-Grade 9 Mathematics Test – Method 1
-High School –Math (Academic)
-High School – Math (Applied)
Ontario Literacy Test:
Grade 10
What does the research say?
◊ Black students are highly represented in at-risk categories - Ogbu 2003
◊ Students from racial minority groups are more likely to populate the lowest academic tracks, which eventually relegates them to occupying lower paying jobs in the workplace – Solomon 1992
◊ 86% of Black secondary students in Toronto are at-risk due to their failing grades in mathematics and English - Solomon and Levine-Rasky (2003)
WHY????
◊ Racialized students in Toronto are expelled and suspended at higher rates- Lawson (2003)
◊ Black students are pushed out of the system due to systemic barriers and dropping out is the final stage in their disengagement - Dei (1997)
◊ Black Canadian girls “settle” for academic inadequacy or become disruptive, placing them at-risk for graduation - Henry (1998)
◊ Black females graduate at almost double the rate of Black males; despite this twice as many Black females live in poverty when compared to Black males - Fine (1991)
◊ Black females are encouraged less and are assessed for social skills rather than academic skills - Henry (1998)
◊ Low-income Black youth drop out of school at rates of 40 to 60 percent - Fine (1991)
◊ Socio-economic status is the strongest indicator of academic failure - Fine (1991)
◊ The success of minorities is measured “by the degree to which they assimilate into mainstream Canadian culture.” - Handa (2003)
Solution:
WHAT CAN WE DO DIFFERENTLY?
“… once the basic needs of food and shelter are addressed, a student must gain a sense of belonging, hope, validation and competence that fosters a greater ability to concentrate on the task of learning.” - Removing The Margins, George Sefa Dei et al.
How do we achieve this?
We stay true to our Mission Statement and Mandate:
◊ Continue to give them a sense of power
◊ Continue to develop caring and sustainable relationship with them
◊ Continue to believe in them
◊ Continue to understand their community, their world and what they need
◊ Continue to give them a sense of agency/belonging
◊ a concrete way to know that change is possible
◊ social justice initiatives |
