the same teachers’ union as district schools, or with their own bargaining units), while many others are not.

• Education Program and Students’ Rights: Although charters have flexibility in design, they must deliver a program that meets state standards and respects student rights. Curriculum and Standards: Charter schools must teach the Common Core State Standards (and other state content standards) in core subjects, and their students take the same statewide tests (e.g., CAASPP Smarter Balanced assessments, ELPAC for English learners) as other public school students. They also must implement statewide initiatives like the Graduation Requirements (if high schools, ensuring A-G college preparatory courses or equivalent, or explaining their approach to college/career readiness). Special Education: Charter schools must serve students with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA). Typically, a charter will join a Special Education Local Plan Area (SELPA) – LAUSD offers charters the option to join the district’s SELPA or become independent in another SELPA. The charter petition must address how special education services will be provided and funded. English Learners: Charters must comply with all laws for English Learner students (identification, parent notification, annual language testing, appropriate instructional support). Serving a Latino community often means a significant number of English Learners, so charters will implement English Language Development and can opt for bilingual programs consistent with Prop 58 (which restored bilingual education in California). Student Admissions and Discipline: Charters cannot have selective admissions – no entrance exams or academic criteria allowed. They may outreach to specific communities or offer specialized programs, but ultimately any student who wishes to attend can apply, and admissions are by lottery if demand exceeds capacity. They can, however, set preferences (with authorizer approval) to siblings of current students, or to residents of a certain area, etc., as long as it’s fair and non-discriminatory and consistent with law. Regarding discipline, charters have more latitude in creating their own discipline policies, but they must afford students due process in suspensions and expulsions. The petition must outline suspension/expulsion procedures that comply with constitutional due process. Notably, if a student is expelled or leaves, the charter must notify the district so the student is not lost in the system. Length of School Day/Year: Charters must meet minimum instructional minutes per year as public schools do, but they can set their own calendar and daily schedule. Many charters have longer school days or extended school years to support their academic goals.

• Transparency and Reporting: In addition to the governance transparency laws (Brown Act, etc.), charter schools must produce several plans and reports to remain compliant. Every year, a charter school must submit an independent financial audit by a CPA, which the authorizer and state review. They also develop the Local Control and Accountability Plan (LCAP) annually, outlining goals for all student subgroups, planned actions, and budget expenditures – this is submitted to the authorizer and county just like school districts do. Charters must also report attendance data, which is critical since funding is based on ADA. LAUSD requires charters to provide periodic attendance reports and undergo site reviews to verify enrollment. Additionally, charters are subject to state audits or reviews; for example, the state may conduct a site visit if there are complaints, and charters fall under the jurisdiction of the California State Auditor and possibly the LAUSD Inspector General for investigations of fraud or misuse of funds. California law also makes charter schools subject to the Uniform Complaint Procedure for certain issues like discrimination or LCAP compliance, meaning parents can file complaints that the school must address. Being prepared to handle these reporting duties and public accountability measures is an important part of operating legally.

In summary, while charter schools have freedom to innovate with curriculum or staffing, they operate within a robust framework of state education law and oversight mechanisms. Staying informed of legal obligations – from Brown Act compliance to special education law – is essential. Many charters engage legal counsel or join charter school networks for guidance on compliance. LAUSD also provides an Information Handbook and regular communications to charter operators about policy changes and deadlines. By adhering to this legal framework, a charter school establishes credibility and trust, which is especially important when serving communities that expect transparency and quality in their public schools.

Funding Sources for Charter Schools

A critical aspect of starting and sustaining a charter school is securing adequate funding. Charter schools in California have access to public funding (based primarily on student attendance) and can tap into various grants and fundraising sources to supplement their budget. Below are the main funding sources and considerations:

• State Per-Pupil Funding (LCFF): California’s Local Control Funding Formula (LCFF) is the primary source of operating revenue for charter schools. Under LCFF, charter schools receive a base grant per student (ADA), with different rates for grade spans (TK-3, 4-6, 7-8, 9-12) similar to school districts. In 2025, for example, the base grant is around $9–$10K+ per ADA (varying by grade level, with higher amounts for high school grades). On top of the base, LCFF provides supplemental grants (20% more funding) for each high-need student – defined as low-income, English learner, or foster youth – and concentration grants (an additional 65% on top of base) if the school’s enrollment of high-need students exceeds 55%. This means a charter serving a predominantly low-income Latino community with many English learners will receive substantially more funding per student than a school with few high-need students. LCFF funding is attendance-driven (based on Average Daily Attendance, ADA, not just enrollment), so maintaining high attendance rates is important for a charter’s finances. Charter schools either receive funds directly from the state (if they choose “direct-funded” status, common for independent charters) or pass-through the district (for “locally-funded” charters, often the affiliated ones). Either way, these state funds cover the bulk of expenses like teacher salaries, materials, and operations. Additionally, charters are entitled to state-funded categorical programs that still exist outside LCFF, such as Special Education funding, and Lottery funds (for instructional materials).

