Speak Out!

Addressing the Achievement Gap

Sun, 08/02/2009 - 21:57 | Education

In a commentary on CNN.com, Pulitzer Prize-winning writer Leonard Pitts Jr. explains why he feels we know what it takes to improve the performance of African American students:
In 2007 and 2008, I traveled the country for a series of columns called "What Works," aimed at profiling programs that addressed that gap.
 
Over the course of 13 months, common themes began to emerge whenever I would ask why kids such as these were doing such wondrous work in these places and substandard work elsewhere.
 
Most of all, they spoke of the simple power of expectation: making it a conscious point to look for greatness in black kids in whom people had not thought to look for it before. What I came to understand in those interviews is that we already know the secret to improving academic performance for African-American children. What is missing is the will to do so.
 
And that, I think, is because where they are concerned, we have other expectations.
 
…we expect Alfred to be locked up, don't we? Expect it so blithely that we will not challenge the expectation even when it works against our own economic self-interest. [Geoffrey] Canada [founder of the Harlem Children's Zone], after all, presents a rather stark choice: invest a smaller amount early and produce a citizen who pays taxes and contributes to the system or pay a much larger amount later for the upkeep of a citizen who consumes tax monies and contributes nothing.
 
That we consistently choose the latter says something about how we assess the educability, the salvageability, of African-American kids.
What will it take to develop the will to improve academic performance for African American children?

 

Comments

"Public Montessori": Still Separate, Still Unequal

It never ceases to amaze me how some things simply don't change. For example, it amazes me how administrators and teachers refuse to speak to African-Americans and Latinos and then have the audacity to walk into a classroom filled with African-American and Latino children. For those of you who have been brainwashed by the term "Montessori" and assume that your child is getting a quality education, think again. For the most part, these schools are infested with administrators and teachers who have predetermined notions concerning "those people in the inner city". They are arrogant within their own ignorance and act accordingly.

Yes, I know. You were fooled by the "nice building", the "nice website", the "nice literature" handed to you at the open house, and the "nice people" giving you that phony grin. They spoke to you about independence, self-motivation, and self-discipline, right? And if the school is a magnet school, they threw that in your face also. The administration is fully aware that parents are so brainwashed that they believe the presence of white students is equivalent to prestige. They even pepper their conversations with the word "diversity" to mask their discriminatory practices. Everything from the literature to the assemblies to the "cultural affairs" are designed to make the parents and the public think that public Montessori schools are friendly family oriented atmospheres that encourage respect for all people regardless of race, sex, class, ethnicity, or religious preference.

Allow me to enlighten you. A school that uses Montessori materials doesn't make it a Montessori school. Parents, please do the research. A "public Montessori" and a private Montessori are two very different things (same mentality, different entities). If the school is predominantly African-American and Latino, you better believe that the school is probably plagued with a hostile work environment, a climate of disrespect, low standards, and blatant discriminatory practices.

If you don't believe me, just walk around these "public Montessori" schools. The administrators are probably all white. The teachers are probably white with a few well seasoned Uncle Toms in the mix to make it look good. The teacher's aides can be anybody because they are invisible, overworked, underpaid, and disrespected. Ironically, it is the teacher's aide who knows more about your child than anyone else in the building. Teacher's aides tutor your child individually in reading, writing, and math. They are the ones who make sure that the classroom environment is conducive for learning. They are ones who supervise the entire classroom while the teacher may be sitting with one or a small group of students. They are the eyes and ears for the entire classroom. They are the ones who ensure a safe environment for your children during recess. The teacher's aides are the ones who keep abreast of behavioral and academic issues. The administrators and teachers are aware of this fact and try their best to keep teacher's aides from telling parents what really goes on behind closed doors. The teachers take the credit, have a better salary, and have more benefits, but it is the teacher's aide that keeps the boat afloat. Before you decide to send your child to any school, ask to speak to each teacher's aide privately.

