Tag Archives: Diversity

Media: “One HBCU and One Black-Led Charter School Team Up to Ensure Success for Rural Students of Color” in EdPost

My colleagues and I recently conducted in-depth case studies of four rural charter schools that outperform state and district averages in reading and math. We then published those case studies, and the lessons they surfaced, in a new website: ruralcharterschools.org.

Today, I have a new piece out in Education Post that profiles one school we visited, Crossroad Academy Charter School in Gadsden County, Florida. The piece explores the unique relationship between Crossroad Academy and a local HBCU, and explains how Crossroad students benefit from that relationship:

When Crossroad’s leader Kevin Forehand, an alum of Florida A&M and Gadsden County native, began his tenure as principal, the school’s student body was growing rapidly. As a result, the school needed a larger teaching force. Mr. Forehand recognized the importance of recruiting and hiring young, ambitious Black talent to teach at his school, and later developed a mentorship program between his alma mater and Crossroad Academy. Through this partnership, university staff and students help Crossroad high school students prepare for the college application process and review their application materials. In return, all Crossroad seniors apply to Florida A&M to ensure that they have at least one high-quality postsecondary option.

Read the full piece at Education Post and learn more about other high-quality rural charter schools at ruralcharterschools.org.

Media: “To Promote Teacher Diversity, Ed Schools Must Look Beyond GPA & Test Scores. Here’s How Howard University Does it” in The 74 Million

Despite the urgent need to diversify the educator workforce, schools of education often struggle to recruit and graduate teachers of color. Part of the problem is that these schools tend to overvalue traditional metrics, such as grade point average (GPA) and performance on standardized tests like the SAT. In general, these measures are not strong indicators of who will be successful in the classroom or who will be a high-quality teacher. Moreover, setting minimum GPA and SAT scores for admissions can block many potential teachers of color.

Dr. Lisa Grillo, an Associate Professor at Howard University, and I wrote about this in The 74 Million:

Candidates’ GPAs, SAT scores and similar measures often are markers solely of the quality of their K-12 education and socioeconomic status. Indeed, they are themselves artifacts of a historically unjust and inequitable society. These seemingly objective measures are actually not that objective at all.

It doesn’t have to be this way. Howard University, for example, approaches teacher candidate section more comprehensively:

Candidates submit a detailed statement of interest that allows faculty to understand the compatibility between their desire for seeking the teaching degree at Howard and the social-justice orientation of the university’s programs. A panel interview then provides candidates with the opportunity to express themselves orally. Conversations between candidates and faculty provide valuable insight into candidates’ motivations, commitment, family background and educational experiences. They also allow faculty to establish personal connections with them before admitted. Faculty also solicit specific input from candidates’ academic advisers — from another school or college within the university — regarding their dispositions. Advisers are asked to reflect upon candidates’ integrity, emotional stability, promise toward professional growth and interest in teaching.

Read our full piece here.

Media: “This County Made History and Elected Its First School Board Member of Color” in Education Post

Gwinnett County, the second most populous county in the state of Georgia, recently made history when it elected its youngest and first school board member of color in 2018. Gwinnett has a diverse student population, and more than 50 percent of students are students of color. Why has that level of diversity not been reflected in the local school board?

I wrote about this in Education Post:

Gwinnett County is not alone. A 2018 study by the National School Boards Association found that across the country, 78 percent of board members are White, while only 10 percent are Black, and 3 percent are Hispanic. These numbers are truly stunning and reveal that school boards do not reflect the growing diversity of the nation’s K-12 student population.

School board diversity is important because it allows more voices at the table to inform critical decisions about education policy and practice. All students can benefit when school boards represent the racial, economic, and gender diversity of the students they serve. Read my piece here.

Why Aren’t We Talking About the Lack of Faculty of Color in Schools of Education?

Headlines about teacher diversity issues often neglect to tell an equally important story: the significant dearth of faculty of color in schools of education. Indeed, there is a large racial gap between the 80 percent of white teachers that make up the educator workforce and the over 45 percent minority student population in America’s public schools, where teacher candidates at schools of education are presumably aiming to teach.

For our new publication out yesterday, Max Marchitello and I spoke with a number of faculty and staff from minority serving institutions (MSIs) on the topic of teacher preparation. These conversations and a comprehensive literature review pointed us to a few key ways that teacher preparation in this country can improve, such as building teacher candidates’ cultural awareness, ensuring candidates engage with diverse students and contexts through well-designed field experiences, and increasing diversity in the teacher candidate pool.

