2017/04/27 Leave a comment
The data is convincing. But the interpretation may miss broader socio-economic factors that also contribute to the gap:
Black children in the GTA may start kindergarten feeling confident and excited to learn, but too many are “gradually worn down” by schools that stream them into applied courses and suspend them at much higher rates than other students, says a new report from York University.
The report found that while academic streaming was supposed to have ended in 1999, black students are twice as likely to be enrolled in applied instead of academic courses compared to their counterparts from other racial backgrounds. And they are more than twice as likely to have been suspended from school at least once during high school.
“Black students face an achievement and opportunity gap in GTA schools,” says the study led by York University professor Carl James.
“All evidence point(s) to the need for action if the decades-old problem is to be addressed.”
The findings were based on data from the Toronto District School Board — the only board to regularly collect race-based statistics, though a similar move is underway at the Peel District School Board. Consultations with 324 black parents, community members, educators, school trustees and students indicated “the same patterns exist in other GTA school boards,” said James.
Because much of the information in the 80-page report was produced by the TDSB’s research department, it comes as no surprise to director of education John Malloy.
“We aren’t running away from what the data is telling us, we’re willing to face it,” he said in an interview.
He said the board’s new equity framework plan launched last fall involves a sweeping review of everything from board policies to personal attitudes among staff and the barriers students of different backgrounds face when it comes to accessing programs and courses.
Streaming, which places students in academic or university-bound courses instead of the more hands-on applied courses based on perceived ability, is a key piece, he said.
The practice has been found to hit low-income kids and certain racial groups such as black students hardest.
Several high schools in Toronto have already launched pilot projects to end streaming in some Grade 9 and 10 courses, so that students aren’t making decisions so early that will affect their futures. And two years ago, a TDSB report called for streaming to be phased out and undertook to expand the pilots. But there are currently only about five in place.
“I think we are beginning to get a groundswell of support,” says Monday Gala, principal of C.W. Jefferys Collegiate, which was the first to begin a destreaming initiative and no longer offers applied options in Grade 9 geography, English, science or French or Grade 10 history, English and science.
But across the system, it’s one change “I wish would move faster,” added Gala. The school provides extra tutoring and lunchtime and after-school support and has seen pass rates increase across the board.
A similar result took place at Runnymede Collegiate, which this year offered only academic English to Grade 9 students and is hoping to add geography next year, said principal Paul Edwards.
Eliminating streaming is one of the many recommendations in the new York University report, which also calls for mandatory collection of race-based data by all school boards to illuminate barriers; use of alternative discipline measures, steps to diversify the teaching workforce, and ministry and board policies to address anti-black racism.
Among its other findings:
- Between 2006 and 2011 — the latest period for which TDSB data is available — only 53 per cent of black students were in an academic stream program versus 81 per cent of white students and 80 per cent of other racial groups.
- Forty-two per cent of black students had been suspended at least once during high school compared with 18 per cent of white students and 15 per cent of other racial groups. It also cited more recent stats showing almost half the 213 students expelled in the five-year period ending in 2015-16 were black.
- Sixty-nine per cent of black students graduated between 2006 and 2011 versus 87 per cent of other non-white students and 84 per cent of white students. Twenty per cent — twice as many as the other groups — dropped out.
- Fifty-eight per cent of black kids did not apply to post-secondary school versus 41 per cent in the other two groups.