IPRIDE Congratulates Miriam!!!

IPRIDE would like to congratulate Miriam on her recent induction into the National Junior Honor Society.  The National Junior Honor Society is the nation's premier organization established to recognize outstanding middle level students. More than just an honor roll, NJHS serves to honor those students who have demonstrated excellence in the areas of scholarship, leadership, service, citizenship and character. These characteristics have been associated with membership in the organization since its beginning in 1929.

Once again, congrats Miriam on your achievement!!!

It truly takes a village!!!

STEM Mentoring Programs Invite Girls of Color into the Industry

New York City DOE creates opportunities to push girls towards STEM related fields

The Department of Education has developed programs to improve access to STEM (Science Technology, Engineering, and Mathematics) education for girls and black and Latino students.

Since 2001, the percentage of women working in STEM fields like computing and traditional engineering has been stagnant, while percentages of African Americans and Latinos continue to shrink.

A recent report by Change the Equation, a Washington, D.C.-based nonprofit that promotes STEM education, identified a “diversity dilemma” in STEM professions.

The reports states, African Americans and Latinos have surged as a percentage of the U.S. population, but their share of critical STEM jobs has barely budged. In fact, African Americans and Latinos were less likely to pursue careers in engineering, computer science, or advanced manufacturing in 2014, than they were in the past.

Leaders of STEM-oriented companies are worried about the diversity of their workforce, said Linda Rosen, Change the Equation’s chief executive officer, to the New York Daily News.

The department of education, as well as community organizations, such as, Black Girls Code, a mentoring group for young black girls, introduces computer coding lessons to girls from underrepresented communities in programming languages such as TouchDevelop, Scratch or Ruby on Rails.

University of Toronto Schools

 

University of Toronto Schools (UTS) is a university preparatory school, grades 7 through 12, affiliated with the University of Toronto. Located on U of T's St. George Campus, UTS offers high-achieving students a specialized curriculum and a unique co-educational learning environment that encourages creative interests and physical activity as well as a sense of social responsibility.

UTS graduates are admitted to highly-selective North American colleges and universities, many on scholarships. UTS is renowned for educating generations of outstanding graduates including two Nobel Laureates, 20 Rhodes Scholars and numerous leaders in commerce, industry, academics, the arts, sports, government and public service.

UTS is the only merit-based university preparatory school in Canada affiliated with a university and located on a university campus. Admission to UTS is based on overall performance. Financial accessibility is supported through a generously endowed bursary fund to which families may apply and which has been set in place to provide opportunities for qualified applicants.  

Congrats to Mock Trial Winners!

Congrats to Naomi & Sarah for winning their Mock Trial Competition. 

The Missouri High School Mock Trial Competition is the largest and most established program coordinated by the Bar Association of Metropolitan Saint Louis.  It serves more than 600 students from more than 65 schools throughout Missouri. During the summer, volunteer attorneys develop and write the mock trial case or problem for the regional and state competitions. After the case is completed, a manual is developed to help the students.  With the support of attorney volunteers, students tackle age-appropriate legal problems, engage in legal analysis, and ultimately try a case in a real courtroom before an actual judge and a jury made up of community members.

 

Join A Mock Trial Competition in Your Area - Highly Recommended!

 

7 Crippling Parenting Behaviors That Keep Children From Growing Into Leaders

While I spend my professional time now as a career success coach, writer, and leadership trainer, I was a marriage and family therapist in my past, and worked for several years with couples, families, and children. Through that experience, I witnessed a very wide array of both functional and dysfunctional parenting behaviors. As a parent myself, I’ve learned that all the wisdom and love in the world doesn’t necessarily protect you from parenting in ways that hold your children back from thriving, gaining independence and becoming the leaders they have the potential to be. 

I was intrigued, then, to catch up with leadership expert Dr. Tim Elmore and learn more about how we as parents are failing our children today — coddling and crippling them — and keeping them from becoming leaders they are destined to be. Tim is a best-selling author of more than 25 books, including Generation iY: Our Last Chance to Save Their Future, Artificial Maturity: Helping Kids Meet the Challenges of Becoming Authentic Adults, and the Habitudes® series. He is Founder and President of Growing Leaders, an organization dedicated to mentoring today’s young people to become the leaders of tomorrow.

