Equal Outcomes Through Equitable Means: Individualizing Education and Welcoming Families at the Fairview K–8

• In Event: 26.032 - Analyzing Enrollment, Outcomes, and Excellent Schools for Black and Latino Male Students in the Boston Public Schools

Abstract

Fairview K-8 School emerged from multiple regression as a school that was doing well by Black males (controlling for the student demographics). Through qualitative data, we uncover unique culture and practices that may explain Black male success. We chose case studies rather than other research designs because they allow us to both analyze findings within each school as well as identify themes shared across case study schools (Paper#6) (Yin, 2009).

Our theoretical framework is grounded in educational research and practice. The theories that informed our framework include critical race theory, critical pedagogy, multicultural education, empowering education, and equity (Freire, 1970; Shor, 1992; Ladson-Billings, 1998; Nieto, 2004; Duncan-Andrade, 2008; COSEBOC, 2009; Fergus & Noguera, 2010; Lewis, Butler, Bonner, & Joubert, 2010; Klevan, Villavicencio, & Wulach, 2013; Harper & Williams Jr, 2014). This study was also informed by a review of the literature on effective schools (CCE, 2014); indicators are grouped into categories such as Mission, Leadership, School Organization, Curriculum, Instruction, Culture, Family Engagement, and Community Partners. Combined, these theoretical and practical approaches permitted us to examine which practices resonated with Black and Latino males students. The theory- and practice-based framework was used to develop an initial code structure, while new codes were added as needed.

The Fairview K-8 School of 500 students is located in a tight-knit community of highly involved parents. 39% of its students are Black, 33% Latino, and its White population is double the district average. The school was identified for case study due to the performance of its Black males, predominantly from North America (86%). One tenth of Black students are from the Caribbean.

The school has a diverse faculty consisting of veteran teachers who have a history of working together at the Fairview for five years or more. Exemplifying their professional community, teachers collaborate formally and informally to improve instruction and hold high expectations for all students. They intervene immediately when students have academic struggles.

Another factor contributing to the success of Black males is that the Fairview is one of 26 Inclusive Schools in BPS. In accordance with research and policy, Inclusive Schools educate students with disabilities in regular education. As an Inclusive School, two or more adults provide one-on-one and small group support. This low adult: student ratio allows teachers to better understand students and their needs.

One surprising finding was that although Fairview was selected because of its success with Black males, teachers say they do nothing specifically to meet their needs. Instead, the school has a culture that upholds “color blindness.” However, staff members are aware of the particular needs of boys and differentiate instruction by gender.

The significance of this case study is that for certain schools, the means to attaining success with a particular group of students may not be due to an intentional focus on that particular group. Rather, inclusion, and the human and intellectual resources to implement inclusion, provide an example of how a particular community achieves its success.

Authors

• John B. Diamond, University of Wisconsin - Madison

• Paul Kuttner, University of Utah