By Staff Blogger
Many middle and low-income black families across the United States currently rely on the nation’s public school systems in order for their children to be educated.
Traditional K-12 public schools are funded primarily by state governments that gain these funds through the taxation of working-class state residents.
In an ideal world, state governments serve their best interests (and the best interests of citizens) by making sure public school systems within their borders are consistently funded as long as state income tax dollars are coming in.
Properly educated K-12 students that are given the resources by their schools to succeed year in and year out have a much better chance of becoming adults who are ready for college, job training, and even more.
This is the best outcome any working parent could dream of. Their collective tax dollars ought to be able to support this dream, as it is a human right.
However, a very recent report by the U.S. Chamber of Commerce Foundation (USCCF) reveals a stark contrast to the ideal world previously described. The data provided in the Foundation’s report also shows that black children across the U.S. attending public schools are getting the short end of the stick.
Unfortunately, this is almost always the case and this grim fact has been a reality for a very long time in America.
According to nationwide averages, just 18 percent of black children in the fourth grade are reading at a commendable level. Very low levels of mathematical understanding for black fourth-graders is also prevalent with numbers adding up to a paltry 19 percent.
When analyzing older black children at the eighth-grade level, the report’s numbers get even more dismal. Only 15 percent of black eighth-graders have sufficient reading skills.
Much like the fourth graders, the numbers dip even lower when it comes to mathematics. Only 12 percent of black eighth-grade students are performing math at an acceptable level.
U.S. states, such as Mississippi, Michigan, Arkansas, and Alabama provided cases where the lowest levels of math and reading proficiency by black students was exhibited. The full scope of all the facts contained in the USCCF’s study can be found by clicking here.
Cases like the ones described in the USCCF’s new report are caused by many adverse internal factors.
These adverse factors are enhanced by public school systems that are okay with the majority of children from middle and low-income households being ill-prepared for the future.
How are school districts across the U.S. able to do this? One way to hinder progress is to hire superintendents who are more interested in their own career opportunities than the future careers of the children in their districts.
The efforts of some of these school districts are also undermined by state governments that are more concerned with providing tax breaks for super wealthy business people than they are about reasonably funding public school districts within their state.
Also, teachers are almost as low on the priority list as the students are when it comes to how state governments manage the allocation of resources for education spending.
For more information and a step by step guide on how to transition your children and family to homeschooling, visit: TheBlackHomeSchoolGuide.com.