The Fresno Unified School District has restructured its academic support department for Black students in response to potential federal funding cuts and a discrimination lawsuit. The department, formerly known as the African American Academic Acceleration department, has been renamed the Advancing Academic Acceleration & Achievement department, or A4, starting from October. This change aims to protect approximately $250 million in federal funds while also signifying a broader commitment to support all marginalized racial and ethnic groups.
Lisa Mitchell, executive director of the A4 department, emphasized the urgency of this restructuring. “When we think about the threat and loss of $250 million, not only does it impact the students we’re serving in A4, but it impacts students across our entire district,” she stated. The shift comes at a time when the district is navigating complex federal policies, particularly under the Trump administration, which has threatened financial repercussions for schools with race-based programs.
Concerns have been raised regarding whether this rebranding might dilute the focus on equity for Black students. Eric Payne, executive director of the Central Valley Urban Institute, pointed out the potential implications of this change. “Is the name change an attempt to dilute the focus on Black student equity and set a new precedent that makes other culturally responsive programs vulnerable?” he questioned.
Addressing the Achievement Gap
The A4 initiative was initiated in 2017 after alarming statistics revealed that 79% of Fresno Unified’s Black students were not meeting California’s reading standards, with 86% failing to achieve proficiency in math. In response, the district established A4 to address these academic disparities, with an initial investment of $4 million from the school board, which later increased to $12 million.
The program has expanded its services from seasonal support to year-round initiatives at multiple schools, targeting Black, Latino, Afro-Latino, Hmong, Native American, and Pacific Islander students. A4 provides workshops for parents, focusing on how to support their children’s academic progress, while also incorporating instructional materials that reflect diverse characters and cultures.
Recent assessments show progress; in the 2023-24 school year, 35% of students in the after-school reading program improved by at least one grade level, according to the department’s impact report. Additionally, A4 offers enrichment camps and peer support groups for middle and high school students, addressing both academic and social-emotional needs.
Legal Challenges and Future Direction
The restructuring was also influenced by a discrimination lawsuit filed by the Californians for Equal Rights Foundation, claiming that non-Black students were excluded from A4 programs. A federal judge dismissed this complaint in August 2023, stating the foundation did not meet essential legal standards and lacked evidence of racial exclusion. “There’s not one student who’s non-marginalized, who’s attempted to join, who’s been turned away,” remarked Mark Harris, an attorney for the district.
Despite the lawsuit’s dismissal, district leaders believe the restructuring is necessary. A4 plans to broaden its initiatives while merging middle and high school support programs into a more unified approach. Payne cautioned that maintaining the core mission is critical. “It must preserve the core mission, which is academic acceleration, social-emotional support, and cultural affirmations for Black students,” he said.
As part of the restructuring, A4 aims to align more closely with the district’s literacy and intervention goals. This includes hiring college students as teaching fellows to provide targeted support in classrooms for students in grades preK-6. Instead of daily enrichment activities, reading support will occur four days a week, with one day dedicated to cultural enrichment.
Community engagement has been a focus during this transition. Over 150 community members attended a recent forum at the Farber Educational Campus to discuss the changes and offer input. Many parents expressed their hopes that the department would continue to support students of various ethnic backgrounds effectively.
Ava Vargas, a parent at the forum, highlighted the importance of maintaining educational resources for diverse students. “With the name change, I was like, ‘What else is going to happen?’” she said, emphasizing the need for continued support for her daughter, who is both Native American and African American.
The discussions at the forum generated several ideas aimed at improving student outcomes, including enhancing parent engagement through workshops and providing additional resources for families. Mitchell expressed appreciation for the community’s involvement, stating, “We’ve got a community with us trying to figure this out, too.”
As Fresno Unified moves forward with these changes, the emphasis will remain on creating an inclusive environment that supports the academic success of all students while addressing the specific needs of historically marginalized groups.
