SFUSD’s actions don’t match its words on learning opportunities for high-achieving students. Carrying out Vision 2025, which calls for personalized learning and development pathways, should include expanding honors and AP classes to more schools and grade levels, and preparing students to be able to take these classes if they want to. We need to start early, in kindergarten or before, with curriculum and instruction that combine high expectations with the support each child needs. Then we will have more students who are proficient at grade level, can succeed in advanced classes, and take advantage of dual-enrollment opportunities at CCSF. We should also have a second, more easily accessible school like Lowell elsewhere in the city.

Moving away from a “one-size-fits-all” approach will keep students interested and engaged. Providing more individualized learning opportunities will also enable families to feel confident in their kids’ education without having to resort to “workarounds” (such as online classes) or leaving SFUSD altogether—options that many families cannot afford.

SFUSD could also help schools offer different environments for learning. Vision 2025 speaks of reimagining the school day, including exploring new ways to use space and time, yet SFUSD remains mostly stuck within the four walls of the classroom. I have led efforts districtwide to incorporate outdoor learning, which has demonstrated benefits in areas ranging from focus and learning to communication, engagement, and self esteem. I would also look at models in other districts and ideas from the Schools of Education at SF State and USF to incorporate more learning styles and expand the ways to be high achieving, whether through outdoor, project-based, experiential, or other avenues for learning.

I know from personal experience the value of being able to take algebra in middle school. I had the opportunity to take algebra in 7th grade, which put me on track to take AP Calculus in high school. With calculus and other AP courses, I got so much college credit that I was able to double major in college and still graduate in four years. Other students use their college credit to graduate early, making college more affordable for families.

In addition, in my own family, I saw the frustration and boredom my son experienced in middle school due to the lack of challenge in math. As a result, I have worked to improve SFUSD’s curriculum and restore algebra in 8th grade. 

SFUSD can revamp its approach to math, and we have examples to draw from—ranging from MLK Middle School in the 1990s to John Muir Elementary today—to improve proficiency for our most disadvantaged students. Notably, Senator Cory Booker’s federal Advanced Coursework Equity Act estimates that about 100,000 Black and Brown children nationwide are denied access to 8th Grade Algebra, which limits their opportunities for advanced math in high school and their access to competitive colleges and STEM careers.

To be part of the solution, I have worked to restore 8th-Grade Algebra in SFUSD and to push for access statewide:

• Prop G:  I campaigned for Prop G to restore 8th-Grade Algebra and improve math curriculum from PreK–7th Grade.  I wrote and led a parent ballot argument, raised funds, spoke at events, and distributed materials in the community.

• Kids Can’t Wait campaign:  I worked on SF Parents’ “Kids Can’t Wait” initiative to improve curriculum and instruction in math and reading, organizing parents to speak at BOE meetings and to recognize bright spots in SFUSD.

• Equity/Statewide access:  I worked with educators and advocates to highlight the inequitable effects of removing algebra from 8th Grade and to call for changing state law to remedy this issue. I am glad to report that the State just took a step in this direction, with a bipartisan bill signed by the Governor, to direct the Instructional Quality Commission to consider providing all students with an opportunity to take algebra in 8th Grade.

I support academic admissions at Lowell High School.  SFUSD is required to meet the needs of all students, including high-achieving students. Lowell is a top-rated high school nationally, in California, and in the Bay Area, and I strongly support retaining merit-based admissions.

The current admissions plan was introduced to remedy flaws of an admission policy that discriminated against Chinese and other Asian students. The Lowell admissions plan is designed to address both equity and excellence by ensuring that: (i) high-performing students who are ready for more challenge are admitted; and (ii) other students who are capable and well-prepared are also considered.

Notably, this system has increased Lowell’s diversity index every year. There are many other SFUSD high schools that are less diverse than Lowell. Lowell has also been a launchpad for success for high-achieving, low-income, and disadvantaged students. In addition, while most top-rated high schools reflect high-socioeconomic status and low ethnic diversity, Lowell has accomplished its high ratings with broad ethnic and income diversity. SFUSD’s successful AP program works extremely well at Lowell, providing additional support that ensures not just enrollment in AP courses but also success on AP exams. This allows Lowell graduates and their families to save tens of thousands of dollars in college tuition by enabling students to earn college credit for introductory courses. 

In a survey conducted by SFUSD, almost 90% of District parents supported Lowell academic admissions. The prior Board’s treatment of parents on this issue was one of the reasons I supported the recall.