• Federal Funding and Grants: Charter schools qualify for federal education funding similar to school districts. This includes Title I funds for low-income students (based on the percentage of students eligible for free/reduced lunch), Title II for teacher professional development, Title III for English learner programs, and other federal programs (e.g., Title IV student support funds). New charter schools apply for these through their authorizer or directly, depending on arrangements. Importantly, to help with startup costs, new charters can seek a federal Charter Schools Program (CSP) grant. California receives federal CSP funds and runs the Public Charter Schools Grant Program (PCSGP). The PCSGP offers competitive Start-Up Subgrants for new charters in the planning and initial implementation phase. For instance, in the 2024–2029 cycle, California was awarded about $93 million in federal funds to distribute to new and expanding charters. A new school might receive hundreds of thousands of dollars through this program to purchase curriculum, technology, and other one-time startup costs. These grants are not guaranteed – they require an application demonstrating a strong school plan and objectives – but many Los Angeles charters have benefited from PCSGP funds. Additionally, some charter developers can apply for federal CSP Developer Grants directly (through the U.S. Department of Education) if available, especially if the state’s grant program is highly competitive or if they are part of a larger charter network expanding schools.

• Charter School Startup Loans and Revolving Funds: In the early months, cash flow can be challenging (state funds often trickle in after the school year begins). To bridge this gap, California offers the Charter School Revolving Loan Fund, now run by the California School Finance Authority. New charter schools can apply for a low-interest loan up to $250,000 to assist with initial costs. These loans must be repaid (usually out of the school’s state funding over the first few years), but the interest rate is minimal and it provides crucial upfront cash – for example, to put down a deposit on a facility or to buy furniture and computers before ADA funds have accumulated. LAUSD also sometimes advances funds or arranges preferred lending for charters as part of oversight (for instance, if a charter is struggling with cash flow, the district might help coordinate fiscal support to ensure stability). Apart from state loans, new charters often require a line of credit or startup capital. Charter management organizations (CMOs) might fund new campuses internally. Independent start-ups might reach out to community lenders or nonprofit loan funds (like Charter School Development Center or Local Initiatives Support Corporation) that specialize in education. Proper financial planning in the charter petition is key – petitioners must show a viable budget and multiyear financial projection proving they can operate on public funds, plus any grants/loans, until the school reaches stable enrollment.

• Private Philanthropy and Fundraising: Especially when serving a high-need community, private fundraising can significantly enhance a charter school’s offerings (or even cover initial deficits before public funding grows). Charter schools can solicit grants from foundations, corporations, and individual donors. In Los Angeles, many charters have received grants from national foundations like the Walton Family Foundation, which has a dedicated Public Charter Startup Grant program focusing on high-quality schools for low-income communities. Other sources include the NewSchools Venture Fund, Broad Foundation (historically in LA), and local philanthropies. These grants might support specific aspects (e.g., funding to implement a dual-language program or to acquire STEM equipment). Charter schools also engage in local fundraising: organizing annual galas, campus events, or crowdfunding campaigns. Parent-teacher organizations at charters can contribute by raising money for field trips, arts programs, etc. While private funding is not required, it often makes the difference in providing enrichment (since LCFF funds cover basics but might not stretch to extras like after-school programs or smaller class sizes). A new charter in a Latino community might connect with community-based organizations or businesses for sponsorships – for example, a local bank sponsoring a financial literacy program or a community grant to start a school garden. It’s important to note that as public schools, charters cannot charge tuition or mandatory fees; any fundraising must be voluntary and inclusive. Many charters pursue a 501(c)(3) status (via their nonprofit) so donations are tax-deductible, which helps in grant seeking.

