Resource Inequity | College & Career Readiness

CH@LLENGE

THE
| Unfair Discipline

ST@TUS QUO

Academic Success among School-age African-American Males

Ivory A. Toldson, Ph.D. | Chance W. Lewis, Ph.D.

BLACK MALE ACHIEVEMENT RESEARCH COLLABORATIVE

Acknowledgments: This report was produced by the Congressional Black Caucus Foundation (CBCF)
Center for Policy Analysis and Research (CPAR), in association with Howard University School of Education and the Urban Education Collaborative at University of North Carolina Charlotte. The report was developed with funding from the Open Society Foundations Campaign for Black Male Achievement (CBMA) to support the Black Male Achievement Research Collaborative (BMARC). BMARC is devoted to widely disseminating robust research that provides social context and counter-narratives to the pervasively negative statistics used to characterize Black men and boys in the United States. CPAR identifies, analyzes, and disseminates policy-oriented information critical to advancing the AfricanAmerican community toward economic independence, education, and health equity. The author of this report gratefully acknowledges the leadership responsible for supervising the production of this report: Dr. Elsie Scott, president and CEO of CBCF; Dr. Marjorie Innocent, senior director of Research and Programs; and Shawn Dove, campaign manager for CBMA. On behalf of CBCF, the authors of this report also gratefully acknowledge the material contributions of the scholars who contributed to the research presented in this report: Howard University Ph.D. students Brianna Lemmons, Tyne McGee and Juwanza McIntosh; and UNC-Charlotte Ph.D. Student Marcia Watson, Ph.D. student at UNC-Charlotte. Authors express gratitude to all organizations and individuals who have used our work to advance academic success among Black males.

Recommended Citation: Toldson, I. A. & Lewis, C.W. (2012).Challenge the Status Quo: Academic Success among School-age African American Males. Washington, D.C.: Congressional Black Caucus Foundation, Inc. Cover and page layout and design by Ivory A. Toldson, Ph.D. Uncaptioned images of young Black males were taken by Kea Taylor at the Avoice Voting Rights Student Workshop at the 2010 Annual Legislative Conference. Congressional Black Caucus Foundation, Inc., Center for Policy Analysis and Research, 1720 Massachusetts Avenue, NW, Washington, D.C. 20036 | P: (202) 263-2800, F: (202) 775-0773 The primary funding for this report was provided by the Open Society Foundation Campaign for Black Male Achievement and is available for download at www.cbcfinc.org.

F Forewo ord
W When releasin ng the Civil Rights R Data Collection (CRDC) report, R Revealing New w Truths abou ut Our Nation ns School, S Secretary Duncan stated, The real po ower of the data is not o only the trut th behind the e numbers, b but in the impact that it t can have wh hen married with courage e and will to c challenge the e status quo. We agree. Research d demonstrates s that Black males can achieve a in supportive lear rning environ nments that effectively w work with f families and communities, c , and provide culturally-relevant instruc ction. O Over the last two years, CBCF C implem mented LEAP (Leading Ed ducational Ad dvocacy and Policy) for Black Male A Achievement. The purpos se of LEAP wa as to create and a dissemina ate research t that reveals p personal, fam mily, social a and school-re elated factors associated with Black male m achieve ement; and s strategically p provide resou urces and f forums for po olicymakers, educators, e sc chool advocat tes and famil ies to development research-based so olutions to e enable Black males to have greater su uccess in the e classroom a and beyond. In year one e of the proje ect, CBCF c completed "Breaking B Barri iers 2: Plotting g the Path Aw way from Juve enile Detentio on and toward d Academic S Success for ponses of S School-age Af frican-Americ can Males." Breaking B Bar rriers 2 is an 88-page report that anal lyzes the resp 4 4,470 school-age Black ma ales from acro oss the nation, giving us a complete pi icture of the life and circumstances o of Black male es who choos se to do the right r thing, av void criminal justice involvement, and enjoy higher levels of a academic success. T This year, CBCF establishe ed the Black Male M Achieve ement Resea rch Collabora ative (BMARC C). BMARC is s devoted t to widely diss seminating ro obust researc ch that provid des social co ntext and counter-narrati ives to the pe ervasively n negative statistics used to o characterize e Black men and a boys in t he United States. Specifi ically the collaborative w will produce a range of pu ublications, which w will tar rget academi c journals, as s well as pop pular media a and blogs. T The collabora ative will be actively a involved with fact t-checking an nd contextua alizing popula ar reports ab bout Black m male failures and redirecting discussion ns from problems to solutiions. T The member rs of the collaborative in nclude: Ivory A. Toldson, senior resea arch analyst, , Congressio onal Black C Caucus Foundation and associate a pro ofessor at Howard Unive ersity School l of Educatio on; Chance W W. Lewis, d distinguished professor and endowed d chair of Ur rban Education College o of Education n, University of North C Carolina at Charlotte; Bry yant Marks, associate a professor and d irector of the e Morehouse e Male Initiat tive; Leon C Caldwell, senior research associate at The Annie E. E Casey Fou ndation in B Baltimore, MD D; James L. Moore III, a associate pro ovost, Office of Diversity and Inclusio on at The Oh hio State Uni iversity; and Yolanda Sea aley-Ruiz, a assistant prof fessor of Engl lish Education, Columbia University. U C Challenge the Status Quo o is the first product p of BM MARC. This report provid des policy and practice so olutions to e ensure equita able resource es, college and career re eadiness, and d fair discipli ine practices for school-a age Black m males. As yo ou review this s report, we hope that yo ou actively im magine ways that we can collectively challenge a and change the way public education is offered to young Black males. We believe educational administrators a and teachers should work with parents s and commu unities to imp plement prog grams based on good rese earch and g good judgment, and not on o hyperbole and conjectu ure. Every p ublic school in the United d States shou uld offer a c college bound d curriculum. No school should s sustain capricious and biased d disciplinary po olicies that push Black m males away fr rom the class srooms. We believe b comm munities shoulld engage sch hool leaders a and elected o officials to d develop and expand e programs that support the academic and personal dev velopment of f Black males s. Finally, w we believe Black parents should social lize their children to the a academic env vironment, w while also em mpowering t them to challe enge injustice es within the school. T Together we can and will challenge c the e status quo.

E Elsie Scott, Ph h.D., President & CEO, Th he Congressio onal Black Ca ucus Foundat tion CH@ @LLENGE THE ST@TUS Q UO O | TOLDSON & L EWIS 3

T Table of o Contents
FOREWORD D ---------------------------------------------------------------------------------------------- 3 PREFACE ------------------------------------------------------------------------------------------------- 5 EXECUTIVE SUMMARY ----------------------------------------------------------------------------------6 2 20 PERCENT T IN 2020 - THE EDUCA ATIONAL FORECAST O FO R BLACK M EN IN THE UNITED STA ATES 11
Beyond Rh hetoric -------------------------------------------------------------------------------------------------------------- 11 Black Men in College --------------------------------------------------------------------------------------------------------- 11 The Power r of Numbers ------------------------------------------------------------------------------------------------------ 11 20 Percent t by 2020 ----------------------------------------------------------------------------------------------------------- 13 Challenge the t Status Qu uo --------------------------------------------------------------------------------------------------- 14 PUBLIC REC CIPROCITY IN N EDUCATIO ON FOR POS STSECONDA ARY SUCCES SS (PREPS) FOR STUD DENTS O OF COLOR -------------------------------------------------------------------------------------------- 15 Dr. Toldson ns Journey -------------------------------------------------------------------------------------------------------- 15 Dr. Lewis Journey J ------------------------------------------------------------------------------------------------------------ 16 Public Reci iprocity in Education for Postsecondary P y Success (PR REPS) ------------------------------------------------ 16 Challenge the t Status Qu uo --------------------------------------------------------------------------------------------------- 18 TEACHER PREPARATION AND COM MPENSATION N ----------------------------------------------------- 22 To Make A Difference in n the Lives of f Kids -------------------------------------------------------------------------------- 22 Pipeline int to Teaching ------------------------------------------------------------------------------------------------------- 23 Inequities in Teacher As ssignment ----------------------------------------------------------------------------------------- 26 Teacher Sa alary Differen nces ------------------------------------------------------------------------------------------------- 27 Challenge the t Status Qu uo --------------------------------------------------------------------------------------------------- 29 BREAKING THE T DISCIPL LINE GAP BARRIER A ----------------------------------------------------------- 30 If the Only Tool You Hav ve is a Hamm mer, You Trea at Every Probllem as a Nail --------------------------------------- 30 From the Civil C Rights Da ata Collection n ------------------------------------------------------------------------------------- 30 Who Gets Suspended S -------------------------------------------------------------------------------------------------------- 31 Why Black Students Get Suspended More ------------------------------------------------------------------------------- 32 t Status Qu uo --------------------------------------------------------------------------------------------------- 33 Challenge the HOW BLACK K BOYS WIT TH DISABILIT TIES END UP IN HONO ORS CLASSES----------------------------- 36 How Black Boys With Disabilities End d Up in Hono ors Classes ---------------------------------------------------------- 37 How Black boys Withou ut Disabilities End Up in Sp pecial Educat tion --------------------------------------------------- 37 Challenge the t Status Qu uo --------------------------------------------------------------------------------------------------- 38 MOVING FORWARD O ----------------------------------------------------------------------------------- 40 Recommen ndations for Schools S --------------------------------------------------------------------------------------------- 40 Recommen ndations for Communities C s-------------------------------------------------------------------------------------- 41 Recommen ndations for Parents P --------------------------------------------------------------------------------------------- 41 School Dist tricts Serving g the Largest Number of African-Ameri A ican Students and their Co ongressional Representa atives -------------------------------------------------------------------------------------------------------------- 41 REFERENCES ------------------------------------------------------------------------------------------ 45

ABOUT THE AUTHORS -------------------------------------------------------------------------------- 47

TABLE E OF C ONTENT TS

P Preface e
S Some would have us belie eve that the core c educatio on accountab bility issue of the day is su ummarized in n statistics a about which subgroups of f public scho ool students are a scoring h higher on standardized te ests. But the real issue b before us is which w states, districts, and d schools are enabling acad demic achiev vement. Som me states, dist tricts, and s schools are enabling e acad demic achievement and some s are not t. There is a consistent p pattern of res sources in t those states, districts, and d schools which have high h academic o outcomes for r PK-12 stude ents and thos se that do n not. In high-pover rty and minor rity schools, students s are 70 percent m more likely (th han their affluent and Wh hite peers) t to have a teac cher teaching g them four subjects (math, English, so ocial studies, and science) who is not certified in t these subjects or does not t have a colle ege major or minor in the subject. Com mpounding th hese classroo om effects a are other fact tors that systematically and a consisten ntly limit poo or and minor rity students opportunity y to learn. M More often th han not, thes se students la anguish in sch hools that are e underfunde ed, lack contemporary tec chnology, h have short-te enured superintendents, a revolving door of princi pals, high tu urnover rates among teac chers, and h high concentrations of novice teac chers and principals. p D Despite these e dismal classroom an nd school c circumstances, poor and minority m stude ents continue e to be tested d as if they ha ave access to certified teachers and a challenging g, college-pre eparatory cur rriculum. In fa act, 84 perce ent of African n-American p public school l students a are in states that t require a high stakes s high school graduation t test while few wer (66 perce ent) of White e students a are in such sta ates. W While states and a districts test the nations schoolch hildren, whos measuring these studen nts access to o certified t teachers; stab ble and experienced princ cipal leadersh hip; advanced d placement (AP) classes; ; and college entrance le evel courses in math, Eng glish and scie ence? In Cha allenge the St tatus Quo: Ac cademic Succ cess among S School-age A African-Ameri ican Males, Toldson T and Lewis follow w in the How ard Universit ty tradition o of Thurgood Marshall, C Charles Ham milton Housto on, and Charles Thomps son who (wiith others) c crafted the intellectual a and legal s strategies for r the groundb breaking Brow wn decision. Toldson and d Lewis issue a call to acti ion and lay o out a legal s strategy for holding stat tes accounta able for equ ualizing educ cational inpu uts that imp pact access to public c colleges/unive ersities. The authors a Publ lic Reciprocity y in Education n for Postsecondary Succes ss (PREPS) is an ethical a and jurisprudential framew work which challenges c the legality of states operating high sch hools that do not offer s. Toldson a c coursework which w fulfills college entr rance require ements for s state college es/universities and Lewis m meticulously chart state-b by-state publ lic college/un niversity math h and science entrance re equirements and then r reveal the public high scho ools that do not n offer mat th and scienc ce coursework that fits the ese requirem ments. The e emerging pat ttern is a dist tressingly fam miliar one: pu ublic high sch hools serving g high percen ntages of low w-SES and m minority students do not offer o college entrance e leve el coursework k, particularly y in math and d science. In Challengin ng the Status s Quo, Toldson and Lew wis reveal h how states, districts and d schools co onspire to e educationally y malnourish some of the nations sch hoolchildren. Their PREPS S framework shifts attent tion away f from measuring students to measurin ng the comm mitment of p policymakers and K-12 pr ractitioners t to expand p public school students ac ccess to a ce ertified and experienced e preparatory c courses in teaching for ce, college-p m math and scie ence, and a fa air shot at opp portunity.

Leslie T. Fenwick, F Ph.D., Dean, Ho oward Univer rsity School o of Education www.how ward.edu/scho ooleducation n

@LLENGE THE ST@TUS Q UO O | TOLDSON & L EWIS CH@

E Executi ive Sum mmary y

T The purpose of this repor rt is to: (1) unveil u policy solutions for r inequities in n U.S. public c schools tha at impede a academic pro ogress of scho ool-age Black k males; (2) ch hange the pu ublic perceptio on that schoo ol-age Black males are c completely disaffected an nd incapable of adapting to the educa ational system m; (3) reveal data that pr romotes a p pathway thro ough curricu ular offerings s that will move m Black males from m public schools to colle eges and u universities; (4) examine th he impact of teacher prep paration and c compensation on the academic achiev vement of B Black males; (5) break the e discipline gap g barrier in our nations s schools; and d (6) provide e the schools, parents, p policymakers, and commu unity leaders with w strategies to support t Black males s in schools. E Each of the se ections of t this report pr rovides impor rtant pieces of o the puzzle e that are nec cessary to Ch hallenge the Status Quo a and make s sure that all who are con ncerned can have h the dat ta to know t hat our Black males have the capability to be s significant achievers in ou ur nations sc chools. Addit tionally, it mo oves us past the negative e rhetoric tha at usually f follows this st tudent popula ation and cha arts a path to academic su uccess. of the five (5 F Following are e the key find dings and rel lated policy implications i 5) sections of f this report: :

2 20 percent in 202 20, the Ed ducationa al Foreca ast for Bla ack Male es in the United S States
Among yo oung Black men, m 24% are enrolled in or have complleted college: 11% droppe ed out of high h school 12.7 millio on Black males (18 and ov ver) comprise e 5.5 percent of the U.S. a adult populat tion and 5.5 p percent of all college e students. Black males are not underreprese u nted in colle ege and unive ersities; their r representat tion is propo ortional to their representation in n the general population. Unfortuna ately, college e degree atta ainment among adult Blac ck males is o only 16 percent, as compa ared to 20 percent fo or Black fema ales and 32 pe ercent of White males. By 2020, the t projections are that 20 0 percent of adult a Black m males (18 and over) will hav ve completed d college.

