EDUCATION EQUITY
At its core, westernized education was not designed to include Black students. Foremost, it is a system that does not allow students, regardless of race, to gain accurate knowledge of history, and the contributions that Black people have made. Educational settings continue to deny Black students the right to bring their entire selves into learning spaces as the western world has limited the presentation of our history to that of slavery and despair. This is made evident right in our very own city by SFUSD’s reputation of disproportionally putting Black children into special education. Despite African-American-focused initiatives and designated staff to address these disparities, African-Americans continue to underachieve in SFUSD.
POLICIES WE WANT
Infuse Black history and culture into the curriculum and instruction so that Black students at all grade levels see themselves in a historical and cultural context daily. This must be institutionalized in our public school. Teachers must be trained on how to infuse Black history and culture into their lesson plans and be held accountable to do so.
Black Teacher to Black Student Ratios: If 60% of the student population at a public school is Black, then so should be their teachers. Black students are more likely to gain confidence and are motivated to achieve academically when their teacher looks like them. We must hire culturally conscious and competent Black teachers. “Researchers from Johns Hopkins and American University outline findings that show that Black students who are exposed to one Black teacher by third grade were 13 percent more likely to enroll in college. Those who had two Black teachers were 32 percent more likely to enroll in college.”
Behavior and Mental Health Support.
Black Student Success and Transition Coaches: Coaches would provide both social emotional and academic support (on the school campus in/out of the classroom); facilitate student-led clubs/groups such as Black Student Unions, and Sister/Brother groups. The SSC and TC would work closely with school site staff to ensure that schools are welcoming, safe, and well resources for our Black students. We demand an environment of high standards of learning that recognizes and cultivates Black students’ strength, interest, and aspirations.
Our Black Families: Require Site based AAPACs with funds to hire a site based coordinator that reports to AAPAC Program Manager; Funds to support Black Family Partnerships under the African American Achievement and Leadership Team to monitor continuous improvement; Access to technology (computers, wifi, resources to navigate); Culturally relevant enrichment programs at schools with high concentrations of AA students; Conduct study similar to Beyond the School House Report; Expand Shoestrings Program (early ed intervention); Support the completion of A-G requirements beyond basic graduation requirements: Transform adult mindsets to raise standards and expectations for AA students to become UC/CSU eligible and competitive.
