American Promise: An Abridged Discussion Guide

American Promise:
An Abridged Discussion Guide
1
Introduction
Nurturing boys as they grow into men is hard for any family today; the challenges
range from daily struggles like getting homework done on time and negotiating
online access, to bigger issues like the search for identity and the need to make
responsible choices in an often confusing world. When the boys are Black, the
childrearing also inevitably involves lessons about racism, authority, authenticity,
and safety.
The documentary American Promise explores these childrearing challenges and
invites viewers to join a public conversation about how young men negotiate
being “authentically” Black while also preparing to succeed in a world where
White people control a disproportionate amount of economic and political
power. The film provides insights into Idris’ and Seun’s complicated journeys to
American manhood, exploring the roles of parenting and education policy in this
coming of age. American Promise raises questions about the interweaving of
race, class, and opportunity as it asks audiences to consider what the "American
Promise" really means, for these boys and for each of us.
Part 1
In the following scenes, you'll hear an audio message from Dalton Academy
about an incident involving Idris at school, and then hear Idris' account of the
event. Watch for disconnects between the two. Next, you’ll see footage of Idris'
parents, Michele and Joe, reacting to the news that their son has been impulsive
in school. Pay attention to how they determine who's responsible.
Significant Quote:
Joe: "The question is, what is it about Idris that makes him disruptive?"
Michele: "…him? What is it about the environment?"
Questions:
1. Idris claims that being one of the only Black kids at school is "never an issue."
How does he elaborate? Is there anything noteworthy in his view?
2. Do you think that placing intense focus on an issue in a child's life makes it
easier for the child to deal with the issue, and avoid blaming himself? Does the
act have any unintended consequences?
3. Joe states that his great concern is that "They don't know [Idris]." What can a
parent do to encourage a child to be himself in school? What can teachers do
to understand students from different backgrounds more thoroughly?
2
4. What type of an environment can make a child act out or feel hostile towards
others? What actions can schools take to be aware of their "culture," and create
a positive space for all students?
Part 2
The following clips feature Seun's mother, Stacey, tutoring Seun in math and
expressing concern over what she worries may be a "learning glitch." Afterwards,
Idris talks about the way he adjusts his behavior depending on his social
environment, specifically his speech.
Significant Quote:
"My basketball team, I'm sometimes made fun of… I change my voice, like I
don't talk like I talk at Dalton so they don't make fun of me. They talk slangish or
something."
Questions:
1. What do you think makes children want to adjust their behavior to fit in with
others? What are they afraid of? How can adults, specifically parents and
teachers, lessen these fears?
2. If you heard a child say, "He talks like a [Black or] White boy," how would you
respond?
3. How would you tend to your son’s self-esteem if he were diagnosed with a
learning disability? What if he was enrolled at a school that placed a very high
value on measurable achievements?
Part 3
This next clip shows Idris' family discussing his athletic progress in the car on the
way home from basketball practice. Then a French teacher at Dalton comments
on Seun’s behavior. Lastly, Stacy delivers some bad news about Seun.
Significant Quote:
“They psychologist called me and she said that Seun had been diagnosed with
dyslexia. It was a relief. You already know you have this bright kid but you're not
getting it in the schoolwork."
Questions:
3
1. What are some types of innovative accommodations that private schools can
make for students with learning disabilities? Discuss those you've heard of or
encountered.
2. Is it possible for parents and teachers to distinguish whether a student has a
learning disorder rather than an emotional issue? How can we support children
facing either dilemma?
3. What are some methods you believe are effective for motivating children with
learning disorders?
Part 4
Now we'll watch Michele recount her experience talking to Dalton and other
parents about a tutoring program offered to Idris. In the subsequent clip, Joe
complains about the amount of money other parents spend on their children's
out-of-school tutoring, and talks about the extra effort he and Michele put in to
help Idris keep up.
