Absenteeism is a huge problem for many children who are not successful in school. In School Absenteeism: Absent from the classroom leads to absence from participation in this society, moi said:
Education is a partnership between the student, the teacher(s) and parent(s). All parties in the partnership must share the load. The student has to arrive at school ready to learn. The parent has to set boundaries, encourage, and provide support. Teachers must be knowledgeable in their subject area and proficient in transmitting that knowledge to students. All must participate and fulfill their role in the education process.
Katy Murphy of the Oakland Tribune writes in the article, Report reveals challenges facing African American boys in Oakland school:
– A series of detailed reports released Tuesday by the Urban Strategies Council revealed some stark statistics on how black boys are faring in the Oakland school district and in some of its schools in particular.
After analyzing rates of chronic absenteeism, out-of-school suspension, grade-level retention and standardized test scores from 2010-11, researchers concluded that as early as elementary school, barely more than half of the district’s black boys were solidly on track to earn a high school diploma.
By middle school, using grades instead of test scores, that estimate had dropped to 33 percent.
Urban Strategies CEO Junious Williams said he hoped the analysis — which also includes schools with favorable statistics — will lead to real changes in the experience of black youths in the city’s public schools.
“People have considered these to be so intractable, the problems of inequitable outcomes, that we’ve all kind of gotten a free ticket on that one,” Williams said.
The disproportionately poor outcomes of Oakland’s African-American students — and in particular, its boys — has been a long-standing challenge in the school district. Superintendent Tony Smith in 2010 used private funding to create a small office, African American Male Achievement, to address them. The reports, produced in partnership with the Oakland school district, underscored the degree of the challenge.
One report found that 20 percent of Oakland’s black male students missed at least 10 percent of the school year, compared to 12 percent of all students. Another found that 33 percent of the district’s African-American middle school boys were suspended from school at least once in 2010-11.
Many urban areas are facing the problem of making sure African-American boys finish school.
Here are the demographics of Oakland, CA:
| Race | ||
| One race |
379573 |
95.02% |
 White |
125013 |
31.29% |
| Black or African American |
142460 |
35.66% |
| American Indian and Alaska Native |
2655 |
0.66% |
| Asian |
60851 |
15.23% |
| Asian indian |
1753 |
0.44% |
| Chinese |
31834 |
7.97% |
| Filipino |
6407 |
1.6% |
| Japanese |
2128 |
0.53% |
| Korean |
1780 |
0.45% |
| Vietnamese |
8657 |
2.17% |
| Other Asian |
8292 |
2.08% |
| Native Hawaiian and Other Pacific Islander |
2002 |
0.5% |
| Native Hawaiian |
187 |
0.05% |
| Guamanian or Chamorro |
115 |
0.03% |
| Samoan |
363 |
0.09% |
| Other Pacific Islander |
1337 |
0.33% |
| Some other race |
46592 |
11.66% |
| Two or more races |
19911 |
4.98% |
| Hispanic or Latino and race | ||
| Total Population |
399484 |
100.00% |
| Hispanic or Latino(of any race) |
87467 |
21.89% |
| Mexican |
65094 |
16.29% |
| Puerto Rican |
2325 |
0.58% |
| Cuban |
581 |
0.15% |
| Other Hispanic or Latino |
19467 |
4.87% |
| Not Hispanic or Latino |
312017 |
78.11% |
White alone 93953 23.52%
http://oaklandca.areaconnect.com/statistics.htm
Urban Strategies has information at their site about strategies for achievement:
The African American Male Achievement Initiative focuses on seven key goals that reflect the massive disparities faced by young Black males in Oakland. For an analysis of why these goals matter to our students read this post.
1. ACHIEVEMENT GAP
Goal statement: The disparity data for African American males in the city of Oakland will show a significant reduction in the gap between them and their White male peers.
Baseline Measures:
• 28% of African American male students were proficient or higher on the English Language Arts CST in 2009-10, compared to 78% of White male students (a 50 percentage-point gap).
• 30% of African American males were proficient or higher on the Math CST in 2009-10, compared to 76% of White males (a 46 percentage-point gap).
Proposed Targets:
• By the end of the 2014-2015 school year, 90% of African American males are proficient or higher on the English Language Arts CST.
• By the end of the 2014-2015 school year, 90% of African American male are proficient or higher on the Math CST.
• By the end of the 2014-15 school year, the gap between African American and White males has been eliminated.
