Black school administrators' perspectives on the so-called achievement gap: a narrative inquiry

Lee A. Small III

doi:10.17918/00011244

There has been a noted increase in the efforts and attention given to the achievement gap between Black students and their White counterparts. Unfortunately, there are still remnants of the history of racism, exclusion from educational opportunities, and low expectations for African American children. Efforts have produced some improvement over time, but African American students are still trailing White students by an average of 20 points on math and reading assessments. The purpose of this narrative inquiry is to understand Black school administrators' perspectives on the achievement gap and shift away from what's wrong with African American students to what's wrong with the schools. Current studies propose many reasons for the achievement gap among African American students and their White counterparts and suggest many solutions to eliminating this gap. Some suggest that parental education, income, and race are strongly associated with student achievement, while per-pupil expenditures and class size are much less significant. Being raised in a low-income family, for example, often means having fewer educational resources at home, in addition to poor healthcare and nutrition. This study examines the topic by exploring the lived experiences of educators in today's education system by first looking at the origins of the achievement gap and examples of how people have measured achievement over time. Secondly, the researcher will take a critical look at U.S. society through historical, social and political context by illustrating how Critical Race Theory and anti-Black policies are influencing today's education system. Lastly, the researcher introduces the strategies and practices of successful school administrators in their approach to addressing the achievement gap and their efforts to transform current practices in teaching and learning. This narrative inquiry contributes to a broader conversation about racial equity in education by centering the voices of Black school administrators. By exploring their lived experiences, leadership approaches, and policy insights, this study provides a comprehensive understanding of the achievement gap from those who work most closely with affected students. Keywords: Achievement gap, socioeconomic status, Critical Race Theory, student achievement, Black student

Black school administrators' perspectives on the so-called achievement gap: a narrative inquiry

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Black school administrators' perspectives on the so-called achievement gap: a narrative inquiry

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