Parents urge school board to preserve world history course over ethnic studies requirement

During the Mountain View-Los Altos Union High School District's recent study session and board meeting on May 5, 2025, a significant discussion emerged regarding the curriculum requirements for high school history courses. Parents, educators, and community members voiced their concerns about the potential replacement of world history with ethnic studies as a graduation requirement for freshmen.

Several speakers emphasized the importance of world history as a foundational subject that prepares students for advanced placement (AP) courses and college readiness. A parent highlighted that students who take world history are better equipped for AP European History, which follows in the curriculum. This sentiment was echoed by a retired teacher who argued that geography should not substitute for history, stressing that understanding historical context is crucial for informed citizenship.

Another parent, who identified as a father of a ninth grader, passionately advocated for restoring world history as a core requirement, stating that students need to learn about significant historical figures and events to be well-rounded individuals. He argued that ethnic studies should be offered as an optional course rather than a replacement for essential historical education.

The meeting also featured input from a history scholar who explained the critical differences between history and human geography, asserting that the two subjects serve distinct educational purposes. The scholar urged the board to maintain the integrity of historical education, which is vital for developing critical thinking skills and civic understanding among students.

In response to these concerns, district officials presented an overview of the courses that fulfill the world history requirement, highlighting the rigorous standards and diverse approaches offered to students. They emphasized the importance of providing multiple pathways for students to engage with historical and cultural education.

As the board continues to evaluate the curriculum, the discussions from this meeting reflect a strong community desire to ensure that students receive a comprehensive education that includes essential historical knowledge. The outcome of these deliberations will have lasting implications for the district's educational framework and the academic preparedness of its students.