As the Monroe City School Board seeks a new superintendent, the educational disparities facing African-American students in the district cannot be overlooked. Recent state assessment scores highlight a deep-rooted issue: African-American students are significantly lagging behind their white counterparts in essential skills like math, social studies, and reading. This troubling trend calls for an immediate and strategic response from the district’s leadership.
The Flawed “Eureka Math” Approach
One of the most pressing concerns is the implementation of the “Eureka Math” system, which focuses more on conceptual understanding than traditional methods, has proven ineffective for a significant portion of our African-American students many of whom are being raised by grandparents who cannot help them understand the new methods. This is evident in the math report cards, which tell a story of confusion and underachievement.
For six years students learn using the Eureka method and then the system drops it altogether for Jr. High and High School. It’s an expensive program that helps advanced students excel, but smothers all other students. It’s not mandated by the state and clearly does more harm than good in our context.
The ELA and Social Studies Conundrum
Another area of concern is the merging of English Language Arts (ELA) and social studies. This national trend, aimed at promoting critical thinking and literacy skills, is failing our students. A staggering 70% of African-American students in the district are failing social studies. The lack of focus on crucial components like timelines and geography in this combined approach has resulted in students having a skewed and inaccurate understanding of historical events and contexts.
The Neglect of Basic Skills
Handwriting, a fundamental skill, is alarmingly neglected. Many students can’t write their names legibly, an issue that should concern us all. This basic skill is essential for personal development and future academic success.
Additionally, the approach to homework in the district is problematic. Assignments are rarely checked for accuracy, and letter grades are seldom assigned. This policy, intended to avoid reflecting poorly on school performance, does a disservice to students. They receive credit for completion, not for the quality or accuracy of their work.
The Way Forward
The new superintendent must address these critical issues. Their stance on curriculum components like “Eureka Math” and the combined ELA and social studies approach will be pivotal. The district needs a leader who recognizes the unique challenges faced by African-American students and is committed to implementing strategies that cater to their needs.
The board’s decision will have a lasting impact on whether African-American students in the Monroe City School District will have the opportunity to bridge the educational gap and achieve their full potential. It’s a decision that should be made with the utmost care, considering the profound implications it will have on the future of our students and our community.
