As spring moves forward, state educational standardized testing has begun. Along with this testing, comes a long-standing blister in the test scores. State testing results display a serious gap in the academic performance of the black male population in comparison to same age white male peers. This dilemma is not an isolated event. It occurs in schools all across the nation.
In a 2010 study, The Council of the Great City Schools, statistics are appalling as black male students consistently score lower across the academic setting. Despite the shocking statistic that this is a national crisis, there is no government program directed specifically at closing this achievement gap in black male students.
The achievement gap in education is an observable inequality in the academic performance in a group of students as defined by race, ethnicity, and gender. Both the students’ ability level and socioeconomic status is taken into consideration. The standardized testing scores identify the gaps as well as the grade point average in comparison to the student’s ability. The gap continues into and beyond secondary educational settings including college enrollment and follow up of this endeavor.
Social economic status may play a large part in this predicament. Black children, according to studies, are 50 percent less likely to have healthcare coverage than white children, and more likely to be poor in comparison to their white counterparts. These students are three times more likely than their white counterparts to live in a single parent household.
In-home factors play a big role in achievement, with motivation and mentoring largely contributing to the disparaging gaps in academic success of this group of students. White children are two times more likely to have a parent with full time employment, while the parents of black children are less likely to have a college degree, with only 15 percent holding a bachelor’s degree. Only one-third of the parents in this group, according to the study, held a high school diploma.
Gauges that should raise the alarm in schools and society across the nation as detailed by the National Assessment for Education Progress (NAEP), indicates that in all categories, almost 88 percent of black male students testing for reading in the fourth grade, scored below proficient, in comparison to white males, evidenced at 38 percent above proficient. Moreover, in larger cities, 50 percent of black males between 4th and 8th grade scored below basic learning levels. Math and science scores are no better, following suit of the low achievement scores indicated by below basic reading deficits.
According to the NAEP, African-American males are two times more likely to be held back during their elementary school years as their white male peers, and three times more likely to face suspension from school. Unfortunately, these trends are following these young men into their adult lives. If they attend institutes of higher learning, according to NAEP, they are 50 percent less likely to finish.
With statistics that shout out the disparity of the situation, young black males are twice as likely to suffer from unemployment as young white males. The Council of Great City Schools suggests that Congress create a task force to target this achievement gap and raise the academic and socioeconomic outlook for this specific group of students. State by state, reports shows the same alarming data across the nation. Public schools battle the issue but with little government help. This crisis has been virtually overlooked, despite its magnitude.
As with every spring, state testing is now happening in public schools across the country, and accountability for this sub group will once again show up in the fall as substandard in comparison to their white peers of the same age, unless this need is addressed. According to the Schott State, 2010 Report, “The information necessary to spark action to hold policymakers accountable for implementing the systemic changes needed to provide black male students the opportunity to learn and succeed is available.” Statistics blatantly prove how both government programs and school accountability are required to make the necessary changes.
Teachers acknowledge that this gap needs immediate attention, and that parent involvement along with mentoring programs can help start the wheels turning. Simply recognizing this need and addressing it, should indicate the importance of these obvious and immediate concerns across the nation’s public school systems. If as a nation, we want to protect our greatest resource, the children and that means all children, regardless of race, ethnicity, or culture, we cannot leave any child behind.
Sources:
Abramsom, L. Report details black male achievement gap. NPR,
http://www.npr.org/templates/story/story.php?storyId=131194751
A call for change, the social and educational factors contributing to the outcomes of black
males in urban schools. (2010). Research Conducted by The Council of the Great City
Schools, http://www.cgcs.org/cgcs/Call_For_Change.pdf
Closing the achievement gap. (n.d.). NGA Clearinghouse, http://www.subnet.nga.org/educlear/achievement/
The Schott state report on black males and education. (2010). The Schott Foundation,
http://blackboysreport.org/