According to data retrieved from the Education Data Partnership, over 60% of black students in the Los Angeles Unified School District did not meet mathematics standards for the 2021-22 school year.
Of the remaining students that were tested, just under 22% were close to passing, while a mere 16% of students met or exceeded grade-level state standards in math on the state standardized test (CAASPP) for the same school year.
It’s clear that we have some work to do.
The achievement gap here is staggering. By comparison, over 54% of their white peers passed or exceeded the standard on the same exams.
Something must be done to ensure black students are positioned for success in all areas.
Yet, we are not without hope. There is still action we can take right now as a village to ensure our students are reaching their full potential, and rectify this issue facing black students.
First, make a plan to visit your local school to inquire about what is being done to increase student success and engagement in math. It’s time we ask the hard questions and let our schools know that we care and are invested in seeing student transformation, engagement, and visible growth.
Next, look for ways to encourage your school and district to invest in culturally responsive math professional development for teachers. Research has proven that when students can connect to the content they perform better. In addition, the state of Connecticut has proven that when you invest deeply in better ongoing professional development for principals and teachers in addition to building higher level thinking skills in students, this can lead to not only growth but closing the achievement gap as well.
In their August 2019 policy brief, Investing for Student Success: Lessons From State School Finance Reforms, Learning Policy Institute found this in their research -
“…by 1998 Connecticut 4th-graders ranked first in the nation in reading and mathematics on the NAEP [state testing], despite increasing numbers of low-income, minority, and new immigrant students in its public schools during that time. The achievement gap between White students and students of color decreased, and more than 25% of Connecticut’s students who were Black or Hispanic substantially outperformed their counterparts nationally. Connecticut also became the top-performing state in writing, and, in the world, only top-ranked Singapore outscored its students in science.” (1)
When finances are invested in helping our teachers and administrators access the right kinds of professional development, we can see great gains in the lives of students nationwide. Village Life Education provides a number of culturally relevant professional development programs, partnerships, and academic advising to help position students, faculty, and their communities for success.
Lastly, ensure your child is enrolled in a math class that encourages discussion, math activities, and engaging learning opportunities. Speak with your child’s teacher about how they lead instruction, and encourage your student to discuss what they learned in class at home.
Do not be afraid to engage in outside opportunities to ensure your child is practicing higher-level thinking skills, making connections, and being able to communicate what they are learning to others. A great and simple way to practice this is to have your student teach you a concept they have learned in class, or provide an example of math in the real world. They can enjoy an opportunity to be the “leader” for a moment, and you can assist them in anchoring what they have learned beyond the classroom.
The odds are not insurmountable. We can overcome any obstacle if we work together to leverage our community, voice, and engagement for student success and growth.
Are you ready to commit to impacting change personally and/or institutionally? Reach out to Village Life Education today to discover how you can do even more to invest in students of color and help to close the achievement gap.
(1) Retrieved from the Learning Policy Institute Student Success Brief