From the garage to the national stage

When students at the Sacramento Academic and Vocational Academy began transforming a 1964 Chevy Impala into a fully electric lowrider, they could not have imagined the journey would take them from a small automotive shop in South Sacramento to the National Mall in Washington, D.C. What started as a hands-on learning project rooted in student interest and community culture grew into a nationally recognized example of how schools can integrate workforce development, clean energy innovation, and civic engagement in meaningful ways. The project ultimately earned a Sacramento County Sustainable Business Award for SAVA’s leadership in sustainability.

It also earned national recognition, which culminated in an invitation for SAVA students to present their work at the 2025 Smithsonian Folklife Festival, where they shared their technical knowledge, cultural story, and educational journey with visitors from across the world. Along the way, the project became a catalyst for a broader approach to green energy education at SAVA, sparking new curriculum development, community partnerships, and pathways into clean energy careers.

At its core, this work reflects a simple belief: When students are trusted with real responsibility, given access to authentic learning experiences, and supported by strong community partnerships, they rise to the occasion.

A school built on relevance and possibility SAVA is a charter school serving high school students who are often credit deficient, disengaged from traditional school models, or seeking a different path to graduation. The school prioritizes personalized learning, strong relationships, and instruction that integrates academic content with real world application and workforce development. For many students, school has not always felt relevant or affirming. Projects centered on hands-on learning and cultural connection are essential to building engagement and creating purpose in education.

The EV Lowrider Project emerged from this context. Staff recognized that automotive culture was already meaningful to many students and families. Rather than treating that interest as extracurricular, educators used it as an entry point into rigorous academic and technical learning. The goal was not simply to build a car, but to design an interdisciplinary project that connected engineering, electric vehicle technology, art, history, and workforce development.

The project also aligned with SAVA’s broader mission to ensure that students graduate with a clear plan for what comes next. Through Career Technical Education pathways, dual enrollment opportunities, and industry aligned certifications, students are supported in preparing for college, skilled trades, or direct entry into the workforce.

Building an electric lowrider Students began the project by researching electric vehicle systems and the feasibility of converting a classic car to electric power. They studied battery architecture, wiring systems, safety protocols, and charging infrastructure. In the automotive shop, students worked alongside instructors and professional mentors to safely remove the gas-powered drivetrain and install an electric motor and battery system.

At the same time, learning extended well beyond technical skills. Students explored the history and cultural significance of lowriders in Sacramento’s Chicano and Black communities. Local artists and community members visited the school to discuss lowriders as expressions of creativity and pride. Students incorporated custom pinstriping and interior elements to honor lowrider traditions while reimagining the vehicle for a modern, electric future.

For many students, the project was deeply personal. “I grew up around lowriders with my entire family,” shared Nayeli, an 11th-grade student. “Turning one into an electric car made me feel like I was honoring our culture and also doing something new.”

Supported through state grants, community fundraising, and partnerships with organizations such as the Sacramento Municipal Utilities District and the Sacramento Metropolitan Air Quality Management District, the project became a hub of interdisciplinary learning. Students earned industry recognized certifications, toured partner facilities, and engaged with professionals working in clean transportation and air quality regulation.

The EV Lowrider Project was never just about the vehicle itself. It was about learning how systems connect. Students examined how transportation choices affect air quality, public health, and climate outcomes. They discussed the role of clean energy in cities like Sacramento, where traffic corridors and industrial zones shape daily life.

This approach helped students see their work as part of a larger conversation about sustainability, technology, and community impact. Students developed communication skills by presenting their work to peers, families, and visitors. They practiced collaboration, problem solving, and project management in real time.

As a workforce development focused school, SAVA emphasizes that education should be a launchpad for life. The EV Lowrider Project embodied that philosophy. Students left with tangible skills, professional connections, and a stronger sense of direction.

From local streets to the Smithsonian In June 2025, SAVA students and staff traveled to Washington, D.C., to present the EV Lowrider Project at the Smithsonian Folklife Festival. Selected for its combination of technical innovation and community-rooted storytelling, the project was featured as an example of youth-driven learning and cultural expression.

On the National Mall, students led live demonstrations, explained their conversion process, and participated in panel discussions with educators, artists, and environmental leaders. For many students, it was their first time traveling outside California. For all of them, it was an affirmation that their work mattered.

