Glendora Unified outlines AB 101 ethnic-studies pilot; community members press for clarity on content and process

Glendora Unified School District staff presented an ethnic studies course outline that the district plans to pilot in the 2025–26 school year to meet the state’s AB 101 requirement, and members of the public pressed the board for more detail about content, process and funding.

Doctor Prince, who introduced the presentation, said the district’s outline grew from two years of teacher training and a community committee: “We will be giving you a presentation overviewing some background and process for the development of our ethnic studies course outline, which is set to begin as a pilot in the 2025–26 school year, which is outlined under Assembly Bill 101,” (Doctor Prince). He said 13 teachers formed the initial committee and a 15‑member community committee provided feedback after training with the Los Angeles County Office of Education.

Miss Lozano, who reviewed the proposed units, said the course is organized so the first two units build a classroom culture and belonging so students can then engage with four foundational groups listed in AB 101: Native American/Indigenous peoples, Latino/Latina Americans, African Americans, and Asian American and Pacific Islanders. “Now that is not to say we're not gonna include any other groups,” she said, adding that the pilot year allows the district to refine the outline based on experience (Miss Lozano).

Members of the public urged caution and more transparency. Mike Baron asked whether the teachers’ committee used the state model and whether the curriculum would “define and judge students based on skin color rather than character and behavior,” and whether it would “glorify Marxist … governments” or present leaders such as Martin Luther King as passive (Mike Baron). Door-to-board commenter Gene Lopez asked the district to consider additional materials she said include a unit on white Americans.

Trustees used the Q&A to press for specifics. Trustee Garcia asked the presenters to name the four groups; Miss Lozano listed them, and Doctor Prince explained that the model and the statute focus on groups that have been historically underrepresented in education. Trustee Cam asked about who may teach the course; Doctor Prince said the district intends the class to be taught by a history/social-sciences‑credentialed teacher. On student supports, Miss Norell said counselors and the wellness center would be available for learners who experience emotional distress during the course.

On funding and timing, the presenters said the district is monitoring state action: “The indications we have from the CDE are that [funding] will be part of the May budget revision,” Doctor Prince said, and cautioned that the district will continue to track guidance from the California Department of Education. Trustees asked how the district will move the outline from committee feedback to a board action; presenters described a multi-step review process in which annotated committee feedback was incorporated into a draft that will come back to the board for approval.

Next steps: district staff said parents and community members may preview the full course outline by appointment with educational services; the board will receive a formal recommendation and the course outline must be approved by the board of trustees before implementation, as required by AB 101.