2 20 PERCENT T IN 2020: CHALLENGE E THE STATU US QUO

T To make sure e that at least t 20 percent of o Black male es have a col lege degree by 2020, we need to mov ve beyond m merely gettin ng Black males into colle ege. We nee ed proactive strategies to o prepare th hem to compete at a u university tha at has a recor rd of retainin ng and graduating Black m males. Too of ften, Black m males with respectable h high school academic re ecords are shoveled off to commun nity colleges, , which gen nerally have very low c completion ra ates. Of the 1.2 1 million Bla ack males cur rrently enrolled in college e, more than 5 529,000 (42.8 8 percent) a are attending g community y colleges, co ompared to only 11 perc cent who att tend HBCUs (Knapp et a al., 2010). A Another 11 pe ercent of Bla ack males att tend for profi it universities s such as the e University o of Phoenix, w which as a s single institut tion enrolls the t largest nu umber of Bla ack males in the nation (Knapp, et al., 2010).Sp pecifically, c comprehensiv ve college preparation strategies involve: (1) improving counseling and advise ement in p predominatel ly Black high schools; (2) providing mentorship p and interns ships for firs st generation college s students; (3) ensuring that every high school has a college bou nd curriculum m; (4) sponso oring college tours; (5) s supporting Black male ini itiatives in co ollege; and (6 6) advocating g for funding g for Pell Gra ants and nee eds-based s scholarships, and universa al access to public p institut tions of highe er education and historica ally Black colleges and u universities.

EXECU UTIVE S UMMA ARY

Public Reciprocity in Education for Postsecondary Success (PREPS) for Students of Color
Many public school students are systematically disqualified access to their states most selective public institutions of higher education because of their addresses. School districts across the U.S. systematically disqualify students of color from their best colleges and universities and the best public colleges by omitting required courses from select public school curricula. Public Reciprocity in Education for Postsecondary Success (PREPS) is the fiduciary responsibility of the state to provide public secondary educational options that meet the basic requirements of the same states institutions of higher education. For U.S. public schools serving the most African-American and Hispanic students, 65 percent offer Algebra II, 40 percent offer Physics and only 29 percent offer Calculus (U.S. Department of Education, Office of Civil Rights, 2012), which immediately disqualifies this population from entry into the states flagship universities. Data provided in Table 2.1 documents the admission requirements for the flagship institution of each state. However, curricular offerings at many high schools with higher percentages of Black and Latino students systematically deny admission because of the level of course offerings.

PREPS: CHALLENGE THE STATUS QUO

Inadequate PREPS is one of the most pervasive, elusive, and blatantly discriminatory practices in public education and should be addressed through legislative and social action. We are extending a call for action for anyone concerned about the potential for college access at the nations most prestigious institutions being systematically taken away from Black males and other students based upon their home and school zip codes.We encourage parents and community activists to alert local school board members, superintendents, and principals of discrepancies between college admissions criteria and high school class offerings. Once these concerns are expressed, strategic plans should be devised in the community to hold educational administrators accountable for curricula and policy changes within the school district. We recommend that individual schools and their governing school districts provide a disclosure statement to students parents and guardians which specifies any courses required for admissions to the most competitive public universities of the state, which are not available in their curriculum. The disclosure statement should also provide educational options for students to access the necessary courses within the school district. High school guidance counselors are responsible for advising students on how to prepare for college, and having knowledge about the admissions criteria for all public universities within their state. We recommend that schools provide regular professional development for guidance counselors to stay updated on current admission requirements for all public colleges and universities, with particular emphasis on the states most competitive universities.

Teacher Preparation and Compensation

Only 23 percent of Black males who completed their education programs actually chose to enter the teaching force as comparison with 27 percent of White males. Also, we find that 41 percent of Black females chose to enter teaching as compared with 42 percent of White females. Within the 20 largest school districts in the U.S., there is a large discrepancy between the percentage of novice teachers (1st and 2nd year), when comparing schools with the highest and lowest percentage of Black/Hispanic students. Salary differentials in high school teacher salaries between schools with the highest and lowest Latino and African-American enrollment are paramount in the 20 largest school districts. CH@LLENGE THE ST@TUS QUO | TOLDSON & LEWIS 7

Black male teachers have the 2nd largest disparity (Latino males) in the percentage of teachers as compared to their representation in the student population.

RESOURCE EQUITY: CHALLENGE THE STATUS QUO

The pipeline into the U.S. teaching force (from teacher preparation programs to state teacher licensing to classroom teaching) highlights systematic and policy issues that impact teacher equity and its relationship to equity and inclusion for Black male students. We recommend that education policy makers turn their attention to the following factors related to teacher preparation and compensation: (a) the demographic composition of pre-service teachers; (b) inequities in novice teacher assignment to high-need schools; and (c) salary inequities for teachers within the same district. Additionally, we must focus our attention and learn from states that have made the most academic gains of low-income children. Our findings reveal that community members must work with local school districts to make sure that all students have access to high-quality teachers.

Breaking the Discipline Gap Barrier

When examining differences between genders, Black (male and female) students comprise nearly 50 percent of the school population, but nearly 3 out of 4 (74 percent) expelled were males. When both gender and race are examined, the sample data states that African-American boys (20 percent) and girls (11 percent) suspension rates were more than double their representation. African-American and Hispanic students accounted for the majority of suspensions in all 20 districts. The districts with the greatest disparity between African-American enrollment and suspension rates included Chicago Public Schools (45 percent/76 percent), Hillsborough County Public Schools (23 percent/46 percent), Montgomery County Public Schools (23 percent/52 percent), and Charlotte Mecklenburg Public Schools (44 percent/75 percent). Children who are slow learners and who lack the wits, social graces and sophistication to manage learning environments are the ones most vulnerable to suspensions, not children who pose legitimate risks to the security of the school. In many predominately Black schools, students perceive chaos and unfairness in disciplinary policies which create perennial unrest at the school. The overall safety and fairness of the school influence teachers' empathy and respect for Black students significantly more than for White students, as reported by the students. Black students at unsafe schools reported more punitive teacher behaviors. Among students of all races, school safety significantly indirectly affected grades; however for Black and Latino students, safety indirectly affected feelings of support.

EXECUTIVE SUMMARY

FAIR DISCIPLINE: CHALLENGE THE STATUS QUO

While most people are aware of the discipline gaps in public schools, we are issuing a call for action. We need people at the local and grassroots levels to advocate for change and full funding for educational programs that support Black male students. We need a concerted effort by the community to change school district beliefs that Black males are the source of the problem. We encourage grassroots advocates to present sound evidence that these are normal students, who have the capacity to achieve in any educational system that prioritizes learning and treats every student with dignity. Giving support tools to disengaged students--such as tutoring, mentoring, and counseling--can reconnect them to the academic process and reduce the odds that they turn to delinquency. Second, we must acknowledge that discipline can become a competing culture at school that alters teachers perceptions of their responsibilities toward their students. Critical race theory (CRT) examines White privilege and institutional racism. With respect to CRT, racial dynamics appear to alter the school environment along racial lines. In a recent study (Toldson & Ebanks, 2012), Black students response patterns reflected a dynamic whereby school safety significantly diminished the overall level of empathy and respect that students perceived from teachers, and punishment from teachers significantly reduced students' grades.

How Black Boys with Disabilities End Up in Honors Classes

Black boys are the most likely to receive special education services and the least likely to be enrolled in honors classes. Across Black, White and Hispanic males and females, 6.5 percent are receiving special education services, 9.7 percent have an Individualized Education Plan (IEP), and 25 percent are in honors classes. For Black boys, 9 percent are receiving special education services, 14.7 percent have an IEP, and 14.5 percent are enrolled in honors classes. However, Black boys who are in the ninth grade are more likely to be enrolled in honors classes than to receive special education services. Having a disability is related to other negative consequences, particularly for Black males. Students with disabilities are more likely to (1) repeat a grade, (2) be suspended or expelled from school, (3) have the school contact the parent about problem behavior, and (4) have the school contact the parent about poor performance. Black males with and without disabilities can excel in schools that have adequate opportunities for diverse learners and a structure that supports personal and emotional development.

BLACK BOYS WITH DISABILITIES: CHALLENGE THE STATUS QUO

Black males with and without disabilities can excel in schools that have adequate opportunities for diverse learners and a structure that supports personal and emotional growth and development. Contrarily, schools that view disability and emotional adjustment difficulties as enduring pathologies that need to be permanently segregated from "normal" students, will stunt academic growth and development. The nearly 5,600 Black male ninth graders with a history of disability who are currently enrolled in honors classes likely benefit from patient and diligent parents who instill a sense of agency within them, and a compassionate school that accommodates a diversity of learners. They are also likely to have some protection from adverse environmental conditions, such as community violence, which can compound disability symptoms. We cannot continue to ignore the injustices in many schools; however, they should not overshadow the hope and promise of the Black male students who are enrolled in honors classes. Additionally, we should respectfully acknowledge schools and teachers who provide quality special education services designed to remediate specific educational challenges with the goal of helping students to reintegrate and fully participate in mainstream classes. CH@LLENGE THE ST@TUS QUO | TOLDSON & LEWIS 9

Summary of Recommendations
for Schools
Eliminate biases, stereotypes and misinformation from school staff. Schools should operate under the philosophy that all Black males are capable of the highest levels of academic achievement. Offer a curriculum that, at a minimum, meets the admissions requirements for the most competitive public university of your state. Schools and their governing school districts should provide a disclosure statement to students parents and guardians, which specifies any courses required for admissions to the most competitive public universities of the state, which are not available in their curriculum. Provide trainings and resources to teachers. School administrations should have frequent trainings for teachers on cultural competence, empathy and respect, defense management, classroom management, and other relevant topics. Regularly monitor and reduce suspensions. Replace rigid focus on discipline with a focus on academics and student agency. Have a clear and transparent suspension policy, with a process for students to appeal. Regularly monitor collective student progress. Safe and productive schools work to have a collective GPA of more than 3.0; have near 100 percent of their students involved in an extracurricular activity; have at least 25 percent of their Black males in honors classes or some type of enhanced curriculum; have less than 6 percent in special education; and suspend less than 10 percent of their Black male students for any reason. Work with parents. Supportive schools provide: (1) information about how to help children learn at home, (2) information on community services to help their child, (3) explanations of classes in terms of course content and learning goals, (4) information about child development, (5) opportunities for parents to volunteer, and (6) updates on student progress between report cards.

for Parents
Alert local school board members, superintendents and principals of unfair treatment of your sons. Unfair treatment might involve: a) discrepancies between college admissions criteria and high school class offerings; b) unfair tests or testing conditions; c) unreasonably harsh or inappropriate punishment; d) inadequate advisement of postsecondary options; e) denial of access to honors or AP classes; or f) having unqualified personnel, such as a teacher, suggesting that the child has a behavior disability, might need medication, or should be placed in special education. According to Attorney Hewitt, concerns should be expressed around the issue of fundamental fairness and opportunities to learn within school districts. Parent should strive to be present at the school. A recent study by Toldson and Lemmon (2012) found that parents of high achieving students visit the school at least 8 times for meetings or to participate in activities, throughout each academic year.

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EXECUTIVE SUMMARY

2 20 perc cent in n 2020 - The Ed ducatio onal Fo orecast t for Black M Men in the Un nited St tates
B Beyond Rh hetoric
A According to the U.S. Census, since 1970 1 there ar re 3.9 million n less White males and 2 2.5 million more Black m males, age 15 5 to 25, in the e U.S. popula ation.1 So wh hy do we ofte en hear phras ses like, The e reality is the e AfricanA American ma ales are a dying breed? Note N the unq qualified use of the word reality. Also, note that t breed, extinct and endangered d are terms reserved r only y for animals a and Black ma ales. T The purpose of this repor rt is to provid de a big picture analysis of some of t the most pressing educat tional and s social issues facing f African n-American2 males. To be egin, we brea ak down natio onal data to d dispel commo on myths, a and challenge e convention nal wisdom, about a educat ting Black ma ales. To beg gin the series s, let us exam mine foury year college degree d attain nment among g Black males s in the U.S. the facts, n not the myth hs: What is ac cceptable, a and where will it stand at the t end of the e decade?

B Black Men n in College

Is there a co ollege crisis among Black males? Recently, R sev veral news s sources docu umented the abysmal u underrepresentation of Bl lack males in n colleges and universities s in the United States. E Earlier this ye ear, many forwarded the Observerinterested in Black male achievement a -Dispatch art ticle, Report t: 4 percent o of college s students are Black B males. The article features the laudable que est of Utica Co ollege to recr ruit more min nority and lo ow income students. s In an apparent t attempt to draw reade rs in, the art ticle adapted d its title from a 2010 C Council of the e Great City Schools (CGCS S) report whic ch according to the autho or, found only 4 percent o of college s students are Black males. The New York Y Times Trip Gabriel ci ited the same e report whe en he wrote t that Black m males represe ented just 5 percent of college students. Yes, y you read corr rectly. Two a article citing the same s source printed d two different numbers(T Toldson, 2012 2). W When examin ning the original report, it t appears the e New York T Times was rig ght. In the e executive sum mmary on p page 6, the CGCS C reports, In 2008, Black males ages 18 and d over repres sented only 5 percent of the total c college student population n. Incidentally, The New York Times is sued a correc ction for repo orting that Bla ack males r represented just 5 percen nt of college students. H Here is why: Today the 12 2.7 million Black males, who w are 18 ye ears old and older, compr rise 5.5 perce ent of the a adult populat tion in the U.S. and the 76.4 7 million White W males comprise 32. .7 percent. A According to the 2010 C Census, the 1.2 1 million Bla ack male coll lege students s comprise 5 .5 percent of f all college s students, while the 5.6 m million White male studen nts comprise just 27 perc cent (Ruggles s, et al., 2010; ; Toldson, 201 12).

T The Power of Numb bers

B Black males are a not underrepresented d in colleges and universit ties. Certain nly this statem ment will be met with t tremendous skepticism. s Most M news stories about Black B men po oint to unemp ployment, hig gh school dro opout and incarceration, , so Black ma ales populati ion-consisten nt representa ation in colleg ge seems a b bit farfetched d to most.

