by Kathya Alexander
The academic achievement gap between white and BIPOC students has been well documented. Black and Hispanic students trail their white peers by an average of more than 20 points in math and reading assessments, a difference of about two grade levels. Black males, in general, fare even worse, a situation that has not changed much for the past 40 years.
Continue reading Black Educators Closing Equity Gaps for African American Students and Teachers
by Nhi Tran, Foziya Reshid, Thao-Mi Le
Advanced learning programs first made an appearance in Seattle schools during the 1960s with the adoption of the “Policy for the Education of Able Learners.” The program was created with the intent of providing every student with an education that would “challenge [their] maximum ability and meet [their] individual needs.” However, after introducing school busing in the 1970s, the district used this program as an incentive to keep white parents who opposed racial integration from pulling their children out of Seattle schools. This program provided select white students with an education separate from their Black and Brown peers, perpetuating a segregated school system.
Throughout Washington state, schools are required to provide “highly capable programs” for students they deem “gifted.” The state defines gifted as “students who perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments.” The state allocates funds for each school district and, in return, school districts must abide by the state Legislature’s policies regarding basic education, which were redefined in 2011 to include programs for highly capable students. However, as you will see, these programs are built upon a foundation of white supremacy and constructed with the intent to perpetuate the segregation of schools on the basis of race and socioeconomic status.
Continue reading Why the NAACP Youth Council Is Demanding the Dismantling of HCC