The following article appeared in the June 2011 issue of Ebony.

By John H. Jackson, Ph.D.

Despite the indicators of current education trend data, ALL students - especially Black males - can learn when given a fair and substantive opportunity to do so. The Schott Foundation's 2010 national report on Black males in public education, Yes We Can, supports this point by highlighting the fact that Black males performed best in states such as Maine, North Dakota, and Vermont, places where they are so small in number that they can't be systematically isolated or relegated to under-resourced districts or schools - and thereby are educated in the same well-resourced systems as their White male peers. In those cases, their graduation rates are on par or even better. Likewise, when isolated in under-resourced districts, White males perform just as poorly. The graduation rate for Black males in Detroit schools is 27% and it is 19% for White males. Thus, the issue of educational outcomes is less about race, ethnicity and gender, and more about providing all students an opportunity to learn.

We know the problem, so what should we do?

There is clear research indicating that if we provide a student access to four key resources, the chances of that student succeeding are exponentially increased. Thus, parents, community leaders and business advocates must:

ENSURE that all students have access to early education and are on grade level reading by third grade;

ENSURE that the school districts recruit, develop and retain highly effective teachers;

ENSURE that students have access to college preparatory curricula; and

ENSURE access to equitable instructional resources. Finally, youths who are a grade level or more behind should have a Student Recovery Plan (SRP).

We must ensure that all students have an opportunity to learn. Failure is not an acceptable option.

John H. Jackson is the President and CEO of the Schott Foundation for Public Education