The Prevalent Gap in Achievement in Washington State
The Seattle area prides itself on being a liberal, and accepting city. But in the district I grew up in, in a suburb outside of the city, I clearly see a gap in achievement. Well what does that mean? An achievement gap is a noticeable difference between the successes of white students in schools, and the successes of students of color. This includes advanced placement enrollment, graduation rates and rates of continuing on to higher education. In Marysville the statistics show that the most successful high schools in the district have the largest majority of white students, ranking the highest is Marysville Getchell. Marysville Pilchuck ranks less successfully, with a slightly larger minority enrollment. The worst performing school, Heritage, has a majority of Native American students, a minority of white students, and a very low achievement rate. These simple facts clearly display segregation of schools in Marysville, and how it contributes to gaps in achievement. While some may say that this achievement gap is inevitable, natural, or a conscious choice. I believe that segregation within Marysville K-12 schools is prevalent, and leads to a gap in achievement through inherent racial bias, and the inequitable white superior content of curriculums being taught to students.
Now some may also argue that minority inclusion has been a plan of action for decades. That if segregation is still active it certainly must be a matter of choice by individuals. While I do not discount the fact that inclusion, and diversity have long been a part of action plans. I say that too many plans include the bare minimum, such as including diversity education courses within schools. Mdonnell Tenner notes that the content of education is at the root of any solution. For example if a school wants to increase diversity, adding a curriculum where students of color can learn about their culture could be beneficial. But notice that these programs in high school are taken mostly by people of color. Since students of color spend their entire lives learning white culture and history, white students should be just as inclined to experience diverse culture, and history within normal courses as well. This alone would effectively decrease segregation in schools by integrating classrooms.
For example, let’s look at Heritage High School within Marysville School District, Kaitlyn Manry notes that “Native culture, art and history are threaded through all the classes at Heritage.” While I do believe it is extraordinary that Native American students have the opportunity to attend school from this cultural lens. But why isn’t the rest of the district more strongly implementing this approach? When many students live on the reservation or right next door, it is so crucial that students grow up understanding the indigenous history of the land. Not only could this contextualize the lives of all students, but also increase student of color engagement, and ultimately achievement.
Currently, the social studies requirements for Washington high school students in summary include U.S. history, world history, contemporary world problems, and Native American knowledge. But I believe this component has too narrow of a focus on environmental and political issues, tip-toeing around the racial aspect, and awful histories. Overall I am saying that white superiority is deeply ingrained within curriculums. That there is a lack of acknowledgement of racial, and sociological factors that thoroughly affect our history, which inherently shows racism and cowardice. Reconstructing these racial biases, and white superiority present in curriculums could again very strongly improve student of color engagement, and representation within the classroom.
Additionally, the diversity of Advanced Placement programs in Washington state is also particularly concerning. These programs see an extremely uneven representation of students of color. Which is important because Advanced Placement is a key factor in achievement of graduation, and a college career. In Washington state specifically Latino students are underrepresented, shown by a study by The Education Trust. The study shows that Washington lands fourth to last out of forty eight states regarding Latino representation in advanced placement classrooms. Similarly Washington state ranks fourth to last in regards to Latino students being given the opportunity to take Advanced Placement if the school offers the courses. This proves how gaps in achievement arise not only by privilege, but also internally by expectations held by teachers, and staff. Fair opportunity, and consideration of barriers to Latino, and all students of color enrollment should be a top priority for schools in Washington. Advanced Placement time and time again help students prepare for college careers, and increases their willingness to begin even one. Which naturally increases students of color achievement, narrowing the gap, and decreasing segregation. But alas, barrerial expectations, biases, and lack of opportunity is not the only issue with Advanced Placement courses.
Furthermore, AP courses by nature are taught from a very euro-centric view, withholding their standards of white superiority. The only AP history courses are AP World History, AP U.S History, and AP European History. That being said I have issues with every single one of these courses. If there is an AP European History that anyone may take, why isn’t there AP African, Latino, Indigenous, or Asian History? That alone clearly displays the euro-centric focus, and white supremacist values held. Then AP U.S. History tends to mainly tell stories from the white perspective. Lastly for AP World History, Samantha Washington discusses how the College Board in recent years planned to eliminate 9000 years of global history, as the test seemed to cover too broad of material. But coincidentally these years removed are key centuries of non-western powerhouse civilizations including those of the Chinese, Egyptian, and Maya. The new test begins with Europe’s middle ages. How narrow-minded will many students become thinking Western civilizations have been the only powerhouses throughout time? Now this was not without pushback from many educators, but the plan itself shows telling euro-centricity, and white superiority from an organization that largely determines eligibility for student achievement. Their decisions alone could greatly narrow or widen the gap in achievement. Therefore it is important that we as local, and national communities become educated on biases, and curricular superiority, to restructure, and recreate a more fair school system.
In the end I am left to ponder how we can begin to frame education more and more inclusively as globalization continues to broaden the backgrounds of students who attend schools. In the future if Marysville School District works to close gaps in achievement by restructuring curricula, positive change can ensue. But nationally, decentering the white perspective is key to existing within a country that receives immigration from all across the globe. There is no better or safer place than school to be rid of hatred, and learn to appreciate, and understand all cultures and people.
https://tcf.org/content/commentary/diversity-schools-must-include-curriculum/?session=1
https://www.heraldnet.com/news/heritage-high-school-has-permanent-home-in-tulalip/