Significant Quote:
Michele: "We got a letter from Dalton inviting Idris to participate in this tutoring
program. He was having some issues in fourth grade, but we didn't know they
were going to recommend tutoring. So I asked, "how was he selected? " and she
said, oh we offer this to students who are on financial aid so it's a way to make it
more of a level playing field. But then we found out that in Idris's grade, he and
Seun are the only two kids in the entire grade taking this tutoring program. I don't
want the tutoring to be at the expense of him begin perceived in a way that's
totally inaccurate. I think that there's a perception that these are young black
boys who need extra help because they're not used to this kind of exposure."
Joe: "We devised a spreadsheet. Every hour of the week is accounted for… at
first we were a little embarrassed. People were saying things like, "Wow, you're
controlling his entire life," but I think the problem is, "we weren't controlling
enough."
Questions:
1. Is it better for a school administration to take steps to mitigate
underachievement at the risk of seeming to have a racial bias, than to turn
away from the problem in the name of political correctness? Where do you
draw the line?
2. How much autonomy does a child need to have in his own schedule, and by
extension, his own life, to be successful scholastically?
4
Part 5
The next scene is an interview with Seun. In it, he's asked to talk about school,
then to self-assess his academic progress. After that, we see Idris struggle with an
assignment that he had two weeks to complete and that is due the following
day.
Significant Quote:
Martha Edelson, Assistant Director for Curriculum: "We have high levels of
expectation. Organization, time management, keeping materials together,
knowing what to bring home, what to leave at school, there's a lot of work to do.
I do expect a lot of independence…"
Questions:
1. How can schools offer students feedback on their performance and behavior
through out the education process?
2. Joe expresses concern that Idris' "self-esteem has fallen through the
floor." Can you think of reasons why this may be the case?
3. What can parents do to make sure their children enjoy school and feel
confident no matter their background? What can educators do?
Part 6
Now we'll watch Seun's mom, Stacey, reflect on why Seun is having a tough time
at school. Listen for the moments where she talks about how his difficulties affect
her. Following that footage is a meeting, arranged by Joe and Michele, of Black
parents of Dalton students.
Significant Quotes:
Parent: "What the White parents are sharing with me, all of them are complaining
about the same thing: 'He lost his book twice and I don't know what's wrong with
him, I can't get him to focus…' Same exact thing that we're all going
through. That doesn't take away from the fact that we have this extra burden, in
this country, and I think as parents who are Black, we're going to work and we're
going to have anxiety."
Parent: "People look at them and fear them when they see them. Every day
we're inundated with marketing that the dark black face is dangerous so watch
out."
5
Questions:
1. When Stacey asserts that there's "something unnatural" about how ninety
percent of Black kids have problems at Dalton and that there's a "huge
imbalance," do you think she's criticizing Dalton as an institution, or lamenting a
larger cultural phenomenon? If you were in her place, how would you see the
issue?
2. How might rigorous schools with high standards of academic success better
acknowledge and respond to students with academic and behavioral
shortcomings?
Part 7
The next scene has three distinct parts. First, it shows Idris in a basketball game.
Then it shows his father critiquing him in the car on the way home. Lastly, Idris gets
to talk a little about his father alone. The scene that follows focuses on Seun,
alternating between footage of him in working in math class and sharing his
feelings about potentially leaving Dalton.
Questions:
1. Joe is frustrated that Idris didn't show more assertiveness in the game. How
can parents clearly instruct their children on when aggression is appropriate, and
when it is time to stand back and cooperate?
2. How might a Black boy struggle with the decision of when to display
aggression and when to cooperate in a way a White boy or boy of another race
might not? How does popular media portray aggression in Black males?
3. Idris says his dog is "fun," is there "to console" him, and gets into trouble but still
"is just a puppy." Why do you think the filmmakers included this scene?
Part 8
Now we'll see two angles of Idris' social life. Pay special attention to the section in
which he describes his interactions with girls. The subsequent scene features
Stacey reflecting on how Dalton has responded to Seun’s performance in an
English workshop.
Significant Quotes:
6
Stacey: "I get this update about improvements… acknowledging that I'm starting
a process, they know he's on his way out and now they want to smooth things
over."
