​Why Does This Matter?

The course falls short of what Ethnic Studies could and should be in the TUHSD. After a thorough review by parents, community members, and experts of the Community & Consciousness curriculum, and work with the District throughout the 2025-2026 school year, the course unfortunately still misses the mark.
 

While parents have greatly appreciated the time and effort by the Superintendent and district staff listening to community concerns, and making certain changes in response, problematic material remains. Not only does the course through its written curriculum still fall short, but in some cases, classroom teaching has inappropriately deviated from curriculum.

​The curriculum’s framework and content lacks balance and multiple viewpoints and counter narratives that are academically rigorous. Does not meet what the California Legislature envisioned for Ethnic Studies nor does it adhere to what the final state model curriculum urged in teaching high school Ethnic Studies. 

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We value and support the district’s Social Studies teachers and believe in the importance of a fair, balanced, and robust Ethnic Studies.

Although we trust teachers to approach the course with thoughtfulness and professionalism, the curriculum's focus and much of its content undermines the quality that the TUHSD community deserves.

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Does not meet what the California Legislature envisioned for Ethnic Studies nor does it adhere to what the final state model curriculum urged in teaching high school Ethnic Studies.  ​

​​The curriculum does not meet requirements outlined by the in a Legal Advisory of California Attorney General - that curriculum is based on legitimate educational purposes—versus promoting or prescribing particular political or ideological viewpoints. 

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The California Department of Education's (CDOE) final model curriculum cautions that teaching Ethnic Studies at the high school level is different than at the college level. The CDOE encouraged high school curriculum and instruction to provide multiple viewpoints, differing perspectives and opposing  narratives - not singular political theories and points of view. ​

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Key concerns include:

• Content that is developmentally inappropriate for 9th graders and better suited for upper grades after students have acquired foundational historical context. 

• Lack of balance, alternative theories, multiple viewpoints and opposing narratives so students can engage in rigorous, critical thinking and come to their own conclusions.  

• Emphasis on group identity and "oppressor/oppressed" binary frameworks that are simplistic and limiting versus nuances, empowering and aspirational.  

• A shift from academic inquiry toward a particular brand of activism versus constructive advocacy and civic engagement. 

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Overall, the course lacks academic rigor, balance, and nuance. It teaches students what to think rather than how to think—undermining the great potential  of meaningful, constructive and inclusive Ethnic Studies.

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​NOTE: This letter© dated November 1, 2025 sent to the Superintendent and Board of Trustees from current Tam District parents details problematic content throughout the curriculum.