Frequently Asked Questions

---

The removal of AS/Honors courses from high school schedules—while not formally eliminated by Board vote—was implemented under the rationale of promoting equity. However, the resulting system has stripped students of critical intermediate coursework, increasingly leaving only grade-level (College Prep) or college-level (AP/IB) classes. This binary structure particularly harms underrepresented students—especially those without access to private tutoring or external academic support.

Rather than scaffolding students toward academic success, this model forces them into a choice between courses that may be unchallenging or ones they are not yet prepared for. In effect, the district has kept the ladder—but removed the rungs.

As clearly described in Menlo-Atherton High School’s Course Catalog:
“AS classes better prepare students for higher-level or AP courses.”

Yet many of these classes are no longer available to most students, despite the district’s claim to support rigorous pathways. Today, AP/IB courses in SUHSD outnumber AS/Honors offerings by a factor of five, leaving students without the intermediate steps needed to succeed in college-level work. Without AS/Honors as a bridge, students are expected to leap from grade-level work to college-level rigor—a jump many cannot make without support, making accessing AB/IB courses incredibly challenging for students who would benefit from getting necessary experience in an AS/Honors class first.

It is not equitable to remove opportunity in the name of equity—it is exclusion.

Half of the AS/Honors courses removed from school offerings were 9th grade classes—just as students are transitioning into high school. The district now promotes a so-called “common 9th grade experience,” where all freshmen, regardless of academic background, are placed in the same basic courses, with no AS/Honors options.

This model fails to account for the extreme variation in academic readiness among incoming students. SUHSD’s own feeder school data shows students arrive with up to an eight-year difference in 8th grade test scores. Grouping all students into a single track does not create equity—it conceals inequity. For high-potential, underrepresented students in particular, this approach eliminates early acceleration pathways that research has consistently shown to be critical for long-term success and equitable outcomes (NAGC: Acceleration Position Statement).

The district justifies this policy by citing a desire to foster a “sense of belonging” among 9th graders and to avoid labeling students. But this replaces rigor with a vague, unmeasured concept—while ignoring actual outcomes like engagement, preparedness, and academic achievement. Students are not well-served by feel-good narratives that obscure real educational needs.

Let us be clear: this advocacy is not about preserving privilege. It is about ensuring that all students—including underrepresented students and those often described as at-promise—students whose potential deserves to be recognized and nurtured—have the opportunity to grow, achieve, and excel. This one-size-fits-all policy does not serve those who are behind, nor those who are ready for more. It is failing students across the board.

It’s important to recognize that the challenge with underrepresentation in AS/Honors courses has never been access alone—it has been placement and encouragement. Even before streamlining, many underrepresented students were not being identified or supported to enroll in advanced coursework, despite having the ability to succeed.

This is not just a local problem. A national study by the Education Trust found that high-achieving students of color are significantly underrepresented in advanced classes, not because of readiness, but because of low expectations, inconsistent placement practices, and lack of outreach (Ed Trust Report).

Rather than eliminating AS/Honors courses, SUHSD should have addressed this placement gap head-on—with early identification, data-informed outreach, teacher encouragement, and support systems to help students succeed once enrolled. Without these steps, streamlining simply masked the problem by removing the opportunity altogether.

We urge the Board to refocus on solving the actual equity barrier—not by limiting access, but by ensuring all students are actively encouraged and supported to pursue rigorous academic pathways.

SUHSD’s own internal data fails to demonstrate improved outcomes from this practice. In fact:

• Standardized test results (CAASPP 2023) show widening achievement gaps. Scores for at-promise students—such as English Learners and socioeconomically disadvantaged students—are significantly lower and declining compared to the state average.
  
• Math scores for the Class of 2024—the first class without access to Algebra Readiness as freshmen—dropped precipitously versus the Class of 2023.
  
• Student engagement, as measured by exam participation rates, is declining in SUHSD while remaining steady statewide.
  

The district’s “Streamlining” staff report excluded CAASSP data, despite standardized testing’s reputation as one of the most objective and predictive measures of college readiness. (SAT Validity Study; Education Next article)

The administration has recently pointed to increased AP enrollment and test scores as evidence that streamlining is not harming high-achieving students. First, that was not the goal of eliminating AS/Honors. Moreover, this is a misleading metric. Students who enroll in and excel at AP courses often have access to outside academic resources—such as private tutoring, test prep, or academic coaching—that many others do not. Additionally, the rise in AP participation often reflects a lack of alternatives: without AS/Honors courses, studentsmust jump directly into college-level material, often before they are fully prepared.