Questions:
1. Idris says, "I bet if I was White I'd be better off." Then he asks, "Is that true?" If
your child asked an “if I was...” question, whether it were about race, gender, or
any other stable characteristic, how would you respond?
2. What do you think of Idris' remark?
3. If your child were at a school with a reputation for extremely high standards
and yet you felt he wasn't being given enough help, would you feel confident
about considering less prestigious schools?
Part 9
This next clip features two Dalton administrators reflecting on Seun and the
school's track record with African American boys. Then we hear Seun's
perspective on the change. Listen for the nuances in how each person
expresses regret. After that, we see footage of Idris and Seun's graduation as one
of the administrators meditates on minority students' experience at Dalton.
Significant Quotes:
Libby Hixon, Middle School Director: 'Seun is a wonderful human being, he's so
smart. Everything you watch about him is thoughtful, it's peaceful, and Dalton is
thoughtful but it isn't peaceful… this is high-energy, fast turnover, a lot of volume,
a lot of ownership… I don't think it was frankly a good match for him."
Libby Hixon: “They don't need that burden, they don't want to feel, 'I'm a sole
representative' of anything."
Questions:
1. Would you be satisfied if an administrator told you your child was too
"peaceful" for a "fast-paced" institution? In other words, do you think that can be
a valid assessment, or do you think the administrator was really talking about
something else? If so, what?
2. Do you agree with Ms. Hixon, that numbers are important? Why or why not?
Part 10
7
The next few scenes include footage from Seun's high school, Benjamin Banneker
Academy, as well as an interview with Principal Daryl Rock. Afterwards, we hear
from Debbie Almotaser, Special Education coordinator at Benjamin Banneker,
about Seun’s progress.
Significant Quotes:
Principal Daryl Rock: "I'm not against kids being in diverse environments, but at
this point, over my many years of being in the system, I'd say it's not really
necessary. White people never talk about that, they never say, 'I'm going to
take this kid out of a White school and put him in Black school so things will be
more diverse.' People don't think that way and I don't know why we have to
think that way.”
Seun: "You feel a kind of comfort when you're with people of your same race."
Questions:
1. Why do you think the filmmakers chose to film, of all classes at Benjamin
Banneker Academy, a teacher talking about slavery in an unexpected way?
2. Do you agree with Principal Rock that racial diversity of a student body can
be overrated? Why or why not?
Part 11
Finally, we’ll see Idris’ parents talk to him about the college process. Pay
attention to the questions they ask him, especially in terms of how to judge a
university.
Significant Quotes:
Joe: “You’re going to look at a university – you might as well learn something
from the experience and the biggest learning experience you’re going to have is,
how to handle yourself around other people.”
Questions:
1. Joe tells Idris to memorize the phrase, “It has a great tradition of education,”
and to “say it like [he] mean[s] it.” What does the phrase mean to you? If you
wanted to assign a university a phrase explaining its appeal to you, what phrase
would you choose? In your estimation, what makes for a quality education?
8
2. What are some ways that the college education process might be different for
Black students, than for other students? How about for Black boys in particular?
9
American Promise
Discussion Questions
Discussion Questions
American Promise
1. What is the “American Promise”?
2. What does it mean to you?
3. How can we ensure that more of our boys of color succeed in school and
graduate prepared for college?
4. Schools are not addressing the unique social and developmental needs of African
American males. What can schools and educators do differently?
5. Were there any scenes between parent and child that you would like to freeze
and re-write? If so, which ones and how?
6. In this story, the boys had similar demographic backgrounds and school
environments, yet they achieved different outcomes - why? Do you think we
would find better outcomes if schools were also gender-exclusive?
7. In 2011 - only 10% of Black male 8th graders were deemed proficient readers at
the 8th grade level. What is this a consequence of?
8. Rather than reforming “attention deficient” policies, too many states and districts
are taking the easy route and simply labeling those students as “disinterested”,
“slow,” “bad” or as having ADD. How do you feel about this?
