ERIC ED569957: Building Better Narratives in Black Education

2016·2.5 MB·English

by  ERIC

Building Better Narratives
in Black Education
Education has always been of utmost
importance to the Black community—
from desegregating K-12 schools and
colleges, to managing historically Black
colleges and universities (HBCUs), the
African American community has always
championed equality of opportunity and
access for students because, in this country,
it has long been the key to social mobility
and economic independence.
Author: Meredith B.L. Anderson, Ph.D.
Senior Research Associate
UNCF, Frederick D. Patterson Research Institute
© 2016, UNCF
1805 7th Street, NW
Washington, DC 20001
T 202 810 0200
F 202 810 0225
UNCF.org
Contents
02 Executive Summary HOW TO USE THIS REPORT
This report is designed to provide tangible approaches to shift the narrative
concerning Black educational reform in order to better engage communities
04 Introduction
around K-12 education and drive substantive policy changes for Black students.
To do this, we build on the experiences of an array of Black voices on K-12
05 Study Scope education. We hope individuals will be able to:
Understand a diverse subset of the Black community’s1 perspective on key
06 How to Build a Better Narrative
issues such as:
❚❚Standards
16 Call to Action
❚❚Accountability
❚❚Educational Options
18 Conclusion ❚❚Educational Aspirations and Evaluations
Assess best practices and promising strategies for Black students
19 Appendix
Implement the recommendations to help close the achievement and
21 Endnotes opportunity gaps and change the narrative in Black education reform
Acknowledgements
The author would like to thank Hart Research Associates, Dr. Silas
Lee and Associates, MEE Productions Inc., Douglas E. Schoen,
LLC, and SKDKnickerbocker for collecting data that served as the
foundation for this report; Dr. Brian K. Bridges of the Frederick D .
Patterson Research Institute and Dr. Hal Smith and his team at the
National Urban League for providing valuable feedback on previous
drafts; and Sekou Biddle, Naomi Shelton, Christopher Stewart and
Peter Cunningham for continuing to drive this body of work within
their organizations and setting the vision for how research changes
perceptions of K-12 education for Black children.
Suggested Citation: Anderson, Meredith B.L. 2016. Building Better
Narratives in Black Education. Washington, DC: UNCF.
Building Better Narratives in Black Education 2
Executive Summary
7%
Building Better Narratives in Black Education fundamental-
ly changes the narrative and face of education reform to
meaningfully include Black voices, leaders and initiatives
that truly have equity and Black student success at the
core. This is imperative as there is an education crisis for
Black
Black students in the United States. Recent National As-
Students
sessment of Educational Progress (NAEP) results indicate
that only seven percent of Black students performed at
or above proficient on the 12th grade math exam in 2015,
32% Performed at compared with 32 percent of White students. African
American students are less likely to meet ACT college
or above
readiness benchmarks than any other racial group and
proficient on
often lag behind on various indicators on the primary and
the 12th grade secondary levels. However, far too often the narrative has
White NAEP math stopped there. While it is important to deconstruct and
Students exam in 2015 analyze inequities in the educational system, we have to
move from solely deficit-based narratives to decisions to
strengthen policies and conversations that fundamentally
change the state of education for African American stu-
dents. It’s time to build a better, more actionable narrative
that represents the promise of education to drive equity.
We have to move from solely deficit-based
narratives to decisions to strengthen policies and
conversations that fundamentally change the state
of education for African American students.
UNCF, Education Post and the National Urban League
each collected data on African Americans’ perspective on
significant K-12 education issues, and this report synthe-
sizes salient themes from these various data. Grounded
in the lived experiences of the African American commu-
nity, Building Better Narratives in Black Education provides
tangible approaches to fundamentally shift the narrative
concerning Black educational reform in order to better
engage communities and reformers around an equitable
K-12 education system.
3 Building Better Narratives in Black Education
How exactly do we build
a better narrative?
