10th Grade Humanities Embedded Honors FAQ*
Is SBHS cutting Honors American Studies?
Honors American Studies is not being cut. Instead, it is being expanded with an Embedded Honors model, allowing more access for students to engage in honors-level work. The course will still include rigorous curriculum, high-level discussions, and the team-teaching model that has been a hallmark of the program.
What will the 2025-26 experience look like for 10th graders?
For the 2025-26 school year, rising 10th graders will have two options to fulfill their ELA and Social Studies requirements:
10th Grade Humanities – This interdisciplinary, team-taught course combines ELA and Social Studies into a single, cohesive learning experience. Students will engage in rich discussions, critical thinking, and analytical writing, with the option to pursue embedded honors work for honors credit.
Honors American Studies – This course will remain an option next year, allowing students who prefer the current structure.
What is Embedded Honors, and how does it work?
Embedded Honors means that all students take the same core class, but those who seek an honors-level experience will engage in deeper analytical tasks, more advanced readings, and higher-level assignments. These students will formally opt into the Embedded Honors option during the first quarter. Teachers will provide information about the requirements during the first few weeks of the year, and students will have the opportunity to opt into the Embedded Honors option at that time. Parents and caregivers will receive information at the beginning of the school year as well.
What courses will be using the Embedded Honors model?
We will not be offering any honors-level specific classes at the 9th and 10th-grade levels for English and Social Studies. The Embedded Honors model will be applied in 10th Grade Humanities (American Studies), as well as 9th Grade History and English and Holocaust Studies.
How does this new model improve "equity and access"?
Currently, a significantly lower percentage of African American and socioeconomically disadvantaged students are accessing Honors-level ELA and Social Studies classes in 10th grade compared to their White and Asian peers. Data at SBHS shows substantial disparities, with only 29% of African American 10th graders accessing Honors English, compared to 60% of White and 92% of Asian students. The same trend exists in Social Studies. This model increases access by providing all students the opportunity to engage in honors-level coursework without self-selecting into a separate track. Research consistently shows that heterogeneous grouping improves student outcomes, builds confidence, and fosters a stronger sense of community. Multiple longitudinal studies find that students in diverse educational settings experienced gains in leadership skills, psychological well-being, intellectual engagement, and intercultural effectiveness. Expanding access to rigorous coursework while maintaining academic rigor benefits all students and improves overall outcomes.
What data is available to support this change?
This shift aligns with equity and access goals established by the district and follows the model successfully implemented at CVU and other peer schools. Our peer schools have demonstrated through their experience with integrated courses that heterogeneous grouping can lead to greater academic gains for all students, stronger leadership skills, intellectual engagement, and improved social cohesion. Data also indicates that underrepresented students at SBHS have had disproportionately lower enrollment in honors-level coursework. For instance:
29% of African American 10th grade students at SBHS currently have access to Honors-level ELA, compared to 60% of White students and 92% of Asian students. While African American sophomores make up 8% of SBHS’s total sophomore population, they represent only 4% of students enrolled in 10th grade ELA and Social Studies Honors classes
34% of socioeconomically disadvantaged students have access to Honors-level ELA, compared to 69% of their more advantaged peers. While socioeconomically disadvantaged sophomores make up 29% of SBHS’s total sophomore population, they represent only 17% of students enrolled in 10th grade ELA and Social Studies Honors classes.
The disparities are similar in 10th Grade Social Studies, where 29% of African American students have access to Honors-level coursework, compared to 63% of White students and 75% of Asian students. 36% of socioeconomically disadvantaged students in the 10th grade at SBHS currently have access to Honors-level Social Studies content compared to 69% of their socioeconomically advantaged peers. This change is being implemented to address these longstanding gaps and ensure equal opportunity for all students to engage in challenging coursework.
Will embedded honors be reflected in students' transcripts?
Yes, students who complete the necessary requirements and assessments will have "Honors" designated on their transcript for this course.
Why wasn’t this change included in the budget discussions?
The move to Embedded Honors is an instructional shift designed to improve equity and access, ensuring more students have the opportunity to engage in advanced coursework. Since the course is not being eliminated, it was not categorized as a "cut" in budget presentations.
How will students opt into the Embedded Honors option?
Students will formally opt into the Embedded Honors option during the first quarter. Teachers will provide information about the requirements during the first few weeks of the year, and students will have the opportunity to opt-in at that time. If a student only opts in for one semester and not the other, their transcript will reflect that distinction accordingly.
How will one teacher facilitate classroom discussions when students are engaging with different texts and different paces?
The challenge of differentiating instruction within a heterogeneous classroom will be met through a variety of strategies. These include varying the complexity of texts, different pacing of assignments, and additional analytical and project-based opportunities. The team-teaching model will also provide more individualized instruction, and special educators will offer additional support. Teachers will be granted professional learning days to help implement differentiation strategies, ensuring that all students are appropriately challenged.
How will the school ensure a successful learning environment, especially regarding potential disruptions in the classroom?
The 10th Grade Humanities class will benefit from a team-teaching model, support from special educators, and a focus on high expectations for all students. The school maintains policies regarding classroom conduct and behavior, and disruptive behavior will be addressed in accordance with these policies to ensure a positive and engaging learning environment.
How will Embedded Honors maintain rigor for highly engaged students?
Academic rigor will be maintained through differentiated instruction. Honors students will engage in extended assignments, additional readings, and higher-level analytical work. Additionally, team teaching, support from special educators, and professional learning opportunities for teachers will help ensure that rigor remains a priority. The class structure will also incorporate multiple discussion formats to challenge students at all levels.
How will teachers ensure deeper discussions for honors students?
Students who opt into the Embedded Honors model will engage in more complex assignments, independent research, and differentiated discussions. These discussions will be facilitated through small group discussions, Socratic seminars, and teacher-led discussions that allow for multiple perspectives and levels of analysis. The structure is modeled on existing successful programs such as Holocaust Studies, where heterogeneous groups engage in advanced discussion through differentiated instruction and scaffolding strategies.
How has this process involved teachers and stakeholders?
This decision has been made through years of de-tracking efforts across 9th and 10th grade subjects. It has full support from the English Language Arts department and was made with input from faculty, curriculum area supervisors, and administration. Teachers have been and will continue to receive professional learning time to develop strategies for differentiation.
Will there be an informational meeting regarding this shift and academic rigor?
Yes, there will be an informational meeting on March 20th in the SBHS Cafeteria to discuss the shift to Embedded Honors and its impact on students, including those who aim to take AP classes in the future. The date for this meeting will be widely advertised to ensure families are informed.
Slides from the March 20th Information Session: Link
If you have questions that haven’t yet been answered, please take a moment to submit it HERE. We will do our best to update this document in a timely manner.
Updated 3/20/25