9. Consistent and positive role models for young black males are essential for
enhancing their academic and social development. How can we provide more
mentors for our black boys?
10. What is the number one thing parents should be doing to help their boys
succeed? What about educators? And the boys themselves?
11. How do you define success? And what counts as success?
12. What is your understanding of a good, quality education?
Dear Screening Organizer,
Thank you for setting up a screening of American Promise. We are thrilled you have
decided to host this film in your community.
This guide is full of helpful tips for organizing, promoting, and facilitating a successful
screening that will spark a productive dialogue about closing the achievement gap in
your community. Download the complete screening discussion guide for even more
information about hosting a screening. If you have any questions please feel free to
email alexandra@picturemotion.com. We’re here to help ensure your screening goes
off without a hitch!
This Dropbox includes:
• Screening Promotion - Suggested promotional Facebook posts, tweets and e-mail
copy
• Quick Facts - Film summary, critical reviews, and awards - use this for your
promotion
• Screening Discussion Guide - Resource rich guide that will help you organize an
impactful event
• Press Information - Share this with the media
• Postcard & Bookmark- Audience action-oriented postcard. Print and distribute at
your event.
• Theatrical Poster - Print and post or use in your online promotional efforts.
• Email Sign-Up Sheet - Print several copies of this and pass them at your screening.
Return the filled out forms with your DVDs or scan and send to Gregory.
If you have problems opening any of these documents, please email Alexandra.
Last thing - we highly recommend hosting a panel discussion after screening American
Promise. By hosting a panel you will boost your audience numbers, encourage a
productive discussion, and have a more impactful event.
Good luck!
E michele@americanpromise.org W www.americanpromise.org F Facebook.com/AmericanPromise TW @PromiseFIlm
EVENT STRUCTURE
Below are some suggestions to get you thinking about how to build out your event.
Find a Partner
By working with a partner organization, you increase your potential audience, expand
your ability to promote, and amplify the conversation around black male achievement.
This partner might be a an advocacy organization or a school. Welcome them to
distribute their materials at your event and sign up new members.
Organize a Post-screening Q&A
Hosting a panel after American Promise has proven to be the best way to increase
turn-out, contextualize the issues in the film, and get the audience talking. Contact
people in your community who you think will be a draw for the audience, and can
speak to a wide- range of issues in black male achievement.
Localize the Film
Take this opportunity to discuss what is currently happening in your community as it
relates to education. Bring collateral to pass out or show a short video before or after
the film.
Continue the Conversation
Print and pass out the postcard in Dropbox. Hand these out as your audience is
leaving.
Offer Eats
Providing food at your screening encourages people to attend and adds to an eventfeel. This can range from popcorn at the theater to a full dinner provided to guests.
Make sure you know what you are offering, when it will arrive, and if your venue
allows food to be served.
Follow Up
Collect emails from your audience when they’re checking in and during the Q&A. Use
the sign-up sheet we have provided for you in Dropbox. Share the emails with us,
and we will keep yours. Please send out the American Promise Screening
Questionnaire to your event attendees: http://www.surveymonkey.com/s/NVDQKV8
E michele@americanpromise.org W www.americanpromise.org F Facebook.com/AmericanPromise TW @PromiseFIlm
Screening: To Do’s
Purchase a screening license. Contact alexandra@picturemotion.com immediately if
you have not done so.
Send us your screening date, time and venue so we can help you promote your event
Use the materials in this Dropbox to promote your event
Send us the URL to any website it is being promoted on and we will put it on ours as
well!
Confirm screening details with your panelists
Contact your venue manager regarding any special needs you’ll have for your event
(make sure they have the required A/V needs, and the room can get completely dark)
Email out invitations three weeks before your event Email a reminder one day before
your event
Once you have received the DVD/Blu-Ray, make sure it plays on the system you will be
using for your event
Print out sign-up sheets (look in Dropbox)
Arrive at your venue 45 minutes early
Set up a table to collect email addresses and tickets and give out postcards
Enjoy the film!
