Cory Miller High School Case Study

Less than 4% of the total student population enrolled in America’s colleges and universities (one of the smallest subgroups based on race/ethnicity and gender.) According to the Schott Foundation, the graduation rate of Black males in CT is between 51%, whereas White males in CT have an 83% graduation rate—a 32% gap. Moreover, the achievement gap between Black women and Black men is the lowest male-to female ratio among all racial/ethnic subgroups. (Strayhorn 1). The disproportionate and devastating failure of Black males in the educational system has further ramifications in our social system as black males are over-represented in the criminal justice system: “African-American males represent approximately 8.6 percent of the nation’s K-12 public school enrollment but make up about 60 percent of all incarcerated youth” (Smith 2005). In order to gain a comprehensive understanding of the academic crisis of adolescent black males, one must examine the research findings surrounding the Black-White achievement gap, black male standardized test scores, black male literacy achievement, and the socio-cultural achievement barriers that obscure black males’ self-perception of themselves as readers. “According to many standardized assessments, educators in the U.S.

For generations African Americans have been disadvantaged in America and effects of these injustices have made a lasting impression. Education is one of the leading problems in the black community. Though there have many reforms in education over the years, racial injustices still exist because no attention in placed on how legislature affects people of color. I was raised in a middle-class family of educators. My entire life I’ve been told to “stay in school, get an education, and work hard so that you can beat the system.” Recognizing the structural forces in my life has helped me understand my place in society. Being able to “understand everyday life, not through personal circumstances but through the broader historical forces that

“Black students were expelled at three times the rate of white students.” (Steven Hsieh, 2014) Until now, we are still finding unequal treatment from school in American Society from different aspects, such as school discipline, early learning, college readiness and teacher equity. However, education is more than learning from books. Education enables individuals potential to utilize human mind and open doors of opportunities to obtain knowledge. But the US educational system doesn’t serve the majority of children properly and gaps remain between white and black students. What’s more, nowadays, a lot of schools only treat education as a curriculum and test scores; ignoring the stimulus of curiosity. Therefore, “Between the World and Me” is a book written by Ta-Nehisi Coates, who weaves his own personal, historical, and intellectual development into his ruminations on how to live in a black body in America. In this book, Coates writes about education and pleasures of his own educational experience in Howard University. Although bad education hides the truth and restricts students’ ideas, education also contains pleasures, which broaden people’s mind, help people build their own thoughts, and prevent people from prison. As a result, there are more pleasures in American education that positively impact on black body than dangers.

Analysis of Notes from the Back of the Room: Problems and Paradoxes in the Schooling of Young Black Students by Karolyn Tyson

The disparity facing African-Americans in education is cyclic in nature in that if a parent lacks the proper education required to possess a high earning power and as a result become another statistic of the lower class of the economy, hence being unable to provide their children with resources such as tutoring and other services that would help provide educational equity for them, these children are stuck lagging behind their upper-class peers that have access to these resources, leaving them with a lesser quality of education and limiting both their future earning power and their future children’s exposure to better educational resources, hence the cycle of educational disparity that plagues the African-Americans as a race.

Sebastian is an eight year old child who is currently in the 2nd grade at Brooklyn Friends School.

On September 8, 2015, I was assigned this case to follow up. This case involved Mr. Oswaldo Javier Flores a fifteen year old Francis Hammond Middle School student. I contacted Milagro Estela Flores (mother) and asked her permission to speak to her son at school. Mrs. Flores gave her permission to speak to her son. Mrs. Flores expressed her frustration as Oswaldo refuses to follow rules at home and has been caught with marijuana in the past.

Tragically, some poorly performing schools accommodate as pipelines to prison for youths. But black people in America have an opulent history of resisting the efforts to keep them uneducated, including slaves learning in secret, the elevate of ebony colleges and universities, court battles, the ebony history kinetics, Liberation Schools in the 1960s, and community-predicated academic and mentorship programs that avail our youths prosper. Once formal schooling begins, inequalities continue. More than 140,000 students were held back in kindergarten in the 2011-2012 school year. Black students are more likely to be held back, despite mounting research showing that holding back children doesn’t benefit them socially or academically and makes them more likely to drop out later. Retention rates for students hit a high in ninth grade, when 34 percent of students held back are black. While 12 percent of black students are held back in ninth grade, just 4 percent of white students are, according to the U.S. Department of Education's Civil Rights Data Collection. When all grade levels are combined, black students are nearly three times more likely to be held back as their white peers. There is no surer way to get a whoop of appreciation from a Negro consultation than to affirm how strong black people are, how we have survived. As the title of a popular motivational book for African American English puts

MSTT met with Reynaldo to continue to examine he's issues and concerns regarding MSTT services. To also examine what areas he would like to work on and improve. Reynaldo is 17 years old turning 18 within a few months, and is really struggling in school. MSTT spoke with Reynaldo about his plans for the future, and where does he see himself in two years. Reynaldo express is willingness to attend college he just does not know what he wants to study once he's there. MSTT address with Reynaldo the importance of keeping his goal of attending college and use it as a motivitor to help him get through high school. Right now Reynaldo has to take 11th and 12th grade classes in order to graduate on time. MSTT will continue to monitor Reynaldo academic

On February 22, 2016, I was assigned this case for follow up. I was assigned a second case on February 24, 2016. The person involved in both investigations is Ms. Kassidy Pullara a fourteen year old T.C. Williams High School student. I contacted Doris L. Stanley (Guardian) and was granted access at school to interview Kassidy Pullara in school.

On August 29, 2016, I was assigned this case to follow up. This investigation involves Mr. Brian Stacy Flores Mendoza a 17 year old T.C. Williams High School student. On September 1, 2016, I contacted Juan Carlos Melgar (Father) who was not able to speak to me, but did confirm his son Brian had not returned home.

When African American males who are vastly capable do not reach their academic potential there are not any quick or easy fixes to this social problem. Other than temporary or situational issues there are other factors that have communally taken a toll on the performance and education experience of African American adolescent males (Ford & Moore, 2013). On the mezzo level, he has a negative interaction with his school. His mother receives a lot of negative reports from the school. Not once did his teacher and any counselors make any referrals for professional services in any of his grades. A lot of teachers do not how to engage with him. Often teachers immediately assume because he is 6’9 he is already going to be trouble because

Well it was January and teachers were ready for Spring 2008. The area superintendent was first on the morning agenda to share that Principal Mrs. C would no longer be a part of Creek Middle School, as she had decided to leave the district and seek employment elsewhere. The area superintendent was also there to introduce the interim principal that would be leading the campus until further notice. As Principal Mrs. D was being introduced teachers were whispering to one another about what was taking place at Creek Middle School. Principal Mrs. D took the floor and shared with staff about her experience as a teacher and principal. Mrs. D had actually retired after 35 years in education, and was a part of the district interim program where retirees

On February 16, 2016, I was assigned this case to follow up. This case involves Ms. Jayla Ann Moore an Edison High School student in Fairfax County who now resides at 307 Yoakum Parkway Apt# 411. I contacted Jamie McCalister who told me her daughter is home until the school decides if they are letting her finish the school year or transferring her to T.C. Williams High School.

This activity would be difficult for Julie because it requires her to write extensively on a topic that is at a higher level then she is capable of. She is unable to write at a fifth grade level because she is only preforming at a second grade level. This makes this student activity extremely challenging for her because at a second grade level in it highly unlikely that she even comprehends the requirements and structure of the essay. The students are also required to present their findings in front of the call which will be difficult for Julie because she tends to dominate class discussions.