Empowering California Students for UC and CSU Admission: A Commentary
In the bustling city of Richmond, California, Making Waves Academy stands as a beacon of hope for students seeking a brighter future. This charter school not only aims to instill a college-pursuing attitude in its students but also provides support for those who wish to enter the workforce after graduation. With a focus on empowering students, Making Waves Academy is making strides towards bridging the gap in access to higher education for Black and Latino students in California.
A Troubling Trend in California Education
There is a troubling trend in California that hinders affordable and quality higher education opportunities for many students, especially those from marginalized communities. The inequity lies in students completing the “A-G” courses required for admission to the University of California (UC) and California State University (CSU) systems. Shockingly, more than half of all students, and over two-thirds of Black and Latino students, do not meet these requirements. This discrepancy is often due to the lack of availability of these courses or students being unaware of the necessity of completing them. As a result, many students are deemed ineligible for admission into California’s public universities, further perpetuating the cycle of inequity in education.
A-G Requirements: An Asset, Not an Obstacle
As the CEO of Making Waves Academy, I firmly believe that the A-G requirements should be viewed as an asset rather than an obstacle for California schools. These requirements are transparent and attainable, serving as a foundational framework to prepare students academically, support their eligibility for UC and CSU campuses, and open doors to a myriad of opportunities for their future career pathways. By embracing the A-G requirements, schools can play a vital role in alleviating inequities in education, the workforce, and the economy.
Empowering Students for Success
At Making Waves Academy, our mission is clear: to ensure that 100% of our students are prepared for college while also supporting those who choose to pursue early post-secondary career options. Within the Class of 2024, an impressive 95% of our graduates are pursuing higher education, with 71% planning to attend UC or CSU campuses. Our student body, comprising 99% students of color and 85% from socioeconomically disadvantaged backgrounds, exemplifies the diversity and resilience of our community.
Building a Culture of Support
To empower students in meeting the A-G requirements, school and district leaders must prioritize aligning their curriculum to these standards. By integrating core academic subjects such as English, history, science, and math with additional requirements like a lab science class, a third year of a world language, or math up to Algebra II, schools can ensure that more students meet the A-G requirements and become eligible for UC and CSU admission.
Tracking Progress and Providing Support
In a state where the student-to-counselor ratio is alarmingly high, schools must get creative in tracking individual students’ progress towards meeting the A-G requirements. Advisory period teachers can play a crucial role in reinforcing college readiness and monitoring students’ academic journeys. By establishing a consistent support system from ninth through 12th grade, students are empowered to take ownership of their education and make informed decisions about their post-graduation plans.
Embracing a Continuum of Options
While emphasizing the importance of the A-G requirements, schools must also cultivate a culture that embraces a continuum of college and career options. By aligning the A-G requirements with career technical education, schools can provide students with a comprehensive education that integrates core academic courses with technical and occupational training. This approach allows students to explore diverse career pathways while remaining eligible for college, empowering them to make informed choices about their future.
Engaging Parents and Families
Communication plays a vital role in bridging the gap between high school, college, and careers. Schools must engage parents and families early and often, providing them with information about the A-G requirements and college affordability. By setting clear expectations and hosting regular information sessions, schools can empower students and families to navigate the path to higher education with confidence and clarity.
A Call to Action
As school leaders and systems, it is our responsibility to provide students with the necessary courses and support to bridge the inequities in education. While the challenges may seem daunting, the opportunities that lie ahead are immense: increased racial representation in higher education, enhanced economic mobility for students from low-income backgrounds, and a more diverse and educated workforce. By nurturing a culture of support and empowerment, we can pave the way for a brighter future for all California students.
In Conclusion
As we strive to empower students for success, it is essential that we prioritize equity, access, and support in our educational systems. By embracing the A-G requirements as a catalyst for change, we can ensure that all students have the opportunity to pursue higher education and achieve their dreams. Together, we can build a brighter future for California students, one that is inclusive, diverse, and filled with endless possibilities.
