32 Leadership
tems is their lack of an explicit emphasis on race , racism , gender , stereotyping and educators ’ biases ( Vincent , Randall , Cartledge , Tobin , and Swain-Bradway , 2011 ).
Michael Boneshefski and Timothy Runge ( 2014 ) provide a simple approach for calculating risk ratios of office discipline referrals . They also suggest culturally responsive practices that could help teachers and leaders curb the rates of disproportionate discipline . Their work can provide models for schools and districts across the state .
Yet , this is just part of the equation . Creating fairer discipline systems is important , but it is also important to better prepare Black and Latino males for college and career readiness . At present , roughly three in 10 graduate from California high schools having met the entry requirements for the University of California or the California State University . In a recent study of 300 African American high school students , many stated that a lack of accurate information and a fear of failure prevented them from enrolling in honors and Advanced Placement courses ( Clark-Louque , Greer , Clay and Ba- logun , 2017 ).
During a focus group meeting , one student reported : “ In ninth grade , I wasn ’ t really fully taught that you should take AP classes … I wasn ’ t informed that these classes will better ( prepare ) you for college . I didn ’ t know that a B in an AP class was worth an A on your transcript . I kind of feel stripped of doing that . Counselors say take AP classes , but they never really explained them . If they said , ‘ Try them , they ’ ll help you , and we can switch you out if you don ’ t do well ,’ that would help .”
Others described feelings of isolation , loneliness , and a lack of supportive networks within and beyond their AP classes .
K-12 administrators must take more proactive steps to communicate the benefits of GATE , honors and AP courses , and work directly with counselors to ensure that more males of color are enrolled . Though enrolling more Black and Latino males into such courses is a critical start , providing teachers and counselors with culturally responsive training and providing males with supportive networks , tutors and mentors will be imperative .
The College Board ’ s annual “ A Dream Deferred ” conference offers professional development , networking and support for educators looking to improve outcomes for AP students of color . Other valuable and resource-filled conferences are held annually by the National Association of Black School Educators ( NABSE ), the California Association of African American Superintendents and Administrators ( CAAASA ), the California Association of Latino Superintendents and Administrators ( CALSA ), and the California Association of Bilingual Educators ( CABE ). The resources and supports offered by these organizations should be leveraged to improve school practice .
3 . Our priorities are in the budget : Tie LCAP dollars to the needs of Black and Latino males .
The 2013 passage of Assembly Bill 97 , or the Local Control Funding Formula ( LCFF ), led to a more equitable and flexible school funding structure . Though the law is not perfect , it did replace dozens of complex categorical programs , and provides schools with supplemental and concentration funding to better support high-need students . To this end , the law makes specific provisions for low-income children , youth in foster homes and English learners .
Unfortunately , it is only when Black and Latino males can be subsumed by one of those three groups that their needs are considered in school budgets . And even then , they are not the specific focus . Changing this formula and our students ’ outcomes will require more intentionality with school funds . Books on courageous conversations and culturally responsive practices , retaining equity coaches and consultants , attending conferences , providing training for teachers and counselors , and securing additional tutors and mentors for students will cost money . This should not all be attempted at once . That said , creating equity for males of color is highly unlikely without some visible changes in the budget .
The good news is that there are positive examples and supportive organizations to draw upon for help . The Oakland Unified School District has created an African American Male Achievement Program and