Many critics of modern school reform say that while reform efforts are intended to close achievement gaps and provide equitable educational experiences for all students, they are having the opposite effect. Here’s that argument by Paul Thomas, an associate professor of education at Furman University in South Carolina. This appeared on his blog, the becoming radical.
By Paul Thomas
A half century seems to be a significant amount of time for change, but Minnijean Brown Trickey’s visit to Little Rock Central High School fifty years after the federal government had to monitor her and eight other African American students entering public school shows that much more time is needed. Felicia Lee captured Trickey’s experience, documented in the HBO film “Little Rock Central: Fifty Years Later”:
“On a recent visit to Central High, Ms. Trickey spoke to a self-segregated classroom: whites on one side, blacks on the other. An African-American student apparently dozed as she spoke. Students and teachers alike spoke blithely or painfully of the low educational aspirations and achievements of too many black students. Central, many said, is now two schools in one: a poor, demoralized black majority and a high achieving, affluent white minority.”
Public schools in the U.S., like Little Rock Central, are a snapshot of racial and economic inequity. While the landmark Brown v. the Board of Educationin 1954 ended de jure segregation, the South struggled with school integration well into the 1970s.
Yet, Little Rock Central is not unique to the lingering racial and economic inequities found in schools—including children of color, children from poverty, English Language Learners, and special needs students being assigned un-/under-certified and inexperienced teachers, receiving highly scripted test-prep instruction, and enduring authoritarian “zero tolerance” discipline policies. Children of color and children from poverty also experience the within-school segregation highlighted by Little Rock Central: Fifty Years Later: White and affluent students dominate selective tracks of classes (such as Advanced Placement), and white and African American students self-segregate in class, the lunchroom, and social settings.
Many of these issues of social and educational inequity receive some political and public consideration, but one aspect of inequity remains ignored: The rise of de facto educational segregation, notably in the South.
The Re-segregated South
Race has historically been central to both how the South is defined as well as the social tensions of the region. In a 2012 report for The Civil Rights Project, Genevieve Siegel-Hawley and Erica Frankenberg note that the twenty-first century has revealed a South in which “black and Latino students account for about half of the region’s students, while whites constitute a minority.”
According to data drawn from a larger report, E Pluribus…Separation: Deepening Double Segregation for More Students, the racial dynamics of the South include two powerful elements, as Siegel-Hawley and Frankenberg, focusing on the South, detail:
• The South is a majority-minority region in terms of its school enrollment, second only to the West as the most diverse in the country. At more than 15 million students, the South has, by far, the largest enrollment of any region. Southern students make up almost a third of the national enrollment (32% of all students).
• Latino students account for nearly the same share (23.4%) of the region’s enrollment as black students (25.9%). At 46.9%, whites now constitute a minority of students in the South.
While the South has historically been an impoverished region of the United States, the racial shifts experienced by the region amplify the problems already faced by public schools. Public schools in the South have long been disproportionately burdened by the impact of poverty on student outcomes as well as inadequate and inequitable education funding. Racial and economic factors are difficult to separate in the South, but the rise in populations of Latino students adds challenges associated with language acquisition to the systemic struggles fueled by racial tensions in the South.
During the most recent era of school accountability, begun in the early 1980s and intensified 2001 with the implementation of No Child Behind (which specifically charged public schools with documenting and addressing racial gaps in achievement), however, achievement gaps and drop-out rates, for example, remain seemingly entrenched in public education. One other reality of the last three to four decades is that schools are re-segregating:
• Since 1991, black students in the South have become increasingly concentrated in intensely segregated minority schools (defined as 90-100% minority students). This represents a significant setback. Though for decades Southern black students were more integrated than their peers in other parts of the country, by 2009-10 the share of Southern black students enrolled in intensely segregated minority schools (33.4%) was fast closing in on the national figure (38.1%). By comparison, in 1980, just 23% of black students in the South attended intensely segregated schools.
• For the last four decades, contact between black and white students has declined in virtually all Southern states. In schools across the region, white students make up 30% or less of the enrollment in the school of the typical black student for the first time since racial statistics pertaining to schools were collected by the federal government.
• Most of the largest Southern metro areas also report declining black-white exposure. The Raleigh, NC metro had the highest black-white contact although this too has fallen in recent years. In 2009, the typical black student in the metro went to a school where whites accounted for about 45% of their peers, compared to about 54% in 2002).
• In 2009, black-white exposure in the metropolitan area of Raleigh was relatively similar to the overall white percentage in the metro (54%)–indicating fairly stable levels of desegregation. Future enrollment data for the Raleigh metro should be closely monitored to ascertain the impact of recent policy changes to the district’s voluntary integration policy.
• Two metros, Memphis, TN and Miami, FL, had the lowest exposure of black students to white students in 2009, under 15%.
The South is no longer a racial dichotomy between black and white; Latino students now share the inequities found among African Americans:
• The share of Latino students attending intensely segregated minority schools has increased steadily over the past four decades from 33.7% in 1968 to 43.1% in 2009; presently more than two out of five Latino students in the South attend intensely segregated settings.
