If as you say, and I don’t disagree, the first step is education, then we have to do something about the racism in schools. Black kids and other children of colour are disciplined and suspended at 3 to 5 times the rate of white kids, those with disabilities at even higher rates. This affects their learning and their desire to stay in school.
All true. But let’s not throw that “racism” label out too quickly. Reasons below.
Education leaders have to address this problem to start to put a stop to the school to prison pipeline. That means electing and supporting leaders who will do that.
The leaders are already in place. Urban and suburban school districts are very careful to make sure their in-school leaders match the racial mix of the schools when possible; and education is almost unique in that it has a ready supply of minority candidates for principal and superintendent positions.
Hence my quibble with throwing out the term “racism” as the cause of the data you cite. A minority principal is a difficult target if you want to make that term stick.
It also means convincing parents that the problem is not with their children. And convincing those children that they are not the problem.
I am very sorry, but research shows that this is almost impossible. You can of course counsel the parents and students, but the problem of having poorly socialized students in a social setting remains. The biggest failure in America is the going-on-two-centuries-now failure to adequately socialize and integrate its African American population. And the last thing you want to do is tell the child who just started a fight over a pencil that his behavior is not his fault.
This is a research paper done for a professor’s doctoral thesis at Oxford. It is a real world case study in practice where it was key to the success of the educational effort to convince parents and students that their failure to perform was systemic, not personal. And being in the UK, these were all working class white kids, not separated from the larger culture by race.
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Letting Trump and Betty deVos destroy the Department of Education is not.
Sorry, we disagree. DeVos is an imperfect messenger for school change, but her message is needed and timely.
This is a list of the top performing high schools based on outcomes in the State of Texas. Review and let’s discuss:
Schools 1, 2, 5, and 7 are typical magnet schools. Nobody is debating their effectiveness.
However, the rest are public charter schools, and with the exception of Westlake, all have minority enrollments of greater than 90%, most above 95%. They design their educational programs to adapt to the special needs of minority students from low-income backgrounds. Like most states, charters in Texas IN GENERAL do not perform as well as public schools IN GENERAL; however, successes that certain charters have in educating low-income students with adaptive curricula and other means cannot be brushed off.
Now, it is true that they will not accept a student with a documented socialization problem. The solution for THAT is increased funding for behavioral adjustment classes….which generally involves people paying more in taxes, because they are ‘spensive programs. I don’t have an easy solution to the fact that people don’t like taxes.
At any rate, these sorts of charters referenced above must be supported at all costs if the educational disparity issues are to be solved. They need to be there as a viable alternative.
And, DeVos, flawed as she may be as a messenger, supports them. And the “other party” does not.