• Facilities Funding: One of the largest expenses for charter schools is securing and maintaining a facility (school building). Unlike district schools, charters do not automatically receive buildings (though they can under Prop. 39, as discussed later). To alleviate this, California has the Charter School Facility Grant Program, commonly called SB 740 grants (after Senate Bill 740). This program provides annual grants to offset facility rent or lease costs for charter schools that serve a high percentage of students eligible for free or reduced-price meals. Essentially, if a charter has 55% or more of students eligible for free/reduced lunch (or is in a neighborhood where the local public school is above that threshold), it can get reimbursement for a portion of its lease costs, up to a certain per-student cap each year. Many eligible LA charters apply for and receive SB 740 funds, which can cover a significant share of their facility expense (often 75% or more of rent, up to about $1,300 per ADA). Additionally, there are state bond funds available through the Charter School Facilities Program (CSFP), which allow charters (often in partnership with developers or through the district) to access state bond money to build or renovate facilities – though this is a competitive process involving matching funds. Los Angeles charters have also utilized tax-exempt municipal bonds (through conduit issuers like California School Finance Authority) to buy buildings; however, only established schools with strong finances can pursue that. In the startup phase, most rely on leasing or Prop. 39 arrangements, plus SB 740 help if eligible. It’s worth mentioning that charters authorized by LAUSD do not receive funding from local school construction bonds (those are for district schools), so they must be entrepreneurial in securing space.

In practice, a new charter school in LA will stitch together a funding plan that might look like: LCFF funds (which grow as enrollment grows), a startup grant (PCSGP) of maybe $375k spread over planning and first two years, a $250k state revolving loan, perhaps a $100k grant from a foundation, and if paying rent, an SB 740 reimbursement. This financial mix gets the school off the ground. Over time, as enrollment reaches capacity (often charters grow grade by grade), the steady-state LCFF funding usually is the main support, and fundraising can taper or be directed to enhancements.

Prudent financial management and realistic budgeting are vital. Authorizers will scrutinize financial plans for sustainability. Charters should plan for reserves (the state recommends charters keep at least 5% of expenditures in reserve for economic uncertainty) and factor in costs like insurance, retirement contributions (if offering CalSTRS/CalPERS), and services the district might charge for (LAUSD charges an oversight fee of 1% of revenues for oversight costs, as allowed by law). With sound planning, a charter can remain financially solvent and focus resources on its educational program.

Facilities Planning and Regulations in Los Angeles

Finding a suitable facility is often one of the toughest challenges for a new charter school, especially in an urban area like Los Angeles. Charters must have a location where they can legally and safely operate a school. Here we explore the options and regulations for facilities:

• Utilizing District Facilities (Proposition 39): In California, Proposition 39 (2000) requires school districts to share available space with charter schools. The law states that districts must provide charter schools serving a significant number of local students with facilities that are “reasonably equivalent” to those of district schools, including classrooms, labs, and restroom facilities. This typically takes the form of co-location: the charter is given dedicated classrooms and the right to use common spaces on an existing district campus that has under-used space. In Los Angeles, many start-up charters request facilities from LAUSD under Prop. 39. The process is formal: a charter must submit a Prop. 39 facilities request by November 1 of the year prior to when space is needed (e.g., by Nov 1, 2024 for the 2025-26 school year). The request must project the number of in-district students the charter will enroll by grade. LAUSD then evaluates if and where it has space at its schools to accommodate those students. By April 1, the district will make a final offer of facilities if eligible. For a new charter, eligibility for Prop. 39 hinges on having a charter approved and a reasonable student enrollment projection; brand-new schools often plan to open in the fall and thus may seek a temporary co-location for year one. Co-location has advantages: the cost is low (charters pay a pro rata share of maintenance costs, but not market rent), and it situates the charter in a real school site, often in the neighborhood it aims to serve. However, there are challenges: limited control over the campus, potential friction with the host school, and the charter may receive just enough classrooms for its enrollment, with growth requiring renewed requests each year. LAUSD in recent years has had contentious debates over co-locations, and in 2024 the LAUSD Board even moved to restrict new charter co-locations at certain “impact” schools (those deemed overcrowded or fragile). This policy environment means new charters should both pursue Prop. 39 if needed (since it’s a right by law) and also have a backup plan if district space isn’t available. If granted co-location, charters should strive to collaborate with the host school to minimize tensions – for example, coordinating bell schedules and sharing libraries or playgrounds amicably.

