The Current State of American Education and Its Ability to Address Authentic Achievement for African American Students

The educational landscape in America is marked by a complex interplay of factors that influence the academic achievement and holistic development of students, with African American students often at the epicenter of these dynamics. This consideration of the current state of American education focuses specifically on its capacity to foster authentic achievement among African American students. The American education institution is challenged to provide pedagogical approaches and practices that emphasize culturally responsive pedagogy, social emotional learning (SEL), and restorative practices. American education’s inability to meet these challenges disproportionately affects African American students. These challenges manifest in systemic inequities. Schools serving predominantly African American populations are often underfunded and understaffed, which directly impacts the quality of education and resources available to students. Moreover, African American students are disproportionately subjected to harsh disciplinary measures, which can lead to a cycle of academic disengagement and high dropout rates.

These systemic inequities are extensions of the larger societal context of the African experience in the United States, influencing the social and emotional well-being of African American students. The lack of culturally responsive pedagogy and SEL programs in many schools results in an environment where African American students often feel disconnected and misunderstood. This disconnection can exacerbate feelings of alienation and hinder academic performance. Restorative practices, which emphasize repairing harm and fostering a supportive community, are frequently underutilized, leading to punitive disciplinary actions that do not address the root causes of behavioral issues. To mitigate these challenges, it is crucial for educational policymakers and practitioners to prioritize equity-focused reforms. This includes increasing funding for schools in predominantly African American communities, training educators in culturally responsive teaching methods, and implementing comprehensive SEL and restorative justice programs. By addressing these critical areas, the educational system can better support the holistic development and authentic achievement of African American students, creating a more just and effective learning environment for all.

Authentic Achievement

Authentic achievement refers to the mastery of complex academic work connected to the real world, requiring students to engage in disciplined inquiry and produce work that has value beyond school. For African American students, this notion extends to include educational experiences that affirm their cultural identities, foster a sense of belonging, and prepare them for active participation in society. Unfortunately, standard educational practices often overlook these elements, focusing instead on rote memorization and test performance, which do not equate to genuine understanding or the ability to apply knowledge in meaningful ways.

Culturally Responsive Pedagogy

Culturally responsive pedagogy (CRP) offers a powerful framework for improving the educational experiences of African American students. This approach involves teachers delivering instruction in a manner that is responsive to students’ diverse cultural backgrounds. CRP helps bridge the gap between students’ home and school lives and has been shown to improve academic outcomes by making learning more relevant and engaging. However, the adoption of CRP across schools remains inconsistent, and teacher preparation programs often do not adequately equip educators to implement this approach effectively.

Social Emotional Learning and Restorative Practices

Social emotional learning (SEL) and restorative practices are critical components of a supportive educational environment. SEL focuses on developing skills such as empathy, self-regulation, and responsible decision-making, which are crucial for all students but particularly transformative for African American students, who may face emotional and social challenges due to experiences of racism and marginalization. Restorative practices, which aim to build positive school climates and address student behavior through collaborative and reparative means, offer an alternative to exclusionary discipline methods that disproportionately impact African American students.

System Capacity

The capacity of the American educational system to facilitate authentic achievement for African American students is currently hampered by systemic inequities and a lack of culturally responsive practices. However, frameworks such as culturally responsive pedagogy, along with the implementation of SEL, restorative practices, and PBIS, provide hopeful pathways forward. For these strategies to be effective, they must be implemented consistently and supported by policy changes that address broader systemic inequities. Ultimately, transforming the educational experiences of African American students requires a commitment to creating meaningful learning experiences centered on a student’s humanity at all levels of the educational system.

Key Strategies for Transformation

Creating an educational system that fosters authentic achievement requires a comprehensive redesign of public education. Three key strategies that can significantly contribute to this transformation are as follows:

1. Integrating Culturally Relevant Curriculum and Pedagogy — A curriculum that resonates with the diverse cultural backgrounds of students is essential for fostering engagement and deep learning. Culturally relevant pedagogy (CRP) should be a cornerstone of educational practice. This approach not only acknowledges but actively incorporates the histories, texts, values, beliefs, and perspectives of students from various cultural backgrounds into the curriculum. Training educators to implement CRP effectively involves:

• Professional Development: Continuous training programs for teachers to understand and implement culturally relevant teaching strategies.
• Curriculum Overhaul: Schools should evaluate and revise their curriculum to include a wider range of perspectives, particularly those that affirm the identities of African American students.
• Community and Parental Involvement: Engaging community members and parents in curriculum development to ensure it reflects the values and aspirations of the communities it serves.

