Racially inequitable education first emerged during the colonization of the New World.  African Americans were enslaved and denied access to formal education in order to ensure that they would remain as the underclass.  European settlers established publicly supported private educational institutions. Through the outcome of the Declaration of Independence and American Revolution, the ongoing issue of minorities having limited opportunity and access to education continued to be prevalent. Many states enforced slave codes that prohibited African Americans from literacy training to insure the white race was dominant. Change of this status quo occurred in 1830 when the State Secretary of Education pushed for common schools that were publically funded; however, the barriers to fair educational opportunities continued. African American’s pleaded to the court for the right of access to public education for over a century before the landmark case of Brown v. Board of Education surfaced in 1954 (Brown, 683). The case resulted in the desegregation of schools, and the concept of “separate but equal” was inherently unequal. The ruling revealed the inherent flaws of the concept of “separate but equal”.  Some people advocated for school choice as and fair distribution of resources, or an equitable education, but this contributed to the unfair distribution of school funds.

Since the 1960’s there have been no drastic changes bringing society closer to a better racial equitable education between the “haves and have nots”. Ninety percent of African American students in southern schools were still enrolled in all black schools in 1964 (Burris,7). Low-income and racial inequity automatically put African Americans at a disadvantage in the public education system, while still seventy percent of northern black students were still enrolled in predominantly minority schools in the North during the late 1900’s (Burris,32).  Students who attended these high-poverty schools experienced an environment of run-down facilities, inexperienced teachers, and classrooms with high rates of disruption. Together, these factors contributed to student’s possessing lower levels of educational performance. In 1990, segregation increased across schools and classrooms in the United States. African Americans with low-income backgrounds traveled on one of two tracks, a track that led to college or a non-college track. A majority of African Americans were unable to attend college. (Burris,36). This trend of educational inequality continued into the year 2000 where seventy-two percent of the nation’s African American students attended predominantly minority schools. (Burris,70). Even though gains have occurred since 2000, racial inequity continues to impact African-American students income, opportunity, and access to a quality education.

Opportunity, income, and access remain dominant issues in the African-American Society.  Inequitable education dates back to the colonization of the New World. Africans, the predecessors of African Americans, were enslaved and taken advantage of by the Europeans, making it almost impossible for them to have a voice in society. This lack of voice resulted in few opportunities for success, especially in education. Fighting for and gaining opportunities have proven to be an uphill battle for African Americans because of their color and lack of income. Income is the driving factor in the education gap between African Americans and the rest of society. Low-income automatically puts African-Americans at a disadvantage when entering the public school system. 

Michael Oher a professional football player and the subject of the Hollywood movie, “The Blind Side,”  experienced this racial inequality in his youth. Oher grew up in a low-income, broken family in Memphis, Tennessee. He was one of twelve children who did not receive any family support from his parents (Michael). His mother was a drug addict, and his father was constantly in jail and murdered when Michael was in high school (Michael). His father’s death and his mother’s drug problem left Oher frequently homeless, putting him in and out of foster homes fending for himself by the age of seven. These strains caused Michael to perform poorly in school, resulting in him having to repeat his first and second grade years, and switching school’s eleven different times in his first nine years of formal education (Michael).  Michael’s life hit a turning point when he received the opportunity to attend a private Christian school. The journey of how Michael dealt with and overcame the issues of racially inequitable education is told through the movie The Blind Side, although the director edited out many of the horrible aspects and effects of the lack of equality in education he experienced.  

Michael Oher’s unexpected journey to success started when one of Oher’s family friends, Tony, convinced the head of the athletic program at a private Christian school to allow Oher to attend due to his athletic ability. The school administration was hesitant to accept Michael due to his almost non-existing academic record. Michael had an IQ in the six percentile, and the previous schools he attended gave him D’s so they could just send him off to another school.  The head athletic coach convinced the administration to give Michael this once in a lifetime opportunity by stating, “kids from his background wouldn’t even come within two-hundred miles of this place”(Handcock). The following day, Michael walks into his first class at Briar Crest High School he is and is immediately judged by other students because of being a big, African American boy who wears beat up clothes. Michael is unsure of what to think or how to act in a formal classroom setting since he never learned these skills. He later explains in his book, “White Walls”, that he feels as if he does not fit in, and does not understand why teachers expect him to complete work on his own when he does not know how to do anything. Eventually, the teachers learn that Michael does have the potential to reach academic success, it’s just that he would have to work harder than the other students to achieve his success.

Michael’s journey continued to head in the right direction when the Tuohy family sees Michael walking on the side of the road on a cold, rainy day and offers him a place to stay. At that point, they learn of Michael’s story.  Michael accepts the offer to live permanently with the Tuohy Family. Michael’s grades start to improve tremendously when the school and family begin to believe in the potential he has as a student and an athlete. He received the appropriate educational support from the school and teachers needed to achieve his goal of playing sports. Michael went on to be successful in football, and graduate high school with a 2.52 grade point average which lead him to receive a scholarship at Ole Miss. Given access and opportunities Michael Oher reached his potential.

The Blind Side raises questions as to Oher’s path to success. His life changed when he moved to a prestigious, private, predominantly white Christian school, and his new family who happened to be rich and white. Would he have been given the same chances to succeed in school and life without access to a top notch education and opportunities to play football? And, could all young people be offered these opportunities?  Current research shows not all African American youth are not given the same educational opportunities and services.

