The Fresno Unified School District has restructured its academic support department for Black students, responding to a potential threat of losing $250 million in federal funding and a related discrimination lawsuit. The previously named African American Academic Acceleration department, commonly referred to as A4, has been rebranded as the Advancing Academic Acceleration & Achievement department. This change aims to communicate a broader commitment to supporting all marginalized racial and ethnic groups, according to district leaders.
Lisa Mitchell, the executive director of A4, emphasized the urgency of the situation, stating, “There’s a lot happening at the federal level that we have no control of.” The threat of losing substantial federal funds impacts not only the students directly served by A4 but also the entire district, affecting resources and programs for all students.
A key concern raised by advocates is whether the name change will dilute the focus on equity for Black students. Eric Payne, executive director of the Central Valley Urban Institute, expressed apprehension that this move could set a precedent that jeopardizes culturally responsive programs. “Is the name change an attempt to dilute the focus on Black student equity?” he questioned.
Addressing Educational Disparities
The A4 program was established in response to alarming academic disparities identified in 2017, when 79% of Fresno Unified’s Black students did not meet California’s reading standards and 86% failed to achieve math proficiency. The district initially allocated $4 million to the program, which later expanded to a $12 million investment, aimed at improving academic outcomes for Black students.
Over the years, A4 has evolved from offering summer and after-school programs to providing year-round support across numerous schools. The initiative has included workshops for parents, focusing on resources that promote academic success, and has stressed the importance of instructional materials that reflect diverse backgrounds. According to the department’s 2024 impact report, improvements have been noted, with 35% of students participating in the after-school reading program advancing by at least one grade level during the 2023-24 school year.
The restructuring comes in the wake of a discrimination lawsuit filed by the Californians for Equal Rights Foundation, which claimed that non-Black students were unfairly excluded from A4 programs. A federal judge dismissed the complaint in August 2023, stating that the foundation did not meet the necessary legal standards to demonstrate discrimination.
Mark Harris, an attorney for the district, assured that no non-marginalized students had been turned away from A4 programs in the past, a sentiment echoed by district leaders regarding the future of the initiative.
Community Engagement and Future Directions
In light of the recent changes, A4 aims to align its objectives with the district’s literacy and intervention goals, maximizing its impact on student performance. The department has also initiated a program employing college students as teaching fellows to provide targeted intervention in classrooms for students in grades preK-6. Rather than daily enrichment activities, reading support will occur four days a week, reserving one day for cultural enrichment.
Last week, the district hosted a community forum at the Farber Educational Campus, attracting over 150 attendees who voiced their opinions on the restructuring. Parents and community members like Ava Vargas expressed their desire to ensure that the program continues to support children from various ethnic backgrounds effectively. Vargas, who has a Native American and African American daughter, highlighted the importance of maintaining focus on reading and writing skills.
At the forum, attendees were divided into groups to brainstorm additional strategies to enhance support for students. Suggestions included increasing parent engagement through workshops, providing more resources for families, and ensuring continuity in A4 operations.
Mitchell expressed gratitude for the community’s involvement, stating, “We’ve got a community with us trying to figure this out, too.” The restructuring of A4 reflects a significant shift in the district’s approach to academic support, with hopes of fostering an inclusive environment that benefits all students while safeguarding essential funding.