For all analys ses Dr. Toldson used the Int tegrated Public Use Microda ata Series (IPU UMS), which consists of sixt ty-six highp precision samp ples of the Ame erican populat tion drawn from m sixteen fede eral censuses, a and the Ameri ican Communi ity Surveys (ACS) of 2000-2010. This fil le concatenate es sixty-one of the IPUMS U USA samples into a single d data set that allows 160 y years of micro-level census data to be accessed with single queries usin ng PDQ-Explor re.
2

African-Amer rican and Black k are used interchangeable throughout this s report

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m of us hav ve heard that t the Black female to Blac k male ratio a at HBCUs wa as about 12-to o-1. Well, In addition, most t the true ratio o is 1.75-to-1 (Knapp, Kelly y-Reid, & Gin nder, 2010). For every Black male HB BCU student, there are 1 1.75 Black fem males, not so omewhere be etween 12 an nd 20. Coppiin State Univ versity is the only HBCU t that has a r ratio that exceeds 3-to-1 (it is 3.3-to-1 to be exact). t of Black N Notwithstand ding, the situation for Black males in the t United St tates is tenuo ous. Althoug gh 45 percent m males who ar re 25 and olde er have attem mpted college e, only 16 pe rcent have a four-year de egree, which i is half the p percentage of White male es who have a four-year degree (Rugglles, et al., 2010; Toldson & Esters, 201 12). Black m males are incarcerated at a rate that is 7 times the rate r for Whit e males (Told dson & Esters, 2012), and are more likely than any other race group g to be a victim of a violent v crime, including ho omicide. B Black people need not be insulated to their t harsh re ealities, but m much of the re eported figur res and statist tics about B Black people are poorly so ourced, outda ated, out of context, c and n not factual. For instance, , the first paragraph of R Russell Simm mons Huffington Post article, Black Male M Multiple Choice: Une employed, Hi igh School Dropout or Incarcerated is replete with w factual errors. e Here e Simmons w writes, Black k men repres sent 8 perce ent of the p population of f the United States S but comprise 3 perc cent of all colllege undergr rads. Does t this sound familiar? In t total, the firs st paragraph weaves abo out ten rogue e statistics th hat together make Black k men and boys seem h hopeless and beyond repair (Toldson, 2012). 2 T The idea that t Black males s are completely disaffect ted, and bey ond any reas sonable effor rts to remedi iate, is an a attitude that we frequently encounte er when we train school leaders and d educationa al administrators. The c cynicism and apathy among people wh ho work with h Black boys a are far more threatening to our future e than the B Black male iss sues so omino ously dramat tized in the media. m

N Numbers th hat Matter

E Education is the t key to cor rrecting longstanding social and econo omic racial disparities in th he United Sta ates. One in three Africa an-Americans without a high h school diploma lives b below povert ty, and less th han 10 percen nt achieve a middle class income (Jackson, 2010) ). According to the Amer rican Commu unity Survey (ACS), in the e U.S., 80 p percent of Black males, and a 83 percent of Black females, f age 25 and olde er, have com mpleted high school or o obtained a GE ED. Forty-five e percent of Black B males and a 53 percen nt of Black fem males have attempted college, and 1 12 20 PER RCENT IN 2020 - THE EDUC CATIONAL FOR RECAST FOR B LACK M EN IN N THE UNITED D S TATES

16 percent of Black males and 19 percent of Black females have completed college. When restricting the age to 25 to 35, 15 percent of Black males and 22 percent of Black females have graduated from college, indicating a recent uptick in degree production among Black females and a small downtick among Black males (Ruggles, et al., 2009). Today, approximately 258,047 of the 4.1 million ninth graders in the United States are Black males. Among them, about 23,000 are receiving special education services, and for nearly 46,000, a health care professional or school official has told them that they have at least one disability. If Black male ninth graders follow current trends, about half of them will not graduate with their current ninth grade class (J. H. Jackson, 2010), and about 20 percent will reach the age of 25 without obtaining a high school diploma or GED (Ruggles, et al., 2009). The High School Longitudinal Survey asked parents a variety of questions that related to their 9th grade child's potential to complete high school. When comparing each variable across race and gender, we find that Black males are at the greatest risk for not completing high school. Specifically, Black males are more than twice as likely to repeat a grade and be suspended or expelled from school as White males. Black males were also more likely to receive special education services and have an Individualized Education Plan (IEP), and the least likely to be enrolled in honors classes. Parents of Black male students were the most likely to have the school contact them because of problems with their son's behavior or performance. Table 1.1 displays the percent of Black, Hispanic, and White male and female ninth grade students with specific school experiences in the United States.

20 Percent by 2020
So far, we have learned that Black males representation in college is proportional to their representation in the general population; yet four-year college degree attainment among adult Black males is only 16 percent, while 20 percent of Black females and 32 percent of White males have completed college. However, there is a silver lining. Every decade, the number and percentage of Black men who earn a college degree is increasing. In 1990 the percent of Black males over age 25 who completed college was 11.1 percent. By year 2000, it was 13.2 percent, and by 2010, 15.8 percent completed college (Ruggles, et al., 2010). Where will we be in 2020? If we round the percentages to 11, 13, and 16, and use simple trend logic, +2 and +3, maybe by 2020 we will be +4 or 20 percent. Another way to predict 2020 would be to take the average percent increase/decrease over the past 50 years and add to the 2010 figure, which would yield 19 percent by 2020. Whatever the method, the trends clearly show that by the year 2020, about one in 5 Black men in the U.S. over the age of 24 will have at least a bachelors degree from a four-year college or university. As with any forecast, the true rate of Black male college graduation in 2020 could be more or less than projected. Many opportunities in the U.S. could help us to make or exceed the mark, and many threats could CH@LLENGE THE ST@TUS QUO | TOLDSON & LEWIS

13

m make us miss s it. We could d be on the ve erge of witne essing expone ential growth h, stagnation, , or regression in Black m male achievem ment. All of these t are issu ues that require our deepe est contempla ation.

C Challenge the Statu us Quo

F First, the Blac ck communit ty should des sist with the attitude that t the Black ra ace is constantly going ba ackwards. T There is essentially no ob bjective evide ence that Bla ack males are e more prone e to failure today than in n previous g generations. Today, youn ng Black males drop out of high scho ool less and e enroll in college more than in any g generation in n history. Ac ccording to th he National Center C for Ed ducation Statistics, the st tatus dropou ut rate for B Black males in 2010 is 9 percent, p comp pared with about 20 perc cent in 2000 (Chapman, L Laird, & Kewa alRamani, 2 2010). Yet, young Black males m are sub bject to an educational sys stem that is in an identity crisis. They are being e expelled and arrested for behaviors th hat were cons sidered norm mal adjustment issues yea ars ago, and take high s stakes and sta andardized te ests with questionable validity and relia ability indicat tors. N Notwithstand ding, Black males enroll in college at a rate r that is co omparable to o White males s, despite the e fact that t the high scho ool dropout ra ate for Black males is twic ce as high as the dropout rate for White males. In fact, if all 1 1.1 million Bla ack males wh ho are curren ntly enrolled in undergrad duate program ms eventually y graduated, , the total n number of Black males wi ith college de egrees would d increase by y 71 percent, nearly achiev ving parity w with White m males. Howe ever, college completion rates r among Black males are dismal, p particularly a at community y colleges a and for-profit t universities. T To make sure e at least 20 percent of Black B males have a colleg ge degree by y 2020, we n need to mov ve beyond m merely gettin ng Black males into colle ege. We nee ed proactive e strategies t to prepare th hem to compete at a u university tha at has a recor rd of retaining and gradua ating Black m males. Too o often, Black m males with respectable h high school academic re ecords are shoveled off to commun nity colleges, , which gen nerally have very low c completion ra ates. Today, of the 1.2 million Black males m enrolle ed in college, , more than 5 529,000 (42.8 8 percent) a are attending g community y colleges, co ompared to only 11 perc cent who att tend HBCUs (Knapp, et a al., 2010). A Another 11 pe ercent of Bla ack males att tend for-profi it universities s such as the e University o of Phoenix, w which as a s single institut tion enrolls th he largest num mber of Black k males in the e nation (Kna app, et al., 201 10). S Specifically, comprehensiv c ve college pre eparation strategies invol ve: (1) impro oving counseling and advis sement in p predominatel ly Black high schools; (2) providing mentorship p and interns ships for firs st generation college s students; (3) ensuring that every high school has a college bou nd curriculum m; (4) sponso oring college tours; (5) s supporting Black male ini itiatives in co ollege; and (6 6) advocating g for funding g for Pell Gra ants and nee eds-based s scholarships, and universa al access to public p institut tions of highe er education and historica ally Black colleges and u universities. More M details about the str rategies are outlined o in Th he Quest for E Excellence(To oldson & Este ers, 2012).

Amon ng young Black men, 24% 2 are enr rolled in or have h compl leted colleg ge: 11% drop out of hig gh school

In 20 010 among g the 2,78 82,772 Blac ck males age a 16 24 4 in the Un nited Stat tes:
962,2 205 were in high school full time 16,729 9 were in high school part t time 502,028 were in co ollege full tim me 110,96 62 were in co ollege part tim me 1,190, ,848 were no ot in school Among t those NOT in n school 61 13,432 earned d a high scho ol diploma or r equivalent a and stopped 19 94,533 earned d a high schoo ol diploma, started college but stopped 8,004 earned a high school diploma and d a trade degr ree 8,047 earned a high school diploma and an academic c associates d degree 51 1,064 comple eted college 31 15,768 droppe ed out of high h school (11% % of the 2,782 2,772)

National Center for r Educational Statistics, S Cur rrent Populati ion Survey (20 010)

1 14

20 PER RCENT IN 2020 - THE EDUC CATIONAL FOR RECAST FOR B LACK M EN IN N THE UNITED D S TATES

P Public Recipr rocity in Educ cation f for Post tsecon ndary S Succes ss (PRE EPS) for r Stude ents of C Color
T The Leg gal Jus tificati ion and d a Call l for Ac ction
A According to the Department of Educations (2012) report, Reve ealing New T Truths about O Our Nations Schools, 4 40 percent of f the public schools with the highest Black/Latino o enrollment t in Prince Ge eorges Coun nty Public S Schools do no ot offer Algebra II; howev ver, the Unive ersity of Mary yland-College e Park requir res not only A Algebra II, b but at least one year of mathematics beyond Algebra II. The erefore, som me public inst titutions in M Maryland, t through omis ssion and neg gligence, coll lude to deny y thousands o of Black, Latino, and som me White students the r right to attend the states flagship univ versity. There are many U.S. states that t systematica ally disqualify y students o of color from their best pu ublic colleges by omitting required cou urses from se lect public sc chools curricu ula. But is t this legal? Us sing our personal journeys, professional expertise, and consulta ation with an educational attorney, w we explored the t legal and ethical bases s for Public Reciprocity R in Education fo or Postsecond dary Success s (PREPS). W We hope this s analysis wi ill spark a na ational discu ussion and su ubsequent ac ction to rem move one of the most p pervasive and d elusive barri iers to postse econdary succ cess for Black k and Latino s students.

D Dr. Toldso ons Journe ey

I graduated fr rom Istrouma a Senior High h School, a public high sch hool in Baton n Rouge, Lou uisiana of 750 0 students o of which 98 percent p were e Black and 90 9 percent eligible for fre ee or reduced d lunch (Grea atSchools, 20 012). As a s student at Istrouma, one of o my friends s informed me that Louisi ana State Un niversity (LSU U) required P Physics for a admission. Th hough Physic cs was not req quired for me e to graduate e high school, and I had o only marginal l interests in attending LSU, L I decided d to enroll in Physics durin ng my senior year because e I did not want to limit my y options. T Through a minority m bridg ge program I did enroll in LSU the summer afte er I graduate ed high scho ool, , and g graduated four years later. My high school only offered a half f year Physics (.5 credits), so I was initially not c certain that I met LSUs ad dmissions crit teria. D During my sophomore yea ar of college, I returned to o Istrouma to o visit my high h school Phys sics teacher o one of my f favorite teach hers named Mr. M Jacob. T Toldson man! ! Mr. Jacob, who is White, exclaimed, I think our r principal Mr. Jacob wa f forgot what color c he is. At A the time, the principal l was Black. M as upset beca ause the prin ncipal had r recently succe eeded in elim minating Physics from the curriculum c at t Istrouma High School. A Admittedly, I had the utm most respect for our principal. He over rsaw the tran nsformation o of the school after we h had two shoo otings and on ne stabbing resulting in a student's de eath during m my sophomor re year of hig gh school. U Upon his hirin ng, he restor red order and d discipline, but b perhaps his myopic v view of his re esponsibilities s was not c conducive to students like me. If I were e born two years later, the e man who cre eated a safer r learning env vironment f for me might have also denied me the opportunity o to t attend my states flagsh hip university y. O Over the pa ast five years, I have spoken s frequently to c colleagues, t teachers, counselors, an nd school a administrator rs about students who are e being systematically den nied access to o colleges an nd universities because t the curricula of their assig gned public school s are no ot compatible e with public c institutions of higher ed ducation. I h have conducted trainings s with group ps of princip pals and pri ncipal traine ees who talk k candidly a about the c challenges of f providing academic a enrichment to students, w while meeting g social and political pre essures to e enforce strict disciplinary policies and procedures. The Departm ment of Educations Civil R Rights Data C Collection (CRDC: 2012) ) report revea als that probl lems associat ted with pub blic high scho ools underpre eparing Black k students f for college is far f more perv vasive than I imagined. i

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Dr. Lewis Journey

My secondary education took place at Capitol High School, a predominately Black, low socioeconomic status (SES), urban public high school in Baton Rouge. As class president of 264 graduating seniors, I knew that many of my friends had been motivated by our teachers to attend various colleges/universities in the state. I often wondered why only 22 of the 264 pursued higher education options after high school. I concluded life circumstances dictated a change in life plans. After much reflection, I now understand that it was more than life circumstances. My high school did not provide all of the necessary courses that would make us eligible for various higher education options in the state. For example, most public colleges/universities in our state required a full year of academic credit in an advanced mathematics course. However, after Algebra I and Geometry, our school only had one semester (.5 credits) of a class called Advanced Math. I enrolled in this course; however, I could not meet the admission requirements to the majority of the public colleges/universities in my state, because I was one semester (.5 credits) short of the requirements in this area. I learned that we did not have the same type of advanced mathematics courses (i.e., Algebra II, Calculus, Trigonometry, etc.) as other high schools. As I prepared my college/university applications, I did not have enough credits in math and science to attend the public flagship university of my state, even though I was ranked fourth in my graduating class. At the time, I did not know that various postsecondary options at higher-tiered colleges/universities were not available to me since my high school did not have all the necessary courses to be eligible for admission. As a professor of urban education, my story is an example of thousands of students who are denied access to postsecondary education at the most selective public colleges/universities in this country based on the curricula of their respective high schools. In short, many public high schools are not compatible with public higher education options. In my review of the most recent Department of Education report, I have learned that we have a systematic educational crisis on our hands. Thus, the establishment of PREPS is timely.

Public Reciprocity in Education for Postsecondary Success (PREPS)

The objective of this analysis is to explore the legal and ethical bases for PREPS. We have conceptualized PREPS as the fiduciary responsibility of the state to provide public secondary educational options that meet the basic academic requirements of the same state's institutions of higher education. Public secondary and postsecondary institutions operate with public trust and funds from tax revenue. Public high schools and public colleges are bound to state and federal requirements, including an equal protection clause that prohibits states from denying any person within its jurisdiction equal protection of the laws. The Equal Protection Clause, which holds that all men [and women] are created equal, was a pivotal component of the argument behind Brown v. Board of Education (Araiza & Medina, 2011). Brown (1954)held that separate schools were fundamentally unequal and illegal because they forced inferior education, denying citizens their unalienable right to pursue associated ambitions. Today, of the 8,550,344 Black children enrolled in kindergarten through 12th grade in the U.S., 95.5 percent attend public schools and 4.5 percent attend private schools (Institute of Education Sciences & National Center for Education Statistics, 2012). The vast majority of public school students are assigned to their schools by their respective jurisdiction based on home address. Therefore, many public school students are systematically denied access to their states' most selective public institutions of higher education because of their addresses. Insufficient PREPS disproportionately affects Black students. The CRDC report, Revealing New Truths about Our Nations Schools, reported deep disparities in access to high-level mathematics and science courses in the nations largest and most diverse school districts, including New York City Public Schools, Los Angeles Unified School District, and Chicago Public Schools (United States Department of Education Office for Civil Rights, 2012). In public schools serving the fewest Latino and African-American students, 82 percent offer Algebra II, 66 percent offer Physics and 55 percent offer Calculus. For schools serving the most African-American and 16 PUBLIC RECIPROCITY IN EDUCATION FOR POSTSECONDARY SUCCESS (PREPS) FOR STUDENTS OF COLOR

