Mr. Wheeler –
Thanks for bringing this discussion to this forum and we all appreciate your dedication to Lakewood and all of our children. Reaction to your questions regarding the important and multi-dimensional issue of closing the racial achievement gap and race has been intriguing.
I waited to add my thoughts until I had something of value – I hope – to add. I did a little research to help me, and possibly others, “see†the achievement gap you describe. The following Lakewood High School 2005-2006 profile table was provided by the Ohio Department of Education.
11th Graders Proficient Percent - LHS - 2005-2006 School Year
Black, Hispanic, Multiracial, White
Reading 94.7% 100% 91.7% 95.3%
Writing 84.2% 100% 91.7% 94.4%
Math 78.9% 81.8% 75% 93.1%
Citizenship 73.7% 72.7% 83.3% 93.4%
Science 31.6% 63.6% 66.7% 89.7%
Just look at the proficient percentage for mathematics, citizenship and science for white and non-white students. These numbers should relieve any doubt readers may have had about the seriousness of racial achievement gap issue.
Also according to the ODE Lakewood High School Report Card for the 2005-2006 school year: Total enrollment – 2,113; African American – 4.8%; Asian – 1.5%; Multi-Racial – 3.4%; White – 86.6%; Economically Disadvantaged – 25.2%; Limited English Proficiency – 7.1%; Students with Disabilities – 13.5%
Past Trends
According to valued studies funded by the Annenberg Foundation, this racial achievement gap was twice as wide in the early 1970’s that it is now. The gap was tightened between 1980 and 1988 then widened until 1992. Slight improvements were made after 1992 and now the gap remains steady at about half the discrepancy of the early 1970’s.
Researchers are having a hard time agreeing as to why the gap tightened during the 80’s and widened in the early 1990’s. What they do agree on is that this gap has multiple causes that need to be tackled on multiple fronts, from changing instruction and increasing parental involvement to helping students of color feel more comfortable in the school and extended school community.
Causes/Issues to Consider
Differences in Income: Income gaps to not explain all achievement gaps. Even in affluent suburbs, African American students perform less well than white students. Shaker Heights published a much read study a few years back which supports this thought.
Not Acknowledging that the Racial Achievement Gap Exists: Not all schools, district or states break down student performance data by racial and ethnic groups. Perhaps our leaders deserve kudos for making this information available and not showing reluctance to do so to avoid controversy. Perhaps discipline data is also available by race and ethnicity.
Teacher Expectations: Research has shown that some Districts determined to tackle this racial achievement gap have focused on teacher attitudes. In some cases African American students have not succeeded because teachers do not expect them to succeed. African American students may be convinced not to try hard. School climate surveys from some high schools have shown that African American students had more negative relationships with teachers than white students. How would Lakewood students respond to a climate survey (assuming they currently are not asked to participate in one)? How does the issue of fully credentialed teachers in every classroom impact student performance? Perhaps parents play role in this “soft bigotry of low expectations.â€Â
Student Attitude Toward Academic Achievement: Highly credible studies have concluded that African American students do not work hard in school because of the perception that academic achievement means “acting white.†Other studies, including the Shaker Heights survey, fail to support this theory by indicating that little evidence was revealed that students were “holding back†academically. Nonetheless, districts have found that African American students are underrepresented in honors and Advanced Placement courses. How many of Lakewood’s minority student base is in honors and AP courses? If they are underrepresented, does this reluctance stem from a fear of isolation: African American students may not wish to be a conspicuously small minority in such classes?
Addressing the Racial Achievement Gap Well Before High School: Even wider gaps tend to appear at earlier grades. Where do Lakewood’s elementary and junior highs perform relative to this issue? I would have to think that Dr. Estrop has someone assigned to this matter. This component of the issue involves early childhood education and resources available to a family to support child development before that child enters kindergarten or first grade.
Mr. Wheeler, I imagine many of these Causes/Issues to Consider are not new to you. However, there are real ways other schools have made progress in surveying and engaging students, parents and the wider community of all races to identify adaptive practices that address this issue. I know you don’t believe in a silver bullet answer and that we can’t push a button and say problem solved. However, there are interesting anecdotal studies that profile some great ideas and practices for moving forward.
Getting LHS involved in the Network for Equity in Student Achievement may be a good start (
www.fwcs.k12.in.us/superint.htm).
I hope I have provided something of value that may provoke a thought/response from you or others?
