Parents and teachers voice procedural and content concerns about 'Voices' pilot during curriculum review

A mix of parents, teachers and community members used public comment to press concerns about the 'Voices' ethnic studies curriculum and the district's review process.

Several speakers said the pilot process downplayed dissenting views. One parent who served on the district review committee said reviewers were constrained and that the summary report did not reflect critical committee comments about content balance. "Any concern we raised was treated as evidence that we weren't on board with the mission," the parent told the board, urging further, transparent review.

Other public commenters and some teachers criticized 'Voices' for emphasizing frameworks they described as politically framed. Dennis Fox, a longtime substitute teacher, called the textbook a "victim oppression worldview" and urged a 'no' vote on both the text and the two‑semester requirement.

District staff and supporters pushed back, noting WestEd's external audit and a pilot that produced mixed findings and areas for growth (local history, ML and IEP supports). Assistant Superintendent Devin Krugman said the evaluation committee considered alignment, teacher usability and equity supports. Board debate later focused on whether the board should vote the ethnic studies adoption separate from the broader history/social studies package and whether supplemental local materials and professional development could address identified gaps in UDL and multilingual learner supports.