District-Researcher Partnership for Closing the Black and Latino Male Opportunity Gap

• In Event: 58.080 - Expanding Educational Opportunities for Black and Latino Male Students: Lessons From Four Urban School Districts

Abstract

Objectives
Boston Public Schools leaders commissioned two studies of Black and Latino males to 1) examine patterns of enrollment, access, and performance and 2) conduct case studies of four schools doing comparatively well by them. The research findings were a call to action for the district and community, and spurred systemic practice and policy changes (Miranda, et al., 2014; Tung, et al., 2015). This paper will document the research findings, highlight the actions taken by the district in response to the findings, and suggest areas for further improvement in supporting young men of color in schools.

Perspective/Theoretical Framework
Instead of focusing on achievement gaps, the first study used an opportunity gap framework to move beyond limited notions of achievement towards policy recommendations that focus on the opportunities and conditions critical to Black and Latino male success (Carter, Welner, & Ladson-Billings, 2013). The theories that informed the second study 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).

Data Sources/Methods
These studies used mixed methods, including a descriptive, longitudinal, quantitative study using a database of student-level demographic and outcomes variables. The qualitative case studies and cross-case analysis relied upon interviews, focus groups, observations, and document review. Following coding, themes by school and across schools were identified (Yin, 2009).

Results
The quantitative study revealed increasing diversity of Black and Latino males, particularly from Africa and the Caribbean, as well as striking disparities in access to educational opportunities as demonstrated by disproportionate enrollment in rigorous courses and schools (Miranda, et al., 2014). From the case studies, we identified several generic themes, not focused on Black and Latino males, about effective practices: strong school cultures, professional collaboration, differentiated instruction, and family engagement. We also brought to light unfinished business, in that none of the four case study schools had an intentional and comprehensive schoolwide approach to educating Black and Latino males (Tung, et al., 2015). On the whole, the approaches to teaching and learning did not place value on students’ cultural and linguistic backgrounds; took a colorblind approach to instruction; and were not culturally responsive.

Significance
Since the studies were conducted, the district’s response has included: 1) creation of a principal work group to re-think equitable access to advanced coursework in fourth grade and exam schools in seventh grade; 2) review of high school courses offered and sequences required to graduate, by school; 3) system-wide professional development in discussions about race and culturally responsive practices; and 4) a recommendation of a cross-sector task force focused on Black and Latino male opportunity and equity. The model of the three-way collaboration among the district and the two research organizations, with regular and ongoing conversations about study design, emerging findings, and action steps, demonstrates how researcher-practitioner partnerships created ownership for the findings and action on behalf of Black and Latino males.

Author

• Rosann Tung, Annenberg Institute for School Reform