• Leasing or Purchasing a Site (Independent Facilities): Many charter schools in Los Angeles secure their own facility independent of the district. This could be a private commercial building adapted into a school, a former Catholic or private school campus, or a new construction project. When choosing this route, charters must navigate zoning laws and building codes:

  • Zoning: In the City of Los Angeles (and other municipalities), operating a school may require a conditional use permit (CUP) or other zoning clearance if the property is not already zoned for schools. For instance, a charter converting an office building into a school might need city approval for school use, especially if the area is zoned residential or commercial where a school is not automatically allowed. LAUSD cannot override city zoning on behalf of an independent charter, except through a special process: LAUSD may grant a “charter school zoning exemption” for a site (treating it similarly to a public school site), but this involves the charter agreeing to stringent conditions (including conducting environmental reviews and waiving Prop. 39 rights for that site). Some charters have used this when time is short, but typically, working with the city for a CUP is common. Engaging land use experts and communicating with city planning early is advised.

  • Building Codes and Safety: School facilities in California are subject to stricter building standards for seismic safety, fire safety, etc. A charter has two paths: If they lease an existing school facility (like a closed Catholic school), it likely already meets those standards. If they take a commercial building, they either bring it up to Division of the State Architect (DSA) standards (required if state bond funds are used or if the charter wants the same immunity as a public works project) or ensure it meets local building code for educational occupancy and field act requirements. Some charters get a DSA certification on their buildings, others operate under local code with engineers certifying safety. In all cases, health and safety inspections (fire marshal, etc.) are mandatory before students can occupy the site.

  • Permits and Approvals: Apart from zoning, charters might need various permits – building permits for any renovations, occupancy permits, and must comply with the California Environmental Quality Act (CEQA) if it’s considered a project (though many charters qualify for a CEQA exemption if moving into existing facilities without significant change, which LAUSD’s Charter Office will insist on reviewing). Charter schools also have to consider ADA accessibility – ensuring the campus is accessible to individuals with disabilities.

  Securing a private facility often requires a significant portion of the budget. Charters might work with specialized charter developers or real estate firms. In LA, some organizations help charters find and finance facilities (for example, ExED or Excellent Education Development has helped many charters with facility financing). A new charter should start scouting locations early – during the petition phase – and demonstrate in the petition that they have a viable facility plan. Authorizers like to see at least a plan A and plan B for facilities in case one option falls through. Common strategies include phasing: maybe start in a rented church hall or community center for Year 1 with 100 students, while negotiating a lease or construction for a larger permanent site by Year 3 as the school grows. This was the path for several startup charters in LA.

• Facility Costs and Funding: If using a private facility, charters must budget for rent, renovations, furniture, and ongoing maintenance. As noted in funding, the SB 740 facility grant can reimburse a large portion of rent for qualifying schools (which many charters serving low-income Latino communities do qualify for). This is a lifesaver financially – effectively reducing the cost of leasing a private building. Additionally, charters can pursue facility grants or loans: the Equitable Facilities Fund and Facilities Investment Fund are examples of low-interest loan programs specifically for charter facilities. Some charters partner with developers who utilize New Market Tax Credits to reduce costs for projects in low-income areas. If a charter plans to build, it can apply to the state’s Charter School Facilities Program (CSFP) for state matching funds (this requires charter approval and often several years lead time, as it’s competitive). In Los Angeles, a few charter networks have built new campuses from the ground up using a mix of CSFP funds and financing (e.g., Alliance and KIPP have done so). However, most single-site charters lease because buying land and building in LA is extremely expensive.

• Co-Location vs. Independent Facility – Considerations: Many charters start with Prop. 39 co-location as an initial solution due to limited funds, then move to their own site once they are more established and can afford it. Having your own campus offers more control over school culture, scheduling, and the ability to create a long-term presence in the community. Co-location, while cost-effective, can sometimes limit those aspects and is subject to annual renewals. It’s also possible for a charter to remain co-located long-term if the arrangement is stable. LAUSD’s new policies might make it harder for charters to obtain new co-locations in certain cases, so new charters should closely follow district guidelines and perhaps engage with the community and board members to make a case for space if needed.

• District Partnerships: In some cases, LAUSD has leased or sold closed school sites to charters or allowed charters to take over closed district schools (this is sometimes called a “conversion” when a district school is closed and re-opened as a charter). Keeping an eye on any surplus property announcements from LAUSD or the City can yield opportunities. Also, LAUSD’s facilities department has a process for charters to license unused classrooms outside of Prop. 39, though Prop. 39 is the typical route.

