Essay Topic:
Write a 5-6 page research essay arguing your position on whether ethnic studies should be required in California public high schools under Assembly Bill 101.
Please contact us privately at essayforum.com@gmail.com for a professional service (your request is not just a basic editing). Thank you!
Assignment Instructions:
- Use at least 5 sources, including:
· Miriam Pawel's article "Ethnic Studies in California"
· At least 2 scholarly/peer-reviewed sources
· Additional credible sources
- Write for a general audience
- Include:
· an engaging introduction with a hook, background, and thesis
· four body paragraphs:
- 2 supporting arguments
- 1 opposing argument
- 1 rebuttal argument
- Each body paragraph must include:
· a clear topic sentence
· explanation of the point
· at least 2 quoted pieces of evidence
· proper citations
· analysis of the evidence
- Include a conclusion that restates the thesis and provides a strong final thought
- Follow MLA format and include a Works Cited page
Professor words / What I Need to Fix:
My professor said my thesis is clear and my argument is strong, but I need to revise the following:
1. Add a more engaging opening hook in the introduction (not too general).
2. Follow MLA format:
- heading (name, professor, class, date)
- page numbers with last name in top right
- indent paragraphs
- no extra spacing
3. Revise my second body paragraph to better reflect Pawel's article, especially explaining that the ethnic studies curriculum is flexible and can be adapted by local communities.
4. Avoid repetition by making sure my supporting arguments and rebuttal are clearly different.
5. Write a stronger, more developed conclusion paragraph.
6. Fix the Works Cited page:
- separate page
- hanging indent
- italicized titles
- correct dates
Source I Am Using (Pawel Article):
In the article "Ethnic Studies in California," Miriam Pawel explains that the ethnic studies curriculum in California is not meant to be a strict or fixed program. Instead, it is designed as a flexible model that schools can adapt to reflect their local communities. The debate surrounding ethnic studies is not just about whether it should exist, but about how it should be taught and implemented effectively. Some concerns include inconsistency in how schools apply the curriculum and whether the content may become biased or political.
My Essay:
Haqiq Khan
Professor Salazar
ENGL C1001
5 April 2026
Should the government decide what every student must learn in order to graduate? Graduation requirements affect every student, so they should be carefully considered. In California, Assembly Bill 101 requires public high school students to complete an ethnic studies course in order to graduate. Supporters argue that this course promotes cultural awareness, representation, and academic engagement. However, requiring ethnic studies for all students may not be the most effective approach. Although ethnic studies courses can provide value, California should not mandate them as a graduation requirement because doing so limits local control, creates inequality in how the course is taught, and forces students into a course that may not align with their individual goals.
Requiring ethnic studies in schools can be a problem because it takes away control from local communities. California is a big and diverse state with many different school districts, each serving unique communities with their own needs. A single rule for the whole state doesn't take into account the different demographics, priorities, and resources available in each area. Miriam Pawel talks about how ethnic studies went from being taught in colleges to being taught in K-12 classrooms, but it wasn't a smooth transition. Even experts have had a hard time figuring out what the course should include and how to teach it. This makes it hard to believe that it can be taught effectively in all school districts. Pawel also mentions that people couldn't agree on what to include in the curriculum because of differences in ideology and politics. This shows that the course is still being developed, which supports the idea that local school districts should get to decide whether or not to require it. While ethnic studies can be beneficial, it shouldn't be forced on every school district in the state when each community has its own educational goals. Local districts should have the freedom to make their own decisions about what courses to offer and require. This way, they can tailor their education to the specific needs and priorities of their community. By giving local districts more control, we can ensure that students receive an education that is relevant and effective for them. It's also worth considering that a one-size-fits-all approach to education can be limiting and may not account for the diverse needs and experiences of students across the state. By allowing local districts to have more control over their curriculum, we can create a more inclusive and effective education system that prepares students for success in their own communities and beyond.
