Seth Gershenson and Michael Hayes have recently published their research about the effects of the “civic unrest” in Ferguson on student achievement in the Ferguson-Florissant schools. They state that they are interested in the general subject as “educational success is likely to play a key role in breaking cycles of poverty and violence in disadvantaged neighborhoods, given the well documented association between educational attainment and earnings,” something about which we can all only agree.
Gershenson and Hayes document “the negative impact on student achievement of the many months of civic unrest that followed former Ferguson Police Officer Darren Wilson’s shooting (or murder, as we call it here at Dropout Nation) of unarmed teenager Michael Brown:
We find statistically significant . . . declines in students’ math and reading achievement in Ferguson-area elementary schools relative to other schools in the St. Louis [area]. Smaller negative effects are found in majority-black schools elsewhere in the [area] . . . Effects are relatively large, particularly at the lower end of the math-score distribution. For example, a conservative estimate suggests that the fraction of high-needs students scoring “below basic” in math increased by about 10 percentage points following the unrest.”
The researchers have found that that there was collateral damage from the events in Ferguson following Brown’s slaying: The educations of Black children there and in the wider St. Louis area. As Dropout Nation documented two years ago, the districts in St. Louis were already serving up educational malpractice to black and other minority children before the unrest. Things haven’t gotten better since.
The racial make-up of the population of Ferguson has rapidly shifted over the past fifty years, from nearly all White to majority Black. At the time of the killing of Michael Brown, however, the police department and the rest of the so-called criminal justice system remained not only predominately White, but functioned, according to the U.S. Department of Justice (although not in so many words), as a parasitical instrument for the oppression of Black residents of the area, financed by funds extracted from them by means of traffic stops, court fees and such.
This criminalization of the Black population of Ferguson is not unusual in Missouri. All through the state Black residents are stopped by the police, searched, arrested, fined and imprisoned in circumstances in which White residents would not receive the same attention from the police and the rest of the criminal justice system.
The result is that although Blacks make up 12 percent of the population of Missouri, they account for 39 percent of those in the state’s prison and jails. The incarceration rate for Black residents of the state is 2,337 per 100,000, more than four times the incarceration rate of 495 per 100,000 for whites. Further, more than twice the number of those currently in jails and prisons in Missouri are on probation or parole, bring us to, say, six percent of the total Black population or, at a back of the envelope calculation, 15 percent of the male Black population between the ages of 18 and 65.
Every sixth or seventh adult Black man in Missouri is in one way or another under the control of the state’s criminal justice system and many more have been at one time or another. This limits their life prospects and those of their families, reducing their income possibilities below those consequent upon the already significant penalty for working while Black, which in turn channels them into inferior, segregated housing and their children into inferior, segregated schools. And around and around we go, generation after generation.
The median household income in Ferguson is $41,000; one-third of the Ferguson households live on less than $25,000 a year. The Ferguson-Florissant School District is ranked 301st in the state. It is 66 percent African-American. $11,300 is allocated for each student in the district, slightly below the national average. Seventy-one percent of the district’s students are eligible for Free or Reduced Price Lunch. Just 40 percent are considered by the state to be proficient in reading, and yet 78 percent graduate. However, only 23 percent of adults in Ferguson have college degrees. Based on other data Dropout Nation presented two years ago, it is clear that many (if not most) of Ferguson-Florissant’s graduates are being given diplomas despite being unprepared for college or career success.
It could be worse. It could be nearby East St. Louis.
The St. Louis metropolitan area is divided into two-dozen school districts in Missouri, with East St. Louis across the river in Illinois. East St. Louis is one of the most segregated areas of the country; 96 percent of the residents are African-American. It is also profoundly poor. While the median household income in the country is $53,000, in East St. Louis that figure is $20,000 and 60 percent of those households live on less than $25,000 a year. 99 percent of the district’s school children receive Free or Reduced Price Lunch. Only 20 percent are proficient in reading (and yet) the graduation rate is 65 percent, from which we can conclude that two out of three graduates of the East St. Louis schools cannot read well. It is, then, not surprising that just eight percent of East St. Louis adults are college-educated, compared to a national average of 29 percent.
East St. Louis is the baseline for living conditions and educational opportunities, for African Americans, in the St. Louis metropolitan area.
On the other hand, things could be better for Black families in the region if they could live in Maryland Heights.
