Nuestro compromiso: Equidad racial y pertenencia

In response to the outrage and pain across our country sparked by the killing of George Floyd, and the sharing of stories of racism within our own school community, College Prep renews its commitment to centering the work of racial justice and equity across all aspects of school life.
Although the School has walked the path of equity and inclusion for many years, we have gone neither fast nor far enough. We hear and acknowledge the destructive and pernicious role of anti-Black racism and white supremacy within institutions, including our own.
 
We recommit our energy and resources to creating a transformed learning environment where each student is cared for, supported equitably, and prepared to participate in the creation of a more racially just world. The Board of Trustees Equity and Inclusion Committee is working with the school community to catalyze and guide this work.

Building on the School’s existing equity frameworks for bias management, cultural competency, and service leadership, we will focus on the five areas of commitment that follow. The School will begin work immediately in each area, while also building out longer term initiatives based on our learnings and experiences.

List of 5 items.

  • School Culture

    Our Aims: Develop and amplify resources, systems, and programs that support a compassionate, equitable, and affirming school culture. College Prep’s culture must cultivate and express the values of dignity, fairness, inclusion, and respect that are at the heart of its equity and justice work. 

    Immediate actions to launch or amplify (2020-21 school year):
    • Develop and provide explicit and developmentally appropriate equity, inclusion, and anti-oppression curriculum at each grade level through the Compass Program.
    • Dedicate regular time within the advising program for all students to participate in educational activities focused on equity, racial justice, and cultural competency.
    • Examine and revise policy language to ensure clear standards, expectations, and consequences for students, faculty, and staff regarding harassing or discriminatory behavior.
    • Create accessible spaces and processes to enable critical feedback about experiences of racism on campus.
    • Ensure that the Black Student Union has the support necessary to fulfill its purpose.
    • Encourage explicit articulation of community norms to be collaboratively established and modeled regularly in all school spaces.
    • Connect interested alumni of color with opportunities to share their expertise and perspectives with current students.

    Longer term strategies and aspirations (1 to 5 years):
    • Develop and make available restorative pathways and processes for students and employees who experience discrimination or racial misconduct.
    • Create more formal mentorship pathways between Black and BIPOC alumni and current students.
    • Assess communications around the college application process and its impact on students and culture.
    • Develop sustained partnerships with local organizations that support opportunities for experiential learning and deepen ties with the Oakland community.
    • Provide and communicate clearly about non-tuition aid and other resources to ensure that all students have access to the full experience of the School.
  • Teaching and Learning

    Our Aims: Audit and adapt curriculum and pedagogy to support teaching and learning for equity. Our academic program must empower each of our students with the skills and understandings needed to have agency in their own lives and to affect positive change in their communities, developing an understanding of the systems of power and oppression that shape our society.

    Immediate actions to launch or amplify (2020-21 school year):
    • Integrate course materials that highlight the experiences and voices of a range of identities, especially those of historically marginalized people, focusing first on courses within the English and History Departments.
    • Identify outside partners and internal structures to support a comprehensive, equity-based process for curriculum review.
    • Examine physical classroom spaces to ensure that displayed materials are representative of diverse cultures and identities. 
    Longer term strategies and aspirations (1 to 5 years):
    • Implement curricular transformations identified in the 2020-21 school year. 
    • Create courses in the humanities that center BIPOC identities and histories.
    • Using input from the faculty, design a year-long program of professional development to support skill building in anti-bias and cultural competency work.
  • Adult Representation

    Our Aims: Increase representation of Black and Black-identified people in faculty and administrative roles, focusing first on teachers in core academic areas. All students should be able to see their identities represented in the adults who are teaching and guiding them, as well as benefit from having faculty and administrators whose backgrounds are different from their own.

    Immediate actions to launch or amplify (2020-21 school year):
    • Revisit College Prep’s hiring processes, including review of job description templates, job criteria, interview questions, finalist interview day format, and the faculty/staff evaluation processes to ensure that equity practices are centered and clearly articulated.
    • Identify and partner with recruiting firms who work primarily with underrepresented candidates.
    • Develop a network of informal “referrers” identified through community meetings and family interviews who can be notified of position openings.
    • Strengthen on-boarding practices for all new employees to ensure that they feel respected, that the expertise that they bring is acknowledged, that they gain a sense of true belonging to the community, and that they are empowered to create further change.
    Longer term strategies and aspirations (1 to 5 years):
    • Build multi-year relationships with potential candidates.
    • Evaluate employee benefits for opportunities to make College Prep’s employment offers more competitive.
  • Student Diversity

    Our Aims: Increase representation of Black and Black-identified students. College Prep strives to be a school where Black students from a broad and diverse cross section of the community find community and a multidimensional sense of belonging.

    Immediate actions to launch or amplify (2020-21 school year):
    • Create and offer at least two admission events for BIPOC students and families.
    • Develop opportunities for Black-identifying applicants to meet and spend time with current Black-identifying students.
    • Increase the number of underrepresented students in the Admission Office Ambassador program. 
    • Ensure that student profiles featured on College Prep’s admission webpages accurately represent the demographics and varied experience of the student body. 
    Longer term strategies and aspirations (1 to 5 years):
    • Develop a multi-year plan for increasing representation of Black applicants at every stage of the admission process.
    • Evaluate the need for additional budget and staffing dedicated to outreach and awareness building in Black communities.
    • Build a robust set of community partners that expand the School’s referral network beyond traditional sending schools.
    • Evaluate shifting from a financial aid/assistance model to indexed or flex-tuition.
    • Seek funding for a restricted endowment for tuition assistance for Black students. 
    • Deepen the relationships between The Partners Program’s sending schools and College Prep.
    • Evaluate the role of standardized testing in the admission process.
  • Training

    Our Aims: Train all employees and Board members in anti-bias and anti-racism tools and frameworks. Through shared knowledge of and practice with the tools and behaviors of racial justice work, our adult community will be culturally competent and able to support each other and our students. 

    Immediate actions to launch or amplify (2020-21 school year):
    • Identify outside expertise to facilitate a fall training for the full Board of Trustees on equity and racial justice in governance work.
    • Identify a framework, including content and dedicated time, for anti-bias and cultural competency training for all faculty and staff.
    • Prioritize professional development funds for the support of equity, inclusion, and anti-racist work.
    Longer term strategies and aspirations (1 to 5 years):
    • Develop the School’s internal capacity to deliver on-going training.
    • Embed feedback mechanisms specific to anti-bias and cultural competency in existing supervisory practices and structures.
We will hold ourselves accountable for these commitments through:
  • An annual progress report/assessment based on that year’s goals and plans
  • Regular community conversations that provide a forum for updates, dialogue, and discussion
  • Learnings, work plans, and results that are shared and visible on this website

We invite you to follow our progress and embrace this opportunity to make College Prep more equitable, inclusive and just. We hope that you will join us on this journey.


NON-DISCRIMINATION POLICY

La Escuela Preparatoria Universitaria admite a los estudiantes de cualquier raza, origen nacional y étnico, credo, capacidad física, situación económica, identidad de género u orientación sexual para disfrutar de todos los derechos, privilegios, programas y actividades generalmente disponibles para los estudiantes de la escuela. La escuela aplica todas las normas legales de no discriminación a los programas administrados por la escuela, las prácticas administrativas y en apoyo de todos los miembros de la comunidad.

La Escuela Preparatoria de la Universidad

mens conscia recti

una mente consciente de lo que es correcto