Hispanic students, 65 percent offer Algebra II, 40 percent offer Physics, and only 29 percent offer Calculus (United States Department of Education Office for Civil Rights, 2012). To explore the legal case for PREPS, we consulted with Attorney Damon Hewitt, Director of Education Practice for The NAACP Legal Defense and Educational Fund (LDF). Mr. Hewitt agreed that unequal opportunities in American education present structural barriers which limit some students opportunities, no matter how hard they work. However, states do not currently have a fiduciary duty for PREPS in a legal sense. Mr. Hewitt explained that Title VI of the Civil Rights Act of 1964 (1964) prohibits racial discrimination by any entity that receives federal funds. An individual student would not likely have a viable case, absent proof of a violation of federal or state law (e.g., state general education law, special education law, or civil rights/anti-discrimination law). However, if schools exhibit a pattern of omitting important classes from the curricula of schools with high concentrations of students of color, this could constitute a racially disparate impact (Kim, Losen, & Hewitt, 2010). According to Mr. Hewitt, the current Supreme Court precedent allows individuals to bring only intentional discrimination claims for racial disparities in education, which he suggests is very difficult. However, the U.S. Department of Education has jurisdiction to address policies implemented by recipients of federal funds that result in a racially disparate impact, even when there is no evidence of discriminatory intent. Educational policies that result in racially disparate impacts may violate Title VI of the Civil Rights Act of 1964, especially when the policies are not justified by educational necessity (Kim, et al., 2010). Even if a school district can point to such a necessity, disparate impact discrimination could be established if there are less discriminatory alternatives that the school district could use instead. Under a disparate impact analysis, the federal government might find that the lack of access to advanced mathematics and science courses constitutes a disparate impact. New York City Public Schools (22 percent), Orange County Public Schools in Florida (38 percent), and Hillsborough County Public Schools in Florida (57 percent) had the lowest percent of schools that offer Algebra II in high schools with the highest Black/Latino enrollment. Hillsborough County Public Schools also had the greatest racial disparity, because they offer Algebra II to 100 percent of students in schools with the lowest percent of Black and Latino students (United States Department of Education Office for Civil Rights, 2012). Incidentally, Floridas two flagship universities, University of Florida and Florida State University, require four units of mathematics with one year of mathematics beyond Algebra II. According to Mr. Hewitt, extreme disparities of this type might constitute intentional race discrimination, depending on the attendant circumstances. Intentional discrimination is often difficult to prove, but even without evidence of intentional discrimination, this scenario could still conflict with Title VI. Overall, we base our argument for PREPS on our personal journeys, our conversations with thousands of school leaders, teachers, parents and students through our work as consultants, and the U.S. Department of Education report. Table 2.1 identifies each states public flagship university along with its current mathematics and science requirements for admission. Over 90 percent of these institutions require a minimum of three credits, and in most cases require four credits of mathematics and science. When reconciling the CRDCs findings with the admissions requirements of states flagship universities, we clearly see that many public schools serving high percentages of Black and Hispanic children, not only underprepare students for, but also disqualify them from the best public colleges. While there is some legal basis for PREPS, more importantly, on a moral level PREPS is the right action for any person or institution that we entrust to make educational decisions with public funds. Inadequate and inconsistent PREPS creates a system of separate and unequal public educational facilities, exclusionary practices, and long-term racial caste in America. PREPS has economic and social benefits, because it levels the playing field and gives every student power to aim for lofty educational goals and become better financial contributors to our society (Toldson & Esters, 2012). CH@LLENGE THE ST@TUS QUO | TOLDSON & LEWIS 17

Challenge the Status Quo

To achieve PREPS in local school districts across the U.S., we offer the following set of action items for school leaders, parents, policymakers and educational activists, to begin the process of equal educational access for all students, particularly Black and Latino students, in schools that are systematically denying access to the nations most competitive public colleges/universities.

Action Items for Parents and Community Activists

We encourage parents and community activists to alert local school board members, superintendents, and principals of discrepancies between college admissions criteria and high school class offerings. According to Mr. Hewitt, concerns should be expressed around the issue of fundamental fairness and opportunities to learn within school districts. More specifically, express concerns with an intentional focus on distinctions between schools in the same school district that have different resources and curricular offerings. Once these concerns are expressed, strategic plans should be devised in the community to hold educational administrators accountable for curricula and policy changes within the school district.

Action Items for Schools and School Districts

We recommend that individual schools and their governing school districts provide a disclosure statement to students parents and guardians, which specifies any courses required for admissions to the most competitive public universities of the state, which are not available in their curriculum. The disclosure statement should also provide educational options for students to access the necessary courses within the school district. For example, a student should be able to enroll in an advanced mathematics or science course at another school within the school district, at a community college, through online instruction, or with home-school materials. The option should be without financial burden and lead to proper academic credit for the high school transcript.

Action Items for Guidance Counselors

High school guidance counselors are responsible for advising students on how to prepare for college and having knowledge about the admissions criteria for all public universities within their state. We recommend that schools provide regular professional development for guidance counselors to stay updated on current admission requirements for all public colleges and universities, with particular emphasis on the states most competitive universities. Guidance counselors should strive for early identification of students with college potential, and advise them of ways to increase their chances of being admitted to the most competitive colleges. This will require guidance counselors to have updated information on options to complete classes that the school may not offer on campus, and how to properly record classes on their academic transcripts. We hope guidance counselors will use the table we constructed for this report.

Moving Forward
When releasing the CRDCs report, U. S. Department of Education Secretary Arne Duncan stated, The real power of the data is not only the truth behind the numbers, but in the impact that it can have when married with courage and will to challenge the status quo. In our view, inadequate PREPS is one of the most pervasive, elusive, and blatantly discriminatory practices in public education, and should be addressed through legislative and social action. We hope to collaborate with the educational community and policymakers to build and implement a strategic action plan for PREPS. We consider inaction to be an injustice to our forefathers whose efforts paved the way for each of us to be successful in our own careers. It is our turn to open doors for many who will come behind us that see education as a viable option to open doors of opportunity that the U.S. promises to each of its citizens. To bring attention to this issue, we will hold a special session at the 2012 American Education Research Association (AERA) Annual Meeting in Vancouver, British Columbia, Canada and an education policy forum with policymakers and educational leaders during the 18 PUBLIC RECIPROCITY IN EDUCATION FOR POSTSECONDARY SUCCESS (PREPS) FOR STUDENTS OF COLOR

Democratic National Convention in Charlotte, North Carolina. We hope that you join us in various think tanks, policy forums and conferences as we refine our action plan to provide opportunities to all students, regardless of their race or home address. TABLE 2.1 STATE UNIVERSITY MATH AND SCIENCE ADMISSION REQUIREMENTS State Flagship University* GPA ACT/SAT Math** Sci*** Minimum Requirement Minimum Units Alabama The University of 3.0 21/1000 3 3 Alabama Alaska University of Alaska2.5A na na na Anchorage Arizona University of Arizona 2.0 22/1040 4 3 Arizona State University 3.0 22/1040 4 3 Arkansas University of Arkansas 2.0 na 4 3 California University of California- na na 3 2 Berkley Colorado University of Colorado na na 4 3 Boulder Connecticut University of 2.7 na 3 2 Connecticut Delaware University of Delaware 2.5 na 3 3 Florida University of Florida 2.0 19 4 3 Florida State University na 21/1100 4 3 Georgia University of Georgia na 17/470E 4 4 Hawaii University of Hawaii 2.8 22/510E 3 3 Manoa Idaho University of Idaho 3.0B na 3 3 Illinois University of Illinois na na 3.5 2 Urbana-Champaign Indiana University of Indiana3.0 na 3.5 3 Bloomington Iowa Iowa State University 2.0 na 3 3 University of Iowa na 25/1130 3 3 Kansas University of Kansas 2.0 21/980 3 3 Kentucky University of Kentucky 2.0 na 3 3 Louisiana Louisiana State 3.0 22/1030 4 4 University Baton Rouge Maine University of Maine 2.0 na 4 3 Maryland University of Maryland- 3.0C na 3 3 College Park Massachusetts University of na na 3 3 Massachusetts-Amherst Michigan University of Michigan- na na 3 3 Ann Arbor Minnesota University of Minnesota 2.0 Na 3 3 Twin Cities Mississippi Mississippi State 2.0 18/860 3 3 University University State Percent Black**** 12.0 26.1 3.5 3.1 4.5 5.7 3.5 1.6 5.4 6.1 8.1 10.7 7.5 1.1 1.0 6.2 4.5 2.9 2.5 3.6 6.2 9.4 4.4 3.7 15.5 5.9 3.7 9.2 20.3 15.1 29.6 2.2 0.7 14.3 8.8 2.4 5.6 7.4 32.0

1.1 12.2 4.6 5.7 4.0 20.5

1.3 28.7 5.8 13.9 4.4 37.3 19

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TABLE 2.1 STATE UNIVERSITY MATH AND SCIENCE ADMISSION REQUIREMENTS State Flagship University* GPA ACT/SAT Math** Sci*** Minimum Requirement Minimum Units University of Mississippi 2.0 18/860 3 3 Main Campus Missouri University of Missourina 24/1090 4 3 Columbia Montana University of Montana 2.5 22/1540 3 2 Nebraska University of Nebraska- na 20/950 4 3 Lincoln Nevada University of Nevada3.0 22/1040 3 3 Las Vegas New University of New na Na 3 3 Hampshire Hampshire Main Campus New Jersey Rutgers University na Na 3 2 New Brunswick New Mexico University of New 3.2 22/1080 3 3 Mexico Main Campus New York State University of New na Na 3 3 York-Binghamton North University of North 2.0 Na 4 3 Carolina Carolina-Chapel Hill North Dakota University of North 2.25 22/1020 3 3 Dakota Ohio Ohio State University 2.0 Na 3 3 Main Campus Oklahoma University of Oklahoma 3.0 24/1090 3 3 Norman Campus Oregon University of Oregon 3.0 22 3 3 Pennsylvania Pennsylvania State na Na 3 3 University - Main Campus Rhode Island University of Rhode 2.5 2.5 3 2 Island South University of South na 21/990 3 3 Carolina Carolina - Columbia South Dakota University of South 2.0 20 3 3 Dakota Tennessee The University of na Na 3 2 Tennessee Texas University of Texas 3.0D Na 4 3 Austin Texas A&M University 2.5D na 3.5 3 Utah University of Utah 2.6 18/860 2 3 Vermont University of Vermont 2.5 na 3 2 Virginia University of Virginia na na 4 2 Main Campus 20

University State Percent Black**** 14.2 5.5 0.7 2.5 7.6 1.3 11.1 0.3 4.6 7.5 1.2

8.5 2.9 5.0 10.2 1.4 6.7 7.5 1.7 4.1

12.9 2.1 14.6 21.0 1.2 11.7 7.7 1.6 10.2

4.8 12.0 1.4 8.1 4.5 3.3 1.0 1.3 6.7

5.1 28.0 1.5 16.4 11.3

1.0 0.9 19.3

PUBLIC RECIPROCITY IN EDUCATION FOR POSTSECONDARY SUCCESS (PREPS) FOR STUDENTS OF COLOR

TA ABLE 2.1 STAT TE UNIVERSITY Y MATH AND SCIENCE C ADMISS SION REQUIRE EMENTS St tate Flagship University* U GPA ACT/SAT Math** Sci*** Minimum m Requirement t Minimum Units Washington University of na na 3 2 Washingto on - Seattle Campus West Virginia University of West 2.0 19/910 4 3 Virginia Wisconsin University of Wisconsin n 2.8 na 3 3 Madison Wy yoming University of Wyoming 2.0 na 3 3

University State Percent Blac ck**** 3.1 3.4

3.2 2.9 0.8

3.1 5.9 0.9

No ote. The infor rmation for th his table was gathered g from m collegeboar rd.org and th he universities s official websites; na = No ot available or r not applicab ble (no set min nimum); A-Le ess than 2.5 G GPA, admitted d on probation n; B-Less than n 3.0 GPA, ad dmitted with high SAT/AC CT; C-Less th han 3.0 GPA, , admitted o on space ava ailable basis s; D-Top 10 p percent in gra aduating clas ss, automatic cally admitted d; E-Specific SAT subscale e score. * Fl lagship refer rs to the original public un niversity or un niversity syste em in a given n state. Not all a universitie es listed have an official fl lagship design nation. ** Th hree units of math usually y require Alge ebra I, Geome etry, and an advanced math such as A Algebra II. Fo our credits nometry, Pre usually require a unit of math m beyond Algebra II su uch as Trigon e-Calculus, C Calculus, Alge ebra III, or Pr robability & Statistics. *** *Three or four r units of scie ence usually re require Biology gy, Chemistry, , and one or t two of the fol llowing: Phys sics (most co ommon), Integ grated Scienc ce, Aerospace e Science, Anatomy & Phy ysiology, Eart th Science, En nvironmental Science, Phys sical Science, Physics II, Ph hysics of Tech hnology, Biolo ogy II, or Che emistry II. Mos st of these un niversities also o require a lab b course. *** **The Black college c enrollm ment percent was derived f from the non n-duplicate he ead count Black and to otal enrollme ent of 2008-2009 from the Nationa al Center for Education Statistics (ht ttp://nces.ed.g gov/ipeds/dat tacenter). The Black popu ulation percen nt for each s state was cal lculated from m the 2009 Am merican Comm munity Survey y, U.S. Census s.

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T Teache er Prep paration n and Compe C ensatio on

T The pipeline into the Un nited States teaching for rce (from te acher preparation programs to state e teacher licensing to classroom c teaching) highlights system matic and po olicy issues that impact t teacher equit ty and its r relationship to equity and inclusion for Black male students. This s section of th he report highlights: (a) th he current d demographic composition n of pre-service teacher rs who will potentially s seek employ yment in the e nations c classrooms in n the near future; (b) schoo ol district practices that hiighlight inequ uities in novic ce teacher as ssignment t to high-need schools; (c) salary s inequit ties for teach hers within th he same scho ool districts; and (d) the r ranking of states. As s states with th he most academic gains of f low-income e students an d the average teacher sal lary in those s a result, findi ings shed light on system matic and policy issues th hat impact Black male stu udents in our nations s schools. Additionally, reco ommendation ns are provide ed to improve e the life opp portunities of this population.

T To Make A Differenc ce in the Lives L of Kid ds

W Were not in n education for f the moneywere in education t to make a d difference in the lives of kids (C. T Thompson, personal p communication, October, 2011). As we t ravel the cou untry, our co onversations with pres service and current teachers reveal their decisions to become t teachers wer re not based on the comp pensation t that they we ere projected d to receive in their vario ous roles. Ho owever, the viewpoints o of a large majority of t teachers tend d to change when w the expectations and d demands o of their positions grow exp ponentially, s seemingly w with little to no appreciat tion for the job they do on o a daily ba asis. Over the e past few years with a s struggling e economy, ma any of these teachers t have e undergone 3-5 3 years wit h no increase e in their finan ncial compen nsation, in a culture of co onstant educ cational reform and increa ased standard ds. Teachers t that were for rtunate to be e in school d districts that did d see an inc crease in financial compen nsation, only received an increase of 1-2 percent. O Our conversa ations with teachers t across the Unit ted States c chronicle a g growing frustration based on the r relationship between b lack of pay raises s, increased costs c of living g, increased j job demands s, and a perce eived lack o of appreciatio on of their eff forts in the cl lassroom. It is frustrating g that you are e asked to do o so much wit th so little a and then you u dont feel appreciated fo or your effor rts. Unfortun ately, teache er frustration n has ripple e effects for s students that t are served in our nation ns schools (A. Thomas, personal com mmunication, March, 201 12). I feel s sorry for the kids, k especially kids in high-need schoo ols, because i ncentives for r teachers are e not focused d on these s schools (K. Martinez, M per rsonal comm munication, April, A 2012). T These quotes s highlight th he fact that w while pres service and current c teach hers do not enter e the pro ofession sole ely based on the compen nsation provided,; this v variable has a direct impact on morale e and teacher r performanc e in the class sroom. These e stories of th he impact o of teacher co ompensation and the resulting impac ct on academ mic achievem ment and life opportunitie es for our n nations stude ents are truly important to o investigate. A An undeniable truth is tha at classroom teachers, mo ore than any other factor, , have the most impact on student a achievement. . The data provided in this section of the rep port focuses on teacher preparation, teacher d demographics in U.S. public schools, teacher com mpensation, and academ mic gains by state for low w-income s students. More importantly, the CRDC C report addre esses issues r related to tea acher equity t that must be e explored t to understand d the relation nship to equit ty and inclusio on issues for Black males. . For purpose es of a proper r response t to the CRDC report, teach her equity mu ust be examin ned in such a way that we e understand that the pipeline that le eads to the composition of the natio ons teaching g force is not t equitable f for all racial groups. The resulting impact is that our teachin ng force is no ot representa ative of the demographic c make-up of the nation s student p population. F For school-ag ged Black and d Latino male es, we learn that t the majo ority of their schooling ex xperiences wi ill be with e educators wh ho are not ma ale and who are a not of the eir same race . While not a total impedi iment to their learning o outcomes, we w understan nd that educ cators and policymakers p s who determ mine their life opportun nities can s systematically y disenfranch hise students s intentionally or uninten tionally thro ugh daily pra actices in our nations s schools. Black k students, particularly Bla ack males, will w have limite ed opportunities to see an nd learn from m teachers 2 22 TEACH HER PREPARATION AND COMPENSATION O N

t that represent a similar eth hnic background as a resu ult. This raises s the question n: How does this impact e equity and inclusion in ou ur nations schools? A Another facto or we must co onsider is how w teachers of f all backgrou unds are assig gned to their respective sc chool sites a and its resulting education nal ramificatio ons. The CRD DC report hig hlights that s schools that a are majority Black and H Hispanic usua ally have a hi igher percent tage of novic ce teachers (w with 1-2 years of experience). This ed ducational p practice puts Black and Hispanic H stude ents at a greater risk of b being in class srooms with teachers who are still s seeking to fin nd their way to effectively y work with these t popula ations. The re esulting ques stion is this: H How does t the inequitab ble interaction with novice e teachers in n schools wit h high vs. lo ow Black/Latino enrollmen nt impact e equity and inc clusion of the ese populations? r compensation impacts academic F Finally, our re esponse to th he CRDC rep port seeks to understand how teacher p performance and gains of the majorit ty of low-inc come Black a and Latino s students in th he United St tates. We p provide data on o which stat tes in the U.S S. have made the most aca ademic gains s recently, and how it interacts with t the average compensation c n of teachers s in those states. Findings s reveal varying levels of t teacher comp pensation h have yielded academic a gai ins for low-income studen nts across the e U.S.