In summary, when planning a charter in LA, it’s wise to map out the facility strategy early: identify the target neighborhood and see if a Prop. 39 co-location is feasible (knowing you must apply by Nov 1 prior to opening), while also searching for backup private sites. Engage professionals for real estate and zoning advice, and budget for the potential costs. Facilities often dictate enrollment capacity (you can only enroll as many students as you have space for), so facilities and academic planning go hand-in-hand. Despite the hurdles, many charter schools have found creative solutions – from renovating warehouses into colorful classrooms, to sharing community spaces – to provide a safe and effective learning environment for their students.

Serving a Latino Community: Key Considerations

Designing a school to meet the needs of a specific community is a cornerstone of successful charter schools. In Los Angeles, many charter schools serve predominantly Latino (often immigrant or first-generation) student populations. To effectively serve a Latino community, it’s important to incorporate cultural relevance, bilingual communication, and robust community engagement into the school’s model. Below are special considerations and strategies:

• Culturally Relevant Curriculum: A charter school serving Latino students should see their culture and identity as an asset. This means integrating Latino culture, history, and perspectives into the curriculum. For example, the social studies program can include units on Latin American history and the contributions of Latinx leaders in the U.S. (César Chávez, Dolores Huerta, local heroes, etc.). English classes can read literature by authors like Sandra Cisneros or Pablo Neruda alongside the classics. Schools might celebrate Hispanic Heritage Month with projects and events, and incorporate art and music from Latino traditions (such as murals, folklórico dance, mariachi or salsa music in performances). A culturally relevant approach increases student engagement and pride in their heritage. It also extends to having signage and school messaging that reflect Spanish language (if that’s prevalent in the community) and a general school climate of respect for multicultural backgrounds. Teachers should be trained in culturally responsive teaching techniques – connecting lessons to students’ real-life context and valuing the knowledge they bring from their families. By doing so, the school validates students’ identities which can boost their academic confidence. Some charter schools in LA (for instance, Vox Collegiate in South LA or Alta Public Schools in East LA) have tailored curriculum pieces around the community’s cultural wealth. Even in subjects like science and math, culturally responsive pedagogy might mean using word problems that have names and scenarios familiar to Latino students, or doing science projects that relate to community issues (like water conservation in California, which ties to many Latin American countries’ experiences too). The goal is for students to see themselves in the curriculum and know that their background is appreciated, not left at the school’s doorstep.

• Bilingual Education and Language Support: Serving a Latino community often means many students are bilingual or Spanish-speaking at home. Charter schools can choose to offer bilingual or dual-language programs, or at minimum ensure strong support for English learners. A dual-language immersion model (teaching in both English and Spanish, aiming for fluency in both) can be a huge draw for Latino families. It allows native Spanish speakers to learn English while maintaining and developing their Spanish literacy, and English-dominant students gain a second language. For example, the Multicultural Learning Center (MLC) in LA has a two-way dual immersion program bringing together native English and native Spanish speakers – an approach that has been very successful, yielding students who are bilingual and biliterate and achieving high academic outcomes. Research and local success stories show that well-implemented bilingual programs can improve English learners’ achievement by upper grades while also closing gaps. Even if a school is not fully dual-language, it should consider at least offering Spanish as a subject so students can study reading/writing in their home language (for those whose first language is Spanish) or retain their bilingual skills. On the flip side, English Language Development (ELD) is critical – many Latino immigrant students need targeted help to become proficient in academic English. The charter should implement daily ELD instruction for those who need it, possibly using specialized curricula. Hiring bilingual teachers or aides is a big plus, so that early-stage English learners can be supported in Spanish as needed. Communication with students can leverage their native language for understanding difficult concepts while they acquire English. Ultimately, valuing bilingualism sets a tone that being fluent in Spanish and English is an asset – which resonates with families. (Notably, California’s Prop 58 in 2016 affirmed the importance of multilingual education, and the State aims to expand dual-language programs statewide, aligning with what many charter schools like MLC pioneered when bilingual education was less common.)

