Journal of a Black Teacher

By Don Allen, JOABT Every Fall, Minnesota parents, teachers, and policymakers await the release of the MCA (Minnesota Comprehensive Assessments) results. And every year, the story remains depressingly consistent: public and charter schools in the Twin Cities have campuses that have never once broken the 70% proficiency barrier in reading, math, or science. Disclaimer : In some schools that sit on the fringes of districts where the dominant culture is the majority, those schools have seen good numbers. The further you move into the Twin Cities, the lower the numbers dip. Let’s be blunt, this is not the fault of the children. This is a direct indictment of site leadership, district leadership, and charter management organizations that continue to run schools without accountability, vision, or urgency. For too long, we’ve accepted the easy narrative that blames “the kids” or “their families”  for not being 'academic.' We hear the same tired talking points: poverty, trauma, abse...

By Don Allen (Editorial Opinion) - Journal of A Black Teacher (2024) In education, data speaks volumes, yet it’s often met with silence. Teachers, administrators, and policymakers stand at a crossroads when using data to drive decisions. Schools are rich in one crucial resource: children. The talent we have in our students is immeasurable. They are our society's future thinkers, creators, and leaders, and we are fortunate to be surrounded by this talent daily. But what happens when school sites and districts don’t listen to the data, refusing to acknowledge where the challenges lie? How can we possibly nurture this talent if we don’t understand the obstacles in their way? This article explores the consequences of neglecting data and how the lack of collective determination in favor of individual agendas stifles growth and progress. Despite the immense talent within our classrooms and the available resources — human capital, expertise, and technology — our schools still struggle. Th...

 By Don Allen (Editorial Opinion) - Journal of A Black Teacher The landmark decision of Brown vs. Board of Education in 1954 is often awkwardly celebrated as a monumental victory in the struggle for civil rights and social justice in the United States. By declaring racial segregation in public schools unconstitutional, the Supreme Court set the stage for the desegregation of American society, promoting equality in education. However, while the decision was a significant step forward in many respects, it also had unintended and adverse consequences for Black educators, which continue to resonate today. This paper aims to meet the assignment prerequisites by exploring the connections between the policy established by Brown vs. Board and the social justice issue of the marginalization and displacement of Black teachers, highlighting the complex interplay between legal reforms and their social impact. (Photo: Artist-Unknown)  Brown vs. Board of Education consolidated five ...