Board moves to study making A–G coursework a graduation requirement, advances AP/honors open enrollment and alternative-credit system

The San Francisco Board of Education on Dec. 9 authorized staff to convene a study team to develop recommendations on making the University of California/California State University A–G course sequence part of SFUSD’s graduation requirements and advanced two companion policy directives: districtwide open enrollment for honors and AP courses and a system of alternative credit-earning options.

Franchesca (staff) outlined an aggressive timeline: convene the study team in January, gather recommendations in February and return policy language to the board by March. The proposed A–G directive asks the board to adopt a policy directive to implement a districtwide rigorous A–G course sequence that includes supports, creates an implementation committee and reports progress by October next year.

Speakers across the meeting supported raising expectations but urged the board to match standards with resources. De'Anthony Jones of the Youth Commission and student speakers warned that raising the bar without targeted supports could overwhelm students who currently fall short of A–G; teachers and the United Educators of San Francisco (UESF) called for fully credentialed teachers, counselors and professional development. Community organizations (Coleman Advocates) and higher-education partners (a statement from San Francisco State read by Lisonbee Sunshine; City College trustee-elect Chris Jackson) endorsed the goal but pressed for transparency, measurable milestones and inclusion of parents, students, and special-population representatives on the study team.

On companion items, staff proposed districtwide open enrollment for honors/AP to be effective August 2010 with supports and reporting by Oct. 31, 2009; the board discussed the need to change school-by-school barriers and recorded the roll as six ayes for that item. The third directive would create a system of alternative credit-earning (online courses, independent study, credit for internships/work experience, exam-based credit) with partial phase-in starting spring 2009 and full implementation by June 2010; the transcript records a roll call of seven ayes for that item.

Board members repeatedly said the policy direction is intended to raise expectations while the study team would determine details — including accommodations for students with disabilities and recent arrivals, middle-school preparation strategies (including eighth-grade transitions and AVID expansion), and how Prop H and other resources would support implementation. The superintendent framed the work as a districtwide paradigm shift tied to the strategic plan and said changes would phase in so they would not affect current graduates until the class of 2014.

Next steps: the board directed staff to solicit nominations for a broadly representative study team, post background materials online and return with implementation recommendations and draft policy language on the stated timeline.