Framing African American Students' Success and Failure in Urban Settings

Abstract

Grounded in critical race theory, this article seeks to frame the ideological positions of success and failure for African American students in urban school settings. First, we revisit national data and research literature that illustrate the ongoing urban Black-White achievement gap. Second, the Matrix of Achievement Paradigms is shared in an attempt to advance the conversation on African American students' achievement. It provides a serviceable organizational tool for framing African American students' success and failure. Finally, we bridge rhetoric with practical ideas for stakeholders by providing recommendations for closing the achievement gap in urban settings.

The Complexities of Systems Change in Creating Equity for Students With Disabilities in Urban Schools

“…Rather than view race as a variable within a research study or project, a critical view of race suggests that the current condition of schooling is connected to a historical legacy of exclusion and inclusion that is a logical progression of a normative view of contexts (Minow, 1990) largest public school systems are predominantly urban and, with specific exceptions, schools inside their boundaries continue to post large performance gaps between students who are Black, White, and Hispanic. And, as has been noted, the majority populations in many of the largest cities are Black and Hispanic (Lewis et al, 2008). However, these gaps seem to be closing somewhat in the elementary grades as reported by the Education Trust (Haycock, 2008).…”

“…The 100 largest public school systems are predominantly urban and, with specific exceptions, schools inside their boundaries continue to post large performance gaps between students who are Black, White, and Hispanic. And, as has been noted, the majority populations in many of the largest cities are Black and Hispanic (Lewis et al, 2008). However, these gaps seem to be closing somewhat in the elementary grades as reported by the Education Trust (Haycock, 2008).…”

“…Poverty, in particular, is linked to poor school outcomes and, as family circumstance improves, children's performance in school appears to improve as well (Berliner, 2006). And yet, children and families who live in a context of economic poverty have amazing sets of assets that are rarely recognized or built upon in the school curriculum (Lewis et al, 2008). Little consideration is given to the social networks and connections that exist within urban neighborhoods and communities (Harry, 2008).…”

Urban Schools

“…Over the past few decades, the storylines of much of this voluminous and multimodal information on urban schools has captured both the dismal backdrop describing the pervasive challenges and realities of many urban schools alongside accounts of hope and possibilities (Buendia, 2011;Edmonds, 1979;Lewis et al, 2008). Osher and Fleischman (2005) explained, Urban schools often face such challenges as high student poverty and mobility rates, large numbers of English language learners, and unsafe neighborhoods.…”

“…Not surprisingly, new and veteran teachers alike report that one of the key challenges that they face is the effective education of non-White students (Darling-Hammond, 2000; National Collaborative on Diversity in the Teaching Force, 2004; National Comprehensive Center for Teacher Quality and Public Agenda, 2008). Considering challenges faced by the increasing racial and ethnic diversity among students in P-12 schools and the accompanying decline in diversity among the population of teachers (U.S. Department of Commerce, Census Bureau, 2005), one of the major issue facing urban educational settings is transforming a predominately White teaching force into a cadre of practitioners who want to teach in urban schools and who are effective doing so (Lewis et al, 2008). Professional and accrediting organizations recognize the centrality of diversity in school curricula and instructional practices and acknowledge that many educators have not been adequately prepared to teach CLD populations.…”