• Community Engagement and Trust-Building: Latino communities in LA are diverse – including recent immigrants from Mexico and Central America, long-standing Chicano communities, and others – but a common thread is that word-of-mouth and personal relationships are key to trust. A new charter school should engage with the community genuinely and early. This might involve partnering with local community organizations, churches, or nonprofits serving Latino families. For example, you might hold informational sessions at a Spanish-speaking church after Sunday Mass, or attend neighborhood council meetings. Showing up in the community signals that the school is for and with the community. During operation, the school can host cultural events open to the community (posadas during winter, Dia de los Muertos altars, Cinco de Mayo, etc., while being mindful to educate students on the significance of these events). Offering the school campus as a venue for community meetings or adult education classes can integrate the school into community life. Parental engagement is paramount: some Latino parents might have had limited formal education or face language barriers, so the school should break down barriers by providing translation, childcare, and a welcoming atmosphere for parent involvement. Creating a Parent Center on campus or at least a space where parents can drop in, have coffee (cafecito), and talk with staff is a practice at some LAUSD schools that charters can adopt. The school can also establish a Parent Advisory Committee or even include parents on the governing board or committees, giving them voice in school decisions. By actively listening to parent input – for instance, surveying parents (in Spanish and English) about what programs they want – the school demonstrates respect and adapts to community needs (such as adding a mariachi after-school program if there’s interest, or focusing on college information workshops if parents express that need).

• Bilingual Staff and Communication: It’s hard to overstate the importance of language accessibility. A school serving many Spanish-speaking families must communicate in Spanish. Key written communications (announcements, report cards, school policies) should be translated. Even more importantly, having bilingual staff allows for personal interaction. Front office staff who speak Spanish can greet parents and make them feel at home when they call or visit. Teachers who can conference with parents in Spanish (directly or via an interpreter) will better engage parents in supporting student learning. When recruiting, the charter should explicitly seek candidates who are bilingual or have experience in similar communities. Many charters aim to hire some teachers who share the cultural background of the students – this can create role models and a sense of familiarity. If the talent pool of bilingual teachers is limited for certain subjects, the school can invest in professional development for all teachers on how to work with English learners and how to use basic Spanish for classroom communication. Additionally, important documents like the Student-Parent Handbook or discipline notices should be bilingual. Schools might set up phone hotlines or apps (like Remind or ClassDojo) with messages that go out in both languages. During school events, having simultaneous interpretation (through headsets or a live translator) for Spanish-dominant parents ensures they are equally informed. When families see that the school honors their language, they feel respected and are more likely to engage. LAUSD itself has a Parent Advisory Committee for English Learners and requires an English Learner Advisory Committee (ELAC) at each school – charters should similarly have structures for Spanish-speaking parents to advise on EL programs. In essence, a bilingual, bicultural staff acts as a bridge between the school and families, which is crucial for student success.

• Parent Outreach, Education, and Empowerment: Empowering parents in a Latino community can dramatically improve student outcomes. Many Latino parents deeply value education but might be unfamiliar with navigating the school system or the path to college. A charter school can offer parent education workshops on topics such as: how to support reading at home, understanding the A-G requirements for college, financial aid (FAFSA) for college, or even basic ESL classes for parents who want to improve their own English. Some charters partner with adult education providers to host ESL or GED classes for parents on campus, turning the school into a community learning hub. Providing workshops in Spanish on, say, “Understanding the U.S. school system,” or “Parents’ rights and responsibilities in special education,” can equip parents to be stronger advocates for their children. Another important aspect is creating a culture where parents feel their input matters. Regular surveys and feedback sessions with parents (with responses accepted in Spanish) can guide school improvements. If a significant portion of parents are undocumented immigrants, the school can also be a source of reassurance and resources (for example, holding an info session with an immigration lawyer or Know Your Rights training in the evening). During tumultuous times (like changes in immigration policy), being sensitive to family stress and offering support resources is part of community responsiveness.

  Additionally, many Latino communities have strong parent networks – charters can leverage this by establishing a parent ambassador program where volunteer parents reach out to other families, help new families get oriented, or even assist in recruitment efforts. These ambassadors, who are often bilingual, can address concerns parent-to-parent and build trust more quickly. For outreach, using Spanish-language media and social networks prevalent in the community is effective: for example, advertising the school or its enrollment open house on local Spanish radio, community bulletin boards, or Latino Facebook groups can spread the word in culturally relevant ways.

• Cultural Competence and Student Support: Serving the whole child in a Latino community might involve understanding specific challenges students face. There could be issues of trauma for refugee or migrant students, economic hardships, or students acting as interpreters for their families. A culturally competent school will have counselors or staff trained in trauma-informed care and be aware of resources for families (like food banks, clinics, etc.). Partnering with community health providers to offer on-site services (vision screenings, mental health counseling in Spanish) can be incredibly beneficial. Also, encouraging family participation in the classroom (like inviting parents or grandparents to share their cultural talents, cooking, storytelling) can enhance the curriculum and make the school feel like a community center.

