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
California State Assembly Bill 101 mandates that all California high schoolers graduating in the 2029–30 school year must complete an ethnic studies course. The law also requires local education agencies (LEAs), including charter schools, to offer a course starting in the 2025–26 school year.
The bill authorizes, subject to the course offerings of a local educational agency, including a charter school, a pupil to satisfy the ethnic studies course requirement by completing either:
- 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.
LACOE, with funding by Project CRESC was lead by San Diego County Office of Education (SDCOE) in partnership with Riverside County Office of Education (RCOE), has developed a comprehensive Ethnic Studies video series with corresponding resource materials to assist teachers and administrators as they prepare to offer ethnic studies courses.
These thoughtfully curated materials provide engaging and informative content on the diverse histories, cultures and contributions of various ethnic groups. Incorporate these resources into your teaching to meet AB 101 requirements and foster a more inclusive and empathetic learning environment for your students.
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.
Part One focuses on ancient Jewish history, up until the establishment of the State of Israel.
Part Two continues the story when Israel became an independent nation and describes what has occurred since, as a Democratic Modern Jewish State of Israel.
Dr. Sleeter's presentation will focus on the elements of ethnic studies, its history, limitations, and impact on students. Dr. Sleeter was a primary contributor to the Ethnic Studies Model Curriculum adopted by the California State Board of Education.
In his keynote presentation at the Los Angeles County Office of Education (LACOE) on October 17, 2023, Stewart Kwoh describes the importance of telling the stories of individual groups but also emphasizes the importance of teaching about inter-ethnic and intra-ethnic collaboration. Understanding how a group’s own history is intertwined with that of other racial or ethnic groups creates inter-ethnic solidarity and unity, critical for addressing issues in times of need and in times of crisis.
This two-part presentation describes how culturally proficient curriculum and instructional strategies inform instruction and resources that directly impact academic achievement and social emotional learning.
Part One: Setting the Context
Peter Flores III, Ed.D.
Director of Equity, Center for Leadership, Equity, and Research and Senior Associate for the Center for Culturally Proficient Educational Practice
Part Two: How a Culturally Proficient Lens Can Support Ethnic Studies
Peter Flores III, Ed.D.
Director of Equity, Center for Leadership, Equity, and Research and Senior Associate for the Center for Culturally Proficient Educational Practice
Taking an intersectional approach to instruction is critical to ensure that we are looking beyond an individual identity and meeting the needs of those who are most marginalized in society. Developing a lens of intersectionality in this way, helps us challenge stereotyping and polarization, explore the richness of the human experience, and highlight the variations that exist within ethnic diversity.
This discussion with Tonya Moore, Coordinator III, Physical Education and Comprehensive Health and Michelle Herczog, Coordinator III, History-Social Science at the Los Angeles County Office of Education is designed to enhance your knowledge and skills to be a champion for diversity, equity, inclusion, and justice through the intersection of LGBTQ+ individuals with ethnic studies.
Implicit bias impacts issues surrounding personal identity, relationships, and systems, found in resources, classrooms, and general society. These three modules provide ideas and strategies for K-12 History-Social Science teachers to utilize specific aspects of the California History-Social Science Framework instructional shifts to unpack how implicit bias appears in narratives found in resources, materials, and classroom protocols. By working collaboratively, teachers can identify specific opportunities in their curriculum and school contexts to create a more anti-racist, inclusive narrative that will connect with more students and the communities they serve.
Module One centers on how to use inquiry in ethnic studies to unpack implicit bias in resources, materials and classroom protocols.
Part One: An Overview of ethnic studies and inquiry
Part Two: Using compelling questions to engage students and disrupt narratives
Part Three: Helping students interrogate primary and secondary sources
Part Four: Communicating conclusions and taking informed action
Implicit bias impacts issues surrounding personal identity, relationships, and systems, found in resources, classrooms, and general society. These three modules provide ideas and strategies for K-12 History-Social Science teachers to utilize specific aspects of the California History-Social Science Framework instructional shifts to unpack how implicit bias appears in narratives found in resources, materials, and classroom protocols. By working collaboratively, teachers can identify specific opportunities in their curriculum and school contexts to create a more anti-racist, inclusive narrative that will connect with more students and the communities they serve.
Module Two focuses on developing mindsets, skill sets, and the exploration of bias.
Part One: Overview and developing positive mindsets through teachers, students and community
Part Two: Developing skill sets in classrooms
Part Three: Addressing difficult conversations in classrooms
Part Four: Navigating difficult conversations about ethnic studies with adults or the community
Implicit bias impacts issues surrounding personal identity, relationships, and systems, found in resources, classrooms, and general society. These three modules provide ideas and strategies for K-12 History-Social Science teachers to utilize specific aspects of the California History-Social Science Framework instructional shifts to unpack how implicit bias appears in narratives found in resources, materials, and classroom protocols. By working collaboratively, teachers can identify specific opportunities in their curriculum and school contexts to create a more anti-racist, inclusive narrative that will connect with more students and the communities they serve.
Module Three explores ethnic transformations in California
Part One: We are still here ethnic California
Part Two: California Past – Transformative resistance
Part Three: California Present – Critical hope
Part Four: California future – Radical Healing
This broadcast and the accompanying curriculum highlight the history, culture, and contributions of Arab Americans in California and across our nation. The California Ethnic Studies Model Curriculum calls attention to the four core disciplines that were the original basis of ethnic studies in California. But it also encourages educators to consider student demographics, needs, interests, and current events when crafting an ethnic studies course. The information and resources shared about Arab Americans, a historically marginalized and under-studied group, are worthy of our attention and inclusion in ethnic studies programming.
This broadcast and the accompanying curriculum highlight the history, culture, and contributions of Jewish Americans in California and across our nation. The California Ethnic Studies Model Curriculum calls attention to the four core disciplines that were the original basis of ethnic studies in California. But it also encourages educators to consider student demographics, needs, interests, and current events when crafting an ethnic studies course. The information and resources shared about Jewish Americans, a historically marginalized and under-studied group, are worthy of our attention and inclusion in ethnic studies programming.
This broadcast and the accompanying curriculum highlight the history, culture, and contributions of Armenian Americans in California and across our nation. The California Ethnic Studies Model Curriculum calls attention to the four core disciplines that were the original basis of ethnic studies in California. But it also encourages educators to consider student demographics, needs, interests, and current events when crafting an ethnic studies course. The information and resources shared about Armenian Americans, a historically marginalized and under-studied group, are worthy of our attention and inclusion in ethnic studies programming.
This broadcast and the accompanying curriculum highlight the history, culture, and contributions of Sikh Americans in California and across our nation. The California Ethnic Studies Model Curriculum calls attention to the four core disciplines that were the original basis of ethnic studies in California. But it also encourages educators to consider student demographics, needs, interests, and current events when crafting an ethnic studies course. The information and resources shared about Sikh Americans, a historically marginalized and under-studied group, are worthy of our attention and inclusion in ethnic studies programming.
The Visual and Performing Arts (VAPA) provide an excellent vehicle for students to further self-understanding, develop a better understanding of others, recognize intersectionality and more. This video broadcast and the accompanying instructional modules provide insights and strategies for K-12 educators to utilize VAPA for meeting the outcomes of the Ethnic Studies Model Curriculum across multiple disciplines.
Ethnic Studies themes and outcomes can be introduced to students beginning in early grades. This broadcast explores the intentional use of narrative children’s literature in elementary classrooms for young students to be introduced to underserved peoples, events, and issues that are often overlooked or underrepresented.
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.