Tim had this to share about the 7 damaging parenting behaviors that keep children from becoming leaders – of their own lives and of the world’s enterprises:

1. We don’t let our children experience risk

We live in a world that warns us of danger at every turn. The “safety first” preoccupation enforces our fear of losing our kids, so we do everything we can to protect them. It’s our job after all, but we have insulated them from healthy risk-taking behavior and it’s had an adverse effect. Psychologists in Europehave discovered that if a child doesn’t play outside and is never allowed to experience a skinned knee, they frequently have phobias as adults. Kids need to fall a few times to learn it’s normal; teens likely need to break up with a boyfriend or girlfriend to appreciate the emotional maturity that lasting relationships require. If parents remove risk from children’s lives, we will likely experience high arrogance and low self-esteem in our growing leaders.

2. We rescue too quickly

Today’s generation of young people has not developed some of the life skills kids did 30 years ago because adults swoop in and take care of problems for them. When we rescue too quickly and over-indulge our children with “assistance,” we remove the need for them to navigate hardships and solve problems on their own. It’s parenting for the short-term and it sorely misses the point of leadership—to equip our young people to do it without help. Sooner or later, kids get used to someone rescuing them: “If I fail or fall short, an adult will smooth things over and remove any consequences for my misconduct.” When in reality, this isn’t even remotely close to how the world works, and therefore it disables our kids from becoming competent adults.

Do you agree? Helping with homework isn’t important, talking about post-high school plans is

If there is a single pillar of unchallenged, conventional wisdom in education theory, it’s that parental involvement is the key to a child’s success in school. Certainly, University of Texas professor Keith Robinson had no doubt about it when he and fellow sociologist Angel Harris decided to investigate exactly how that involvement played out. But not after plowing through the rich data provided by the U.S.’s National Center for Education Statistics (surveys of 25,000 students) and Child Development Supplement (family questionnaires). The effects of parental involvement in schooling, write Robinson and Harris in The Broken Compass, are mostly inconsequential—sometimes even negative.

Q: This wasn’t the result you were expecting, was it? 
A: I have to say I certainly was surprised, given the view of the public and the government. There is such an overwhelmingly positive sentiment toward more parental engagement, even dating back to the ’70s. And a good deal of federal dollars is spent promoting it. But things jumped out at us. Affluent children with good academic success do have involved parents, it’s just that that’s not the reason they have success. The relationship of parental involvement at the school—which varies greatly over racial and especially economic groups—never yielded positive estimates even one-third of the time. At home, where the class and racial differences are narrower, it was a bit more positive. Overall, only approximately 15-20 per cent of the involvement was positive, roughly 30 per cent negative and the rest statistically insignificant. A big surprise was that Asian-American parents—the model minority whose kids are doing so well in school—hardly did any of these involvement measures, another thing that sort of flipped conventional thinking on its head. MORE FROM MACLEANS: Thanks for the tip, I'll get it on Amazon The top lobby groups in Ottawa After a seven-year battle, Frank Meyers surrenders his family farm A hidden art installation in the B.C. rainforest The Ron Burgundy wave: How a fake newsman became a real cultural force

5 ways to boost your child's brainpower

Kids understand that to get stronger, they need to work their muscles with regular exercise. Teach them the brain is like a muscle that can also be "worked out."

Here are five ways to teach your older child to keep working on her brain "muscle":

Your brain keeps growing
Talk with your child about the science of the brain. Explain that her brain grows throughout life — the more she challenges herself, the more her brain will grow.

We're all babies
Explain that no one starts out knowing everything. Use babies as a way to explain this point. When they're born, babies can't talk. But as they get older and keep trying new things, they learn how to speak, walk, and do hundreds of new things.

Success is earned
Many people (Including plenty of grown-ups!) think that people are just born smart. But "smarts" are less about the brains your born with and more about the hard work you put into developing your brain. Explain to your child that to be a success in school and throughout life, you have to work for it — often very hard. To get your child thinking about what it takes to be a success at school, ask questions like, "What did you learn?" instead of "What grade did you get?" This will help your child focus on the fact that through great effort, comes great success.

Hard work is a chance to learn
In middle school, as work gets harder, many kids start pulling away from working hard at school as a way to rebel from their parents. So start now by teaching them that hard work is a chance for them to learn, grow, and become better at something that's important to them (sports, music, school . . . whatever it may be).

Make a plan

If your child has a big challenge or goal she wants to reach, help her make a plan. Talk through, and even write down, how she can achieve that goal. You can print out reward charts (online) to encourage mapping out steps to take towards success. and put it on the 'fridge.

www.greatschools.org

Standardized Tests - When Should Students Begin Taking Them?

