Research indicates that 50 percent of all black males drop out of high school. Similar research suggested that 72 percent of black male high school dropouts were unemployed in 2004. By the time they reach their mid-30s 60 percent of black male high school dropouts had spent some time in jail. The “Zero Tolerance “policies of the public schools have disproportionately punished the black male” (Scott, 2006). Scott also suggested while policies such as zero tolerance impact black male graduation rates, “it does not by any means fully explain the crisis facing the black male”. The solution is in collaborations between the school systems, community based organizations and institutions of higher education” (Scott, 2006).
In the 2006 State Report Card Report: Public Education and the Black Male Student (2006) commissioned by the Schott Foundation it was discovered that in Maryland’s academic school year 2003-2004, 54 percent of black male students graduated compared to78 percent of the white male students recording an achievement gap of 23 percent. This represents a significant decrease in graduation rates and an increase in the achievement gap since 2002-2003. In 2002-2003 results indicated that only 57 percent of Maryland black male students graduated with their cohort, compared to 76 percent for white males, creating an achievement gap of 19 percent (State Report Card Report: Public Education and the Black Male Student, 2006). This state wide trend is unfortunately most salient among black male students in Baltimore City: according to the Schott Education Inequity Index (SEII) (2006), only 31 percent of BCPS black male students graduated with their cohort.
Factors involved with the low graduation rate of black male students include (a) low expectations by teachers and others of these students in terms of academic success–persistent prejudices within the educational system; (b) a lack of role models and mentors in academia; (c) high dropout rates from high school; (d) their own low aspiration levels. This suggests the development of a program specifically designed for black males that combine high expectations, academic rigor, innovative delivery of instruction, and role models who share their background and experiences.
In the 2006 State Report Card Report: Public Education and the Black Male Student (2006) commissioned by the Schott Foundation it was discovered that in Maryland’s academic school year 2003-2004, 54 percent of black male students graduated compared to78 percent of the white male students recording an achievement gap of 23 percent. This represents a significant decrease in graduation rates and an increase in the achievement gap since 2002-2003. In 2002-2003 results indicated that only 57 percent of Maryland black male students graduated with their cohort, compared to 76 percent for white males, creating an achievement gap of 19 percent (State Report Card Report: Public Education and the Black Male Student, 2006). This state wide trend is unfortunately most salient among black male students in Baltimore City: according to the Schott Education Inequity Index (SEII) (2006), only 31 percent of BCPS black male students graduated with their cohort.
Factors involved with the low graduation rate of black male students include (a) low expectations by teachers and others of these students in terms of academic success–persistent prejudices within the educational system; (b) a lack of role models and mentors in academia; (c) high dropout rates from high school; (d) their own low aspiration levels. This suggests the development of a program specifically designed for black males that combine high expectations, academic rigor, innovative delivery of instruction, and role models who share their background and experiences.
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