This shift not only widens the gap between those with and without support, but also contributes to increased student stress and burnout, as many attempt to manage heavier AP course loads without the scaffolding that AS/Honors once provided. These impacts—academic, emotional, and social—are not captured in test score data alone.

Moreover, the district-commissioned report by Hanover Research confirmed:

"No improvement in underrepresented student enrollment in advanced coursework since the removal of AS/Honors courses. Gains in A-G completion and graduation rates were noted, but these metrics cannot be causally attributed to the change."

A growing body of national research and real-world examples from other districts further illustrates that removing course-level options in the name of equity often harms the very students it is intended to help:

• “San Francisco’s Detracking Experiment.” – Tom Loveless blog
  A study of achievement test scores at SFUSD concludes that achievement gaps were widening and SFUSD was headed in the wrong direction on equity.
  
• “My School Experimented with ‘Education Equity.’ It Failed.” – The Boston Globe
  A Newton, Massachusetts teacher explains how similar detracking efforts backfired, worsening disparities and failing to meet diverse student needs.
  
• “Teachers Say Multi-Level Classes Are a Multi-Level Problem” – The Newton Beacon
  California teachers report that the mixed-ability classroom model lacks adequate support and call for a return to differentiated options.
  
• “The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement” – ScienceDirect
  Peer-reviewed research showing that mixed-level classrooms may fail to support socioeconomically disadvantaged students and can reduce academic outcomes.
  
• “Does Gifted Education Work?  For Which Students?” – National Bureau of Economic Research
  Rigorous coursework, when offered with access and encouragement, benefits all students—but students of color may experience the greatest academic gains.
  
• “Why Are Advanced Classes So Important?” – Sarah-Jane Lorenzo for GreatSchools
  “Equity doesn’t mean everyone gets the same thing—it means everyone gets what they need.” This article highlights how offering advanced classes with support systems in place helps level the playing field.
  
• 60 Minutes Episode: Teens Surprise Math World with Pythagorean Theorem Trigonometry Proof
  A national model showing how rigorous coursework and high expectations—paired with support—empower underrepresented students to thrive.

The most troubling aspect of this significant curricular shift, resulting in the elimination of 11 AS/Honors courses - nearly one-third of those previously offered across the district - is that it occurred without a formal Board vote and without meaningful community engagement, despite its far-reaching academic and equity implications. AS/Honors courses remain Board-approved offerings, yet school sites were allowed to stop offering them without oversight, guidance, or public debate.

While some school sites point to School Site Councils as the source of community input, these bodies typically include only 2–4 parent/community members, and their meetings are poorly publicized. Agendas are not broadly distributed, and the vast majority of parents and students are unaware they exist. To claim these limited forums represent community awareness and approval is not credible.

When community concerns were first raised two years ago, the administration promised that data would be used to evaluate the policy. When the results failed to support the intended goals, the narrative shifted—from improving access to advanced coursework to promoting a “sense of belonging” and boosting A-G and graduation rates. These revised goals, while important, are not directly tied to the removal of AS/Honors. In fact, they could just as easily be influenced by other factors—such as eased grading policies, increased group work, or changes in attendance patterns—none of which, to our knowledge, has been analyzed. Moreover, these goals can be achieved through more inclusive pathways that do not require eliminating rigorous coursework.

Meanwhile, access to the remaining advanced coursework is now highly uneven across the district. For instance,  Carlmont students have access to the highest number of rigorous course options starting in 9th grade, including AS English I, while students at other schools do not. This had led to a de facto equity gap based on ZIP code, not student readiness or interest, which flies in the face of the district’s Strategic Plan and mission.

This pattern of shifting justifications, lack of public accountability, inequitable access and inconsistent implementation has undermined trust in the district’s decision-making process.

The removal of AS/Honors offerings directly contradicts the district’s 2024–2027 Strategic Plan:

Signature Strategy 2: Participation in Advanced Coursework
“Expand access to rigorous coursework based on student needs, interests, and readiness.”

Eliminating the middle tier of rigor does not expand access—it constrains it. It removes choice for students who are ready for more than grade-level instruction but not yet prepared for AP or IB.

The current situation also violates Board Policy 0415 (Equity), which commits the district to:

“Enabling and encouraging students to enroll in, participate in, and complete advanced college preparation programs.”

The current lack of AS/Honors options disables, rather than enables, this participation—and disproportionately harms the students equity policies are designed to protect.

