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The Educational Needs of Black Children: Working Papers On DOCUMENT RESUME ED 198 219 UD 021 202 AUTHOR Billingsley, Andrew TITLE The Educational Needs of Black Children_:_Working Papers on Mecting the Education Needs of Cultural Minorities. INSTITUTION Education Commission of the States, Denver, Colo.\ PUB DATE Nov BO NOTE 24p.: For related documents see UD 021 193-1944 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Academic Aspiration: *Black Youth; *Economic Factors; Educational Improvement: *Educational Needs; Elementary Secondary Education; Equal Education: Family (Sociological Unit) : Parent Education; Parent Influence: *Parent Participation; *Poverty; Public Policy: *School Desegregation ABSTRACT This paper, one of a series commissioned by the .Education Commission of the States to identify the educational needs of minority groups, reviews the major factors that must be considered if the educational needs of black children are to be met. An important consideration is that the maiority of black parents and black children have high educational aspirations. Consequently, the relatively lower scores of black pupils on standardized tests (compared to those of white .students) should not be attributed to laCk of achievement orientation. More crucial determinants of lower black pupil performance are identified in this paper: poverty, discrimination, and inadequate parental involvement. More than 25 years after the Brown decision, the struggle to achieve equality of educational opportunity is ongoing. Poverty continues to be a way of life for large numbers of black families and a mallor barrier to the more effective education of black children. One important resource for meeting the educational needs of black children has not yet been fully tapped--black families. Parent education and parent involvement programs, especially_ those that include members of. the extended family, may have an unexpected and important contribiltion to make to educational improvement. (Author/MK1 *********************************************************************** * Reproductions supplied by EDBS are the best that can be made * from the original document. .*********************************************************************** Table of Contents Preface Executive Summary iv Reviewer Comments vi Introduction 1 Desegregation/Integration 2 POverty 7 Suspensions 9 Parent Education 10 3 Plieface At the 1980 annual meeting of the Education Commission of the States, a resolution was adopted directing staff "to evaluate current and possible acti- vities of the Commission concerning the educational needs of cultural minori- ties, including but not limited to Hispanics, and to report to the steering committee at its fall 1980 meeting." To some extent, the ability of the staff to evaluate current activites of the Commission was dependent on developing an understanding of what kinds of education needs are of greatest concern to cultural minorities at this time (summer/fall of 1980). That, in turn, led to the need to group cultural minori- ties into, specific categories and to identify the education needs of each group as well as to determine which needs were common to more than one group. The staff, therefore, commissioned six papers to be written on the edu- ; cation needs of the following groups: (1) Blacks; (2) Mexican Americans; (3) Cubans; (4) Puerto Ricans; (5) Indians and Native Alaskans; and (6) Asians and Pacific Islanders. The papers were written by individuals who are noted authorities and they were reviewed by individuals who also are recognizedas experts on minority concerns. Because of the very short period of time between the annual meeting and the fall steering committee meeting, authors and reviewers were not asked to provide exhaustive, documented reports, but to provide their own perspectives and understanding of the current needs that exist. A complete list of titles, authors and reviewers follows. The papers will be made available by the Commission, as long as limited supplies last, along with a "summary report" prepared by the staff. The summary report touches briefly on some of the major concerns raised in the papers and concludes with an over- view of ECS activities that appear to be most relevant. The report was pre- pared for the review of Commissioners to facilitate their discussion at the 1980 fall steering committee meeting of possible future directions that ECS might pursue in the years to come. Working Papers on the Educational Needs of Cultural Minorities 1. The Educational Needs of Black Children, by Andrew Billingsly, President, Morgan State University, Baltimore, Marylane. Reviewer: Robert B. Hill, Director of Research, National Urban League, Washington, D.C. 2. The State of Indian Education, by Lee Antell, Director, Indian Education Project, Education Commission of the States. Reviewer: David L. Beaulieu, Academic Vice President, Sinte Gleska College, Rosebud, South Dakota. 