High School Reform And Black Male Students Limits and Possibilities of Policy and Practice

• Published in: Urban education (Beverly Hills, Calif.) Vol. 38; no. 2; pp. 196 - 216
• Main Authors: Jordan, Will J., Cooper, Robert
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.03.2003; Corwin Press; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Adolescents; Black Students; Black Teachers; Culturally Relevant Education; Education policy; Education reform; Educational Change; Educational organization; Educational Policy; Educational sciences; General points; Males; Race; Reform Efforts; Science Teachers; Secondary Education; Secondary schools; Secondary teaching; Standardized Tests; United States, Canada; Urban Schools; USA; high schools; race-ethnicity; school reform; educational policy; Educational Policy; Negro American; Educational change; Ethnic Minority; Secondary Education; Race
• ISSN: 0042-0859; 1552-8340
• DOI: 10.1177/0042085902250485

An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black male students. Despite efforts to reform ineffective schools and foster academic achievement for all students, there continues to be a lingering gap between affluent and poor as well as White and Black subgroups. This article explores the complexities of these issues. The authors examine the negative effects of intractable social barriers such as poverty and ineffective schooling. They suggest that currents trends reflect responsible approaches to reform but that the potential role of Black teachers has not been fully explored.