Yet, the racial gaps in reading, math proficiency and graduation rates are not the actual source of the problems they are merely symptoms of systemic problems that reinforce inequality. The achievement-gap terminology, although a misnomer, is used so often by those discussing the challenges within public education that it has become a term of art or catch-all phrase to explain away the disparities. Solvable problems, if there is political will The gaps are symptoms I would posit that within the public school system structural racism is hidden, and it wears a mask – which some label as the achievement gap. Additionally, structural racism manifests through a lack of cultural competency (too few teachers of color and teachers’ inability to engage students of color), limited access to college and career counseling, and a disturbing disconnect between parents, community, educators and administrators. Structural racism also manifests in harsh, punitive approaches to minor disciplinary infractions, leading to excess suspensions, arrests and administrative transfers of children of color, and particularly African-American boys. Some examples include an inequitable allocation of resources, such as schools in more affluent communities receiving a disproportionate share of monies and institutional support, policy decisions that exclude children (particularly children with special needs) from classrooms, limited access to gifted and talented programs and advanced placement options in under-resourced schools, and too many children crammed into classrooms. I have also seen how structural racism can be reinforced through policy decisions, and yet remains invisible to the naked eye. The current climate in public education makes it easy to ignore the systemic and structural issues that play a role in determining whether a child will graduate not only with a basic diploma, but more importantly the knowledge, competencies and skills to compete for the jobs of today and the future.Īdditionally, my own experience in navigating the public school system and encountering prejudicial attitudes and preconceptions based on race has given me insights into the barriers and hostility that parents of color generally face when advocating for their children. From my vantage point as a parent, educator and civil-rights attorney, this is unacceptable.
Young people who graduate from high school, at a minimum, have a decent chance of finding entry-level employment, going to college and identifying a career path.Īlthough graduating from high school should be the bare minimum expectation for those attending our public schools, for far too many of our youths it is a goal that appears out of reach. A high-school diploma may also be the difference between a child being on a pathway to prison or a pathway to college, as studies show that a black man without a high-school diploma is six times more likely to end up in prison. For a child born into poverty, having access to a high-quality education may be the difference between being locked out of mainstream society and gaining the opportunity to become a contributing member.
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