Currently, only 34.8% of graduating high school students in California successfully complete the A-G coursework, only 22% of Latinos, and 25% of African Americans. In addition, rural counties in California have fewer students taking A-G- such as Imperial County with only 19.8%. This low participation rate is reflected in the low-college going rates for underserved, rural, low-income, immigrant, and underrepresented minority communities.

TCLA: We know you have become a leader on issues of educational equity. How and why did you initially get involved with these issues?

Senator Alarcón: It has been an issue in my heart since I was a student at Cal State Northridge and was involved in protesting equal opportunity program budget cuts back in 1972. Back then, we were addressing injustice everywhere. Afterward, I became a teacher and as a teacher I developed a passion for recognizing potential and investing in students to promote their success. I realized then the blatant disparities students had in terms of access to resources, programs, and support.

TCLA: We have recently done a study looking at the number of entering 9th graders in LA County high schools who ultimately met A-G requirements at the end of 12th grade. We found that in schools serving affluent communities a high % of students met the A _ G requirements, but in schools serving low income communities of color, this was not true. Why do you think these patterns exist?

Senator Alarcón: There exists historical inequities in all categories of life, from my perspective. Our educational system, K-16, not only contributes to those disparities, it can exacerbate the disparities. The fact that students in largely minority and poor schools do not have access to classes is indicative of their inability to gain access to college and the university system. However, we are misguided to believe that access is equal and all kids can go to college, and benefit from our great institutions.

The K-12 system is in much need of building measures to improve the accessibility of four-year college experience to minority and poor students. There are numerous other factors that contribute to the access problem, but I think that referencing the historical inequities underlines the fundamental cultural problem; our educational institutions are not geared for providing college access to the poor.

TCLA: Why does this matter?

Senator Alarcón: From my perspective, just the sheer American notion that everybody should have opportunity to achieve success cries out for improved performance in the area of access to college. In addition, I believe that the disparities you see in access to higher education are reflected in disparities in economic productivity. I believe our educational system contributes to a have and have-not society where the poor are continually separated further and further from the wealthy and I don’t believe that’s what our American democracy should be about.

Instead of having to make a conscious decision to say they do want to go to college, they [California's students] have to decide that they don’t want to go to college.

TCLA: How does your bill address this issue?

Senator Alarcón: SB 1731 requires schools to present college options and their ability to provide the course work necessary to get into college in the 9th grade. It reverses the student’s responsibility from making an unconscious decision to take whatever course are given to them, to making a conscious decision about going to college. It also would require that parents know if their child does not want to go to college. And in that case I believe most parents would try to urge their child to go to college. So the school is put in the position to provide full disclosure about the possibility of a student’s opportunities to take the right courses to be eligible for college. It changes the fundamental premise of how we orient our high school students. Instead of having to make a conscious decision to say they do want to go to college, they [Californa's students] will have to decide that they don’t want to go to college.

The high school students of today are the doctors, engineers, and civic leaders of tomorrow – we will all be affected unless we ensure that every high school student is prepared for the rigors of college and life. Sure, not everyone will want to go to college, but the state cannot assume that all 9th graders are making the conscious decision to not enroll in college prep classes. And I believe that will drive the system to provide higher quality education for all.