A publication of the Association of California School Administrators

A six-step guide to implementing ethnic studies

Recommendations based on research of four districts’ approaches

By Carrie Jackson | March | April 2025

Assembly Bill 101 mandates that all California high schools offer ethnic studies courses by the 2025-26 school year and that students complete these courses as a graduation requirement by the 2029-30 school year. To meet these deadlines and establish quality programs, school districts must begin this work now.

This article provides a clear, six-step guide to support district-level leaders and administrators as they lead the implementation of ethnic studies programs. These steps are informed by my research as a doctoral student, during which I conducted a comparative case study on how three district leaders in Northern California successfully implemented ethnic studies programs. Additionally, I drew on my experience as a curriculum and instruction specialist with Folsom-Cordova Unified School District, where I led in the development of our ethnic studies program.

The recommendations presented here reflect the collective experiences of district leaders from four districts: Sacramento City Unified, Elk Grove Unified, Vacaville Unified and Folsom-Cordova Unified. My hope is that these actionable steps provide valuable guidance for administrators as they embark on the early stages of implementing ethnic studies programs in their schools.

Step 1: Seek knowledge about ethnic studies The foundation of successfully implementing ethnic studies programs begins with a deep understanding of its historical roots, guiding principles and pedagogical practices. Administrators must embrace their role as instructional leaders, immersing themselves in the discipline’s origins and transformative potential.

Understanding the movement’s history. Ethnic studies emerged from the Civil Rights movements of the 1960s, notably the Third World Liberation Front strikes at San Francisco State University and UC Berkeley. These protests challenged the absence of diverse perspectives in traditional academic curricula, pushing for education that reflected the histories and contributions of marginalized communities (Dong, 2009).

More recently, the struggle over ethnic studies programs in Arizona — such as Tucson Unified School District’s fight to preserve its Mexican American Studies program — highlights the ongoing battle for representation in education (as highlighted in Precious Knowledge, 2011).

Guiding principles. At the high school level, ethnic studies is grounded in four core disciplines: African American Studies, Chicana/o/x and Latina/o/x Studies, Native American Studies and Asian American and Pacific Islander Studies (Ethnic Studies Model Curriculum, 2021). These disciplines center the voices of Black, Indigenous and People of Color (BIPOC) communities, whose narratives have often been overlooked or distorted in traditional curricula (Davis, 2018; Sleeter & Zavala, 2020).

Rather than teaching each discipline in isolation, ethnic studies connects them through themes like identity, history and movement, systems of power, and social movements. The late ethnic studies scholar Dr. Dawn Mabalon captured the discipline’s essence into three guiding questions:

Who am I? Encouraging students to explore their own identities and connections to cultural, racial and historical narratives.
What is my family’s story in the United States? Inspiring reflection on family histories and their place in broader social contexts.
What positive changes can I make in my community? Motivating students to critically examine injustice and take actionable steps toward positive change.

Grounding ethnic studies in these principles ensures that the curriculum is not only educational but also deeply personal and empowering for students.

Pedagogical foundations. Ethnic studies goes beyond multicultural education or the celebration of cultural heroes and holidays. It is a critical examination of systemic racism, power structures and the lived experiences of historically marginalized communities. This transformative discipline equips students with the tools to analyze social systems and advocate for equity and justice.

Administrators should familiarize themselves with foundational resources such as “Rethinking Ethnic Studies” and the works of scholars like Dr. Christine Sleeter, Dr. Miguel Zavala and Dr. Allyson Tintiangco-Cubales (Cuauhtin et al., 2019). These materials provide invaluable insights into the discipline’s principles and strategies for creating impactful, student-centered programs.

By becoming well-versed in ethnic studies, administrators can lead with authenticity, ensuring their programs meet the intent of AB 101 while fostering meaningful educational experiences for all students.

Step 2: Establish an ethnic studies committee The successful implementation of ethnic studies begins with the creation of a diverse committee. This group should be composed of teachers, administrators, students, parents and other community members. By involving a broad range of voices, administrators can ensure early support, buy-in and a network of advocates ready to champion the work.

