@EdWorkingPaper{ai26-1549,
title = "Ethnic Studies Courses Across California High Schools: A Mixed-Method Analysis of Teacher-Intended Curricula",
author = "Jomar Lopes, Olivia Woolsey, Courtney Quach, D. Adams, D. Henderson, Isabel Kim, M. McGlothan, Fernando Millsap, Kenyon Pitts, J. Rinke, Andrew Penner, Emily K. Penner",
institution = "Annenberg Institute at Brown University",
number = "1549",
year = "2026",
month = "August",
URL = "http://www.edworkingpapers.com/ai26-1549",
abstract = {Ethnic Studies courses, which center the counternarratives of racialized communities, are rapidly expanding across California in advance of a high school graduation requirement for the class of 2029-30. However, content and pedagogical guidance for practitioners remains limited. To learn how teachers throughout the state have aligned Ethnic Studies courses with existing principles defined by scholars, we conducted a mixed-method content analysis of 298 course syllabi submitted to the University of California, Office of the President between 2019-2022. Course syllabi exhibit the strongest alignment with hallmarks demonstrating student agency, drawing on student experiential knowledge, and promoting structural analysis. Syllabi show weaker alignment with hallmarks that expand beyond the oppressed view of marginalized communities and those that emphasize community engagement. We find statistically significant variation in alignment patterns across course classification and public versus private schools. These findings highlight the need for additional localized support to ensure high-quality Ethnic Studies development and implementation across the state.},
}