Homeless students face unique challenges in the quest to achieve academically. Students experiencing homelessness are more likely to be chronically absent, change schools multiple times, be suspended and be enrolled in high-poverty schools, and are less likely, compared to their peers, to meet or exceed state standards, complete high school and attend postsecondary institutions, according to a June 2021 report from the Learning Policy Institute. These problems are of even more concern when looking at the extent of student homelessness in California. More than 20 percent of the country’s students identified as experiencing homelessness reside in California. In 2018–19, approximately 4 percent of students statewide were identified as experiencing homelessness. The number had been steadily increasing over the prior three years and data shows that students of color and English learners are disproportionately impacted. In addition, there is growing concern that these numbers do not accurately reflect the extent of the problem.

Unfortunately, efforts to address the challenges faced by homeless children have not been optimally effective. The State Assembly in its floor analysis of Assembly Bill 27 (Luz Rivas, D-San Fernando Valley), recently passed legislation focusing on the identification of students experiencing homelessness, acknowledged that local educational agencies likely undercount the number of enrolled students experiencing homelessness and suggests that the COVID-19 pandemic has negatively impacted identification.

AB 27 makes the identification of homeless children a central focus and requires LEAs to ensure that public schools identify all homeless and unaccompanied youths enrolled at the schools. To assist in identifying homeless children, LEAs that receive American Rescue Plan Elementary and Secondary School Emergency Relief–Homeless Children and Youth funds are required to annually administer a housing questionnaire developed by the California Department of Education to parents and guardians of all students and to all unaccompanied youth.

As required by AB 27, the questionnaire must include an explanation of the rights and protections available to a homeless child or unaccompanied youth and be available in paper form. Moreover, if the primary language of the student’s parent or guardian or the unaccompanied youth is not English, the questionnaire must either be provided in the primary language of the student’s parent or guardian or unaccompanied youth, or be translated upon request. Based on these questionnaires, LEAs are then required to report the number of homeless and unaccompanied youths enrolled to CDE.

AB 27 also has district, county office of education and school site website posting requirements. Districts and COEs are required to post on their websites a list of the LEA’s liaison(s) for homeless students and the contact information for such liaison(s), as well as specific information on homelessness, including, but not limited to, information regarding the educational rights and resources available to persons experiencing homelessness. Each district or COE school that has a website is required to post the contact information for the district or COE liaison for homeless students, and the name and contact information of any employee or other person under contract with the school who assists the liaison in completing the liaison’s duties.

Professional development for those who provide services to homeless students is another way to help with identification and support for such students. Professional development for homeless liaisons and other appropriate staff is already required by law. Senate Bill 400 (Jones, R-Santee), a second recently passed bill, adds an accountability provision requiring the CDE to develop and implement a system to verify that LEAs are providing the required training at least annually. This bill also requires CDE to provide training materials to district liaisons for the purpose of providing professional development to others. Additionally, CDE’s 2021–22 Federal Program Monitoring (FPM) Instrument lists school personnel who should receive such training, including principals and other school leaders, attendance supervisors, teachers, enrollment personnel and specialized instructional support personnel.

CSBA has recently updated sample Board Policy, Administrative Regulation and Exhibits 6173 – Education for Homeless Children to reflect AB 27, SB 400 and CDE’s 2021–22 FPM Instrument, making now a great time for districts and county boards to review and update their policy materials regarding the education of homeless students.