Agentic Learning: Powered by Us, Not Just for Us
By: Ashley Martin Chales, EC Oakland Fellow-Cohort 6
If students had a real say in how their schools operated, what would they ask for?
Well, to find out we surveyed 360 students across the Oakland public schools. We asked them about issues like technology usage, learning environments, life-prep classes, and whether students feel supported in learning at their own pace. These aren’t just small concerns, but core elements that shape students’ experience in schools on a daily basis.
As both a student and a youth advocate, I found myself connecting deeply with many of the student responses. Some of the results were expected, but others made me ask: why are so many students still unaware of the resources available to them? Here’s a breakdown of those results, my personal take, and what students and Oakland public schools can do moving forward.
When asked if their schools offer courses that allow students to work independently at their own pace, and 45.6% of students said “I don’t know,” 23.3% said no, and 31.1% said yes. I was honestly shocked by these results. Nearly half of these students don’t know if they have the option to learn at their own pace. I can relate to that. In my own school, most classes follow a set curriculum, and if you fall behind, it’s on you to catch up. There’s very little room for flexibility unless a teacher makes accommodations. This then points to a bigger issue: Personalized Learning is either missing or not communicated effectively. If students don’t know about available options, how can we say they truly exist?
Agentic Solution: Students should feel empowered to advocate for themselves when something isn’t working. If a class is moving too fast, they should ask questions, attend office hours, or even suggest a slower paced elective.
Policy Solution: Oakland public schools should prioritize more flexible learning pathways, such as self-paced courses and Personalized Learning programs. Clearer communication about these options are important, especially when nearly half of the students are unsure of what’s available.
When asked if their school supports the use of AI or tech to complete assignments, 51.1% said no, 35% didn’t know, and only 13.6% said yes. These results didn’t surprise me. At my school, only three of my five teachers have mentioned AI, and most of the time when they do, it’s often in a negative context. There’s a fear that students will misuse it or rely on it too much, which I do know has happened. But I think completely shutting AI out isn’t the solution either.
The reality is, AI and tech are already part of our world, and learning to use them responsibly is far more beneficial than ignoring them.
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Agentic Solution: Students can open a dialogue with teachers about how they are using AI, whether it’s for brainstorming or understanding difficult topics, demonstrating responsible use can build trust and lead to more openness around using these tools.
Policy solution: Oakland public schools should establish guidelines for AI use in schools that students are aware of. Teachers need training, and students need structure, not punishment, on how to use these tools ethically. Additionally, greater access to technology and digital literacy programs is crucial.
When we asked students if they felt their school offered classes that prepare them for life after high-school, 52.8% said yes, 21.9% said no, and 25.3% said they weren’t sure. While more than half of students feel somewhat prepared, a large number of students still don’t.
This raises the question: what does “life prep” even mean? For some, it’s core subjects like English and math. For others, it’s more practical skills like financial literacy, career exploration, and health education. But not all students have access to these types of courses, and some may not even be aware they exist.
Agentic Solution: Students who want more life-prep learning can start or join clubs that align with their interests–whether that’s finance, entrepreneurship, or health. They can also seek out community resources or propose new electives at their school to fill the gap.
Policy Solution: Oakland public schools should prioritize offering life-prep classes across all high-schools. These courses — covering topics like financial literacy, career readiness, and mental health — should be promoted to ensure students know they’re available and encouraged to take them.
When asked about preferred learning environments, 59.7% of students in our survey chose in-person, 33.6% chose hybrid ( a mix of in-person & virtual), and a smaller group selected fully online or other. This reflects a strong preference for traditional classroom learning, but it also highlights that nearly one-third of students would benefit from a hybrid model.
In my opinion, in-person learning is great for connections and hands-on support, but the option for online coursework — especially for students with outside responsibilities –could make learning more accessible and flexible.
Agentic Solution: While Students can’t change the entire system at once, they can start by asking teachers if certain assignments can be completed online or proposing hybrid-style electives. Even small changes can help create more flexibility.
Policy Solution: Oakland public schools should explore flexible learning options, not just for emergencies, but as a part of regular education. Hybrid learning doesn’t mean fully remote–it’s about giving students more options to choose how they learn best.
These results give us more than just numbers–they provide a clearer picture of how students truly feel about their education.
Many students feel like they’re not being seen, heard, or supported in ways that truly reflect their needs. However, we can change that, students need to speak up, teachers need to listen, and district leaders must center student voices in policy decisions. If Oakland is serious about improving schools, this data is where we start, and one step towards taking action.
