• Full International Baccalaureate (IB) Continuum (Grades 6–12)

The only campus in Pasadena Unified School District offering a complete IB pathway from middle through high school—designed for long-term academic and personal development, not just end-of-high-school rigor. At the core is the Middle Years Programme (MYP), which all Blair students participate in during grades 6–10. The MYP emphasizes critical thinking, interdisciplinary learning, and real-world application, culminating in a 10th grade Personal Project where students explore a topic of their choice in depth. This sustained foundation prepares students for the demands of the IB Diploma Programme and for college-level work in a way that cannot be replicated by adding IB only at the high school level.

• Other programs include

• 1. Robust Visual & Performing Arts Programs
     Not just electives—full programs including: Band, orchestra, choir, music production, Theatre (including IB Theatre) and dance, Film, graphic design, and media arts, Journalism, debate, and technical theatre

  2. International Academy
     A specialized, established program serving students new to the U.S., with trained staff and a proven pathway to graduation.

  3. Health Careers Academy (Unique Career Pathway)
     One of the oldest and most established college/career pathways in the district, combining healthcare training with IB coursework.

  4. JROTC (Only Program in the District)
     Blair hosts the only JROTC program in PUSD, developing leadership, discipline, and civic engagement.

• Integrated 6–12 Model
  Seven-year continuity supports mentorship (ASB, JROTC, theater), stronger relationships, and fewer disruptive transitions for students and families and allows for mixed grade classes and for high performing middle school student to take classes at the high school level.

• “Separate but Unified” Campus Design
  Middle and high school students are appropriately separated during unstructured time, while still sharing programs and mentorship opportunities.

• Modern, Recently Upgraded Facilities
  Classrooms and infrastructure have been newly built or renovated with recent bond funds—ready to use now without major new investment - the best facilities in the district!

• Strategic South-of-210 Location
  The only comprehensive school in this part of Pasadena, critical for geographic access and equity.

• High Accessibility for Families
  Along a major commuter corridor (easy drop-off/pick-up). “One drop-off” for siblings across grades—especially important in a district without transportation.

• Easy access to the Metro 

Allowing reduced cost for field trips, and providing student independence.

• A Proven Model

Blair already delivers what the district says it wants: rigorous academics, aligned 6–12 development, and integrated support programs. Dismantling a system that is working in practice to replace it with a plan that has not been implemented introduces unnecessary risk.

• Hard to Replicate
  IB continuity, staff expertise, newcomer supports, and 6–12 culture cannot be quickly or cleanly recreated elsewhere.

Blair is not redundant—it is distinct!

1. No comprehensive transition plan
   There is no detailed plan for how students, staff, and programs would be reassigned and integrated across campuses. There is no plan for transition of IB to high schools, no mention of how IB Middle Years Programme would transition, if at all.

2. Lack of equity impact analysis
   The district has not publicly shown how consolidation would affect demographic balance or equitable access to programs across remaining schools.

3. No student or staff impact assessment
   There has been no formal evaluation of academic disruption, school climate, or mental health impacts on students—or relocation and retention impacts on teachers and administrators. Note that many teachers at Blair live at more distant sites and use the 110 for easy access. They may leave PUSD if Blair closes.

4. Insufficient cost transparency
   Claimed cost savings have not been supported with detailed financial models or assumptions.

5. Program relocation risks not addressed
   Complex, site-specific programs (e.g., IB continuum, International Academy, JROTC) are assumed to be movable without clear implementation plans.

6. Unclear student assignment and boundary impacts
   There is no transparent plan for how students will be distributed, raising concerns about access, commute times, and potential imbalances.

7. Timeline is compressed and reactive
   The decision is being advanced rapidly, limiting meaningful community input and thorough analysis.

8. Recommendations are inconsistent with stated policy

  Schools within the district’s own “optimal size” guidelines are still being considered for closure, without clear explanation of criteria.

Pause. Do the analysis. Make the right decision—not the fastest one.