What is included with this book?
ROD PAIGE, PED (Houston, TX) was the U.S. Secretary of Education
from 2001-2005. He served as the Superintendent of Houston
Schools for 8 years and was Dean of the College of Education at
Texas Southern for 10 years. He is currently the Chairman of the
Chartwell Education Group, an international consultant firm.
ELAINE WITTY, ED.D. (Columbia, SC) served 18 years as Dean of
Education at Norfolk State University and is a noted educator.
Foreword | p. ix |
Preface | p. xiii |
Acknowledgments | p. xxv |
The Greatest Civil Rights Challenge of Our Time | p. 1 |
The Facts of the Matter | p. 22 |
"Okay, We Have a Black-White Achievement Gap. So What?" | p. 44 |
In Search of Explanations | p. 59 |
The Origins of the Problem | p. 75 |
Yes, We Can Close the Achievement Gap! | p. 101 |
What's Leadership Got to Do with it? | p. 118 |
Today's Shortage of Authentic African American Leaders | p. 124 |
Eliminating the Achievement Gap: What Authentic African American Leaders Must Do | p. 153 |
The Way Forward: A Call to Service | p. 172 |
Conclusion | p. 183 |
Sources for Quality Information on the Black-White Achievement Gap | p. 187 |
Suggested Reading List on African American Leadership | p. 189 |
Endnotes | p. 191 |
Index | p. 205 |
Table of Contents provided by Ingram. All Rights Reserved. |
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C H A P T E R 1
The Greatest Civil Rights Challenge of Our Time
If racial equality is America’s goal, reducing the black-white test score gap would
probably do more to promote this goal than any other strategy that commands
broad political support. Reducing the test score gap is probably both necessary
and sufficient for substantially reducing racial inequality in educational attainment
and earnings. Changes in education and earnings would in turn help reduce
racial differences in crime, health, and family structure, although we do not know
how large these effects would be.
—Christopher Jencks and Meredith Phillips,
The Black-White Test Score Gap
THE AFRICAN AMERICAN unfinished journey from chattel slavery to
racial equality and social justice in America has been, and continues to be,
a long and arduous struggle. Although many dangerous and deadly barriers
have imperiled this journey, none has been able to stand up to the power
and determination of authentic African American leadership. No barrier—
whether embedded in law, rooted in social or economic custom, or enforced
by racial terror—has been able to hold firm against the powerful and unwavering
commitment to advancement of a determined, authentic African
American leadership. One by one, each primary barrier standing in the
way of African American advancement has been confronted and defeated
by a resolute African American leadership culture. That is, until now.
Now, the African American journey to racial equality and social justice
is jeopardized by a different kind of barrier. Perhaps because this is a different
kind of barrier, it’s virtually overlooked by contemporary African
American leadership culture and has yet to be identified as a major civil
rights problem. Now, the primary barrier impeding progress toward our
twin goals of racial equality and social justice isn’t the clearly visible
objects of oppression of yesteryear. Today’s primary barrier appears much
more innocuous and much more subtle. In a way, it’s almost invisible to
society at large, and unlike segregation, slavery, and discrimination,
which were imposed intentionally by a racist society, no one is forcing
this barrier to exist—yet it’s there. Today’s primary barrier is the black–
white achievement gap.
On almost every measure of academic performance, be it the SAT, ACT,
or state-mandated examinations, African American student performance
trails, by large margins, that of their white peers. The average African
American public school twelfth grader’s performance on academic measures
approximates that of the average white eighth grader. Not only do
African American students trail their white peers on academic tests, they
also experience much higher college dropout rates and a tendency to shy
away from majoring in the hard sciences and mathematics.
To overcome today’s primary barrier, a new kind of thinking, a new
kind of strategy, and a new kind of leadership will be required. To overcome
the barriers of yesteryear, we had to confront and overcome clearly
identifiable oppressive laws, tyrannical customs, and racially repressive
practices. Today’s primary barrier may, in a sense, be more difficult to confront
than previous barriers, because defeating it will require African
Americans to face up to and overcome an apparent unwillingness to look
inward for solutions to problems. Contemporary African American leadership
culture attributes almost 100 percent of African American disadvantage
to outward causes. Effectively confronting today’s primary barrier
may be more difficult precisely because it will require African Americans
to accept ownership of the achievement gap as a civil rights problem. It
will require an understanding that the problem cannot be solved without
authentic African American leadership.
There are many reasons why African American leadership must consider
the academic achievement gap to be a serious civil rights issue. But
of all the compelling reasons, two stand out. First, the black–white
achievement gap provides major support to the theory of inferiority, i.e.,
the gap exists because black students are inherently academically inferior
to white students. Second, it is a primary impediment to the development
of African American wealth.
We chose to begin this chapter with a quote from Christopher Jencks
and Meredith Phillips’ powerful volume The Black-White Test Score Gap
because it so succinctly conveys our central premise: closing the black–
white achievement gap would do more to advance African Americans
toward our long-sought-after goals of racial equality and social justice in
America than any civil rights strategy available to us today. In part that is
because of the hard and good work that has already been done. We have
accomplished much. But there is more to do.