This is not an isolated concern. The community has been clear and consistent:

• Over 1,200 students, parents, teachers, and community members have signed our petition calling for the restoration of AS/Honors courses, with over 300 sharing comments that we shared with you.
  
• An open letter from 24 Carlmont teachers explicitly supports reinstating these offerings across the district.
  
• We believe in open enrollment for all advanced courses (AS, Honors, AP, IB) with robust support to help students thrive—not selective gatekeeping, nor forced one-size-fits-all policies.

The California School Boards Association (CSBA) emphasizes that school boards are fundamentally responsible for representing the values, beliefs, and priorities of their communities. This includes ensuring that district decisions reflect the will of the public, not just the recommendations of district staff. While collaboration with administration is important, your primary accountability is to the students, families, and constituents you were elected to serve.

The community was previously told that AP/IB courses were never at risk. However, we have uncovered an article from a SUHSD teacher confirming our worries that targeting AP classes in the name of equity was indeed being discussed (see article).  As an SUHSD teacher stated in the article, as stated, “To better integrate classes, he proposes an overall change in the education system, one that reduces the emphasis on the “social capital” of AP classes and instead places all students in the same classroom, separated into “threads.”  

We read the district’s 121-page report, and it appears to be biased against restoration of honors/AS classes. We are alarmed because we have been working in good faith with the district to try to get real data with rigorous analysis, but it doesn’t appear in the report. Previous Student Trustee Jacob Yuryev (Carlmont) believes the report portrays an inaccurate picture of our schools after advanced classes were eliminated. SUHSD’s report is linked and Jacob’s review is here.  We are disappointed the board did not ensure a neutral report and did not have any participation in the review of the data.  It is clear we should have advocated for an external contractor to conduct the research and prepare the report.

We believe in providing rigorous curriculum choices for all students. Advanced standing or honors classes should be open to all students who want to take them, and students who choose to enroll in those courses should be supported by a number of programs that help them succeed in these classes. We believe all students should be allowed to make class level choices in alignment with the district equity goals. SUHSD should foster an environment where students live as their authentic selves in an enriched school experience while pursuing their educational interests and choices.

• College-prep courses - Grade-level courses that meet the Cal State/UC A-G requirements for college applications. Graded on a 4.0 scale (i.e. A = 4.0).
• AS/Honors courses - Cover material on an accelerated timeline and carry a more challenging workload than college-prep courses. Depending on the course, grades may be weighted on a 4.0 or 5.0 scale. 
• AP courses - College-level material and pace. Students are encouraged to pay the fee and sit for the national test administered in the spring; certain scores have the potential to earn college credit. Grade is weighted on a 5.0 scale (i.e. A = 5.0). 

Descriptions from page 9 of the M-A Course Catalog:

Enriched, Advanced Standing (AS), Honors (HP), and Advanced Placement (AP) courses

● Courses move at a decidedly faster pace and are designed to be [more] rigorous, engaging, and dynamic than college prep courses.

● Courses are designed for dedicated students working at or above grade level who love to think critically in specific areas.

● Students should have a consistent and strong work ethic and enjoy the in-depth study of a specific subject.

● AS classes better prepare students for higher level or AP courses.

Freshman and Sophomore AS/Honors classes align with our California public universities as well as many private colleges. Class choices and grades during freshman year become important when considering California UC/State colleges vs. out-of-state or private colleges.  The UC System AND the Cal State Systems consider the rigor of coursework in all 4 years, but only calculate GPA based on Sophomore and Junior Years. Freshman year grades ARE NOT INCLUDED IN GPA CALCULATION. See HERE

Many private and out-of-state colleges across the nation include freshman year in the GPA.  Colleges also consider the rigor of freshman classes. See HERE

While we believe providing access to AS/Honors courses is mostly about providing the optimal academic opportunity for every student regardless of each student’s post-secondary school plans (college or career); given the UC and CSU application consideration, one can’t disregard the practical reality that freshman year is the safest and most appropriate time for students to take risks and try an AS/Honors course. Our 9th graders should therefore be encouraged to take AS/Honors courses as the “rigor” of course selection is considered but grades are not. Should students attempt AS/Honors courses but struggle with grades, their performance freshman year will NOT impact their GPA for these two college systems.

Considerations on preparedness for accelerated courses from page 7 of the M-A Course Catalog:

The following is strongly recommended for students requesting to go into accelerated, advanced standing (AS), honors (H), or advanced placement (AP) classes:

○ Students should have an A or B in the prerequisite courses.

○ Students earning a B-, C+, or C should be counseled about rigor and expectations. Input from the teacher is important. A waiver may be needed.

