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Terra Linda students present research calling for wider outreach, human‑rights education and equitable grading
Summary
Terra Linda High School administrators reported modest gains on state tests and outlined equity work; a team of recent graduates presented a 22‑page research project urging the district to expand outreach to underrepresented students, embed human‑rights education in the curriculum and improve recruitment to AP and leadership programs.
Terralinda High School administrators told the San Rafael City Schools Board on Nov. 4 that the campus has shown small but steady gains on state assessments, while school staff and recent graduates urged broader actions to make advanced classes and leadership roles more accessible.
Assistant Principal Lauren Inman said Terra Linda — a Title I campus serving about 1,200 students — recorded a 2 percentage‑point rise in English language arts proficiency and a 7‑point rise in math on the Smarter Balanced test, with 73% proficiency in ELA and 46% in math. Inman said the campus is prioritizing aligned curriculum, teacher collaboration, inclusion for students with disabilities, and equitable‑grading practices intended to ensure that grades reflect academic mastery rather than compliance.
Inman: “Terralinda is making meaningful progress while keeping equity at the center of everything that we do,” she told the board.
A student research team of recent Terra Linda graduates presented an executive summary of a 22‑page report titled “Placing student voice at the center.” The students said they used interviews, focus groups and data analysis to identify three broad themes: equity and diversity, participation and belonging, and the need for human‑rights education. The student panel recommended targeted outreach and clearer, consistent processes to recruit historically underrepresented students into AP classes, ASB and programs such as AVID.
Student speaker Rochelle Diaz summarized the recommendations: “To make things better, TL can focus on stronger outreach, more teacher encouragement, and making recruitment more accessible so that students know how and where to participate,” she said.
The student researchers also urged the district to embed human‑rights content across grade levels — for example, integrating those concepts into freshman English, junior history and senior government — and to ensure educators receive training so classroom practice reinforces the ideas taught in formal lessons.
School staff described ongoing site work: a full‑time English‑learner instructional coach, structured teacher release days for curriculum alignment, professional development trips for math teachers, and regular learning walks to share instructional practice. Terra Linda’s site leaders asked the board to continue supporting investments in inclusion, equitable grading and programs that expand access to advanced coursework.
Board members thanked the students for presenting and invited them to share the full report with district advisory groups. The trustees did not take formal action on specific report recommendations during the meeting.