2. Prioritizing Social Emotional Learning (SEL) and Restorative Practices — To support authentic achievement, schools must address the social and emotional needs of students. Integrating SEL into the curriculum can help students develop crucial life skills such as empathy, self-regulation, and problem-solving, which are critical for both academic and personal success.

• SEL Programs: Implement comprehensive SEL programs that are integrated into daily classroom activities rather than treated as separate or secondary.
• Restorative Practices: Shift disciplinary measures from punitive to restorative, focusing on healing and learning from mistakes. This approach reduces suspensions and expulsions, keeps students in an educational environment, and promotes a positive school culture.

3. Adopting a Whole-Child Approach to Education — A whole-child approach to education considers all aspects of a student’s development, ensuring each child is healthy, safe, engaged, supported, and challenged. This approach requires:

• Personalized Learning: Tailor education to accommodate individual student strengths, needs, and interests.
• Comprehensive Support Systems: Schools should provide services that address various aspects of student well-being, including mental health services, academic counseling, and extracurricular programs to support diverse interests and talents.
• Collaboration Across Sectors: Schools should collaborate with other community institutions, such as local businesses, healthcare facilities, and cultural organizations, to create an integrated support system that extends learning opportunities beyond the classroom.

By implementing these strategies, schools can create an environment that promotes academic excellence while nurturing critical life skills and personal growth. This holistic approach is essential for preparing students to thrive in a complex, rapidly changing world and for promoting equity in educational outcomes.

Implementing Strategies for an Inclusive Educational System

Implementing the strategies for an authentic and inclusive educational system carries substantial implications for various aspects of the educational landscape. These strategies must influence teacher preparation programs, school district hiring and teacher evaluations, and community engagement:

1. Teacher Preparation Programs — The integration of culturally relevant pedagogy and social emotional learning into the curriculum necessitates a transformation in teacher preparation programs. Implications for these programs include:

• Curriculum Changes: Preparation programs must revise their curricula to include comprehensive training in culturally relevant pedagogy, social emotional learning, and restorative practices.
• Skills Development: Future educators should be trained not just in academic instruction but also in understanding and nurturing the emotional and psychological needs of diverse students.
• Practicum Experiences: Teacher candidates should have opportunities to teach in diverse classroom settings under the guidance of experienced mentors who are proficient in these approaches.
• Ongoing Professional Development: Emphasize the importance of lifelong learning and continuous professional development in these areas to adapt to evolving best practices and student needs.

2. School District Hiring and Teacher Evaluations — Adopting a whole-child approach and prioritizing culturally relevant teaching practices also impact school district hiring practices and the evaluation of teachers:

• Hiring Criteria: Districts might prioritize candidates who demonstrate a strong understanding of and commitment to culturally responsive teaching, SEL, and restorative practices. This could include looking for specific training, certifications, or demonstrated experiences in these areas.
• Evaluation Frameworks: Teacher evaluations may need to be restructured to assess not only academic outcomes but also competencies in fostering an inclusive classroom environment, implementing SEL effectively, and managing classrooms using restorative approaches.
• Professional Growth Opportunities: Districts should provide ongoing training opportunities and incentives for teachers to continue developing their skills in these critical areas, aligning professional development with these strategic priorities.

3. Community Engagement — Community involvement is crucial for the success of educational reforms aimed at fostering authentic achievement. Implications for community engagement include:

• Voting on Educational Issues: Community members, especially from underrepresented groups, should be encouraged and facilitated to vote on school levies, bonds, and legislation that affect educational funding and policy decisions.
• School Board Participation: Efforts should be made to ensure diverse representation on school boards that reflect the community’s demographics and values. This helps make decisions that are culturally responsive and in the best interest of all student groups.
• Legislative Advocacy: Communities can organize to advocate for state and national legislation that supports equitable funding, culturally relevant pedagogy, and comprehensive educational reforms.
• Engagement Programs: Schools can create platforms for parents and community members to engage more directly with schools, offering feedback and participating in school-based decision-making processes.

