Tag Archives: African-American male

Schott Foundation report: Black and Latino boys are not succeeding in high school

19 Sep

One of the mantras of this blog is that education is a partnership between the student, parent(s) or guardian(s), teacher(s), and the school. All parts of the partnership must be involved.

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well. Two key segments of this society are not as successful as other parts of society in high school graduation rates. The Schott Foundation has released the study, The Urgency of Now: The Schott 50 State Report on Public Education and Black Male.

Here is the press release for The Urgency of Now: The Schott 50 State Report on Public Education and Black Male:


Embargoed for release: September 19, 2012

Contact: Andrew Sousa| (202) 265-5111 |andrews@globalpolicysolutions.com

Jocelyn Rousey| (617) 876-7700 |jr@schottfoundation.org

The report and state-specific data can be found here: www.blackboysreport.org

Schott Foundation: America’s Education System Neglects Almost Half of the Nation’s Black and Latino Male Students

New report cites need to address students being pushed out and locked out of opportunities to learn;

Schott Foundation joins call for a moratorium on out-of-school suspensions

CAMBRIDGE, Mass. – A new report from the Schott Foundation for Public Education finds that only 52 percent of Black male and 58 percent of Latino male ninth-graders graduate from high school four years later, while 78 percent of White, non-Latino male ninth-graders graduate four years later. The report suggests that without a policy framework that creates opportunity for all students, strengthens supports for the teaching profession and strikes the right balance between support-based reforms and standards-driven reforms, the U.S. will become increasingly unequal and less competitive in the global economy.

According to The Urgency of Now: The Schott 50 State Report on Public Education and Black Males, the national graduation rate for Black males has increased by ten percentage points since 2001-02, with 2010-11 being the first year that more than half of the nation’s ninth-grade Black males graduated with a regular diploma four years later. Yet, this progress has closed the graduation gap between Black male and White, non-Latino males by only three percentage points. At this rate, it would take nearly 50 years for Black males to achieve the same high school graduation rates as their White male counterparts.

We have a responsibility to provide future generations of Americans with the education and the skills needed to thrive in communities, the job market and the global economy. Yet, too many Black and Latino young boys and men are being pushed out and locked out of the U.S. education system or find themselves unable to compete in a 21st Century economy upon graduating,” said John H. Jackson, president and CEO of the Schott Foundation for Public Education. “These graduation rates are not indicative of a character flaw in the young men, but rather evidence of an unconscionable level of willful neglect, unequal resource allocation by federal, state and local entities and the indifference of too many elected and community leaders. It’s time for a support-based reform movement.”

Among the states with the largest Black enrollments, North Carolina (58%), Maryland (57%), and California (56%) have the highest graduation rates for Black males, while New York (37%), Illinois (47%) and Florida (47%) have the lowest. Arizona (84%) and Minnesota (65%) were the only states within the top ten ranked states, in graduation rates, with over 10,000 Black males enrolled. Among the states with the highest enrollments of Latinos, Arizona (68%), New Jersey (66%) and California (64%) have the highest graduation rates for Latino males, while New York (37%), Colorado (46%) and Georgia (52%) have the lowest.

Three of the four states with the highest graduation rates for Black males were states with a relatively small number of Black males enrolled in the state’s schools: Maine (97%), Vermont (82%), Utah (76%). This seems to indicate that Black males, on average, perform better in places and spaces where they are not relegated to under-resourced districts or schools. When provided similar opportunities they are more likely to produce similar or better outcomes as their White male peers.

The report cites the need to address what the Schott Foundation calls a “pushout” and “lockout” crisis in our education system, in part by reducing and reclaiming the number of students who are no longer in schools receiving critical educational services and improving the learning and transition opportunities for students who remain engaged. Blacks and Latinos face disproportionate rates of out-of-school suspensions and are not consistently receiving sufficient learning time – effectively being pushed out of opportunities to succeed. Many who remain in schools are locked out of systems with well-resourced schools and where teachers have the training, mentoring, administrative support, supplies and the facilities they need to provide our children with a substantive opportunity to learn.

In the foreword to the report, Andrés A. Alonso, CEO, Baltimore City Public Schools, described his city’s efforts to keep kids in schools: “We could not have made these strides without asserting unequivocally that we had no disposable children, and that we needed everyone’s help to make things right.” Alonzo concludes, “I am confident that we as a nation will rally and we will succeed. The cost of continued failure is around us, a disservice to our best hopes. The cost of continued failure should be abhorrent to contemplate.”

To cut down the alarming “pushout” rate, the Schott Foundation is supporting the recently launched Solutions Not Suspensions initiative, a grassroots effort of students, educators, parents and community leaders calling for a nationwide moratorium on out-of-school suspensions. The initiative, supported by The Opportunity to Learn Campaign and the Dignity in Schools Campaign, promotes proven programs that equip teachers and school administrators with effective alternatives to suspensions that keep young people in school and learning.

Schott also calls for students who are performing below grade level to receive “Personal Opportunity Plans” to prevent them from being locked out of receiving the resources needed to succeed. The report highlights the need to pivot from a standards-driven reform agenda to a supports-based reform agenda that provides all students equitable access to the resources critical to successfully achieving high standards.