Another concern is that schools are not equally prepared to teach ethnic studies. Graduation requirements should be consistent and fair for all students, meaning every school should have the same level of preparation and resources. However, that is not currently the case. The California Department of Education explains that the state has provided funding and professional development resources to help schools build their ethnic studies programs. While this may seem like a positive effort, it also indicates that schools are still learning how to properly teach the subject. If teachers require additional training and districts need extra funding to implement the course, then it is not being introduced on equal terms. This creates a situation where some students may receive a well-structured and informative course, while others may experience a less developed or more biased version. Graduation requirements should not vary in quality depending on where a student attends school. Because of this inconsistency, it is unreasonable to require all students to take ethnic studies.
People who support ethnic studies think it's really good for students, even with some concerns. Studies have shown that these classes can actually help students do better in school and be more interested in their work. For example, researchers Dee and Penner found that students who took an ethnic studies class went to school more often, got better grades, and earned more credits. Another researcher, Christine Sleeter, looked at a lot of studies and found that ethnic studies classes can help students feel like they belong and do better in school, especially when they see themselves in the material they're learning. This means that ethnic studies can have a positive impact on students by making school feel more relevant and meaningful to them. Because of these good things, supporters think that ethnic studies should be a required class so all students can benefit from it.
Making ethnic studies a required course for all students might not be the best idea, even though it has its benefits. A study by Dee and Penner in San Francisco showed some positive results, but it's not clear if those results would apply to every school in the state. Similarly, Sleeter's research highlights the value of ethnic studies, but it doesn't necessarily mean that making it a required course is the only way to achieve those benefits. In some cases, offering it as an elective or targeting it towards students who would benefit the most might be a better approach. California's own experience with implementing ethnic studies shows that schools need time, flexibility, and proper training to teach the course effectively. If a course requires that much preparation and adjustment, it's probably not a good idea to force it on every student statewide. Instead, local districts should be able to decide whether ethnic studies should be a requirement based on their specific circumstances. This way, schools can tailor their approach to their unique needs and student population, rather than following a one-size-fits-all mandate. By giving local districts more autonomy, we can ensure that ethnic studies is taught in a way that is effective and beneficial for all students.
In the end, while classes on ethnic studies can really help us understand culture, identity, and history, making them required for every student might not be the best idea. School districts in California are all different - they have different resources, types of students, and priorities when it comes to education. This makes it hard to create a rule that applies to the whole state in a fair way. Ethnic studies should still be an option and something that's encouraged, but the decision to make it required should be up to the local communities. What's most important is finding a balance between making sure students learn important things and being flexible, so that every student gets an education that's right for them.
California Department of Education. " Ethnic Studies Local Support FAQ."
California Department of Education, 4 Feb. 2026,
cde.ca.gov/ci/cr/cf/eslocalsupportfaq.asp.
California Department of Education. " Ethnic Studies Model Curriculum."
California Department of Education,
cde.ca.gov/ci/cr/cf/esmc.asp. Accessed 5 Apr. 2026.
California Department of Education. " Ethnic Studies Professional Development."
California Department of Education,
cde.ca.gov/ci/cr/cf/ethnicstudiespdr.asp. Accessed 5 Apr. 2026.
Dee, Thomas S., and Emily K. Penner.
"The Causal Effects of Cultural Relevance: Evidence From an Ethnic Studies Curriculum."
Journal of Educational Research, a study was published in 2017, it's in volume 54, issue 1, and the pages are 127 to 166.
Pawel, Miriam.
Teaching ethnic studies in California schools has been a bit of a rocky road, especially when it comes to moving from college classes to younger students in K-12 classrooms.
Volume 21, number 3, of Education Next, published in 2021, on pages 24 through 31.
Sleeter, Christine E.
The Academic and Social Value of Ethnic Studies: A Research Review.
National Education Association Research Department, 2011.
Questions:
- Does my essay follow the assignment instructions and professor feedback?
- Am I using Pawel's article correctly, especially the idea of flexibility in the curriculum?
- Are my arguments clear and not repetitive?
- Does my essay sound natural and well-developed?
