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Santa Paula High presents new ethnic studies course; teachers highlight local partnerships and reader
Summary
History and social science department chairs described a pilot ethnic studies semester at Santa Paula High School, noting UC/CSU A‑G approval, a locally curated reader due mid‑October, field‑trip needs and strong student engagement in identity-focused units.
History and social science department chairs Matt Buck and Brett Banducci presented the district’s pilot ethnic studies course to the Santa Paula Unified School District board on Sept. 24, describing the course as a one‑semester class that the department developed ahead of a statewide graduation requirement for the class of 2030.
Banducci and Buck said the course—modeled in part on San Diego Unified—has UC/CSU A‑G approval, was developed with support from Miguel Zavala of UC Riverside and piloted last year by teachers including Jovan Mosby and Brett Banducci. The presenters said the course covers four major groups identified in the model curriculum (Latino/Chicano, Native American, Black, and Asian American/Pacific Islander studies), and that teachers created a curated reader (essays, poems and primary sources) to replace a single textbook. They said the reader should be available to students by mid‑October.
Trustees and board members praised the effort and emphasized local connections. One trustee recommended deeper ties with the Museum of Ventura County archives and the Santa Paula Historical Society; presenters agreed the program aims to connect students with local history and oral histories. A student trustee who had taken a related course in middle school said she welcomed the expansion to include a broader set of heritages.
Banducci noted the identity unit produced the strongest student engagement in the pilot year and said the district will gather aggregate academic and pass‑rate data for future review. Presenters flagged field trips as the program’s biggest funding need, citing a potential visit to the San Ynez Chumash Museum and Cultural Center as an example. The board did not vote on the presentation; it was presented for information and future coordination with community partners.
The board asked staff to report back with more data on student outcomes and to pursue potential museum, university and community partnerships to support field trips and curricular resources.