P Pipeline in nto Teachi ing

T This section of o the report provides p an examination e of o the current t demograph hic make-up o of pre-service e teachers in teacher pre eparation pro ograms across the United States (i.e., f full-time und dergraduate a and graduate e students a and part-time e undergraduate and graduate student ts). Second, w we provide sp pecific data o on the numbe er of Black s student educ cation degree e program completers, given g the ple ethora of me edia reports on the lack k of Black t teachers, part ticularly Black male teach hers. Third, data is provide ed on the number of Education Degre ee holders w who actually choose to se elect teaching g as a career. Fourth, our data analysis s sheds light on the repre esentation b by race and gender g of the teacher and student population. Finallly, various ed ducational ra amifications a and policy r recommendations are provided to impr rove the pipe eline into teac ching.

T The pipeline to t the teaching force star rts with various traditiona l teacher pre eparation pro ograms and alternative t teacher educa ation program ms that seek to prepare th he most highlly qualified and highly effe ective teache ers for our n nations classrooms. The data d below sh heds light on the race and d gender of prospective te eacher candid dates who a are in the pipe eline to be the next genera ation of teach hers. T Table 3.i prov vides current data d that highlight the pip peline into th he teaching pr rofession. Ac cross all levels, we find W White studen nts (mostly fe emales) dominate the pip peline into th he teaching f force. This da ata highlights the fact t that teacher preparation p programs p will have to prov vide authenti c experiences for teacher candidates to interact in a productiv ve way with st tudents from m diverse envi ironments. A Additionally, u upon graduat tion, these pr rospective t teacher candidates will ha ave to be ade equately prep pared to step p into schools s of all types to meet the e needs of d diverse learne ers.

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Black Students Education Degree Completers

A plethora of media reports have highlighted the underrepresentation of Black teachers, particularly Black male teachers in U.S. classrooms. As we continue on the journey to understand equity and inclusion of school-aged Black males, we must understand the pipeline that leads Black students in education preparation programs to accept teaching positions. Figure 3.2 below documents the number of Black students that graduated with a degree in Education in 2009.

Percentage of Education Degree Holders that Choose to Teach

Figure 3.3 provides data on the percentage of education degree holders that choose to enter the teaching force after completion of their programs. This data reveals that, even though production among education degree programs have increased, not all completers choose to enter the teaching force. The data reveals that only 23 percent of Black males who complete their education programs actually choose to enter the teaching force. This is in comparison to only 27 percent of White males who choose to seek employment as teachers (Toldson, 2011). This trend shows that much improvement has to be made to increase the male presence in the nations teaching force. Additionally, we find that 41 percent of Black females with education degrees pursued teaching positions in comparison to 42 percent of White females (Toldson, 2011). While Black and White females are choosing to enter teaching position after completion of their education programs at a higher rate, White females greatly outnumber Black females in teacher preparation programs. 24 TEACHER PREPARATION AND COMPENSATION

Current Teacher Workforce in Comparison to Student Demographic Make-up

Only a few analyses actually provide data on how the race of the teaching force compares to the racial composition of the student population in U.S. schools. In Figure 3.4, we provide data on the current teacher workforce by race as compared to the student demographics by race. We find that White females are the only racial and gender group that is significantly overrepresented in our nations teacher work force. We find that across other gender and racial groups, most other racial and ethnic groups are underrepresented.

Educational Ramifications
Figure 3.4 also highlights that male teachers across all racial groups are underrepresented. The result is that male students will have increased interactions with female teachers as compared with male teachers. For Black and Latino males, this trend in the past and the foreseeable future will have an impact in a variety of equity and inclusionary practices in U.S. schools.

Policy Recommendations
School districts must increase the funding for programs that encourage more males (particularly Black and Latino males) to enter the classroom. Only a small percentage of Black and Latino males that complete education programs are recruited into the classroom. Recruitment efforts (i.e., job fairs) should be intensified at institutions that produce the highest number of Black and Latino males. In particular, intensive recruitment efforts should be made at HBCUs and HSIs. Potential recruits (i.e., Black and Latino prospective teachers) should be provided with recruitment visits to potential school districts and schools to examine the school/community context to get a clear picture of the impact they can have on the student population and the community as well.

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Inequities in Teache er Assignm ment

T This section of o the report highlights h data from the CRDC C on ineq quities in teac cher assignment of novice e teachers (years 1-2). Data revealed that Black an nd Latino students that at ttend our nat tions urban s schools are m more likely t to have a greater perce entage of no ovice teachers who are responsible for their ed ducation. Ed ducational r ramifications and policy re ecommendations are prov vided to corre ect this system matic issue, g given the imp pact it has o on learning.

T The CRDC hig ghlighted a practice p of ine equity in teac cher assignm ment within th he 20 largest t school distri icts in the U U.S. The ineq quitable practices in teach her assignme ent to schoolls within dist tricts highligh hted that sch hools with t the highest Black/Latino B enrollment have h a higher percentage e of novice teachers (1-2 years of exp perience). T Table 3.1 high hlights data fr rom the CRDC dataset of the t 20 larges st school distr ricts in the U.S. 2 26 TEACH HER PREPARATION AND COMPENSATION O N

E Educational l Ramificatio ons

T The data highlights h t that Black students, s Black p particularly m males have a greater c chance to have a n novice teach her (1-2 the y years) in c classroom. While W this h has some potential p positives (s such as t teachers wh ho have n new and in nnovative id deas), the reality r is t that many of o these n new teache ers who w work in public c schools w with high Bl lack and L Latino stude ents do n not live in their n neighborhood ds where t these students reside a and more than likely d did not ha ave pres service teaching experiences in schoo ols with high Black/Latino o enrollment t during their r time in college. The r resulting fact t is that ma any of these teachers ha ave major is ssues with classroom ma anagement. It is also interesting to o note that schools with h low Black/ /Hispanic po opulations ha ave a smalle er percentage e of new t teachers.

P Policy Recom mmendatio ons

School districts have the authority y to assign new n teachers s to school si ites. Equity in teacher as ssignment should be e a priority in every scho ool district. In ncentives sh ould be implemented for teachers to o work at schools with w the most need among g the student population. Professional developm ment of teac chers should be greatly expanded d during the sc chool year to o provide teachers with w a continual opportun nity to gain th he necessary iinstructional strategies to be effective. . Policies regarding r res source allocation for teac ching materi als across all schools wit thin the sam me district should als so be address sed. Teachers in schools with w the high est Black/Lat tino enrollme ent usually fin nd limited resources s for instructio onal material ls that support classroom teaching.

T Teacher Sa alary Diffe erences

T This section of o the report highlights h one of the most t unfortunate e systematic issues that have impact o on student le earning and salary s differentials for teachers within the t same sch hool district. E Each school d district highlig ghted has a public salary y schedule th hat is to prov vide equity in teacher com mpensation. A Additionally, we provide d data from t the Annual Le egislative Exc change Council and the National Educ ation Associa ation on the s states that ha ave made t the most gain ns with low-income stude ents and the average teac cher compen nsation in eac ch of these r respective s states. CH@ @LLENGE THE ST@TUS Q UO O | TOLDSON & L EWIS 27

The CRDC report no oted the inequities th hat currently y exist in the 20 large est school districts in the U.S. Across the 2 20 school districts, fin ndings illustr rate that there are d differences in n teacher salaries betw ween high sch hools with the highest and lowest B Black and rollments. Hispanic student enr t several These findings suggest s that we educational ramifications er. must conside

Educationa al Ramificat tions

This financial dis screpancy is a policy iss sue that syste ematically keeps the b best teacher rs out of schools w with the highest Black/Latino o enrollments due to the fact tha at teachers w will make less money by being in some of the high-nee ed schools. Each h of the schoo ol districts listed above e has a teach her salary schedule th hat is set forth to provide equ uity in teac cher pay based on ed ducation and d years of experience. However, t this data reveals that t this practic ce is not being follow wed on an equitable basis. The inequity in pay also places an underlying v value on selected schools and stud dents. For example, sch hools with th he highest Black and La atino student ts are not of the same e perceived value as schools with h low Black and Latino enrollments because of the teacher in discrepancy on. compensatio

P Policy Recom mmendatio ons

School district educa ational policie es should en nsure equita ble pay acro oss all educa ational settin ngs (e.g., nd high scho ools). This policy enhance ment will pro ovide equitab ble incentives to work elementary, middle an with students from all racial and ethnic backgrounds and red duce disparitie es between s schools. Education nal policies should also address add ditional com pensation su uch as loan forgiveness, , housing assistance e, etc. to prov vide compens sation for tea achers. TEACH HER PREPARATION AND COMPENSATION O N

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While the field of education has gone through great lengths to improve teacher salaries and compensation, data highlights that there is still great room for improvement. Table 3.2 provides the estimated annual salary of teachers in public elementary and secondary schools by state. These states are rank-ordered by the states that have made the most academic gains for low-income students.

Educational Ramifications
Table 3.3 highlights the rankings by state academic performance and gains among low-income students. Additionally, the findings highlight the average teacher compensation in each state. Findings reveal that the rate of teacher compensation, academic performance, and gains of low-income students are not entirely based on the highest levels of teacher compensation or geographic region. We learn that academic gains for lowincome students are being made across the U.S. at varying levels despite inequitable teacher compensation across and within states. Nevertheless, we understand the efforts that teachers make toward the development of our nations youth. However, the CRDC sheds light on the fact that a set of policy issues exist that should be considered in response to this report.

Challenge the Status Quo

The data provided in this section of the report focuses on teacher preparation, teacher demographics, teacher compensation and academic gains by state for low-income students. This report highlights that systematic barriers are in existence that prohibit students, particularly students in schools with Black/Latino enrollment to have equitable opportunities to reach their full potential. Our nation must continue to strive to provide all students, regardless of the zip code of their school, equitable opportunities to reach their full academic potential. According to Dean Leslie Fenwick, The Howard University School of Education is one HBCU (among many others) responsive to the charge to produce a qualified and diverse pool of teachers. The Howard University Ready to Teach Program was funded with a $2.1 million grant by the U.S. Department of Education in 2007. Ready to Teach is designed to recruit and prepare African-American males and other underrepresented populations as classroom teachers. In addition, the Southern Educational Foundation outlined the following steps to improve resource equity for Black students: 1. Support the involvement of HBCUs in teacher pipeline programs; 2. Develop a statewide strategy for eliminating racial disparities in pass rates on teacher licensure exams and advocate the development of new assessment measures that do not maintain or exacerbate existing racial disparities; 3. Diversify the ranks of those who participate in educational policy dialogue and formulation by engaging HBCUs and other minority-serving institutions; 4. Support teacher pipeline programs built on university-school district collaboration; 5. Colleges/universities should use the value-added philosophy to guide recruitment initiatives and curricular changes in teacher preparation programs; 6. Target nontraditional talent pools, particularly teachers assistants and paraprofessionals, for acceptance into teacher education programs; 7. Create more federal scholarships, fellowships, and loan forgiveness programs to encourage minority students to pursue teaching and/or graduate study in education; and 8. Invest in future teacher programs at the middle-school level rather than waiting for high school, and target middle schools with high minority student populations (The Southern Education Foundation, 2001).

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B Breakin ng the Discip pline Ga ap Barr rier

T This section explores e racia al differences s in factors associated wit th suspensions and schoo ol disciplinary y referrals a among Black, White, and Latino male es. The CRD DC report fou und pervasive e disparities in school sus spensions b between race es. Racial dif fferences in suspension s ra ates are gene erally starker than the diff ferences in a associated f factors. Among all races, being disengaged from school exhib bits the stron ngest associa ation with di isciplinary r referrals. Imp plications and d recommend dations for school adminis strators and a advocates are e related to improving a academic sup pports, buildin ng school-com mmunity link ks, and promo oting cultural awareness a and school eq quity.

If the Only y Tool You u Have is a Hammer r, You Trea at Every P Problem as s a Nail
While I have e all the boys s in one room m, I want to let you all kn ow that from m now on, were institutin ng a zero t tolerance policy for sagging pants so o tell your ma ama if she se nds you to sc chool without a belt, were sending y you right bac ck home. A middle scho ool principal in a souther n state issue ed this edict to his studen nts after I m made a prese entation to al ll of the male es at this predominately B Black school. . The assembly began wi ith one of t the students reading a poem, followe ed by one of f the teache rs introducin ng me, and f finally my te en minute p presentation and about 30 0 minutes of questions q and d answers. A About 300 ma ale pupils we ere there. I distinctly reme ember after I gave my pre esentation, the first kid to o respond t to the call for r questions as sked, How do d we create more opport tunities for st tudents to talk to their tea achers. I p praised him for f the quest tion, although in that con ntext, I felt in ncapable of giving him a an adequate response. H However I ack knowledge th hat his principal heard his s request, and d assured him m that approp priate action would be t taken. Overall, I was more e than impressed by the students s inq quiries, as the ey showed hu umor, candor, insight, a and intelligen nce. This is why w I was dum mbfounded when the princ cipal used my y invitation to o speak to his s students a as an opportu unity to introd duce a very ill l-conceived zero toleranc ce policy. S Such policies are not rare e in many pr redominately y Black schoo ols, as the s suspend first t, ask questio ons later a attitude perva ades the env vironment. Questions Q suc ch as the follo owing are rarely consider red: Why do o you sag y your pants? What might happen to you if you walked w throug gh your neig hborhood wi ith your pant ts to your w waist? What would it take for you to t pull your pants p up?. Instead of ha aving the typ pe of dialogu ue to help s students understand complicated social nuances, many m school leaders in pr redominately y Black schoo ols expect s suspensions to t do all of the e heavy lifting. F For instance, an assistant principal in Chicago told d me that the e number one reason the ey suspended d students w was for coming to schoo ol late. He said s he just didnt get i it, because no matter h how many times they s suspended th he students, they t would keep k coming to school lat te. He asked d me if there was anythin ng that he c could do about it and my response wa as, The first thing you ne eed to do is a ask them why y they come to school la ate. His resp ponse was, I never thought of that.

