Brown V. Board of Education
This year marks the 66th anniversary of the landmark U.S. Supreme Court decision of Brown v. Board of Education of Topeka finding segregated public schools unconstitutional even if the quality of education provided was equal. Today we face a new challenge. We are no longer segregated, but we are facing the dilemma of how to handle hate speech.
This podcast discusses the problems with Brown V Board of education and the lack of diverse teachers.
http://revisionisthistory.com/episodes/13-miss-buchanans-period-of-adjustment
This year marks the 66th anniversary of the landmark U.S. Supreme Court decision of Brown v. Board of Education of Topeka finding segregated public schools unconstitutional even if the quality of education provided was equal. Today we face a new challenge. We are no longer segregated, but we are facing the dilemma of how to handle hate speech.
This podcast discusses the problems with Brown V Board of education and the lack of diverse teachers.
http://revisionisthistory.com/episodes/13-miss-buchanans-period-of-adjustment
Parkways student body and district statistics
The current Parkway student body is 59.9% white, 13.1% Asian, 15.8% Black, 5.8% Multiracial, 5.1% Hispanic, and 0.25% Other.
People of color are not a small minority... they're 40% of the district. Two of five students in the district are not white. (And even if students of color were a small minority, the work would be equally important!)
The current Parkway student body is 59.9% white, 13.1% Asian, 15.8% Black, 5.8% Multiracial, 5.1% Hispanic, and 0.25% Other.
People of color are not a small minority... they're 40% of the district. Two of five students in the district are not white. (And even if students of color were a small minority, the work would be equally important!)
- Parkway covers all or parts of cities such as Ballwin, Chesterfield, Creve Coeur, Des Peres, Manchester, Maryland Heights, Town and Country, and Valley Park, as well as unincorporated west St. Louis County.
- Total population: 143,296
- Number of households: 57,892
- Racial makeup of residents: 81.6% White; 9.2% Asian; 5.6% Black or African-American; 2.6% Multi-racial; .9% Other
- Average household income: $124,795
- Home prices: $274,700 median value
- Residents' educational status:
- 62.9% bachelor's degree or higher
- 22% have some college or associate degree
- 17,626 Students
- More than 90 percent of our graduates go to college or post-secondary institutions.
- Includes 1,147 students from the City of St. Louis participating in the voluntary student transfer program (6.5 percent of the total enrollment).
Minorities in gifted programs
A 2016 report published by the American Educational Research Association found that black (BIPOC) third graders are half as likely as whites to participate in gifted and talented programs. Authored by Vanderbilt University scholars Jason Grissom and Christopher Redding, the report, “Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs,” also found that Hispanic students were also about half as likely as whites to be involved in gifted programs.
Because when children of color have teachers of color, the chances are higher that they will be identified as gifted. This indicates that white teachers largely overlook giftedness in black and brown children. Further, students of color fight the biases of their white teachers when they are in gifted or honors classes. At times, students of color are made to feel that they do not belong in gifted or honors classes, especially when there are few teachers of color in the district-much less those that teach gifted or honors classes.
A 2016 report published by the American Educational Research Association found that black (BIPOC) third graders are half as likely as whites to participate in gifted and talented programs. Authored by Vanderbilt University scholars Jason Grissom and Christopher Redding, the report, “Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs,” also found that Hispanic students were also about half as likely as whites to be involved in gifted programs.
Because when children of color have teachers of color, the chances are higher that they will be identified as gifted. This indicates that white teachers largely overlook giftedness in black and brown children. Further, students of color fight the biases of their white teachers when they are in gifted or honors classes. At times, students of color are made to feel that they do not belong in gifted or honors classes, especially when there are few teachers of color in the district-much less those that teach gifted or honors classes.
