The literacy gap among ethnic groups within the American educational system is an issue that predates the COVID-19 pandemic. However, the uniqueness of the circumstances surrounding the pandemic brought this issue to the forefront, particularly concerning African-American males in middle school. This essay attempts to analyze the literacy gap for African-American middle school males before and after the pandemic using empirical data and citations. Before the pandemic, African-American males in middle schools across the United States already exhibited a literacy gap. In a 2019 report by the National Assessment of Educational Progress (NAEP), nearly 62% of African-American 8th graders were not proficient in reading. Helen Moore, a renowned sociologist, opines that this pattern can be attributed to numerous systemic and social barriers such as disproportionate funding and socio-economic constraints. She states, “African-American children, and in particular males, are often caught in a cycle of educational inequality.”The advent of the COVID-19 pandemic exacerbated this already problematic situation, as districts quickly had to switch to remote learning. According to a study conducted by McKinsey & Company, students overall could lose up to a year’s worth of learning due to the temporary closures of schools and the abrupt shift to online learning. However, the impact was further amplified for African-American students, who are up to three times more likely to learn remotely.Michael McAfee, CEO of PolicyLink, points out, “Students with fewer resources at home are less likely to have the digital tools and parents’ time to support their education, making them more vulnerable to fall behind.” Indeed, data from The Education Trust (graph 1, source) indicates that 67% of African-American households with school-age children do not have adequate internet or electronic devices for remote learning, translating to lower literacy attainment among African-American middle school males. Furthermore, a fall 2020 study by the NWEA projects significant academic setbacks in reading resulting from disrupted schooling during the spring of 2020. Their projections estimated a nearly 2-3 month setback for middle school students, with African-American children experiencing loss at the higher end of the range (graph 2, source).In addition to the quantifiable impact, the psychological effect of the pandemic on these students cannot be overlooked. Dr. Kimberly Schonert-Reichl, a renowned psychologist, asserts, “Stressful circumstances affect not just family economics, but also children’s ability to learn.”Closing the literacy gap requires resolving systemic factors hindering educational equity, which have been magnified by the COVID-19 pandemic. Leila Morsy and Richard Rothstein in their jointly authored work, ‘To close the achievement gap, we need to close the teaching gap’ argue that “improving the conditions of the teaching profession, especially in economically disadvantaged areas, can play a crucial role in improving students’ literacy skills.”
The pandemic has heightened the literacy gap among African-American male middle school students, a problem already existing before the crisis. Addressing this issue would need a concerted effort from society, policy-makers, and educators alike to ensure equity in education. The future of these young men and the health of the nation’s economy lie in the balance.
Brotha Editorial
