If we need more teachers of color, stop saying we need diversity

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The state of public education in Minnesota is not looking good. According to data provided by the Minnesota Department of Education (MDE), in 2014 and 2015 more than half of 11th graders were not at grade level in math or reading. For those same years, the Minneapolis Public School District (MPS) showed no more than a third of 11th graders performed at grade level for either subject. For students of color, the numbers are even worse, giving Minnesota one of the largest achievement gaps nationally between students of color and their white peers.

There are many factors affecting why Black, Latino, Asian and Pacific Islander, and Native American kids don’t perform well here. But one key contributor is a belief gap that follows them into their classrooms, where they are viewed by predominantly white teachers as having less academic potential than their white peers. Continue Reading

toxic stress

“I’m ready to die” Jamar Clark, school violence and toxic stress

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What does it say when, within a minute of the police arriving, a young black man speaks those words? And when, within 61 seconds, that young black man lies dead? What does it say when teachers who are worried about their (and their students’) safety are labeled racist? What does it say when the vast majority of our children who grow up in worlds of “toxic stress” are low-income students and students of color? It says a lot about us, about our disregard for our children, particularly the most vulnerable. Continue Reading

black male students

Shaping an identity-affirming space for Black males at Henry High School

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As many Black males start their education, their views on school are optimistic. Then something happens. As they matriculate, their optimism is replaced with feeling unwelcomed and unwanted. Research shows that African American boys in kindergarten through third grade perform comparably to their peers. But after fourth grade, things take a turn. They become less engaged. Once this begins, it becomes increasingly difficult to keep them engaged. This is reflected in poor graduation rates, attendance, behavioral concerns and even worse academic performance.

There are no inherent flaws in our boys. So why is this happening? Why does the school system keep producing these outcomes? Continue Reading

“Painting is to easel” South High students unearth racism in standardized testing

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This documentary, put together by students at Minneapolis South High School, takes a critical look towards the cultural bias that has been integrated into standardized testing. Often times standardized tests cater to a small demographic that is the white middle class. In the film, the students unearth overt racism with deep roots in standardized tests such as the ACT and SAT.

“High-stakes standardized testing is a form of child labor, because you’re using children to make profit,” said Vichet Chhuon, associate professor at the University of Minnesota’s College of Education and Human Development. Continue Reading