What can be done to help improve the academic performance of African-American students in the Monroe City School System?
Last week, this column focused on frequent vacations and breaks in schedules that disrupt units of study. There are so many breaks that it is difficult for students to maintain focus.
There is another factor that contributes to the extremely low performance of some Southside Schools in Monroe: The emphasis is on extra-curricular social events that distract from classroom study.
In several Southside schools, homecomings have extended beyond the traditional homecoming pep rally, and football game, but they have extended to week-long festivals that include elaborate coronations and street festivals. The activities are great for school spirit and support, but there is a side effect: For all practical purposes, it is extending far beyond the homecoming, and the week prior to the homecoming as well.
Moreover, several Southside elementary schools also have homecoming activities with queens and coronations.
By contrast, North Monroe schools have homecomings celebrations for high schools, but no coronations; they are an expensive distraction. No Northside elementary schools have homecoming queens or coronations.
All of the district’s academically failing schools are in South Monroe. Can we really afford “feel good” extracurricular activities that do not have academic objectives?
When a failing school prioritizes activities such as homecoming festivals, coronations, and proms over academics, it can have several negative consequences, including:
—Distracted Focus: When schools spend more time and resources on activities such as homecoming queens, coronations, and proms, it can distract students, teachers, and staff from focusing on academic goals. This can lead to a lack of academic progress, poor test scores, and lower graduation rates.
—Reduced Resources: Schools that prioritize non-academic activities may end up reducing their resources for academics as they spend thousands on the “feel good” activity instead classroom supplies, and teacher training.
—Decreased Student Engagement: Students may become disengaged from their schoolwork when they perceive that their school is prioritizing non-academic activities over their education. This can lead to lower attendance, increased dropout rates, and reduced academic performance.
—Poor Preparation: Students who are not adequately prepared academically are less likely to do well on standardized tests. The preparations and hype associated with “extended” homecomings, and coronations distract from classroom time.
Extracurricular activities should not be eliminated completely because they provide students with a sense of belonging, increase engagement in school, and promote social and emotional learning. These benefits can translate to better academic performance and overall school culture if schools become creative in the types of activities they promote.
If a school is struggling academically, then extracurricular activities should be aligned with academic goals and used strategically.
For example, a school could prioritize extracurricular activities that support academic learning, such as a math club, debate team, or robotics club competitions, and its resulting celebration is connected to learning. These activities can engage students in areas of academic interest, provide opportunities for hands-on learning, enhance critical thinking skills, and have fun at the same time.
Anyone who suggests that we prioritize academics over extracurricular activities won’t win popularity contests, but something has to be done.
According to the State Department of Education, African-American students in the Monroe City Schools are failing academically. Southside schools are doing even worse.
The report suggests that if we continue doing what we are doing, we’ll get the same result.
…or worse!
