A Conversation About What we Must Do to Enhance African

American Male Students’ Achievement

Baltimore County Public SchoolsDecember 15, 2010

• Describe the context (using data) of the state of African American male students’ (AAMS) achievement

• Describe the implications of AAMS underachievement

• Share information on best practices (locally and nationally) for improving AAMS

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“One ever feels his twoness - an American, a Negro, two souls, two thoughts, two unreconciled strivings, two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.”

• W.E.B. DuBois

Do not have the same opportunities as their male or female counterparts

Have higher infant mortality rates

Have limited access to health care

Are more likely to live in single-parent homes

Are less likely to participate in early childcare programs

Are less likely to be raised in a household with a fully employed adult

Are more likely to live in poverty

Are less likely than their peers to be employed

Council on Great Schools, 2010

The Urgency of Now

The achievement gap and the economy

“We would recover what we lost during this economic recession if we effectively addressed the achievement gap”

The Lumina Foundation, National College Access Conference, 2010

Mr. Joshua ParkerWindsor Mills Middle School

The Schott Report

New York 25%

Florida 37%

South Carolina 39%

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Maine 98%

North Dakota 93%

New Hampshire 83%

Maryland 55%

12

Newark, NJ 75%

Fort Bend, IN 68%

Baltimore County, MD 67%

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The College Board

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White Black Hispanic AA-PI NA-AN

Source: Devoe, NCES, 2008

Men Women

Source: Bureau of Justice Statistics, Prison and Jail Inmates at Midyear 2006

Total includes American Indians, Alaska Natives, Asians, Native Hawaiians, and other Pacific Islanders.

Percentage of Male Inmates in State or Federal Prisons and Local Jails, by Race, Hispanic Origin, and Age: June 30, 2006

In Maryland, 10% of AA males are proficient or advanced in

literacy on NAEP

BCPS Grade 4 AA students at or below Basic

Md. Grade 8 AA students at or below Basic

BCPS AA Students

81% 90% 86%

% Pass HSA English (first

try)

AMO % Pass HSA Algebra (first

try)

AMO

61% 72.7% 68% 71.7%

AA student participation - 7%

AA student composition of BCPS - 42%

AA students earning 3 or higher on AP tests• English 67%• Math 72%

Mean Writing

Avg. score- 498 out of 800

Overlyaggressive

Menacing Athletic

Apathetic toward

education

Curriculum Instruction School Support

The Counter-Narrative Culturally Responsive Instruction

Relationships

Mr. Robert MurphyMaryland State Department of

Education

Nationally, African American Males having a 47% graduation rate.

Lowest among any student group.

BCPS Graduation Rate is 67%- Schott Report, 2010.

It’s important to remember we are only 45 yrs from the original Voting Rights Act (VRA) of 1965

Gave African American’s the right to vote.

VRA has been renewed 4 times since 1965.

Most recently authorized by President George Bush for another 25 yrs of the act.

Many African Americans’ development of peoplehood/ community was in direct opposition to white social identity.

Thus various boundaries and boundary maintaining behaviors developed.

Because of rejection of the larger society through segregation, lack of enforcement of laws, and violence blacks created coping strategies to survive.

Ogbu, 2003

Management in the instructional process

Capitalizing in instructional process

What the Alternative Culture

looks like in the schoolingprocess

Class clown

Aggressive “hard” character

Athletic character

Invisible character

The blend character

Wants attention Often just likes to make people happy

Doesn’t have bad intentions

“Clowning” behavior is engaged in for fun or status

Feels isolated

Has been hurt

Efforts come from a defensive, self-protective posture

Sometimes can’t turn off the character

Gifted athletically

Often will coast through school (particularly football or basketball)

Gets connection needs met through athletic prowess

Unless something happens you won’t know he exists

Survival skills

Typically those who perform reasonably well academically but not up to their potential

Exhibits characteristics of the athletic and invisible

Survival skills Performs reasonably well academically Perceived well by his peers and his

teachers Understands DuBois’ concept of

duality

30-50% of students suspended are repeat offenders◦ “Suspension functions as a

reinforcer...rather than as a punisher” (Tobin, Sugai & Colvin,1996)

Use of suspension correlates with◦ School dropout (school level) (Raffaele-

Mendez; Ekstrom, 1986)◦ Juvenile incarceration (state level) (Skiba et

al)

Do black students misbehave more?◦No supporting evidence◦May in fact be treated more severely for same offenses

White students referred more for:

SmokingVandalismLeaving w/o permissionObscene Language

Black students referred more for:

DisrespectExcessive NoiseThreatLoitering

Of 32 infractions, only 8 significant differencesOf 32 infractions, only 8 significant differences::

Classroom Management◦ “Violations of implicit interactional codes”

(Vavrus & Coles, 2002)◦ Interactions of some teachers/some

students?Cultural Disparities

◦ Cultural misinterpretations◦ Lower or different expectations

Influence of stereotypes◦ How are African American boys perceived?◦ Different standards of “boys will be boys”◦ Differential standards for “respect”,

“loitering”, “threat”

Source: ayiak, LLC

Dr. Michial Gill

Build relationships

Know and access available resources

Acknowledge the difference that differences make

Utilize meaningful/relevant curriculum

Observe, Listen, Think

Expect the best

Build cultural competency

Mentoring Partnerships Single-Gender Schooling Male Role Models Wraparound Services

Mr. James MartinProgram Coordinator

Why this can’t wait

Woodlawn High School’s AAMI

1707: Students who had taken relevant AP or honors courses

1702 : Students reporting family incomes of more than $200,000 a year

1623: Asians 1581: Whites 1551: Students who took core

curriculum 1542: Students who previously

took PSAT/NMSQT 1523: Boys 1509: National average 1506: Students reporting family

incomes of $60,000 to $80,000 1496: Girls 1448: American Indian or

Alaskan natives

1421: Students who did not take PSAT/NMSQT

1416: Students who did not take core curriculum

1414: Students who did not take relevant AP or honors courses

1364: Latinos (excluding Mexicans, Mexican-Americans and Puerto Ricans)

1362: Mexicans and Mexican Americans

1345: Puerto Ricans 1321: Students reporting

family incomes of less than $20,000 a year

1276: Blacks

2400 Total Possible SAT score 

Key principles of the program• Relationships• Learning what is relevant• Building students’ ownership in learning• Culturally relevant field trips and speakers• Taking time to point out student

accomplishments

Support Systems African American male AVID teacher:

academic coach and mentor College tutors College visits Parent meetings Business and community speakers and role

models

Vocabulary is the number ONE predictor of school success

Improving writing skills

Improving time management skills

Improving organizational skills

Improving study skills

Improving speaking skills

WHAT COURAGEOUS CONVERSATIONS DOES YOUR

SCHOOL NEED TO HAVE??

Dr. Kendra Johnson, Office of Title I Mr. Joshua Parker, Department Chair, Windsor Mill

Middle Mr. Robert Murphy, Drop Out Prevention

Specialist, MSDE Dr. Michial Gill, Deputy Director for Governmental

Relations and Minority Achievement Specialist Mr. James Martin, Program Coordinator, Woodlawn

High School’s AAMI Dr. Lisa Williams, Office of Equity and Assurance