E michele@americanpromise.org W www.americanpromise.org F Facebook.com/AmericanPromise TW @PromiseFIlm
ANSWER BEFORE YOUR SCREENING
Answer the following questions below before your screening date to make sure you are
well prepared.
Where is your screening? What time is your screening?
What is the screening capacity (note- this must be discussed with Alexandra)?
Who is the contact person for your screening? How should interested community
members contact them?
Are all technological and equipment needs met at your venue?
Are there any logistical concerns to be aware of for your audience (i.e. adequate
parking, building access and entry, need for a sign language interpreter, etc.)?
Who is your audience? What has been done to promote attendance to your event?
What, if anything, does the expected audience know about the event/film? What have
they been told?
Are there specific goals or outcomes that the sponsor or hosting organization would
like to achieve?
Who will introduce the film/panelists? Do they have all the information they need? Are
there any additional presenters or announcements as part of your screening? How
much time is allotted to pre- and post- screening discussions?
Are you having a reception/offering food?
Have you allotted time for set-up and clean - up?
E michele@americanpromise.org W www.americanpromise.org F Facebook.com/AmericanPromise TW @PromiseFIlm
FAQ’s
Where should I host a screening? Anywhere! Your venue must have A/V capabilities,
including a projector, a DVD player and a sound system.
What if I want to host more than one screening? No problem, you’ll just need to
purchase a second screening license. Contact Gregory to work it out.
How much time should I plan for? Three hours minimum. The film is 140 minutes
long, with a 120 minute abridged version available as well as 45 minutes of clips. The
best events have panels that last for 30 minutes and a light reception afterwards. If you
are just showing clips, plan for two hours minimum.
Can I charge admission? Yes, just let us know that you plan to charge admission. If
you decide to charge admission after purchasing the screening license it is illegal to do
so without notifying American Promise.
Can I keep the DVD? No- you must return the DVD immediately after your screening.
E michele@americanpromise.org W www.americanpromise.org F Facebook.com/AmericanPromise TW @PromiseFIlm
AMERICAN PROMISE
A NATIONAL EFFORT TO ADVANCE BLACK MALE ACHIEVEMENT
A DOCUMENTARY 13 YEARS IN THE MAKING, AMERICAN PROMISE PROVIDES A RARE
LOOK INTO BLACK MIDDLE CLASS LIFE WHILE EXPLORING THE COMMON HOPES AND
HURDLES OF PARENTS NAVIGATING THEIR CHILDREN’S EDUCATIONAL JOURNEYS.
IN 1999, filmmakers Michele Stephenson and Joe
Brewster turned cameras on two families — including
their own— as they grappled with the ups and downs of
preparing their sons for academic success. At the time,
they weren’t quite sure where the project would take
them. But as they navigated the education system and
wrestled with the same questions most new parents face,
they knew that they had a story to tell. They also knew
that, as black boys, their sons’ futures were riddled with
extra hurdles: they would be twice as likely as their white
counterparts to be held back in school, three times as
likely to be suspended and half as likely to graduate
college. And both sets of parents were fiercely committed
to doing everything in their power to defy those odds.
Over a decade later, their story is the centerpiece of a
national campaign to advance the success of black boys.
The film premiered at Sundance in January 2013, winning
the US Documentary Special Jury Award, it then screened
at the Full Frame Film Festival, winning the Grand Jury
Prize. American Promise will have a limited theatrical
release in October 2013, and a nationwide broadcast on
PBS in early 2014.
KEY ISSUES
The “achievement gap” between Black males
and their peers in the US school system;
The sensitivity of educators to the unique
social and emotional needs of black boys; and
KEY DATES
SEPTEMBER 2013
New York Premiere
OCTOBER 2013
Theatrical Release & Book Release
EARLY 2014
Broadcast on POV, a PBS Program
Parental expectations and engagement.
