Abstract:

This study examines the implications and regressive effects of educational practices used with Black Male students in the state of Florida K-12 public schools. The inquiry also analyzes empirical evidence, which suggests that the achievement gap continues to widen for Black Males, who disproportionately and consistently lag behind white students and black females. While there has been some progress toward closing the achievement divide, an obvious decline of Black Male learning gains continues. Consequently, these students suffer academic failure, in-school disciplinary problems, and exceedingly high dropout rates. Black males enrolled in Florida schools will less likely complete a post-secondary degree if they enter college. This study further investigates the detrimental, long-term effects of the disparities that exist in the school system practices that target Black male students and systematically deny them access to a comprehensive education, and subsequently inhibit their opportunities for academic achievement. Further, this study examines the empirical implication that in Florida’s K-12 grade public education system, most Black males experience extremely high academic failure and are inclined to drop out of school at an astounding rate compared to their White male and female counterparts and Black females.

Keywords:

Accountability, Student, Progression, Black, schools, achievement, dropout, academic.