Aspire Public Schools is a K-12 school system focused on improving public education by preparing underserved students for college, training highly effective teachers and sharing innovative best practices.
COMMENTARY | Black Student Success
By Chris Carr
Executive Director, Aspire Los Angeles
February 14, 2024
In the current era of education culture wars — banning books, monitoring curriculum, adjusting school policies — supporting students in a culturally sensitive, relationship-focused way is sometimes presented as being in conflict with maintaining academic rigor.
But balancing these approaches is more important than ever as our schools continue to rebound from pandemic-related learning loss coupled with the ongoing social-emotional needs of students. We should not have to prioritize one approach over the other: academic rigor, or supporting students’ social-emotional needs through culturally relevant teaching and experiences. Individually, each approach falls short in providing all students with the support they require for a successful future. By reframing them as mutually reinforcing rather than mutually exclusive, we have the potential to significantly transform education for every child.
Culturally relevant teaching is the conduit to academic success, and rigorous instruction is effective when grounded in culturally relevant teaching. To support our students, we must equip them with the tools for empowerment while also working to create inclusive educational environments that foster support.
In practice, this means everything from ensuring our teachers and staff reflect the demographic makeup of our students, to examining the resources and professional development we bring into our schools to make sure all our students’ needs are met. It means having data-driven conversations, grounded in equity, about how we are serving our most marginalized students.
As a school leader at Aspire Public Schools in Los Angeles, we knew some of our most vulnerable students were those who were chronically absent. Diving into the data, we discovered that many of our students missed school around three-day weekends and holidays. As a part of the implementation of our positive behavioral and intervention support (PBIS) framework, we focused on timing school celebrations and family engagement activities before and after three-day weekends and holidays so that students wouldn’t want to miss out on the fun. Additionally, teachers reach out to families of absent students to provide a more personal touch and communicate the positive impact their child has in their classroom community when they are at school. The early results of implementing this PBIS approach are showing promise in reducing absenteeism, with a year-over-year decrease in chronic absenteeism rates across our 11 Los Angeles schools.
A data-driven approach grounded in equity can also help serve special education students. For example, at one of our schools, students in special education demonstrated notable progress in math, surpassing the growth rates in math seen among their peers in general education, both in LAUSD and statewide. The schools took a different approach to intervention than they had in the past. Previously, students with individual education plans (IEPs), which are required for all students in special education, were not included in math interventions — an additional 20-minute small-group math instruction during the school day. Last year, students with IEPs participated in these math interventions along with general education students. This additional intervention, combined with regular “teach back” sessions during which teachers practice delivering content to their peers, gathering feedback and strengthening their practice, yielded positive results among our special education learners.
Developing partnerships to incorporate Afrocentric and LGBTQ+ curriculum and resources can also make an impact. This has included everything from the establishment of several Black student union chapters to a Black families advisory council, where families meet quarterly to discuss Black educational content and curricula. I can say firsthand that we’re seeing these partnerships show promising results: Participants in Black student union programs experienced an average reduction of eight days in absenteeism compared to the previous year. Plans are also underway to pilot an LGBTQ+ course that aligns with state A-G standards (courses required for admission in California public universities). Lastly, dedicating resources to cultivate a pipeline of Black educators is critical to establishing a more diverse teaching staff.
To deliver on the promise of excellent education for every child, it is time to chart a path that is both rigorous and culturally relevant. This is how we deliver on the promise of an education model that serves all students.
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We are so thrilled to announce our 2023 Aspire2Alder winners!
For the first time org-wide, we are celebrating two amazing employees from each of our three regions who have chosen to grow their career at Aspire Public Schools by entering into the Alder GSE teacher residency program, through which they will earn a master’s in education and teaching credentials.
These folx have been selected based on a recommendation from their school leaders and demonstrating Aspire’s core value of Bienestar by promoting well-being in their campuses and bringing their full selves to educating. Learn more about our amazing winners and their plans to grow as culturally responsive teachers for social change below!
Vivian Grant (Aspire Berkley Maynard Academy) Vivian felt prompted by a higher calling to join the Alder residency program. She has been an educator in previous professional and volunteer roles, and found that the classroom setting provides ways to fortify youth in truly enduring ways. In five years, she hopes to be at an Aspire school in her hometown of Oakland, teaching History, Ethnic Studies, or any other Social Science in a culturally sustaining manner.
