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COMMENTARY: A Dream Deferred — Is the Every Student Succeeds Act (ESSA) Just Another Elusive Dream?

NNPA NEWSWIRE — Parents must get engaged to hold legislators and educators accountable for their ESSA State Plans. Parents must also hold themselves accountable in prioritizing the education of our children. Research shows that just one year with a bad teacher can put a child three years behind. Now, think about what happens after years of neglect and lack of advocacy.

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By Dr. Elizabeth V. Primas, Program Manager, NNPA ESSA Awareness Campaign

In 1951, Langston Hughes laid bare the anxious aspirations of millions of Black people in America with his poem, “A Dream Deferred.” In 1963, Dr. Martin Luther King, Jr. reminded America of the promissory note written to its citizens guaranteeing life, liberty, and the pursuit of happiness, in his “I Have a Dream” speech.

In 1964, President Lyndon B. Johnson attempted to make good on that promise by signing the Civil Rights Act into law. And in 1965, President Johnson sought to ensure equitable access to these unalienable rights by signing the Elementary and Secondary Education Act (ESEA) into law.

As a part of Johnson’s “War on Poverty,” ESEA was supposed to assist students of color in receiving a quality education, thereby helping lift them from poverty.

To date, ESEA remains one of the most impactful education laws ever ratified. ESEA established education funding formulas, guided academic standards, and outlined state accountability.

Since Johnson, presidents have re-authorized and/or launched new initiatives safeguarding the intentions of ESEA. Some of the most notable re-authorizations have been “No Child Left Behind” (2001, George W. Bush) and “Race to the Top” (2009, Barack Obama). The most recent re-authorization, the “Every Student Succeeds Act” (ESSA) was signed into law by President Obama in 2015.

In previous re-authorizations of ESEA, emphasis was placed on students’ ability to pass rigorous standards in order to proceed from one grade to the next. However, data from the National Assessment of Educational Progress (NAEP) show that a measurable achievement gap has persisted.

As education leaders review the individual state plans that have been developed and approved in keeping with the Every Student Succeeds Act, it is obvious that many states are making an attempt prioritize equity over performance. Some states have set timelines for their accountability measures, signifying the urgency of the problem, while other states continue to miss the mark by setting goals that are too distant, including the proposal of a twenty-year timetable to close the achievement gap.

I am concerned about ESSA State plans such as these, that pass the buck to future generations of educators and set the bar too low for vulnerable student populations.

In several states, schools that perform in the bottom 5% will receive funding to assist in closing the achievement gap. But, again, I wonder if we are setting the bar too low. I am not convinced that assisting schools in the bottom underperforming 5% will make a significant impact on closing the achievement gap in any city.

Still, I find hope in the new reporting guidelines outlined in ESSA. ESSA requires State Education Agencies (SEAs) and Local Education Agencies (LEAs) to develop school report cards so parents can compare which school is the best fit for their children.

District report cards must include the professional qualifications of educators, including the number and percentage of novice personnel, teachers with emergency credentials, and teachers teaching outside their area of expertise.

States must also report per-pupil spending for school districts and individual schools. Expenditures must be reported by funding source and must include actual personnel salaries, not district or state averages.

Parents must get engaged to hold legislators and educators accountable for their ESSA State Plans. Parents must also hold themselves accountable in prioritizing the education of our children. Research shows that just one year with a bad teacher can put a child three years behind. Now, think about what happens after years of neglect and lack of advocacy.

So, what happens to a dream deferred?

Parents hold tight to your dreams for your children’s futures. Be present in the school, be the squeaky wheel and don’t be afraid to demand the best for your children. Don’t stop at the classroom or schoolhouse door if you aren’t satisfied with the education your children are receiving. The race for educational advocacy is a run for your child’s quality of life.

Be the Parent Teacher Association’s (PTA) president. Be the neighborhood advisory commissioner. Be the next school board member. Be the next mayor of your city. Be on the City Council. Run for Congress. Be all that you want your children to be. Be the example.

Be Engaged.

For more information on how you can get engaged, go to www.nnpa.org/essa

Elizabeth Primas is an educator who spent more than 40 years working to improve education for children. She is the program manager for the NNPA’s Every Student Succeeds Act Public Awareness Campaign. Follow her on Twitter @elizabethprimas.

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Tunisia: Raja Amari’s ‘She Had a Dream’ Doc Premieres on AfroPoP

NNPA NEWSWIRE — Amari is one of these artists and Ghofrane is an activist. Exploring how racism has shaped her life in all aspects including her early school days, her romantic life and everyday activities, Amari’s film showcases how Ghofrane uses her experiences as impetus to work to bring change to her country for all people. A compassionate and hopeful exploration of the life and aspirations of Ghofrane, She Had A Dream sheds light on women’s roles in Tunisia’s changing society and one woman’s battle to create change for her community.
The post Tunisia: Raja Amari’s ‘She Had a Dream’ Doc Premieres on AfroPoP first appeared on BlackPressUSA.