Maryland Heights is a suburb on the other side of the city from East St. Louis. The median household income there is about $59,000, higher than the national average, and just 17 percent of households have incomes under $25,000, a proportion considerably under that national average. 40 percent of adults in Maryland Heights have college educations. The local school district (Parkway C-II) is 15 percent African-American. Just 20 percent of its students are eligible for Free or Reduced Price Lunch. $14,400 is spent on each student in the Parkway C-II district, almost a third more than in Ferguson. The Parkway C-II district brings 72 percent of its students to proficiency in reading on the state tests and graduates 93 percent of them.
East St. Louis and Maryland Heights are not very distant, one from the other, and quite similar except that in one the residents are almost all descendants of enslaved Africans, in the other the vast majority are not; in one the average household income is below the poverty line, in the other it is three times as much; in one the adults have little education, in the other the adults are highly educated; in one the schools do not in any meaningful sense function, in the other they produce high school students prepared, as the saying goes, for college and careers. Where once the Underground Railroad took Black people to freedom, schools like those in East St. Louis are a funnel leading to incarceration.
That is the regional context for Black families in Ferguson. Historians and sociologists have told us since the time of the French Revolution that the disappointment of rising expectations leads to a crisis. Although Black families in Ferguson were better off than those in East St. Louis, they had encountered the barrier of a criminal justice system determined to contain them and other institutions, such as the schools, that were failing them and their children. What followed was predictable in nature, simply not predictable in regard to place or time. And then it happened in Ferguson. And then it happened in Baltimore, Minneapolis, and earlier this week, in Milwaukee, the subject of so many reports on these pages.
Riots and police in armored vehicles frighten children, boys and girls who must already deal with the daily, oppressive, and often racially bigoted presence of law enforcement on streets and in schools. They become reluctant to leave their homes to go to school and their parents are reluctant for them to do so. Conditions in the schools themselves, hardly exemplary at the best of times, worsen. The resources needed to cope with this educational emergency, like those needed to cope with the more long-term lack of educational opportunities at the standard, of, say, Maryland Heights, fail to be provided.
We have grown used to this. This should never be the case. As Thomas Jefferson wrote in his Notes on the State of Virginia, “I tremble for my country when I reflect that God is just: that his justice cannot sleep for ever.”
When it comes to the willingness to sell out the futures of children for support from affiliates of the Big Two teachers’ unions, no public official has done so wholeheartedly than New York City Mayor Bill De Blasio. Since succeeding the reform-minded Michael Bloomberg three years ago as Big Apple Mayor, the onetime campaign manager for now-Democratic Presidential nominee Hillary Clinton’s U.S. Senate campaign has essentially gutted much of his predecessor’s overhaul of the nation’s largest traditional school district on behalf of United Federation of Teachers and its boss, Michael Mulgrew.
But these days, with an array of corruption allegations hurting his chances of winning a second term, De Blasio is learning the hard way that loyalty to AFT and NEA affiliates can often be a one-way street. This, in turn, should serve as a lesson to politicians who spend more time catering to the demands of traditionalists than doing right by children and communities.
As Politico reported yesterday, UFT has all but ran away from public support for De Blasio’s political agenda. Last month, Mulgrew took to the Daily News to blast De Blasio’s sensible move to ban use of out-of-school suspensions against kindergartners and children in the earliest grades, complaining that the move takes away the ability of teachers to control their classrooms. At the same time, Mulgrew has abandoned De Blasio on his efforts to reauthorize mayoral control over the New York City Department of Education, which has been in jeopardy thanks to his feuds with Empire State Gov. Andrew Cuomo and Republicans in control of the state senate. [Back in June, De Blasio won a second one-year reauthorization of mayoral control.]
UFT has also shown its unwillingness to back De Blasio in one very important way: Money. So far this election cycle, the union hasn’t given a penny to the mayor’s re-election campaign, according to data from the city’s Campaign Finance Board. [It only gave $4,950 directly to De Blasio during his first run for mayor in 2013, and spent nothing on his behalf through its super-PAC, United for the Future.] In contrast, UFT has already donated $4,950 to City Comptroller Scott Stringer, who may challenge De Blasio’s re-election bid next year.