AMERICANPROMISE.ORG
@PROMISEFILM
FACEBOOK.COM/AMERICANPROMISE
ABOUT THE CAMPAIGN
In partnership with trusted organizations around the country, the American Promise campaign team
is working to mobilize families, educators, and young people to take part in conversations and actions
around how we can better serve our black boys, ensuring that all our young people are equipped with the
same opportunities for excellence.
INFORM
FOSTER
deeper cultural sensitivity among
educators by incorporating the
campaign tools into diversity and
professional development trainings
parents and caregivers of AfricanAmerican boys about how they can
be more effective advocates for their
children, deepen learning at home,
take small steps to create large
behavior changes, and identify
opportunities to conquer
stereotype threat
THE
CAMPAIGN
GOALS
SUPPORT
ELEVATE
the importance of engaging AfricanAmerican males in the process of
their own achievement
AMERICANPROMISE.ORG
the empowerment of young
African-American men by providing
opportunities for dialogue, creative
expression, and mentorship
@PROMISEFILM
FACEBOOK.COM/AMERICANPROMISE
CAMPAIGN ASSETS
PARENTS
YOUTH /
YOUTH
GROUPS
EDUCATORS
DOCUMENTARY FILM
BOOK
PROMISE CLUBS
The centerpiece of the
campaign, the American
Promise documentary inspired
the following tools and assets.
Our ongoing nationwide
community screening tour
and upcoming theatrical and
PBS broadcasts will facilitate
conversations with audiences
and help them reflect on our
society’s biases and our shared
responsibility to ensure all of
our children can succeed.
American Promise: Raising
Black Boys to Succeed in
School and in Life, written
by Michele and Joe in
collaboration with acclaimed
author Hillary Beard, will be
published by Random House
imprint Spiegel & Grau. The
book will offer twelve key
research-based parenting
and educational strategies
for raising and educating
black boys.
We’re creating a how-to guide
and resource kit for parents
to form their own “Promise
Club,” a support group
and safe place for parents
to discuss and strategize
how they can best support
the academic achievement
and social and emotional
development of their sons.
PROFESSIONAL
DEVELOPMENT GUIDE
YOUTH ART CURRICULUM
Teaching Tolerance, a project
of the Southern Poverty
Law Center, is developing
a professional development
curricula designed to help
school faculty develop a
consciousness of both the
subtle and overt interplay
between individuals and
systems in American
education.
The Laundromat Project
is creating a digital
story-telling curriculum
that will engage diverse
youth around concepts of
perception, power, and selfexpression. The curriculum
is being developed and
tested with input from
black male teachers and
youth, among other expert
and community voices.
DIGITAL INSTALLATION
An interactive video
installation that weaves
the perspectives of two
African American males
as they age from 5 to 18
and explores how they
are perceived as young
black men by their family,
friends, peers, teachers
and America as a whole.
YOUTH MODULE
A short video workshop
designed to help young men of
color—especially young black
men—productively process
their experiences in a whitedominant society, towards a
more positive sense of identity,
empowered leadership and
academic success.
AMERICANPROMISE.ORG
@PROMISEFILM
DISCUSSION GUIDE
Our broadcast partner, POV, is
developing a comprehensive
screening discussion guide
for community events and for
classroom use.
MOBILE APP
A tool designed to support
parents, the mobile app
will provide regular tips
on ways parents can be
more supportive of their
son’s social, emotional and
academic growth. This will be
a free applicaiton available
for IOS and Android devices.
SOCIAL MEDIA & WEBSITE
An action oriented website
and social media campaign
to foster conversation and
discussion with families,
educators, and boys of color.
FACEBOOK.COM/AMERICANPROMISE
WHAT OTHERS ARE SAYING
“Riveting, an intimate look at
what it’s like to be young, black
and male in a largely white
private school…“ – Variety
“an educational odyssey...hard-edged and
inspiring...shows the strength and potential
that minority males possess, and how that
may be successfully directed.”
