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Alameda County – School Districts 2023-2024

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Public school systems play a crucial role in shaping local economies, influencing everything from property values to workforce development. The economic impact of local public schools extends far beyond education, affecting businesses, government budgets, and community well-being. Below are key ways in which public schools contribute to local economic health.

  1. Boosting Property Values and Municipal Revenue A strong public school system increases demand for housing in the district, driving up property values. Studies consistently show that homes in high-performing school districts command higher prices than comparable homes in weaker districts. Higher property values, in turn, generate more property tax revenue for local governments, which can be reinvested in infrastructure, public safety, and other community services.

    Additionally, businesses are more likely to establish themselves in areas with well-regarded schools, knowing that educated communities attract skilled workers and stable families. This creates a positive feedback loop where better schools lead to economic growth, which then further supports school funding.

  2. Workforce Development and Economic Competitiveness Public schools are the primary source of skilled labor for local industries. By providing foundational education, vocational training, and college preparation, schools ensure that businesses have access to qualified employees. Areas with strong school systems tend to have lower unemployment rates and higher average incomes because educated workers are more productive and adaptable to changing job markets.

    Investments in STEM (Science, Technology, Engineering, and Math) programs, career and technical education (CTE), and partnerships with local businesses further enhance workforce readiness. Companies often consider school quality when deciding where to locate, as they need a pipeline of talent to sustain operations.

  3. Direct Employment and Local Spending Public schools are among the largest employers in many communities, providing jobs for teachers, administrators, custodians, and support staff. These employees spend their salaries locally, supporting restaurants, retail stores, and service providers. The multiplier effect means that every dollar spent on school payroll circulates through the economy multiple times, stimulating additional business activity.

    Beyond salaries, schools also contribute to local economies through construction projects (e.g., building new facilities or renovating old ones), purchasing supplies from area vendors, and contracting services like transportation and food supply. These expenditures create jobs and generate tax revenue.

  4. Reducing Long-Term Public Costs Quality education correlates with lower crime rates, reduced reliance on social welfare programs, and better public health outcomes. Students who graduate from strong school systems are less likely to require government assistance, engage in criminal activity, or face chronic unemployment. This reduces the burden on taxpayers, who would otherwise fund prisons, healthcare for the uninsured, and social services.

    Early childhood education programs, in particular, have been shown to yield high long-term returns by improving graduation rates and future earnings while decreasing incarceration costs.

  5. Attracting and Retaining Families and Businesses Families with children prioritize school quality when choosing where to live. Communities with reputable schools experience population growth, which sustains local businesses and services. Conversely, declining school performance can lead to outmigration, shrinking the tax base and harming economic vitality.

    Similarly, corporations evaluating relocation opportunities assess school systems to ensure employees will have access to good education for their children. A weak school system can deter investment, while a strong one can attract high-paying jobs and stimulate economic diversification.

Conclusion

The local public school system is not just an educational institution but a cornerstone of economic stability and growth. By enhancing property values, developing a skilled workforce, employing residents, reducing public costs, and attracting businesses, schools create a thriving economic ecosystem. Policymakers and community leaders must recognize that investing in education yields broad economic benefits, making it one of the most impactful ways to ensure long-term prosperity.

The following report contains those school districts that are completely or partially within the county. The school districts are sorted in a left to right order based on the number of students that are estimated to live in the county, although they may actually attend a school outside the county boundary. Except where noted all figures are for the entire disctrict population and not just that portion that are in the county.

Where available, the district's name contains a link to that district's website.
 
Piedmont City Unified School District
Albany City Unified School District  
Newark Unified School District  
San Lorenzo Unified School District  
San Leandro Unified School District  
Alameda City Unified School District  
Berkeley Unified School District  
Castro Valley Unified School District  
New Haven Unified School District  
Livermore Valley Joint Unified School District  
Dublin Unified School District  
Pleasanton Unified School District  
Hayward Unified School District  
Fremont Unified School District  
Oakland Unified School District  
Grade Span of Agency
Number of Schools
Total Classroom Teachers
Student/Teachers

    Prekindergarten
    Kindergarten
    Grade 1
    Grade 2
    Grade 3
    Grade 4
    Grade 5
    Grade 6
    Grade 7
    Grade 8
    Grade 9
    Grade 10
    Grade 11
    Grade 12
PK thru 12 Students
Ungraded Students
Adult Education and Other Students
Special Ed IEP Students
Total Students

White
Black
Asian
Hispanic
Native American
Hawaiian/Pacific Islander
Undefined or Multiple Races

Prekindergarten Teachers
Kindergarten Teachers
Elementary Teachers
Secondary Teachers
Ungraded Class Teachers
Total FTE Teachers

Elementary School Counselors
Secondary School Counselors
School Counselors
Total Counselors

School Administrators
School Administrative Support Staff
Instr. Coord. and Super. to Staff
Student Support Services Staff
Librarians/media specialists
Library/Media Support Staff
School Psychologists
Paraprofessionals/Instructional Aides
Total School Staff

