Fresno Unified Rescience Department of Black Student Success to protect Federal funding

The threat of Trump’s plans to cut federal funding to schools with race programs and a case of segregation prompted the Fresno Unified District to rebuild its department of black support.

Beginning with a name change in October, the African American Academic Creation Acceleration Department — still known as A4 — is now the ongoing Department of Acceleration and Success.

The district had the name changed to avoid losing $250 million in Federal Funds. The change also shows that the department is subsidizing all wealthy racial groups, not African American students, the basis of the case, district leaders said.

“There’s a lot going on at the federal level that we have no control over,” said Lisa Mitchell, the program’s Executive Director. “When we think about the threat and the loss of $250 million, it not only affects the students we serve in A4, but it affects students throughout our district.”

But Eric Payne, Executive Director of the Central Valley Urban Institute, a policy advocacy organization that works in low-income communities, said the word Change raises a “dangerous” question about whether equity is a priority in the region.

“Does the name change effort focus on Black Student Equity and set a new precedent for other culturally responsive programs?” he said.

Addressing the achievement gap

The history of A4 dates back to 2017, when 79% of Fresno Unified Bach Bafund students failed to meet California’s reading standards, and 86% failed to reach math skills, according to state Test results.

The district responded by creating A4 to focus on the academic evaluation of black students.

“I think of the black families in this community, which has been seen as a treasure – a $4 million investment from the Boresno Unified School Board that has grown to a $12 million investment,” Payne said.

A4’s Academic Support Programs for elementary students began in the summer and after school, before moving to Minintwini which revolves around Black, Latino, Afro-Latino, Hmong, Native American and Pacific schools. A4 holds workshops for parents to learn how to help their children improve academically. There is an emphasis on providing teaching materials that have a variety of characters that look like students, who often learn about their culture and history in the content.

There were academic gains — 35% of students who participated in the after-school program in the 2023-24 school year advanced at least one grade, according to one grade report.

For middle school and high school students, the Department offers enrichment camps, peer groups and support programs, which provide academic and social support.

A case of discrimination

In February, the Californians filed a lawsuit on behalf of the families of the apartheid on behalf of the families of the union that it is alleged that the non-black students were excluded from it.

A federal judge in August dismissed the appeal, saying the foundation failed to establish legal standards and made “substantial allegations that it actually denied non-black children access to the A4 office program on the basis of race.”

The foundation had even reached Wednesday to file an appeal against the eviction.

“Not a single non-prospect student, who tried to join, was turned away,” said Mark Harris, district attorney. “That has been true in the past, and I’m sure it will be true in the future.”

However, the Trump advisory process and the Trump Administration are the reasons for the A4 reorganization, regional leaders say.

Among the changes, A4 will develop more comprehensive measures, including combining the school’s middle and high school programs that were called to guide African American students into one focused program, the department said.

Payne, a community leader, expressed fears about what the changes would mean for black students.

“It has to preserve the basic mission,” Payne said, “which is academic acceleration, social support and cultural affirmation of black students.”

What else does the A4 change?

The redesign also better aligns with the district’s literacy and intervention goals, which will make a bigger impact, Mitchell said.

A4 hired and trained Teaching Fellows, or college students, to provide targeted interventions in the classroom, to a small group of students in pre-kindergarten through sixth grade. Instead of providing academic and enrichment activities every day, learning support takes place four days a week, with just one day for cultural enrichment.

Last week, more than 150 community members attended a forum at the Farber Educational Campus to learn about the changes and provide input.

Ava Vargas wanted to ensure that any change kept children of different races on track with literacy. Vargas and her 5-year-old daughter, who is Native American and African American, received homeschooling resources, preparing her for kindergarten this year.

“With the name changing, I was like, ‘What else is going to happen?'” Vargas said.

At the meeting, district leaders divided attendees into 18 groups to discuss what else could be done to improve the success of students in need.

Other ideas from the groups include increasing parental engagement and involvement through workshops or boot camps. They also suggested more support for students, more resources for families to use at home, support during the transition of students from K-12 to higher education programs, and for A4 to continue its operations.

Some parents, like Vargas, said the forum reassured them that A4 Mission will remain strong. Many people expressed their desire to help.

Mitchell said he appreciates the opportunity to wake up, get involved and support from the community to elevate the Department.

“It’s taken a weight off our shoulders because now we have people at the table who want to support us,” Mitchell said. “We have a community and we’re trying to figure this out, too.”