Gilroy Unified studies adding ethnic studies and financial literacy while weighing CTE expansion and A–G trade-offs
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Summary
At a March study session the Gilroy Unified board reviewed committee recommendations to add semester requirements in ethnic studies and financial literacy, maintain A–G alignment where possible, pilot financial literacy in 2026–27 and rely on a bond or grants to expand CTE facilities and credentials before moving away from A–G as a default diploma pathway.
Sonia, a district staff lead, presented four options to the Gilroy Unified School District board on how to meet three recent state mandates while protecting college-career access: require ethnic studies, add a standalone financial literacy course, and implement an alternative diploma pathway for qualifying students with disabilities. The board held the special study session to gather feedback; no vote was required.
The state laws discussed include AB 101, which requires a semester of ethnic studies beginning in 2025–26; legislation that mandates a standalone financial literacy course for the class of 2031 and requires districts to offer the course by 2027–28; and provisions creating an alternate diploma pathway for students who take the California Alternate Assessment. The district said it already approved an alternative-pathway implementation at the May 2025 board meeting and has used expanded waiver authority for some student groups.
The committee’s preferred proposal would add semester-long ethnic studies and financial literacy while keeping most other A–G requirements intact. Staff told the board a financial literacy pilot is targeted for the 2026–27 school year so the full course can be A–G approved and iterated before the 2027–28 implementation deadline.
Trustees spent much of the discussion weighing trade-offs between keeping A–G (the University of California and CSU admissions-aligned set of coursework) and increasing scheduling flexibility for CTE and elective options. The presentation compared Gilroy’s five industry pathways with Hollister High School’s eight-pathway CTE model and noted that Hollister’s facilities, teacher credentials and consistent course offerings are part of why their model works. Gilroy staff warned that a stronger CTE pathway program would require additional funding, facilities work and incentives for teachers to earn industry credentials.
Board members asked detailed questions about sequencing (how moving Spanish or science might affect the seal of biliteracy and CAASPP outcomes), counselor workloads and master-scheduling impacts. Several trustees expressed support for preserving economics while adding financial literacy; others endorsed more flexibility to reduce senior-year overload. Staff emphasized that eliminating A–G for all students could increase elective choices but carries an uncertain effect on the district’s California Dashboard college- and career-readiness indicator, which has recently risen from 41.2% to 50%.
Next steps: staff said they will return the item for board consideration at an April or May meeting, with pilot-course materials and scheduling options for board review. The district recommended a phased approach that uses pilot data and seeks bond or grant funding before fully shifting the diploma default away from A–G.