Case Study of School Closures in Oakland and Philadelphia: African Centered Practices as a Remedy

• In Event: Black Education in the Crosshairs of Local Struggles

Abstract

From 2010 to 2020, there have been over 9,800 school closures, many of those in the poorest minoritized neighborhoods, impacting Black students' access to quality schools, teachers, and curriculum (Nuamah, 2020; Posey-Maddox et al., 2021; Ramsey-Jordan, 2020). School closures in urban communities have increased considerably since 2010. Black students have been impacted more by these closures than other student populations (Pearman & Greene, 2022). This manuscript offers a viable resolution that serves to remedy school equity, equality, and opportunities by improving the systems and practices that contribute to the shuttering of neighborhood schools.

As a policy for addressing low-performing schools, permanent closure is costly and impactful for students and their families who make significant adjustments when transferring schools. Districts reportedly close schools due to underperformance, low enrollment, and federal policy (Steinberg & MacDonald, 2019). Low-performing schools fail to provide Black students with the curriculum, resources, culturally relevant pedagogy, or a process for family and community participation needed for their success and improved achievement outcomes (Murrell, 2012).

Our literature review seeks to answer the question: Can community engagement and African-centered instructional practices in the classroom be a remedy for school closure? To answer this question, we present the case studies of Oakland and Philadelphia, two cities that have experienced significant school closures from 2010 to 2022. Oakland has closed 16 majority Black schools forcing more than 18,000 Black students out of the district (https://reparationsforblackstudents.org). Between 2012 and 2013, Philadelphia closed 30 schools displacing 15,000 students who were predominantly Black (Jack & Sludden, 2013). We argue that the adoption of African-centered instructional practices together with community engagement strategies will lead to improved academic achievement, graduation rates, increased higher education enrollment, and retention for Black students. Community engagement inclusive of families in the educational, co-curricular, and policymaking of the schools will create a robust environment that centers the students' highest level of needs and support. Finally, we provide examples of African-centered theories and models that can serve as prototypes for a flourishing community-informed school.

Keywords: Shuttered schools, achievement, school deserts, cultural pedagogy, African-centered, community engagement, spatial injustice.

Presenters:
1. S. Nzingha Dugas
- Doctoral Student, Claremont Graduate University
- Associate Professor, African American Studies, Contra Costa College
- Email: nzingha.ucb@gmail.com, ndugas@contracosta.edu, sonya.dugas@claremont.edu

2. Gary Pierson
- Doctoral Student, Claremont Graduate University
- gary.pierson@claremont.edu, gpierson1619@gmail.com

Authors

• Sonya Nzingha Dugas, Claremont Graduate University & Contra Costa Community College

• Gary Pierson, Claremont Graduate University