student outcomes

American schools have been a topic of debate for decades, with many calling for changes to improve student outcomes and keep up with the rest of the world. Despite significant investments in education, the United States continues to lag behind other countries in academic achievement, particularly in STEM fields. In this article, we explore how American schools can be changed to improve student outcomes and better prepare them for the future.

Emphasize STEM Education: STEM (science, technology, engineering, and mathematics) education is crucial for preparing students for the jobs of the future. However, American schools have historically lagged behind in providing quality STEM education, particularly in low-income and minority communities. To improve student outcomes in STEM fields, schools must prioritize and invest in quality STEM education, provide access to advanced coursework, and promote equity in STEM education [1].
Support Teacher Development: Teachers are the backbone of the education system, and supporting their professional development is crucial for improving student outcomes. Schools should provide teachers with ongoing training, mentorship programs, and opportunities for collaboration to improve their teaching practices and promote student learning [2].
Promote Innovative Teaching Methods: Innovative teaching methods can help engage students, promote critical thinking, and improve learning outcomes. Schools should explore innovative teaching methods such as project-based learning, inquiry-based learning, and blended learning to promote student engagement and learning [3].
Foster a Safe and Inclusive Learning Environment: A safe and inclusive learning environment is crucial for promoting student well-being and academic success. Schools should prioritize creating a welcoming and inclusive environment that fosters respect, tolerance, and empathy. This includes providing support for marginalized students and addressing issues such as bullying and discrimination [4].
Promote Parent and Community Engagement: Parent and community engagement are critical for promoting student success. Schools should actively involve parents and community members in the education process, provide opportunities for engagement, and foster a strong sense of community within the school. This includes providing parents with regular updates on their child’s progress and providing opportunities for them to participate in school activities and events [5].
Increase Funding: Funding for American schools has been a contentious issue for years. While there have been some improvements in recent years, many schools still struggle with inadequate funding. Adequate funding is critical for providing quality education to all students, particularly those in low-income and minority communities [6].
Improve Access to Technology: Access to technology is becoming increasingly important in education. American schools must provide access to technology and ensure that students and teachers have the skills to use it effectively. This includes providing access to high-speed internet, providing devices such as laptops or tablets, and providing training to teachers on how to integrate technology into their teaching [7].
Reduce Class Sizes: Research has shown that smaller class sizes are associated with improved student outcomes. American schools should reduce class sizes, particularly in low-income and minority communities, to provide students with more individualized attention and support [8].
Prioritize Early Childhood Education: Early childhood education has been shown to have long-term benefits for students, including improved academic achievement and reduced rates of delinquency and crime. American schools should prioritize and invest in quality early childhood education to provide students with a strong foundation for future learning [9].

Conclusion

Improving American schools is critical for preparing students for the future and ensuring the country remains competitive on a global scale. By prioritizing STEM education, supporting teacher development, promoting innovative teaching methods, fostering a safe and inclusive learning environment, promoting parent and community engagement, increasing funding, improving access to technology, reducing class sizes, and prioritizing early childhood education, American schools can provide students with the tools and skills they need to succeed in the 21st century.

Sources:

National Science Foundation. (2021). STEM education data and trends. Retrieved from https://www.nsf.gov/statistics/stem-ed/.
Darling-Hammond, L. (2017). Teacher professional development as a policy target for educational reform. Review of Research in Education, 41(1), 1-32.
EdTech Magazine. (2021). Innovative teaching methods: 5 strategies for the modern classroom. Retrieved from https://edtechmagazine.com/k12/article/2021/02/innovative-teaching-methods-5-strategies-modern-classroom.
National Center on Safe Supportive Learning Environments. (2013). Creating a safe and supportive learning environment: A guide for working with lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth and families. Retrieved from https://www2.ed.gov/about/offices/list/oese/safe-supportive-lgbtq-youth.pdf.
National PTA. (2021). Family engagement in education. Retrieved from https://www.pta.org/home/family-resources/Family-Engagement-in-Education.
National Education Association. (2021). School funding: The basics. Retrieved from https://www.nea.org/advocating-for-change/new-from-nea/school-funding-basics.
The New York Times. (2019). The digital gap between rich and poor kids is not what we expected. Retrieved from https://www.nytimes.com/2019/10/03/us/politics/digital-divide-internet-school.html.
National Education Association. (2021). Reducing class size: What we know. Retrieved from https://www.nea.org/advocating-for-change/new-from-nea/reducing-class-size-what-we-know.
Heckman, J. J. (2016). Invest in early childhood development: Reduce deficits, strengthen the economy. Retrieved from https://heckmanequation.org/resource/invest-in-early-childhood-development-reduce-deficits-strengthen-the-economy/.