Building a better Building a better Building a better Building a better
narrative involves narrative involves narrative involves narrative involves
understanding what the promoting and not only underscoring promoting the “urgency
community is saying. investing in high- educational inequality, of now.”
quality reforms and but truly celebrating
While Black students’ initiatives. success. While reforming education
educational attainment is a complex task, we
is often the topic of Despite some While there are should act swiftly to
various policy initiatives, misconceptions, the considerable inequalities change the narrative in
the voices within their findings indicate that in education, there are Black education. Children
community are not the African American successful approaches are impressionable—
often incorporated in a community is very around the country consistently hearing
meaningful way. In fact, knowledgeable and that are striving toward negative messages
some may even align to informed about key academic success about their educational
the myth that the Black aspects in education for all students. This trajectory can have a
community is apathetic policy such as high- report discusses several detrimental influence
toward education— quality assessments, programs, systems and on their self-efficacy
something we found to be Common Core State research initiatives led by and beliefs about
unequivocally false. The Standards, teacher quality African Americans that education. Additionally,
findings reveal that Black and accountability, and are making great strides parents and leaders can
parents and caregivers high-quality schools. for African American become disillusioned and
are tired of the negative Overall, the data reveal youth. disengaged as well. The
tone in education, and that the African American stakes are too dire and
the language and key community wants an consequential to delay
messages around equity-centered, quality making fundamental
educational improvement education for African change for Black
matter to them in American students that students.
real ways. Despite the will prepare them for
numerous challenges in college and promising
education, it is still seen careers.
as an important tool for
success among African
Americans.
As states proceed to implement the Every Student have a sense of agency in this work. The report concludes
Succeeds Act (ESSA), it is imperative that the voices of local with recommendations for various stakeholders and
communities are heard and incorporated in a meaningful a call to action that can help shift common narratives
way. In fact, the law requires this valuable input. Our and profoundly advance education reform and policy for
efforts reveal that the African American community is African American students.
well-informed about key education issues and wants to
Building Better Narratives in Black Education 4
Introduction
As a country, we have been grappling for decades with However, the public narrative surrounding the education
the harsh realities of systemic inequality, institutional of Black children has concentrated on a discourse of
racism and discrimination against African Americans. under-achievement and failure, rather than excellence
Recently, we have seen protests erupt over police brutality and equity. To be clear, a conversation about the struggles
and injustice. We have also seen demands for fair policy of Black students and the institutions that serve them
reform and concerted efforts among multiple communi- is needed to understand specific strategies and invest-
ties to make tangible changes in government. The fight ments that will make a difference. Unpacking inequality
for equality in education is similar to this movement in in our nation’s schools has elevated conversations on
many ways. In fact, soon after the 2015 Baltimore protests the achievement and opportunity gaps. This report is not
ensued over the death of an unarmed young Black man, about discounting real, systemic inequalities that exist,
conversations in the media shifted to the city’s educational but it proposes building a better, more impactful and
inequalities and its linkage to the criminal justice system. actionable narrative that represents the promise of edu-
cation to drive equity and is more expansive than current
The unwavering impetus for change
frames. Such a narrative is also more culturally resonant
in our nation’s schools is still evident; and representative of the social and intellectual capital of
the hunger to illuminate the crisis the African American community. A more thoughtful and
for Black students is ever-present. comprehensive narrative demands that the contributions
of communities of color be embedded within the discourse
The Black education reform movement and the current on education in a real and meaningful way. This report
civil rights moment are inextricably linked.2 The tumultu- challenges us to move from deficit-based discussions to
ous fight for equality in education is also rooted in a history decisions to strengthen policies and conversations that
of protests, disruption of the status quo, arguing of legal fundamentally change the state of education for Black
cases, strategic policy proposals and a firm stand against students.
structures and practices that perpetuate inequality. Just
as there is a crisis in the criminal justice system with How do we accomplish this?