These implications require a coordinated effort across all levels of the education system and active participation from the community to ensure that the strategies for fostering authentic achievement are effectively implemented and sustained. These changes are aimed at creating an inclusive, supportive, and equitable educational environment that fosters genuine learning and prepares all students, particularly African American students, for meaningful participation in society.

Community-Led Educational Initiatives

The American public education system, while a pivotal platform for learning, has historically underserved African American students. It is crucial to hold the American public education system accountable and advocate for meaningful learning experiences. It is also essential to recognize that relying solely on this system for the development of African American children is insufficient (and not wise). The responsibility of fostering the authentic selves of our children rests with our community. Even in an ideal educational system, it is necessary for the African American community to provide experiences that highlight the value of the African experience and demonstrate that authentic practice of African heritage leads to success and excellence.

Recognizing the limitations and systemic challenges underscores the importance of community-led educational initiatives. These initiatives not only supplement formal education but also empower African American youth with a profound understanding and appreciation of their cultural heritage. Over the years, various organizations, community groups, and families have formed African-centered rites of passage, Freedom Schools, and various culturally oriented “Saturday schools.”

• African-Centered Rites of Passage are foundational in the holistic development of African American youth. These rites focus on transitioning young people into adulthood with a strong sense of identity, purpose, and community responsibility. By integrating lessons on African history, spirituality, social responsibilities, and leadership, these rites of passage cultivate a grounded sense of self and cultural pride. They provide the essential framework for youth to understand their heritage and their role within the community, reinforcing the values of self-reliance, collective progress, and an authentic sense of self.
• Freedom Schools, inspired by the 1964 Freedom Summer project, continue to serve as powerful educational programs designed to foster a love of learning, increase literacy, and empower African American students. These schools typically operate during the summer months, providing an alternative educational space that promotes an engaging, culturally responsive curriculum. Through a model that encourages critical thinking and social action, Freedom Schools prepare students to excel academically and advocate effectively for themselves and their communities.
• Saturday Schools have been a staple in many cultural communities, offering supplementary education focused on language, culture, and history that public schools often neglect. For African American communities, Saturday schools serve as vital spaces for learning about African and African American history, scientific contributions by the African diaspora, and the arts. These schools often operate through community centers, churches, or after-school programs, providing additional academic support and reinforcing cultural identity.

Community and Family as Primary Educational Resources

The success of these initiatives hinges on strong community engagement. Parents, educators, and community leaders must collaborate to ensure these programs are well-resourced and accessible. Furthermore, these educational settings should aim to connect the lessons of the past with the challenges and opportunities of the present, embodying the spirit of Sankofa — taking from the past what is good and bringing it into the present to make positive progress.

While the public education system is an essential battleground for equity and reform, African American communities possess the power to enlighten and educate their youth through culturally anchored educational programs. African-centered rites of passage, Freedom Schools, and Saturday schools represent critical supplements — or even antidotes — to mainstream education, providing spaces where African American youth can learn about their heritage, see their potential, and prepare for leadership. These initiatives not only support the academic development of African American students but also secure their cultural, emotional, and spiritual growth. By fostering these community-based educational initiatives, African American families and communities act on Marcus Garvey’s challenge to bring the light of opportunity, hope, and wisdom into a new day to ensure that our children recognize and reach their unique genius.

About Dr. Lathardus Goggins II:

Dr. Lathardus Goggins II is a distinguished advocate for youth and equitable education with over thirty years of experience. His extensive background encompasses teaching, admissions, academic advising, community outreach, and directing an Upward Bound program. Dr. Goggins’ expertise in social-emotional learning, restorative strategies, and identity development has made him a respected leader in the field. His latest publications, including Bringing the Light into a New Day, African-centered Rites of Passage and Education, and Facing the Rising Sun, exemplify his commitment to empowering students and creating authentic learning environments. To connect or learn more about Dr. Lathardus Goggins II’s work and advocacy visit — Dr.Goggins2.com.