Chapel Hill-Carrboro City Schools announced Monday the district received a grant to support work addressing the racial equity gap in school systems.
The Trustees of Oak Foundation approved the request of $4.3 million over three years to the CHCCS system and the Chapel Hill-Carrboro Public School Foundation for the Students First: Equity Through Opportunity grant. The school district will receive $3.5 million, while PSF will receive $800,000 during the three-year grant period. PSF will have fiscal monitoring responsibilities for the funds received from the Oak Foundation to serve Chapel Hill-Carrboro City Schools, according to the release.
CHCCS Superintendent Pam Baldwin said the project’s ultimate goals are to provide equitable opportunities to every child in the district by focusing on improvement of student growth, achievement gaps and social emotional wellness.
“While some might point to state rankings as a measure of overall district accomplishment, we know that not every child in our care is receiving the education needed for lifetime success,” Baldwin said in a release. “The change we would like to see from this project is a decreased achievement gap between student groups, specifically students of color, English learners and students with disabilities.”
Racial equity is a challenge CHCCS has aimed to address for many years. The school system passed an equity plan in 2017 to update its policies and methods of handling other inequalities in addition to race, such as gender and nationality.
Methods included in the grant to achieve its goals include early exposure to school experiences, sustaining literacy development and mastery, support for transition to middle school, and opportunities to access advanced courses. It also includes having staff participate in training about racial equity to establish a common language, practice and purpose.
“Closing the achievement gap, and ensuring a successful school experience for every child, remain our primary goals,” senior executive director of Leadership and Strategy Dr. Misti Williams said in the release. “This grant will significantly impact our work with children and families.”
The goal is by the third year of the grant, 650 CHCCS staff members will have received foundational Racial Equity Training, including principals, assistant principals, new teachers, social workers, counselors and more. The training will include lessons on historical context for systemic racism, development of leadership for racial equity, application of a racial equity lens and culturally relevant coaching.
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It’s unlikely that home interventions or more funding will result in closing the achievement gap. Data support that assertion. It is useful to consider national trends in average performance for students who take an internationally recognized test, such as the SAT, for example.
.As indicated in the table, below, the All Student average for SAT Critical Reading hasn’t changed materially in recent decades— true as well for average scores of groups classified by race/ethnicity – except for Asian-Americans, who have closed one reading achievement gap and opened another! They now lead the pack! How did they do it? Quien sabe.
Table 1. SAT Critical Reading average selected years
1987 ’97 2001 ’06 ’11 ’15 ’16
507 505 506 503 497 495 494 All students
524 526 529 527 528 529 528 White
479 496 501 510 517 525 529 Asian
…………………………… ……. 436 Hispanic
.457 451 451 454 451 448 Mex-Am
436 454 457 459 452 448 Puerto R
464 466 460 458 451 449 Oth Hisp
471 475 481 487 484 481 447 Amer Ind
428 434 433 434 428 431 430 Black
SOURCE: U.S. Department of Education, National Center for Education
Statistics.(2012). Digest of Education Statistics, 2011 (NCES 2012-001), Chapter 2. SAT averages
for college-bound seniors, by race/ethnicity: Selected years,1986-87 through
2010–11 Data for 2015&2016 https://nces.ed.gov/fastfac… Note 2016 data were no provided
for Hispanic subgroups.
If SAT averages haven’t changed materially for almost 30 years, despite the effort, time and money expended to improve educational programs for all students,it seems reasonable to assume that we shouldn’t expect any meaningful change in average level of this critically important ability in the foreseeable future. Which leads to the $64 question: what if the achievement gap is here to stay? (This doesn’t seem to apply for Asian-Americans.).
Another reliable source https://object.cato.org/sites/cato.org/files/pubs/pdf/pa746.pdf provides evidence indicating that per pupil costs/expenditures have increased at a 45 degree angle since the 1970s, average reading, writing and arithmetic scores have been stable; and it appears that an achievement gap obtains at all income levels
For additional detail, see https://lesacreduprintemps19.files.wordpress.com/2011/07/why-ses-does-not-explain.pdf
. . .