Elementary discipline
“This discipline begins at a young age. Some schools in the St. Louis region discipline students as young as pre-kindergarten through 3rd grade with out-of-school suspensions and expulsions (Losen et. al.,2015). And out-of-school suspension for such young students sets off a cascade of aftershocks. A 2014 study found that fourth graders who missed three days of school in the month before taking a national academic performance exam scored a full grade lower in reading (Ginsberg, et al., 2014). Higher suspension rates are also closely tied to higher dropout and delinquency rates—which ultimately have tremendous economic costs for not only the suspended students, but also society as a whole (Marchbanks et al., 2015; Losen, 2015).” (Ferguson Commission Report).
https://3680or2khmk3bzkp33juiea1-wpengine.netdna-ssl.com/wp-content/uploads/2015/09/101415_FergusonCommissionReport.pdf
“This discipline begins at a young age. Some schools in the St. Louis region discipline students as young as pre-kindergarten through 3rd grade with out-of-school suspensions and expulsions (Losen et. al.,2015). And out-of-school suspension for such young students sets off a cascade of aftershocks. A 2014 study found that fourth graders who missed three days of school in the month before taking a national academic performance exam scored a full grade lower in reading (Ginsberg, et al., 2014). Higher suspension rates are also closely tied to higher dropout and delinquency rates—which ultimately have tremendous economic costs for not only the suspended students, but also society as a whole (Marchbanks et al., 2015; Losen, 2015).” (Ferguson Commission Report).
https://3680or2khmk3bzkp33juiea1-wpengine.netdna-ssl.com/wp-content/uploads/2015/09/101415_FergusonCommissionReport.pdf
Minorities affected by Racism in Public Schools
Anecdotes from families, research studies and discrimination lawsuits all reveal that children of color face bias in schools. They’re disciplined more harshly, less likely to be identified as gifted or to have access to quality teachers, to name but a few examples.
Racism in schools has serious consequences—from fueling the school-to-prison pipeline to traumatizing children of color.
Black students are three times more likely to be suspended or expelled than their white peers, according to the U.S. Department of Education.
A 2016 report from the University of Pennsylvania, Center for the Study of Race and Equity in Education, found that 13 Southern states (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia) were responsible for 55 percent of the 1.2 million suspensions involving black students nationwide.
These states also accounted for 50 percent of expulsions involving black students nationally, according to the report, “Disproportionate Impact of K-12 School Suspension and Expulsion on Black Students in Southern States.” The finding most indicative of racial bias is that in 84 Southern school districts, 100 percent of students suspended were black.
Even black preschool students are more likely to be suspended than students of other races, the U.S. Department of Education found. The agency reported that while blacks make up just 18 percent of children in preschool, they represent nearly half of preschool children suspended.
Anecdotes from families, research studies and discrimination lawsuits all reveal that children of color face bias in schools. They’re disciplined more harshly, less likely to be identified as gifted or to have access to quality teachers, to name but a few examples.
Racism in schools has serious consequences—from fueling the school-to-prison pipeline to traumatizing children of color.
Black students are three times more likely to be suspended or expelled than their white peers, according to the U.S. Department of Education.
A 2016 report from the University of Pennsylvania, Center for the Study of Race and Equity in Education, found that 13 Southern states (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia) were responsible for 55 percent of the 1.2 million suspensions involving black students nationwide.
These states also accounted for 50 percent of expulsions involving black students nationally, according to the report, “Disproportionate Impact of K-12 School Suspension and Expulsion on Black Students in Southern States.” The finding most indicative of racial bias is that in 84 Southern school districts, 100 percent of students suspended were black.
Even black preschool students are more likely to be suspended than students of other races, the U.S. Department of Education found. The agency reported that while blacks make up just 18 percent of children in preschool, they represent nearly half of preschool children suspended.
Online Resources/Articles:
https://www.thoughtco.com/how-racism-affects-public-school-minorities-4025361
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=2045&context=lajm
http://theconversation.com/what-it-means-to-be-black-in-the-american-educational-system-6357
6
https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/
https://quod.lib.umich.edu/j/jmmh/10381607.0012.101/--growing-up-muslim-the-impact-of-islamophobia-on-children?rgn=main;view=fulltext
https://www.apa.org/monitor/2017/04/islamophobia
http://ftp.iza.org/dp10630.pdf
https://www.thoughtco.com/how-racism-affects-public-school-minorities-4025361
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=2045&context=lajm
http://theconversation.com/what-it-means-to-be-black-in-the-american-educational-system-6357
6
https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/
https://quod.lib.umich.edu/j/jmmh/10381607.0012.101/--growing-up-muslim-the-impact-of-islamophobia-on-children?rgn=main;view=fulltext
https://www.apa.org/monitor/2017/04/islamophobia
http://ftp.iza.org/dp10630.pdf