To Vivianas an educator, Bienestar and “bringing your full self” to work means: Acknowledging, often openly, that various elements of me – spirit, thoughts, emotions, experiences, biases, and physical state – exist, and have different needs on any given day. My transparency shown by appropriately modeling to my students how I address all elements of myself should make students more likely to acknowledge their own state, emotional and otherwise. More importantly, my transparency will empower students by encouraging them to address their own feelings, etc.
Vivian plans to be an effective educator and force for positive social change by: Continuing to color my teaching with my overall desire to (quietly and loudly) fight the powers and obtain social justice for all. Engaging in Culturally Sustaining and Responsive pedagogy. Students, too, can be activated as a part of many lessons by simply encouraging them to look at the facts that inform our truths, even in academic learning. As an educator, I can combat some elements of social injustice by simply valuing my students’ cultural wealth as I teach them their subject matter. I don’t see that changing any time soon.
Eric Jaimes (Aspire Titan Academy) Eric is excited to pursue the Alder residency through Aspire as it aligns with their values and goals. In five years, they hope to grow as an educator, engage in inclusive pedagogy, and lead community events that foster an inclusive environment for their community.
To Eric as an educator, Bienestar and “bringing your full self” to work means: Creating a safe environment where students are able to express themselves freely, and where their identity is respected and seen… bringing both my personal struggles and privilege to give my students both an academic and socially rich experience.
Eric plans to be an effective educator and force for positive social change by: Fostering an inclusive environment that encourages pride in students’ abilities, identities, and communities. Positive social change in my classroom looks like this – a multilingual word wall so that learners from different linguistic backgrounds feel a sense of pride and belonging in the culture and languages they speak at home. Change also looks like this – every student’s identity is respected and honored, especially those that do not fall within the dominant cultures of gender and other societal norms. Positive social change also looks like this – when students of color are not at the same reading or writing level as their peers, I will create rigorous academic standards that build on the students’ existing cultural capital while preparing them to succeed in a world that is not designed for them. The world is a hectic place, and I firmly believe that change will happen one student at a time.
Kacie Lor (Aspire Rosa Parks Academy) Kacie has always wanted to be a teacher, and was excited to find the Alder GSE program to grow as an educator by partnering with underserved, high-need schools. Growing up Hmong American in a school of predominately white and Latinx classmates, she often felt left out or othered, and as a result is passionate about inclusion as an educator. In five years, she looks forward to being a strengths-based teacher who creates a classroom filled with love, respect, and diversity.
To Kacie as an educator, Bienestar and “bringing your full self” to work means: That I am more than just a teacher to my students but a guardian that will not only teach but respect and be there empathetically for them. I hope by being my full authentic self, students can also be comfortable by being their full authentic selves and eventually care about wanting to learn and grow to their fullest potential. I believe the values of compassion, collaboration, kindness, and respect must be laid down and understood before academic learning.
Kacieplans to be an effective educator and force for positive social change by: Promoting an imaginative, hands-on, nurturing classroom experience.I believe kindness matters more in a classroom than authority. Teachers change the world, they are caregivers at school, counselors in the classroom, and guardians of all things when their students walk into their class. I want to be a teacher as well, one that inspires children and helps them realize in times of need that the world is a much better place if you believe and have hope in yourselves and others. I want to support children in underserved communities and let them know that it’s okay when life throws snowballs every now and then. Everyone needs a shoulder to cry on, a friend to talk to, and an inclusive environment where open dialogue is allowed.
Bethany Alana McBurney (Aspire Langston Hughes Academy) Bethany has always felt connected and called to teach. As a K-12 Aspire alumna, she felt moved to come back after college to teach at her alma mater, Langston Hughes Academy. She took the first step towards her teaching goal by taking a position as an After School Program educator at Aspire Port City Academy, and is thrilled to now be a resident at LHA. In five years, she looks forward to creating a safe and inclusive space for her students to foster a love of learning, while being able to learn about untold histories of different cultures.
