No Child Left Behind: Key Issues and Instructional Implications for Teachers of African-American Children

This article presents an overview of five key issues: access to materials; student motivation; teacher preparation; instructional practices; and parent-teacher-student relationships, that must be addressed in effecting change in the academic performance of African-American students. These issues are deemed important if the No Child Left Behind legislation is to impact the teaching and learning of African-American students. No Child Left Behind: Key Issues and Instructional Implications for Teachers of African-American Children Doris Walker-Dalhouse Minnesota State University Moorhead '[ii article presents an overview of five key issues: access to materials; student motivation; teacher preparation; instructional practices; and parent-teacher-student relationships, that must be addressed in effecting change in the academic performance of African-American students. These issues are deemed important if the No Child Left Behind legislation is to impact the teaching and learning of African-American students. 156 Reading Horizons, 2005, 45, (3) APPROXIMATELY FORTY-SIX percent of Black and Hispanic children live in poverty compared to 8 percent of Caucasian children (U.S. Census Bureau, 2003). Forty-three percent of African-American families are headed by a single parent as opposed to 18 percent of Caucasian families (McKinnon & Humes, 2000). In single parent families, the poverty rate is 41 percent for African-American children. In 2001 (NCES, 2001), forty-eight percent of African-American children between the ages of 3-5 were read to every day compared to 64 percent of Caucasian children. Forty-eight percent of children living in single parent homes were read to compared to 61 percent of 3-5 year olds in two parent families. (NCES, 2001) In spite of the above, African-American communities collectively view literacy as not only important, but as requisite for human existence and "successful survival" (Qualis, 2001). African-American parents living in urban environments have high expectations for their children's success in learning to read. Taylor and Dorsey-Gaines (1988) conducted case studies on the literacy development of young, urban AfricanAmerican children living in poverty and found that their subjects had literate home environments with families who supported their literacy development at home and at school. However, the differences between the literacy achievement of African-American students and Caucasian students remain significant according to Au (1998). Au's 1998 assessment was reinforced by the 2000 National Assessment of Education Progress. Reading scores for fourth graders indicated that African-American, Hispanic, and Native American students performed lower than Asian/Pacific Islanders and Caucasian students. Twelve percent of African-American children were reading at or above the proficiency level compared to 40 percent of the Caucasian children. In addition, more advantaged children and children in private schools performed better than less advantaged urban children in public schools (NAEP, 2000). The question is what are some factors associated with low achievement in African-American children and what can be done to help African-American children become successful readers and writers. This article will focus on some of the important issues that must be considered in understanding the underachievement of African-American NCLB: Teachers and African American Children 157 students: access to materials; student motivation; teacher preparation; instructional practices; and parent-teacher-student relationships. The article concludes with implications for change.