3. Puerto Ricans and the Public Schools:. A Critical Commentary, by Tony Baez, Program Coordinator, Midwest National Origin Desegregation.Assistance Center, University of Wisconsin, Milwaukee, Wisconsin. Reviewer: Maria B. Cerda, Member of the Board, the Latino Institute, Chicago, Illinois. 4. A Report on the Cuban Students in the Dade County Public Schools, Miami Florida, by Rosa Guas Inclan, Supervisor of Bilingual Education, Dade County Public Schools, Miami, Florida. Reviewer: Gil Cuevas, Program Specialist, Miami Desegregation Assistance Center for National Origin (Bilingual Education), University of Miami, Miami, Florida. Ii 5. A Legacy of Four Cultures: Education and the Mexican Americans, by Vicente Z. Serrano, Director, Interstate Migrant Education Project, Education Commission of the States. Reviewer: Alfredo G. de los Santos, Jr., ECS Commissioner, Vice Chancellor for Educational Development, Maricopa Community College, Phoenix, Arizona. 6. Asian and Pacific Americans: An Educational Challenge, by Siri Vongthieres, Senior Consultant, Lau Project, Colorado Department of Education, and Lawrence A. Egan, Senior Consultant, Bilingual Education Unit, Colorado Department of Education, Denver, Colorado. Reviewer: Masako H. Ledward, ECS Commissioner, Chairperson, Hawaii Edu cation Counsil, Honolulu, Hawaii. 7. Summary Report, staff document prepared for the fall 1980 meeting of the steering committee of the Education Commission of the States. iii Executive Summary Efforts to improve equal education opportunity for Black students have encompassed: (1) school desegregation; (2) school finance reform; and (3)com- pensatory education programs. Each has been a strategy to improve the climate of the school environment in which Black students learn, to help overcome the effects of poverty, and to create for the future a more equitable educational system. Each, according to Billingsley, has met with some success and none have yet run their full' course. Billingsley, however, concurs with other educators that there is one im- portant resource that has not -yet been fully tapped -- Black families. Re- search has shown that Black parents are strong believers in the value of-edu- cation as a means of improving their own lives and the lives of their child- ren. The current interest in parenting and parent involvement may have ari unexpected and important contribution to make to efforts to improve educational opportunity for Black children. In general, parenting courses and parent involvement in the schools might have several kinds of contributions to make. In addition to enhancing -tle education of parents themselves, parent involvement can also lead toa better understanding on the part of educators of the strengths of Black fami- lies in their community. Parent education and involvement can not only Im- prove the ability of the family to provide more effective learning environments for their children, it can also make it possible for parents to influence their children's education in constructive ways. Finally, parent involvement can, of iv course, lead to more positive relations between schools and communities-- relations that are often severely strained between Blackcommunities and the schools that serve them. In his review, Hill seconds Billingsley's assertion that Black families have an important role to play in improving educationalopportunity for Black students. He also reinforces the authors concern about schoolsuspension rates for Black students, citing current research (the Black Pulse Surveycon- ducted by the National Urban League) showing that indeed, thesuspension of Black students from the public schools is excessive. Hill also stresses the critical role that Black colleges play inproviding the nation with degree-holding Black adults. According to Hill, less than one- third of-all Black college students attend Black colleges-- but, of those that do, 70 percent graduate (whereas 70 percent of Black studentsattending white institutions do not). Thus, over one-half of all Black college students graduate from Black colleges. Billingsley and Hill share a number of commonconcerns for today's Black students and both express optimism about the role that Blackfamilies can play in improving their, and their children's, education. The challenge for educa- tors is that of seeking ways to secure the active and meaningful involvement of Black parents in the education of their children. Reviewer Comments Dr. Andrew Billingsley provides a very useful overview of major factors that must be taken into consideration if the education needs of Black child- ren are to be met effectively. Foremost is the fact that the overwhelming
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