EdCircuit Staff 
Table of Contents
In recent years, a quiet yet growing trend has emerged across American high schools: the elimination or restructuring of honors-level courses. Often presented as part of broader efforts to advance educational equity, these changes have sparked passionate debate among school communities. At the heart of the controversy lies a complex question: How do we create inclusive schools while still providing rigorous academic opportunities for students who are eager and able to go further?
The Shift in Policy: Aiming for Equity
Several school districts have made national headlines by removing or merging honors-level tracks with standard coursework. In 2023, Culver City Unified School District in California ended its honors English classes for ninth and tenth graders to address racial inequities in course enrollment. According to district officials, the decision was based on a desire to improve inclusivity and avoid the racial sorting often associated with academic tracking.
In April 2025, the Culver City Board of Education began reconsidering the policy. In response to ongoing community feedback, board members publicly discussed whether the removal of honors English had met its intended goals and considered reinstating the program as part of a broader review of curriculum and staffing priorities
San Francisco Unified School District has also taken steps in this direction, having eliminated Algebra I in middle schools in 2014 to reduce disparities in math outcomes.
Supporters of these changes argue that tracking contributes to systemic inequities. They cite data showing that Black and Latino students are underrepresented in advanced courses. According to the UNCF, while these students make up 38% of the student population in schools that offer AP courses, they account for only 29% of AP enrollment.
Student and Parent Reactions: Frustration and Concern
While equity remains a core goal, many students and families have voiced concern that eliminating honors programs removes critical opportunities for academic recognition and college preparation. In the case of Culver City, the decision to cut honors English led to protests from parents and students who said their children were losing access to coursework that challenged them.
For many students—especially those balancing academics with jobs, sports, or family responsibilities—honors classes are more than a badge of merit. They’re a path to college scholarships, higher education, and upward mobility. Families from immigrant and working-class backgrounds often see these programs as essential stepping stones.
The Educator’s Dilemma: One Classroom, Many Levels
In districts that merge honors and general education classes into a single offering, the burden often falls on teachers to differentiate instruction across a wide range of academic abilities. Some educators report struggling to meet the needs of both advanced and struggling learners in the same classroom.
College Readiness and the Broader Impact
Honors and AP courses are often considered vital in preparing students for the rigor of college. They also play a key role in admissions decisions, where admissions officers look for signs of a student’s willingness to challenge themselves. Removing these options could unintentionally hurt students from public schools that have phased out honors tracks.
A 2022 report from the National Association for College Admission Counseling (NACAC) found that advanced coursework remains one of the top five criteria used by college admissions officers to evaluate applicants. Without access to such classes, students may struggle to stand out in competitive college environments.
Moreover, eliminating honors classes can discourage academic ambition. As one parent in San Diego told local reporters after Patrick Henry High School dropped several honors courses: “Our kids want to work hard. Why are we taking that away from them?”
Seeking a Balanced Approach
To be clear, few argue against the goals of educational equity. But as schools work to close opportunity gaps, the challenge lies in doing so without sacrificing rigor or motivation. Some districts are experimenting with hybrid models—offering open enrollment honors options or embedding advanced modules into general coursework—but these solutions require significant resources, training, and commitment.
True equity, many argue, isn’t about flattening opportunity but expanding it—offering all students the chance to rise, not by removing the ladder, but by ensuring more students have the support and tools to climb it.
A Complex Balancing Act
The debate over honors courses is not just about curriculum; it’s about values. How do we recognize and reward hard work while ensuring no student is left behind? How do we challenge high achievers without reinforcing inequities? And can our schools reflect the diversity of student experiences while nurturing excellence?
For now, the conversation continues in school board meetings, classrooms, and kitchen tables across the country. As educators and policy makers look ahead, the path forward may require not fewer options—but more, better designed, and more accessible ones for every student.
Call to Action:
District leaders and educators must commit to deeper, data-informed conversations about what equity really means in practice—and how we can preserve academic rigor while making excellence attainable for all.
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