At Folsom-Cordova Unified School District, an ethnic studies committee was formed in 2022 to lead the initial stages of program development. The committee held four key meetings to accomplish foundational tasks:

Meeting 1: Research and legislation review. The committee began by familiarizing members with the relevant legislation and the California Ethnic Studies Model Curriculum. Understanding these frameworks provided a shared foundation for decision-making and alignment with state requirements.

Meeting 2: Textbook selection. In the second meeting, the committee reviewed available textbook options. FCUSD chose “Our Stories in Our Voices,” a widely adopted ethnic studies textbook in Northern California. Authored by Sacramento community members and Sacramento State University professors, the textbook originated as part of Sacramento City Unified School District’s curriculum development in 2016. Its regional relevance and alignment with the model curriculum made it the preferred choice.

Meeting 3: Course outline development. The third meeting focused on creating flexible course outlines to accommodate the district’s diverse bell schedules. The committee developed three versions:

A year-long course.
A semester-long course.
An online course.

To ensure high-quality instruction, the committee consulted neighboring districts like Sacramento City Unified School District, where initiatives such as the Youth Participatory Action Research (YPAR) Project have been successfully integrated. The YPAR Project empowers students to engage in collective action by identifying community issues, conducting research, and presenting their findings — often to the school board — with proposals for change. Inspired by these practices, FCUSD incorporated project-based learning into its outlines.

Additionally, FCUSD has expanded its ethnic studies program by developing an English language arts version of the course and exploring options for incorporating ethnic studies into art curricula. Other districts, such as Sacramento City Unified and Elk Grove Unified, have opted to implement ethnic studies as a ninth-grade requirement to streamline integration into the social science sequence.

Meeting 4: Consensus and final review. The final meeting reviewed the committee’s work, ensuring consensus on the selected resources, course structures and instructional approaches. This collaborative review process solidified the groundwork for districtwide implementation.

Step 3: Engage community groups to expand support After the Ethnic Studies Committee at Folsom-Cordova Unified School District completed the initial stages of implementation, the next step was to present and disseminate the work to various community groups. This outreach served two key purposes: Educating the community about ethnic studies and expanding the network of support for the program.

Presentations were delivered to a wide range of audiences, including districtwide affinity groups, parent-teacher associations, administrator groups, student organizations and external community groups. Engaging these groups allowed district leaders to:

Anticipate and address common questions and misconceptions. This preparation ensured a stronger, more polished presentation when the program was later introduced to the broader community at a school board meeting.
Build a robust base of support. By fostering relationships with diverse community members, the committee strengthened the program’s legitimacy within the district.

Student advocacy: A catalyst for support. One of the most impactful outcomes came from presenting the ethnic studies initiative to the Student Advisory Board, a districtwide association of secondary-level student representatives. Enthusiastic about the program, the students took action by organizing petitions at their respective high schools. Their efforts secured the endorsement of approximately 40 cultural clubs and organizations, demonstrating widespread student enthusiasm for ethnic studies.

This student-driven advocacy became a powerful tool in rallying community support. When students remain at the center, their passion and grassroots efforts resonate deeply, helping to garner the broader community in favor of the program.

Step 4: Develop a strong board presentation The board presentation is critical in the implementation of an ethnic studies program. A well-prepared presentation can secure the support needed to move the initiative forward. To ensure success, presentations should address key components. For example, the presentation in FCUSD included the following:

Legislative relevance (e.g., AB 101 requirements).
Research on ethnic studies’ benefits and its alignment with educational initiatives.
Themes, disciplines and principles that define the curriculum.
Districtwide initiatives the program supports, such as equity initiatives, the Local Control and Accountability Plan (LCAP) goals, and college and career readiness goals.
Evidence from local districts that have successfully implemented ethnic studies.
Committee work and community support.
Proactive dispelling of misconceptions about ethnic studies to address attempts to derail implementation.

In Folsom-Cordova Unified School District, the board presentation emphasized how ethnic studies advanced the district’s mission and priorities, including its LCAP goals, equity initiatives and college and career readiness goals. The presentation also highlighted both quantitative and qualitative research showing the benefits of ethnic studies, such as improved student engagement, academic achievement and critical thinking skills.

