Tanya Ortiz Franklin is an educator and attorney who works for the Partnership for Los Angeles Schools, serving 18 of L.A. Unified’s highest-need schools. She taught English and history for five years at Stephen White middle school and now focuses on restorative justice, social emotional learning and teacher and principal coaching. She grew up in District 7, which runs from South L.A. to San Pedro, and graduated from Narbonne High, Columbia University and UCLA School of Law. She is running for the open seat to replace retiring Board President Richard Vladovic.
Speak UP: The entire education landscape has shifted since we interviewed you in February. Can you talk about the significance of the period we’re in right now?
Tanya: In crisis, there are opportunities. And that is both for the physical health pandemic and the racial justice uprising. In crises, people's deepest values come out, and you find what matters most to you and center it in your decision-making. So, as hard as it is for lots of families, this educational moment is a real opportunity to home in on what we care most about and figure out a way to make it happen for kids and families. For example, when the physical schools closed back in March, L.A. Unified was really clear that we are feeding everyone and we are going to try to get devices to everyone, and that for me was like, yes.
We’re now a few months in, and we’ve learned some lessons, and some things we haven’t. In some ways, there is still a desire to "go back to the way things were." I don’t think that is the right way to look at it. We evolve and change, and transformation is a good thing. We should be thinking about how to address not just the health issues, but also the racial injustice issues. That can happen through distance learning. As much as we might not think that this is the way that it happens best, it’s the way that it is happening now. So in a nutshell, it is an opportunity.
Speak UP: Are families at the Partnership schools where you worked all connected now and able to access their learning?
Tanya: No, absolutely not. Families that had struggled already financially, they are still unable to access. It’s a beast of a project, honestly, to make sure that every kid has a working device. But connectivity is a whole other issue. Are all the kids learning or at least connecting to learning in the way that I would hope? We are not there yet.
Speak UP: There is also the issue of childcare for families juggling work, especially work outside the home, with young children. They can’t be there to help their kids. How are those families managing?
Tanya: Well at the Partnership, the Parent College outreach team spent time this summer calling about 1,000 families asking what got in the way of students’ learning. Devices and connectivity were upwards of 30%. The other thing parents revealed to us is [that] even more than parents, students were relying on their siblings to help them access learning. You can imagine the additional burden on older students, even upper elementary students helping their younger siblings at home.
Speak UP: It is really unfair. We did a survey that uncovered huge inequities in distance learning in the spring in terms of the amount of live instruction and the amount of teacher contact based on race, socioeconomics, English Learner and disability status. To what extent do you believe that inequity was a result of the agreement with UTLA that made live teaching optional?
Tanya: I think there was an intention that had some unintended consequences. The intention was, "Let us take care of our staff and make sure they are healthy and well and can meet all of the demands of this moment." And yet, months later into spring, we lost kids. We just straight [up] had no communication with [some] kids and families. Even now, you would assume that six months in we would have figured this out and had a clear plan. But classroom-to-classroom, things are really different. The agreement had some intentions of taking care of the adults, but had some hard consequences for kids.
Speak UP: In both the spring and fall agreements, parents didn’t have a seat at the table or any input. Should parents have a role in this process?
Tanya: Absolutely, and we have given lip service to it for a very long time. I definitely think that is an area of growth for our district. We have a culture in L.A. Unified of talking at or to parents or the public, not a real two-way communication where we are listening and incorporating feedback. We have a long way to go before it feels like a reciprocal relationship between families and district decision-makers.
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