rampant discrimination against African Americans, there
are deep fractures in our educational system that often ❚❚Understand what the community is saying
result in inadequate opportunities to learn for African through thoughtful and sound research
American students. However, far too often the Black voice ❚❚Celebrate successful approaches, programs
in the educational movement is not heard with much vig- and scholarship from communities of color
or. There is at times a belief in education policy, research ❚❚Promote and invest in high-quality initiatives
and practice circles that Black parents and community ❚❚Promote the “urgency of now” in education reform
members are apathetic toward education—something we
know not to be true. Education has always been of utmost Building on empirical data of Black voices across the
importance to the Black community—from desegregating country, this report challenges the notion that the Black
K-12 schools and colleges to establishing and managing community does not care about education or is not in-
historically Black colleges and universities (HBCUs), the formed and meaningfully engaged in solving the educa-
African American community has always championed tional crisis facing too many Black students. The report
equality of opportunity and access for students because begins with an explanation of the data and methods,
in this country, it has long been the key to social mobility followed by an extensive discussion of what we need to do
and economic independence. The unwavering impetus for to change the narrative. We conclude with a call to action
change in our nation’s schools is still evident; the hunger based on the findings.
to illuminate the crisis for Black students is ever-present.
5 Building Better Narratives in Black Education
Study Scope
This report takes a community-centered research In the summer of 2013, UNCF also enlisted Hart Re-
approach—that is, it incorporates community voices in search Associates to conduct a survey on education
order to better inform advocacy, policy, scholarship and issues in the Black community that resulted in 631
practice. Creating effective policy solutions is difficult survey responses from community leaders who live in
without hearing from essential stakeholders in the cities with populations of at least 250,000 and had high
education community. As such, this paper synthesizes a densities of African Americans. Respondents included
collection of Black voices from multiple sources across non-profit leaders, clergy, business, higher education
the country on K-12 education reform issues. In an era and political leaders—a group UNCF termed “grass-
of “data-driven decision making,” it is imperative that tops.” Additionally, Hart Research Associates conduct-
reforms and policy solutions are substantiated by data ed in-depth phone interviews with 36 African American
on the lived experiences of the community and that the leaders on the same topic across the country in 2014.
resultant reforms or strategies are reflective of those
perspectives. Additionally, allowing communities to reflect Education Post: These data consist of focus groups and
on the educational conditions they face helps build more polling data of individuals with children or grandchildren
awareness and interest in education. in the United States. Education Post enlisted Douglas E.
Schoen, LLC, to conduct the national poll in 2014, which
Data were provided by three equity-centered, non-profit consisted of 1,200 randomly selected individuals with chil-
organizations: UNCF, Education Post and the Nation- dren or grandchildren between the ages of 3 and 18. For
al Urban League.3 This report is a groundbreaking the purposes of this study, we focus on survey respons-
collaborative effort in that three prominent social justice es from African Americans—a total of 508. Four African
organizations forged an effort to highlight Black com- American focus groups were conducted by SKDKnicker-
munity voices around K-12 education. Each organiza- bocker in Indianapolis, IN, and New York City in 2014 to
tion recognizes the crisis in education for the Black support the survey data.
community and dedicated the time and resources to in-
vestigate these issues in an in-depth manner. This report National Urban League: Dr. Silas Lee & Associates con-
is an analysis of key themes highlighted by the various ducted the National Urban League’s Common Core State
data sources. It is important to note that this report does Standards Communications Campaign survey in February
not provide an assessment of all educational issues facing 2014. A total of 1,200 adult respondents were interviewed
Black students, but it does offer a holistic discussion of in Pittsburgh, PA, Los Angeles, CA, Cleveland, OH, and
major themes in the education discourse, such as stan- Nashville, TN. A slight majority of respondents (612) were
dards, assessments and accountability. A brief discussion African American. For the purposes of this study, only the
of the data sources is listed below; additional details on African American results are discussed.
each source are available in the appendix section.
UNCF: These data include both survey data and focus
groups of low-income African American parents, caregiv-
ers and community leaders. Eight focus groups of Black
parents were conducted in 2012 by MEE Productions, Inc.,
in Washington, DC, New Orleans, LA, Atlanta, GA, Detroit,
MI, and Memphis, TN. Additionally, a total of 1,355 survey
responses were collected by Hart Research Associates in
2012 with African American parents and caregivers from
low-income households across the nation.