Write a 5-6 page research essay arguing your position on whether ethnic studies should be required in California public high schools under Assembly Bill 101.
Please contact us privately at essayforum.com@gmail.com for a professional service (your request is not just a basic editing). Thank you!
Assignment Instructions:
- Use at least 5 sources, including:
· Miriam Pawel's article "Ethnic Studies in California"
· At least 2 scholarly/peer-reviewed sources
· Additional credible sources
- Write for a general audience
- Include:
· an engaging introduction with a hook, background, and thesis
· four body paragraphs:
- 2 supporting arguments
- 1 opposing argument
- 1 rebuttal argument
- Each body paragraph must include:
· a clear topic sentence
· explanation of the point
· at least 2 quoted pieces of evidence
· proper citations
· analysis of the evidence
- Include a conclusion that restates the thesis and provides a strong final thought
- Follow MLA format and include a Works Cited page
Professor words / What I Need to Fix:
My professor said my thesis is clear and my argument is strong, but I need to revise the following:
1. Add a more engaging opening hook in the introduction (not too general).
2. Follow MLA format:
- heading (name, professor, class, date)
- page numbers with last name in top right
- indent paragraphs
- no extra spacing
3. Revise my second body paragraph to better reflect Pawel's article, especially explaining that the ethnic studies curriculum is flexible and can be adapted by local communities.
4. Avoid repetition by making sure my supporting arguments and rebuttal are clearly different.
5. Write a stronger, more developed conclusion paragraph.
6. Fix the Works Cited page:
- separate page
- hanging indent
- italicized titles
- correct dates
Source I Am Using (Pawel Article):
In the article "Ethnic Studies in California," Miriam Pawel explains that the ethnic studies curriculum in California is not meant to be a strict or fixed program. Instead, it is designed as a flexible model that schools can adapt to reflect their local communities. The debate surrounding ethnic studies is not just about whether it should exist, but about how it should be taught and implemented effectively. Some concerns include inconsistency in how schools apply the curriculum and whether the content may become biased or political.
My Essay:
Haqiq Khan
Professor Salazar
ENGL C1001
5 April 2026
Ethnic Studies Should Not Be a Graduation Requirement in California
Should the government decide what every student must learn in order to graduate? Graduation requirements affect every student, so they should be carefully considered. In California, Assembly Bill 101 requires public high school students to complete an ethnic studies course in order to graduate. Supporters argue that this course promotes cultural awareness, representation, and academic engagement. However, requiring ethnic studies for all students may not be the most effective approach. Although ethnic studies courses can provide value, California should not mandate them as a graduation requirement because doing so limits local control, creates inequality in how the course is taught, and forces students into a course that may not align with their individual goals.
Requiring ethnic studies in schools can be a problem because it takes away control from local communities. California is a big and diverse state with many different school districts, each serving unique communities with their own needs. A single rule for the whole state doesn't take into account the different demographics, priorities, and resources available in each area. Miriam Pawel talks about how ethnic studies went from being taught in colleges to being taught in K-12 classrooms, but it wasn't a smooth transition. Even experts have had a hard time figuring out what the course should include and how to teach it. This makes it hard to believe that it can be taught effectively in all school districts. Pawel also mentions that people couldn't agree on what to include in the curriculum because of differences in ideology and politics. This shows that the course is still being developed, which supports the idea that local school districts should get to decide whether or not to require it. While ethnic studies can be beneficial, it shouldn't be forced on every school district in the state when each community has its own educational goals. Local districts should have the freedom to make their own decisions about what courses to offer and require. This way, they can tailor their education to the specific needs and priorities of their community. By giving local districts more control, we can ensure that students receive an education that is relevant and effective for them. It's also worth considering that a one-size-fits-all approach to education can be limiting and may not account for the diverse needs and experiences of students across the state. By allowing local districts to have more control over their curriculum, we can create a more inclusive and effective education system that prepares students for success in their own communities and beyond.
