In California, there is a concerning issue regarding the lack of affordable and quality higher education options for many students, especially Black and Latino students. The problem lies in the inequity of students not completing the necessary “A-G” courses required for admission to the University of California and California State University systems. More than half of all students, and over two-thirds of Black and Latino students, fail to meet these requirements due to lack of course offerings or awareness. This leaves them ineligible for admission into public universities in California.
As the CEO of a charter school in Richmond, I believe that the A-G requirements should be viewed as a valuable asset rather than a barrier for California schools. These requirements are clear and achievable, helping to academically prepare students, make them eligible for public universities in California, and open up various opportunities for their future career paths. Ultimately, this can help address disparities in education, the workforce, and the economy.
At Making Waves Academy, our aim is to ensure that all our students are college-ready while also supporting those who choose to pursue early post-secondary career options. In our Class of 2024, 95% of 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, highlights the importance of providing equal opportunities for all students.
To build a supportive culture around meeting the A-G requirements, school and district leaders can take the following steps:
1. Align curriculum to the A-G requirements: School leaders should align their curriculum with the A-G requirements to ensure that students are on track to meet eligibility criteria for UC and CSU campuses. This involves making minor adjustments to course schedules to include required subjects like lab science, world language, and higher-level math.
2. Track individual student progress creatively: With a high student-to-counselor ratio in California, advisory period teachers can play a crucial role in tracking students’ progress on the A-G requirements. By following the same cohort of students throughout high school, teachers can provide ongoing support and guidance.
3. Be inclusive of non-college-going students: While promoting college readiness, schools should also acknowledge and support students who choose career pathways instead. By aligning A-G requirements with career technical education, students can explore vocational interests while remaining eligible for college.
4. Communicate with parents and families: Schools must engage parents and families early on to communicate the importance of the A-G requirements and college affordability. Regular updates and information sessions starting as early as middle school can help families understand that college is a viable option for their children.
By addressing these challenges and providing necessary support, school leaders can bridge the gap between high school, college, and careers. The benefits of this approach are vast, including increased diversity in higher education, enhanced economic mobility for low-income students, and a more educated and inclusive workforce.
Alton B. Nelson Jr., CEO of Making Waves Academy in Richmond, offers these insights to encourage a more equitable and inclusive educational system.