Building Better Narratives in Black Education 6
How to Build
a Better Narrative
The current narrative in education reform has failed in Black community. UNCF, Education Post and the Nation-
a few significant ways. First, it has failed to include the al Urban League were determined to listen to the Black
voices of communities of color in a sincere and mean- community to inform advocacy and decision making.
ingful way. Although there have been efforts to partner Our efforts and engagement reveal that the community
in education reform endeavors, at times this has been is ready and willing to talk—it merely takes a concerted
more symbolic than substantive. As a result, policies lack effort to listen. So what exactly did those voices tell us?
the deep understanding, expertise and ties to minority
communities. Second, the narrative surrounding Black
education has overwhelmingly centered on a deficit lens,
1
yet we know there is a complexity and positivity within the
African American educational experience. In the report,
we offer a more thorough consideration of African Amer- | Parents are tired of the negative tone in ed-
icans’ success in education. Third, the narrative has at ucation. The findings show that destructive educational
times been problem-oriented instead of concentrating on messages did not resonate well with Black parents in the
focus groups conducted by Education Post. These parents
It’s time to build a better narrative in Black did not appreciate the incessantly negative discourse sur-
education. We have to disrupt this discourse and rounding their schools or teachers.4 The teachers share
a bond with parents—they often live in the same com-
chart a new path in educational reform.
munities, so it is difficult to have a strong critical nature
initiatives that truly have African American students’ inter- without also offering support. However, Black parents are
est at the core. It’s time to build a better narrative in Black not opposed to accountability. Nearly 90 percent of Black
education. We have to disrupt this discourse and chart a parents and grandparents surveyed in the Education Post
new path in educational reform. The following discussion poll agreed that if schools and teachers are not held ac-
offers several ways to build a better, more inclusive and countable, disadvantaged students will suffer the most.
equity-driven narrative.
This finding regarding messages is illuminating because
BUILDING A BETTER NARRATIVE the case for policy change is often built on a narrative
INVOLVES UNDERSTANDING WHAT focusing on what is not going well in education, but the
results reveal that a different strategy is needed—one
THE COMMUNITY IS SAYING.
that recognizes these failures, and also offers solutions
Discussions about the achievement or opportunity gaps
that are beneficial to the community. For example, the
in this country usually refer to the inadequate education
solution to fire teachers or close a school because of
that students of color receive in relation to White students.
underperformance on a metric developed without com-
Yet, far too often these communities of color do not have
munity input hurts the community as it undermines the
a seat at the table when education policy decisions are
trust and support the institution provides. While it is
made, and as a result, their voice is rendered silent. An
still important to underscore issues that are hampering
inclusive education reform movement allows for multiple,
student achievement, it is also essential to have balance
diverse perspectives in which the resultant policies seek
because a skewed narrative may deter potential partners
to understand the assets of and truly meet the needs of all
in education and hurt the populations that need help the
communities. We seek to build a better narrative that is
most.
informed by the lived experiences and perspectives of the
An inclusive education reform movement allows
for multiple, diverse perspectives in which the
resultant policies seek to understand the assets
of and truly meet the needs of all communities.
7 Building Better Narratives in Black Education
Collectively, the data show that
amid the harsh challenges facing
Black students, the Black community
2 3
has not given up on education.
