The Crisis Facing Black Boys in Minneapolis Public Schools

Public education debates in Minnesota frequently center on disputes between those who want to reform education and those who support the position of teachers' unions. As those heated debates continue to swirl, important aspects of the discussion tend to fall by the wayside. One key example is the current crisis facing African American boys within the Minneapolis public school system. Sadly, black boys are often excluded from classrooms, placed in special education at alarming rates, subjected to administrative transfers, and are graduating at dismally low rates. They are also routinely subjected to harsh discipline for minor infractions and in many cases even criminalized and brought into the juvenile justice system through the use of school resource officers.

Black boys face racially-hostile school settings

As a civil rights attorney, I have learned of black boys as young as six and seven years old that have been arrested in public school settings and hauled away in the back of squad cars. I have also been made aware of black boys who have been charged with disorderly conduct for non-violent offenses, thereby opening the door for future involvement in the criminal justice system. The cumulative effects of unevenly-applied school policies and practices upon black boys have arguably created a racially-hostile environment that makes learning difficult to impossible. It is a continual affront to the human dignity of black boys to be treated as second class citizens within the public school system and made to feel as though they are not welcome in mainstream classroom settings.

Is Jim Crow still alive?

Moreover, the current treatment of black boys in public schools cannot be divorced from the oppressive and inhumane treatment black people have experienced throughout their history in this country and in our state. The signs reminiscent of the Jim Crow era may no longer be visible on school house doors, yet the sentiments have somehow seeped into policies and practices that deny opportunity to some of our youngest, most vulnerable citizens, with untold consequences to boot.

In response to the myriad challenges and obstacles that black boys face within the district, Minneapolis Public Schools has resolved to create an Office for Black Male Student Achievement. While the specific plans for the office have yet to be unveiled, there seems to be a great deal of public support for such an effort and some would say that it is long overdue. Many would also say that given the magnitude of the problems that black boys are experiencing, the district must begin to act with a greater sense of urgency and commit to making a sufficient investment if it is serious about addressing the challenges that exist.

The district's response to the crisis is inadequate

A major concern that has surfaced in recent weeks is the fact that in determining expenditures in its most recent budget, the district has opted to earmark a mere $200,000 toward establishing the Office of Black Male Achievement. As one might imagine, the amount that is being allocated is a paltry sum in the grand scheme of things, which amounts to just $28.00 per African American boy. For many concerned parents and community members, this feels like a slap in the face, given the district's enormous budget of over $700 million (http://www.minnpost.com/community-voices/2014/06/asking-minneapolis-public-schools-what-are-we-worth). Although the district claims that the $200,000 investment is initial seed money, many see it is an indication of the level of seriousness, or lack thereof, of the district's prioritization of this issue.

In response to these concerns, a coalition of 13 community-based organizations and civil rights groups sent a joint letter (http://aalf.us/sites/default/files/2014-6-20_mps_obma_letter.pdf) to district leadership requesting a reconsideration of the amount that has been allocated to this effort and a community meeting that will allow for greater levels of collaboration and input by concerned members of the public. As one of the signers of the letter, I feel that it is important that the district begins to honor the voices of parents, students, and community members who want to ensure that the crisis facing black boys is taken seriously by district leadership.

Solutions must include community voices

Too often our voices are shut out of the process of providing input, critical feedback, and diverse perspectives that will ensure that the district is moving forward in a way that puts the interests of children, and particularly vulnerable populations, at the center of its decision-making. Ensuring public involvement would also increase the likelihood that there is proper accountability and balance in how the district prioritizes limited resources. Instead of quickly hiring someone to lead the Office of Black Male Achievement, as the district has indicated that it will do, district leadership should be willing to take a step back and allow for a community process before things move forward. Involving the community in a strategic way will help to begin rebuilding public trust and confidence in the district and will usher in a paradigm of collaboration and cooperation that will benefit all stakeholders, and especially the children who are most in need of our support.

The treatment of black boys in Minneapolis public schools has been unconscionable. Rather than continue down a similar path, it is time to reverse course and make critical investments in the lives of black boys. They deserve the chance to reach their full potential in life.