For the last decade, the phrase “failing schools” has been pinned disproportionately on schools serving mostly Black and Brown children. But if we’re serious about improving outcomes, we have to name what the data and research keep showing: many of these schools aren’t failing because our kids can’t learn—they’re struggling inside systems shaped by concentrated poverty, unequal resources, inconsistent curriculum quality, and barriers outside the classroom that still determine who gets to thrive.
Nationally, achievement gaps by race and ethnicity have remained persistent, and NAEP analyses repeatedly show differences in average scores and how those gaps shift over time. NAEP also highlights that schools with higher concentrations of Black students often show lower overall achievement—an indicator tied to segregation, opportunity gaps, and resource inequities, not student potential. National Center for Education Statistics In the same era, more students have been concentrated in “high-poverty” schools (often defined by eligibility for free/reduced-price lunch), which is strongly associated with weaker academic outcomes. National Center for Education Statistics
Where are we in the fight for our children’s education?
We’re in a moment where the stakes are obvious and the excuses are exhausted. Cities and states have tried “accountability” through testing, ratings, and school interventions—but test results alone don’t create better instruction, stable staffing, or healthier student lives. Even when test scores rise or fall year to year, leaders sometimes can’t isolate what’s driving changes (like shifts in test design or administration). Chalkbeat
At the same time, the hard truth is this: if we keep outsourcing responsibility to “the system” while ignoring what we can control in our homes, blocks, and communities, the system will keep producing the same uneven results.
Community responsibility without self-blame
Holding ourselves accountable does not mean accepting racist narratives that our families don’t care. It means building a culture where education is treated like a community-wide non-negotiable.
Here’s what that looks like in practice:
1) Attendance becomes a community KPI (not just a school metric).
Chronic absenteeism crushes learning. We should treat it like a public health issue: neighborhood messaging, parent-to-parent accountability, incentives, and rapid support when attendance drops—transportation, safety planning, mental health referrals, or housing help.
2) Parent power is organized, not occasional.
PTAs and school leadership teams work best when they’re not only for fundraising—they’re for oversight. Parents can demand (and monitor) basics: certified teachers in core subjects, consistent curriculum pacing, tutoring access, and transparent data on reading and math growth.
3) We stop normalizing low expectations.
Kids pick up what adults believe. When “passing” becomes the goal instead of mastery, students lose years. The community message has to be: reading proficiency, math fluency, strong writing, and career/college readiness are the standard—period.
What actually improves outcomes and environments?
Decade-long evidence points to models that treat the student as a whole person, not a test score.
Community schools—which combine strong teaching with wraparound supports (health services, counseling, family engagement, and expanded learning time)—show associations with improved attendance, behavior, and academic outcomes, especially in high-poverty communities. Learning Policy Institute+1 More recent research focused on New York City’s Community School Initiative also reports measurable impacts on student outcomes, strengthening the case that supports and school climate matter alongside instruction. Brendon McConnell
And instruction still matters. When districts align curriculum, invest in teacher coaching, and use evidence-based literacy and math approaches, results can improve—especially in early grades. NYC’s public reporting around its ELA/math efforts and proficiency trends underscores both progress and the reality that gaps remain and require sustained work. InfoHub
A real accountability plan for 2025
If we want better outcomes for predominantly Black and Brown schools, accountability has to run in two directions:
- System accountability: equitable funding, strong principals, experienced teachers, high-quality curriculum, safe buildings, and proven interventions.
- Community accountability: attendance, routines, reading at home, reduced screen chaos, school involvement, and clear expectations.
The goal isn’t to “fix” Black and Brown children. The goal is to build conditions where their brilliance can’t be denied—by any test, or any zip code.
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