RUNNING HEAD: AFRICAN AMERICAN CHILDREN EDUCATION

Shellisa Mitchell
Wayne State University
ft0464
Dr. Keys
SW4710
10/13/15

Many minority children are affected by literacy. This paper will reflect on African
American Children Education and Literacy. The research will show how literacy in black
children is a vital social issue that needs improvement. There are various programs to help

AFRICAN AMERICAN CHILDREN EDUCATION

2

students that are struggling with literacy. However, parents and leaders have to work together to
ensure childrens higher education. Government have addressed this social issue over the years,
and leaders have implemented policies to address the social problem. This paper will reflect the
Policy Analysis of African American Children Education and Literacy.
The adolescent register and dialect have slight codes in their message, slang terms, and
changes as they grow up into adulthood. The ethnic dialect is determining by the community and
the environment in which they live. Also, the ethnolinguistic is distinctive in cultural and
individual identity. The adolescent register use is differently from my generation, therefore, they
have codes for messages and words they are expressing and it's difficult for the older generation
to understand. Both language combined can be perceived good or bad depending on who is
perceiving it or who is communicating with the adolescent. If a child is using the language at
school or with a professional then it wouldn't be a good thing, but if a child is communicating
with family and friends it wouldn't be a problem (Mitchell, 2014).
A child can determine what career to choose by volunteering, or they could work in a
parents business. The Holland Theory is about your personality which correspond to your work
chose, therefore, teens can choose a career based on their skills and abilities, and as well as their
attitudes and values. My process of choosing my career was my personality which reflect social
skills, therefore I enjoy helping people which allows me to choose a career in Social
Work. People attraction influence by similarities, beauty, cultural factors, and body scent.
However, people have their own criteria of who they are attracted too. The environmental factors
influence people behaviors and mindset on what they perceive is right or wrong. People can't
help who they are attracted too, but it all is based on a person standards of attraction (Mitchell,
2014).

AFRICAN AMERICAN CHILDREN EDUCATION

3

African American children come to school with the stigma that they are at risk of failing
academically, educators sometimes forget that these learners have the same capacity as White
students to be curious, responsive, energetic, and effective learners. Believing in students'
efficacy to be successful in school is vitally important for helping these delightful learners fulfill
this prophecy (Sanacore, 2004).
Teachers assisting African American children to reach for academic success is a difficult
challenge that involves various factors. However, genuine caring for these children should give
instructional practices to display success in literacy learning. Practices should allow for nurturing
interactive discussions, introduce drama, support literacy in lifetime achievement, and teachers to
build resilience in children literacy (Sanacore, 2004).
The Policy this paper will analyze is No Child Left Behind (NCLB). This policy was
implemented in 2001 to help disadvantaged students inequitable educational opportunities
through improving the U.S. public school classrooms. The NCLB policy produces a standard of
requirements for teachers and leaders to be effective in teaching. The NCLB policy has many
benefits to improving literacy. The NCLB affects the learning skills of students in testing, the
way the material taught, how the funding for education distribute (U.S. Department of
Education, 2015).
The NCLB vital approvals are made by federal and State government. The educational
marketplace has choices individuals chose as if they were consumers. NCLB is represented as a
growing global economic challenge that is part of a large political process for neoliberal reforms
that focus on higher effectiveness in privatization, markets, and competition. The NCLB give
Families the right to choose the school of choice. These choses should allow the students to feel

AFRICAN AMERICAN CHILDREN EDUCATION

4

in control of the interest and parents would feel their children be in school that fits them (Hursh,
2007).
. Whatever the children put in their educational learning experience it will produce their
ability and strength to succeed. Teachers should not let a horrible morning, affect their whole day
to reach a child. African American Children go through so many challenges that produces stress
and depression in the everyday life. Also, the stress plays a big factor on the academics and
literacy. Every achievement or failure the children do causes the teachers and parents to react. If
parents and teachers are caring and sensible to the children needs and abilities, maybe the
children actions would reflect on positivity and not negativity towards education. African
American Children should not let allow their emotions to overtake them. Because they will
always lose the battle of literacy in projecting positive outcome teachers should put on a smile
each day to send a warm jester to the African American Children who are struggling
academically (Mitchell, 2014).
Problems and circumstances will come in African American Families. However, how they
deal with them affects their children everyday life. Teachers should strive to think positive and
make better decisions in literacy for students. The African American Children should choice
positive students to be around because it can affect their behavior. African American Children
from abusive or neglectful situations can suffer in the ability to learn. In terms, this causes the
children to behavior disruptively sometimes on a subconscious level, with our words, thoughts,
feelings, and through body language. African American Children goals and achievements should
depend on the positive outcomes of learning (Mitchell, 2014).

