Innovate & Educate
by Myrna Castrejón, CCSA President & CEO

As graduation season unfolds across California, thousands of students are preparing to take the next step toward college, careers, and adulthood. For many Latino students, that journey did not begin with a college acceptance letter or a career pathway program. It began much earlier, when an educator helped them see their own potential.

Research has long shown that students benefit when they see themselves reflected in the classroom. But the impact of Latino educators and school leaders goes beyond representation. These educators often bring a deep understanding of the communities they serve, helping students feel seen, supported, and challenged to reach goals they may never have imagined for themselves.

At New Designs Charter University Park High School in Los Angeles, that philosophy is woven into the school's culture. More than 85 percent of students are Latino, and educators work intentionally to create an environment where students feel connected to their school, their culture, and their future.

Principal Stephen Gyesaw describes the school's approach simply: "Students succeed when they are seen, known, respected, and challenged by educators who understand their realities, honor their culture, and believe deeply in their future."

That belief produces remarkable results, and parents see those results in their child’s success.

"The teachers cared about my son. They understood him, and they understood our community. They encouraged him, supported him, and always expected him to do his best. As a parent, that means a lot," said Donna Fernandez, whose son Jeremy is graduating this week.

Jeremy was accepted to several universities, including UCLA, UC Berkeley, USC, UC Irvine, and UC Riverside, and plans to study law.

This year, New Designs Charter School achieved a 96 percent graduation rate. Eighty-two percent of graduating seniors were accepted to four-year colleges and universities. Perhaps most impressive, 97 percent of graduating seniors are the first in their families to pursue higher education.

For many students, confidence grows when they see others like themselves succeeding.

Students at New Designs regularly see classmates accepted to universities such as UCLA, UC Berkeley, UC Irvine, and USC. Younger students witness those achievements and begin to envision similar futures for themselves. Success becomes something tangible rather than something that happens to someone else.

Educators also help students build confidence by connecting learning to real-world opportunities. Through partnerships with Los Angeles Trade-Technical College, students can earn college credits while still in high school. This year, 21 students completed a health certification program, graduating with a postsecondary credential already in hand.

The school's career pathways in health care, engineering, finance, and law expose students to professions they may not otherwise encounter. Students in the school's nationally recognized debate program have competed at prestigious institutions, including Harvard University, and have earned numerous awards along the way.

Just as important, educators help students navigate challenges outside the classroom.

Many students come from working-class families. Some are English learners. Others are balancing responsibilities at home while pursuing ambitious academic goals. Educators who understand those experiences are often better equipped to provide support, encouragement, and guidance when students need it most.

Spanish teacher Rigoberto Portillo understands many of those challenges firsthand. He arrived in the United States at age 14 without speaking English. Today, students regularly ask him how long it took him to learn the language and succeed in school.

"I see myself in them," Portillo said. "They tell me, 'I want to be like you. I want to learn English and get to where you're at.'"

For students who may be the first in their families to navigate the American education system, seeing someone who shares their experiences can be transformative. It reminds them that their background is not a barrier to success. It is part of their strength.

That is the power of representation.

It is not simply about sharing a language, culture, or background. It is about helping students believe they belong in college classrooms, professional careers, and leadership positions. It is about creating schools where students feel confident enough to pursue opportunities that previous generations may never have had.

As California celebrates this year's graduates, we should also celebrate the educators whose guidance, mentorship, and belief in their students helped make those achievements possible.

When students can see themselves in the people leading their classrooms and schools, they are often better able to see a future filled with possibilities.

Featured image: Students at New Designs Charter University Park High School with a teacher. Photo courtesy of New Designs Charter School.

Myrna Castrejón has been the President and CEO of the California Charter Schools Association since January 2019.
Innovate & Educate is an occasional column in which she explores statewide K-12 issues through a charter public school lens.