A joint study for the Black Male Donor Collaborative (BMDC), published by the Metropolitan Center for Urban Education at New York University (Metro Center) and the Center for Research on Fathers, Children and Family Well-Being (CFRCFW) at Columbia University, tells the story of different educational paths taken by all Black males in the expected 2007 graduation cohort. The students included in the study attended New York City Schools since at least 4th grade.
Executive Summary
For some time it has been widely known that Black males are underrepresented in most categories associated with academic success and overrepresented in categories associated with failure. This is true in most schools throughout the United States and it is certainly true in schools in New York City. Most of the existing research on the academic challenges confronting Black males provides documentation on the extent of poor performance among Black males, but has generally not proven helpful in the design and implementation of effective interventions.The Metropolitan Center for Urban Education at New York University, led by Professor Pedro Noguera, and the Center for Research on Fathers, Children and Family Well-Being (CRFCFW) at Columbia University, under the direction of Professor Ron Mincy, have undertaken a joint study for the Black Male Donor Collaborative (BMDC). The Trajectory Study tells the story of the different educational paths taken by all Black males in the expected 2007 graduation cohort who attended New York City Schools since at least 4th grade. Findings illuminate the areas in and out of school that, if left unaddressed, can adversely affect the life chances of low-income Black male students in New York City. Key findings are presented below, followed by a list of recommendations.
Key findings from the BMDC Joint Trajectory Report:
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On average, Black males showed no growth in their test scores over time, and proficiency levels decreased over time.
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Patterns of low performance on the math exam in elementary and middle-school years continued into the first year of high school.
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Black male students who attended middle schools with fewer classmates who qualified for subsidized lunch and more schoolmates who earned higher math scores also completed more courses in the 9th grade. This finding suggests a school system stratified by academic performance exacerbates the persistence of low performance. Putting Black male students in more challenging learning environments may be the best way to increase math proficiency over time.