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These are important topics and  problems in education that need attention and action. They are issues that mostly affect our Black and Brown students and or low income students.  When we successfully elevate our most vulnerable students, we elevate ourselves. 



Paid for by Consuelo Lara for Contra Costa County Board of Education 2020 ID number #1426853. 

Any donations can be mailed to:  

Lara for County Board of Education 

2080 23rd St. #6617

San Pablo, Ca 94806


In this election for district school board and the county board of education, obscene amounts of money are being spent to buy seats to influence decisions concerning charter schools.  We must stop this attack on public schools funds.  We must advocate to stop the entitlements that allow these real estate investors and developers to profit by taking money from black and brown students.  

This is my pledge: 
I publicly pledge to refuse all corporate and pro-charter organization contributions. 
I declare my position to oppose privatizing and outsourcing central public school functions.
I oppose projects involving new charter schools, expansion and co-location of charter schools.

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The Contra Costa County Board of Education serves as the governing board for the juvenile court schools operated by the County Office of Education. The mission is to ensure academic improvement and successful transition while promoting pro-social skills.  The Contra Costa County Office of Education operates many different programs for high-risk juveniles, including those referred by probation and by local school districts for expulsion, behavioral issues or school attendance problems, and those in probation court facilities. The programs provide challenging academic curriculum and assist students in developing positive social skills.


These are things I will work for: 

  • Oppose youth being held in adult prisons and jails and the practice of trying juveniles as adults;
  • Support youth parole by providing review for all sentences committed before the age of 23, including sentences of Life, Life Without the Possibility of Parole, and determinate sentences;
  • Support increased oversight of juvenile justice agencies and youth implementation of trauma-responsive justice systems grounded in adolescent development to yield better outcomes for and reduce racial and socioeconomic inequalities; and,
  • Work toward ending the systematic bias that disadvantages and harms students based on stereotypes surrounding disabilities, race, and socioeconomic status.


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Unemployment is at an all time high and may go higher.   Many high paying jobs go unfilled.  This is especially true with union jobs. We are not preparing our students to get jobs right out of high school. We need a stronger foundation in the Building and Construction Trades industry for secondary students in Contra Costa County.


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The  extreme police brutality we are all witnessing has put the spotlight on the systemic racism in our society and historically in this country. Systemic  Racism in public education has many manifestations. We have school finance disparities perpetuate poverty;  we have school boundaries that create segregation; there is not enough Black and Brown teachers or administrators; there are racist textbooks and curriculum without Ethnic Studies; and there is the standardized testing. 

The school-to-prison pipeline starts in our classrooms as early as kindergarten.  It begins in the classroom where our black and brown children disproportionally receive referrals, detentions, suspensions, expulsions, and are labeled through standardized testing as low-performing or failing. The consequences are severe.  They are stigmatized and may begin on a path to Court Schools or incarcerated in Juvenile Hall. 

The destructive effects of standardized testing have been verified from numerous studies.  These tests have a long connection with the stigmatizations of children of color and children of poverty. They have been used to brand, sort out and segregate students, and even label teachers and schools as 'failing'. 

We have been convinced that this was simply always the norm, when it only began in the year 2001 since the No Child Left Behind Act, which was put into place by Republican President George Bush in an effort to follow a educational path in which only the most “qualified” survive and the rest, in spite of the name, are left behind.

Scores are used to retain students. Indeed, according to the U.S. Department of Commerce, Hispanic and black students are already 1.5 times more likely to be retained than white students. Grade retention, particularly after grade 3, however, has not been shown to improve high school persistence or attainment. Moreover, dropout rates are higher among high school students who were held back in middle school. 


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