Abstract:

Empirical evidence suggests that all grade levels, K-12, the Florida public education system experienced by most African-American males, often leads to an extremely high rate of academic failure. This study found that there is a pronounced inclination to drop out of school at a sustained higher rate as contrasted to African-American females and White and African-American male cohorts. Current research amply demonstrates patterns that show African-American students falling behind their White counterparts on virtually every major measure of public school performance. The officially reported gap between the races in Florida’s high schools tends to be reflective of national data. Empirical examination within this subject domain provides at least some level of support for the explanatory power. Consequently, disproportionately high dropout rates among African-American students in the freshman and sophomore levels of high school, the African American vs. White achievement gap can be discerned from the 4th-grade years and onward. The U.S. Census 2010 showed Florida’s population exceeding 18,801,000 individuals. An estimate at the end of 2017 showed it approaching 21 million at 20,984,400 an increase of 16.8%. The African-American population at more than 3.25 million is about one-sixth of the total. The total around 2030 is estimated to be near 24,000,000 of which more than 4 million will identify as African American. There is a couple of caveats in long range estimates. One is the impact of entry of a respectable number of people from the U.S. Virgin Islands and Puerto Rico. A portion of these individuals are of school age and some enrolled in the public schools of Florida, especially notable in the central and southeast districts. Second, there is a flux in immigration policies that could impact African-American populations from the Caribbean region. Should the presence of these individuals, with school-aged children fluctuate, that could have in impact in certain districts—some of whom are identified as African Americans or bi-racial. There may be funding, and additional resources directed towards handling these special situations. This is particularly true should language and cultural backgrounds contrast to the dominant educational schemes. This is most notable if schooling has taken place prior to entry to the public schools in Florida. Thus, this paper examines the great disparities reported that persist in the high school graduation rate and its disaggregation into African American and White rates as they stem from three issues.

Keywords:

African-American, males, academic, achievement, graduation, rate, school age, K-12, education.