Helping all students find academic success is a central tenet of independent schools. But at many independent schools, mounting anecdotal evidence indicates that a persistent achievement gap exists between white and Asian-American students and their Latino and African-American counterparts.
In 2007, Rebecca Upham, head of school at Buckingham Browne & Nichols (Massachusetts), with the support of the school's trustees, decided to delve more deeply into the issue. With funding from an Edward E. Ford Foundation grant, the school hired an outside researcher to analyze the quantitative and qualitative data on student academic achievement.
Not unexpectedly, the study uncovered data to support the anecdotal evidence of race-based differences in achievement. More important, the study has led the school to take new steps to ensure the success of the entire student body. As a result, there is now an emerging critical mass of faculty leaders who are largely responsible for implementing curricular change in support of all students. Faculty and administrators have also become more openly reflective in their educational practices and in the way they support students and families.
In addition to helping improve the overall experiences of students of color in the school, this powerful combination of outcomes has changed the culture of the school for the better. It also offers lessons for other independent schools wrestling with uneven achievement results based on race.
The School: Buckingham Browne & Nichols
Located in Cambridge, Buckingham Browne & Nichols (BB&N) is an academically rigorous pre-K-12 day school of 1,008 students. In addition to having a strong academic focus, BB&N also invests in athletics and the arts. In any given graduation class, there can be students who have gone on to be National Merit scholars, Division 1 athletes, Juilliard musicians, or socially conscious fund-raisers for international causes. The institution complements this diversity of talent by supporting economic diversity (23 percent of students receive financial aid), racial diversity (13 percent of students are Asian American, 5 percent are African American, 4 percent are Latino, and 3 percent are multiracial), and geographic diversity (students hail from 91 different towns).
The Commitment: Diversity
Despite BB&N's commitment to enhance and support a diversity of talents and backgrounds, events at the school a few years back demonstrated that work still needed to be done to meet this goal. First, the dismissal of the African-American son of a school trustee led to an accusation that a disproportionate number of African-American students were being dismissed. Further, parents of color believed there were racial inequities in the criteria being used for these dismissals. Analyzing the data, Upham learned that African-American students were underrepresented in disciplinary issues, but overrepresented when it came to academic probation. Yet she also learned that white students were ultimately dismissed from school at a higher rate than their black peers. No clear explanation existed for this complicated picture.
The second event involved a highly respected African-American alumna. During an alumni panel discussion, she shared with the faculty and administration her perception that there were two BB&Ns: one for students of color and one for whites. She stated that she never felt fully accepted. As a result, for her, BB&N was simply the place where she went to school — not a community to which she felt deeply connected. The alumna's narrative was unexpected and eye opening. It was becoming clear that students who attended BB&N had very different experiences, and these differences were grounded partly in issues of race and class.
Upham wanted to know if events and stories such as these were related to the perceived existence of an achievement gap at BB&N and, if no gap existed, how these stories created such a perception.
The Study: Structure
In 2007, Professor Lisa Gonsalves of the University of Massachusetts Boston began her study. She analyzed a combination of metrics — qualitative (written reports, interviews, surveys, course selection process) and quantitative (Gates-MacGinitie/ERB/SAT scores, GPA's, course selection, and college acceptance/denial rates) — to gauge the perceptions and practices of teachers as well as the perceptions and academic performance of students in all three school divisions — lower, middle, and upper.
Some faculty members questioned the statistical validity of certain outcomes of the study — given the relatively small sample size. However, when dealing with the small minority populations in independent schools, there is no way to avoid this issue. Administration took the position that the findings were a valid indicator of what was happening at BB&N at that time. More notably, many of the study's findings were consistent with findings of national achievement gap studies. They were also consistent with anecdotal evidence at other independent schools — some of which were highlighted in documentaries like The Prep School Negro and American Promise.
The Results: Major Findings
Although gaps in achievement were found in all three school divisions, this article focuses on the upper school findings because they were the most pronounced. As evidenced from the previously mentioned school-based events concerning race and class, issues of the school's culture as well as institutional structures were shown as causes for the now recognized achievement gap.
The Achievement Gap at BB&N
When senior grade point averages from the classes of 2004 to 2007 were analyzed over the three-year time span, Asians averaged 3.32, whites 3.27, Latinos 3.07, and African Americans 2.72. Notably, BB&N African-American and Latino students outperformed non-BB&N whites and Asian Americans nationally on the SAT in both the Critical Reading and Quantitative Reasoning sections, but they did not fare as well locally against their white and Asian-American BB&N classmates. From 2004 to 2007, Asian-American and white BB&N seniors outperformed their African-American and Latino peers in Quantitative Reasoning and Critical Reading (see sidebar).
