Institutional Racism

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22 with instances in which students with similar backgrounds and traits achieve very different results. McKinsey believes this can be dramatically affected by what happens (or doesn’t happen) in our schools. Research to refine more precisely what drives this system achievement gap among similar students should be a priority. Better data is essential While real differences in performance exist across school systems, inconsistencies in how data are gathered and reported make it difficult to understand the factors shaping the achievement gaps at the system level. This hinders policy makers and educators in their pursuit of better outcomes. For example, each state has different standards for what constitutes proficiency levels under No Child Left Behind, as well as different standardized tests to measure student achievement, making state-to-state comparisons difficult. And while NAEP does allow for a common state-level comparison, its limited sample size and reporting restricts the ability to gain more granular insights at a student, classroom, or school level. Moreover, relatively few states and systems currently put useful and timely data on how individual students are progressing in the hands of educators and parents. Given the $600 billion that the United States spends annually on its public school systems, and the enormous economic stakes riding on improved student achievement, it is remarkably shortsighted to invest so little in insights about educational performance. There is a case for optimism Daunting as the school improvement challenge often seems, we see at least three reasons for optimism: First, long experience around the world serving both private companies and public-sector entities teaches us that when large variations in performance exist among similar operations, relentless efforts to benchmark and implement what works can lift performance substantially. Second, the United States has a history of making progress in improving student achievement and in closing the achievement gap, even if this progress has often been modest and uneven. Over the past 35 years, for example, national aggregate achievement has generally increased. And while a large racial achievement gap remains, it has narrowed by about one-third over the past 30 or 40 years. In the past 15 years, moreover, many states, such as New Jersey, have managed to shrink their racial achievement gaps to some extent, particularly in earlier grades. The Union City, New Jersey, district, for example, has shown remarkable progress, which may offer lessons for reformers nationally. 19 New York City, the country’s largest district, has shown since 2003 that the traditionally lowest-achieving group, poor black students, can improve meaningfully. 20 Third, the United States has a broad history of success in eventually equipping underutilized groups with greater skills over time, with important benefits for economic performance. The United States pioneered universal free public education through grammar school in the mid-19th century, for example, creating a vast literate, numerate workforce capable of generating greater productivity through industrialization and enabling exceptional individuals to transform the economy through their innovations. When an influx of immigrants was given increased access to high school between 1910 and 1940, it readied them for more highly skilled technical and managerial jobs in industries that helped boost economic growth. The dramatic increase in female participation in the labor force in recent decades has been widely credited with boosting economic growth. In each of these cases, America’s commitment and actions taken to utilize its human potential more fully resulted in economic benefits for the nation as a whole. * * * The stakes for the nation of remedying America’s educational achievement gaps are high. We hope these findings can serve as a common point of departure from which diverse stakeholders might refine a more urgent agenda for action. 19. G. MacInnes, In Plain Sight: Simple, Difficult Lessons from New Jersey’s Expensive Effort to Close the Achievement Gap (2009). 20. For example, average math scores of black fourth graders eligible for federally subsidized lunch improved by 8 points from 2003 to 2007. Additional analysis can be found in the companion document.
McKinsey & Company, Social Sector Office The Economic Impact of the Achievement Gap in America’s Schools 23 McKinsey & Company is a management consulting firm that helps many of the world’s leading corporations and organizations address their strategic challenges. The Social Sector Office works with global institutions and philanthropies to address chronic, complex societal challenges in health, education and economic development.