In short, the charter school should function not just as an academic institution, but as a community anchor that uplifts Latino families. Many successful charters attribute their success to this deep community connection. For instance, Camino Nuevo in Los Angeles provides extensive family services and was recognized by the White House Initiative on Educational Excellence for Hispanics for effectively closing achievement gaps. Their approach exemplifies how addressing language, culture, and community needs leads to stronger academic results. By honoring students’ heritage, engaging families, and providing bilingual support, a charter school can become a beacon of opportunity in a Latino community, helping students thrive academically while affirming who they are.

Examples of Successful Los Angeles Charter Schools Serving Latino Communities

Los Angeles has numerous charter schools that have achieved notable success serving predominantly Latino student populations. These schools can serve as inspiration and models for best practices in governance, instruction, and community engagement. Below are a few examples, along with their key accomplishments:

• KIPP Raíces Academy (East Los Angeles): An elementary charter public school part of the KIPP network, KIPP Raíces serves a student body that is around 87% Latino (primarily from low-income families). It has consistently been one of the top-performing schools in California. On state assessments, approximately 77% of its low-income Latino students achieved proficiency in English Language Arts – a rate far above the state and district average. The school focuses on a rigorous college-preparatory curriculum even for young students, combined with character education (Raíces means “roots” in Spanish, reflecting an emphasis on cultural identity and values). KIPP Raíces actively involves parents through workshops and volunteer opportunities and communicates frequently in both English and Spanish. Its success has earned it National Blue Ribbon School recognition. The strong academic foundation it provides in the early grades has led to its alumni succeeding in middle and high school. This school demonstrates that with high expectations, extended learning time, and data-driven instruction, Latino students can excel.

• Camino Nuevo Charter Academy (MacArthur Park area, Central LA): Camino Nuevo is a network of multiple campuses (elementary through high school) founded in the predominantly immigrant Latino community west of Downtown LA. It provides an example of wraparound support and biliteracy focus. Camino Nuevo was honored with the White House “Bright Spot in Hispanic Education” award for closing achievement gaps between English Learners and native English speakers. One of its elementary campuses was recognized as a Top School for Latino students, and its high school boasts a ~90% graduation rate with all graduates meeting UC/CSU A-G requirements (far exceeding typical outcomes in similar demographics). Camino Nuevo attributes this success to a holistic approach: robust arts programs, social services for families, and a dual-language emphasis in early grades. They offer workshops for parents on college readiness and even have an alumni support program that mentors graduates through college. The schools maintain a strong bilingual environment (most students enter as Spanish-speaking). Over time, students achieve fluency in English without losing their Spanish – in 2018-19, 63% of Camino Nuevo’s English learners made progress towards English proficiency, earning a top rating on the state dashboard. This network’s outcomes show the power of combining academic rigor with cultural relevance and community health services.

• Equitas Academy (Westlake/MacArthur Park, Los Angeles): Equitas Academy operates several charter schools (elementary and middle) near downtown LA, predominantly serving Latino students (over 90%). These schools are known for structured, high-expectations classrooms and a college-bound ethos starting in kindergarten. One Equitas elementary campus was highlighted for its performance where 61% of low-income Latino students achieved proficiency in English and similarly high math results. Equitas invests heavily in teacher coaching and data cycles to ensure every student is progressing. They also emphasize parent partnership – with regular coffee meetings and workshops in Spanish to help families support learning. Equitas campuses often have extended school days and tutoring for students who need extra help. The outcomes have been strong enough that Equitas expanded to multiple sites. Their success underscores that a focus on fundamentals, a no-excuses style culture (adapted thoughtfully to be caring and inclusive), and robust supports can yield high achievement in a Latino immigrant community.

• Multicultural Learning Center (Canoga Park in the San Fernando Valley): MLC is a dual-language immersion K-8 charter school serving a majority Latino population alongside students of other backgrounds. It exemplifies how promoting bilingualism can drive success. MLC has been operating for over 20 years and was recognized as the Southern California Charter School of the Year in 2022 by the California Charter Schools Association. Students learn in English and Spanish, aiming to be fully biliterate by middle school. The school reports strong academic data; it earned a “High Performing” status on state measures, and notably, its students (including English learners and former English learners) perform at the top 10% in the state for growth in math. Parents are very engaged at MLC – the school fosters cross-cultural understanding by having families of different linguistic backgrounds work together. Alumni often praise MLC for teaching them empathy and social justice alongside academics. For example, the school might do projects on community issues, fostering leadership. MLC’s longevity and accolades (Hart Vision Award, etc.) demonstrate that dual-language education in a charter setting can produce exemplary outcomes, preparing students to be competitive in multiple languages. It’s a model for how embracing the home language of Latino students and providing a multicultural curriculum benefits both academic and socio-emotional development.