It was difficult to argue with these numbers. BB&N did have an achievement gap.
| SAT Gaps From 2004 to 2007, the Buckingham Browne & Nichols student scores on the Quantitative Reasoning and Critical Reading sections of the SAT were way above the national average, but they also indicated an achievement gap based on race: |
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| Quantitative Reasoning | Critical Reading |
| Asian American - 720 | Asian American - 694 |
| White - 690 | White - 692 |
| Latino - 644 | Latino - 629 |
| African American - 570 | African American - 568 |
The Achievement Gap and Course Selection
Buckingham Browne & Nichols used past performance and placement test scores to place upper school students in science and math. A significantly higher percentage of BB&N African-American and Latino students were placed in base-level math (Algebra I) and science (Physical Science) courses as compared to their white and Asian-American counterparts. Starting at the base levels in science and math ultimately limited when students began to take language, electives, AP, and honors courses as well as how many of such courses they could enroll in during their upper school career. Failure to take higher-level classes, such as in math and the sciences, could preclude students from being a candidate for some highly selective universities and colleges. Furthermore, our study indicated that students tended to earn higher grades in language, elective, and independent study coursework than in required courses. The fact that BB&N white and Asian-American students were taking 60 percent more language and elective classes in their four years at the upper school contributed to the gap in GPAs.In essence, our course placement process had the same negative impact of a tracking system.
Transitioning to BB&N's Academic and Cultural Demands
Many students experience difficulty transitioning into BB&N from other schools. The school's challenging academic environment requires students to have strong support from home, a robust work ethic, organizational and time management skills, the ability to apply conceptual knowledge to lessons learned in the classroom, and the capacity to learn and process information at a rapid pace. Success also requires a strong set of academic skills in reading, writing, and mathematics. Students who already possess these supports and academic skills have an advantage since they do not have to expend additional time and effort learning and mastering the fundamentals.The above characteristics/traits pose a challenge for some of BB&N's African-American and Latino students. Additionally, a majority of BB&N's African-American and Latino students enroll in grade nine, hence they may be less accustomed to the academic and cultural expectations of independent schools.
Disconnect Between Teachers and Students
Although BB&N emphasizes the teacher-student relationship, the study indicated that many students of color (African American, Latino, and Asian American) deemed these efforts as unsuccessful. Only 60 percent of African-American students viewed teachers as being sensitive to their learning styles. Half of the African-American students reported feeling "sometimes, rarely, or never" recognized for doing their best. Roughly 42 percent of students of color reported feeling only somewhat comfortable when they asked for help. A significant number of students across races felt a divide between students and teachers, with Asian-American students feeling most disconnected.The Response: Recommendations
The study led to six key recommendations for the school.
Develop a Common Language Around Success
To understand the achievement gap, it was important to identify the differences between higher- and lower-performing students. Developing a common language around this objective would allow faculty to reflect and clearly define what students need to know to succeed at BB&N. A common language would also permit teachers to better pinpoint individual student areas of need, theoretically allowing for a more coordinated effort of student support and enrichment. Using task-force meetings and professional-development sessions, the administration and faculty developed the BB&N Characteristics and Qualities of Success (CQS). This common language identifies and defines the qualities, dispositions, skills, and competencies that are the foundation for success at BB&N. The lower school and middle school divisions have officially normalized student expectations by incorporating the CQS into student report cards. The upper school's infusion of the common language into its culture, however, remains a work in progress.Systematize Communication
Task-force members called for a more active and engaged system of communication. As a result, the school crafted a more formal system. Advisors are expected to contact parents of their advisees of color. The system is designed to establish rapport and open the lines of communication between advisors, parents, and teachers. It also gives parents direct access to teachers, and it helps to build a stronger bond with families. In addition, the system encourages teachers to be more proactive in their family outreach.Create a Summer Bridge Program
The Upper School Summer Bridge Program was created to support incoming freshmen who are not adequately prepared for BB&N's academic rigor and to introduce them to BB&N culture and expectations. The application process enables the admission office to identify incoming students who need remedial math and English instruction. While the program continues to evolve, its primary goal is to introduce students to BB&N culture via a weeklong seminar on BB&N Characteristics and Qualities of Success.Create a Learning Support Center
The school also launched the Learning Support Center to provide a more structured support system for students with minor to moderate learning differences. It also provides peer tutoring opportunities and houses outside tutoring services as needed. The efforts of the center, combined with the out-of-class support students already receive from teachers, have created a stronger support network. The center has alsoevolved from a program that students didn't speak about openly for fear of embarrassment, to a front-and-center program that many students actively and openly use.Change BB&N's Course Placement System
The math department began offering core courses over the summer, while the science department has allowed students to take core courses over the summer with school-approved partners. The science department alsonow requires all freshmen to take biology in lieu of physical science, which had previously been the alternate option for students who did not place into biology. These changes have significantly altered course-taking patterns, thus helping all students to gain access to higher-level curriculum.Review, Refine, and Implement Professional Development
Professional development in cultural competency and pedagogy/practice is an expectation of all faculty members. On a grassroots level, lower school teachers successfully lobbied for a diversity consultant to provide extensive cultural competency training for faculty and division administrators. Institutionally, professional development has also focused on brain development and learning as well as on pedagogy and integrating technology into the classroom. The school has instituted a four-year teacher evaluation program designed around goal setting, professional growth, and accountability. More broadly, teachers have participated in The National SEED Project on Inclusive Curriculum, The Independent School Diversity Seminar, NAIS People of Color Conference, and Teachers as Scholars Program. In turn, these efforts have encouraged teachers to expand and improve their practices.Notably, to increase buy-in and ownership in addressing the cultural and institutional recommendations delineated in the findings of the study, teachers are encouraged to participate in the problem-solving process. Individual campus task forces have been organized and charged with:
- monitoring the implementation of study recommendations;
- acting as a support resource for study recommendations;
- designing and implementing professional development; and
- creating a yearly progress report for each division.