AFRICAN AMERICAN CHILDREN EDUCATION

5

The NCLB Law philosophy says, the policy passed with bipartisan support. The policy is
designed to introduce national standards to a system in which students in some demographic
groups were more likely to succeed and others likely to be left behind. The policy allows states
to determine how success measured. For schools that are not in compliance with adequate yearly
progress (AYP) of the NCLB policy, then sanctions will be applied towards the school. The
NCLB provides children with literacy and low educational skills from impoverishing families to
have priority of school of choice for better curriculums, (U.S. Department of Education, 2015).
The policy is dictated in a combination of federal government to give obligation to the states for
the program to be completed. The states are required to implement these statutes and rules to
local government for schools improvement in students.
African American Children literacy is an ongoing social problem that is benefiting from
NCLB policy. This social issue affects many of impoverishing communities, where AfricanAmerican families struggle daily to motivate and encourage their children to higher learning.
African American Education requires caring that reflects learning to that results in successful
school outcomes. It is vital for African American Children to have the nurturing support that
provides emotional growth and development. African American Children faces more personal
and academic challenges that result in literacy (Hale, 2001).
Social workers, teachers, leaders, and parents have excellent opportunities to help this
social issue. Additionally, improvements can be made in African American Children literacy
through love and support. To ameliorate some of this stress and to help improve Black students'
academic outcomes, educators should demonstrate genuine caring as they act in specific ways to
enhance achievement. Because success across the curriculum is predicated on good relationships

AFRICAN AMERICAN CHILDREN EDUCATION

6

and effective literacy learning, this paper focuses on improving the school culture and its related
literacy practices (Sanacore, 2004).
The Education Consolidation and Improvement Act (ECIA) of 1981 was implemented by
President Reagan signed an education grant block in1981 to shift responsibilities form federal to
the states. The financial and regulatory powers was given to state and local agencies. President
Reagan and Congress cut federal aid to education and implemented federal regulation in schools.
The Hawkins-Stafford Elementary and Secondary School Improvement Act of 1988
implemented the title I provisions for basic programs under the Act. Title I chapter 1
compensatory education provisions for financial assistance to meet special educational needs of
children. (Revision of such provisions under the Act and repeals corresponding provisions under
chapter 1 of the Education Consolidation and Improvement Act of 1981). Declares it to be the
policy of the United States to expand the Chapter 1 program by increases in funding over the
next five years with the intent of serving all eligible children by FY 1993 (U.S. Department of
Education, 2015).
Elementary and Secondary Education Act (ESEA) of 1965 was implemented by President
Lyndon Baines Johnson signed the law in 1965 because he believed that "full educational
opportunity" should be "our first national goal." This Educational Bill was expensive but was to
address the War on Poverty (U.S. Department of Education, 2015). Finally, the revisions of all
the educational Act implemented the No Child Left Behind Act (NCLB) of 2001. The No Child
Left Behind Act authorizes several federal education programs that are administered by the
states. The states are required to test students in reading and math in grades 38 and once in high
school. All students are expected to meet or exceed state standards in reading and math by 2014.
This law reinforces and revised the Elementary and Secondary Act.

