Motivated Student (Critical to High Achievement)

My favorite football team, the New Orleans Saints, won a Thanksgiving day thriller over the Dallas Cowboys. Final score, Saints 30, Cowboys 27.

It is a game that fans will talk about for some time to come. While there were mistakes made by both teams, it is the game-changing play by New Orleans safety Malcolm Jenkins that made an impression that will last for many, many years it football folklore.

You see, Jenkins stripped the football from the clutched hands/arms of Dallas receiver Roy Williams, who was surely on his way to a game winning touchdown.

Now, enough about the plays of the game. And, what does this all have to do with one of my other favorite subjects, education.

Motivation, or more particularly self-motivation, is just as important in the pursuit of academic excellence as it is in the game of football or almost any other endeavor in life.

Some commentary by the hero of the game may help add clarity to my point of view.

Jenkins observed that "You can attribute Gregg Williams {defensive coordinator} --how he preaches effort. "When our guys hustle to the ball, good things happen."

Jenkins goes on to say "You can't stop effort. "We're going to play to the end. We're going to fight you to the last play. You can coach up schemes, you can coach up routes, or what ever, you can coach plays, but at the end of the day what wins football is effort and heart. {MOTIVATION, my emphasis}

Saints Head Coach, Sean Payton seemed to agree. He said "The play that Malcolm Jenkins makes is an effort play, a heart play.

Implication for academic achievement: You must have a motivated student show up in the class room every day. A student willing to put forth the effort required to achieve and succeed.

Now this observation is clearly not revolutionary. But it is more important to the issue of increasing graduation rates and closing achievement gaps than most educational discussion captures.

As work continues on achievement going forward, perhaps it would be useful to adopt a more disciplined and organized approach. More on that later, but for now, Go Saints!

Social Costs of Achievement......

The social costs of achievement have now been identified as a result of a new study.

Researchers "...found that for African American and Native American teenagers, the higher their GPAs at the start of the study, the more their feelings of social acceptance decreased over the one-year period. In contrast, for White teens and teens of other races and ethnicities, the higher their GPAs at the start of the research, the more their feelings of being socially accepted increased over the year."

See a report on the study at http://littleurl.info/dwa.

John McWhorter in Losing The Race identified what he called a Cult of Anti-Intellectualism operating in the black community. He further states that "...the main reason black students lag behind all others starting in kindergarten and continuing through postgraduate school is that a wariness of books and learning for learning's sake as "white" has become ingrained in black American culture."

The late John Ogbu, as early as 1986, observed the phenomenon he called "acting white" as a primary driver of black peer pressure adversely impacting black achievement.

McWhorter points out that this is not just "..an inner-city pathology-it is culture-wide."

This site, in its Learn To Learn brochure, argues in favor of building a "learning culture." I know this may be oversimplified and easier said than done.

However, I believe the evidence is clear that much of our lag in achievement is self-imposed.

And, if we are ever to compete successfully in the academic realm, it will be as a result of nothing less than a black cultural academic revolution.

One day (and it will occur one day at a time) we will arrive at a place where achievement at the highest levels will garner respect and will not be viewed as something other than being "black."

Rather it will have become as natural as breathing. And, when that day comes, the achievement gap will no longer exist.

The Achievement Gap (Race, Economics, and Class)

Dalton Conley noted in Being Black, Living in the Red that:

"Overall, blacks do worse than whites (the result one expects from anecdotal information and summary statistics), but when the differences in economic endowments that African Americans and whites bring to the educational system are taken into consideration, blacks do better than whites in some measures and the same as whites in others."

""For instance, net worth is the second most important predictor of attaining the increasingly important college degree (after parental education level.) This central importance of assets in financing higher education in an increasingly technical economy shoots a hole through the enticing account of inequality offered by Herrnstein and Murry in The Bell Curve."

"While young African Americans may have the opportunity to obtain the same education, income, and wealth as whites, in actuality they are on a slippery slope, for the discrimination their parents faced in the housing and credit markets sets the stage for perpetual economic disadvantage."

""...black-white asset gap will continue to widen. This is true because of the cruel fact that wealth begets greater wealth. Starting with a few hundred dollars at 10 percent compounded interest, an individual will end up with a thousand dollars after a decade or two. Starting with a thousand dollars, however, another individual will end up with several thousand dollars, and the wealth gap will have grown in absolute terms despite equal access to investments."

"Wealth, not occupation or education, is the realm in which the greatest degree of racial inequality lies in contemporary America."

On the other hand, Annette Lareau, in her book, Unequal Childhoods, make the class argument.

She states "Many Americans believe that this country is fundamentally open. They assume the society is best understood as a collection of individuals.  They believe that people who demonstrate hard work, effort and talent are likely to achieve upward mobility. Put differently, many Americans believe in the American Dream.  In this view, children should have roughly equal life chances.  the extent to which life chances vary can be raced to differences in aspirations, talent, and hard work on the part of individuals.  This perspective rejects the notion that parents' social location systematically shapes children's life experiences and outcomes."

