Editor’s Note: Hannah Cooke and Alexandra Freidus prepared the following research brief (unabridged version) with the Center for Education Policy Analysis, Research, and Evaluation (CEPARE). The full brief summarizes key findings from an analysis of survey results from 154 high schools in 121 public school districts on the implementation of the elective course mandate. It concludes with recommendations on addressing the uneven distribution of access to the Black and Latino Studies course. Below is an executive summary.

In December 2021, Gov. Ned Lamont signed a bill requiring all Connecticut high schools to offer elective courses on African American, Black, Puerto Rican, and Latino Studies in the 2022-23 academic year. This course, frequently called the “Black and Latino Studies Elective,” affected over 165,000 students in 192 Connecticut public high schools. It was the first Black and Latino Studies statewide mandate to be enacted in the nation.

Studies of ethnic studies programs in San Francisco and Tucson found that participation had significant, positive longterm effects on student attendance, GPAs, and high school graduation rates. Additional studies have indicated that students enrolled in ethnic studies courses increase their higher-order thinking, reading, and writing skills, as well as their academic motivation. However, most efforts to encourage ethnic, Black, and Latino studies courses have primarily focused on districts serving the majority of students of color. In contrast, in 140 of 177 Connecticut school districts, more than 50% of students are White.

However, most efforts to encourage ethnic, Black, and Latino studies courses have primarily focused on districts serving the majority of students of color. In contrast, in 140 of 177 Connecticut school districts, more than 50% of students are White. &#8212 Hannah Cooke and Alexandra Freidus

The Black and Latino Studies mandate requires all Connecticut high schools to offer students (but not necessarily run) a yearlong elective course on African American, Black, Puerto Rican, and Latino studies. This course follows a state curriculum developed by the Connecticut State Department of Education and the State Education Resource Center that is based on themes from the state’s framework for social studies instruction. The first-semester curriculum focuses on African American and Black history, while the second semester focuses on Puerto Rican and Latino history. Students must enroll for both semesters, which are taught by the same teacher. While the state funded professional development and curricular materials for this course, it did not fund staffing. This policy brief presents survey data on the implementation of this mandate in the 2023-24 academic year.

Key Findings

• 118 (77%) of the 154 respondents ran the course.
• Of the districts not running the elective in 2023-24, 86% of the respondents cited low enrollment as the primary reason the course did not run.
• Schools that enroll more Black, African American, or Hispanic students and fewer White students were more likely to run the course.
• Schools were more likely to run the course if they enrolled more students who were eligible for free or reduced-price lunch.
• Larger schools were more likely to run the course than smaller schools.
• Schools that teach the course are likely to have a smaller percentage of staff who are White and a larger number of staff who are Black/African American.

Recommendations for the Connecticut State Department of Education

• Analyze course enrollment data from smaller schools and schools with low proportions of students of color, where the course is less likely to be taught, in order to plan and provide specific support for course recruitment, scheduling, and implementation.
• Allow flexible implementation of course curriculum and scheduling to better meet the needs of smaller schools and schools with low proportions of students of color. The mandate currently requires that the course be yearlong, which exacerbates both staffing and enrollment challenges. One alternative might be that the material be divided into two semester courses, taught in alternating years.
• Work with community and research partners to gather and analyze feedback from schools related to the challenges and opportunities involved in implementing the course.
• Offer schools funding to underwrite the expense of staffing the course. Currently, schools must decide between staffing this course and sections of other classes, such as graduation requirements or other electives. This may pose a particular challenge in schools that project low enrollment for the Black and Latino studies course.

Suggestions for School and District Administrators in Areas With Low Enrollment While the CSDE Considers Recommendations

• Plan to run the course on an alternating schedule (every other year) in order to increase enrollment in the years in which it is taught.
• Offer U.S. History course credit to students enrolled in the Black and Latino Studies elective.
• Explicitly communicate the purpose of the course in school newsletters, PTO meetings, and meetings with guidance counselors.