Most students will plod along through school, trusting their counselors to tell them when to do things. That includes when students should begin taking standardized tests such as the SAT and ACT. Most counselors go by the guidelines of the testing services, and that's fine, but there are some advantages to doing it a bit earlier than suggested. Taking those into consideration, many students will find that they want to begin testing as early as during the middle school years.

The purpose of standardized tests like the SAT and ACT is to provide colleges with a level playing field from which to compare applicants. That does not mean that the tests actually prove intelligence or book "smarts," but rather a student's ability to perform well on this type of test using the knowledge base that they have. Some students will do better than others on these tests just because they tend to perform better on tests in general.

One of the reasons for this is that many students get nervous when it comes time to take a test. That holds true for standardized tests, too. SAT and ACT tests are set up to have timed sections and wordy directions, and students facing them can quickly become overwhelmed. That is, of course, unless they have gotten used to the testing process and familiar with the "feel" of taking SAT and ACT tests early on. That's where the question comes in about when to have a student begin getting familiar with standardized tests.

Who Should Go To College?

Education departments around the country are rolling back graduation requirements in a bid to aid students who aren't headed to university. But they risk marginalizing minorities.

Just seven years ago, the Texas Legislature mandated that all high schoolers pass two algebra courses and geometry to graduate. This summer, the state reversed course, easing its strict math, science, and social-studies requirements to free up class time for job training.

Texas legislators want to create a more flexible system that helps students who aren’t headed to four-year colleges enter the workforce. And it’s not just Texas. State legislatures nationwide are enacting laws to promote career and technical education and workforce training in high school.

But that approach carries risks. While it’s true that not all students will go on to college, pulling back on college preparatory coursework has to be handled carefully in a state like Texas, with its hundreds of thousands of low-income and minority students. They’re the students who would benefit from college the most—and who need the most help getting there.

New laws in Texas, as well as in Florida, de-emphasize Algebra 2, the math class required for admission to four-year colleges and placement into college-level math at two-year institutions. Knowledge of Algebra 2 is considered an indicator of college readiness under the Common Core standards, which have been adopted by 45 states, including Florida.

More than half of public-school students in both states are nonwhite. Fifty percent of Texas students and 56 percent of Florida students qualify for federally subsidized lunches. It’s particularly important that low-income, Hispanic, and African-American students leave high school qualified to further their education—even if they don’t plan on doing so right away. A college degree is the most important driver of social mobility. By 2020, 65 percent of all jobs will require some kind of postsecondary education, according to the Georgetown Center on Education and the Workforce.

Why Girls Don't Like Math

(video)

Girls score just as highly as boys on standardized math tests in Grade 3 and 6, yet when asked if they are good at math, or if they like math, they score much lower than boys. Why is that? If girls are just as capable at doing math as boys, what turns them off? Experts are becoming concerned, because fewer girls pursue math at higher levels, and the careers that follow. Find out why girls are walking away from math, and what we can do about it.

Education Reform May Leave High-Performing Students Behind

"Our brightest black students...are not performing at high levels"
By Allie Bidwell, US News & World Report

While national reading and math tests released Thursday show students have been making slow but steady gains, some education reformers say efforts to close achievement gaps have missed an entire group of students: those who perform at an advanced level.

That's because in recent years, policy incentives and punishments for American school districts have been focused around closing the achievement gaps at the bottom end of the spectrum – bringing under-performing students up to grade level. In the most recent results of the National Assessment of Educational Progress, around a quarter of students at both grade levels and subjects are performing at a level below basic. But no more than 9 percent in any category perform at an advanced level.

Jonathan Plucker, an education professor at the University of Connecticut, says moving students toward an advanced achievement level is an issue in itself in the United States. But it's within that group of advanced students that an even larger achievement gap exists, he says. White, Asian American and more affluent students consistently perform better than African American, Hispanic and poorer students.

"Declaring victory at minimum competency, which is what our system essentially does, is just really starting to worry us a little bit," Plucker says. "How much longer can we sustain this?"

Plucker and his colleagues released a report last month on the issue that used data from the 2011 NAEP report, showing that the excellence gaps have actually increased in the era of No Child Left Behind, which shifted focus and accountability measures towards bringing low performing students up to grade level. Some of those gaps have narrowed, but the NAEP data released Thursday shows that the situation has only gotten worse for higher performing students.

In 2011, 19.2 percent of Asian American and Pacific Islander students performed at an advanced level in fourth grade reading. By comparison, 9 percent of white students fell into that category. But only 1.9 percent of Hispanic and 1.1 percent of African American students did so.

"I just don't get how we could have let this happen," Plucker says. "It's just mass mediocrity. There's just no way that can be good for us moving forward."

