How schools fail black boys

A report into education in London highlighted the fact that it has been clear for some years that Britain’s education system is failing to give black boys the start in life which they, and their parents, are entitled to expect.

Another report from the DCSF says that black pupils are three times more likely to be excluded than white, and five times less likely to be classed as gifted and talented.

African Caribbean boys, in particular, start their schooling at broadly the same level as other pupils, but in the course of their education they fall further and further behind so that in 2003, for example, roughly 70% of African Caribbean pupils left school with less than five higher grade GCSEs or their equivalents. This represents the lowest level of achievement for any ethnic group of school children. In national examinations African-Caribbean boys have been the lowest achieving group at practically every key stage for the last four years. Unsurprisingly, the 2001 Census indicated that African-Caribbean men were the least likely of all men to have a degree or equivalent qualification. Whilst African pupils are generally achieving more highly than African-Caribbean pupils, this is often only marginal. The relative performance of black Caribbean pupils begins high, starts to decline in Key Stage 2, tails off badly in Key Stage 3 and is below that of most other ethnic groups at Key Stage 4.

Black Caribbean pupils, both girls and boys, also appear to be in trouble in school more often than their peers. The rate at which black Caribbean pupils are excluded from school has declined over the past few years, but, as the latest figures for exclusions from maintained secondary schools demonstrate, they are three times more likely to be excluded from school than all pupils nationally. With only 15 per cent of permanently excluded young people reintegrated into mainstream school, successful transition into adulthood, employment and independence for most of these young people is unlikely. Given the importance of education in achieving successful transitions and social inclusion, the research set out to examine the strategies developed by African-Caribbean young people excluded from school who achieve successful transitions and to discover how support from family, community and other agencies can lead to successful transitions for excluded young people.The Social Exclusion Unit has identified several social factors that are more common among prisoners than the rest of the population. These include being excluded from school, poor mental health, homelessness and unemployment. Some black and minority ethnic groups are more likely to have experienced these factors than white people. Excluded young people appear more likely to experience crime in the local area where they live and are more likely to carry weapons. 46% of excluded young people had admitted having carried a weapon compared to just 16% of those in school.

According to the DCSF, all the minority ethnic groups within the black category and pupils of Mixed White and black Caribbean heritage are consistently below the national average across all Key Stages, at GCSE and equivalent and Post-16. For example, at GCSE and equivalent, 41.7 per cent of black Caribbean pupils, 44.1 per cent of pupils of Mixed White and black Caribbean heritage, 48.3 per cent of black African pupils and 41.7 per cent of other black pupils achieved 5+A*-C compared to 54.9 per cent nationally. Girls consistently outperform boys in all of the minority ethnic groups, as they do nationally. For example, 33.3 per cent of black Caribbean boys achieve 5 or more grades A*-C at GCSE and equivalent compared to 49.4 per cent of girls — a difference of 16.1 percentage points, compared to a difference nationally of 10.1.percentage points.

Comment…

"There are only two possible explanations for the fact that black boys are three times more likely than other pupils to be excluded from school. One is that their family background or street culture makes them badly behaved. The other is that schools treat them differently. Clearly, there may be some truth in both explanations. The key question is the balance between the two. The authors of the report Getting It, Getting It Right conclude that in-school factors are more important than out-of-school influences. What really matters, they say, is largely unwitting but systematic racial discrimination in the application of disciplinary and exclusions policies." — Independent on Sunday

"Statistics show that boys from African Caribbean heritage start school at average academic levels but begin to fall behind from Year 2. The gap widens through secondary school with only 30 per cent of black boys achieving five good GCSEs compared to a national average of 54 per cent. Black Boys is a film that takes a look at three schools in London that are confronting this problem head on, with each school addressing the issues in their own individual way. Colvestone Primary in Hackney gets to grips with disaffection early, teaching basic but crucial behavioural skills to help their black boys stay focused. Caribbean achievement consultant Mike Vance outlines some of the issues within the black community that prevent black boys from realising their full potential. Copland Secondary in Wembley tackles the problem of under achievement by employing a large number of black teachers and thereby providing effective role models for their students. In addition, the school has implemented a number of strategies to encourage parental involvement. Finally, the film visits Forest Hill Secondary where all black boys benefit from segregated group time in which they can develop their learning, thinking and communication skills." — Teachers' TV

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