2. GRADUATION
Goal statement: By the end of the 2014-2015 school year, the graduation rate for African American males will be double what is it in June 2010.
Baseline Measure:
• In June 2009, the graduation rate for African American males was 49%. The graduation rate equals the number of graduates divided by graduates plus dropouts in grades 9-12 (National Center for Education Statistics formula.)
Proposed Target:
• By the end of the 2014-2015 school year, the graduation rate for African American males will be 98%. The full alignment of OUSD graduation requirements with the A-G standards for the class of 2014-15 is likely to make it more difficult to reach this already ambitious target.
3. LITERACY
Goal statement: By the end of the 2014-2015 school year, the gap in fourth-grade literacy between African Ameican boys and others will not exist.
Baseline Measure:
• In the 2009-10 school year, 42% of African American male 4th graders were proficient or higher on the English Language Arts CST, compared to 55% of OUSD 4th graders overall and 80% of White male students (gaps of 13 and 38 percentage points, respectively).
Proposed Target:
• By the end of the 2014-2015 school year, 90% of African American male 4th graders are proficient or higher on English Language Arts CST.
• By the end of the 2014-15 school year, the gap between African American male 4th graders and OUSD 4th graders overall and between African American males and White males has been eliminated.
4. SUSPENSION
Goal statement: Suspension rates of African American males will not show any significant disproportion.
Baseline Measure:
• In the 2009-10 school year, 18% of African American male students were suspended once or more, compared to 8% of students district wide and 3% of White male students.
Proposed Target:
• By the end of the 2014-2015 school year, no more than 5% of African American male students will be suspended one or more times, assuming an overall district-wide goal of no more than 3% of students suspended once or more.
5. ATTENDANCE
Goal Statement: Chronic absenteeism (absence for 10% or more of school days) will be reduced by 75% for African American males.
Baseline Measure:
• 23% of African American male were chronically absent in 2009-10.
Proposed Target:
• By the end of the 2014-2015 school year, no more than 6% of African American male will be chronically absent.
6. MIDDLE SCHOOL HOLDING POWER
Goal Statement: By the end of the 2014-2015 school year, middle school academic performance of African American males will be on par for district averages for GPA, community services and school holding power.
Baseline Measures:
• In 2010-11, 45% of African American boys in grades six, seven, and eight did not display any warning signs of risk for high school dropout (i.e. they had passed Math and English, attended more than 90% of school days, had not been suspended, and had not been held back).
• On the 2009-10 California Healthy Kids Survey, 39% of African American male 7th graders reported high levels of school protective factors. The percentages of African American males reporting high levels of each protective factor at school were as follows: 35% reported high levels of caring adults, 64% reported high levels of high expectations by adults, and 18% reported high levels of meaningful participation.
Proposed Target:
• By the end of the 2014-15 school year, 90% of African American boys in grades six, seven, and eight will not display any early warning signs of high school dropout risk.
• By the end of the 2014-15 school year, 75% of African American boys will report high levels of protective factors at school, and high levels of each protective factor (caring adults, high expectations by adults, and meaningful participation).
7. JUVENILE DETENTION (INCARCERATION)
Goal Statement: Incarceration rates for African American male youth will decrease by 50%.
Baseline Measure:
• In 2009, 16.2% of African American males ages 10-17 in Oakland were detained by the Alameda County Probation Department (903 youth). Detention may be pre- or post-adjudication and includes: Juvenile Hall, Camp Sweeney, secure facility (out of county), non-secure facility (in county), Santa Rita Holding (awaiting transfer to adult prison).
Proposed Target:
• By 2015, no more than 8% of African American males ages 10-17 in Oakland will be detained by the Alameda County Probation Department.
The initial goals are explained in more depth in this report. Historical data and current progress toward goals are detailed in this PowerPoint presentation. http://www.urbanstrategies.org/aamai/
These strategies may be applicable to other cities.
Related:
Study: When teachers overcompensate for prejudice https://drwilda.wordpress.com/2012/05/10/study-when-teachers-overcompensate-for-prejudice/
We give up as a society: Jailing parents because kids are truant https://drwilda.wordpress.com/2011/12/18/we-give-up-as-a-society-jailing-parents-because-kids-are-truant/
Who says Black children can’t learn? Some schools get it https://drwilda.wordpress.com/2012/03/22/who-says-black-children-cant-learn-some-schools-gets-it/
ilda says this about that ©
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