Another concern is that schools are not equally prepared to teach ethnic studies. Graduation requirements should be consistent and fair for all students, meaning every school should have the same level of preparation and resources. However, that is not currently the case. The California Department of Education explains that the state has provided funding and professional development resources to help schools build their ethnic studies programs. While this may seem like a positive effort, it also indicates that schools are still learning how to properly teach the subject. If teachers require additional training and districts need extra funding to implement the course, then it is not being introduced on equal terms. This creates a situation where some students may receive a well-structured and informative course, while others may experience a less developed or more biased version. Graduation requirements should not vary in quality depending on where a student attends school. Because of this inconsistency, it is unreasonable to require all students to take ethnic studies.
People who support ethnic studies think it's really good for students, even with some concerns. Studies have shown that these classes can actually help students do better in school and be more interested in their work. For example, researchers Dee and Penner found that students who took an ethnic studies class went to school more often, got better grades, and earned more credits. Another researcher, Christine Sleeter, looked at a lot of studies and found that ethnic studies classes can help students feel like they belong and do better in school, especially when they see themselves in the material they're learning. This means that ethnic studies can have a positive impact on students by making school feel more relevant and meaningful to them. Because of these good things, supporters think that ethnic studies should be a required class so all students can benefit from it.
Making ethnic studies a required course for all students might not be the best idea, even though it has its benefits. A study by Dee and Penner in San Francisco showed some positive results, but it's not clear if those results would apply to every school in the state. Similarly, Sleeter's research highlights the value of ethnic studies, but it doesn't necessarily mean that making it a required course is the only way to achieve those benefits. In some cases, offering it as an elective or targeting it towards students who would benefit the most might be a better approach. California's own experience with implementing ethnic studies shows that schools need time, flexibility, and proper training to teach the course effectively. If a course requires that much preparation and adjustment, it's probably not a good idea to force it on every student statewide. Instead, local districts should be able to decide whether ethnic studies should be a requirement based on their specific circumstances. This way, schools can tailor their approach to their unique needs and student population, rather than following a one-size-fits-all mandate. By giving local districts more autonomy, we can ensure that ethnic studies is taught in a way that is effective and beneficial for all students.
In the end, while classes on ethnic studies can really help us understand culture, identity, and history, making them required for every student might not be the best idea. School districts in California are all different - they have different resources, types of students, and priorities when it comes to education. This makes it hard to create a rule that applies to the whole state in a fair way. Ethnic studies should still be an option and something that's encouraged, but the decision to make it required should be up to the local communities. What's most important is finding a balance between making sure students learn important things and being flexible, so that every student gets an education that's right for them.
California Department of Education. " Ethnic Studies Local Support FAQ."
California Department of Education, 4 Feb. 2026,
cde.ca.gov/ci/cr/cf/eslocalsupportfaq.asp.
California Department of Education. " Ethnic Studies Model Curriculum."
California Department of Education,
cde.ca.gov/ci/cr/cf/esmc.asp. Accessed 5 Apr. 2026.
California Department of Education. " Ethnic Studies Professional Development."
California Department of Education,
cde.ca.gov/ci/cr/cf/ethnicstudiespdr.asp. Accessed 5 Apr. 2026.
Dee, Thomas S., and Emily K. Penner.
"The Causal Effects of Cultural Relevance: Evidence From an Ethnic Studies Curriculum."
Journal of Educational Research, a study was published in 2017, it's in volume 54, issue 1, and the pages are 127 to 166.
Pawel, Miriam.
Teaching ethnic studies in California schools has been a bit of a rocky road, especially when it comes to moving from college classes to younger students in K-12 classrooms.
Volume 21, number 3, of Education Next, published in 2021, on pages 24 through 31.
Sleeter, Christine E.
The Academic and Social Value of Ethnic Studies: A Research Review.
National Education Association Research Department, 2011.
Questions:
- Does my essay follow the assignment instructions and professor feedback?
- Am I using Pawel's article correctly, especially the idea of flexibility in the curriculum?
- Are my arguments clear and not repetitive?
- Does my essay sound natural and well-developed?
