This feat was accomplished through the steadfast commitment of the board of education, hardworking teachers, student advocates and the support of the community. District leadership, such as the ACES coordinator, have worked collaboratively with teachers to explore how current class content can be updated to consider diverse perspectives and to incorporate meaningful capstone projects. English and history department teams are provided with time and resources to engage in deep reflection, review, refinement and development of the course curriculum guides. This has led to the creation of ACES courses across content areas and grade levels, including courses such as:

In addition, some special education (Specialized Academic Instruction), Advanced Placement (AP), and immersion courses have been updated to meet the ACES criteria to ensure equity and access.

All of the ACES courses intentionally integrate all 20 Social Justice Standards (Learning for Justice Anti-Bias Framework), which were adopted by the board in 2017. Course experiences and activities are designed to empower students’ voices, encourage self-advocacy, and foster an environment where questioning is valued as a means to understand and disrupt systems of inequality and injustice. Students regularly engage in discussions and deliberations while considering multiple viewpoints; SMMUSD ACES courses must include a minimum of five perspectives from traditionally underrepresented or marginalized groups.

ACES capstone projects are designed to tap into students’ voice and choice, empowering them to participate in real-world authentic experiences that foster civic responsibility. For example, Feminist Literature students create a multimedia poetry project to portray students’ perspective on modern feminism and how it manifests in their lives. In Graphic Novels in Literature, students select a social issue and create an original graphic novel to present to a middle school audience. All the capstone projects are action-oriented and allow students to make cross-content connections and apply numerous academic knowledge and skills.

In addition to developing inclusive critical thinkers who are prepared to take action in a democratic society, there are a variety of additional benefits from having an extensive ACES course catalog. The variety of course offerings has provided students with busy schedules multiple opportunities to meet the ethnic studies requirement while also completing A-G courses, and participating in enrichment such as music and sports. The courses also support the district’s efforts to improve student attendance by connecting students to school through high-interest and meaningful course content. Superintendent Shelton said, “through these transformative ACES courses students are prepared for success as global citizens, ready to engage thoughtfully and proactively in an interconnected world.”

Overall, SMMUSD has approached ethnic studies through a value-added mindset, and have utilized the ethnic studies requirement as a tool to support the district’s mission of extraordinary achievement for all while simultaneously closing the achievement gap.