Curricular Innovation

About

Learn about TWLF's efforts led to the creation of new academic fields such as Ethnic Studies, and how its legacy continues to inspire innovative curriculum designs. The initiation of Ethnic Studies curricula and related curricula across K-12 school districts can be directly traced back to the advocacy and demands of movements like TWLF. These educational reforms were catalyzed by a need to recognize and include the histories and experiences of marginalized communities in academic discourse. Further, they represent broader collective advocacy and solidarity efforts to challenge and dismantle systemic inequities, especially through education, reflecting the enduring influence and objectives of movements like TWLF.

In addition to these school districts, several states, including California, have successfully implemented state-wide legislations to incorporate Ethnic Studies in their public schools' curricula.

Notable K-12 Districts

Arizona

Tucson Unified School District (TUSD)

In 1998, TUSD launched a Mexican-American Studies program. Similar to the original vision of TWLF, the program aimed to provide a critical education to a predominant segment of its student population that was of Mexican heritage. The program stood out for its culturally relevant curriculum, which not only engaged students significantly but also led to improved graduation rates. The success of Tucson’s program underscores the potential of Ethnic Studies programs to enhance student achievement and promote educational equity. In 2010, TUSD's Mexican-American Studies program became the center of a national controversy following the passage of Arizona House Bill 2281, which effectively dismantled the program. Learn more.

California

Berkeley Unified School District (BUSD)

Situated in close proximity to UC Berkeley, Berkeley Unified School District has played a crucial role in the development of Ethnic Studies. In 1968, influenced by nationwide burgeoning political movements and local activism such as the Black Panther Party, students at Berkeley High School successfully organized a strike demanding the creation of the first African-American Studies department at a U.S. high school. This department, initially named Black Studies,1 was a precursor to similar movements across the country, including the historic 1969 TWLF strike at UC Berkeley. In 1990, BUSD further cemented its legacy by becoming one of the first districts to implement an Ethnic Studies high school graduation requirement. Learn more

San Francisco Unified School District (SFUSD)

One of the early adopters of an Ethnic Studies curriculum at the K-12 level was SFUSD. Launched as a pilot program in 2010, SFUSD's curriculum eventually led to a district-wide implementation. The success of programs like SFUSD's has led to an increase in student attendance, GPA across disciplines, high school graduation rates, college-going rates, and a sense of belonging, prompting further support for statewide legislative changes.2 Learn more

El Rancho Unified School District (ERUSD)

In 2014, El Rancho Unified School District in Pico Rivera became the first in California to require an Ethnic Studies course for graduation. This decision, fueled by community advocacy, set a precedent for educational reform across the state, influencing subsequent districts to adopt similar requirements. Learn more

Los Angeles Unified School District (LAUSD)

As the largest public school system in California, LAUSD has been a significant player in integrating ethnic studies into its curriculum. In 2014, the LAUSD board mandated an Ethnic Studies course as a high school graduation requirement. LAUSD's decision for this mandate was significantly influenced by ERUSD's decision to do so as well as ongoing community advocacy, echoing the spirit and achievements of TWLF in shaping modern educational policies. Learn more

Oregon

Portland Public Schools (PPS), Oregon

Outside of California, PPS has integrated Ethnic Studies into its social studies curriculum as part of a broader effort to address racial and social justice issues in education. This initiative was part of a response to community advocacy, highlighting the influence of movements similar to TWLF in other regions of the U.S. Learn more

Texas

Houston Independent School District (HISD)

Several school districts in Texas, such as the Houston Independent School District (HISD), have implemented Ethnic Studies courses. Initial Ethnic Studies offerings at HISD included courses in African American Studies and Mexican American Studies. Learn more

Statewide Transformations

California

El Rancho Unified School District’s critical mandate in 2014, requiring an Ethnic Studies course for graduation, catalyzed a significant shift in educational policy across California. Originating from community advocacy, this landmark initiative showcased the effectiveness of grassroots efforts in educational reform echoing the efforts of TWLF's organizing efforts in successfully advocating for an Ethnic Studies curricula. 

In 2016, California Assembly Bill 2016, initiated by Assemblymember Luis Alejo and signed into law as Chapter 327, mandated the Instructional Quality Commission (IQC) to develop an ethnic studies model curriculum, subsequently adopted by the State Board of Education (SBE). In 2020, AB 331 was created, outlining a traditional Ethnic Studies framework to guide schools in creating ethnic studies courses. However, following the governor's veto of AB 331, SBE revised the curriculum, presenting it as AB 101, on March 18, 2021. The bill was signed by the governor and chartered by the Secretary of State later that year. Learn more

Also in 2020, the governor signed AB 1460 into law, mandating Ethnic Studies courses as a graduation requirement for students of the California State University system.

Oregon

In 2017, Oregon enacted HB2845, requiring the Department of Education to create K-12 ethnic studies standards. These standards, which integrate into the current social science curriculum, focus on the histories, contributions, and perspectives of Native American, African American, Asian, Pacific Islander, Chicano, Latino, and Middle Eastern communities. Learn more

Indiana

The Indiana Department of Education developed the Indiana Academic Standards for Ethnic Studies, which included ethnic and multicultural studies courses as social studies electives for high school students. The standards are designed to ensure that all Indiana students, upon graduation, are prepared for both college and career opportunities. Learn more

Vermont

In 2019, the state enacted Act 1, establishing the Ethnic and Social Equity Standards Advisory Working Group. This group advises the State Board of Education on incorporating ethnic and social equity studies into the statewide educational standards for public schools. Learn more

Connecticut

In 2019, Connecticut passed H.B. No. 7082, a law requiring all regional and local boards of education to include an elective course of studies at the high school level that provides students with a better understanding of the African-American, Black, Puerto Rican, and Latino contributions to United States history, society, economy, and culture. Learn more