Pedro Noguera
California students need more than instruction to succeed. They need consistent support from trusted adults who can help them stay engaged, attend school regularly and navigate the challenges that can interfere with learning.
That is why California should continue funding the Student Success Coach Learning Network in the 2026-27 state budget. Without action from the state Legislature and the governor, this statewide effort could cease to exist, and schools could lose a valuable support system at a time when many students are still struggling with absenteeism, academic disengagement and emotional stress.
That would be a serious mistake. California has already invested in a model that reflects what educators, families and school communities have long understood: Students do better when they are seen, supported and encouraged by caring adults who are present in their lives every day. Student Success Coaches work alongside teachers, counselors and administrators to identify students who are beginning to disengage, check in early and help address academic, emotional and practical barriers before they become more serious.
Strong, positive relationships are critical to academic success. Test scores, attendance, graduation rates and other indicators matter, but they are only part of the picture. When students talk about how they feel about school, they often point to the culture of their school and the quality of the relationships they have there.
The good news is that California has a statewide program showing how to put that understanding into practice. The Student Success Coach Learning Network is a cost-effective strategy for reducing chronic absenteeism and academic disengagement while helping address the social and emotional needs that can interfere with learning.
In Los Angeles, City Year corps members, many of whom were raised in the communities where they work, are helping produce strong results in the schools they partner with. National City Year research shows that schools partnering with City Year are up to two to three times more likely to improve in English and math assessments.
In other communities, student success coaches work in tandem with teachers, counselors and administrators to support students at risk of slipping through the cracks. They build trust. They notice when a student begins to withdraw. They check in before a small problem becomes a larger one. They help students navigate barriers that can interfere with learning, whether those barriers are academic, emotional or practical.
A long-standing body of research, including from the American Psychological Association, has shown that schools function best when they are built on strong relationships. Learning is more than an intellectual process; it has social and emotional dimensions as well. Students who feel known and supported are more likely to stay motivated and persevere. That is especially true in communities that have long been underserved and where outside pressures often make it harder to focus on school.
Without action from the state Legislature and the governor, this statewide effort could cease to exist, and schools could lose a valuable support system at a time when many students are still struggling with absenteeism, academic disengagement and emotional stress.
More than 1,100 Student Success Coaches now serve nearly 76,000 students at more than 215 sites across more than 30 communities in California. But the true value of the program cannot be measured by scale alone. Its real impact can be seen in students who start showing up again because someone noticed they were missing; in students who begin gaining confidence because someone took the time to listen; in students who stay connected to school because there is finally an adult who knows their name, and who sees beyond their struggles and recognizes their potential.
What is at risk is not just a general commitment to student support, but the continuation of the Student Success Coach Learning Network itself. As federal support tied to AmeriCorps and similar national service pathways becomes less certain, California should make clear that it will continue funding this work in the 2026-27 state budget rather than allowing schools to lose a program that is already helping students stay engaged and succeed.
California has an opportunity to lead by recognizing that helping students succeed requires investing not only in what they are taught, but also in the people who help them stay ready to learn.
Our future depends on preparing today’s students to meet the challenges ahead. That requires more than good instruction alone. It requires trusted adults who can guide, encourage and keep students connected to learning. California should build on the success of this program, not allow it to disappear.
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Pedro Noguera, Ph.D., is the dean of the Rossier School of Education at the University of Southern California and a board member for City Year Los Angeles.
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