San Ramon board adopts 9th-grade ethnic studies course after marathon public hearing

The San Ramon Valley Unified School District Board of Education voted to adopt a new 9th‑grade ethnic studies curriculum at its May meeting after a prolonged public hearing that drew students, teachers, parents and faith‑community leaders to the podium.

The board approved the curriculum with an amendment directing district staff to return in July or August with a report showing how community feedback had been incorporated, and to present a formal year‑one implementation review before any major next‑step changes. The motion passed 4‑1; Board Member Jesse Vanzy cast the lone no vote. The student board member’s advisory vote was recorded separately.

District staff said the course follows the California ethnic studies model curriculum and was created by local teachers and administrators with approximately 17 hours of professional development already delivered and more planned. Executive Director of Curriculum and Instruction Debbie Pettish said the course is framed around identity, narrative and four core areas of study designed to build students’ critical thinking and civic skills.

“We want teachers to feel comfortable and confident with this topic,” Pettish said, describing built‑in class norms, community circles and scaffolded projects such as autoethnographies and research into local counternarratives.

Supporters — many of them high school students and alumni who had taken an interdisciplinary ethnic studies elective — described measurable classroom benefits. “Ethnic studies is more than just learning about different cultures,” said student Avishi Agarwal. “It helps students ask thoughtful questions, build empathy and prepare for college and civic life.” Several former students and teachers said the course created safer, more engaged classroom communities.

Opponents raised concerns that parts of the draft curriculum were ideologically driven, under‑representative of some religious groups and could exacerbate tensions. Samuel Shaman, a Monavista High senior, said he feared identity would be mishandled in the classroom: “When my religious and cultural background becomes a lens in which I am treated, that’s not education. That’s alienation.”

Teachers on the curriculum team said the draft has been revised since initial public release. They noted specific edits made this spring — for example, adding an explicit reference to anti‑Semitism under “forms of oppression” in Unit 3 and clarifying representations of religious identity. Jeff Davis, a teacher involved in curriculum design, said a number of slide resources were replaced after staff review: “If we are going to raise complex, contemporary issues we must provide the context and support students with norms and professional development.”

The meeting’s public comment record was extraordinary in scope: the board heard nearly 50 speakers on the topic, and staff aggregated more than 200 written comments. Testimony ranged from students urging adoption for its academic benefits to local Hindu and Jewish community leaders who asked for additional revisions to ensure accurate representation and to avoid unintentionally stigmatizing communities.

Board members debated whether to delay adoption to allow more time for revision, weighing the district’s board policy (which set a local timeline) against the California law (AB 101) that aims to phase in ethnic studies statewide. Trustee Laura Brat argued for adoption with follow‑up: approving now would allow staff and teachers to proceed with planning and professional learning while the district responds to community concerns.

“I appreciate the passion from everyone here,” Brat said before casting a vote in favor of adoption. “We asked staff to bring this forward. We will continue to refine and report back.”

Trustee Jesse Vanzy opposed immediate adoption, saying he remained concerned about the curriculum’s tone and certain lesson materials and preferred additional vetting. “I support ethnic studies in principle,” Vanzy said. “I’m not convinced this draft is ready for a graduating‑class requirement.”

What comes next: staff will present a July/August informational update summarizing changes made in response to community feedback and identifying targeted professional development (including anti‑bias training and strategies for facilitating difficult conversations). The board also asked staff to report after the first year of instruction with evidence on outcomes and suggested edits.

The board’s action makes 9th‑grade ethnic studies part of the district’s graduation pathway per local policy; implementation will begin in the 2025‑26 school year under the approved pacing and with district‑led professional development for teachers.

Votes at a glance - Ethnic studies curriculum adoption — Motion by Trustee Laura Brat; second by Trustee Shelley Clark. Vote: Brat (yes), Herd (yes), Vanzy (no), Ordway (yes), Clark (yes). Outcome: Approved 4‑1.

Context and next steps The district staff emphasized that the curriculum will continue to evolve, that teachers will use classroom norms and restorative practices to manage sensitive conversations, and that partners including faith and cultural organizations will be invited to provide supplemental perspectives. The board directed staff to produce a public report on how community feedback was incorporated before classes begin and to return with an implementation review in Year One.