○ Students earning a C- or below must have a waiver on file. A meeting with the student’s school counselor is strongly encouraged.

AS/Honors courses serve many purposes, but there are three key reasons students choose these classes. 

1. To provide college-bound students an opportunity to challenge themselves and show rigor on transcripts without the additional pressure of a college-level AP course; 
2. To provide a deeper understanding of a subject in preparation for an AP course (college level);
3. To give them the ability to balance their own schedules with a mix of College Prep, AS/Honors, and AP in any given academic year based on their interests, aptitudes, and extracurriculars. Our public high schools have large student populations with diverse goals and interests. The AS/Honors level courses give each and every student the opportunity to create an appropriately balanced course load. Some students will choose all grade-level courses with one AS/Honors class in a favorite subject. And others will choose an AS/Honors course instead of an additional AP course in a topic where they want a challenge, but not college-level rigor. The additional choices serve every student in their quest for developing a personalized and meaningful public high school education.

The International Baccalaureate (IB) program was designed in Switzerland in the 1960s. Its purpose was to give students around the world a chance to earn a rigorous, internationally recognized diploma, which they could then use for entry into universities. IB exams are recognized for college credit in a way similar to how AP exams are used. IB classes are taken during Junior & Senior year (with the exception for math classes).  https://blog.prepscholar.com/what-are-ib-classes

The International College Advancement Program (ICAP) is a rigorous, college preparatory program for freshman and sophomore students. The ICAP classes are similar to AS classes and prepare students for IB classes.  https://www.sequoiahs.org/PARENTS--COMMUNITY/IB-Programme/Learn-About-Sequoias-IB-Program/index.html

https://www.greatschools.org/gk/articles/what-is-ib-international-baccalaureate/

Carlmont High School

AS Biology

AS Chemistry

AS Physics

AS English III

Menlo-Atherton High School

AS English I

AS Biology

AS Chemistry

AS Physics

Sequoia High School

Honors Chemistry

Woodside High School

AS English I

AS Biology 

Class Descriptions: 

• AS English I (9th) - More required reading and essay writing, served as prep for the infamously rigorous AS English II (10th). It also helped students understand the expectations and rigor of AS/AP offerings in 11th and 12th.
• AS Biology (9th) - Students were enrolled in heterogeneous college-prep Biology, but students could earn AS credit for doing extra assignments and lab work. (NOTE: This is based on knowledge of the course as it was offered at M-A, other site offerings may have varied.)
• AS/Honors Chemistry (10th-12th) - Greater depth of knowledge and lab experience as well as Chemistry math. Strong as a stand-alone AS course or in preparation for AP Chemistry.
• AS Physics (10th-12th) - Greater depth of knowledge and lab experience. Strong as a stand-alone AS course or in preparation for AP Physics.

It’s hard to understand why our high-school only district would offer fewer opportunities for choice and rigor at select schools given they all operate under the same learning plans and goals. The argument that AS/Honors courses aren’t valuable doesn’t make sense if some sites still offer them to students. We believe the lack of SUHSD Board vote to provide clear policy direction to schools is the reason some schools offer significantly more class level choices for students.  This results in SUHSD student choice and opportunity is dependent solely on what school students are zoned.  This undermines the district equity policy. 

Current Carlmont HS offerings:

https://www.carlmonths.org/documents/School-Profile-Class-of-2024-Final-2-2.pdf

Carlmont offers 12 AS/Honors/Accelerated classes including: AS English I (for freshman), AS English II (for sophomores), Honors Chinese III, Honors French II, Honors Spanish III, Honors Pre-Calculus, Geometry Enriched, Algebra II/Trig, Multivariable Calculus, Honors CTE Marketing Communication and Advanced CTE Computer Science Structure

Current Menlo-Atherton HS offerings:

https://www.mabears.org/documents/M-A-School-Profile-22-23.pdf

MA offers 5 AS/Honors class choices:: AS English II (for sophomores), AS English III (for juniors) Geometry Enriched (for freshmen), AS Algebra II (for sophomores), and Chinese IV.

Current Sequoia HS offerings:  

https://www.sequoiahs.org/documents/23-24-Sequoia-School-Profile.pdf

https://www.sequoiahs.org/documents/IB/ICAP%20Courses.pdf

Sequoia offer 6 ICAP/Accelerated classes: English I-ICAP (for freshman), English II - ICAP (for sophomores), World History I-ICAP (for sophomores), Spanish 2/3 - ICAP, French 2/3 - ICAP and Accelerated Geometry/IB Math Analysis I.