One particularly impactful element was showcasing the widespread support from student groups, with representatives from cultural clubs and organizations advocating for the program. Additionally, the presentation emphasized the urgency of implementation by citing examples from neighboring districts that had already launched successful ethnic studies courses.

The FCUSD presentation also directly addressed misconceptions about ethnic studies, debunking myths before they could derail the discussion. This proactive approach ensured that board members and community members had a clear understanding of the program’s intent and benefits.

Youth-led advocacy in SCUSD. In Sacramento City Unified School District, the implementation was youth-led, with the Student Advisory Council presenting to the board. Students brought community members to speak during the board meeting, sharing personal stories and highlighting the program’s transformative impact. This grassroots approach demonstrated the program’s importance and created a sense of unity and urgency among the community and board.

Key takeaways for administrators. A successful board presentation should frame ethnic studies not as a compliance measure, but as an opportunity for innovation and growth. Sharing success stories from other districts, presenting robust research and outlining a detailed implementation timeline can help build momentum. Engaging students as advocates and showcasing their support is particularly powerful in gaining buy-in from the community and board members.

Step 5: Assemble a Districtwide Professional Learning Community Creating a Professional Learning Community (PLC) of educators to pilot the ethnic studies course is a vital step in building a sustainable program. These educators should be equipped with robust support, including funding, resources and professional development opportunities, to ensure successful implementation.

Utilize available resources. California has allocated grant funding to support the implementation of ethnic studies. These funds should be leveraged to provide teachers with the tools and training they need to succeed. Local universities offer excellent starting points for workshops and teacher preparation. Institutions like California State University, Sacramento (CSUS), UC Davis and UC Berkeley have developed specialized programs to prepare educators for teaching ethnic studies.

District leaders should also establish a shared drive or folder of lesson plans, instructional materials and resources. This shared space allows educators to build a comprehensive library of teaching materials, fostering collaboration and ongoing support.

Networking with local districts that have established ethnic studies programs can also be invaluable. Many districts are open to hosting observations, offering guidance and sharing best practices. Reaching out to these leaders can help pilot educators feel supported and connected to a broader community of ethnic studies educators.

Building networks of support. Collaboration among ethnic studies educators fosters both consistency and innovation. Regularly scheduled PLC meetings enable teachers across school sites to:

Share strategies and resources.
Discuss challenges and solutions.
Develop pedagogical practices and interdisciplinary approaches to the curriculum.

For example, Folsom-Cordova Unified School District created a districtwide network of ethnic studies teachers. This group continues to collaborate on ongoing curriculum development. They have also followed the lead of other districts such as Sacramento City Unified School District and Elk Grove Unified School District by hiring dedicated ethnic studies specialists. These specialists provide ongoing coaching, develop resources and help sustain the program. In addition, SCUSD partnered with CSUS to offer 60 hours of professional development, while EGUSD worked with the UC Davis History Project to facilitate workshops.

Invest in teacher expertise. Beyond initial training, incentivizing educators to pursue advanced coursework or certifications in ethnic studies can deepen their expertise and confidence. Offering salary advancements, stipends or other professional development incentives encourages teachers to invest in their growth.

By assembling a well-supported PLC and building strong networks of collaboration, districts can ensure that ethnic studies educators feel prepared and empowered to deliver meaningful, high-quality instruction.

The foundation of successfully implementing ethnic studies programs begins with a deep understanding of its historical roots, guiding principles and pedagogical practices. Administrators must embrace their role as instructional leaders, immersing themselves in the discipline's origins and transformative potential.

Step 6: Pilot, evaluate and monitor outcomes Regularly assessing the impact of your ethnic studies program is essential for ensuring its success and sustainability. This process involves gathering feedback, analyzing data and reforming the program based on findings. By actively monitoring outcomes, administrators can demonstrate the program’s value to community members and secure continued funding and support.

