Here’s what California needs to do to meet its high school graduation requirements for 2030, according to researchers – UCLA

Assessment of California’s Teacher Preparation for Ethnic Studies Mandate in Alignment with Sustainable Development Goals

Introduction: Aligning State Policy with Global Education Goals

A 2021 California state law, Assembly Bill 101, mandates a semester-long ethnic studies course for high school graduation, beginning with the class of 2030. This initiative directly supports key United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). By integrating diverse histories and experiences into the core curriculum, the mandate aims to enhance educational quality and promote social inclusion. A recent report by researchers at UCLA and Stanford University, “Advancing Ethnic Studies in California High Schools: A Survey of Teacher Preparation Programs,” assesses the state’s readiness to implement this requirement, providing critical insights into the challenges and opportunities for achieving these global goals at a local level.

Survey of Teacher Readiness Programs: Key Findings

The study, which surveyed 34 public and private higher education institutions, evaluated the current state of teacher preparation for ethnic studies instruction. The findings indicate progress but also highlight significant gaps that could impede the successful realization of SDG 4.7, which calls for education that promotes an appreciation of cultural diversity.

• Prevalence of Training: 77% of surveyed teacher preparation programs offer some form of training relevant to ethnic studies.
• Types of Preparation:
  1. Half of the institutions provide dedicated courses focused on ethnic studies instruction.
  2. 47% offer workshops or other supplemental learning opportunities.
• Curriculum Content: The training partially covers the four major groups central to the discipline.
  • Latina/o/x communities: 62%
  • African Americans/Blacks: 59%
  • Asian Americans and Pacific Islanders: 56%
  • Native Americans: 56%
• Institutional Collaboration: 64% of institutions reported collaborating with K-12 districts on curriculum development or professional development, a key factor in building strong educational institutions as per SDG 16 (Peace, Justice and Strong Institutions).
• Resource Accessibility: 31% of the surveyed institutions make curriculum or related resources publicly available.

Challenges to Achieving SDG-Aligned Educational Equity

Despite positive steps, the report identifies critical challenges that threaten the equitable and effective implementation of the ethnic studies mandate, thereby hindering progress toward SDG 4 and SDG 10.

1. Lack of Dedicated Funding: The mandate is currently unfunded, placing a significant financial burden on educational institutions and limiting their capacity to develop high-quality teacher training programs. This resource gap directly impacts the “quality” aspect of SDG 4.
2. Inconsistent Program Quality: The survey revealed that ethnic studies instruction is not comparable across institutions. This lack of standardization could lead to uneven educational experiences for students, potentially reinforcing the very inequalities the curriculum aims to address, in opposition to the goals of SDG 10.
3. Insufficient Teacher Supply: The current level of training may not be sufficient to prepare the number of qualified educators needed to meet the 2030 statewide requirement, jeopardizing the goal of increasing the supply of qualified teachers (SDG 4.c).

Conclusion: A Call for Institutional Support to Uphold Global Goals

The researchers conclude that while California’s educational institutions are moving in the right direction, greater institutional support is imperative. To fully realize the potential of the ethnic studies requirement and align with the principles of the Sustainable Development Goals, a concerted effort is needed. Expanding and standardizing teacher training programs, supported by dedicated state funding, is essential. This will ensure that all California students receive a quality education that equips them with the knowledge and skills to appreciate cultural diversity, promote social justice, and contribute to the development of peaceful and inclusive societies, as envisioned in SDG 4, SDG 10, and SDG 16.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 4: Quality Education

• The article is fundamentally about improving the quality and relevance of education in California. It discusses the implementation of a mandatory ethnic studies course for high school graduation, which is a direct effort to enhance the curriculum. The focus on teacher preparation, training, and the development of quality curricula all fall under the umbrella of ensuring inclusive and equitable quality education.

SDG 10: Reduced Inequalities

• The introduction of an ethnic studies curriculum is a measure aimed at reducing inequalities. By ensuring that the histories and experiences of diverse racial and ethnic groups (specifically mentioning Latina/o/x, African Americans/Blacks, Asian Americans and Pacific Islanders, and Native Americans) are part of the core curriculum, the initiative seeks to create a more inclusive educational environment and promote social inclusion for all students. The article notes the goal is to help students “better understand and appreciate ethnic and racial diversity in American society.”

SDG 17: Partnerships for the Goals

• The article highlights the importance of collaboration to achieve the goal of implementing ethnic studies. It explicitly mentions that “64% of surveyed institutions reported collaborating with K-12 districts or schools on ethnic studies curriculum development or professional development initiatives.” This demonstrates a partnership between higher education institutions and the K-12 school system to achieve a common educational objective.

2. What specific targets under those SDGs can be identified based on the article’s content?

Target 4.7: Ensure all learners acquire knowledge and skills needed to promote sustainable development, including appreciation of cultural diversity.

• The article directly supports this target. The stated purpose of the ethnic studies course is to equip students with “skill sets to help them better understand and appreciate ethnic and racial diversity in American society.” This aligns perfectly with the target’s goal of promoting the “appreciation of cultural diversity.”

Target 4.c: Substantially increase the supply of qualified teachers.

• The central theme of the article is the challenge of preparing a sufficient number of qualified teachers to deliver the new ethnic studies curriculum. The survey of teacher preparation programs was conducted to “assess what support and training are needed to prepare teachers” and to “understand whether colleges and universities are taking meaningful steps to prepare future teachers.” The concern that existing training “might not be enough to meet the 2030 state graduation requirement” points directly to the need to increase the supply of qualified educators in this specific field.

Target 10.2: Empower and promote the social inclusion of all, irrespective of race, ethnicity, or origin.

• By mandating a curriculum that includes the histories and experiences of marginalized groups, the policy (Assembly Bill 101) aims to empower students from these backgrounds and promote their social inclusion. The article’s focus on including materials on “Latina/o/x communities,” “African Americans/Blacks,” “Asian Americans and Pacific Islanders,” and “Native Americans” is a direct action toward achieving this target through education.

Target 17.17: Encourage and promote effective public partnerships.

• The article provides a concrete example of this target in action by stating that nearly two-thirds (64%) of the surveyed higher education institutions (a mix of public and private) are already engaged in partnerships with public K-12 districts. These collaborations focus on “curriculum development or professional development initiatives,” demonstrating an effective public partnership to achieve the shared goal of quality ethnic studies instruction.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Indicator: Percentage of teacher preparation programs offering relevant training.

• The article explicitly states that “77% of teacher preparation programs offer training relevant to ethnic studies instruction.” This is a direct quantitative measure that can be used to track the capacity of the higher education system to prepare teachers for the new curriculum, relating to Target 4.c.

Indicator: Percentage of institutions collaborating on curriculum and professional development.

• The finding that “64% of surveyed institutions reported collaborating with K-12 districts or schools” serves as a clear indicator for measuring the extent of partnerships (Target 17.17) between higher education and K-12 schools.

Indicator: Curricular inclusion of diverse groups.

• The article provides specific data that can be used as an indicator of how comprehensively the curriculum addresses different communities (Target 10.2). It notes that training materials included: “62% included materials on Latina/o/x communities; 59% on African Americans/Blacks; 56% on Asian Americans and Pacific Islanders; and 56% on Native Americans.” Tracking these percentages over time would measure progress in curricular inclusivity.

Indicator: Availability of public curriculum resources.

• The article mentions that “31% of the institutions surveyed, make publicly available curriculum or other related resources.” This percentage is an indicator of the accessibility of quality educational materials, which is crucial for ensuring consistent and high-quality instruction across different schools.

4. Table of SDGs, Targets, and Indicators

Source: newsroom.ucla.edu