Certainly Mulgrew has one big reason for leaving De Blasio hanging. After all, the mayor is reeling from revelations that federal, state, and local officials have launched five separate investigations, primarily on possible violations of campaign finance law during his successful campaign for mayor as well as on his unsuccessful effort two years ago to help New York State Senate Democrats regain control of the upper house (and essentially give De Blasio control over Empire State politics).
UFT’s parent union, AFT, faces scrutiny for its $350,000 donation to a De Blasio-controlled group at the center of some of the alleged violations, Campaign for One New York, which has been used by the mayor to ring up support for efforts such as increasing Empire State funding for expanding early childhood education programs (from which UFT gained new members and new revenue). The donation came just months before De Blasio signed a new contract with UFT that gives the union nearly everything it wants while increasing the long-term pension and healthcare liabilities that will be born by taxpayers decades into the future. A former UFT staffer, Jason Goldman, is also allegedly caught up in one of probes; UFT told the Daily News that it would cooperate fully with that investigation.
[By the way: UFT’s other activities during the Big Apple’s municipal elections in 2013 have already been scrutinized. One of its political consultants, Advance Group (which did $60,383 in direct work for the union that year), was fined $25,800 last year by both the city’s Campaign Finance Board and the state attorney general for concealing its work for both UFT’s super-PAC and the candidates the union supported.]
Given the stench of scandal surrounding De Blasio’s administration, as well as the mayor’s low approval ratings just a year before the next municipal election, it only makes sense that UFT distance itself from him.
But there are other reasons why UFT is abandoning its rather profitable alliance with the mayor.
For one, there’s the possible challenge Stringer, a longtime beneficiary of the union’s political and financial largesse (including $5,050 in direct contributions to his run for comptroller three years ago, along with $192,333 in independent expenditures through its super-PAC), may pose to De Blasio. The possibility of a more-pliable occupant of Gracie Mansion, someone who owes his entire political career to the union, is definitely something Mulgrew would favor. After all, Stringer has proven more than once that he will take on Eva Moskowitz, the controversial boss of the notorious Success Academy collection of charters who is one of the leading players in advancing systemic reform in New York City. That De Blasio was never the guy UFT wanted in City Hall in the first place makes it easier for the union to leave him behind.
Another reason lies with UFT’s long-term goal of ending mayoral control of New York City schools that began 13 years ago under Bloomberg’s tenure. Certainly UFT has benefited greatly from De Blasio’s oversight of the district. But De Blasio (who wants to keep mayoral control) could lose his job to a more reform-minded mayoral candidate next year, putting the union back on the defensive. Besides, ending mayoral control means putting the district back in the hands of a school board, one that UFT can more-easily influence.
Then there’s Mulgrew’s need to keep control of UFT in the hands of the Unity coalition, which has long dominated the AFT local (and is a key player in the larger Progressive faction that controls the national union). Even with all of Mulgrew’s efforts to disenfranchise members who are currently working in classrooms (and stamp out dissidents who disagree with his agenda), his declining support within UFT (including winning re-election with just 76 percent of the vote, a second consecutive decline) makes him mindful that he can’t ignore their concerns.
One of those issues: De Blasio’s sensible effort to reduce overuse of harsh school discipline that puts far too many kids (including young black men) on the path to poverty and prison. Even as the national AFT uses school discipline reform as a tool in co-opting criminal justice reform and Black Lives Matter activists, UFT’s rank-and-file members have little interest in embracing any meaningful change in how they deal with children in their classrooms.
But unlike the rancor from some in the rank-and-file two years ago over UFT’s tag-team with Rev. Al Sharpton on opposing police brutality, Mulgrew can’t simply dismiss their complaints. This is because the union’s job is to defend the autonomy of classroom teachers. The idea that teachers are the only ones who should determine what happens in schools, even at the expense of the futures of children, is a tenet of traditionalist thinking no AFT boss can challenge.
Put simply, UFT’s abandonment of De Blasio shouldn’t be shocking to anyone. Especially to the mayor himself. After all, the union only back De Blasio’s mayoral run at the last minute, only after he defeated their favored candidate, former City Comptroller Bill Thompson, for the Democratic mayoral nomination.
No reformer could have ever expected De Blasio, a longtime opponent of systemic reform, to build upon Bloomberg’s efforts. But given UFT’s weak bargaining position at the time, De Blasio could have chosen his own path on education policy. Yet De Blasio sold his administration out to UFT in exchange for a few hundred thousand pieces of fiat money for his political machine.
