LACOE is committed to providing the students of L.A. County with a well-rounded education that is more inclusive and diverse through ethnic studies. The inclusion of ethnic studies courses will offer students an opportunity to explore and study histories and cultures in a meaningful manner, fostering transformative experiences for all students.
In a 2011 report for the National Education Association, entitled The Academic and Social Value of Ethnic Studies, Christine Sleeter stated the following:
There is considerable research evidence that well-designed and well-taught ethnic studies curricula have positive academic and social outcomes for students. Curricula are designed and taught somewhat differently depending on the ethnic composition of the class or school and the subsequent experiences students bring, but both students of color and white students have been found to benefit from ethnic studies.
INCORPORATING ETHINC STUDIES IN DISTRICTS
California Assembly Bill (AB) 101 establishes ethnic studies as a high school graduation requirement in California. The bill mandates that students take an ethnic studies course to graduate, beginning with the graduating class of 2030.
The purpose of AB 101 is to promote a more inclusive and diverse curriculum. AB 101 ensures that students gain an understanding of the experiences, histories and contributions of various ethnic and cultural groups. By incorporating ethnic studies into the standard curriculum, AB 101 aims to provide students with a broader perspective on the social, cultural and historical fabric of California and the United States.
ETHNIC STUDIES ADOPTION TOOLKIT
PURPOSE
The purpose of the Ethnic Studies Adoption Toolkit is to provide California school districts with a process for developing, adopting and/or integrating high quality ethnic studies programming, based on the guidelines of the state adopted Ethnic Studies Model Curriculum in order to meet the high school graduation requirement now mandated through AB 101 and the California Education Code.
ACKNOWLEDGEMENTS
The Ethnic Studies Adoption Toolkit, developed by the Los Angeles County Office of Education (LACOE), is adapted from the California County Superintendents Educational Services Association (CCSESA) 2018 Adoption Toolkit for History-Social Science.
ETHNIC STUDIES: VIDEO SERIES
California Graduation Requirement – Resource Materials
This two-part series is designed to provide educators with background information of the history, the many conflicts, and complex issues that have occurred and continue to occur in the Middle East and the State of Israel. The series, moderated by Dr. Michelle Herczog, Coordinator III, History-Social Science at the Los Angeles County Office of Education features Dan Gold who is a Los Angeles Area Educator and Community Leader with a Master’s Degree in Middle Eastern Studies.
The broadcast, funded by Project CRESC at the San Diego County Office of Education, offers an unbiased, neutral presentation to help educators, particularly educators implementing ethnic studies curriculum, understand the many complexities surrounding Israel’s position in the Middle East.
The State of Israel: Past, Present, Future (Part 1)
Part One focuses on ancient Jewish history, up until the establishment of the State of Israel.
The State of Israel: Past, Present, Future (Part 2)
Part Two continues the story when Israel became an independent nation and describes what has occurred since.
INFORMATION & RESOURCES
- Requirements
- Benefits
- Funding
- Resources
Assembly Bill 101 requires local educational agencies, including charter schools, to offer an ethnic studies course commencing with the 2025-26 school year in order for students graduating in 2029-2030 to meet the requirement.
Districts can comply with the law by providing any of these options:
- A course based on the model curriculum in ethnic studies developed by the commission,
- An existing ethnic studies course,
- An ethnic studies course taught as part of a course that has been approved as meeting the A–G requirements of the University of California and the California State University, or
- A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school.
California, like many other states, is becoming increasingly diverse. Our mission as educators is to equip all students with the knowledge and skills to successfully navigate our increasingly diverse society and be successful.
Ethnic studies provides the space for all students and teachers to begin having these conversations. Ethnic studies scholars and classroom teachers have established through research that courses in the field have:
- Helped students develop a strong sense of identity
- Contributed to students’ sense of agency and academic motivation
- Helped students discover their historical and ancestral origins
- Reduced stereotype threat
- Aided in the social–emotional wellness of students
- Increased youth civic engagement and community responsiveness
- Provided students with skills and language to critically analyze, respond, and speak out on social issues
- Increased critical thinking, problem solving, collaboration, and interpersonal communication skills
- Led to an increase in attendance
- Led to an increase in standardized test scores
- Led to an increase in GPA, especially in math and science
- Led to an increase in graduation and college enrollment rates
- Introduced students to college level academic frameworks, theories, terms, and research methods
- Helped foster a classroom environment of trust between students and teachers, enabling them to discuss contentious issues and topics, as well as current events
- Strengthened social and cultural awareness
Source:
Ethnic studies increases longer-run academic engagement and attainment: https://www.pnas.org/doi/10.1073/pnas.2026386118
California Department of Education. 2019. DataQuest Reports: 2018–2019 Enrollment by Ethnicity and Grade. https://www.cde.ca.gov/ci/cr/cf/ch1.asp#link5.
Christine E. Sleeter and Miguel Zavala. 2020, Transformative Ethnic Studies in Schools.
Christine E. Sleeter, The Academic and Social Value of Ethnic Studies, 9.
Claude M. Steele and Joshua Aronson. 1998. “Stereotype Threat and the Test Performance of Academically Successful African Americans.” In The Black-White Test Score Gap, edited by Christopher Jencks and Meredith Phillips. Washington, DC: Brookings Institution Press.
Christine Sleeter, The Academic and Social Value of Ethnic Studies, 14.
Julio Cammarota. 2007. “A Social Justice Approach to Achievement: Guiding Latina/o Students Toward Educational Attainment With a Challenging, Socially Relevant Curriculum.” Equity & Excellence in Education 40 (1): 87–96.
Julio Cammarota, “A Social Justice Approach to Achievement: Guiding Latina/o Students Toward Educational Attainment With a Challenging, Socially Relevant Curriculum.”
Thomas S. Dee and Emily K. Penner. 2017. “The Causal Effects of Cultural Relevance.” American Educational Research Journal 54 (1): 127–126. https://www.cde.ca.gov/ci/cr/cf/ch1.asp#link6.
Thomas S. Dee and Emily K. Penner, “The Causal Effects of Cultural Relevance.”
Funding is now available for districts to support the work needed to establish and implement ethnic studies.
School districts, county offices of education, charter schools and state special schools serving students in grades nine to twelve are eligible to receive $25.57 per student being served in grades 9 – 12.
- Many districts have already received funds allocated by the California Department of Education.
Let Me Add to That Podcast: New Graduation Requirement: Ethnic Studies
Although Ethnic Studies is not new, it just recently became a graduation requirement in California. Coordinator III of History-Social Science and ethnic studies expert, Dr. Michelle Herczog shares what both students and districts can expect with the curriculum. She also discusses examples of how ethnic studies can be taught and implemented as well as what the Los Angeles County Office of Education is doing to support the requirement.
Ethnic Studies Professional Learning
Learn more about upcoming training and learning opportunities
Ethnic Studies Adoption Toolkit
Purpose
- The purpose of the Ethnic Studies Adoption Toolkit is to provide California school districts with a process for developing, adopting, and/or integrating high quality ethnic studies programming, based on the guidelines of the state adopted Ethnic Studies Model Curriculum in order to meet the high school graduation requirement now mandated through Assembly Bill 101 and the California Education Code.
Acknowledgements
- The Ethnic Studies Adoption Toolkit, developed by the Los Angeles County Office of Education (LACOE), is adapted from the California County Superintendents Educational Services Association (CCSESA) 2018 Adoption Toolkit for History-Social Science.
- The Los Angeles County Ethnic Studies Adoption Toolkit is organized into six steps that will guide districts through the development and implementation process. For your convenience, each step includes an overview, action steps, and templates to assist in planning.
