ABC Unified studies school consolidation amid enrollment decline; public urges alternatives

ABC Unified School District officials on Aug. 28 presented updated enrollment, capacity and funding data as the board considered whether to pursue school consolidations and reconfigurations to address a multi-year decline in student counts.

The presentation showed district enrollment at 17,196, down about 356 students from the previous year, with roughly 2,749 students attending on out‑of‑district permits (about 16% of enrollment), staff said. The slide deck compared resident vs. school‑of‑choice enrollment, transfer‑out rates and building utilization across elementary, middle and high schools and modeled several reconfiguration scenarios, including moving sixth grade into middle schools (6‑8) or converting selected sites to K‑8.

Superintendent Dr. Zitlo and district presentation lead Mr. Wyn told the board the numbers drive the conversation: as enrollment declines, small schools increasingly require "combo" (mixed‑grade) classes and shared staffing. Dr. Carol Castro, the district academic lead, said research shows mixed‑grade classes can help some students but have documented risks for early‑grade math outcomes and that successful reconfiguration requires intentional transition supports such as summer prep, early‑start orientation and additional counseling. "Context matters," she said, adding that middle schools offer dedicated labs, extracurricular programs and some counseling capacity that could benefit sixth graders if transitions are designed and resourced.

The presentation also flagged budget pressures. District staff said special‑education expenditures rose about $12 million since 2021–22, and that several federal, one‑time grants that had supported programs are likely to end in 2026–27. The district’s site‑based discretionary funding increased overall from about $8.9 million in 2018–19 to roughly $11 million for 2025–26, but those totals reflect programmatic formulas (LCFF/LCAP, Title I, Prop 28 and other restricted funds) rather than flexible operating dollars.

Community members used the study session to press the board for alternatives and protections. Dozens of speakers urged the board to preserve neighborhood schools such as Ferguson and Sters Elementary, expand and market dual‑immersion offerings, explore community‑school models and pursue joint‑use grants rather than closures. "Decisions of this magnitude must be grounded not only in spreadsheets but in a holistic understanding of what is best for students' lives and futures," said Sandy Marcato Navarez, a former Ferguson teacher.

Multiple speakers also reported hearing staff or community rumors that closures were already decided; Robin Rico asked the district to clarify that no action is final until the board votes. Board members directed staff to make that message explicit in communications.

Board members asked staff for a range of follow‑ups: a detailed LCAP study session showing how targeted funds are used; a facilities and marketing analysis (including whether to promote the district’s dual‑immersion programs to neighboring areas); a legal/operational review of the Tracy continuation program; and the budgetary implications of each consolidation scenario. One board member requested that the original consultant proposal that had been discussed earlier (a specific consolidation plan) be placed as an action item on a future agenda for reconsideration and possible amendment.

No formal motions or votes on closures were taken at the study session. The board concluded by directing staff to prepare the requested analyses, to clarify to staff and the public that no closure is finalized until a board action, and to return the original consultant item for board action at a subsequent meeting.