While Pinellas County Schools is an “A” district for some, far too many Black scholars lag behind, and all involved must do better in order to alter the course.
BY GOLIATH J. DAVIS, III, Ph.D. | Contributor
PINELLAS COUNTY — I am fully aware that some will read this column and say, “Here he goes again running down the school district.” And my response is a simple one. As a member of Concerned Organizations for the Quality Education of Black Students (COQEBS), who worked to frame the current court order and sat at the mediation table to negotiate the current Bridging the Gap Plan, I am duty-bound to hold the district accountable.
So, as district administrators and board members gleefully celebrate the news that the Pinellas School District has attained “A” status, the question COQEBS is obliged to ask: “How are our Black scholars fairing in schools that comprise the district?” The answer, of course, is not very well. Yet, district administrators and board members are not actively engaged in public declarations of this fact.
One of the district’s stated goals is 100 percent student success. The sole purpose of the district’s Bridging the Gap Plan is to improve Black educational proficiency at a level and rate that will eliminate the gross disparities between Black scholars as a group and white scholars. The plan has been in effect for eight years, and all agree there has not been any significant progress. The achievement gap has not narrowed in any significant way.
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COQEBS Atty. Guy Burns, Dr. Rick Davis, Dr. Goliath Davis and then-Pinellas County Schools Superintendent Dr. Michael Grego sat down to discuss the Bridging the Gap Plan in 2017.
I recognize and appreciate the hard work of all administrators, teachers, scholars, etc., involved in the work required to attain “A” status, but I remind everyone that the politics of education has resulted in a flurry of activities that detract from the real role and purpose of our educational institutions. The pressures exerted on school superintendents, principals, teachers and scholars to perform on state-mandated tests and attain appropriate school grades have required all involved to take their eyes off the true reason for attending school — learning.
To her credit, Deputy Superintendent Stephanie Woodford readily admits we still have “work to do.” In our newly named “A” district and schools that have earned an “A” grade, the fact remains that when all the data is disaggregated by race, Black scholars, as a group, are not performing well.
Many may not know the tactics used to obtain a passing letter grade. For example, in some schools with scholars performing at less than a level three, it is customary to focus on the lowest-performing 25 percent of the scholars, hoping to move their performance a point or two to demonstrate learning gains. If successful, the attained gains may be sufficient to improve the school grade. Admittedly, the L25 group warrants attention, but to a large extent, the focus on that cohort is frequently done at the expense of the remaining 75 percent, and an important variable is overlooked. That variable is proficiency. Far too many of our kids record learning gains but lack proficiency in the required subjects.
Campbell Park Elementary is a noted exception because it earned a letter grade “B,” only two points from an “A,” and recorded the highest proficiency score in the Transformation Zone. Lakewood High is another notable exception for another reason. Before the change in principals, it was trending toward a failing grade, but under the leadership of Ms. Garcia and her team, Lakewood earned a “C” grade, two points from a “B,” and outperformed other South County high schools.
Graduation rates are also used to compute district grades. As I have noted in numerous previous writings, Pinellas also boasts about its Black graduation rate, claiming to have the highest in the state. However, the rate is built on a shaky foundation, given the large number of Concordance Diplomas awarded to Black and other struggling scholars. So many have graduated with Concordance Diplomas over the years and find it difficult to cope, given they lack the necessary proficiency required for college success and success in an ever-increasing competitive workforce.
Schools are not the only culprits in the achievement gap facing all of us. Parents, scholars, the larger community and COQEB all share some responsibility. I fully understand some parents may not be capable of assisting their children with lessons, given they are also victims of an ineffective school system. However, they are responsible for getting their kids to school daily and on time, and they insist they behave and seek assistance when needed.
Scholars, you must believe you can learn and devote as much energy to perfecting your educational talents as you do to sports, band, cheering and other pursuits of interest. Running effective pass routes, shooting a three-point shot and mastering a musical instrument take practice, and so does learning.
Talented community members can do more to assist struggling students and insist the district does better. Since the pandemic, COQEB has been a major disappointment. It has failed to have regularly scheduled face-to-face community meetings to inform members of the current status of the achievement gap and to work with the district to ensure individuals responsible for educating our scholars are held to task.
I am not suggesting an adversarial relationship but continuous collaboration and an insistence the district institutionalize the Bridging the Gap Plan so that everyone involved in the educational enterprise is familiar with its goals, strategies, and outcomes. I can state with confidence that this is not currently the case.
COQEB President Rick Davis has solicited the assistance of a consultant to evaluate the current plan’s progress. However, few are aware of this fact. Additionally, there is no indication when the board will meet or when regularly scheduled face-to-face meetings with members, partners and the district will resume.
We are fond of saying, “It takes a village,” so I am calling on the village to convene so that we can get about the business of educating our children and closing the gap. We are unique in Pinellas in that we are, to my knowledge, the only district in the country with a court mandate. Those of us who are COQEB must not forget who we are: Community Organizations for the Quality Education of Black Scholars.
So, while it is an “A” district for some, far too many Black scholars lag behind, and all involved must do better in order to alter the course.
Dr. Goliath Davis is a former St. Petersburg police chief and deputy mayor who advocates for education in Pinellas County, focusing on Black student achievement.
In addition to Dr. Davis’ comments, why are high school students not told in 9th grade about opportunities at Pinellas Technical Colleges?? A student can attend PTC while in high school and learn a trade that prepares them for the workforce. One young lady took up Nail Tech training. In college, she earned money doing nails of the other students. 9th grade counselors need to make sure scholars are aware of these opportunities. Middle school scholars at Mastr Kids spend their summers and after school tutoring time at PTC being made aware of Trades that are taught that can lead to owning your own business, or the opportunities to earn funds while you attend college. School counselors and Parents, please wake up and do not ‘sleep’ on these opportunities for our children.
In addition, Dr. Davis’ comments support the need for Phyllis Wheatley Rise to Read Campaign. email me for more information. We worked at Campbell Park School last school term(23/24/school term)
Where do you start!
Dr. Davis please never apologize for sharing what we need to hear and deal with when it comes to our children and our future.
There is so much to be done to help our scholars and the district to see the importance. First of all the meetings with COQEB need to start again. It’s my opinion that these meetings need to have extensive measurable goals, that should be reviewed on scheduled intervals. If the goals are not being met then additional goals need to be set . I agree totally that whatever system is used it should be evaluated often. The goal needs to be results at this stage of the process. COQEB is an organization that has been in this process for quite some time. Results should be positive. The organization should publish the results in an official annual report to the community.
The graduation rate of African American students is of the upmost importance. Our students need to be taught and not passed along like garbage. Why are our students not passing and getting standard diplomas?
The system is designed for a portion of the population to fail. Collateral damage is my opinion. Maybe we need to look at how we are putting students together. There are entirely too many scholars at various levels together in one class. No scholars education should be sacrificed for another.
Do we know what is working that can be transferred to other schools?
We need to really figure out how to consume the elephant in the room. Something needs to change. Help is greatly needed.
I agree our village needs to step up to the plate and help. Help should be on the way.