School Choice and Afrocentric Charter Schools: a Review and Critique of Evaluation Outcomes

Teasley, Martell L.; Crutchfield, Jandel; Jennings, Sheara Williams; Clayton, Michael; Okilwa, Nathern S. A.

doi:10.1007/s12111-015-9322-0

Cited by 17 publications

(9 citation statements)

References 8 publications

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“…They found that only five-Perry preschool program, the Chicago child-parent centers, first things first, teacher salary increase, and class size reduction-had some modest increase in Black male's high-school graduation. Other studies have noted similar findings (Dobbie & Fryer, 2013;Teasley, Crutchfield, Jennings, Clayton, & Okilwa, 2016;Viteritti, 2012) suggesting that educational reforms and practices have relatively small-to-moderate effect on Black students' education with implications for gaps closure. As noted (Hanushek, 2016), we argue that without dedicated efforts to identify and specify what education for Black children means, and how to realize it (Martin, 2012;Perry, Steele, & Hilliard, 2003), effective policies and practices for equity-based excellence that close racial achievement gaps will remain elusive for very long time.…”

Section: Overview Of the Educational Experiences Of Black Youthmentioning

confidence: 63%

A Gardening Metaphor: A Framework for Closing Racial Achievement Gaps in American Public Education System

Taylor

Kyere

King³

2018

Urban Education

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The overarching purpose of this article is to introduce A Gardening Metaphor (AGM) as an evolving framework for accelerating the closure of racial achievement gaps in America. Toward this end, we provide: (a) an examination of the racial disparities in education that are disproportionately experienced by Black children; (b) a rationale for why racial achievement gaps must be closed; (c) an introduction to components of AGM; and (d) discussion of AGM gap closing potential through case study with implication for research and practice.

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Section: Overview Of the Educational Experiences Of Black Youthmentioning

confidence: 63%

A Gardening Metaphor: A Framework for Closing Racial Achievement Gaps in American Public Education System

Taylor

Kyere

King³

2018

Urban Education

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“…However, several sources indicate that these schools are struggling. Beyond anecdotal evidence from the newspaper headlines and my preliminary sketch of Afrocentric Charter School opening and closure rates in one Mid-Atlantic city, the work of Teasley et al (2016) found that only 34% of the 23 Afrocentric schools in their study “achieved or exceeded statewide standards in testing and met their state’s AYP goals” (p. 99). While not necessarily representative of national trends, what this reminds us is that despite the autonomy that charter reform offers, charter schools remain public schools and are therefore not immune to broader educational reforms like accountability.…”

Section: Literature Reviewmentioning

confidence: 95%

“…However, the federal government does not provide data on the types of charter schools in each state, and therefore there is no comprehensive inventory of all culturally focused charter schools nationally nor Afrocentric schools specifically. One study attempted to identify Afrocentric charter schools nationwide and identified 42 schools through a systematic research methodology (Teasley, Crutchfield, Williams Jennings, Clayton, & Okilwa, 2016). Of these, 27 were included in their study because the schools used Afrocentric curriculum and/or practices, had standardized testing data, and had not been closed for more than 2 years; of these, eight were from Mid-Atlantic states.…”

Section: Literature Reviewmentioning

confidence: 99%

Cultural Demerits: When an Afrocentric School Bends to Education Reforms

Faude

2019

Educational Policy

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Through an ethnographic case study within one struggling Afrocentric public charter school in the Mid-Atlantic from 2009 to 2011, I show how broader neoliberal reforms and an incomplete attempt at Afrocentric education combined to redefine Blackness as poverty, danger, and failure through the co-optation of school-based practices. Using a Critical Race theoretical framework, I argue that culturally focused programs, which explicitly aim to serve students of color, are at risk of failing their students because of the interests of the reform movements they are accountable to. These findings suggest that culturally responsive educational programs, despite their holistic and empowering frameworks, may be particularly vulnerable to marginalizing the students they aim to serve in ways that are distinctly and overtly connected to broader racist conceptions of Blackness.

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“…Many fam i lies were attracted to the alter na tive char ters pro vided to his tor i cally underresourced TPSs that had large class sizes and offered par ents lit tle power (May 2006;Reid and Johnson 2001;Renzulli 2006). Further, in many pre dom i nantly Black cit ies, racially homog e nous schools advance an Afro cen tric mis sion that may be attrac tive to Black par ents and stu dents (Fabricant and Fine 2012;Teasley et al 2016). Finally, because of con ve nience and local knowl edge, many char ters enroll stu dents from their local neigh bor hoods (often in high-minor ity areas), even though they do not have offi cial atten dance zones (Pattillo et al 2014).…”

Section: Charter Expansion and School Segregationmentioning

confidence: 99%

Segregated Neighborhoods, Segregated Schools: Do Charters Break a Stubborn Link?

2021

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Residential and school segregation have historically mirrored each other, with school segregation seen as simply reflecting residential patterns given neighborhood-based school assignment policy. We argue that the relationship is circular, such that school options also influence residential outcomes. We hypothesize that the expansion of charter schools could simultaneously lead to an increase in school segregation and a decrease in residential segregation. We examine what happens when neighborhood and school options are decoupled via public school choice in the form of charter schools using data from the census and the Common Core of Data on a national sample of more than 1,500 metropolitan districts. We find that Black-White school segregation increased and residential segregation declined in response to increases in the charter enrollment share from 2000 to 2010. In districts with charter schools, the average increase in the charter enrollment share corresponded to a 12% increase in school segregation and 2% decline in residential segregation. We find no relationship between charter school expansion and school segregation between White and Hispanic students, perhaps because Hispanic students attend more racially diverse charters than White or Black students. White-Hispanic residential segregation declined as charter enrollment increased. Our results demonstrate that educational policy is consequential for both school and neighborhood population processes. When these two contexts are decoupled via public school choice, school and neighborhood segregation patterns move in opposite directions, rather than mirroring each other. Our findings also provide a cautionary lesson for unfettered expansion of choice without integration imperatives.

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School Choice and Afrocentric Charter Schools: a Review and Critique of Evaluation Outcomes

Cited by 17 publications

References 8 publications

A Gardening Metaphor: A Framework for Closing Racial Achievement Gaps in American Public Education System

A Gardening Metaphor: A Framework for Closing Racial Achievement Gaps in American Public Education System

Cultural Demerits: When an Afrocentric School Bends to Education Reforms

Segregated Neighborhoods, Segregated Schools: Do Charters Break a Stubborn Link?

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