Gathering and analyzing feedback. To evaluate the program’s effectiveness, districts should collect both quantitative and qualitative data. For example:

Student surveys: Use tools to measure student perceptions of the course. FCUSD adapted a survey model from SCUSD, which provided data on how students experienced the lessons, assessments and projects. This survey captured both the academic and emotional impact of ethnic studies, highlighting outcomes like increased cultural awareness and critical thinking skills.
Qualitative outcomes: Document transformative outcomes such as shifts in student engagement, self-reflection and empowerment.

In FCUSD’s first pilot year, survey results showcased the program’s success, not only validating its impact but also boosting morale among educators. See the survey from the 23-24 school year at FCUSD below (the survey is an adapted version that was first conducted in SCUSD in 2018):

Expanding ethnic studies: A vision for the future

Ethnic studies is inherently interdisciplinary and has the potential to extend beyond the social sciences into subjects like English language arts and visual and performing arts. At FCUSD, three versions of the course were introduced — yearlong, semester-long and online — to accommodate different campus schedules. Moving forward, the district plans to integrate ethnic studies principles across additional disciplines, beginning with English language arts.

This expansion highlights the transformative nature of ethnic studies, which equips students with tools to engage and feel empowered in their communities.

Conclusion In conclusion, the six-step guide offers practical and research-backed strategies for administrators to successfully implement ethnic studies programs within their districts. Drawing on the experiences of district leaders from four California districts, this guide provides valuable insights into the planning, community engagement and support needed for successful integration. By following these steps, administrators can ensure that ethnic studies programs are not only compliant with AB 101 but also meaningful, impactful and transformative for students.

References Allender, D., & Mark, G. Y. (2021). Our stories in our voices (2nd ed.). Kendall Hunt.

Cuauhtin, R. T., Zavala, M., Sleeter, C. E., & Au, W. (2019). Rethinking Ethnic Studies. Rethinking Schools. Davis, A. Y. (2011). Women, culture & politics. Vintage.

Davis, E. (2019). (Mis)representation of Latinxs in Florida social studies standards. Social Studies Research and Practice, 14(1), 1-13.

Dong, H. (2009). Third World Liberation comes to San Francisco State and UC Berkeley. Chinese America: History & Perspectives, 157, 95-106.

FCUSD Ethnic Studies Presentation. (2022). Google Docs. https://docs.google.com/presentation/d/1Jt0pxvbFEOUDkIEPW-QhukhY_lGZPn-v4FEOGw5UuJE/edit#slide=id.g156034ab4a0_0_950

Jackson, C. A. (2023). Ethnic Studies Now: How Three District-Level Leaders Used Transformative Practices to Build Ethnic Studies Programs in Northern California [Unpublished doctoral dissertation]. California State University, Sacramento.

Mabalon, D. (2021, January 6). Ethnic studies: LEAD Filipino’s official AB 1460 support letter (July 2020). https://leadfilipino.org/ab-1460-ethnic-studies/

Palos, A. L., & McGinnis, E. I. (Directors). (2011). Precious knowledge [Documentary Film]. Dos Vatos Productions. Sleeter, C. E. (2021). Series forward. In A. E. Lopez & E. L. Olan (Eds.), Re-imagining transformative leadership in teacher education. IAP.

Sleeter, C. E., & Zavala, M. (2020). Transformative ethnic studies in schools: Curriculum, pedagogy, and research. Multicultural Education.

Tintiangco-Cubales, A., & Duncan-Andrade, J. (2021). Chapter 2: Still fighting for ethnic studies: The origins, practices, and potential of community responsive pedagogy. Teachers College Record: The Voice of Scholarship in Education, 123(13), 1-28.

Tintiangco-Cubales, A., Kohli, R., Sacramento, J., Henning, N., Agarwal-Rangnath, R., & Sleeter, C. (2014). Toward an ethnic studies pedagogy: Implications for K-12 schools from the research. The Urban Review, 47(1), 104-125.

Carrie Jackson, Ed.D., is assistant principal at Cordova High School. She previously led the development of Folsom-Cordova USD’s ethnic studies program as curriculum and instruction specialist with the district from 2021-2023.