As part of that deal, he proceeded to give UFT nearly everything it wanted. This included the nine-year contract that increased salaries by 18 percent; actively opposing Cuomo’s successful effort to expand the number charter schools throughout the city and state; and working with the union on its successful effort to eliminate the use of test score growth data in the state’s teacher evaluation system, rendering it useless in rewarding high-quality teachers and removing laggards.
Despite the tough talk from his chancellor, Carmen Farina, De Blasio increased the number of newly-minted teachers granted tenure (from 53 percent in 2014 to 64 percent in 2016), risking the presence of laggards in the classroom for decades. Through his feuding with Cuomo and State Senate Republicans, De Blasio even put the future of mayoral control in doubt.
Having gotten nearly all it wants out of De Blasio, UFT is letting him twist in the wind. This is bad news for a mayor who needs all the help he can get for re-election. But that’s how it usually works in politics. If he loses office next year, the only thing De Blasio will have as a legacy on education policy is the damage done to the futures of Big Apple children under his watch, from subjecting more kids to laggard teachers, to shorting struggling students out of five days of additional learning time during the school year.
Children aren’t the only ones who have lost as a result of De Blasio’s kowtow to UFT. The collective bargaining agreement struck with the union two years ago didn’t require rank-and-file members to contribute more than the 4.5 cents of every dollar put toward their retirements (as of 2013-2014, the latest year available). The low member contributions, along with the salary increases and the decision two years ago to allow 777 teachers to retire early, add to the virtual insolvency of the Teachers Retirement System.
As a result of De Blasio’s fiscal mismanagement, taxpayers (including the children of today) will bear a burden of at least $38 billion (including unrealized losses of $4.2 billion), according to Dropout Nation‘s analysis of TRS’ finances. [A full analysis of the Big Apple’s education pension woes will run on these pages next week.] Add in the unfunded healthcare costs for retired teachers (which also went unaddressed by De Blasio during his contract negotiations with UFT), and the high costs of the mayor’s star-crossed alliance with the union will loom large in the decades to come.
There’s a high price to be paid for carrying water for AFT locals who profit politically and financially from educational malpractice. Sadly for New York City and its children, Bill De Blasio won’t be the only one paying it.
On the two year anniversary of the murder of Michael Brown by a now-former Ferguson, Mo., police officer that led to the emergence of the Black Lives Matter movement, this rebroadcast of the Dropout Nation Podcast, explains how Black America and reformers should use this strategy as a step toward addressing the education crisis for young black men.
You can listen to the Podcast at RiShawn Biddle Radio or download directly to your mobile or desktop device. Also, subscribe to the podcast series, and embed this podcast on your site. It is also available on iTunes, Blubrry, Stitcher, and PodBean.
Can’t understand why the National Association for the Advancement of Colored People and the Movement for Black Lives have issued proclamations opposing the expansion of school choice and Parent Power for the very black families for which they proclaim to care? The answer can be found in the annual financial statements of the National Education Association and the American Federation of Teachers, the nation’s two largest teachers’ unions.
Over the past five years, the Big Two unions have worked zealously to co-opt black and other minority-oriented groups. Having been on the defensive against school reformers for most of the past decade, NEA and AFT used their considerable coffers to subsidize organizations in exchange for support for their agenda. For the most part, it hasn’t worked out nearly as well as the unions have expected. The $300,000 NEA and AFT gave to Al Sharpton’s National Action Network in 2014-2015, for example, hasn’t stopped the controversial civil rights activist from being a strong supporter for expanding public charter schools, while outfits such as the Leadership Conference for Civil and Human Rights have sparred with the Big Two over federal accountability rules contained over the now-abolished No Child Left Behind Act.
Yet the Big Two’s vast spending has managed to gain it some allies. One of the biggest: NAACP, which has long ago abandoned its admirable leading role on civil rights and school reform that included spearheading litigation that led to the U.S. Supreme Court’s abolition of Jim Crow segregation in Brown v. Board of Education. Between 2010-2011 and 2014-2015, NEA and AFT increased its contributions to NAACP and its affiliates by a six-fold (from $25,000 to $151,700); the outfit collected $380,500 from the two unions within that period.
