International Journal of Arts and Humanities (IJAH)

The achievement deficit of African American males in our public schools is a well-established issue that continues to plague our society. The need for improving the educational outcomes for this population is one of the most prevalent social injustice issues of our generation. The educational, social, and political issues experienced by African American males reveal an alarming picture of systemic and societal failure. Statistics indicate that one out of three Black males will be imprisoned at one point in their lifetime. It has been reported across the nation that African American males graduate from high school at a rate of 52% as compared to the 78% graduation rate of their white counterparts. The economic plight of this population is affected when educational opportunities are limited. Also, these racial disparities tend to lead to reduced life expectancy and low paying jobs. In contrast, higher levels of achievement correlate to better economic outcomes for all. The research also suggests that African American males are two and half times more likely to be suspended from school than white students. This suspension leads to a higher incarceration rate. Currently, many suspensions and expulsions of African American students cannot be explained. Sadly, the inequity among adolescent Black males goes further than this. Black young males are taught by inexperienced teachers and those who fail to embrace cultural diversity. In addition to these grim statistics, Black males are historically and significantly more likely than their non- Black peers to be placed in a special education category, especially intellectually impaired as reported by the United Stated Department of Education. © Center for Global Research Development www.cgrd.org 2 Furthermore, the disparity of the achievement gap among African American males and Hispanic students continue to perform lower on standardized test scores overwhelmingly, than White and Asian students. According to the 2001National Assessment of Education Progress [NAEP], only 10% of black males were proficient in 8th grade reading as compared to a 35% proficient rate for White adolescent boys. In math, only 12% of African American males were proficient in grade 8 math as compared to a 45% proficient rate for White males. This paper will highlight the statistics and data that are affecting our African American boys and present strategies and policy implications for improving the success of African American males.