        A study of education equity links achievement to success. The Nation's Report Card of 2015 indicates that the achievement gap among white and black have narrowed in fourth-grade math, reading, and science. In eighth and twelfth grade the gaps have remained the same or even widened. Forty-six percent of white, fourth graders and forty-four percent of white, eighth graders are proficient in reading. While eighteen percent of black, fourth graders and sixteen percent of black, eighth graders are proficient in the same area. In math, fifty-one percent of white, fourth graders and forty-three percent of white, eighth graders meet proficient levels. Only nineteen percent of black, fourth graders and thirteen percent of black, eighth graders obtained proficient levels in math. These statistics prove that obtaining higher levels of performance among all, but especially African Americans, is critical to expanding participation in the global economy.

        All students regardless of their socioeconomic status, race, language, or any other factor, should be given equal opportunities to succeed in school. For this to occur it requires adjustments at federal, state, and local levels. In 2002, former President Bush activated the No Child Left Behind Act, allowing the federal government to hold schools accountable for student outcome. The goal was to advance American competitiveness and close the achievement gap between poor and minority students. No Child Left Behind grew from the Elementary and Secondary Education Act, 1965, which outlined the federal government’s role in grades kindergarten through twelfth, allocating more than $1 billion a year to assist districts in educating disadvantaged students. Since Michael Oher was already sixteen years old at the onset of No Child Left Behind, he was unable to feel the effects of the federal government’s support. 

No Child Left Behind impacted teaching, learning, and school improvement. In 2015, Congress passed the Every Student Succeeds Act to assure equal education for every child. Like No Child Left Behind, this act emphasizes accountability but allows each state to decide on how to meet the guidelines. As a result, there is more flexibility for programming. No Child Left Behind and Every Student Succeeds Act sparked controversy among educators, parents, and politicians. State and local districts were being held responsible for the performance of students, putting a lot of pressure on the school’s administrators and teachers to improve circumstances reach goals that were not always attainable. This includes eighty percent of students meeting the proficient level in reading and math set by the government. If states did not comply with the act's requirements state funding could potentially be lost. By the initiation of Every Student Succeeds in 2015, Michael Oher was well out of college and playing professional football.  It is difficult to predict if Michael was born 10 years later if his situation prior to living with the Tuohy’s would be any different. The federal government has made strong efforts to try to bridge the educational gap with African Americans, but statistics don’t lie, the gap is still prevalent. Fourth and eighth graders standardize test scores of math and reading in 2000 remained the same as in 2005, two years after the act was put in place.

Federal spending on education has surged over the last decade. Statistics vary on whether or not the additional funding has closed the achievement gaps. Where funding goes is essential in defining whether or not it will help close the gap.  First, education funding must be distributed based upon student’s needs (Brown, 1). This would mean that the playing field of low-income students would leveled to that of their more advantaged peers. There is a positive correlation between student achievement based upon the amount state governments spend and how they spend it (Brown,1). Secondly, as illustrated by Michael Oher’s example economic support and encouragement were instrumental in his success.  Local governments need to take into account low-income schools in high-income districts. While these schools may receive the same resources, the wealthier schools tend to have extra money from parent contributions and Parent Teacher Association funds. Just recently, some states have proposed to balance schools based upon socioeconomics and race with affluent students being still the majority. The goal would be to bridge the gap between and rich and poor with little cost to no cost. Resistance by parents, students, and educators continues to make this plan difficult to carry out. Advantages of the privilege continue to persist and affect the educational gap.

        Creating equitable education for African American students means providing learning and teaching systems that provide an excellent education that goes beyond funding. Diversity training is crucial for administration, faculty, and staff for those reluctant or ignorant to the needs of low income students.  Michael Oher’s reaction is proof enough of how not fitting in effects students and their education.  Working together with low-income students ensures equitable, and inclusive education distribution is given to all. The heart of the process is in the classroom. Teachers need to be provided and supported with advanced skills to ensure each student has the same opportunities. Skills should include the ability to recognize social and cultural elements that may hold a child back. Next, high-quality teaching is pertinent among schools that serve low-income students. Some districts have instituted the Teacher Incentive Fund, which helps districts develop performance-based teacher and principal compensation systems. Allowing students to choose an alternative school that is designated by the district would be helpful in students achieving better educational opportunities. Voucher laws reimburse parents for the amount of money that would have been otherwise used to educate their child in a public school. Next, standardized assessments need to be reviewed periodically for equitability among all students. Just recently the Student Aptitude Test Board (SAT), created a new test to democratize college opportunity. The new SAT is more straightforward, ethnically inclusive and the vocabulary is less obscure to create fewer disadvantages. In addition, the College Board has teamed up with the Kahn Academy to give low-income students educational resources to help better prepare themselves for the test. Even though these crucial steps are closing the gap with African Americans, the in-school contributors only make up a small portion of the variance (Hammond,3).

        Significant strides have been made in educating African Americans. Statistics show that they are performing at a higher level. Until the out-of-school contributors, poverty, and social support, are addressed the achievement gap between African Americans and white students will still exist. During the recent campaign, President Obama stated that children of color are the majority in urban districts, and are on track to be the majority in the nation by 2025. With three-fourths of fast growing occupations requiring post-secondary degrees, and only one-third of African-American students are receiving college degrees.  It is possible to address poverty by increasing the number of college graduates (Hammond,3). Though, one issue remains, social support. Michael Oher was given opportunities and access to a top notch education with the help of the Tuohy's not given to all African American students, but he did all the heavy-lifting of work. Growing up, Michael worked hard and had the drive and determination not to repeat his mother's mistakes. He had built-in tools that aided in his success. It will take heavy lifting from all parties involved to completely close the gap of an equitable education among African Americans which society is still pushing towards today.
