The California Collaborative for Educational Excellence’s (CCEE) African American Student Success Network, conducted in partnership with the California Association of African American Superintendents and Administrators, convenes four districts and three county offices of education to identify the inequities experienced by African American students in California K-12 schools and address them through a systems-change approach. It aims to identify root causes in these local educational agencies and implement successful practices, such as early warning systems, incorporating culturally conscious teaching principles and developing a literacy program specifically for African American students to improve learning, achievement and educational attainment outcomes for Black students.
Fresno Unified School District has been participating in the learning network since its inception in 2017. That year, the district launched its African American Academic Acceleration (A4) initiative to address the disparities in academic outcomes faced by African American students and other demographic groups, according to the website. Through data evaluation, Fresno USD found that, while it has made progress in graduation rates, Advanced Placement enrollment and college applications, for students overall, African American students — who make up 8.2 percent of the student body — did not experience these gains equally. Additionally, disproportionately high suspension rates have led to significant lost instructional time, highlighting the urgent need for an equity-driven approach to ensure meaningful support for African American and Black students across all schools.
A dedicated coalition of staff, educators, community advocates and students have worked passionately to close the achievement gap with the mission of ensuring Black students meet academic goals and thrive in a nurturing and empowering environment.
The A4 office is implementing system-level transformation within Fresno Unified to address academic disparities for African American and Black students, according to materials on its website.
Key focus areas include:
- Building trusting partnerships: Strengthening relationships between African American families and the district through deeper engagement and collaboration with school site staff.
- Asset-based approaches: Prioritizing African American students’ cultures and contributions to create a more inclusive and supportive educational environment.
- Expanding curriculum content: Integrating robust and authentic African American history and experiences into the curriculum enriches learning and reflects diverse perspectives.
- Celebrating cultural contributions: Honoring and amplifying the cultural differences and contributions of African American students and staff, ensuring they are integral to the culture and climate of schools and the district.
Problem of practice
Working with the African American Student Success Network, Fresno USD identified its goal as increasing the number of Black students who fulfill A-G requirements that allow attendance at a University of California or California State University school.
Fresno launched a series of strategies to improve school climate and academic achievement for its African American students. Efforts include reading academies, math camps, coding and robotics, dedicated academic advisors, extra supports for suspended and chronically absent students and an African American Student Leadership Academy.
In one example of progress, in 2023, only 14 percent of African American students pretested at grade level. At the end of the three-week math camp, 24 percent of students tested at grade level. Importantly, 97 percent of parents felt their child was positively impacted by the math camp.
The district’s after-school reading academy saw participation across 33 school sites in 2023–24. District data shows that students who participated experienced a 26 percent point decline in chronic absenteeism and grew at least one English language arts reading level in formative assessments.
A4’s academic advisors have provided support to more than 1,000 African American students in grades 6-12, helping them thrive academically and stay on track for high school graduation and post-secondary success. Student support sessions, of which there were more than 6,000 in 2023–24, include grade check-ins, small group interventions and social-emotional support.
“At A4, we believe that diversity is not just a goal but a cornerstone of our success and identity,” wrote A4 Executive Director Lisa Mitchell in a program update. “This belief guides us as we implement intentional initiatives, targeted resources and meaningful support systems to address the unique challenges faced by African American and Black students. Our collective action ensures that every student has access to the tools, encouragement, and opportunities they need to thrive.”