F From the Civil C Right ts Data Co ollection

T The Civil Righ hts Data Collection exam mined disparit ties in discip line rates between Africa an-American, , Hispanic a and White stu udents. The report states that t while Af frican-Americ can students represent 18 percent of st tudents in t the CRDC sam mple, they represent 35 pe ercent of stud dents suspen nded once, 46 6 percent of t those suspended more t than once, an nd 39 percent t of students s expelled. The White stu udents in the sample repr resented 51 p percent of t the enrollmen nt and only 29 2 percent of o multiple ou ut of school suspensions. . Also, Africa an-American students a account for 42 percent of law referrals while in scho ool, and com mbined with H Hispanic students account t for more t than 70 perce ent of school-related arre ests. Across all districts, African-Ame erican studen nts are over 3.5 times m more likely to o be suspende ed or expelled d than their White W peers. W When examin ning the diffe erences betw ween genders s, the CRDC s states that m male and fem male students make up n nearly 50 perc cent of the sc chool population, but nea arly 3 out of 4 students (74 4 percent) ex xpelled were m male, and 3 30 BREAK KING THE DISC CIPLINE GAP BARRIER

m males also ac ccounted for 69 percent of o multiple out-of-school suspensions. When both h gender and d race are (20 percent) and girls (11 percent) su e examined the e sample dat ta state that African-Ame erican boys ( uspension r rates more th han double th heir White an nd Hispanic counterparts. c . One in five e African-American boys a and more t than one in ten African-American girls s received an out-of-scho ol suspension n. Interestingly enough, the racial g group with the next highes st suspension n rates among g both boys a and girls was the American n Indian. T Twelve perce ent (4.7 millio on) of the stu udents in the CRDC samp ple had a disa ability, and nearly 18 perc cent were A African-Amer rican males. Students recognized as ha aving disabiliities under ID DEA, were mo ore than twice as likely t to receive one e or more out t-of-school su uspensions. O Out of the 20 largest schoo ol districts, African-Ameri A cans account ted for the m majority of stu udents receivi ing one or m more suspens sions in all bu ut six districts s. African-Am merican and H Hispanic stud dents account ted for the m majority of s suspensions in all 20 distr ricts. The dis stricts with th he greatest d disparity betw ween African-American en nrollment a and suspension rates incl luded Chicag go Public Sch hools (45 pe rcent/76 percent), Hillsbo orough Coun nty Public S Schools (23 percent/46 p pe ercent), Mont tgomery Cou unty Public S Schools (23 percent/52 pe ercent), and C CharlotteM Mecklenburg Schools (44 percent/75 p pe ercent). T The CRDC da ata also sugg gest that stud dents with disabilities are e more subje ect to seclusi ion and restr raint than s students with hout disabilities. Students s with disabilities (under t he IDEA and Section 504 statutes) rep present 12 p percent of stu udents in the sample, but nearly 70 per rcent of the s students who o are physically restrained by adults in their schoo ols. African-A American stud dents represe ent 21 percen nt of students s with disabilities (under t the IDEA), b but 44 percen nt of students s with disabilities who are subject to me echanical res straint.

W Who Gets Suspende ed

L Let's divide students s into two categories: C Category 1 is s comprised of students who w h have delinqu uent behavio or patterns, and r routinely brin ng drugs, alc cohol, weapons, to the sch a and other contraband c hool; C Category 2 represents r st tudents who are d disengaged from schoo ol and routinely c come to class late, , often miss m a assignments, and ackno owledge find ding s schoolwork too t difficult to understa and; C Category 3 represents students with w a aggressive behavior, who w admit to f fighting, have e taken part in group fig ghts, a and have injured others du uring a fight. S Some might be surprised that Catego ory 2 s students are e far more e likely to be s suspended, than t those in n Category 1 or C Category 3. Importantly, as a research her I d did not subjectively s create th hese c categories. These T categories emerged d through st tatically analy yzing respon nse patterns among the students. A Also, there ar re some stude ents who fit both b categori ies, but not n nearly enough h to blur their r distinction. In reality, m many of our most ominous studen nts elude ou ur tough dis sciplinary ap pproaches, w while non-de elinquent, d disengaged st tudents feel the t wrath of uncompromi u sing zero-tole erance policie es.

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H Here are more e interesting findings: Fifty-nine e percent of Black B male st tudents repor rted that they y had been suspended or expelled from school, compared d to 42 percent of Hispanic c males, and 26 percent o f White male es. Females were w generally less likely to be suspen nded from sch hool than ma ales. Howeve er, at 43 perce ent, Black females were w more likely to be suspended s from school t than White males, and about as likely to be suspende ed as Hispanic c males. At 41 percent, student ts attending schools in th he South wer e more than twice as like ely to be susp pended as students in any other region, r includ ding the Northeast, Midwe est, and West t.

W Why Black k Students s Get Susp pended Mo ore

Irrespective of o race, stude ents who are e more likely to get suspe ended share certain characteristics. A At school, s students rece eiving less dis sciplinary refe errals tend to o have highe r grades, mo ore positive attitudes abou ut school, m more school engagement, lower leve els of delinquency at sch hool, and less truancy. B Beyond scho ool, these s students exhi ibit less hope elessness, mo ore positive self-worth, s le ss thrill-seek king behavior rs, less aggression and d delinquency, and more parental invol lvement. Wh hen comparin ng characteristics associa ated with sus spensions b between race es, Black stud dents report lower grades, more dise ngagement f from school, and more a aggressive b behaviors.

B Black males can c become disengaged from school for a variety y of reasons s, including b being dissatis sfied with s school becaus se of noninclusive curricula, racial bias ses, and poor r relationship ps with teache ers. In additi ion, some B Black males are a not socialized to the academic a env vironment du ue to unclear r and inconsistent messag ges about s school from home h and the e community y. Finally, som me Black ma les have lear rning or atten ntional disabilities that a are misunders stood or misd diagnosed.

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BREAK KING THE DISC CIPLINE GAP BARRIER

Based on measured differences between races, it stands to reason that racial differences in the rate of suspensions are primarily due to racial inequities and biases in school disciplinary policies. Other studies have found evidence to support the discipline gap. One study found that Black students with a history of disciplinary referrals were more likely to receive negative perceptions and less deference from teachers.2 In the Beyond the Bricks Documentary, Erick, one of the featured students, testified to his experience of receiving a 10-day suspension for calling a teacher a bad name, only to return to a hostile environment where other teachers "turned on" him. Elevated public awareness and perceptions of violence have increased schools' reliance on suspensions, zero tolerance and other exclusionary disciplinary policies (Christle, Nelson, & Jolivette, 2004; Skiba & Peterson, 1999). One study found that Black students with a history of disciplinary referrals were more likely to receive negative perceptions and less deference from teachers (Gregory & Thompson, 2010). There are also general concerns about the reliability and subjectivity in disciplinary referrals (Vavrus & Cole, 2002; Wright & Dusek, 1998). Through ethnographic research, Vavrus and Cole (2002) found that many suspensions resulted from a buildup of nonviolent events, where one student often carries the brunt of many students' misbehaviors. However, some studies suggest that school culture and administrative leaders can mitigate high suspension rates (Mukuria, 2002). For example, regular monitoring and analysis of narrative disciplinary referrals have been recommended to improve precision and application of disciplinary measures that are consistent with the students' infractions (Morrison, Peterson, O'Farrell, & Redding, 2004; Sugai, Sprague, Horner, & Walker, 2000). With respect to disproportionate suspension rates among Black students, many studies have noted the influence of ecological variables beyond the school (Day-Vines & Day-Hairston, 2005). Eitle and Eitle (2004) found that Black students were more likely to be suspended in majority Black grade schools. Cultural expressions of certain behaviors, such as movement and speech, may be misinterpreted as threatening to teachers who lack cultural awareness (Day-Vines & Day-Hairston, 2005). Another study revealed that natural adaptations to life in some impoverished areas indirectly influence the students' chances of being suspended from school (Kirk, 2009). Few studies have examined suspensions and disciplinary referrals among Hispanic students. One study noted Hispanic students rates of suspensions and number of referrals were generally greater than Whites, but less than Blacks (Kaushal & Nepomnyaschy, 2009). Improving teacher efficacy and teacher-student dialogue and aligning their mutual understanding of school rules also demonstrated effectiveness (Pas, Bradshaw, Hershfeldt, & Leaf, 2010; Thompson & Webber, 2010). "Whole-school" and schoolwide interventions that focus on schoolwide improvements in instructional methods, positive reinforcement, such as teacher "praise notes" (Nelson, Young, Young, & Cox, 2010), behavioral modeling, and data-based evaluation, have also demonstrated effectiveness (Bohanon, et al., 2006; Lassen, Steele, & Sailor, 2006; Luiselli, Putnam, Handler, & Feinberg, 2005). Resilience and skill building among students also reduced behavioral problems and subsequent disciplinary referrals among students (Wyman, et al., 2010). Attention to students' mental health may also reduce suspensions and disciplinary referrals among Black male students(Caldwell, Sewell, Parks, & Toldson, 2009).

Challenge the Status Quo

First, face facts. Students who are slow learners and who lack the wits, social graces and sophistication to manage learning environments are the ones most vulnerable to suspensions, not students who pose legitimate risks to the security of the school. Giving support tools to disengaged students, such as tutoring, mentoring, and counseling, can reconnect them to the academic process and reduce the odds that they turn to delinquency. Second, we must acknowledge that discipline can become a competing culture at school that alters teachers perceptions of their responsibilities toward their students. This certainly does not imply that discipline does not have a role in primary and secondary education. In fact, the third study in Breaking Barriers 2 demonstrates that students' grades improve when they can attest to the following: 1. If a school rule is broken, students know what kind of punishment will follow; 2. The school rules CH@LLENGE THE ST@TUS QUO | TOLDSON & LEWIS 33

a are strictly enforced; 3. The T punishment for breaking school rules is the same no ma atter who yo ou are; 4. E Everyone kno ows what the school rules are; and 5. The T school rulles are fair. T This indicates that there is a level of d dignity, respe ect and order that is nec cessary when n applying dis scipline at th he school. Unfortunately, , in many p predominatel ly Black scho ools, student ts perceive chaos c and un nfairness in disciplinary p policies, which create p perennial unrest at the sch hool. F Figure 4.1 illu ustrates that the t overall sa afety and fair rness of the s school influen nce teachers'' empathy an nd respect f for Black stud dents signific cantly more than t for Whit te students, a as reported b by the studen nts. Black st tudents at u unsafe schoo ols also repor rted more pu unitive teach her behaviors s. Among st tudents of all races, scho ool safety s significantly indirectly aff fected grade es, however for Black an nd Latino st tudents, safe ety indirectly y affected f feelings of support. C Critical race theory t (CRT) examines White W privilege e and institu tional racism m. When view wing a racially diverse c classroom wit th the tenets s of CRT, a White W teacher who takes a "colorblind d" approach t to teaching B Black and L Latino studen nts and ignor res social ineq qualities, inad dvertently pr romotes a rac cially prejudiced hegemony (Kohli, 2 2012). With respect to CRT, racial dy ynamics appe ear to alter t he school en nvironment a along racial lines. In a r recent study (Toldson & Ebanks, E 2012) ), White stud dents' respon se patterns d demonstrated a structure e whereby t teacher empa athy and respect were ce entral to stud dents' academ mic success, school safet ty had no measurable influence on teachers' t com mpassion for r their studen nts, and teac her punishment had no m measurable impact on s students' grades. Contra arily, Black st tudents resp ponse pattern ns reflected a dynamic w whereby scho ool safety s significantly diminished d th he overall lev vel of empat thy and respe ect that stud dents perceiv ved from teac chers and p punishment from teachers s significantly y reduced students' grades s.

O Overall, teach hers, administrative leaders, policymak kers, grassroo ots activists, a and parents a all have roles to play in m mitigating high suspensi ion rates am mong Black students. C Congressional Black Cau ucus (CBC) m members, R Representativ ve Robert C. Bobby Scott and Re epresentative e Danny K. Davis, along g with Repre esentative 3 34 BREAK KING THE DISC CIPLINE GAP BARRIER

Christopher S. Murphy are currently encouraging members of Congress to sign a resolution to improve school climate and student achievement, raise awareness of school pushout (suspension), and promote dignity in schools. However, passing legislation that brings awareness to the high rates of suspension among African-American males will do little to change the problem if people at the local and grassroots levels are not advocating for change, and full funding for educational programs. But first we must understand the nature of the problem. Prominent psychologist Abraham Maslow once suggested: If the only tool you have is a hammer, you treat every problem as if its a nail. At this point, we need to harness the loose hammers on our school boards, legislative chambers, and schools who are mistaking our Black males for nails, and present sound evidence that these are normal students who have the capacity to achieve in any educational system that prioritizes learning, and treats every student with deference and dignity.

Teachers do more than just teach content. They stand as models for what it is like to be an
educated person. They also serve as surrogate parents, guides and mentors to young people. If students are to believe that they may one day be educated people who can make a positive contribution to society, then they need to see diverse examples. Dyquan Caldwell, 11th Grade

Beyond the Bricks Project Town hall at The University of Arkansas Pine Bluff

CH@LLENGE THE ST@TUS QUO | TOLDSON & LEWIS

35

H How Black Bo oys with h Disab bilities s End Up p in Honors C Classe es

W While Others s with out Di isabilit ties En nd Up in Sp pecial E Educat ion
F For the data presented in this report, the t author an nalyzed 17,58 87 Black, Hispanic, and W White male an nd female s students (Black male N = 1,149) who completed the t High Sch hool Longitud dinal Study o of 2009 (Inge els, et al., 2 2011). This is s a brief rep port from a larger study y completed under the a auspices of t the National Dropout P Prevention Center for Stu udents with Disabilities D (N NDPC-SD) fo or the United States Depa artment of E Education, O Office of Spec cial Education n Programs (OSEP). R Research sug ggests that Black B boys' transition to and through h the ninth g grade shapes s their future e odds of lion ninth g graduating fr rom high sch hool (Cooper & Liou, 200 07). Today, a approximately 258,047 of f the 4.1 mill g graders in the United Sta ates are Blac ck males. Am mong them, about 23,00 00 are receiv ving special e education s services, mor re than 37,000 are enrolled in honors classes c and, f for nearly 46 6,000, a healt th care professional or s school official has told the em that they y have at leas st one disabi lity. If Black male ninth g graders follow w current t trends, about t half of them m will not graduate with th heir current n ninth grade c class (Jackson n, 2010), and about 20 p percent will re each the age of 25 without t obtaining a high school d diploma or GED (Ruggles, , et al., 2009). B Black boys ar re the most likely to receiv ve special education servi ces and the l least likely to o be enrolled in honors c classes. Acro oss Black, White and His spanic males and female s, 6.5 percen nt are receiv ving special e education s services, 9.7 percent have e an Individualized Educa ation Plan (IE EP), and 25 p percent are in honors cla asses. For B Black boys, 9 percent are receiving special education services, 14.7 percent have an IEP, and 14.5 pe ercent are e enrolled in ho onors classes. Black boys who w are in the ninth grade e are more lik kely to be enr rolled in hono ors classes t than to receiv ve special edu ucation servic ces (SEE Table 1.1). H Having specific disabilities, includin ng learning disabilities, developmental delays, autism, in ntellectual pecial educat d disabilities, or ADD/ADHD D, increases the t odds tha at any child w will receive sp tion services. Among B Black male ninth graders who w are curre ently receiving g special edu ucation services, 84 percen nt have a disa ability and 1 15.5 percent have never been b diagnos sed. Among g those not re eceiving spec cial education services, 80 percent h have never be een indicated d for a disability, and 20 pe ercent have. Black males are no more likely to be d diagnosed w with a disabili ity than White and Hispan nic males (SEE E Table 5.2). H Having a disa ability is relat ted to other negative n consequences, p particularly fo or Black male es. Aside from special e education, students with disabilities are more likel ly to (1) repe eat a grade, ( (2) be suspen nded or expe elled from s school, (3) ha ave the schoo ol contact th he parent abo out problem behavior, an nd (4) have the school co ontact the p parent about poor perform mance. Whe en creating a scale which included the e four risk factors mentio oned, plus s special education and having an IEP, Bl lack boys without disabilit ties were like ely to endorse e at least 1 of f the 6 risk indicators, an nd those with h disabilities endorsed e bet tween 3 and 4 4. Using these factors as a reliable pre edictor of n not completin ng school, we find that st tudents of al ll races and g genders are a at least three e times more e likely to d drop out of school s than their t counterparts without disabilities s. Among all races and genders, Bla ack males w without disab bilities endors sed more risk k factors than others witho out disabilitie es, and Black males with d disabilities e endorsed more risk factors s than any other group of students (SE E Figure 5.1). . N Nevertheless, , the trajecto ory of Black males m with disabilities is n not uniformly y dismal. Among the near rly 40,000 B Black male ninth graders who are curr rently enrolle ed in honors courses, 15 p percent have e been told th hey had a d disability by a health professional or th he school at least once. T Three percen nt of Black males in honor rs courses h have been told they have a learning dis sability, 3 perc cent autism a and 6 percent t ADD or ADH HD. 3 36 HOW BLACK BOYS WITH W DISABIL LITIES E ND UP IN H ONORS S CLASSES

