Challenge the Status Quo provides policy and practice solutions to ensure equitable resources, college and career readiness, and fair discipline practices for school-age Black males. Its purpose is to encourage educators, parents, and communities to challenge and change the way public education is offered to young Black males. The report concludes with specific recommendations for improving the education of Black males that aimed at each of these groups.
On February 27, 2014, the President took action, joining with philanthropy and the private sector to launch an initiative to address persistent opportunity gaps faced by boys and young men of color and ensure that all young people who are willing to do the hard work to get ahead can reach their full potential — using proven tools and focusing on key moments in their lives where we can help make a difference. The Task Force provided a 90-day report on their progress and an initial set of recommendations on May 2014.
For many years, educators and policymakers looking for strategies to close the achievement gap and improve student learning have sought solutions involving new uses of technology, especially for students placed at-risk. Unfortunately, the results of technology initiatives have been mixed. Often, the introduction of technology into classrooms has failed to meet the grand expectations proponents anticipated. The educational landscape is replete with stories and studies about how at-risk students were unable to benefit from particular innovations seeking to use computers for teaching.
In a time when graduation rates are showing notable improvement among students of color and students with disabilities, there are still great challenges that remain.
The national Study of Education Data Systems and Decision Making examined both the implementation of student data systems and the broader set of practices involving the use of data to improve instruction, regardless of whether or not the data were accessed through an electronic system. Earlier study reports have documented a dramatic increase in the proportion of teachers with access to a student data system between 2005 and 2007 and described school practices with respect to data use and the challenges that are part of student data system implementation.
Achievement gaps between Black and White students are featured in every major National Assessment of Educational Progress (NAEP) report card. The report, Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, examines achievement gaps more closely, and provides a detailed portrait of how achievement gaps and Black and White students’ performance have changed over time at both the national and state levels. This report uses data from two assessments—main NAEP and LongTerm-Trend (LTT).
This powerful report from Children's Defense Fund documents America's "Cradle to Prison Pipeline," where tens of thousands of children and teens are pushed onto the fast track to prison each year. This national crisis exists at the intersection of poverty and societal neglect where we witness the unfortunate truth that all children's lives are not valued equally. As Connie Curry and Julia Cass report in Part II, countless children, especially poor children "already are in the Pipeline to Prison before taking a single step or uttering a word."
The CSG Justice Center’s School Discipline Consensus Report provides school leaders and state and local government officials more than 60 recommendations for improving their approach to school discipline.
This joint statement provides a framework supported by educators for improving school safety and increasing access to mental health supports for children and youth.