Urban education in
A 2009 article in the NY Times, culling from a report by America’s Promise Alliance, noted that the average high school graduation rate in the nation’s 50 largest cities was then 53%, compared to 71% in the suburbs. The suburban number is disappointing in its own right; the 53% in urban centers, down right depressing.
While the 18-point gap is appalling, those numbers serve to mask the true depth of the problem in the most extreme cases. For example, research found the disparity in select cities to be much greater, ranging from 29% between New York City and its suburbs, 40% between Baltimore and its suburbs, and a most dire 44% between Cleveland
· New York
· Baltimore
· Cleveland
The Alliance observed in its report that nearly a third of U.S.
Of course it is well known that there is a steady, if not inexorable shift in demographics, which has resulted in urban centers doubling as the resident hub of black life. The same musical chair demographics means significant numbers of whites have joined a steady exodus to suburbia. There are numerous factors, some economic, some social, and some historical, that led to these inward and outward migratory patters.
A cynical summation might attribute the crux of the thrust for change, first to black people, and later to brown people striving to achieve and assimilate; then subsequently, a pattern of white flight, in response to both. There is a level on which that would be fair, but it would also be overly simplistic. For example, it would not account for, or explain, the steady outwardly migratory flow of economically empowered blacks and Hispanics to the burbs. As I alluded to above, the factors are varied, and in a number of instances, coolly rational; not malevolent in any way.
Given the growing inverse relationship characterized by the increasing number of blacks residing in urban areas, and the decreasing percentage of urban students graduating from high school, it is clear we need a new paradigm with which to frame a model delivery system for urban education. During the recent recession, and its aftermath, we have been bombarded, constantly, by a cacophony of voices, all delivering a similar, but different vantaged message: we need more jobs. And we do!
But we also need to ensure that we are generating a class of prospective workers who can read, write, and compute, but who are also capable of exercising the critical thinking skills necessary to solve problems, operate complex equipment, and generally compete effectively in the global marketplace. And we need them now; otherwise, our efforts to “Win the Future” will be compromised severely.
In 1922, Alpha Phi AlphaFraternity, Inc. established a program called “Go to High School, Go to College.” The program, which still exists, concentrates on the importance of completing high school and college as a vehicle to advancement. Statistics then and now validate the value of successfully navigating high school and college. In 1922 high school completion was the single best predictor of future economic success. Today, the difference in projected income between high school dropouts and high school graduates is still substantial. The difference trends upward more significantly, with each succeeding level of certified educational achievement. For example, according the Alliance for Excellent Education, in 2007, average annual earning figures were stratified accordingly:
· High School Dropouts - $17,299
· High School Graduates - $26,933
· Associate Degree - $36,645
· Bachelors Degree - $52,671
There is no silver bullet that will cure all that ails America
Enter Tim King! Mr. King is many things. He is a black man, born and raised in Chicago, who holds undergraduate and law degrees from Georgetown University; he is an educator, he is the founder of UrbanPrep Academies, an all-male (black) Charter School in Chicago; he is an Alpha man who never forgot what he learned of the Fraternity’s “Go to High School, Go to College” program.
King made three attempts before the City of Chicago Chicago is 41%; only 3% of black males graduating in Chicago
The pay off; in the 2010 school year, 100%, or all 107 students in the first graduating class of Urban Prep were accepted by, and went on to attend a 4-year college or university. Tim King and the faculty and staff at Urban Prep Academies had invested their limitless dedication, indefatigable work, and relentless faith in the students, their parents and guardians. They insisted on promoting incredibly high standards, with the inherent expectation that a student body unaccustomed to such lofty benchmarks would adapt and succeed. Their investment returned an amazing yield; their expectations were met in the grandest fashion.
Still, there were naysayers and doubters. Some suggested the success was a mere fluke of luck, and would/could never be repeated; others noted that some of the students left before graduation. What can you do? The students at Urban Prep opted not to get caught up in, or sidetracked by the side bar conversation. Under the leadership and guidance of King and the faculty and staff, they committed themselves to a successful school year. Succeed they did! This past spring the second senior class graduated from Urban Prep. The 2011 Class was comprised of 104 graduates…all of whom were accepted by, and went on to attend 4-year colleges and universities; making it two years in a row the seniors from Urban Prep accomplished this banner achievement.
Now it would be deceptive of me to fail to note, college is not for everyone. That’s just a fact; it's not. But don’t get it twisted! All the chatter aside; the double-talk and questioning whether attending college has merit and value in contemporary society is just a diversion. Pure tricknology; hokum, designed with the intent of knocking would-be achievers off their game. Unless a high school student has a foolproof Plan B, or an imminently available fully endowed Trust Fund (perhaps that is redundant), college is a good deal if you can get it.
Obviously, not everyone lives in Chicago
I’m done; holla back!
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