Other scholars,  Ms. Lareau points out, take the position that "...systemic forms of inequality, including, for example, differences in parents' educational levels, occupational prestige, and income, as well as in their child-rearing practices do exist. However, "These scholars, see such differences within society as a matter of gradation. To explain unequal life outcomes, they see it as helpful to look at, for example, differences in mothers' years of education or the range of incomes by households in a particular city." "Scholars who take this perspective on inequality typically focus on the ways specific patterns are related (e.g., the number of years of mothers' schooling and the size of children's vocabularies, or the number of years of mothers' education and parental involvement in schooling).

Lareau challenges both views. "...I see as more valuable a categorical analysis, wherein families are grouped into social categories such as poor, working class, and middle class.  I argued that these categories are helpful in understanding the behavior of family members, not simply in one particular aspect but across a number of spheres.   Family practices cohere by social class."

Lareau therefore concluded "Social group membership structures life opportunities.  The chances of attaining key and widely sought goals-high scores on standardized tests such as the SAT, graduation from college, professional jobs, and sustained employment-are not equal for all the infants whose births are celebrated by their families.  It turns out that the family into which we are born, an event over which we have no control, matters quite a lot."

All in all, this is excellent information. No doubt scholarly and of significant merit. But, we as a people, can not accept or be confined in terms of our life aspirations by any preconceived notions or explanations.  We must confront this type of information squarely, and resolve to break the gravitational pull of either race, economics or class.

President Barack Obama on Education

On February 24, 2009, President Barack Obama addressed a joint session of Congress. Below are some of his comments on education:

"In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity-it is a prerequisite."

"Right now, three-quarters of the fastest-growing occupations require more than a high school diploma."

"We have one of the highest high school dropout rates of any industrialized nation."

"It is our responsibility as lawmakers and as educators to make this system work. But is is the responsibility of every citizen to participate in it. So tonight, I ask every American to commit to at least one year or more of higher education or career training. This can be community college or a four-year school; vocational training or an apprenticeship. But what ever the training may be, every American will need to get more than a high school diploma."

"These education policies will open the doors of opportunity for our children. But it is up to us to ensure they walk through them. In the end, there is no program or policy that can substitute for a parent-for a mother or father who will attend those parent/teacher conferences, or help with homework, or turn off the TV, put away the video games, read to their child. I speak to you not just as a President, but as a father, when I say that responsibility for our children's education must begin at home."

From Crisis to Contradiction

The Sacramento Bee recently reported on an educational conference that took as its theme "Is Bill Cosby Right." The article opened with the following statement: "The educational crisis facing black children in the United States is well-documented. Disproportionately, they attend the poorest schools, with the least experienced teachers, the lowest test scores and the highest dropout rates."

As you might imagine, conference participants did a lot of talking. In fact the article goes on to say "We're all doing a lot of talking," said Sacramento City Councilwoman Louren Hammond. "That's what we're best at."

On that point, I could not agree more.

Then there are developments in Maryland as reported by Gina Davis and Liz Bowie of the Baltimore Sun. This article was titled "Blacks in suburbs failing Md. exams (Poor results at some high schools called surprising).

The article further states "An alarming pattern of failure is surfacing: Minority students, especially African-Americans, are struggling to pass the exams in the suburban classrooms their families had hoped would provide a better education."

"It is a wake-up call to African-Americans in Maryland.," said Dunbar Brooks, president of the state school board and former president of the Baltimore County School board. "For many African-Americans, the mere fact that your child attends a suburban school district does not make academic achievement automatic."

Here is my take. Black children are being abandoned. First by parents and second by once very strong community support systems (church, clubs, organizations). They are abandoned to poor urban schools that operate without the essentials for a successful educational experience.

They are abandoned to suburban schools with the thought that by just being there, success is all but assured.

The truth is children must have supportive and involved parents to succeed. This is not a blame game but a statement of what I believe to be a fact. As a Christian, my belief system confirms our Creator set it up that way. Children are a blessing from God and require the care and nurture of loving and supportive parents.

No amount of talk, money or legislation will ever change that fact. Please see earlier posts on culture and parental involvement for my recommendations.

What do you think?

It is all about culture!

If we as a community are going to close many of the performance gaps we hear so much about today, it will be a result of a transformation of our culture. As used here, culture simply refers to everything we do. Learning (academic excellence) must become an expectation in our culture.

It is not so today. A learning culture goes beyond simply "valuing an education" A learning culture demands excellence, and does not excuse failure to perform with the usual poverty/racism chorus.

A learning culture is characterized by actions that confirm what we say we value.