Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males

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

Abstract

The final paper synthesizes themes from four case studies of schools doing well by Black or Latino males and shares district and community recommendations for remedying the opportunity gaps exposed in Paper #1 and replicating practices throughout the district (Papers #2-5). Given that Paper#1 identified an increasingly diverse Black and Latino student body and systemic challenges for equitable opportunity, highlighting schools that are successful with Black and Latino males within that system is crucial and empowering.

Our theoretical framework is grounded in educational research and practice. The theories that informed our data collection and analysis 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 Black and Latino male success. The practices were adapted from School Quality Review rubrics (CCE, 2014) and are grouped into categories such as Mission, Leadership, School Organization, Curriculum, Instruction, Culture, Family Engagement, and Community Partners. The framework permitted us to examine which practices resonated with Black and Latino males.

All individual case study codes were mapped onto the theory- and practice-based framework to identify indicators that occurred in three or four of the individual cases studies. We also identify common findings that were not in the framework.

A key crosscutting theme is that despite theory on what works specifically for historically underserved students, such as critical race theory and critical pedagogy, schools may achieve exemplary outcomes by focusing on more generic strategies and practices that are hallmarks of any good school, such as high expectations for each student. The lack of intentionality around race, ethnicity, and/or gender among the case study schools is a surprise; however, researchers did discover intentionality focused on sound educational practice and meeting the needs of each student. Evidence from the first paper in this symposium points to the fact that there are far too few effective schools in Boston, a district with almost four-fifths of its population Black and Latino.

A second theme is the professional community among the adults in the schools, who share a mission and commitment to their students. While specific practices of collaboration differed from across case studies, these successful schools had formal and informal systems for professional collaboration and growth, from book groups to shared lunch to a culture of familiasmo to case management meetings.

The significance of this study is that given the diversity among case study schools, we show that there is no prescription for schools that serve Black and Latino male students well. Schools of different sizes, contexts, levels of autonomy, and faculty makeup can succeed through implementing evidence-based best practices. Most of the highlighted practices did not focus upon Black and Latino males specifically. Taken together, these papers provide a “Call to Action” for the Boston district and civic leaders at large.

Authors

• Rosann Tung, Annenberg Institute for School Reform

• Vivian Dalila Carlo, Lesley University

• Melissa Colón, Tufts University

• Jaime Del Razo, Brown University

• John B. Diamond, University of Wisconsin - Madison

• Alethea Frazier Raynor, Brown University

• Daren Graves, Simmons College

• Paul Kuttner, University of Utah

• Andresse St. Rose