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By Nsenga K. Burton, Ph.D, NNPA Newswire Entertainment and Culture Editor

The documentary She Had A Dream by Tunisian filmmaker Raja Amari premieres on AfroPoP: The Ultimate Cultural Exchange series tonight at 8 p.m. EST on WORLD CHANNEL. Season 14 of the acclaimed documentary series captures Black artists and activists shaping and reclaiming culture, advocating for change and mobilizing for brighter futures. She Had A Dream offers an intimate portrayal of one young Black Tunisian woman’s quest for political office and her fight against racism and oppression in a society that often seeks to overlook both.

The documentary follows Ghofrane, a 20-something Black woman from Tunisia as she walks the path of self-discovery of young adulthood while running for political office in a homeland where many still view her as an outsider.

Watch the trailer below:

A dedicated, charismatic activist and a modern, free-speaking woman, Ghofrane in many ways is the embodiment of contemporary Tunisian political hopes still alive years after the Arab Spring. She Had A Dream follows Ghofrane as she works to conquer her own self-doubts while attempting to persuade close friends and complete strangers to vote for her. As audiences follow her campaign, they also follow the dichotomies of her life as a woman striving for a role in politics in the Arab world and as a Black person in a country where racism is prevalent, yet often denied.

“The 14th season of AfroPoP shines a light on the collective power, strength and resilience of Black people and movements around the world,” said Leslie Fields-Cruz, AfroPoP executive producer. “Viewers will see artists use their platforms to push for progress and human rights and see ‘ordinary’ people do the remarkable in the interest of justice.”

Amari is one of these artists and Ghofrane is an activist. Exploring how racism has shaped her life in all aspects including her early school days, her romantic life and everyday activities, Amari’s film showcases how Ghofrane uses her experiences as impetus to work to bring change to her country for all people. A compassionate and hopeful exploration of the life and aspirations of Ghofrane, She Had A Dream sheds light on women’s roles in Tunisia’s changing society and one woman’s battle to create change for her community.

She Had A Dream airs on AfroPoP: The Ultimate Cultural Exchange Monday, April 11 at 8 p.m. ET on WORLD Channel and begins streaming on worldchannel.org at the same time.

AfroPoP: The Ultimate Cultural Exchange is presented by Black Public Media and WORLD Channel. For more information, visit worldchannel.org or blackpublicmedia.org.

This article was written by Nsenga K. Burton, founder & editor-in-chief of the award-winning news site The Burton Wire. Follow Nsenga on Twitter @Ntellectual.

Follow The Burton Wire on Twitter or Instagram @TheBurtonWire.

The post Tunisia: Raja Amari’s ‘She Had a Dream’ Doc Premieres on AfroPoP first appeared on BlackPressUSA.

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Nairobi: Water Crisis Exploits Women & Girls

NNPA NEWSWIRE — “Sextortion” refers to sex being used as currency instead of money for services or products — in this case water. According to the Water Integrity Network (WIN), the testimonies collected from women over the past five years in Kibera and Mukuru Kwa Njenga, which are some of the largest informal settlements in Nairobi, point towards an invisible, unspoken, and sinister consequence of corruption in the water sector i.e. sextortion. Sex for water is not a new phenomena.
The post Nairobi: Water Crisis Exploits Women & Girls first appeared on BlackPressUSA.

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BBC Africa is reporting Nairobi, the capital city of Kenya, is facing a water shortage because of changing weather patterns and aging water facilities. The article reports, “Residents in informal communities like Kibra pay private vendors for water, meaning they now control the supply and access to water in the community.” The privatization of water access has led to an increase in the exploitation of women and girls in exchange for water.

“Sextortion” refers to sex being used as currency instead of money for services or products — in this case water. According to the Water Integrity Network (WIN), the testimonies collected from women over the past five years in Kibera and Mukuru Kwa Njenga, which are some of the largest informal settlements in Nairobi, point towards an invisible, unspoken, and sinister consequence of corruption in the water sector i.e. sextortion. Sex for water is not a new phenomena. Check out the 2018 ANEW documentary short below:

The water crisis and the sexual exploitation of girls and women as a result of the water crisis shows no signs of slowing down.

To read more about this crisis, visit BBC Africa‘s series of articles and videos on Kenya’s water crisis and the Water Integrity Network’s (WIN) study on sextortion.

This news brief was curated by Nsenga K. Burton, founder & editor-in-chief of the award-winning news site The Burton Wire. Follow Nsenga on Twitter @Ntellectual.

Follow The Burton Wire on Twitter or Instagram @TheBurtonWire.

