Academic Excellence: Many Children Left Behind
According to the results of the National Assessment of Educational Progress (NEAP) released on October 19, most of our nation’s 8th graders are performing at or above the basic achievement levels in reading and math—some better than others, whites much better than blacks.
Twenty nine percent of the 8th graders in public schools perform below the basic performance level in reading while the remaining 71 percent score at or above the basic level. In mathematics, 32 percent perform below basic while the remaining 68 percent perform at or above.
When race or ethnicity is thrown is into the mix, the results become quite disturbing. Only 19 percent of white students perform below basic in reading, while an alarming 49 percent of black students score below the basic achievement level. In mathematics, 21 percent of white students perform below basic, while 59 percent of black students perform below basic.
The numbers become more disturbing for black students if one explores the percentages of students achieving at the: 1) basic achievement level; 2) proficient level--which is where a student really needs to be performing at a minimum and; 3) advanced performance levels.
As disturbing as the NEAP results are they are no less indicative of the situation of our students than the Preliminary Scholastic Aptitude Tests (PSAT), Scholastic Aptitude Tests (SAT), state sanctioned assessments such as Georgia's Criterion-Referenced Competency Tests (CRCT) and Georgia High School Tests (GHGST), or other academic performance assessments.
Education may be the only thing—beyond faith—from which African Americans have been able to see tangible economic progress. Without an adequate and fair education system the fate of a large segment of African Americans and others trapped in its grips seems hopeless. Without an adequate education how does one improve their economic situation in today’s workforce? The answer is only by chance itself, for the majority will stay poor—an economic condition that some will use as an excuse for not educating their children.
Recent court decisions have made it easier to resegregate schools and seemingly accept the provision of a less than adequate education as lawful. Regrettably again, in many cases parents and students may not possess the knowledge to identify a less than adequate education until the young person’s self-esteem is permanently damaged along with her dreams when he or she discovers she cannot pass a high school graduation test or a college entrance exam.
The urgency of dealing with such issues became unmistakably apparent in 2003 when the U.S. Supreme Court rendered decisions limiting how much a factor race can play in the selection of students and struck down a point system giving minority preference in college admissions. Those rulings were expected to affect admissions practices at public colleges nationwide, as well as scholarship, tutoring, internships and fellowship programs reserved for blacks, Latinos and Native Americans. The court’s rationale was also expected to influence private colleges and universities, other government decision-making and the business world. Therefore, it is imperative that all children be fully prepared to compete on a fair playing field in the future, for the Supreme Court clearly expressed that the days of affirmative action are numbered.
According to a statement released by Russ Whitehurst, Director of the Institute of Education Sciences and Acting Commissioner of the National Center for Education Statistics, the overall findings for the 8th grade, show an increase in average mathematics scores, and a decrease in average reading scores. In reading, the percentages of White students performing at or above Basic and at or above Proficient declined. In mathematics, the percentages of Asian/Pacific Islander, Black, Hispanic, and White students performing at or above Proficient increased. The White-Black score gap narrowed in mathematics. The White-Hispanic score gap narrowed in both mathematics and reading.
I am still prayerful that somewhere in the heart of our justice system still lives the spirit of the justices who changed America with decisions such as Brown vs. the Topeka Board of Education. Not because of the decision itself, but because of their grasp of the essence of what it means to be an American citizen.
Perhaps in an ideal world, we could all come from the same level and competitive playing field in our home environment but we know that it is not feasible—mostly due to the history and economic culture of America. But it is foreseeable that with laws insisting upon a fair and adequate education system, there could be a level playing field for the resources and expectations we should have for each child when they step into a classroom in our United States.
A.R. Linder is the editor of SisterPlay.com, a compilation of websites showcasing Southwest Georgia. A cornerstone of the website is a wonderful area called YouthPlay.org --a collection of many of the websites she has used in educating herself and her child. Ms. Linder is a graduate of the University of South Florida in Tampa, FL. She has over 15 years of experience in training and workforce development.
posted by YouthPlay Staff @ 10:06 PM
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