San Francisco Unified School District Ethnic Studies Program and Sustainable Development Goals

Background and Implementation

Since launching its ethnic studies pilot program in 2010, the San Francisco Unified School District (SFUSD) has offered the course as an elective to all high school students starting in the 2015–2016 school year. As of fall 2023, the program became a graduation requirement for ninth-grade students.

According to Aguirre, a district educator, “We’re teaching the same units that have always been around, the same core values, the same mission statement for a decade.”

Impact on Student Outcomes

Research highlights the positive effects of the ethnic studies program, aligning with Sustainable Development Goal (SDG) 4: Quality Education, which emphasizes inclusive and equitable education for all.

1. A 2021 study by Stanford’s Graduate School of Education found that low-achieving students enrolled in the SFUSD ethnic studies class showed increased school attendance, engagement, graduation rates, and college enrollment.
2. New research from UC Irvine indicates that taking the course in ninth grade significantly boosted Grade Point Averages (GPAs), particularly among Black and Latino students, supporting SDG 10: Reduced Inequalities.

Challenges and Policy Developments

Despite demonstrated benefits, the ethnic studies program faces challenges that may impact its sustainability and expansion, which are critical for achieving SDG 4 and SDG 16: Peace, Justice, and Strong Institutions.

• Concerns exist among educators like Aguirre about a potential pause in the program evolving into a repeal, as momentum for ethnic studies expansion declines nationally.
• California’s 2024 state budget, signed by Governor Gavin Newsom, excludes funding to implement a state mandate for ethnic studies in public schools, which was scheduled to begin in fall 2024.
• Other Bay Area school districts have encountered legal challenges related to expanding ethnic studies courses, often linked to geopolitical issues such as Israel’s war in Gaza and allegations of antisemitism in schools.

District Response and Future Actions

In response to backlash and to uphold the integrity of the ethnic studies curriculum, SFUSD is taking administrative measures:

• Conducting an audit of the ethnic studies program to assess content and implementation.
• Introducing a new administrative regulation on supplemental instructional materials, requiring that all resources used by teachers:
• Are reviewed for alignment with district curriculum objectives.
• Directly relate to the specific course content.
• Are age-appropriate for students.

Conclusion

The SFUSD ethnic studies program exemplifies efforts to promote inclusive education and reduce inequalities, directly supporting the United Nations Sustainable Development Goals. Continued commitment and adequate funding are essential to sustain and expand such programs, fostering educational equity and social cohesion.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses the implementation and impact of an ethnic studies program in high schools, which relates directly to ensuring inclusive and equitable quality education.
2. SDG 10: Reduced Inequalities
   • The ethnic studies course particularly benefits Black and Latino students, aiming to reduce educational disparities and promote social inclusion.
3. SDG 16: Peace, Justice, and Strong Institutions
   • The article mentions concerns about antisemitism and legal pushback, highlighting the need for peaceful and inclusive societies and institutions that uphold justice and equity in education.

2. Specific Targets Under Those SDGs

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
3. SDG 16: Peace, Justice, and Strong Institutions
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • Target 16.b: Promote and enforce non-discriminatory laws and policies for sustainable development.

3. Indicators Mentioned or Implied in the Article

1. Indicators for SDG 4
   • Gross graduation rates and college enrollment rates, as the article notes improved graduation and college attendance among students taking the ethnic studies course.
   • Student engagement and attendance rates, highlighted by the Stanford study showing increased attendance and engagement among low-achieving students.
   • Grade Point Average (GPA) improvements, especially among Black and Latino students, as indicated by the UC Irvine research.
2. Indicators for SDG 10
   • Reduction in educational disparities measured by academic performance and graduation rates among minority groups.
3. Indicators for SDG 16
   • Implementation of policies and regulations ensuring non-discriminatory and age-appropriate educational materials, as mentioned in the new administrative regulation.
   • Incidence of complaints or legal challenges related to discrimination or antisemitism in schools.

4. Table of SDGs, Targets, and Indicators

Source: ww2.kqed.org