LEA Administrators
LEA Administrative Support Staff
Total LEA Staff

All Other Support Staff
Total Other Staff
KG-12
82
1,750
19.68

0
3,649
2,841
2,896
2,733
2,768
2,746
2,163
2,230
2,267
2,252
2,415
2,328
2,628
33,916
0
0
520
34,436

3,886
6,815
3,563
16,021
87
265
3,206

0
191
988
571
0
1,750

12
26
7
45

131
205
42
109
2
0
38
520
1,005

9
181
232

957
957
KG-12
44
1,388
24.03

0
2,918
2,282
2,422
2,502
2,500
2,620
2,583
2,522
2,468
2,548
2,502
2,549
2,647
33,063
0
0
297
33,360

2,424
588
22,936
5,326
120
163
1,500

0
139
803
446
0
1,388

48
26
1
75

74
170
6
52
5
0
36
297
634

17
132
155

422
422
KG-12
29
838
21.26

0
1,499
1,294
1,396
1,366
1,394
1,366
1,391
1,270
1,311
1,222
1,330
1,272
1,520
17,631
0
0
184
17,815

595
1,268
2,610
11,704
39
563
847

0
75
480
283
0
838

16
19
25
60

59
71
3
44
0
0
23
184
382

32
52
87

502
502
KG-12
17
596
23.17

0
945
782
888
890
963
1,002
989
1,091
1,190
1,221
1,231
1,202
1,302
13,696
0
0
112
13,808

3,568
219
7,507
1,465
33
31
869

0
44
324
228
0
596

17
16
2
35

38
59
14
30
2
0
18
112
259

31
65
109

191
191
KG-12
16
538
24.05

0
1,151
916
979
994
1,010
1,071
1,023
1,029
968
931
927
877
951
12,827
0
0
110
12,937

1,671
345
8,607
1,194
35
31
939

0
52
324
162
0
538

20
10
1
31

36
51
4
15
0
0
16
110
228

7
39
50

165
165
KG-12
18
606
21.86

0
1,276
904
933
919
1,000
936
949
948
939
973
1,064
1,065
1,144
13,050
0
0
199
13,249

5,219
190
2,245
4,179
30
28
1,152

0
59
348
199
0
606

4
9
3
16

33
79
3
23
0
0
21
199
355

9
44
56

217
217
KG-12
13
423
24.16

0
966
683
734
716
677
673
675
742
696
794
796
935
965
10,052
0
0
166
10,218

572
419
4,597
3,714
74
144
526

0
44
223
156
0
423

6
9
2
17

24
38
4
13
16
0
6
166
263

10
11
25

119
119
KG-12
16
405
23.72

0
854
688
687
676
689
671
709
754
726
742
766
741
786
9,489
0
0
118
9,607

1,853
405
3,541
2,328
7
40
1,299

0
40
232
133
0
405

6
7
1
14

21
39
13
18
0
0
13
118
209

3
40
55

125
125
KG-12
18
479
19.32

0
753
581
606
613
674
643
599
658
660
791
836
823
840
9,077
0
0
177
9,254

3,724
1,051
808
2,041
21
16
1,398

0
38
262
179
0
479

10
20
3
33

29
42
8
18
5
0
27
177
298

17
69
94

227
227
KG-12
16
381
24.03

0
849
597
626
661
677
686
647
645
610
729
740
800
794
9,061
0
0
93
9,154

2,524
516
2,737
1,539
18
45
1,633

0
35
213
133
0
381

5
7
5
17

25
50
4
18
0
0
14
93
200

12
47
63

131
131
KG-12
13
405
21.85

0
890
636
617
659
664
663
638
603
645
624
666
691
745
8,741
0
0
107
8,848

649
999
2,058
4,293
46
79
610

0
42
229
134
0
405

5
7
1
13

26
31
5
15
1
0
9
107
188

8
9
22

177
177
KG-12
17
360
22.93

0
711
556
574
587
587
518
490
561
597
642
678
747
875
8,123
0
0
130
8,253

458
635
1,735
4,826
20
127
311

0
35
195
130
0
360

8
8
2
18

25
70
7
15
0
0
8
130
247

8
83
98

156
156
KG-12
10
182
26.70

0
478
361
358
354
366
371
311
344
360
338
343
403
441
4,828
0
0
32
4,860

436
132
1,253
2,470
14
93
419

0
17
110
55
0
182

3
4
1
8

15
19
3
3
0
0
5
32
74

4
16
23

86
86
KG-12
6
176
20.51

0
305
268
240
262
239
299
292
273
262
260
304
294
276
3,574
0
0
36
3,610

914
152
1,181
613
10
4
686

0
14
99
63
0
176

3
5
0
8

7
16
0
2
3
0
0
36
64

6
4
10

68
68
KG-12
7
141
16.86

0
183
156
152
169
144
174
177
186
170
166
193
226
212
2,308
0
0
69
2,377

1,199
50
377
234
2
0
443

0
12
80
49
0
141

4
4
0
8

9
11
1
5
0
0
7
69
101

3
17
21

38
38


Sources: STI: PopStats and STI: Colossus