– The Hollywood Reporter
“An intimate American docuepic unlike anything that’s
come before it.” – ION Cinema
“destined to be a classic of the
genre – an engrossing exploration
of race, education, and
expectations featuring strong,
personable characters who
the viewer feels connected to
immediately” – Documentary Channel
OUR PARTNERS
AMERICANPROMISE.ORG
@PROMISEFILM
FACEBOOK.COM/AMERICANPROMISE
Black Male Achievement Gap
We live in the land of opportunity, where children are told anything is possible. Parents in
the United States share many of the same aspirations for their children, but there are
invisible barriers that keep some children from progressing at the same rate as their peers.
This is particularly true for African American boys, who are twice as likely as whites to be
held back in elementary school, three times as likely to be suspended from school, and
half as likely to graduate college.
This is known as the Black male achievement gap. Black males, even when given the
same educational and economic resources as their peers of other races, are likely to fall
short of their counterparts in virtually every measure of academic success. It is perhaps the
single most pressing problem Black males face today. In an America that is increasingly
realizing that it must revamp its education system to remain competitive in the global
marketplace, the voice of the Black male is essential, yet a missing intellectual presence
because of this gap in achievement.
Statistics: Blacks males are…
...more likely to attend schools that are under-resourced and performing poorly.
Currently, only 15 percent of Black students attend schools that are well-resourced and
high performing, while 42 percent attend schools that are both under-resourced and
performing poorly. In high poverty and minority schools, students are 70% more likely to
have a non-certified teacher in a specific subject, with only 40% of schools offering
Physics and 29% offering Calculus.
…less likely to obtain a college degree.
Only 16% of Black males hold a college degree, compared to 32% of White males.
...three times more likely to be suspended or expelled from school than their
White peers, therefore missing valuable learning time in the classroom.
Black students, most often males, are punished with out-of-school suspension nearly
three times more often than White students.
...2.5 times less likely to be enrolled in gifted and talented programs, even if their
prior achievement reflects the ability to succeed.
Only 3 percent of Black male students are enrolled in gifted and talented programs.
...2.5 times more likely to be classified as mentally challenged by their schools.
Three percent of Black male students are classified in this manner, as compared to only
1.4 percent of White male students. Black male students make up 20 percent of all
students in the United States classified as mentally retarded, although they are only 9
percent of the student population.
...more likely to have under-prepared and ineffective teachers.
Research of minority-dominant schools shows that 28 percent of core academic teachers
lack appropriate certification.
...less likely to graduate from high school in 4 years than their White peers.
Only 52% of Black males who entered high school in 2006 graduated in four years,
compared with 78% of White non-Latino males and 58% of Latino males.
..twice more likely to drop out of high school than their White peers.
In 2009, 4.8% of Blacks dropped out of grades 10-12, compared with 2.4% for Whites.
1.
2.
3.
4.
5.
6.
7.
8.
9.
The Schott Foundation. “National Opportunity to Learn Campaign. Federal Recommendations.”
schottfoundation.org/otl/otl-federal-recommendations-final.pdf
Toldson, Ivory and Chance Lewis. “Challenge the Status Quo”
Ibid.
The New York Times. “Black Students face more Discipline, Data Suggests.” March 6, 2012 (data is from
the Department of Education)
Black Alliance for Educational Options. http://www.baeo.org/urgentneed.html
The Future of Children at Princeton University. “Special Education for Students with Disabilities.” https://
www.princeton.edu/futureofchildren/publications/journals/article/index.xml?
journalid=57&articleid=337&sectionid=2249
Black Alliance for Educational Options. http://www.baeo.org/urgentneed.html
The Huffington Post. “High School Graduation Rate for Black Males Trails White Students.” September 9,
2012. (data is from The Schott Foundation).
The Huffington Post. “High School Dropout Rates for Minority and Poor Students Disproportionately High.”
October 20, 2011 (data from National Center for Education Statistics)
American Promise
Professional Development Guide
Developed by Teaching Tolerance, a project of the Southern Poverty Law Center, this
curriculum is designed to help school faculty develop consciousness of both the subtle
and overt interplay between individuals and systems in American education.
For modules, links to videos, and other details visit:
http://www.tolerance.org/american-promise