Academics

California Assembly Bill 101 (AB 101) requires school districts to implement an Ethnic Studies course that aligns with state educational guidelines and aims to enhance students' understanding of societal issues, contributing to a more equitable and informed community.

Ethnic Studies is an interdisciplinary field of study that encompasses history, art, literature, economics, sociology, anthropology, and political science. In alignment with the California Department of Education’s History-Social Science Framework and the Ethnic Studies Model Curriculum, this course will focus on student engagement via historical inquiry and research, critical analysis, interpersonal communication, community awareness, self-advocacy, civic engagement and social empowerment. The course focuses on traditional Ethnic Studies first established in California higher education, which has been characterized by the four foundational disciplines (but is not limited to): Native American, Black & African American, Latino and Chicano, and Asian American and Pacific Islander Studies, with a focus on the San Joaquin region and surrounding communities in California and the impacts made locally, nationally and globally. Using multiple perspectives, the course will analyze resistance, resilience, triumphs, contributions, and cultural wealth to address and seek to eliminate the causes of racism and develop a more unified society. Students will develop an understanding and appreciation of the diverse cultures within their community, fostering civic engagement and active participation as members of a democratic society. They will gain a deeper awareness of their positionality and how it shapes their interactions with the community and vice versa, ultimately building stronger connections with others and contributing to their community.

Guided by David Horton, Associate Superintendent and Mark Dawson, Area Director, with the support of a Lodi Unified School District (Lodi USD) alumni and Ethnic Studies teacher consultant with over a decade of Ethnic Studies experience, JR Arimboanga, a district-wide Lodi USD Ethnic Studies Committee was created in the summer of 2024 to drafts goals, develop a timeline to meet AB 101, researched and analyzed existing courses, and develop the course in accordance with the California Department of Education’s (CDE) Ethnic Studies Model Curriculum (Assembly Bill 2016). The committee met over the span of five release days and after school meetings. The team included: Bob Calderone (Lodi High), Kyle Shallcross (Lodi High), Kassandra Rosado (McNair High), Shea Cooley (Plaza Robles High), Jordan Day (Tokay High), Sherri Carson (Bear Creek High), Randel Adao (Bear Creek High), Brenda Heinrich (Bear Creek High), and Dianne Bennett (Bear Creek High).

The course has been designed to align with the California Department of Education’s (CDE) Ethnic Studies Model Curriculum and the CDE’s History-Social Science Framework . The committee carefully reviewed these guidelines to ensure that the course adheres to legal requirements and integrates relevant principles and outcomes. This alignment guarantees that the course is both compliant and effective in delivering its educational objectives.

The key elements of the Lodi USD Ethnic Studies course include:

• An exploration of diverse ethnic and cultural perspectives and contributions to the United States. 
• Critical examination of historical and contemporary issues related to race and ethnicity.
• Development of skills in historical inquiry and research, critical analysis, interpersonal communication, community awareness, self-advocacy, civic engagement and social empowerment.
• Development of understanding and appreciation of the diverse cultures within our student's community and to foster civic engagement and active participation as members of a democratic society. 
• Integration of state and local policies and community needs.

The Ethnic Studies course is designed to enrich students' understanding of different cultures and histories, promote empathy, and encourage critical thinking about societal issues. It aims to prepare students to engage thoughtfully and respectfully in a diverse world, enhancing their academic and personal growth. The course will also support students in meeting future college-based Ethnic Studies graduation requirements including Assembly Bill 1040: The Ethnic Studies Community College graduation requirement and Assembly Bill 1460: The Ethnic Studies California State University graduation requirement.

Additionally, according to research from the CDE’s Ethnic Studies Model Curriculum, Ethnic Studies scholars and classroom teachers have established 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

The pilot course will be offered during the 2025-2026 school year. Specific details regarding the implementation schedule and availability at individual schools will be communicated through the district’s regular channels and school communications.

The Lodi USD Ethnic Studies Committee and district leaders acknowledged that challenges to the year-long option included fitting it into student schedules, master schedule constraints, and potential impact on student academics and other electives. Additionally, semester courses might be easier to remediate and may be paired with existing semester course options. Overall, there was consensus for a semester-long course, while acknowledging the difficulty of covering content in one semester.

The course will be available for students in grades 9-12. The course will be a graduation requirement beginning with the class of 2030 and will be offered to ninth grade students at the beginning of the 2026-2027 school year. 

For more information, please visit our website or contact your child’s school directly. 

In March of 2021, the State Board of Education adopted the Ethnic Studies Model Curriculum (ESMC). ESMC focuses on the traditional ethnic studies first established in California higher education, which has been characterized by four foundational disciplines: African American, Chicana/o/x and Latina/o/x, Native American, and Asian American and Pacific Islander studies. 

Learn More About Ethnic Studies Model Curriculum

In October of 2021, Governor Newsom signed AB 101 into law, which requires that all local educational agencies offer an ethnic studies course by the 2025-26 school year and establishes it as a graduation requirement starting with the class of 2030. 

The course was developed by social science teachers from Lodi USD high schools. The team used the model curriculum provided by the State of California, reviewed Ethnic Studied Courses that had been adopted by other districts in California and relied on their own knowledge and expertise to design a course that was meaningful and relevant to our students. 

Ethnic Studies is designed as a one semester course. 

On December 3, 2024, the district will hold an open house for the community to view the proposed coursework. 

On December 5, the Curriculum Council will consider approving the new course.

If approved by the Curriculum Council, on December 17, 2024, the Board of Education will consider approving the new course.

In July 2025, the new course will be implemented for high school students.

In July 2029, the new course will be a requirement for graduation for the Class of 2030.

The course outline and description will be available for viewing in the lobby of the James Areida Educational Support Center beginning Monday, December 2.