Education Is Cool :: Background
President George W. Bush signed into law, on January 8, 2002, very aggressive legislation for student intellectual advancement. The bill as enacted into federal law is progressively known. Statutory sites under the U.S. Code refer to the law as the No Child Left Behind Act. Many people do not understand the technical components of the law, but the title itself has served to create awareness in the massive American population. Racial and ethnic statistics are now legislatively reported by all states in an ambitious strike to alleviate academic disparity. What has occurred as a result of the law, by consensus, is that the achievement gaps are glaring and very disturbing. These grading gaps exist in both urban and suburban schools for African Americans and other minorities versus their white counterparts. The catchy name of the law tends to educate or clarify the desired social objective. There is not a cohesive name for the millions of efforts used by stakeholders with black students. A name is definitely needed that will assist in understanding the enormous task…Education is Cool. Get One!
Ronald Blocker is the first African American Superintendent of the nation’s 12th largest district, Orange County Public Schools. On October 24, 2000, Blocker, a 23 year educator in the district, was appointed superintendent. The superintendent wanted community input to balance insider staff advice. Hence, shortly after assuming office, Blocker developed advisory committees - one is the Hispanic Advisory Committee, while the other is the African American Advisory Committee. These committees examine various pertinent issues and refer action to the Superintendent.
The African American Advisory Committee (AAAC) explores many assumptions and facts. One initial concern was that of disciplinary actions. It was discovered that punishment is uniform across racial lines in Orange County Public Schools and that a majority of black students are not involved in negative behavior. However, glaring statistics of academic failure and complacency among black students were discovered. The AAAC attempted to analyze trends for sub-par student performances. Statistics for district, state and national performances are generally available. This writer assumes that the gap is valid and, therefore encourages the public to immediately decrease the gap in improved performance success by adaptation of the slogan.
Blocker has stated that family involvement is probably the single most significant predictor of student success. It is further believed that the impact of continuous family involvement in a child’s life should not be underestimated. The AAAC distributed informational surveys to families at Richmond Heights Elementary and Jones High Schools. The survey was divided into 3 sections: 1) feelings, attitudes and beliefs about their capabilities, school administrators, and school faculty, 2) possible barriers to participation at the school, and 3) knowledge about the district’s structure and organization. The survey reply scale was: strongly agree, agree, neutral, disagree, and strongly disagree.
Amazingly, a vast majority of the responses were textbook answers. Those
surveyed simply gave the researcher replies thought as duly acceptable.
No challenges were noted. One typical response regarded applicant’s
knowledge of the operational intricacies of the massive Orange County
Public School District (OCPS). Most responses were “agree”,
meaning an understanding or comfortable familiarity with the operational
district. This in and of itself is an indicator of a problem or confusion.
The question was simply stated. An acceptable answer was “disagree”
or request more information for clarity. A majority of career teachers
and staff do not fully understand how the district totally functions.
It is far too complex for a general affirmative reply. Assuming that the
survey question was explicit, how can one not ask for clarification or
just skip it as being unintelligible. People answered the question every
time indicating that there is a lack of appreciation for the resources
of the district or its functions.