The same people who think your children are inferior, the same people who will not open their mouths to say "Good morning", the same people who don't look like you, don't live in your neighborhood, and wouldn't think about sending their children to same schools your children go to, are the same ones who are "evaluating" your child. These are the "specialists" who are suggesting that your child be in special education (or the jail and drug track). These are the people who are creating labels for a population they know nothing about.

Of course, there are two sides to every story. Why aren't these tax paying parents questioning this nonsense? Why aren't parents questioning the "good old white girl network"? If the student population is predominantly African-American and Latino, where are the African-American and Latino teachers? And don't let the fact that you may see people "of color" fool you. The administration will purposely hire people "of color" from foreign countries, those who have a lower opinion concerning African-Americans and Latinos than anyone in the building. The administration, therefore, maintains control by putting the "divide and conquer" game in motion. Likewise, don't let the fact that the head of personnel may be African-American or Latino. If they weren't willing to sell their souls for $2.50, they would have never been a candidate for the position in the first place. Why are the board members, the principal, the vice principal, the office manager, the nurse, etc. all Caucasian? Children learn most by what they see. Imagine the impact this has on the mind of your African-American or Latino child. I don't care how often they use the word "diversity", they are still teaching white supremacy. Oh yes, and did I mention the fact that some of the teacher's aides are being asked to give the white students special treatment? Yes, Caucasian students and parents are being wined and dined by administrators and teachers alike so they can continue to grace us with their presence.

As long as parents are content to rest upon the laurels of generations prior, the educational system will never work for our children. Parents have to step up and take responsibility for the education of their children. The employees who dare tell the truth about blatant discriminatory practices are being told by some puppet in human resources that it's just "your perception". This is the modern method by which racist institutions take cover. Don't depend on the employees to fight for your children because they are being silenced, harassed until they quit, or fired. "Public Montessori" is just another lie wrapped up in a pretty package.

Education & Black Culture

I found the topic interesting and the comments, so far, enlightening. I also watched the CNN special that Soledad did and I found it to be informative as well.
 
What is interesting is that we continue to talk about improving the gap between whites and blacks in the educational arena, but we don't do anything else but talk. I think, that as a society, blacks have a way of excusing everything that happens. We excuse infidelity and blame it on the "player syndrome". We excuse illiteracy and blame it on a lack of opportunity. We excuse crime and blame it on a troubled upbringing.
 
The issue, or should I say the additional concern, should be that we need to become familiar with the word ACCOUNTABILITY. We do not hold ourselves accountable for our actions. No one understands us largely because we don't understand ourselves.
 
I was watching Jamie Foxx roast Barack & Michelle after the election. He made fun of the way Barack spoke and it is perceived that the first family isn't black enough to be called black. White people did not start that hate. Black folk were the ones that were vocal about referring to Michelle as a black-white girl because of the way that she spoke.
 
If we can't agree on who we are then why are we screaming and complaining about the fact that others are clueless? What is and isn't black enough? Who determines that? What determines that? When it comes to education we fought like hell to have the right to sit alongside white children and learn what they learn.
 
The Brown v Board of Education case was historical. It was monumental. It should have served as a lesson to all of black America about how important education really is. We fought, and died to have a right that no one takes advantage of anymore. Does that make the fight redundant?
 
I was raised as a foster child in Evansville, Indiana. It was a brutal upbringing. I was tortured, burned with cigars at the of five, and raped repeatedly. My autobiography "The Road To Me I Now Know Why That Caged Bird Sang" chronicles my life in the foster care system in Evansville, Indiana. I was raised, with a slave mentality, by black foster parents that were never slaves. The first time that I ever heard the word "university" was when a white woman, Barbara, said it. I was placed in the home with Barbara after running away numerous times from my black foster homes. They called it "Emergency Foster Care". Barbara taught me things that my black foster parents should have taught me. I should have learned about my history from my black foster parents. I should have learned about becoming a strong black woman from them, but they taught me nothing. They became hated representations of what I never wanted to be when I grew up.
 