However, without a critical mass of faculty of color in these programs, it will be difficult to implement these recommendations. Diverse faculty can make the institution more inclusive for students of color and help disrupt white dominance that leads future educators to be ignorant of the communities they will likely serve.

Over the past thirty years, we have focused on K-12 educator diversity and seen some gains, but we are not seeing reciprocal change in the faculty of schools of education. According to a recent Inside Higher Ed report, the percentage of underrepresented groups as full-time faculty has not changed much over the past two decades. In 2015, African Americans accounted for six percent of full-time faculty in all U.S. universities, whereas African Americans made up 14 percent of the student population in all U.S. universities. Similarly, Hispanic faculty made up five percent of full-time faculty members compared to the 17 percent of Hispanic students in higher education. While there has been progress in the number of minority faculty, significant gaps persist.

Faculty diversity is important to teacher preparation for a few key reasons. First, more diverse faculty helps recruit more diverse teacher candidates, as studies show that students find security in sharing a background or experience with faculty. Second, diverse faculty are important to the issue of helping teacher candidates unpack their own biases and understand the points of view of educators of color. For instance, in a 2008 study, a researcher observed a teacher preparation program’s classroom discussion of bilingualism with a classroom of majority Latino teacher candidates. Initially, white candidates focused on the economic downsides of bilingualism, but then shifted to the moral necessity of dual-language teachers when discussing the topic with Latino classmates. In addition, faculty of color’s research focus and what they incorporate into classes likely will vary from white professors, which will help train all teacher candidates, and offer different, more complete perspectives on classroom management, student discipline, and more.

In order to address faculty diversity, schools of education need to interrogate their hiring practices and eliminate sources of bias. Institutional leadership must carefully examine where disruptions occur for prospective candidates of color in the faculty pipeline. For instance, when the Rowan University College of Education refocused on creating a culture that embraces social justice and equity, leadership began prioritizing hiring faculty specifically embedded in this work.

Without acknowledging that the quality of teacher preparation is inextricably linked to the inclusion of historically underrepresented groups in faculty, teachers will remain insufficiently prepared to educate diverse students. Diversifying faculty, like other changes to long-standing institutions, is undoubtedly a difficult challenge, but it is an incredibly important stride towards educational equity.

Why This School Founder Symbolizes the Best of the Eight Cities Project

via @StokesSchool on Twitter

Last month I saw a tweet that Ms. Linda Moore’s famous Kindergarten tea parties had resumed at the Elsie Whitlow Stokes School Brookland* campus. In an instant I was transported back to our interview with Moore, who founded and named the school after her mother. We captured her voice in our Eight Cities project.  To be honest, I felt a little left out that I didn’t get to attend either her school or one of her tea parties. In all the cities we visited to research stories of dramatic educational gains, we interviewed many inspirational school leaders and educators, but Moore was one of my favorites. Leaders like her are the foundation that enables change — after all, systemic reform means nothing if kids don’t have a good school to attend.

On an almost-balmy March day last year, my colleague Tanya Paperny and I climbed the daunting hill leading to the Stokes Brookland campus. It is a modern, high-ceilinged former seminary housing over 300 pre-Kindergarten to fifth grade students. We both broke a sweat by the time we entered a small conference room, yet it was nothing compared to the warmth we felt when Moore (known to her students as Ms. Moore) entered the room.

Our conversation was less an interview, and more a travelogue of the journey she embarked on two decades ago, when she made the decision to start a dual-language school for students in her D.C. neighborhood. Moore recognized that “having schools that were founded by local people makes a difference to the people in our city.” Indeed, part of Washington D.C.’s secret sauce is the large percentage of charter schools opened by local residents, a contrast from cities like Camden, where transformation came with help from national charter networks. Moore’s idea to teach students in either French and English or Spanish and English seemed almost crazy at the time; thankfully, she persevered.

While our eightcities.org site is named for the places we profiled and their ability to get more students into better schools faster, it is really about the people who believe every child can learn and succeed. (We hope our site’s use of original photo portraiture made this obvious.) I got to meet people like Jamar McKneely in New Orleans, Chief Executive Officer at InspireNOLA charter schools. While two of their schools are “A” rated, McKneely pledges that they “will not stop until all our schools have reached their highest potential.” In Denver, Allegra “Happy” Haynes inspired us with her career-long commitment to the city and its students. Early in her Denver Public Schools career, she was tasked with telling parents how the system was failing them and their kids. Today, as the district continues to improve, Haynes believes a key lever was empowering “schools to be the real unit of change.” Supporting and improving school leadership is central to driving student achievement gains. Continue reading