The achievement gap is not a new challenge. Almost a century has
passed since the problem was first identified and quantified by the United
States Army when it began to use large-scale mental testing to assess
recruits. The results showed that white recruits outscored their black
peers by substantial margins.
In the years since, countless studies and surveys have reinforced and
expanded on these early findings. We know now, for example, that differences
in language and math skills appear by the time that children
enter kindergarten, and those differences persist into adulthood. And as
we will see later, we know more and more each year about the gap’s
underlying factors and causes of these differences.
Despite our growing knowledge base about the gap in the academic
community, little of this new knowledge has made its way into the general
public, and consequently, the sense of public awareness of the gap’s
magnitude and consequences has created little sense of public alarm. This
lack of intense public concern is, in our view, a major reason why on a
national basis, we have made relatively little progress in closing the
achievement gap. Results from the National Assessment of Educational
Progress (NAEP) and other studies show that while the black–white
achievement gap has narrowed in some subject areas since 1970, the average
African American student still scores below 75 percent of white students
on most standardized tests.1 And while individual schools sprinkled
across the nation have succeeded in eliminating the gap—proving that it
can, in fact, be done—no large district or state has yet done so.
To remind ourselves of how a national thrust of education would help
close the achievement gap, let us revisit the 1970s and 1980s, when on a
national basis the gap began to close (unfortunately, the narrowing of the
gap stopped in the early 1990s). The 1970s and 1980s stand out in
American history as an important period in the nation’s trek toward racial
harmony. It was a period when many major national efforts to reduce
poverty, equalize opportunity, and achieve social justice, which had
begun just prior to this period, began to bear fruit:
School desegregation driven by the 1954 Brown v. Board of
Education
The 1964 Civil Rights Act
The 1965 Voting Rights Act
The 1965 federally funded Head Start program
The 1965 enactment of the Elementary and Secondary Education
Act (the eighth reauthorization, in January 2002, is referred to as
the No Child Left Behind Act)
State and federally funded compensatory programs for elementary
school with high enrollments of low-income children
Affirmative action policies for admission to colleges, universities,
and professional schools
The 1970s, 1980s, and the years leading up to them were rife with legislation
and activity designed to equalize opportunity for all Americans,
but arguably they benefited African Americans most. Consistent with the
view that environmental factors are foremost in influencing academic performance,
many scholars and researchers believe those changes in the
economic and social environment of African Americans narrowed the gap
during this period.
However, while having lived through this period as young African
American adults who were deeply involved in the education of African
Americans, we would like to offer a different point of view. We contend
that, while African American students did in fact benefit from improvements
in their economic environment during this period, the prevailing
attitude about education in the African American community was the
main driver of educational improvements. The attitude about education
in the African American community at that time was much like that of the
freed slaves just after the Thirteenth Amendment outlawed slavery in
1865. Recall that the freed slave’s thirst for education was intense during
this period. Freed slaves rushed into any educational institution they
could find. Many, even most, of the historically black colleges and universities
trace their origins back to that period when education was
viewed as the key to freedom in the black community.
Although the period of the 1970s and 1980s was much shorter and the
quest for education in the African American community was perhaps less
intense, it was strong nonetheless. The African American community was
still glowing from the high hopes emanating from the Brown v. Board of
Education decision. Expectations were high for African American
advancement. Freedom’s bells were ringing. With the possibility for
advancement in the air, more opportunities to vote, better funding for
schools, and more African Americans running for elected offices, schools
were beginning to address the “all deliberate speed” mandate, and school
desegregation was picking up speed. It was a period of hope; and education,
as Malcolm X stated, was viewed as the passport to freedom. The
power of education rang from the pulpits of the black churches; it was
discussed in black social settings and work sites. We offer no empirical
evidence; this was just how we experienced that period. If you need more
evidence, just ask other African Americans who lived through this period.
We should not be at all surprised, therefore, at the educational
progress African American students made. During this period, African
Americans’ interest in education was heightened. It was a solution to
oppression. So why did the air go out of the balloon during the early
1990s and how do we recapture it for contemporary students so that we
can continue to narrow the gap? That is the challenge we face today.
Closing the black–white achievement gap is an urgent task. In Chapter 3
we provide extended justification for our belief that eliminating it would
promote racial equality, sharply increase black college graduation rates,
reduce racial disparities in men’s earnings, probably eliminate racial disparities
in women’s earnings, and allow selective colleges and employers
to phase out racial preferences.
Every one of these goals is critically important. If you are not so sure
eliminating racial preferences is a good idea, recall that in its landmark
ruling on affirmative action at the University of Michigan Law School in
2003, U.S. Supreme Court Justice Sandra Day O’Connor stated that
within the next twenty-five years there would be no more need for affirmative
action.2 Since many major colleges and universities use affirmative
policies to assist minority enrollment, losing these policies would reduce
minority enrollment in these schools. This reduction in African American
enrollment can only be offset by preparing African American students to
compete and win admission to these prestigious institutions on the same
bases as other students.