I'm on twitter and I had a fellow friend tweet me and ask "when will the history books change or be updated" I sent him a message back that said "when history ceases to be just that". It took him a while to get that but when he did he RT'd my response over 100 times.
 
All of this is the reason, and basis, for my new book titled "Raising A Black-White Girl: Myths, Stereotypes, Fake BS & Other Black Baggage" due out in September of 2009. It is written as a wake up call for black America. It will be interesting to see who's alarm clock goes off and who hits the snooze button...again. A legacy is the sum total of what you have done, what you have learned and what you leave behind for those that come after you. If nothing is learned then nothing is passed on. If nothing is what we leave behind for those that come after us then nothing is what we will continue to be viewed as by others...

Put in The Work...Students Will Follow....

I want to first thank you for the opportunity to express my thoughts on why our African-American children (Black Children in Inner-City America) are not making the grade: There are some bright, intelligent, goal oriented children of color out there... but I want to speak on the other not-so-focused who are in need of some guidance.
 
My son for example, has a father within proximity who doesn't feel the need to be hands-on and/or closely involed with his education and well being "it's all about him and what he wants" and my son only recently has come to realize/appreciate that i've been Mom and DAd all along taking care of all of his needs. I kept him busy in the local city sponsored sports until he reach the age limit. Therefore, having to keep a certain grade average in school to play team sports or be involved in any extra curriculuum activities known to keep adolescents positively busy.
 
Our (LA Unified School District) local school(s) are corroded with gangs and Youth on probation. My question is what are we to do with our school-age Youth who are not necessarily scholars, but are not gang affiliated or criminal offenders?
 
While I do understand the motivation factor of a child doing their personal best to achieve a satisfactory grade in order to be a part of a sports team, I can't help but point out the fact that these local L.A Schools have not addressed the issues necessary to make their students successful, such as: (A) Removing known gang bangers and criminal offenders to a seperate but equal educational environment to work with their sensitive needs/issues. (B) Stop the drugs from coming into the school, checking students for conraband on a daily basis. (C) Do A and B, then use the schools district's resources that are already available to foster a learning environment.
 
Suggestion: Diversity - Make a conscious effort to recruit a balanced faculty/student body represented of each community's make-up. Charter schools have the opportunity to make the best progress in this area by matching one-for-one, where traditional schools have recently failed by focusing their attention on the number of students in attendance which progressively have been Hispanics and/or children of immigrants. Thanks

African American Youth, Law Enforcement & the Courts

I believe the criminal justice system is the plantation of the millenium.
What has happened in our communities when our youth, think of going to jail as "time out" from their tormented lives?

How much attention and funding is directed toward the prevention of incarceration of our youth? How many African American Lawyers, Public Defenders, State Attorneys serve as mentors? How many teach Juvenile Law 101, so that our young men and women can begin to learn what the law is in their respective states. Police use the term Traffic & Misdemeanor as a catch all for stopping private or commerical vehicles and then searching for either drugs, weapons or other contraband. How many of our youth know what their rights are? How many have learned how to communicate effectively with police officers?

I heard a comment by a public school teacher, a Black woman..."my 3rd grade students will leave elementary school and go straight into the prison system, they're so bad!" Or they will birth another generation criminals before they get to high school.

How many children's books have been written for the Black Family, about the flaws in U.S. legal system, other than the biographies of famous Judges or Lawyers who are of African; Afro-Caribbean descent?

As faith based communities, we say we believe, that to provide shelter, feed, clothe and educate an orphan is one of the most important charitable good deeds we can perform... when do we begin to fight for the FREEDOM of our children from the foster care and prison systems as a FAMILY/community, without first thinking of personal safety?

If we can't read, how will we read books about Family, Elder or Juvenile law, or visit a law library, how will learn how to obey the law or know when we are subject to arrest? Many youth can't define the word "trial."

I am a court employee. Thank you for your work, your strength and your courage. I listen to your Talk Show on NPR, Miami, FL.

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