We, the students, parents, and community members of Castro Valley High School, are concerned about the recent scheduling decisions that have resulted in students being placed into classes that do not align with their academic needs or career goals. We believe this negatively impacts educational outcomes and future opportunities.

1. Limiting AP/Honors classes isn’t equitable.
   
   1. The definition of equity is giving everyone what they need to have equal opportunities.
   2. “This year, we will continue to center equity, elevate student voice, build strong partnerships with families, and ensure that all students—all means all—have access to the high-quality opportunities they deserve.” – Dr. Nia Rashidchi, CVUSD Superintendent.
   3. “All means all”emphasizes the point that all students should be given the opportunity to take any and all classes available.
   4. To help students, the school should not limit course enrollment based on existing course load.
   5. In summary, even though the equitable and “all means all” attitude is being heavily emphasized at the moment, the course distribution at Castro Valley High School is actively taking steps against this principle. There is a difference between equal and equitable. 
2. The effects of these inequitable course distributions are highly detrimental to the students.
   
   1. The impact these AP/Honors courses make on high-achieving students can mean the difference between acceptance and rejection from competitive 4-year universities.
   2. “We invite you to stay connected and join us in creating a supportive and inclusive environment where every student can achieve their full potential.” – Christopher Fortenberry, Castro Valley High School Principal.
   3. Students need these AP/Honors courses to demonstrate to colleges they are capable of rigorous learning, and deserve acceptance into their programs. Course rigor and GPA are two of many important factors into college acceptance, and a student being forcibly limited by their school does not demonstrate their “full potential” to the universities they are applying to.
   4. Beyond pure “number of AP’s enrolled in”, college admissions look at if students are enrolled in the most difficult classes offered at their individual school. It is unfair to a high achieving student if the answer to that question is no, because the school blocked their access to the class. 

Although the current scheduling approach is intended to promote fairness and equity, it has resulted in a system that doesn’t provide equitable class distribution and doesn’t give each student the opportunity to take the classes they want to take.

1. Evidence of “spreading out” AP/Honors courses
   
   1. Information from counselors and various student schedules suggest the school is attempting to “spread out” AP/Honors courses, giving most students 3–4 AP/Honors classes.
   2. Some students have corrected their schedules to reach their desired number of AP/Honors courses.
   3. Many students have not been able to switch out of any classes due to full class rosters and difficulty scheduling consultations with counselors.
2. Counselor efforts acknowledged, but needs still unmet
   
   1. While counselors work hard to help every student fairly, many students have had their needs neglected.
   2. The current system places an unfair burden on the counseling office staff because students are instructed to keep checking in, day after day.
   3. Without an actual waiting list or fair system to get access to spots when they open up, getting the spots relies on luck of going to the counseling office at the right time.
   4. A wait-list system has potential to take some of the burden off of our counselors and provide consistency in class distribution.
3. Example: 11th grade AP/Honors course conflicts
   
   1. Many students in AP/Honors math, science, elective, or language were unable to enroll in APUSH or Honors American Literature.
   2. Conversely, many students in APUSH or Honors American Literature were not in AP/Honors math, science, elective, or language.
   3. While some students did manage to take multiple AP/Honors courses across subjects, a significant portion experienced these restrictions.
   4. Limiting students’ AP/Honors classes does not follow the district’s vision for equity.

To address these scheduling concerns, we propose several changes to ensure students are able to access all courses available.

1. Expand the number of sections offered for high-demand courses such as Honors and AP classes.
   
   1. Example: From what we’ve heard from staff, up to 90% of upcoming juniors signed up for Honors English nearly six months before schedules were released, yet many students received normal American Literature, leaving many students without their intended academic challenge.
   2. If the district wants to offer equal access to rigorous courses to all students, then the equitable actions as a district is to then offer places for everyone who wants it in the course, not to arbitrarily deny access to some registrants. 
   3. If more sections of these courses are implemented, all students who want these courses can receive access.
2. If students don’t receive their desired class, make it easier to switch in.
   
   1. When possible, students who requested an Honors or AP class should have their schedules adjusted to prioritize that choice over a standard-level course. This aligns with the mission statement of the district and school. 
   2. This could involve switching some of the less rigorous classes for their Honors or AP counterparts to match the preference of students.
   3. English is a required course all 4 years of high school. A teacher credentialed to teach the traditional grade level course is qualified to also teach Honors. Changing more sections to honors does not change the staffing numbers.
   4. A waitlist system could be developed to help create a consistent environment in the counseling and scheduling department of the office, providing students with a clear image of their scheduling status and reducing the traffic and stress put on the counselors.

In summary, while Castro Valley High School’s intention is to foster equity and improve access to AP/Honors courses, the current course distributions don’t provide access to all courses to all students. This approach undermines true equity, contradicts the district’s stated vision of “all means all,” and risks harming students’ academic growth, college competitiveness, and overall well-being. By expanding high-demand course sections or providing a solid waitlist system, the school can ensure that every student, regardless of subject focus, has fair access to the rigorous courses they want to take. In doing so, Castro Valley High School can uphold its commitment to equitable, high-quality education while boosting both student success and program integrity.