H How Black k Boys Wit th Disabili ities End Up U in Hono ors Classes
H Having a broa ader understa anding of the true nature of o disabilities s helps us to h have a better understandin ng of how B Black boys with w disabilit ties end up in honors classes. Imp portantly, a disability d does not hav ve to be d debilitating. For instance, , a learning disorder d may y be more ap tly described d an alternati ive learning s style. For s some student ts, mastering an alternativ ve learning st tyle will give t them a comp petitive edge over student ts who are a average stan ndard learne ers. A visual learner could d master the art of using pictures to e encode lesson ns in their m memory or use concept mapping to invigorate mundane m text t. Similarly, w while some e easy-to-bore ADD and e nervous A ADHD studen nts have an ir rresistible imp pulse to create the havoc necessary to o stimulate th heir insatiable s system, other rs may use th heir urges to energize the lessons. The ey may interj ject humor and anecdotes, or push t the teachers to t create ana alogies. Whil le they may have h difficult ty processing g large volum mes of dense t text, they m may be the be est at taking discrete conc cepts and app plying them c creatively to n novel situatio ons. E Every disability has a nega ative and pos sitive offprint t. Most are a aware of the social challenges for children with a autism that make m it difficu ult for them to t communicate with othe er students o or teachers. H However, few w take the t time to understand the ad dvantages of f certain pecu uliar behavior rs. In some instances, children with autism are a able to levera age their repe etitive behaviors and extra aordinary atte ention to ran ndom objects into the development o of mathematic and artistic c abilities. Si imilarly, the scattered s att tention and h hyperactive e energy of AD DHD helps s some children to juggle many tasks, , relate to many m people , and excel in student a activities and d student g government. Many studi ies suggest that t beyond school, peo ople with symptoms of ADHD often n excel in p professional roles. r

How Black boys Wit thout Disa abilities End Up in S Special Education
Importantly, having or no ot having a disability is not a rigid c category. Most, if not a all, people ha ave some c characteristic cs of one or more m disabilit ty. We all hav ve different a attention spa ans, levels of anxiety, susc ceptibility t to distraction, social acuity y, etc., which h are controlled by past an nd present circumstances s, as well as o our unique CH@ @LLENGE THE ST@TUS Q UO O | TOLDSON & L EWIS 37

b biochemical makeup. m Many Black boy ys who end up in special e education do not have a d disability. Rat ther, they h have circum mstances th hat spur behavior b patterns that t are not compatible e with the e school e environment. . Situation-sp pecific sympt toms will usu ually remit w ith basic guid dance and st tructural mod difications t to the person ns' situation. In school se ettings, from the standpo oint of disabil lities, students can be div vided into f four categorie es: 1) 2) 3) 4) A true negative ch hildren who do d not have a disability and d have never been diagno osed ave a disabilit ty and have b been accurate ely diagnosed d A true positive children who ha e negative children who have h a disability but have never been d diagnosed A false A false e positive children c who do not have e a disability but have be een diagnose ed with one; or have a specific disability an nd diagnosed d with the wro ong one.

M Many problem ms are associated with fa alse negative and false po ositive diagno oses. A child d with an und diagnosed d disability mig ght experienc ce less compa assion and no o accommod dations for lea arning or beh havioral chall lenges. A c child with a genuine g learn ning disorder r might be ex xpected to fo ollow the sam me pace as o other student ts, and be p penalized wit th suspension for opposi ing an incom mpatible lear rning process s. False positive children n may be r relegated to a learning en nvironment that t is not st timulating or r challenging. There is re esearch evidence that B Black males are more lik kely than oth her races to have false n negative and d false positi ive diagnoses, due to c culturally bias sed assessme ents, unique styles s of expre ession, and e environmenta al stressors.

C Challenge the Statu us Quo

B Black males with w and wit thout disabili ities can exce el in schools s that have a adequate opp portunities fo or diverse le earners and a structure that supports s personal an nd emotional growth and developmen nt. Contrarily y, schools t that view disa ability and em motional adju ustment diffic culties as end during pathologies that ne eed to be per rmanently 3 38 HOW BLACK BOYS WITH W DISABIL LITIES E ND UP IN H ONORS S CLASSES

s segregated fr rom "normal" " students, will stunt acade emic growth and developm ment. The ne early 5,600 B Black male n ninth graders s with a histo ory of disability who are currently en nrolled in hon nors classes likely benefit tted from p patient and diligent d paren nts who instilled a sense of agency w within them, and a comp passionate sc chool that a accommodates a diversi ity of learners. They are a also like ely to have some prot tection from m adverse e environmenta al conditions, , such as com mmunity violence, which ca an compound d disability sy ymptoms.

Importantly, Black B males are a no more likely to be diagnosed wit th a disability y than Hispan nic or White m males, yet t they are mor re likely than any other ra ace or gende er to be susp pended, repea at a grade, o or be placed in special e education. Having H a disa ability increases these dr ropout risk fa actors for all students re egardless of race and g gender; howe ever, the tenuous status of o Black male es in schools nationally ap ppears to be due to issue es beyond a ability. One important ca aveat to cons sider: Some studies sugg est that com mmon drop o out risk facto ors do not p predict drop out for Black k males with the precision that it doe es for White males. For instance, freq quency of s suspensions has a much stronger as ssociation with dropping out (Ruggle es, et al., 20 009) and delinquency (Toldson, 201 11) for White e males than it does for Black males. . The larger implication of this findin ng is very u unsettling. While W the act of suspendin ng is reserve ed for the mo White male students, sus spensions ost deviant W a appear to be interwoven i in nto the normal fabric Black males scho ool experienc ces. W While we can nnot ignore th he injustices in many scho ools, they sh ould not ove ershadow the e hope and promise of t the Black male students who w are enro olled in honor rs classes. In n addition, we e should resp pectfully ackn nowledge s schools and te eachers who provide quality special ed ducation serv vices designed d to remediat te specific ed ducational c challenges with w the go oal of helpi ing students s to reinte grate and fully participate in ma ainstream c classes. Exploring the question, "How w do Black bo oys with disa abilities end up in honors s classes, while others w without disab bilities end up in special education?" e may m help us to gain a better understa anding of an enduring p problem, as well w as reveal hidden solutions, for optim mizing educa ation among school-aged Black males.

CH@ @LLENGE THE ST@TUS Q UO O | TOLDSON & L EWIS

39

M Moving g Forwa ard

T This report pr rovides key information needed n for us s to start a na ational camp paign, which will be sustainable for m many years, to t support the academic success s of sch hool-age Blac ck males. We e have provided pertinent data that illustrates the e systemic iss sues that imp pact equity an nd inclusion fo for Black male es in our nations schools. . To move f forward, we have h also prov vided policy and a practical solution to th hese issues. We und derstand that t this report is only as powerful as the amo ount of action that we as a nat tion and a co ommunity put into this issue. W We can no lo onger ask, W What can I do as an n individual? This will on nly lead us to wait for the next person to take action. undamental question sh hould be, Our fu What c can we do in each of our r respective commu unities to mak ke a differenc ce? To assi ist in the pr rocess of mo oving the schools s and comm munities forward in address sing the issue e, we recomm mend the followin ng action steps:

The po ower of the data is not only o in the numbers n the emselves, but in th he impact th hat it can hav ve when married with the e courage and the e will to change the stat tus quo. The e undeniable e truth is that the everyday educational experiences s for many students y at the hea art of the American A violate the principle of equity e. It is our collective duty y to change th hat. promise U.S S. Secretary of o Education Arne Duncan

R Recommendations for f Schools

1 1. Eliminate e biases, stereotypes and d misinforma ation from s school staff. This include es notions ab bout Black males being disaffected or socially marginalized. Schools should oper rate under th he philosoph hy that all les are capable of the high hest levels of academic ach hievement. Black mal 2 2. Offer a cu urriculum th hat, at a minimum, meet ts the admis ssions require ements for t the most com mpetitive public university of yo our state. We W recommen nd that individ dual schools a and their gov verning schoo ol districts provide a disclosure st tatement to students s parents and gua ardians, which h specifies an ny courses req quired for admission ns to the most competit tive public universities u o of the state, which are not available e in their curriculum m. The disclo osure statement should also a provide e educational o options for s students to a access the necessary y courses with hin the schoo ol district. 3 3. Provide trainings t and d resources to t teachers. Understand d that Black males are th he most likely y to have teachers that are of a difference race and gend der, receive lless pay, and d have less ye ears teaching g. School rations should d have freque ent trainings for teachers on cultural c competence, empathy and d respect, administr , and other re defense management m , classroom management m elevant topics. that disciplin 4 4. Regularly y monitor and reduce sus spensions. Acknowledge A ne can becom me a competin ng culture at school that alters teachers t per rceptions of their respon nsibilities tow ward their stu udents. Rep place rigid focus on discipline d with a focus on academics a an nd student ag gency. 5 5. Regularly y monitor collective student progress s. Safe and p productive sc chools work: ( (1) to have a collective GPA of more m than 3.0; ; (2) have nea ar 100 percen nt of their stu udents involv ved in an extracurricular ac ctivity; (3) have at le east 25 perce ent of their Black B males in honors cla sses or some e type of enh hanced curric culum; (4) have less than 6 perc cent in specia al education; ; and (5) sus pend less than 10 percen nt of their Black male students for f any reaso on. These estimates are ba ased on natio nal surveys o of student pro ogress. 6 6. Work wit th parents. Supportive sch hools provide e: (1) informa ation about h how to help children learn at home, (2) inform mation on community ser rvices to help p their child, (3) explanat tions of class ses in terms of course content and a learning goals, (4) in nformation about a child d development t, (5) opportu unities for p parents to volunteer r, and (6) updates on stude ent progress between repo ort cards.

4 40

MOVIN NG F ORWARD

Recommendations for Communities

1. Planning Phase Formulate a think tank or community planning meeting of individuals to develop action steps to support all Black students, with awareness of the issues facing school-age Black males. This think tank or community action committee should include key stakeholders and persons who are ready to step forward immediately to make a difference. Ideally, key school leaders, politicians, and government officials are contacted at the outset. Also, the planning phase should also include strategies on pooling existing resources to support the effort. 2. Action Phase Host a town hall or community meeting to get the larger community involved, and provide the vision with key action steps of what the community will do to support this effort. 3. Implementation Phase Begin with immediate action, with the community now putting into practice the action plans that were developed. Examples can include working with schools and parents for support. Additionally, it can include developing and expanding programs that support Black males academic achievement. 4. Analysis Phase Collect data and provide information to the community on the progress that has been made as a result of implementing the larger community effort. 5. Sustainability Phase Use the data to revise strategy where necessary, and devise long-term plans to continue this effort for years to come with the support of all stakeholders in the community.

Recommendations for Parents

1. Alert local school board members, superintendents and principals of unfair treatment of your sons. Unfair treatment might involve: a) discrepancies between college admissions criteria and high school class offerings; b) unfair tests or testing conditions; c) unreasonably harsh or inappropriate punishment; d) inadequate advisement of postsecondary options; e) denial of access to honors or AP classes; or f) having unqualified personnel, such as a teacher, suggesting that the child has a behavior disability, might need medication, or should be placed in special education. According to Attorney Hewitt, concerns should be expressed around the issue of fundamental fairness and opportunities to learn within school districts. 2. Parent should strive to be present at the school. A recent study by Toldson and Lemmon (2012) found that parents of high achieving students visit the school at least 8 times for meetings or to participate in activities, throughout each academic year. 3. Be an active participant in your sons education. Hill and Tyson (2009) suggest that parent should do three things to support their childs education: a) academic socialization - socialization around goals and purposes of education and strategies for success; b) school-based involvement - volunteering at school; and c) home-based - helping with homework.

School Districts Serving the Largest Number of African-American Students and their Congressional Representatives
Below is a list of the names, addresses, and telephone numbers of the top 30 school districts serving the largest number of Black students in the United States. The list also includes the legislator who has been elected to represent each district in the U.S. House of Representatives. We constructed the list to serve as a tool for educational researchers, practitioners and advocates. Readers can use the list to identify research priorities, make initial contact with school districts, and identify key members of Congress to monitor their voting records on educational bills and legislation. Legislative bills and policies affect the scope, direction, and daily functioning of students and educators. Some educational policies, such as No Child Left Behind, have sweeping agendas that directly transform educational practice (United States Congress, 2002). Recently, at the Centennial Convention of the NAACP, President Obama said, There is no stronger weapon against inequality and no better path to opportunity than an education that can unlock a child's God-given potential (Hechtkopf, 2009). He also challenged Black CH@LLENGE THE ST@TUS QUO | TOLDSON & LEWIS 41

Americans to become more proactive as we uphold the highest level of excellence among our children and the people and institutions responsible for their education. Educational scientists and practitioners who are invested in promoting equity in education can improve conditions for Black students by building alliances with target school districts and key members of Congress. The table was constructed by using the U.S. Department of Education's National Center for Education Statistics Common Core of Data to find the school districts with the largest number of Black students, and using the zip code for the district to find the corresponding member of Congress with the Web site for the U.S. House of Representatives (U.S. Department of Education & Institute of Education Services, 2012; U.S. House of Representatives, 2009). Please note, because of the division of school districts in New York City, none of them is represented in the table. However, 318,355 Black students attend school within the five boroughs of New York. If Brooklyn, NY had a central school district, it would rank number 2, with 142,751 Black students; however, the borough is divided into 30 districts. Similarly, the Bronx has 66,330 Black students between 21 school districts, Queens has 56,675 Black students between 8 school districts, and New York (Manhattan) has 52,599 Black students between 28 school districts. We hope the table will be a useful resource for educational scientists and practitioners, as well as spark dialogue about the conditions of these school districts, which is so vital for the future of Black America.