•At the metropolitan level, Latino-white exposure is higher than black-white exposure across many major Southern metro areas. This is particularly true in Southern metros outside of Texas (where, in general, the lowest exposure between Latino and white students occurred).
• For example, Atlanta has a growing Latino student population, now comprising 13% of all students. As their share of enrollment has grown, Latino exposure to whites has fallen substantially—by nearly ten percentage points since 2002. Yet, Latino students in the Atlanta area still have higher exposure to white students (29.8%) than their black peers (20.3%).
• In ten Southern metros, the typical Latino attends a school where at least 40% of students are white. By comparison, only in the Raleigh metro did black students experience similarly high levels of exposure to white students.
Among black, white, and Latino students, social and educational inequity defines access to education (schools remain reflections of racially and economically stratified communities):
• Black students experience the highest levels of exposure to poverty in nearly every Southern state. (This is different from the rest of the United States, where Latino students experience higher average exposure to poverty.)
• Virginia, with the lowest share of student poverty in the South, also reports the lowest black exposure to poor students. Even then, almost 50% of students in the school of the typical black student in Virginia are low-income, considerably higher than the state’s share of low-income students (36.8%).
• Stark differences in exposure to poverty for white students, as compared to black and Latino students, exist in virtually every Southern and Border metropolitan area.
• In three border metros, the typical white student attended a school with less than 30% poor students, and the typical black student attended a school with more than 60% of students from households at or near the poverty line.
The re-segregation of the South should raise essential questions about education reform: How are current reform policies addressing racial and economic inequity? And how are those reforms impacting re-segregation?
Current Education Reform Perpetuating, Not Curbing, Inequity
The current education reform era remains committed to seeking new standards (currently a push for national standards, the Common Core State Standards), aligning tests to those standards and then linking those test scores to teacher evaluations, expanding commitments to charter schools, and infusing the teaching core with inexperienced and uncertified Teach for America (TFA) recruits.
The education reform movement has ignored that test-based accountability has failed to raise student outcomes, close achievement gaps, increase graduation rates, or boost international comparisons of U.S. schools. But the test-based and “no excuses” reform paradigm proves to be even a greater failure when measured against goals committed to equity, as the reports from The Civil Rights Project highlight.
Changing standards ignores that children in poverty and children of color tend to experience test-prep courses regardless of the standards, and thus receive a reduced educational experience when compared to middle-class and affluent (and disproportionately white) students. If education reform were committed to equity, public schools would insure that all students, regardless of race or socio-economic status, would receive rich and engaging educations.
Increasing the amount of testing and the stakes associated with that testing (for both students and teachers) ignores that standardized testing remains more closely linked with the child’s home status than with the child’s learning or their teachers’ effectiveness. If education reform were committed to equity, high-stakes standardized testing and using test scores to label and rank students and teachers would be completely eliminated. Test-driven education stratifies students by race and socio-economic status, discourages teachers from seeking opportunities to work with high-needs students, and misrepresents school quality (see the historical failure of relying on the SAT, for example.)
Charter schools are not producing outcomes superior to public (or private) schools, but charter schools (such as KIPP) are stratifying (re-segregating) schools and focusing education for children of color and children from poverty more on authoritarian discipline policies and test-prep than rich experiences being experienced by their more affluent (and white) peers. If education reform were committed to equity, children of color and children from poverty would be provided public education that mirrors the education being experienced by affluent whites; instead, charter schools are segregated and “no excuses” environments designed for “other people’s children.”
Funding and expanding TFA candidates in high-poverty and high-minority schools ignores that the single greatest inequity experienced by children of color and children from poverty is being assigned un-/under-certified and inexperienced teachers. If education reform were committed to equity, education reform would abandon test-based teacher evaluations as well as supporting TFA, and instead would insure equity of teacher assignment for all students while also acknowledging the importance of experience and expertise for teachers.
Focusing on school-only reform (the tenet of “no excuses” school reform) ignores the corrosive power of poverty. If education reform were committed to equity, education reform would be supported by social reform that acknowledges recent findings on the stress of poverty and child cognition: “These results suggest that prenatal stress may play a role in the intergenerational persistence of poverty.” Poverty is the result of inequity, and schools too often reflect that inequity and thus cannot then raise students out of that poverty.
The bi-partisan test-based accountability movement, driven by a “no excuses” ideology, is deaf and blind to the social and educational inequity of their policies.
Little Rock Central, half a century after segregation was declared over, remains a haunting legacy of how much further society and U.S. schools need to go:
“Central is still pretty segregated,” Brandon Love, the affluent student body president who is the only black person in his Advanced Placement classes, says in the film. “It is just that we do not have to have the National Guard here to get in the school and to go to school.”
The South is currently a bitter pill to swallow in the war on inequity. The South, again, is also a stark message for the entire country: Inequity stains the lives and learning of American children.
The commitments of education reform are perpetuating those inequities, not overcoming them. The segregated South has risen again, and education reform deserves a significant part of the blame.