For these paltry sums over that period (especially when compared to what National Action Network has received in one year alone), NAACP has repaid the Big Two with almost complete adherence to their agenda. This includes last week’s passage of the resolution calling for a moratorium on expanding charter schools, the most-popular option for black families otherwise forced to attend failure mills in their communities. Even with numerous polls showing strong support among black families for charters and other forms of school choice, overwhelming evidence that high-quality charters are successful in improving student achievement, and support for choice among some of NAACP’s own affiliates, the old-school civil rights groups has been all too willing to join common cause with those who don’t have the interests of black children at heart.
But the NAACP’s allegiance to NEA and AFT isn’t just about money. Among the influential members of NAACP’s 64 member board: Hazel Dukes, whose long (and often infamous) tenure as head of its Empire State affiliate included teaming up with the AFT’s United Federation of Teachers in an unsuccessful effort to stop the Big Apple from renting space in half-empty traditional school buildings to charter schools. Dukes is also notorious for accusing parents of charter school students of “doing the business of slave masters”.
Another top NAACP board member is Adora Obi Nweze, the president of the group’s Florida branch, which joined the NEA’s and AFT’s Florida affiliate in its unsuccessful suit to end that state’s school choice program. Last year, the Florida NAACP convinced the national association to pass a resolution reaffirming its longstanding opposition to vouchers and other forms of choice.
The strong ties alone between Dukes (who remains NAACP’s most-influential board member) and AFT alone, along with the presence of Baby Boomer teachers in the outfits membership, all but ensures that the concerns of black families are secondary to traditionalist interests. Even if Dukes and Nweze weren’t on the board, NAACP would be more than a tad willing to go along with NEA’s and AFT’s agenda. This is because the association’s board has strong ties to the unions that make up AFL-CIO, the labor confederation in which AFT (along with more than a few NEA affiliates) is an influential member. This includes James Settles, Jr., a vice president of the United Auto Workers; Robin Williams (an apparatchik with the United Food and Commercial Workers International); and William Lucy of the American Federation of State County and Municipal Employees, a key AFT ally.
But as noted earlier, NAACP is one of the few old-school civil rights groups on which NEA and AFT can count on as a reliable ally. So the Big Two have had to cultivate new alliances though a strategy of wrapping themselves in the language of social justice. This includes working to co-opt activists within the criminal justice reform and Black Lives Matter movements.
Certainly the Big Two unions are using their coffers to win at least some of those activists over. But it isn’t just a matter of money. As any civil rights-oriented school reformer can tell you, NEA and AFT have learned long ago that extending helping hands, from meeting spaces to using fax machines to simply endorsing a platform, goes a long way in winning alliances. This is something reformers, more-concerned with policymaking and institution-building, have never understood.
That many in the school reform movement have either been reluctant or outright hostile about working with Black Lives Matter and criminal justice reform activists on addressing issues that are tied to schools (including overuse of harsh school discipline and the penchant of traditional districts to refer children to juvenile courts), has also made it easy for NEA and AFT to win over some activists.
This partially-successful co-opting by NEA and AFT can be seen in the manifesto issued by Movement for Black Lives this week (which hasn’t been championed by such leading lights within the Black Lives Matter and criminal justice reform movements as Deray McKesson). The declaration itself was written not by the Black Lives Matter activists within the coalition, but largely by two of NEA’s and AFT’s prime vassals.
One of the coauthors, Alliance to Reclaim Our Schools, has long been a front for the Big Two. Besides counting NEA and AFT among its members, the coalition includes vassals such as the Schott Foundation for Public Education (which collected $725,000 from the two unions between 2013-2014 and 2014-2015), and Center for Popular Democracy (a recipient of $1 million in teachers’ union money in that same period whose board includes AFT President Rhonda (Randi) Weingarten on its board). Another coauthor, Philadelphia Student Union, has been one of AFT’s lead groups in its effort to oppose systemic reform and school choice in the City of Brotherly Love; it collected $20,000 from AFT in 2013-2014.
Given the presence of these groups, along with the presence of Alliance for Educational Justice (another group backed by AFT), it is little wonder why so much of the “manifesto” focuses on opposing choice and Parent Power, as well as calling for districts to stop hiring recruits trained by Teach For America, the teacher quality reform outfit that has long been the bane of the Big Two’s existence. [This is even before you consider that, unlike NEA and AFT, Teach For America has actually recruited more black men and women into teaching, as well as supported the work of Black Lives Matter activists such as McKesson and Brittany Packnett (a Teach For America staffer).] The manifesto proclaims to raise questions about the role of black families and communities in shaping the schools that serve their children. But because it merely consists of NEA and AFT talking points, it spends more time making laughable claims about “privatization” of education even though most children still attend traditional public schools.