TABLE 6.1 SCHOOL DISTRICTS SERVING THE LARGEST NUMBER OF AFRICAN-AMERICAN STUDENTS AND THEIR CONGRESSIONAL REPRESENTATIVES Telephone Number of Congressional School District Number Black Students Representative
City Of Chicago School District 125 S. Clark Chicago, IL 60603 Philadelphia City School District 440 North Broad Street Philadelphia, PA 19130 Detroit City School District 3011 W Grand Blvd, Fisher 14th Detroit, MI 48202 Memphis City School District 2597 Avery Ave Memphis, TN 38112 Prince Georges County Public Schools 14201 School Lane Upper Marlboro, MD 20772 Broward 600 SE 3rd Avenue, 10th Floor Fort Lauderdale, FL 33301 Dade 1450 Ne 2nd Avenue #912 Miami, FL 33132 Los Angeles Unified 333 S. Beaudry Ave. Los Angeles, CA 90017 Dekalb County 3770 North Decatur Road Decatur, GA 30032 Baltimore City Public Schools 200 E North Ave Baltimore, MD 21202 773 553-1000 198,205 Danny K. Davis (D) Illinois 7th Chaka Fattah (D) Pennsylvania 2nd Hansen Clarke (D) Michigan 13th Steve Cohen (D) Tennessee 9th Donna F. Edwards (D) Maryland 5th Alcee L. Hastings (D) Florida 20th Ileana Ros-Lehtinen (R) Florida 18th Lucille Roybal-Allard (D) California 34th Henry C. "Hank" Johnson Jr. (D) Georgia 4th Elijah E. Cummings (D) Maryland 7th

215 400-4000

112,586

313 873-7450

105,617

901 416-5444

101,073

301 952-6001

98,774

754 321-2600

97,777

305 995-1430

95,059

213 241-1000

77,938

678 676-1200

76,728

410 396-8700

75,418

42

MOVING FORWARD

TABLE 6.1 SCHOOL DISTRICTS SERVING THE LARGEST NUMBER OF AFRICAN-AMERICAN STUDENTS AND THEIR CONGRESSIONAL REPRESENTATIVES Telephone Number of Congressional School District Number Black Students Representative
Houston School District 4400 W 18th St Houston, TX 77092 Charlotte-Mecklenburg Schools P.O. Box 30035 Charlotte, NC 28230 Duval 1701 Prudential Dr Jacksonville, FL 32207 Milwaukee P.O. Box 2181 Milwaukee, WI 53201 Palm Beach 3340 Forest Hill Blvd C-316 West Palm Beach, FL 33406 Orange P O Box 271 Orlando, FL 32802 Dallas School District 3700 Ross Ave Dallas, TX 75204 District Of Columbia Public Schools 825 North Capitol Street NE Washington, DC 20002 Clark County School District 5100 West Sahara Ave. Las Vegas, NV 89146 Atlanta City 130 Trinity Ave. S.W. Atlanta, GA 30303 Hillsborough P.O. Box 3408 Tampa, FL 33601 Baltimore County Public Schools 6901 N Charles St Baltimore, MD 21204 Gwinnett County 52 Gwinnett Drive Lawrenceville, GA 30046 East Baton Rouge Parish School Board P. O. Box 2950 Baton Rouge, LA 70821 Clayton County 1058 Fifth Ave Jonesboro, GA 30236 Cleveland Municipal City 1380 E 6th St Cleveland, OH 44114 713 556-6000 59,276 Sheila Jackson-Lee (D) Texas 18th Melvin L. Watt (D) North Carolina 12th Ander Crenshaw (R) Florida 4th Gwen Moore (D) Wisconsin 4th Allen B. West (R) Florida 22nd Daniel Webster (R) Florida 8th Eddie Bernice Johnson (D) Texas 30th Eleanor Holmes Norton (D) District of Columbia Shelley Berkley (D) Nevada 1st John Lewis (D) Georgia 5th Kathy Castor (D) Florida 11th John P. Sarbanes (D) Maryland 3rd Rob Woodall (R) Georgia 7th Bill Cassidy (R) Louisiana 6th David Scott (D) Georgia 13th Marcia L. Fudge (D) Ohio 11th

980 343-3000

54,651

904 390-2115

54,628

414 475-8393

51,914

561 434-8200

48,606

407 317-3202

48,400

972 925-3700

46,948

202 442-5885

46,748

702 799-5310

43,348

404 802-3500

43,057

813 272-4050

42,571

410 887-4554

42,051

770 963-8651

40,008

225 922-5618

39,111

770 473-2700

38,508

216 574-8193

38,474

CH@LLENGE THE ST@TUS QUO | TOLDSON & LEWIS

43

TABLE 6.1 SCHOOL DIS STRICTS SERV VING THE LARGEST A NUM BER OF AFRICAN-AMERIC CAN STUDEN NTS AND THEIR CONG GRESSIONAL REPRESENTAT TIVES Tel lephone Number r of Congressio onal School Dis strict Number Black Stud dents R Representat tive
Nashville-Davidson County y ord Ave 2601 Bransfo Nashville, TN N 37204 Columbus Cit ty 270 E State St S Columbus, OH O 43215 Fulton Count ty 786 Cleveland d Avenue SW Atlanta, GA 30315 3 Wake County y Schools P.O. Box 280 041 Raleigh, NC 27611 2 615 259-8419 35,569 Jim C Cooper (D) Ten nnessee 5th Steve Stivers (D) O Ohio 15th John n Lewis (D) Geo orgia 5th Rene ee L. Ellmers (D) North Caro olina 2nd

614 365-5000

34,601

404 768-3600

34,505

919 850-1600

34,432

B Black males need us to step s up and make a diffe erence. Ther re is no bette er time than n now to imp prove our c communities and truly ass sist ALL students. We hav ve the courag ge, the will, t the resources s, and the inf formation w we need to ch hallenge the status s quo.

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MOVIN NG F ORWARD

R References
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In. Washington, DC nt of Education n. Departmen C Christle, C., Ne elson, C. M., & Jolivette, K. (2004). Schoo ol Characterist tics Related to o the Use of S Suspension. Ed ducation & Treatment of o Children, 27, 509-526. C Cooper, R., & Liou, L D. D. (20 007). The Struc cture and Culture of Informa ation Pathway ys: Rethinking Opportunity t to Learn in Urban High h Schools durin ng the Ninth Grade Transition. High School l Journal, 91, 43 3-56. D Day-Vines, N. L., & Day-Hairston, B. O. (2 2005). Culturally Congruent Strategies for Addressing t the Behavioral Needs of onal School Cou unseling, 8, 236 6-243. Urban, African-American Male Adolescents. Professio G GreatSchools. (2012). Istroum ma Senior High h School. In (V Vol. 2012). San Francisco, CA A: GreatSchools, Inc. G Gregory, A., & Thompson, A. R. (2010) ). African-Ame erican high s chool student ts and variab bility in behav vior across classrooms. Journal of Com mmunity Psych hology, 38, 386 6-402. H Hechtkopf, K. (2009). ( Transcript: Obama at t NAACP Conv vention [Web l og message]. In (Vol. 2009). Ingels, S. J., Pratt, D. J., Herg get, D. R., Burn ns, L. J., Dever, J. A., Ottem, R., Rogers, J. E., Jin, Y., & L Leinwand, S. (2 2011). High ngitudinal Stud dy of 2009 (HS SLS:09). Base-Year Data File e Documentat tion (NCES 2011-328). In. Washington, School Lon DC: U.S. De epartment of Education, E Nat tional Center fo or Education S Statistics. ces, & Nationa al Center for Education E Sta tistics. (2012). . The Common Core of Dat ta (CCD) In Institute of Education Scienc . Washington, DC: U.S. Depa artment of Edu ucation. (Vol. 2012). ( Yes We e Can: The Schott 50 State Report on Pub blic Education n and Black Ma ales. In. Cambridge, MA: Jackson, J. H. (2010). The Schott Foundation fo or Public Educa ation. K Kaushal, N., & Nepomnyaschy, L. (2009). Wealth, race/ /ethnicity, and d children's educational outc comes. Childre en & Youth view, 31, 963-9 971. Services Rev K Kim, C., Losen n, D. J., & Hew witt, D. (2010) ). The school to t prison pipel line : structurin ng legal reform m. New York: New York University. K Kirk, D. S. (20 009). Unravelin ng the contex xtual effects on o student sus spension and juvenile arres st: the independent and interdepend dent influence es of school, ne eighborhood, and a family soc ial controls. Cr riminology, 47, 479-520. K Knapp, L. G., Kelly-Reid, K J. E., E & Ginder, S. S A. (2010). Postsecondary P y Institutions a and Price of Attendance in t the United States: Fal ll 2009 and Degrees D and Other Award ds Conferred 2008-09, and d 12-Month E Enrollment 20 008-09. In. Washington n, DC: Nationa al Center for Ed ducation Statis stics. K Kohli, R. (2012). Racial Pedag gogy of the Oppressed: Critical Interraciall Dialogue for Teachers of C Color. Equity & Excellence n, 45, 181-196. in Education L Lassen, S. R., Steele, S M. M., & Sailor, W. (2006). ( The re elationship of s school-wide P Positive Behavior Support to o academic achievemen nt in an urban middle school. Psychology in n the Schools, 4 43, 701-712. L Luiselli, J. K., Putnam, P R. F., Handler, M. W., W & Feinberg, A. B. (2005). W Whole-school positive behaviour support: effects on student discipline problem ms and academ mic performance. Educationa al Psychology, 25, 183-198. M Morrison, G. M., M Peterson, R., O'Farrell, S., & Redding, M. (2004). Using Office Referral Reco ords in Schoo ol Violence Research: Possibilities P and Limitations. Journal of Sch hool Violence, 3 , 39-61. M Mukuria, G. (20 002). Disciplina ary Challenges s: How Do Prin ncipals Address s This Dilemma? Urban Educ cation, 37, 432. N Nelson, J. A. P., P Young, B. J., Young, E. L., & Cox, G. (2 2010). Using T Teacher-Writte en Praise Note es to Promote a Positive Environmen nt in a Middle School. Preven nting School Fa ailure, 54, 119-1 125. P Pas, E. T., Bradshaw, C. P., Hershfeldt, P. A., & Leaf, P. P J. (2010). A Multilevel Ex xploration of t the Influence o of Teacher blem Behavior r and School-B Based Service Use. School P Psychology Efficacy and Burnout on Response to Student Prob 2 , 13-27. Quarterly, 25

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R Ruggles, S., Alexander, A J. T., T Genadek, K., K Goeken, R., Schroeder, M. B., & Sob bek, M. (2010) ). Integrated P Public Use Microdata Series: S Version n 5.0 [Machine e-readable database]. In. Min nneapolis: Univ versity of Minn nesota. R Ruggles, S., So obek, M., Alex xander, T., Fitc ch, C. A., Goeken, R., Hall, P. K., King, M M., & Ronnander, C. (2009). Integrated Public Use Microdata Series: S Version n 4.0 [Machin ne-readable d database]. In Minnesota P Population Cen nter (Ed.). Minneapolis, MN: Minnes sota Population Center. S Skiba, R., & Peterson, R. (199 99). The Dark Side S of Zero To olerance. Phi D Delta Kappan, 8 80, 372. S Sugai, G., Spra ague, J. R., Ho orner, R. H., & Walker, H. M. . (2000). Preve enting School Violence: The e Use of Office e Discipline Referrals to o Assess and Monitor M Schoo ol-Wide Discipline Interventiions. Journal o of Emotional & Behavioral Di isorders, 8, 94. T The Southern Education Fo oundation. (20 001). Patterns of Excellence e: Policy Persp pectives onDiv versity in Tea aching and dership. In: The Southern Ed ducation Found dation. School Lead T Thompson, A. M., & Webbe er, K. C. (2010 0). Realigning Student and Teacher Perc ceptions of Sc chool Rules: A Behavior ent Strategy fo or Students wit th Challenging Behaviors. Ch hildren & Schoo ols, 32, 71-79. Manageme T Toldson, I. A. (2011). ( Breakin ng Barriers 2: Plotting P the Path Away from m Juvenile Det tention and to oward Academ mic Success for School-age African-Am merican males s. In. Washingt ton, D.C.: Cong gressional Blac ck Caucus Foundation, Inc. . T Toldson, I. A. (2 2012). Debunk king Education Myths About Blacks. In The e Root (Vol. 201 12). New York, NY: The Root t. T Toldson, I. A., & Ebanks, M. M (2012). Colla ateral damage e in the classr room: How race and school environment t influence ttitudes and be ehaviors towar rd their studen nts. The Nation nal Journal of U Urban Education & Practice. teachers' at T Toldson, I. A., & Esters, L. L. (2012). The e quest for excellence: Supp porting the ac cademic succe ess of minority y males in chnology, engineering, and mathematics (STEM) discip lines. In. Wash hington, DC: A Association of Public and science, tec Land-grant t Universities. U U.S. Departme ent of Educatio on, & Institute of Education Services. S (2012 2). Common co ore of data (CC CD). In (Vol. 20 012). U U.S. House of Representative R es. (2009). Rep presentative Offices. In (Vol. . 2012). U United States Congress. C (200 02). No Child Left Behind Act t of 2001 20 U. .S.C.6319. In U U. S. Congress s (Ed.). U United States Department D of Education Office for Civil Rights. R (2012). Revealing Ne ew Truths About Our Nations Schools. In. Washing gton, DC: Unite ed States Depa artment of Edu ucation Office for Civil Right ts. V Vavrus, F., & Co ole, K. (2002). I Didn't Do Nothin': The Discursive Cons struction of Sch on. Urban Revi iew, 34, 87. hool Suspensio W Wright, J. A., & Dusek, J. B. (1998). Compiling school ba ase-rates for d disruptive beha avior from stud dent disciplina ary referral data. Schoo ol Psychology Review, R 27, 138 8. W Wyman, P. A., Cross, W., Br rown, C. H., Qin, Q Y., Xin, T., & Eberly, S. (2010). Interv vention to Stre engthen Emot tional Selfw Emerging g Mental Hea alth Problems: : Proximal Im mpact on Scho ool Behavior. Journal of Regulation in Children with Abnormal Child C Psycholog gy, 38, 707-720.

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REFER RENCES

A About the t Aut thors

Ivo ory A. Told dson, Ph.D D.
Ivory A. Toldso on, Ph.D. is a tenured, a associate pro ofessor at How ward Univers sity School of f Education, s senior researc ch analyst for the Congres ssional Black Caucus Foun ndation and editor-inchie ef of The Jo urnal of Negro Education, the countr rys oldest Black continuou us publication n. He is the au uthor of the Breaking Bar rriers" series which analy yzes academ mic success i indicators from m national su urveys that to ogether give voice to nearly 10,000 Black male pupiils from schoo ols across the e country. He e has held visiting researc ch appointm ments at E Emory, Dre exel, and Morehouse Sc chool of M Medicine. Forward any inquiries regarding this re eport to: itold dson@cbcfin nc.org.

C Chance W. W Lewis, Ph.D. P

C Chance W. Lewis, Ph.D. is the Carolyn Gr rotnes Belk D Distinguished d Professor and Endo owed Chair of Urban E Education in the t College of o Education at a the Univers sity of North C Carolina at Ch harlotte. Add ditionally, he is the foundin ng executive d director of th he UNC Char rlotte Urban Education Collaborative C w which is ded dicated to disseminating the next ge eneration of r research on th he improvem ment of teaching and learn ning in urban s schools. Dr. Lewis L formerly served on the t faculty at t Texas A&M U University an nd Colorado State Unive ersity. Dr. Le ewis can be r reached at: Chance.Lewis [email protected].

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Ch[ll_ng_ th_ St[tus Quo

When releasing the CRDCs report, Secretary Arne Duncan stated, The real power of the data is not only the truth behind the numbers, but in the impact that it can have when married with courage and will to challenge the status quo. We agree. Research demonstrates that Black males can achieve in supportive learning environments that eectively work with families and communities, and provide culturally-relevant instruction. However, deep and systemic structural inequities in public education inhibit the potential of Black and Latino students and leave the United States vulnerable to losing our standing as one of the worlds most educated nations. This report provides policy and practice solutions to ensure equitable resources, college and career readiness, and fair discipline practices for school-age Black males. As you review this report, we hope that you actively imagine ways that we can collectively challenge and change the way education is oered to young black males.

Congressional Black Caucus Foundation, Inc.

Center for Policy Analysis and Research 1720 Massachusetts Avenue, N.W. | Washington, D.C. 20036 202.263.2800 | www.cbcfinc.org