Critical Race Theory (CRT) is a theoretical framework that emerged in the 1970s as a response to the civil rights movement and the inadequacies of legal and social reforms in addressing racial inequality. CRT examines how race and racism intersect with law, politics, and society. Despite its controversial reception, CRT has gained increasing attention as a necessary tool to promote equity and social justice. In this article, we explore what CRT is and why it should be taught, with specific examples of its implementation in education.

What is CRT?

CRT is an interdisciplinary field that draws from law, sociology, history, political science, and other fields. The theory is based on the premise that race is not an isolated category but intersects with other social categories such as gender, class, sexuality, and disability. CRT scholars examine how these categories interact to produce specific forms of oppression and marginalization. They also examine how legal and social reforms have failed to address systemic racism and have, in some cases, reinforced it. (1)

One example of the intersection of race and class is the racial wealth gap. Research has shown that Black and Hispanic families have significantly lower wealth than White families, even when controlling for income. This is due to a history of discriminatory policies such as redlining and discriminatory lending practices that have prevented minority communities from building wealth. (2)

Why Should CRT be Taught?

CRT provides a powerful tool for understanding how racism operates in society and how it intersects with other forms of oppression. Teaching CRT can help students develop critical thinking skills and enhance their understanding of the complex nature of social issues. CRT can also promote empathy and understanding among students from different racial and ethnic backgrounds. (3)

One example of CRT implementation in education is the Ethnic Studies Program in the Tucson Unified School District in Arizona. The program was created to address the academic underachievement of Mexican American students and to provide a more inclusive and culturally responsive curriculum. The program includes CRT principles and has been shown to improve academic achievement, attendance, and graduation rates for participating students. (4)

CRT can also help to promote equity and social justice by challenging the status quo and exposing the underlying power relations that reproduce racial disparities. CRT can provide a basis for developing policies and practices that are more inclusive and equitable. For example, CRT can inform the development of affirmative action policies that aim to redress historical and current racial disparities. (5)

Moreover, CRT can help to address the legacy of racism and its ongoing impact on marginalized communities. CRT provides a framework for understanding how racial disparities are reproduced and maintained and how these disparities can be addressed. By teaching CRT, educators can help to raise awareness of these issues and promote social change. (6)

map of the United States of America showing individual states color coded
categorically in shades of red according to whether or not state legislatures
have legislated or intend to legislate to censor the teaching of critical race theory. https://commons.wikimedia.org/wiki/File:
Us-state-legislatures-crt-10-07-2021.png

CRT has also been shown to have a positive impact on student outcomes. Research has shown that CRT-based pedagogy can improve students’ critical thinking skills, increase their engagement with course materials, and enhance their understanding of complex social issues. CRT can also promote positive racial attitudes and increase students’ awareness of the impact of racism on marginalized communities. Therefore, incorporating CRT into the curriculum can have positive academic and social outcomes for students. (7)

Objections to CRT

Despite its potential benefits, CRT has faced opposition from some quarters. Some critics argue that CRT is divisive and promotes a victim mentality. They argue that CRT promotes a focus on group identity rather than individual merit and that it undermines the principles of equality and individualism.

However, these objections misunderstand the nature and purpose of CRT. CRT does not deny the importance of individual merit or responsibility, but rather aims to expose how structural factors such as race and class impact individual opportunities and outcomes. CRT does not promote victimhood but rather seeks to empower marginalized groups by exposing the systemic barriers they face and providing tools to challenge them. (8)

Conclusion

CRT is a powerful tool for understanding how race operates in society and how it intersects with other forms of oppression. Teaching CRT can help students develop critical thinking skills, promote empathy and understanding, and enhance their understanding of complex social issues. Moreover, CRT can help to promote equity and social justice by challenging the status quo and exposing the underlying power relations that reproduce racial disparities. Therefore, it is crucial to teach CRT to promote understanding, critical thinking, and social change.

Sources:

Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction. NYU Press.
Hamilton, D., & Darity Jr, W. A. (2017). Race, wealth, and intergenerational poverty: There will never be a post-racial America if the wealth gap persists. The American Prospect, 28(1), 40-45.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education?. International Journal of Qualitative Studies in Education, 11(1), 7-24.
National Education Association. (2017). Ethnic studies: An overview. Retrieved from https://www.nea.org/professional-excellence/student-engagement/tools-tips/ethnic-studies-overview.
Bell, D. A. (1992). Faces at the bottom of the well: The permanence of racism. Basic Books.
Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23-44.
Osei-Kofi, N. (2019). Critical Race Theory and education: A review of past literature and a look to the future. Multicultural Education Review, 11(1), 10-25.
López, I. H., & Guzmán, C. M. (2018). Post-racial rhetoric, race, and Critical Race Theory: A dialectical analysis of the social construction and systemic pervasiveness of racism and other forms of oppression. Journal of Social Issues, 74(4), 787-808.