“font-family: Verdana; line-height: 13px;”>African-American children can learn and achieve at a rate that is comparable to or exceeds that of any other group of people. Yet, there is a prevailing sentiment in society that advances the idea of an achievement gap for African-American children in comparison to white and Asian-American children, using test scores and other assessment data to validate this assertion.
“font-size: 9.0pt; line-height: 115%; font-family: Verdana;”>However, the information that is utilized to make a statement about our children is a small slice of a large pie. The problem arises when people begin to ascribe the more incendiary assertion that the “gap” is not actually a gap but rather a permanent characteristic that is cultural or a genetic predisposition of inferiority.
“font-size: 9.0pt; line-height: 115%; font-family: Verdana;”>The most deleterious and dangerous circumstance is when the group on the lower end of the gap begins to believe that the chasm is far too wide to be crossed or that the circumstance of their existence and human possibility is immutable. We have to delve a little deeper and look at data broadly to really uncover what is going on. With clear knowledge and information, we can begin to systematically make substantive changes in correcting educational ills that have plagued African- American youth for multiple generations.
“font-size: 9.0pt; line-height: 115%; font-family: Verdana;”>We must move away from the idea that there is an achievement gap and look at the idea of an exposure gap. An exposure gap broadens the analysis from one that is purely academic in isolation to one that looks at the total experience and development of the child. The academic then becomes only one of the products of the educational experiences of the child. African-American children, who have positive exposure to a multiplicity of experiences, receive significant supports, have affect dimensions addressed in their educational experiences, and have parental involvement are more likely to excelling in all aspects of their lives.
“font-size: 9.0pt; line-height: 115%; font-family: Verdana;”>From an educational perspective, it is imperative that parents take a look at institutions that have embraced this concept of truly enhancing the total child. In Saint Louis, there are educational institutions that can serve as alternatives to traditional school settings and have made significant gains in levels of achievement for African-American children.
“font-size: 9.0pt; line-height: 115%; font-family: Verdana;”>Some of the institutions in Saint Louis noted for helping to close the exposure gap include the Nativity Miguel middle schools such as, Central Catholic, Loyola Academy, Marian Middle School, and a few others. These schools have year-round classes and extended day schedules to provide students with multiple experiences and staff to support them from middle school through high school. There are also schools such as the KIPP schools that have adopted that model as well.
“font-size: 9.0pt; line-height: 115%; font-family: Verdana;”>High Schools such as Cardinal Ritter College Preparatory High School have a track record of giving their students exposure to various academic and life altering experiences. One hundred percent of the student body receives acceptances to college and over half academic scholarships for their secondary education. Many go on to make their mark in the world community.
“font-size: 9.0pt; line-height: 115%; font-family: Verdana;”>We have in our midst working examples of institutions committed to exposing our children, debunking prevailing misconceptions, and spring boarding our children beyond any gaps that are in existence-real or perceived.
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“font-size: 9.0pt; font-family: Verdana;”>Etefia Umana, JD, MSW, is director of Student Services, Cardinal Ritter College Preparatory High School, and principal consultant, Acumen Educational Services.