The fingerprints of NEA and AFT can also be seen in what Movement for Black Lives either ignores or barely touches on: Zip Code Education policies such as zoned schooling and restrictions on intra-district choice that force black families to send their kids to dropout factories that put them on the path to poverty and prison. The overuse of out-of-school suspensions, referrals to juvenile justice systems and other forms of harsh traditional school discipline that all but a few NEA and AFT affiliates strongly support. The near-lifetime employment rules through tenure and teacher dismissal policies defended by NEA and AFT that deny high-quality teaching to black children. The traditional district bureaucracies, often influenced by NEA and AFT locals through campaign donations, that do everything possible to oppose Parent Trigger measures and other tools that give black families lead decisionmaking roles in the schools that serve their children.
Certainly no one should expect NEA and AFT to care about the lives and futures of black children and their families. They have long ago proven that their concerns are elsewhere. But there is no reason why NAACP and Movement for Black Lives are siding with the Big Two in perpetuating the educational genocide that has enslaved and destroyed the minds and futures of the black children for which they are supposed to be concerned. In the process, both (along with the reform movement itself) have wasted an important opportunity to reshape systemic reform in a way that puts black children and families at the center. What a shame.
A unique blend of natural and man-made resources and amenities give Rochester a quality of life that is second to none. Straddling the Genesee River between the Erie Canal and Lake Ontario, Rochester offers a natural beauty that is easily accessible by a network of parks, trails, boat launches and scenic overlooks. The city is divided into dozens of distinct neighborhoods and urban villages supported by an eclectic mix of stores and restaurants. Quality housing available at reasonable prices . . .
And so forth.
Rochester was once the Silicon Valley of the American Industrial Revolution; the city where technological invention took place and was applied to advanced products distributed around the world. Think of Kodak. Think of Xerox. And today we think of it as a city where “quality housing [is] available at reasonable prices,” where generation after generation of children are pushed through their schools years, uneducated, with little chance of entering adulthood “college and career ready.”
The results of recent New York State tests show that the district is not doing its job. The local newspaper, The Democrat and Chronicle, noted that “In Rochester, 7.2 percent of students were judged proficient in math and 6.7 percent were judged proficient in English, both the lowest marks among the Big Five,” the five largest school districts in New York State. The newspaper went on to report that the Rochester City School District results were also outliers among surrounding districts, where proficiency rates were as high as 73 percent and averaged seven or eight times that of Rochester.
The most sensitive indicator of the success of an education system is what it does for Black male students. If they are doing well, it is most likely that others will also be doing well. In Rochester, they are not doing well.
According to the New York State Education Department, at grade three, just 17 (three percent) of 653 male Black students tested were proficient (levels 3 and 4) in reading. Of these, none reached level 4. Six percent of 327 Hispanic males were proficient, only one reaching level 4.
The Rochester City School District has failed to teach 83 percent of the male Black third-graders in its care how to read as well as they should at that point and none to read as fluently as would lead later to success in school.
That is the record of early childhood education in Rochester. There is also now on record how little the district does for these children as they “progress” through the later grades. At grade eight, 12 (again, three percent) of 435 male Black students tested were proficient (levels 3 and 4) in reading. Of these, just one reached level 4. Five percent of 220 Hispanic males were proficient, none reaching level 4.
In other words, according to the tests given by the New York State Education Department, 97 percent of male Black students and 94 percent of male Hispanic students cannot read at grade level in grade 8, unchanged from grade 3 for Black students and showing declines for Hispanic students. Such is the value added by five years of schooling in Rochester.
These results can be compared to those for New York City, where 24 percent of male Black students and 25 percent of male Hispanic students scored proficient in grade 8 reading, or they can be compared to the statewide averages: 21 percent of male Black students and 24 percent of male Hispanic students reading at the proficient level in eighth grade.
One could speculate that if Rochester’s male Black students moved to New York City (preferably to eastern Queens, but whatever) eight times as many would learn to read at grade level, as would four times as many of the male Hispanics and twice as many of the male White. Note that such a move would be four times as effective for the Black as for the White students.