To Bethany as an educator, Bienestar and “bringing your full self” to work means: Showing up as my most real, authentic self. This can look like having transparency with colleagues and students and opening up about my lived experiences. Bringing my full self also means creating a classroom environment where I feel safe and secure, this would hopefully extend to my students as well.
Bethany plans to be an effective educator and force for positive social change by: Teaching one of the first Ethnic Studies classes at my school site. Ethnic Studies is the subject that impacted me the most, it empowered me and served as a stepping stone into other opportunities. I want to be an educator that helps to empower students and teach them how to be advocates in their own learning. To be an effective educator you need to know the students you are working with and the community you are coming into. I plan to try my best to really get to know my students to establish healthy relationships, and continue learning about my school site community. I’m lucky to have the opportunity to do my residency at my alma mater with one of the teachers who also taught me during high school. I feel very connected to Aspire, and I’m looking forward to starting my teaching journey in the community that influenced my K-12 educational journey.
Valerie Moreno(Aspire Gateway Academy) Valerie is pursuing the Alder residency program through Aspire because it aligns with her beliefs in creating an equitable, inclusive, and anti-racist education for students of color that have been historically marginalized. She looks forward to dismantling oppressive systems, providing quality education, and building successful students. She grew up in the same communities as her students, so she knows the community and cultural capital her students bring to the classroom and offer society. In five years, Valerie sees herself as an Education Specialist continuing to advocate for students at Aspire Public Schools and eventually growing into a leadership role.
To Valerie as an educator, Bienestar and “bringing your full self” to work means: Being aware of my intersecting identities such as my ethnicity, race, and gender because they impact my teaching and interaction with students. It also means, as an educator, having the courage to be vulnerable and be my authentic self. Doing so will allow me to lead with humility and build rapport with my students to create a safe learning environment. Bringing my unique background and personality to my classroom can create memorable experiences and connections with my students by having a person of color teach them. It is important that students see themselves reflected in their educators and provide them with someone who values their funds of knowledge that they bring from home.
Valerie plans to be an effective educator and force for positive social change by: Helping dismantle the oppressive systems found in educational institutions that have marginalized many students of color, and creating a learning environment that celebrates identity, culture, and community. This will require me to build rapport with students and offer lessons that present materials that include students’ identities and assets. I will create an asset-based environment that focuses on strengths in the classroom, accommodating how I teach lessons to make it more fun and engaging so that everyone understands the materials. As a teacher, I plan on giving my students tools to find the freedom to transform their reality. I plan on being a force for positive social change by preparing students with a quality and equitable education that acknowledges the historical oppression of students of color to motivate them to break barriers and fight oppression with resistance.
Erica Yamane (Aspire Richmond Technology Academy) Erica was inspired by fellow teachers and the leadership team at RTA to join the Alder residency program. She wanted to work with students with disabilities, and realized she could still apply her skills in a general education setting, noting that all students can benefit from differentiated instruction and teaching from a trauma-informed lens. In 5 years, she sees herself continuing as a transformative educator within the Aspire community.
To Ericaas an educator, Bienestar and “bringing your full self” to work means: Teaching with heart. It means fostering a sense of community, safety, and trust in the classroom, and showing up for the students we serve. When we build community in our classrooms, students are able to thrive, learn from their mistakes, and embody a growth mindset. Educators who bring their full self are those who encourage their students to bring their full selves into the classroom as well. It means affirming and sustaining their culture and home heritage and allowing students to feel seen, heard, and have their identities reflected and validated inside the classroom.
Erica plans to be an effective educator and force for positive social change by: Being a voice for students that are pushed to the margins. I think about my experience as an Instructional Aide for Special Education, and what it felt like to grow up undiagnosed with ADHD without any additional academic or behavioral support. I empathize with students who have disabilities, because I understand how difficult it can be to grow up in an environment that was not designed for their success. I have hope that I will be an educator who will advocate for their students to ensure that they do not feel “othered” and who will meet students where they’re at and provide them with support, encouragement, and the skills they need to meet their goals.
In the current era of education culture wars — banning books, monitoring curriculum, adjusting school policies — supporting students in a culturally sensitive, relationship-focused way is sometimes presented as being in conflict with maintaining academic rigor.