The Urgency of Now also provides the following recommendations for improving graduation rates for young Black and Latino men:

End the rampant use of out-of-school suspensions as a default disciplinary action, as it decreases valuable learning time for the most vulnerable students and increases dropouts.

Expand learning time and increase opportunities for a well-rounded education including the arts, music, physical education, robotics, foreign language, and apprenticeships.

States and cities should conduct a redlining analysis of school funding, both between and within districts, and work with the community and educators to develop a support-based reform plan with equitable resource distribution to implement sound community school models.

There is no doubt that the stakes are high. Black and Latino children under the age of 18 will become a majority of all children in the U.S. by the end of the current decade, many of whom are in lower-income households located in neighborhoods with under-resourced schools,” said Michael Holzman, senior research consultant to the Schott Foundation. “We do not want our young Black and Latino men to have to beat the odds; we want to change the odds. We must focus on systemic change to provide all our children with the opportunity to learn.”

For the full report, The Urgency of Now: Schott 50 State Report on Public Education and Black Males,

including detailed state data, visit http://www.blackboysreport.org.


About The Schott Foundation for Public Education Founded in 1991, the Schott Foundation

for Public Education seeks to develop and strengthen a broad-based and representative movement to achieve fully resourced high quality preK-12 public education.

Learn more at: www.schottfoundation.org


Joy Moses has written the Center for American Progress report, Low-Income Fathers Need to Get Connected about the importance of making sure that low-income dads play a part in the lives of their children.

Low-income fathers should definitely be a part of the family policy equation. Men are able to financially contribute to their children’s well-being and help lift them out of poverty in the short term. They also provide care and emotional supports that can improve children’s life outcomes and help break the cycle of poverty in the long term.

Low-income fathers should definitely be a part of the family policy equation.

Unfortunately, far too many low-income men, and especially men of color, face barriers to playing these roles in their children’s lives. They are disproportionately disconnected from some extremely vital domains, and that harms them, their children, and families more generally.

These domains are examined in this paper and include:

  • Employment. Shifts in the economy have decreased low-skilled workers’ job opportunities and wages over the last couple of decades. This impairs some men’s ability to financially support their children and families. The related financial stress drives wedges between family members.
  • Society. More than 2 million people are in the nation’s prisons, and these are mostly low-income men. Their absence deprives children and families of income and emotional connections. And even after fathers are released, families continue to experience such negative consequences as income-impairing employment barriers linked to criminal records and reconnecting emotionally after a long period apart. Fathers are more likely to recidivate if family disconnections persist.
  • Housing. Housing is unaffordable to the lowest-income workers throughout the United States. Spending a disproportionate amount of income on housing depletes resources families have available for other needs associated with childrearing. Low-income families are also at risk of housing instability, which often physically divides families and harms their relationships with one another.

It’s clear that low-income children can’t afford it when their fathers experience these disconnections. Their mothers, who are low-income women, are the poorest of the poor and earn less than their male counterparts. Low-skilled African-American women and Latinas are at the absolute bottom of the economic ladder, with incomes that are less than similarly situated white females.

This means policies should seek to maximize the level of financial help fathers provide in addition to increasing women’s earnings and available work supports. Additional income from husbands, cohabiting fathers, or nonresident fathers via child support payments financially benefits children. And repairing men’s disconnections that impair their ability to provide care, love, and attention also benefits their children.

Download the full report (pdf)

Download the executive summary (pdf)

All anyone can say about this report to Ms. Moses is amen, sister.

We must encourage the formation of strong families and provide support to encourage the viability of families. This nation will not achieve the goal of successfully providing all children with a good basic education without the foundation of strong family support and that includes supporting the role of fathers in the upbringing and development of their children. There are some very uncomfortable conversations ahead for the African-American community about the high rate of unwed mothers, about the care of women during pregnancy, and about early childhood education in the homes of children. Most important, about the lack the active involvement of fathers of some children.

Time to start talking. The conversation is not going to get any less difficult.


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/

Jonathan Cohn’s ‘The Two Year Window’ https://drwilda.wordpress.com/2011/12/18/jonathan-cohns-the-two-year-window/

Who says Black children can’t learn? Some schools get it https://drwilda.com/2012/03/22/who-says-black-children-cant-learn-some-schools-gets-it/

Inappropriate discipline: The first step on the road to education failure                                                                      https://drwilda.com/2011/12/13/inappropriate-discipline-the-first-step-on-the-road-to-education-failure/

Dr. Wilda says this about that ©



Study: The plight of African-American boys in Oakland, California

27 May

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:

One race






Black or African American



American Indian and Alaska Native






Asian indian


















Other Asian



Native Hawaiian and Other Pacific Islander



Native Hawaiian



Guamanian or Chamorro






Other Pacific Islander



Some other race



Two or more races



Hispanic or Latino and race
Total Population



Hispanic or Latino(of any race)






Puerto Rican






Other Hispanic or Latino



Not Hispanic or Latino




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.


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.


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.


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.


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.


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.


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).


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.


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 ©