Current Woodside HS offerings:  https://drive.google.com/file/d/1lN5PnN3LIOfimAdZWr8pcWi66a_5rGMu/view

Woodside offers 2 AS/Honors classes:  AS English II (for sophomores) and AS Chemistry.

While each site has a different answer based on their course offerings, a number of freshmen courses have always been offered solely at the college-prep level and are made up of students from all partner districts. Each site offers many ways to engage with classmates outside of the classroom as well in both clubs and athletics.

While it sounds ideal to have one course where teachers provide individualized attention (aka differentiated teaching) to students based on their personal needs and entry-level knowledge, families have expressed that this is not happening. Honestly, it’s unreasonable to expect teachers to individualize attention to 30-ish students during each period. Students who need extra support accessing learning skills and strategies are not being served.  Also, all students should have access to multiple levels such as college prep, AS/Honors and AP.  Many students with learning differences take rigorous courses and they should be able to choose between AS/Honors and AP courses. https://www.nea.org/professional-excellence/student-engagement/tools-tips/accessibility-programs-courses-and-services-students-disabilities

Every student deserves a choice when it comes to personalizing their education. Many first-generation college students hope to use AS/Honors courses on their transcript to stand out on college applications and in scholarship pools. The AS/Honors experience also better prepares students for taking and succeeding in AP courses. Students who earn AP credits prior to attending college are able to save on tuition costs as well. In addition, most SED students do not have the opportunity to access enrichment beyond the school day as do other students. More resourced families will find those opportunities for their students if necessary, though it is also a disservice to those students to have to augment their schedules and finances to access those opportunities. And the students without those opportunities will continue to be disadvantaged in comparison to their peers.

Private tutoring programs are extremely expensive and cannot be accessed by everyone. So when public schools say they’re closing the learning gap by eliminating opportunities, they’re actually doing the opposite. When certain course offerings have to be accessed outside of the public schools, it harms those who find tutoring and private courses cost prohibitive. Also, for community colleges there may be transportation and scheduling barriers for SED students.

Given the course restoration decision will impact future SUHSD students, it is vital that families in partner districts are aware of this conversation. Their input is necessary and valuable. We have attempted to connect with many schools and here’s what we’ve learned:

• La Entrada - SF supporters have shared information on parenting message boards.
• Hillview - SF supporters have asked for information to be shared, but school and district administrators said they do not take a stand on course offerings at the high school level and feel it is inappropriate to share information from Students First with families through various school channels. 
• San Carlos - A couple school newsletters invited families to the study session via Students First.
• Others - If you have contacts or are aware of public communication channels to connect with future SUHSD families, please let us know.

You can find your home on this map to see which Trustee is your elected representative.

To email all five trustees, the superintendent, and student trustees, copy and paste: board@seq.org

Please consider bcc’ing us at: suhsdstudentsfirst@gmail.com

Koo (Area A):

• Joined board after courses were eliminated with no community input 
• Voted YES to having public conversation at Nov 15th meeting

Thompson (Area B):

• Joined board after courses were eliminated with no community input

Ginn (Area C): 

• Joined board after courses were eliminated with no community input 
• Voted YES to having public conversation at Nov 15th meeting

Nori (Area D):

• Elected to board in 2022 with restoration of honors central to his campaign platform
• Joined board after courses were eliminated with no community input 
• Voted YES to having public conversation at Nov 15th meeting

Cruz (Area E):

• Joined board after courses were eliminated with no community input

• Restore alignment of our course catalogs to the board's equity policy which states "The Board and the Superintendent or designee shall develop and implement policies and strategies to promote equity in district programs and activities, through measures such as the following:...
  3.  Enabling and encouraging students to enroll in, participate in, and complete curricular and extracurricular courses, advanced college preparation programs, and other student activities..."
  

• Conform with our sites' course catalogs which well articulate the distinct expectations and benefits of the different course levels.  MA's course catalog, for example, states: "Enriched, Advanced Standing (AS), Honors (HP), and Advanced Placement (AP) courses
• Courses move at a decidedly faster pace and are designed to be [more] rigorous, engaging, and dynamic than college prep courses.
• Courses are designed for dedicated students working at or above grade level who love to think critically in specific areas.
• Students should have a consistent and strong work ethic and enjoy the in-depth study of a specific subject.
• AS classes better prepare students for higher level or AP courses."

• Restore student agency and choice to pursue unique and complex paths that fit their individual interests and growth curves.

• Enable all students to have teaching tailored to their needs and interests with appropriate support and challenges.