AFRICAN AMERICAN CHILDREN EDUCATION

7

The NCLBA has helped and assisted many African American Children in their literacy and
providing them with better resources for their achievements. The standardized testing for the
children to be equipped for college and success. NCLBA has produce a great standard for
teachers and leaders. Also, NCLBA requires teachers to be proficient and qualified in their ability
to teach students according to the guidelines. The NCLBA is working if the funds continue to
generate and leaders focus on the childrens well-being.
However, so many public schools have closed down and not operating in the areas close to
the African American Communities for the black children to be accommodated to the benefits the
NCLBA provides. African American Public Schools are constant have a shortage of school
teachers, children come from single parent households, material and resources are limited. Also
the severity of leaders lack of responsibility for poor black children deficiency in academic
achievement (Hale, 2001).
African American Children are subject to fall behind because of no school accessibility
and resources. Parents are forced to drive their children to open district schools in the suburbs to
get their education. Although, the NCLBA has provisions for children that are lag behind in their
academic development, children are still having difficulty with standardize testing and material
given at school. All children have different learning ability and they perceive education on
different levels of understanding. Sixty-one percent of African American children failed to
achieve basic reading levels on the 2003 fourth grade National Assessment of Educational
Progress compared to 26% of their White peers (U.S. Department of Education, 2003).
Statistical Abstract of the United States: Childrens School Readiness Skills. Table 235:
1993 and 2007. This survey shows the effectiveness of children readiness for school. The survey
shows various factors that represents the children social status (U.S. Census Bureau, 2012).

AFRICAN AMERICAN CHILDREN EDUCATION

8

Statistical Abstract of the United States: Childrens with Parental Involvement in Home Literacy
Activities. Table 234:1993 and 2007. This survey shows how many children participate with
their parents in an activity at home. The survey represents 8,579,000 children 3 to 5 years old
who are not enrolled in kindergarten (U.S. Census Bureau, (2012).
In acquiring about NCLBA at a local school, the teachers and leaders addressed their
viewpoints. The teachers explained, that the supporters for the NCLBA were Business Coalition
for Excellence in education, American Federation of Teachers (AFT), Council of Chief State
School Officers (CCSSO), Education Trust, and other entities as well. The leaders addressed the
opposition, the NCLBA caused the federal government to interfere in what was rightfully the
states tradition and responsibility.
The NCLBA had mandates that the federal government handled down unfunded to the
states and local government and caused financial ruin. The teachers expressed, education
interested groups opposed, National School Boards Association, American Association of School
Administrators, and National Conference of State Legislators, National Education Association
and many other advocates opposed the NCLBA. The teachers felt the government focus a lot on
their qualifications and testing than on the students grow and development (Local School, 2015).
Family socioeconomic status (SES), classroom characteristics, and early family literacy
practices are important factors in literacy development and thus contribute to the academic
success of mainstream students. Differences from mainstream patterns have been considered
potential risk factors for African American students. This BlackWhite achievement gap is
observable across a broad range of measures of school success, including grade point average,
enrollments in special education versus gifted programs, suspension rates, high school
graduation rates, and college enrollments (Connor, Craig, 2006).

AFRICAN AMERICAN CHILDREN EDUCATION

9

Fifty years later, the social, political, and economic problems legally trained social engineers of
the court had addressed through Brown are embedded in our society. Blacks lag behind whites in
multiple measures of educational achievement, black community, and boys are falling further
behind than girls (Guinier, 2004).
The support of public education from kindergarten through twelfth grade appears to be
eroding despite growing awareness of educations importance in a knowledge-based society, the
focus on educational quality soon abated, as administrators, teachers, and students became
political figures or political pawns rather than learners; educational funds were diverted to
conflict avoidance and resolution and education budgets manipulated to promote political goals
about race policy (Guinier, 2004).
In interviewing with advocate Ms. Flowers she addressed to how tough the challenges
were to implement the program she has been working on to get funding and scholarships for the
students in the Detroit Metro Area. She manages to get everything approve and funding and
donations are being apply to her goal. The goal she set out for these students is to have greater
opportunities despised their environment or background. She was raised in Detroit and made
contributions to building the community and reaching goals for success. She advocated for the
children in the Detroit program she is over to have the same accomplishments as the suburban
students. Ms. Flowers expressed that she advocates to legislators and other public officials to
strive for funding, policy changes, and better programs for African American Children (Flowers,
2015).
Teachers and leaders contribution should be to inform African American parents and to
inspire the African American Children to become great. Additionally, parents and children have
to strive each day, to make a better life. Living below poverty line can produce so many down

AFRICAN AMERICAN CHILDREN EDUCATION

10

falls. Parents have to keep their children focus to learn skills and obtain training to become
successful in society. Public officials can help prevent black children literacy and ensure them a
quality education. Social Workers, teachers and other leaders should advocate for better
programs and policies to ensure educational goals and literacy awareness.