| The language and messages we use to talk | Despite the challenges, education is still
about education matter. We asked Black parents and seen as an important tool for social mobility and suc-
caregivers what they thought of the word “reform” in cess. There is often a belief that the Black community is
describing educational improvements. In Done to Us, indifferent to education; we found that this is absolutely
70% 75% 80% 85% 90% 95% 100%
Not With Us: African American Parent Perceptions of K-12 not the case across multiple sources. Figure 1 reveals
Education, UNCF found there is no consensus on what that 96 percent of Black parents and grandparents in the
the word means.5 Survey respondents offered a variety Education Post poll agreed that “education is the civil
of responses with very little uniformity for this term. One rights issue of our time; it is a springboard for confidence
FIGURE 1 | Education is Viewed as an Important Issue to African Americans Across Multiple Sources
Percentage of Black grasstop leaders who think education
81%
is a very or fairly serious problem (UNCF)
Percentage of Black grasstop leaders who think it is extremely or quite
90%
important for Black children to attend and graduate from college (UNCF)
Percentage of Black parents and grandparents who totally agree that
96%
education is the civil rights issue of our time (Education Post)
Percentage of Black parents who believe it is extremely or quite
87%
important for their children to attend and graduate from college (UNCF)
70% 75% 80% 85% 90% 95% 100%
Note: Figure 1 reflects responses from three sources: UNCF Parent Survey, UNCF Grasstop Survey and Education Post Survey.
respondent replied, “More crap . . . in my experience it and success, and we need to make sure that all fami-
has not been a positive thing,” while another suggested, lies and all kids have access to the same opportunities
“It means more government bureaucracy . . . more of the regardless of race, background or income.” Similarly, 90
government trying to tell us how we can do things here percent of respondents surveyed by the National Urban
with our children but their kids are all in private school.” League agreed that education is important for social mo-
We found consistent findings with the survey results from bility. In addition, Black grasstops explained that behind
Education Post—“reform” was not a very compelling term only the economy and jobs, education is one of the best
to use when talking with Black parents and grandparents ways to improve problems in the Black community. The
about educational improvements. The words “improve” majority of grasstops also believed that education was a
and “strengthen” elicited the most support, as did serious problem facing their community. Collectively, the
phrases like “improving our education system” and data show that amid the harsh challenges facing Black
“making sure every child gets a quality education.” In students, the Black community has not given up on edu-
addition, both focus group and survey data indicate that cation. Black parents overwhelmingly want their children
parents responded favorably to more positive messages to succeed. In fact, the UNCF parent study and grasstops
regarding educational change. These data tell us that the research revealed that 87 percent of Black parents and
language we use to mobilize Black parents and caregivers 90 percent of Black leaders want Black children to attend
makes a difference for outcomes. As such, policymakers and graduate from college.
and community leaders should be thoughtful in their
messaging around education.
While there are different indicators
to measure satisfaction with
education across data sources,
one thing is clear: there is a
palpable feeling of disappointment
in the educational system among
Black parents and grandparents.
Building Better Narratives in Black Education 8
FIGURE 2 | African American Grasstops’ 40% 37%
35%
Evaluation of Public Schools Systems’ Ability to 30% 26%
Provide African Americans with an Education that 25% 19%
20% 15%
Prepares Them to Graduate from School 15%
10% 3%
5%
0%
Excellent Job Pretty Good Job Just an OK Job Not So Good Job Poor Job
4
asked about their own school and state, there was less
| While the Black community views edu-
agreement (Figure 3). More than half of the Black re-
cation as an important factor for success, a large
spondents (55 percent) surveyed in the National Urban
majority agree that education is off track. Both lead-
League study felt the quality of public education stu-
ers and parents expressed dissatisfaction with educa-
dents in their community received was not equal to that
tion. Only 22 percent of African American grasstops felt
of other communities. While there are different indica-
that public schools were doing an “excellent” or “pretty
tors to measure satisfaction with education across data
good” job preparing Black students for postsecondary
sources, one thing is clear: there is a palpable feeling of
education (Figure 2). Similarly, more than half of Black
disappointment in the educational system among Black
parents and grandparents in the Education Post poll be-
parents and grandparents.
lieve that the education system is off track, though when
14%
32%
FIGURE 3 | African American Parents’ and
Grandparents’ Opinion on the Direction the Education
System is Headed in the U.S.6
Right Direction
Wrong Track 54%
Not Sure
Building a better narrative entails
a focus on deliberate, equity-centered
policy and practices.