The post Nairobi: Water Crisis Exploits Women & Girls first appeared on BlackPressUSA.

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#WordinBlack: Schools and Black Students’ Mental Health: The Kids Aren’t Alright

THE AFRO — Prior to the pandemic, in 2019, suicide was the second leading cause of death for Black youths ages 15 to 24, according to the Office of Minority Health. The same report found Black high school-aged girls were 60 percent more likely to attempt suicide than their white peers. And, by June 2020, the CDC saw the rate of Black respondents who reported having “seriously considered suicide” was significantly higher.
The post #WordinBlack: Schools and Black Students’ Mental Health: The Kids Aren’t Alright first appeared on BlackPressUSA.

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By Maya Pottiger, Word in Black

It’s no surprise that we’re living through difficult times. After two years, we’re still in a global pandemic, which has predominantly impacted people of color. In addition, Book bans, attacks on critical race theory, and partisan political fights target everything from Black youths’ sexuality, to history, to health.

And we’re seeing the effects.

Prior to the pandemic, in 2019, suicide was the second leading cause of death for Black youths ages 15 to 24, according to the Office of Minority Health. The same report found Black high school-aged girls were 60 percent more likely to attempt suicide than their white peers. And, by June 2020, the CDC saw the rate of Black respondents who reported having “seriously considered suicide” was significantly higher.

For a variety of reasons — ongoing stigma, lack of insurance, most accessible — Black students often rely on the mental health services offered at school.Outside of a mental health-specific practice, Black students were nearly 600 times as likely to get mental health help in an academic setting compared to other options, according to 2020 data from the Substance Abuse and Mental Health Services Administration.

In fact, mental health services in schools have been steadily gaining popularity among students since 2009, before dropping slightly in 2020 when the school year was interrupted, according to the SAMHSA report. As a result, the rate of students receiving mental health care through school decreased by 14 percent in 2020 compared to 2019.

So how are schools changing the way they address and prioritize mental health — and the specific needs of Black students — since 2020?

The Renewed Focus on Mental Health

For school-aged people, the majority of their time is spent in a school building — about eight hours per day, 10 months out of the year. To help address mental health during academic hours, schools are trying to focus on social-emotional learning: self-awareness, self-control, and interpersonal skills. This includes teaching kids how to be in touch with their emotions and protect against adverse mental health outcomes.

But it’s been difficult.

Though there’s been more conversation, the implementation is challenging, says Dr. Kizzy Albritton, an associate professor of school psychology at the University of Texas at Austin. There was already a shortage of school-based mental health professionals before the pandemic, which has now been exacerbated, as have mental health issues. In addition, though schools clearly recognize the importance of mental health, they aren’t always provided adequate resources.

“Unless there are more resources funneled into the school system, we’re going to see a continued catch-up issue across the board,” Albritton says. “And, unfortunately, our Black students are going to continue to suffer the most.”

In a survey of high school principals and students, Education Week Research Center found discrepancies in how principals and students viewed a school’s mental health services. While 86 percent of the principals said their schools provided services, only about 66 percent of students agreed. The survey did point out it’s possible the school offers these services and students aren’t aware. The survey also found Black and Latinx students were less likely than their peers to say their schools offered services.

Dr. Celeste Malone, the president-elect of the National Association for School Psychologists and a Howard University associate professor, says she hasn’t previously seen this degree of attention to mental health in schools.

“I see that a lot in my role for a school psychology graduate program: the outreach and people contacting me with openings where they didn’t exist previously,” Malone says. “With this increased push in funding to hire more, that’s definitely a very, very positive movement.”

Mental Health Is Not One Size Fits All

Just like with many aspects of health, Black youths need different mental health support from their peers of other races. They need a counselor who understands their lived experiences, like microaggressions and other forms of discrimination or racism, without the student having to explain.

For example, in order to best address the specific mental health needs of Black students, districts need to provide information breaking down mental health stigmas; focus on hiring Black counselors, social workers, and mental health professionals; and fund anti-racist and trauma-informed mental health practices, according to the Center for American Progress.

While she hears a lot of talk, Albritton says she isn’t seeing widespread evidence of these solutions in practice.

“There needs to be a willingness, first of all, to understand that our Black students, their needs look a lot different,” Albritton says. School officials need to understand where Black students are coming from — that their families and households experience systemic and structural racism, which are known to trigger anxiety and depression. The effects of the racial wealth gap also play a role, from the neighborhood kids are living in, to the schools they can attend to the impacts on their health. Students might be bringing worries about these challenges to school, which could be reflected in their behavior. This is why, Albritton says, it’s crucial to also work with students’ families.

The post #WordinBlack: Schools and Black Students’ Mental Health: The Kids Aren’t Alright appeared first on AFRO American Newspapers .

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