Mind the gap: racial disparities in English education

“Minnesota schools are worst in the nation for our children of color” reads billboards across Minnesota highways. Sponsored by the Ciresi Walburn Foundation, the advert was prompted by large disparities in graduation rates and literacy rates between white students and students of color. In 2019, according to the Minnesota Report Card, the difference in reading scores between white and Black students was 40 percentage points, with over 70% of Black students falling short of reading proficiency. 

Historically, literacy disparities between white students and students of color were attributed to gaps in access to education. From the end of the Civil War to desegregation in the 1960s, Black schools were in session fewer days per week and received far less funding than white schools. 

Desegregation had profound impacts for Black students. National Assessment of Educational Progress reading scores increased dramatically for Black students in the decades following desegregation policies. Black enrollment increased as well. Yet Black students still trailed behind white students.

Today, some studies, including research from the American Educational Research Association, suggest that most indicators of student achievement, such as teacher education and experience, per-pupil expenditures and teacher-pupil ratio, are nearly equal among predominantly white and Black schools. 

But even if this is the case — which it may not be, as other studies have disputed this assertion — it ignores the fact that so-called “universal” measures like per-pupil spending are not necessarily equitably distributed. At predominantly white schools, money may be spent on new lab equipment or books, while at majority-minority schools, money is more likely to be spent on special and remedial education and teacher retention initiatives — teacher turnover is highest in schools with at least 35% minority students. This lack of investment in tangible resources in these schools, students who start out with fewer resources and have greater needs outside the classroom continue to fall behind their more well-off peers.

In 2022, the Ciresi Walburn Foundation unveiled their latest billboard campaign: “40% of white kids in MN can’t read either (at grade level).” And while the issue of declining reading proficiency affects all students, it seems necessary to understand why and address the fact that some students are trailing behind others.