Fresno faces a critical challenge in its educational landscape. As part of a community research project for the HOPE Leadership Institute, our team of Central Valley residents delved into the academic performance of Latino K-12 students in Fresno, revealing troubling disparities in mathematics achievement. What we found were significant achievement gaps in areas like mathematics.

We began our research by analyzing the achievement gaps in mathematics among Latino students in the Fresno Unified School District. During our research, we found that Latino students perform 86 points below grade average in the subject.

In comparison, Latino students in FUSD score 40 points lower than their white peers, who are themselves performing an average of 40.8 points below the overall average.

Solutions to closing this gap may lie in the Local Control Accountability Plan. An analysis of the  Fresno Unified ’23-24 LCAP highlighted two key issues that, if addressed, we believe would support Latino students.

First, the lack of real oversight in the LCAP’s implementation of its educational program goals is undermining the goal’s effectiveness. It looks great on paper, but how can we be sure goals are being met? And if they are not, who is responsible for addressing it in a timely manner? To put it simply, who is accountable?

FUSD has the flexibility to define its LCAP standards and decide how goals are set, and how success is measured, but FUSD needs to also include strong oversight to hold itself accountable. There is a pressing need for transparency to ensure that resources are allocated efficiently, progress is tracked accurately, and that gaps among Latinos are assessed and addressed.

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Our Ideas for Helping Latino Students

In order to strengthen community involvement and ensure effective oversight and insight, FUSD should establish an annual strategic plan that focuses on engaging new parents — especially parents of disadvantaged students — and increasing the participation of disadvantaged students in leadership activities.

This plan should include targeted outreach, support programs, and regular evaluations to ensure all stakeholders are actively involved and represented. Parent University, the establishment of the English Learners Department, and the increase of dual-immersion programs are all evidence of the strides taking place within FUSD, but it can be improved.

Being aware of the cultural barriers that Latino families may encounter is important. For example, if a student’s parents did not receive an education themselves, they will not fully understand how to advocate on behalf of their students.

The Central Valley faces significant educational challenges that impact our minority populations and their future opportunities. We cannot afford to ignore these gaps any longer. It is imperative that we take decisive action to rectify these disparities.

Our students deserve an equitable education system that provides them with the tools and support they need to thrive. We urge policymakers, educators, and community leaders to join us in this effort to reform our education system, ensuring that every student in the Central Valley can succeed.

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About the Authors

Jacqueline Aguilar, Emily Rivas, and Mayra Campa are participants in the Leadership Institute Program at HOPE Latinas, dedicated to advancing educational equity and community empowerment.