“Standing on the National Mall and explaining our project to people from all over the country made me realize that my story matters,” said Scott, a 12th-grade student who helped design the vehicle’s hydraulic system.

The experience reinforced the value of giving students opportunities to share their learning publicly. It also highlighted the potential for school-based projects to contribute to national conversations about education, culture, and sustainability.

Expanding green energy learning at SAVA: Learning from our own skies As the EV Lowrider Project was gaining momentum, SAVA educators also began exploring additional ways to integrate clean energy and environmental learning into the curriculum. About a year into the lowrider project, the instructional team also developed a high school level Air Quality Curriculum designed to help students understand the science of air pollution and its impact on community health.

The curriculum integrates environmental science, data literacy, and civic engagement. Students learn how to interpret Air Quality Index data, analyze trends, and connect pollution patterns to neighborhood maps, transportation routes, and land use. Educators collaborated closely with staff from the Sacramento Metropolitan Air Quality Management District to ensure the lessons reflected current industry standards and local data.

In Spring 2025, SAVA launched an Air Quality Pilot Program in partnership with United Latinos. Students installed air quality sensors on campus and in nearby neighborhoods, collected real time data, and analyzed the results. The project culminated in community forums where students presented their findings to families and community members.

This work moved learning beyond textbooks. Students saw firsthand how data connects to lived experience. They practiced public speaking, data visualization, and collaborative problem solving. Most importantly, they gained a sense of ownership over their learning and its impact.

From the shop to the community: A model for green schools At SAVA, sustainability-focused instruction is not treated as a separate initiative. It is embedded into projects that connect technical skills, academic content, and community relevance. The EV Lowrider Project and the Air Quality Pilot demonstrate how sustainability education can be grounded in hands-on work and strong local partnerships.

Students are not passive recipients of information. They are investigators, builders, and presenters. By extending learning into the community and inviting public engagement, SAVA creates experiences where environmental education becomes tangible and actionable.

Turning local challenges into student opportunity Many SAVA students live in neighborhoods that face real environmental inequities such as higher asthma rates, heat islands, and industrial air burdens. Teaching sustainability in this context is not an addition to the work. It is central to the mission. Programs are designed to ensure that the young people most affected by these challenges are the ones shaping the solutions.

From wiring an electric car to mapping air quality zones, SAVA students are learning that green careers, community engagement, and cultural pride can thrive together. Through projects like the EV Lowrider and the Air Quality Pilot, students see that clean energy fields offer pathways into engineering, skilled trades, data analysis, and public service. They also learn that their perspectives and experiences are assets. Culture, technical skill, and innovation can exist together.

Lessons for school leaders Several lessons from SAVA’s experience may be useful for school and district leaders.

Start with what is local: Community-based data and partnerships provide powerful entry points for learning.

Trust teacher expertise: Integrated curriculum emerges when educators are given time and flexibility to collaborate.

Partner beyond education: Agencies, nonprofits, and businesses are eager to engage when projects are authentic and student driven.

Let students lead: Public presentation deepens learning and builds confidence.

Conclusion: A model worth replicating The SAVA EV Lowrider Project is more than a car conversion. It is an evolving demonstration of what is possible when education is rooted in relevance, community, and opportunity. By connecting technical learning to culture, place, and real-world challenges, SAVA has created an instructional model that prepares students not only to graduate, but to move forward with purpose.

As students returned from the Smithsonian Folklife Festival, they carried more than memories of a national stage. They returned with confidence in their skills, pride in their work, and a clearer sense of direction. Many earned industry-recognized certifications, college credit, and professional connections along the way. All gained a deeper understanding that their ideas, experiences, and voices have value beyond the classroom.

For school and district leaders, the lesson is not that every school should build an electric lowrider. It is that powerful learning happens when students are trusted with meaningful work, supported by strong partnerships, and given opportunities to apply their learning in visible and authentic ways. Whether through clean energy projects, career technical education, or community-based research, schools can create pathways that honor student identity while preparing students for the future.

At SAVA, the work continues. The EV Lowrider remains a living project, shaped by each new group of students, while additional clean energy initiatives and pathways take form alongside it. Together, these efforts reflect an approach to learning defined not by a single outcome, but by sustained engagement, growth, and possibility.

Morri Elliott is assistant superintendent at Gateway Community Charters.