• Synergy Charter Academy (South Los Angeles): Synergy Charter Academy is an elementary school (part of Synergy Academies, a small network) located in a historically under-served area with 94% Latino enrollment, many of whom are low-income. Synergy’s motto is “Teamwork, Achievement, Victory” and it takes a collaborative approach to teaching. The results have been impressive – Synergy Charter Academy was highlighted as a Top Public School for Low-Income Latino students, with 64% of its Latino students meeting or exceeding English standards (and similarly strong math performance). This is particularly noteworthy given the socio-economic challenges in the community it serves. Synergy focuses on foundational skills (they were known for having nearly all students reading at or above grade level by 2nd grade through intensive literacy intervention). They also heavily involve parents – requiring volunteer hours and hosting math and reading nights. The school has a longer school day and year, which they utilize to provide enrichment (science projects, competitions) that kids in the area might not otherwise get. As a single-site school (initially), Synergy showed that effective teaching methods and parent involvement can overcome the achievement gap. In fact, their success in elementary led them to open a middle and high school to continue the pipeline. The elementary school, however, remains a beacon: it proves that demographics do not determine destiny, and even in a high-poverty Latino community, a well-run charter can produce outcomes rivaling the best schools anywhere.

(Other noteworthy examples include PUC Schools in Northeast LA and the San Fernando Valley, which have sent many first-generation Latino students to college, and Alliance College-Ready Public Schools, a network of high-performing secondary charters across LA. Additionally, Girls Academic Leadership Academy (GALA) is a district-affiliated charter focusing on STEM for girls, including Latinas. These and the schools detailed above showcase the diversity of charter models – from strict college-prep to dual-language – that are succeeding with Latino students.)

Each of these successful charter schools shares common threads: strong leadership, a clear mission, high-quality teaching, data-driven interventions, and deep engagement with families and community. They have often formed partnerships (with nonprofits, universities, etc.) to enrich student experiences. Most importantly, they set high expectations for all students and believe in the potential of every child, providing the support needed to reach it.

By studying these models, a new charter school founder can glean best practices – for instance, the importance of early literacy (from Synergy), the value of bilingualism (from MLC), or the impact of parent outreach (from Camino Nuevo). Implementing these lessons, while tailoring them to the specific local community, will increase the likelihood of success.

Starting a charter school in Los Angeles is a significant undertaking, but it can be incredibly impactful. A well-planned school that navigates the application process, builds a sound educational and financial plan, and genuinely involves its Latino community can create new opportunities for children and families. The road involves detailed work – from writing a compelling charter petition to complying with regulations and rallying community support – but the reward is the creation of a school that can transform lives and uplift the community. As seen with the examples above, charters that remain true to their mission and accountable to their students can achieve exceptional results, helping to close achievement gaps and prepare the next generation of Latino leaders. With this comprehensive understanding of the process and considerations, future charter developers can move forward confidently in making their vision of a new school a reality in Los Angeles.

Sources:

• California Department of Education – Charter Schools in California (CalEdFacts), Charter School FAQ, Local Control Funding Formula Overview, Public Charter Schools Grant Program, Charter School Revolving Loan Fund.

• Los Angeles Unified School District – Charter Schools Division – About Charter Authorization, Charter Petition Guide and Policies, Prop. 39 Facilities Information, Oversight and Accountability.

• California Education Code (as of 2024) – §§47605 (charter petition requirements and approval criteria), 47604.1 (SB 126 transparency), 47604.32 (authorizer duties), 47611.5 (charter school collective bargaining).

• Los Angeles Times and LAist – reporting on LAUSD charter policies and statistics (e.g., number of charters, co-location debates).

• Innovate Public Schools – Top Los Angeles County Public Schools for Underserved Students (2019), highlighting charter performance for low-income African American and Latino students.

• School Profiles and Charter Network Reports – e.g., CCSA Portrait of the Movement (2024) and individual school websites, which provide data on academic outcomes and awards: KIPP Raíces Academy, Libertas College Prep, Equitas Academy, Synergy Charter Academy, Multicultural Learning Center, Camino Nuevo (Pueblo Nuevo Education & Development reports).