| Abstract: |
For nearly 30 years, Maryland has been engaged in efforts to examine the experiences and achievement of Black male students. Many have offered recommendations that address and promote excellence and equity among this group. In 1993, the Governor's Commission on Black Males issued a report on conditions related to employment, health, criminal justice, and education. The report revealed important findings and powerful recommendations in each of the areas studied and pointed to serious and continuing problems concerning the education and development of Maryland's African-American boys and young men. Since that seminal report, various task forces, committees, and work groups have been convened to explore and address issues highlighted in the report. A tremendous amount of work, passion, and good intentions fueled these previous efforts to advance achievement and equitable outcomes. Unfortunately, implementation -- and perhaps more importantly, regular monitoring and oversight -- of the recommendations did not translate into the desired improvements for Black boys in Maryland's schools, as state assessment data for this student group consistently reveal test scores that remain at the bottom while suspension and expulsion rates remain consistently high (Maryland State Department of Education, 2018). These data are neither indicators of educational excellence nor equity for these children and call for a renewed emphasis on improving educational outcomes for Black boys. As State Superintendent Dr. Karen Salmon has expressed, "We have a call to action to work together to tackle the inequities and systemic racial barriers that persist for our Black students..." In response, the Maryland State Board of Education (State Board) formed the Task Force on Achieving Academic Equity and Excellence for Black Boys to more closely examine the disparities in the academic experiences and outcomes of Black male students and propose actionable, evidence-based recommendations and strategies for implementation. The Task Force held monthly meetings from July 2020 through March 2021. Information was gathered through presentations from state and nationally known subject-matter experts; reviews of literature, research, and previous state reports related to academic performance and outcomes for Black boys; and intensive work group discussions and data analysis. This information was used to guide the work of the Task Force and inform the development of recommendations in three key areas for which study groups were formed: (1) Social, Emotional, and Behavioral Supports; (2) Recruiting and Training Skilled, Competent Teachers and Administrators; and (3) Curricula and Instruction. Based on information and feedback gathered over the eight-month period each study group developed recommendations for the State Board's consideration. The Task Force recommendations are intended to serve as a guide to help educators improve academic achievement and equity for Black boys in Maryland's schools. |