AFRICAN AMERICAN CHILDREN EDUCATION

11

AFRICAN AMERICAN CHILDREN EDUCATION

12

Annotated References
Connor, C. M., & Craig, H. K. (2006). African American Preschoolers' Language,
Emergent Literacy Skills, and Use of African American English: A Complex
Relation Preschooler Language, Emergent Literacy, and AAE. Journal of Speech,
Language, and Hearing Research, 49(4), 771-792. This study examined the relation
between African American preschoolersuse of African American English (AAE) and
their language and emergent literacy skills in an effort to better understand the perplexing
and persistent difficulties many African American children experience learning to read
proficiently.
Guinier, L. (2004). From racial liberalism to racial literacy: Brown v. Board of Education and the
interest-divergence dilemma. The Journal of American History, 91(1). Lani Guinier
addressed in this article the social, political, and economical problems the courts solved

AFRICAN AMERICAN CHILDREN EDUCATION

13

through the Brown v. Board of Education still affects Blacks to be lag behind other
cultures in Education Achievement in society.
Hale, J. E. (2001). Learning while Black: Creating educational excellence for African American
children. JHU Press. In Learning While Black Janice Hale argues that educators must
look beyond the clichs of urban poverty and teacher training to explain the failures of
public education with regard to black students.
Hursh, D. (2007). Assessing No Child Left Behind and the rise of neoliberal education policies.
American educational research journal, 44(3), 493-518. The article focuses on the
author research and writings on the assessments and curriculum in high stakes testing on
reading and learning. The politics of the NCLB of on students skills and abilities. Also
providing the effectiveness of improving learning, objective assessments and closing the
achievement gap.
Sanacore, J. (2004). Genuine caring and literacy learning for African American children.
The Reading Teacher, 744-753. This article addresses the caring of educators to provide
good environment that gives some African American child opportunities to succeed. Also,
to increase the literacy learning of black children in academics and their personal lives.
U.S. Census Bureau, (2012). Statistical Abstract of the United States: Childrens School
Readiness Skills. Table 235: 1993 and 2007. This survey shows the effectiveness of
children readiness for school. The survey shows various factors that represents the
children social status.
U.S. Census Bureau, (2012). Statistical Abstract of the United States: Childrens with Parental
Involvement in Home Literacy Activities. Table 234:1993 and 2007. This survey shows

AFRICAN AMERICAN CHILDREN EDUCATION

14

how many children participate with their parents in an activity at home. The survey
represents 8,579,000 children 3 to 5 years old who are not enrolled in kindergarten.
U.S. Department of Education, (2015). Education Consolidation and Improvement Act (ECIA)
OF 1981. www.ed.gov... President Reagan signed an Education grant block in1981 to
shift responsibilities form federal to the states. The financial and regulatory powers was
given to state and local agencies. President Reagan and Congress cut federal aid to
education and implemented federal regulation in schools.
U.S. Department of Education, (2015). Hawkins-Stafford Elementary and Secondary School
Improvement Act of 1988. www.ed.gov Implements title I provisions for Basic
Programs under the Act. Title I chapter 1 compensatory education provisions for
Financial Assistance to Meet Special Educational Needs of Children. (Revises such
provisions under the Act and repeals corresponding provisions under chapter 1 of the
Education Consolidation and Improvement Act of 1981.) Declares it to be the policy of
the United States to expand the Chapter 1 program by increases in funding over the next
five years with the intent of serving all eligible children by FY 1993.
U.S. Department of Education, (2015). Elementary and Secondary Education Act (ESEA) of
1965. www.ed.gov President Lyndon Baines Johnson signed the law in 1965 because
he believed that "full educational opportunity" should be "our first national goal." This
Educational Bill was expensive but was to address the War on Poverty.
U.S. Department of Education, (2015). No Child Left Behind Act (NCLB) OF 2001.
www.ed.gov The No Child Left Behind Act authorizes several federal educational
programs that are administered by the states. The states are required to test students in

AFRICAN AMERICAN CHILDREN EDUCATION

15

reading and math in grades 38 and once in high school. All students are expected to
meet or exceed state standards in reading and math by 2014. This law reinforces and
revised the Elementary and Secondary Act.

AFRICAN AMERICAN CHILDREN EDUCATION

16