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Turning the tide for black students

Posted on December 3, 2008 by Staff

Neil Pedersen

In the course of three months, Chapel Hill High School has lost two African-American male students, Atlas Fraley and Rodney Torain Jr. These were two young men who had defied the odds for African-American males, who were successful students at Chapel Hill High School and who were preparing themselves to be student-athletes at major universities. They had supportive immediate and extended families who helped them to stay focused and to develop values and character that would have served them well in their adult years.

African-American males are an endangered population in the United States. Fewer than half graduate from our nation’s high schools. Young African-American males are as likely to be imprisoned as to be found on a college campus. According to [educational consultant] Michael Wynn, only three out of every 100 African-American males graduate from a four-year college. This is a national tragedy that threatens millions of lives and the prosperity of this country.

Last week, Glenn Singleton, a consultant on issues surrounding race who has worked with our district since 2001, led sessions with our principals and our equity teams that focused on African-American male youth. As a whole, these are the students who struggle most in our schools. They are more likely than any other group of students to receive failing grades, be suspended or be labeled as an exceptional-education student. Unfortunately, they often find themselves struggling to adapt to school settings with a predominantly white culture. Mr. Singleton contends that if we can do what it takes for African-American males to be successful in school, we will be successful with all populations of students. I think that he is right.

Principals, teachers and our school-based equity teams are faced with the challenge to create a culture in our schools and classrooms in which all students perceive that their individuality, their heritage, their community’s values and their youth culture are respected. Students need to believe that they are a welcome sight when they walk through the classroom door, that they are respected, that their teachers believe in their abilities and potential and that they care about them as people. Too often, African-American males don’t perceive that this is the case. If we fail to embrace and educate them, it is predictable that they will act out or drop out in search of the affirmation and support that they don’t find in school.

Earlier in November, the state finally released our district’s reading scores for grades 3-8 for the 2007-08 school year. The reading tests had been made much more rigorous and the standard for proficiency raised. African-American reading scores declined from an 81 percent proficiency rate in 2006-07 to a rate of 39 percent last year. The rate for African-American males was 35.6 percent.
With the raising of standards, we’ve been given a new challenge, and we must meet it head on. Our strategies are in place: a balanced literacy program supported by literacy coaches in every elementary school; prevention and intervention strategies and support systems for struggling students; the use of research-based, high-yield and culturally relevant instructional practices; professional learning communities in which teachers collaborate to support and inform each other; the effective use of technology; positive behavior support systems; collaboration with the community; and professional development on equity and race. This is a lot to expect for our teachers to master and implement, but I believe we have a very talented and committed teaching force that is up to the challenge.

Glenn Singleton defined for us a new achievement gap: the gap between the performance of the next president of the United States and that of young African-American males. Barack Obama should be an inspiration not only for African-American youth but also for educators. He reminds us of the potential in each of our students, a potential that is often masked and even doubted by the students themselves.

As I sat in the Bible Church during Atlas’ and Rodney’s funerals, I reflected on their childhood photos. They were bright-eyed, beautiful children with engaging smiles who had matured into young men. One can easily imagine the hopes and dreams that their families had for them. I urge us to draw inspiration from their all-too-short lives.

While Atlas and Rodney are no longer with us, educators, parents and the community must renew their commitment to improving the future for African-American males in our classrooms today by setting high standards and then supporting them in the development of their learning, skills, fitness and character, such that each and every one of them graduates from high school well prepared for the challenges that lie ahead of them. To quote President-elect Obama, “Yes, we can. Yes, we will.”

1 thought on “Turning the tide for black students”

  1. Pingback: African-American males are an endangered population in the United States : African American History Channel

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