transfer students often find themselves struggling in classes they were passing with ease at their old districts. This effect is more visible in honors and AP classes.
According to BHS Principal Robert Hardis, there is another, more subtle force at work creating a difference in achievement: institutionalized racism.
Institutionalized racism can be explained as “a form of racism which is structured into political and social institutions. It occurs when institutions, including corporations, governments and universities, discriminate either deliberately or indirectly, against certain groups of people. For example, race-based discrimination in housing, education, employment and health are forms of institutional racism.” In other words, it’s the actions made by people in power that are based on subconsciously racist assumptions.
To give a hypothetical example, imagine two students. Student A is white and student B is black. Both students take one AP class and are in the process of selecting classes for their next year. When student A (the white student) is asked if he is currently in any AP classes, the tone of voice in which the question is asked might be a “confirming a fact” tone, like “you take AP classes, right?” Now student B goes in to select his classes, and when asked if he is any AP classes, there could be skepticism and question in the counselor’s voice. This subtle expression of attitude and expectations, which could happen in any school, whether it comes from a teacher, counselor, administrator, or even a parent, could have a tremendous impact on a student’s expectations for himself. It’s not done on purpose by any means, but small differences like that are noticed by students and can possibly make a person think that he or she is capable of less than others.
Biased test questions are a form of institutionalized racism as well. Some critics have pointed out that if the creators of the test are predominately white, white culture will be embedded in the questions, giving white students an unfair advantage.
The Gap in Beachwood
Although a wealthy school district, Beachwood has been addressing the problem of its own ethnic achievement gap. However, according to scores from OGT and OAT tests, Beachwood’s achievement gap is smaller than others across the state. According to the Ohio Department of Education, in the 2006-07 school year, the state average for black students at or above the proficient level in OGT reading was 73%. At BHS, 88.8% of the black students were at or above the proficient level. In OGT math, the state average was 56.4% of black students were at or above the proficiency level, at BHS, 80% of the black students scored at or above the proficient level.
Difference in racial disparities can be seen as early as kindergarten, and are present all the way through high school. In 2009, 82% of the total white students passed the 3rd grade reading OAA, while 58% of the total black students passed. 88% of Asian students passed as well.
The disparities in achievement would appear to be greatest at the high school level, “because there are more visible indicators” explained Superintendent Richard Markwardt. Because of the AP and honors classes in high school, as well as more of a variety of classes, the level of tracking makes the achievement gap seem more pronounced.
Differences in racial disparities can also be seen on the scores of criterion-referenced tests. The difference in the number of minority students enrolled in AP and honors classes is another marker used to study ethnic achievement. For example, in the 2009-10 school year, there were 32 Caucasian students in AP American Gov, and there were 0 African American students. In AP American History, there are 36 Caucasian students, with only 4 African Americans. In AP Statistics, there were 30 Caucasian students, and 2 African Americans. It is from looking at numbers like these that the district knows that it has a problem.
What is Beachwood Doing?
Social Studies teacher Greg Deegan helped found the Differential Achievement Committee, which has been working