New York City is not a model school system for Black students, but, by comparison to Rochester’s, it is Phillips Exeter or Eton.
There are just shy of 700 male Black eighth graders in the Rochester schools. There are over 1100 male Black students in grade nine: more than half of those male Black eighth graders are held back. Fewer than half of those male Black eighth graders, 97 percent of whom have not been taught to read well, eventually graduate.
The graduation rate for male Black students in the Rochester City Schools for 2015 was 44 percent, of whom just 3 percent had Regents diplomas, as compared to the 8 percent statewide average for the group. If 97 percent of Rochester’s male Black students cannot read at grade level in grade 8, how is it that 44 percent are given diplomas? Or is it that only those receiving Regents diplomas are actually “career and college ready” and the other 41 percent have received pieces of embossed paper with which to join in the streets the 56 percent who did not graduate at all?
As Dropout Nation readers already know from my last analysis of Rochester’s schools, none of this is surprising. The district’s failure to provide high-quality education to any of its children, especially young black men, is one reason why 14 of its schools are now under state receivership (and 14 more may end up in that status).
But what about the college readiness of male Black Rochester high school graduates? This can be estimated from the records of the local colleges.
We might first look at Monroe Community College, the two-year postsecondary institution attended by high school graduates in the area who do not feel that they are ready for the university. The U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS) counted 4,089 first-time students at Monroe Community College in fall 2012, 860 of whom were Black; 387 were Black men. Completers within 150 percent of normal time (2015) totaled 881; 62 of whom were Black. Twenty-two of those were men. Approximately seven percent of Black students enrolling in Monroe Community College and six percent of Black men graduated within 150 percent of normal time.
As noted, not all of those graduates attended Rochester city schools. Many may have come from the surrounding suburban districts, such as that of Greece, where the new Rochester Superintendent, Barbara Deane-Williams had been Superintendent. Shall we estimate that half of those 22 Black men graduating with Associates degrees from Monroe Community College had graduated from the Rochester City schools three years earlier? Eleven of the 690 who had been in grade 8 five (or six) years before that?
There are two research universities in Rochester. At the University of Rochester, we find that in 2010 there were 1,308 first-time, undergraduate, degree-seeking students, 55 of whom were Black, 22 (two percent) of whom were Black men. In 2014, 1,076 undergraduates completed their degrees within 150 percent of normal time, 41 of whom were Black, 17 of whom were Black men. At the Rochester Institute of Technology, we find that in 2010 there were 2,606 first-time, undergraduate, degree-seeking students, 133 of whom were Black, 74 of whom were Black men. In 2014, 1,622 undergraduates completed their degrees within 150 percent of normal time, 78 of whom were Black, 42 of whom were Black men.
Some of these 116 Black men with local four-year college degrees may have attended Rochester City schools. How many? It is hard to tell, but as a matter of fact, the “Rochester Promise,” which gives generous support to graduates of Rochester schools for study at the University of Rochester awarded two scholarships this year. That is an improvement over previous years, in which no Rochester Promise scholarships were awarded. We know then that those two male Black students, of an eighth-grade class of 690, eventually received degrees from the University of Rochester. Perhaps as many did so from the Rochester Institute of Technology. Or maybe the number in each case was four. Eight?
Given these results, especially after test data released this July, the Rochester district boasted to the Democrat and Chronicle and other media outlets that: “We have increased investments in prekindergarten, special education, a new K-2 English curriculum developed by District teachers and many other services to help close that gap… Working together with our families and the community, the district is committed to accelerating achievement for Rochester students.”
All to the good. But the Rochester district has spent decades failing to educate the children whose parents have entrusted it with their futures. It has betrayed that trust. It is time, well past time, for the state to act.
On this edition of the Conversation at Dropout Nation, RiShawn Biddle chats with Capital Prep’s Dr. Steve Perry on the old-school civil rights group’s recent call to end the expansion of charter schools and school choice. By doing the bidding of the National Education Association and the American Federation of Teachers, which have poured $380,500 into NAACP over the past five years, it is no longer representing the interests of black families who demand high-quality education for the children they love.
Listen to the Podcast at RiShawn Biddle Radio or download directly to your mobile or desktop device. Also, subscribe to The Conversation podcast series and the overall Dropout Nation Podcast series. You can also embed this podcast on your site. It is also available on iTunes, Blubrry, Stitcher, and PodBean.