Data: Minority students face higher suspension rates, less access to advanced classes



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    Education Secretary Arne Duncan speaks as Attorney General Eric Holder, left, looks on as they discuss the importance of universal access to preschool and the need to reduce “unnecessary and unfair school discipline practices and other barriers to equity and opportunity at all levels of education” at J. Ormond Wilson Elementary School in Washington, Friday, March 21, 2014.

    Photo: Cliff Owen, Associated Press – Ap

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    WASHINGTON — Sixty years ago, the Supreme Court ruled that black children have the right to the same education as their white peers.

    But civil rights data released Friday by the Education Department reflect an education system rife with inequities for blacks and other minority students and those with disabilities.

    Minority students are less likely to have access to advanced math and science classes and veteran teachers. Black students of any age, even the youngest preschoolers, are more likely to be suspended. And students with disabilities are more likely than other students to be tied down or placed alone in a room as a form of discipline.

    “It is clear that the United States has a great distance to go to meet our goal of providing opportunities for every student to succeed,” said Education Secretary Arne Duncan.

    But the department offered no explanation of why these disparities exist.

    Here are five things to know about the department’s findings:

    ACCESS TO ADVANCED CLASSES:

    STEM is the buzzword in education these days. Education in the fields of science, technology and engineering and math is considered critical for students to succeed in the global marketplace. Yet the department found that there was a “significant lack of access” to core classes like algebra, geometry, biology, and chemistry for many students. That lack of access was particularly striking when it came to minorities.

    “A quarter of high schools with the highest percentage of black and Latino students do not offer Algebra II; a third of these schools do not offer chemistry,” the department said.

    And it’s not just lack of access to core curriculum subjects.

    Only a quarter of black and Latino students were enrolled in an Advanced Placement class, which allows high school students to earn college credit, and fewer than one in five got a high enough score generally necessary to get college credit.

    Even as black and Latino students represent 40 percent of the enrollment in schools offering gifted and talented programs, they represent only a quarter of the students in their schools enrolled in them.

    Christopher Emdin, a professor of science education at Teachers College, Columbia University, said if a school doesn’t offer advanced math and science classes, students are told they are not expected to take those classes.

    “There is nothing more severe in contemporary America, particularly as it relates to youth of color, than the soft bigotry of low expectations,” Emdin said. “These inequities in the availability of science and math classes show young people that not much is expected of them. It highlights a subtle and severe bias that we will collectively suffer from as our STEM jobs continue to go unfilled, and our young people refuse to be scientists and engineers.”

    EXPERIENCED TEACHERS:

    Quality teachers can play a key role in student performance.

    Minority students are more likely to attend schools with a higher concentration of first-year teachers than white students. And while most teachers are certified, nearly half a million students nationally attend schools where nearly two-thirds or fewer of teachers meet all state certification and licensing requirements. Black and Latino students are more likely than white students to attend these schools.

    There’s also a teacher salary gap of more than $5,000 between high schools with the highest and lowest black and Latino students enrollments, according to the data.

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