The Results: Phase Two
In January 2012, Phase Two of the study was released. The purpose was simple: BB&N wanted to know if the steps it took as an institution had a positive impact. Two major findings point to notable progress.
The Achievement Gap Narrowed
The efforts of BB&N's faculty and administration paid off. The race-based gap between senior class GPA's lessened significantly. Among the four racial groups, African Americans made the biggest gain by boosting their GPA to a 3.07 (up from 2.72). Latinos, however, experienced a 3.17 GPA, down from 3.51 (one possible influence is income; from 2004 to 2007, our Latino population was from a higher socioeconomic bracket). Asians fared best with a GPA of 3.46, although it was down from 3.47. Whites had a GPA of 3.32, up from 3.2.We understand that this is a snapshot of one period of time — and that the numbers will likely change from year to year. The goal is to keep an eye on the numbers over the years to make sure the gap continues to narrow until the point where it's statistically insignificant.
A New Pedagogical Culture Is Evolving
Quantitative and qualitative data supported an improvement in the relationship between teachers and students.- Sixty percent of students of color report feeling more recognized when they try their best (up from 50 percent).
- Seventy-seven percent of African-American and Asian-American students say they feel better about how well their grades reflect their understanding of course material (up from 70 percent).
- Sixty-four percent of all students report feeling that teachers vary their lessons and teaching styles (up from 52 percent).
- Forty-seven percent of all students say they feel that teachers are more sensitive to their learning styles (up from 32 percent).
- Eighty-one percent of all students say they feel close to at least one teacher (up from 74 percent).
- Eighty percent of African-American and Latino students report feeling that they can be successful at BB&N (up from 75 percent).
Cultural Shift
The above numbers allude to a shift in faculty culture. More specifically, there appeared to be a new focus on the idea of the collective responsibility BB&N shares for its students. Within this new wave of collective responsibility, administrators observed a fresh excitement around professional development and personal reflection.Moving Forward
While the school has made progress, there is certainly more work to be done. Shortly after the results of Phase Two were released, Cohort 1 MaxPotential was designed and implemented. Cohort 1's purpose was to examine the behaviors, attitudes, and performance of Latino and African-American males and the practices and attitudes of their teachers, advisors, and parents by collecting live data through a series of surveys. The information gleaned from the data was then used to inform the teaching and advising of the Cohort 1 students. Notable improvements in student GPA's and attitude were evident. Teachers and advisors improved their practices as a result of the study. Lessons learned from Cohort 1 will be incorporated into BB&N's Advisory Handbook as well as the school's Principles of Good Teaching.
The school also hired a diversity consulting firm to work with the lower school faculty on cultural competency and diversifying the curriculum. The fact that this was a bottom-up initiative illustrates how important equitable achievement is for our teachers.
The school has also signed off on a contract to create a film about the BB&N experience from the perspective of students, parents, and alumni. The film seeks to capture all aspects of the BB&N experience and will be used internally for professional development.
Encouraging teachers to vary their practice and pedagogy was again the primary focus of professional development for the 2012-2013 school year. BB&N is pushing the idea of "value added" as it takes a more holistic approach to produce students who are honorable, compassionate, and kind.
Some of the division task forces were reinstitutionalized for 2012-2013, but with new faces. The goal is to achieve greater buy-in with these new participants. The task forces were charged with creating and facilitating division programming related to achievement.
School representatives participated in a regional achievement gap seminar series, focusing on the pedagogy and support services specific to students of color.
The teachers and administrators BB&N now hires reflect the forward-thinking vision the school has adopted around achievement. Along with the many veteran staff members who embrace the work related to achievement, the school's recent hires have been active participants in efforts to improve academic performance and school culture. New hires receive in-service training on the work that has been completed in this area and are encouraged to be involved in current and future efforts.
The Commitment: A New Culture of Learning
Improving the achievement of African Americans and Latinos has not been a "one and done" action plan that educators know all too well. Serious thought and resources have been and will continue to be put into a well-planned and executed approach to making BB&N a great place for all students. The thoughts of Lewis Bryant, BB&N's 30-year director of multicultural services, best capture the school's efforts to address achievement: "Seeing faculty reach out with more urgency to students of color, making calls to parents early in the year to invite them into the process, examining our teaching practices for inclusiveness, or looking closely at characteristics of success and examining whether these characteristics are implicit or explicit, BB&N faculty and administrators have identified actions they can take upon themselves. The recognition that closing the gap and addressing diversity seriously has become a collective responsibility is extremely satisfying."