AB 101: Pupil instruction: high school graduation requirements: ethnic studies.
SECTION 1. Section 51225.3 of the Education Code, as amended by Section 17 of Chapter 865 of the Statutes of 2018, is amended to read:

(G) (i) Commencing with pupils graduating in the 2029–30 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 2025–26 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.

(ii) Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:

(I) A course based on the model curriculum developed pursuant to Section 51226.7.

(II) An existing ethnic studies course.

(III) An ethnic studies course taught as part of a course that has been approved as meeting the A–G requirements of the University of California and the California State University.

(IV) A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.

(iii) A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).

(iv) A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation from high school pursuant to this section.

The CDE provides a variety of professional learning, certification opportunities, and informational resources to assist all who are developing their ethnic studies courses based on the Ethnic Studies Model Curriculum (ESMC) or providing ESMC training to educators. Educators and support providers who are involved in developing ethnic studies curriculum or training educators on the use of the ESMC are encouraged to attend the ESMC Train the Trainers Certification webinar through the CDE. For questions related to the ESMC Train the Trainers Certification, please contact ESMCPD@cde.ca.gov.

The CDE has provided state-developed model curriculum projects focusing on specific topic or disciplinary area of study.

The CDE has contracted with the San Diego County Office of Education (SDCOE) to lead the development of an Ethnic Studies resource hub. (See the award information)

The SDCOE will lead professional learning events throughout the year. Find more information on the SDCOE Equity site. The Riverside County Office of Education’s contact person for information on the ethnic studies course development: kgoodly@rcoe.us

Section 132(e) of the Education Omnibus Trailer Bill (Assembly Bill 130) for the 2021–22 California State Budget External appropriated $50 million from the General Fund for allocation, on a per-pupil basis, to school districts, county offices of education, charter schools, and state special schools serving pupils in grades nine to twelve.

The California Department of Education (CDE) has allocated these funds to qualifying local educational agencies.

A schedule of the allocations and CDE’s June 18, 2022, apportionment letter with further details regarding the apportionment (including Resource and Revenue Object Codes for standardized account code structure coding) can be found on CDE's Ethnic Studies Funding Results web page.

These funds must be used to support the creation or expansion of ethnic studies course offerings. Section 132(e) of the legislation further clarifies that funds “may be used to support curriculum and instructional resources, professional development, or other activities that support the creation or expansion of ethnic studies course offerings, including, but not limited to, courses that use” the state-adopted ethnic studies model curriculum as a guide. CDE Model Curriculum Model Projects 

Among other things, the referenced ethnic studies model curriculum provides guidance to local educational agencies (LEAs) about developing and implementing ethnic studies curriculum and may be a helpful resource to recipients of this funding.

No, there is no special reporting requirement. However, recipient LEAs must account for these funds in accordance with the California School Accounting Manual and other generally applicable requirements as with other apportionments.

• Ensure that district and site administration support the development of the program, and that the local governing board is fully briefed on the project.
• Develop a definition of what ethnic studies means to your district.
• Ensure alignment of the district course(s) to state and local policy, district resources, and community needs.
• Consider the local history, demographics, and particular needs of your district’s or site’s students and their respective communities, including recognition of the Indigenous Peoples wherever a course is being taught.
• Develop a clear funding model that includes the resources available for the program and how those resources will be allocated (e.g., teacher training, classrooms, administrative support, purchase of instructional materials).
• Be grounded and well versed in the purpose and impact of ethnic studies.
• Ensure that students receive appropriate and nondiscriminatory instruction and materials.
• Ensure fair, balanced, and humanizing pedagogy.
• Identify teachers who are willing and committed to invest in developing an ethnic studies curriculum and pedagogy.
• Develop, implement, monitor, and evaluate instructional support.
• Consult with other districts, higher education institutions, and relevant community organizations that have implemented ethnic studies programs at the high school level to see if there are other models and resources that can be adapted to the local program, and ensure a balance of advisors from multiple communities.
• Consult with the local county office of education.
• Develop a comprehensive strategic plan for implementation, including an initial pilot that will enable the district to gather data about what works and doesn’t work about the new program.