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4. Throughout the process, we encou
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Romans 10:12-13 12 For there is no
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This work is not meant to be a piec
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Classification The concept of insti
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The racial segregation and disparit
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paint, respiratory irritants such a
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Between 1986 and 1997, the number o
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legal representation. Where's the j
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Palmer Raids According to the Unite
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actions. He wrote that "a mob is a
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"psychological gesture" intended to
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of the merit system in 1881, the nu
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Bamattre, who was retired by the ma
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desegregation of schools, continuou
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We have a president-elect who campa
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improve their diversity efforts and
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Despite the amount of eager partici
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wear traditional clothes off the re
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federal government responsibility f
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Kabyle, or Berbers, of Arab descent
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estimate, fewer than 5% of Algerian
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poor economic participation of the
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characteristics of the Australian A
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There are four main ethnic groups o
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minor crimes that resulted in virtu
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Examples Examples of institutionali
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1527 of Thucydides’ History of th
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Police Unfair treatment conducted b
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against employers for promoting a s
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were plentiful. A famous example oc
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Adolf Hitler was greatly influenced
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States also used tapes of distorted
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loyalists, as well as flex its econ
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Kindergarten Through Fifth Grade Ea
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Study (ECLS-K) and the National Edu
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The Black-White Gap demonstrates:
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fairly constant since 1990. The per
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whites scored an average of 442, co
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The Black-White Gap demonstrates:
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in-school factors and home/communit
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students the opportunity to feel th
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education of minorities, specifical
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Moral Component Moral debt is the f
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y family's socioeconomic background
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Many Hispanic parents who immigrate
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and black schools were given the eq
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in addition to the identity-related
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2000. It is expected that minority
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acknowledge that their experiments
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them at the outset. Eight psycholog
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accountability has several negative
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Non-English Schools To evade a shif
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higher grades, but because black pr
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average traditional teachers in tea
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V. Occupational Segregation Occupat
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segregation. Contrary to this theor
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Gendered Division of Labor The gend
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Some scholars, such as Haveman and
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VI. Social Stratification Social St
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Complexity Although stratification
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and economic situations of hunter-g
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members attend prominent preparator
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Kinship-Orientation Anthropologists
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describe other ascribed and achieve
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in a society, the amount of conflic
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VII. Residential Segregation in The
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declines over the decades. The indi
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ordinance withstood several legal c
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Homeownership Redlining In 1933 the
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"White flight" is one theory suppor
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Although it is not always connected
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e expanded to a national scale. An
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Effects of Residential Segregation
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VIII. Media Manipulation, Propagand
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The key word in something becoming
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Propaganda Laundering Propaganda La
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Video Manipulation Compliance Profe
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it had been a primary cause of the
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The term is essentially contested a
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Wartime A US Office for War Informa
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Advertising Propaganda shares techn
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information seeker through reinforc
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Giftpilz (translated into English a
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Communist periodical, before eventu
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a KGB officer who was a double agen
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By 1990, use of the term disinforma
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IX. Manufacturing Consent and Media
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Authorship According to Chomsky, "m
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• Coverage Bias (also known as vi
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• Media Research Center (MRC), a
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Along the same lines, David Baron o
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hand, urban audiences are more prof
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at Virginia Commonwealth University
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arbitrate their comments fairly. Wh
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As a result, each cell contains onl
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the absence of translation, compris
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Despite the plethora of news servic
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political parties. In such cases in
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X. References 1. https://en.wikiped
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Notes _____________________________
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Attachment A Dismantling Structural
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Acknowledgements This workbook has
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Introduction Consider these two com
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Section 1: Racialization Throughout
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for enslaving groups of people (Afr
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• 1910-1965. The Great Migration.
Page 232 and 233: 4. Think about how race and the rol
Page 234 and 235: Alternative Activity: Public Purpos
Page 236 and 237: Activity: Step Up, Step Back 30 min
Page 238 and 239: Section 4: Framing, Narrative and C
Page 240 and 241: Worldview “The fish is the last c
Page 242 and 243: Activity: Winners and Losers 20 min
Page 244 and 245: Section 5: Developing Racial Justic
Page 246 and 247: A Guide to Racial Justice Policy De
Page 248 and 249: Activity: Break participants up int
Page 250 and 251: Targeted Universalism and Policy De
Page 252 and 253: Appendix Sample stories from the hi
Page 254 and 255: The Racialization of Citizenship Th
Page 256 and 257: political structures and cultural t
Page 258 and 259: History of Racialization Timeline R
Page 260 and 261: Attachment B The Economic Impact of
Page 262 and 263: 2 Acknowledgments Recent national a
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Page 266 and 267: 6 “ The wide variation in perform
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Page 272 and 273: 12 The income achievement gap The a
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Page 276 and 277: 16 Exhibit 10 Within the same distr
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Page 284 and 285: Social Sector Office April 2009 Des
Page 286 and 287: Attachment C The Use and Abuse of M
Page 288 and 289: Introduction ABOUT THE INSTITUTE Th
Page 290 and 291: Georgia, where suddenly vacant medi
Page 292 and 293: Once media manipulation is widely a
Page 294 and 295: If alternatives to conflict are dis
Page 296 and 297: Working with the Legislature and Ju
Page 298 and 299: A problem often found in societies
Page 300 and 301: Entertainment-Oriented Programming
Page 302 and 303: For more information on the Interne
Page 304 and 305: Advocacy Foundation Publishers Page
Page 306 and 307: Issue Title Quarterly Vol. I 2015 T
Page 308 and 309: Issue Title Quarterly Vol. V 2019 O
Page 310 and 311: LII Interpreting The Facts Q-4 2025
Page 312 and 313: LXXVIII Reforming Public Policy Q-2
Page 314 and 315: Racial Profiling June 2019 Mass Col
Page 316 and 317: Special Editions Crowdfunding Winte
Page 318 and 319: Legal Missions International Page 2
Page 320 and 321: Vol. V 2019 XVII Russia Q-1 2019 XV
Page 322 and 323: The e-Advocate Newsletter Genesis o
Page 324 and 325: Extras The Nonprofit Advisors Group
Page 326 and 327: About The Author John C (Jack) John
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Institutional Racism

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