Report: Students of color, disadvantaged students continue to lag in achievement
17th August 2020 · 0 Comments
By Ryan Whirty
Contributing Writer
The COVID-19 pandemic and the resulting school closures have exacerbated and underscored the disparities in the quality of education provided to different local populations and communities, stated a new report published by the Urban League of Louisiana.
Late last month, the organization released the second edition of its comprehensive report, “Advancing Educational Equity for Public Schools in New Orleans,” which stated that although overall, system-wide increases in student achievement have been seen in local public schools in the last few years, students of color and those from a disadvantaged background continue to lag behind the rest of the student body.
The recently-issued report comes three years after the Urban League’s initial study of New Orleans educational equity published in 2017, and the summary of the new edition stated that the new assessment isn’t good.
“Our analysis finds that many of the inequities in quality and in access that were identified in 2017 continue to plague our education system today,” it read.
It stated that economically-disadvantaged students and students of color frequently lag behind their peers and as such face chronic challenges, such as systemic exclusion from top-quality curricula and instruction; underrepresentation in top schools and classes; system-wide underperformance on standardized tests and assessments; and attendance at schools and in all grades that are adequately equipped to help them move toward graduation.
“We produced the first edition of Advancing Educational Equity in New Orleans Public Schools in 2017,” said Judy Reese Morse, president and CEO of Urban League of Louisiana. “This recent analysis builds on that report and captures changes since the 2016-2017 school year. Disparities across race, ethnicity, and socioeconomic status begin early and last throughout a student’s academic career.”
Reese Morse added that, unfortunately, researchers reached the results they expected to find.
“These findings are not particularly surprising, but they are a renewed call to action,” Reese Morse said. “Our reports document persistent disparities – we do not have equity within our school system. And in light of the pandemic, we will very likely see compounding inequities widen existing gaps, especially if they are not addressed quickly and diligently.
“As we move forward,” she added, “we must explore the effect of COVID-19 on educational equity and consider what the long-term impact may be if we do not intentionally and proactively address inequities now.”
In the wake of the completion of the unification plan for all Orleans Parish School Board public school facilities and operations that was enacted and executed following Hurricane Katrina, the Urban League report stated, local school leaders have a chance to close those gaps in student progress.
“Unification has provided OPSB with the authority to hold all NOLA Public Schools accountable and provide appropriate support when needed,” stated a summary of the report. “The district must continue to focus on recurring gaps – in outcomes and in access – to ensure that all students in New Orleans have the opportunity to reach their highest potential.”
The report added that the system-wide school closures that occurred and were maintained as a result of the coronavirus crisis has jeopardized any progress toward educational equity that could continue to occur.
In addition to hindering the improvement and bolstering of the actual curricula and teaching strategies that could help close academic inequities faced by vulnerable populations, the COVID-19 shutdown also impacts the general atmosphere and setting in which each student learns and progresses.
Such variables as disciplinary systems, class attendance and grade-retention and dropout rates contribute to what the Urban League report calls “school climate,” which, just like raw achievement, can also suffer and deteriorate during the coronavirus pandemic.
“A positive school climate is vital for learning,” reads the Urban League report summary. “It contributes to academic achievement, improves outcomes for youth, especially economically disadvantaged and minority students, and influences teacher effectiveness. Research shows that a positive school climate has more influence on school success (high academic achievement and graduation rates) than increased resources and can negate the impact associated with high-poverty rates.”
Other crucial factors cited by the new report include access to quality schools, school choice and admission standards, as well as teacher quality and effectiveness.
NOLA Public Schools (NOLA-PS) responded to the Urban League’s new equity report by asserting that, now that unification in the Orleans Parish educational system has been achieved, school officials and staff continue to lay out and enact a comprehensive educational and student support plan that leads to the improvement and success of every student. NOLA-PS stated in a comment to The Louisiana Weekly that achieving educational equity is the highest administrative and teaching priority.
“We thank the Urban League for their diligent work in addressing the issues we as a community face with regards to public education,” said the statement. “Along with our community partners and school leaders, we have and continue to urgently invest in key areas we know will help close the achievement gap.”
The statement continued, “Those actions include focusing on teacher retention and continuing to develop our teachers and school leaders, earlier identification and support efforts for students who are struggling, implementation of tier 1 curricula, and the continued expansion of social emotional learning and trauma informed practices to even more of our campuses and classrooms.
“We know that critical work is already happening here in New Orleans to achieve these goals and know there is even more to be done in our community. Our commitment remains to every child in our care, every day.”
The Urban League offered several areas of recommendation for NOLA-PS to consider as it moves forward, including expanding equitable access to good schools and good teachers; closely coordinating efforts toward improvement with local advocacy, non-profit and support organizations; increasing transparency and public openness in administrative and community relations terms; and continuing to be bold and effective leaders.
But the report stated that none of that can take place until everyone involved acknowledges that achievement gaps and inequities that exist.
“The first step in addressing these inequities is recognizing that they exist and the effects they have on our youth and therefore the greater community,” said the summary.
However, it added, there is much reason for hope.
“We must continue to ask why [inequities exist], and we must do so in partnerships with parents, families, teachers, and community members,” Reese Morse said. “We must examine the policies and structures that perpetuate these inequities and we must have bold leadership willing to increase transparency and accountability for changing them.
“The Urban League of Louisiana proposes the adoption of an education equity framework,” Reese Morse added, “one that is designed with community and examines seven key indicators that are known to impact life-long outcomes. In the absence of such an equity infrastructure, schools and districts are not and will not be prepared to respond appropriately to situations like the one we are in now – meaning that students who are already at a disadvantage will experience even greater inequity than those documented in our report. Our community cannot afford to ignore the disparities our children are experiencing and we must all play a part in advocating for transformation that truly serves all students.”
This article originally published in the August 17, 2020 print edition of The Louisiana Weekly newspaper.