Plucker says in terms of economic growth, a much bigger problem is the lack of excellence among students overall, as well as the achievement gaps that exist among advanced students.

"We look at these huge performance deficits at the top end," Plucker says. "Clearly our brightest black students, Hispanic students, poor students, they are not performing at high levels.""I don't know what we're doing wrong, but we're doing something really wrong," he added.In a time when the economy is becoming more globally competitive, Plucker says it's important to ensure there are enough high-achieving students to fill jobs that will drive the economy. "I just don't know where all this talent is going to come from if we don't start to close these excellence gaps," Plucker says.

The Softer Side of ‘No Excuses’ - A view of KIPP schools in action

Since their start in Houston in 1994, KIPP (Knowledge Is Power Program) charter schools have been the most celebrated of the No Excuses schools. Employing strict discipline, an extended school day and year, and carefully selected teachers, No Excuses schools move disadvantaged students who start behind their peers academically up to and above grade level in reading and math, and on the path to success in college. Studies conducted by Mathematica Policy Research show that KIPP schools achieve significantly greater gains in student achievement than do traditional public schools teaching similar students. Recent large-scale research at Stanford University’s Center for Research on Education Outcomes (CREDO) also finds that KIPP teaching is highly effective, with individual students learning far more than their statistical “twins” at traditional public schools. KIPP’s own studies find that the schools substantially increase the odds that a disadvantaged student will enter and graduate from college. Not surprisingly, the 144 KIPP charter schools across the nation have no shortage of fans, including President Barack Obama, Microsoft founder Bill Gates, and Secretary of Education Arne Duncan.

Also not surprisingly, KIPP and other No Excuses schools have no shortage of critics. Furman University education professor P. L. Thomas, who admitted in a recent speech at the University of Arkansas to never having been in a No Excuses charter school, complains in a widely referenced 2012 Daily Kos post that in such schools, “Students are required to use complete sentences at all times, and call female teachers ‘Miss’—with the threat of disciplinary action taken if students fail to comply.” Regarding KIPP in particular, Cambridge College professor and blogger Jim Horn, who admits to having never been inside a KIPP school, nonetheless has referred to KIPP as a “New Age eugenics intervention at best,” destroying students’ cultures, and a “concentration camp” at worst.

Such criticisms could be dismissed if held on the margins of American public education. Unfortunately, within many education schools and teachers unions, KIPP detractors are more prevalent than KIPP backers. All too many professors and education administrators think that KIPP, and schools like it, succeed by working their students like dogs. Like all charter schools, KIPP schools are chosen by parents, but critics fear that disadvantaged parents do not know enough to choose wisely, or else do not have their children’s best interest at heart. Leaving aside whether the critics patronize the people of color KIPP schools serve, we propose that KIPP and similar schools are not nearly as militaristic as critics, who may have never been inside them, fear.

The Kids Need Algebra 1 and College-Preparatory Education

Children from poor and minority backgrounds are being deprived of the college-preparatory curricula they need for future success.

Just one out of every five middle-school students in seven states — California, Florida, Massachusetts, Minnesota, Pennsylvania, Virginia, and Washington State — was provided Algebra 1 courses during the 2009-2010 school year. The woefulness of that statistic becomes even more so when you realize that these states have been the most-aggressive in pursuing the goal of providing all middle-school students with this important building block for success later at the traditional colleges, technical schools, and apprenticeship programs that make up higher education.

But as Dropout Nation dug deeper into the data culled from the U.S. Department of Education’s civil rights database, it is especially clear that children from poor and minority backgrounds are being deprived of the college-preparatory curricula they need for future success.

A mere 13 percent of American Indian and Alaska Native students in these seven states took Algebra 1 in 2009-2010, the lowest percentage among all racial and ethnic groups. Just three states –California, Florida, and Virginia — have 15 percent or more of Native students learning about introductory algebra. Black and Latino middle school students are also less likely to gain access to Algebra 1. On average, just 16.8 percent of Latino middle-schoolers and 17.2 percent of black peers took Algebra 1 in 2009-2010. This is versus 28.5 percent of Asian students and 22.3 percent of white children in the middle grades in each state.

By: Cynthia Baker

http://www.blackenterprise.com/education/kids-college-preparatory-education/

African-American Male and Acdemic Success - A Strength Based Approach

(video)

Scholar's Chair Interview: Dr. Ivory Toldson and Mr. Charles Gibbs.

Topic: African-American Male and Acdemic Success
Host Khalil Shadeed
Produced by Read 1 Communications

“If we ask people to look for deficits, they will usually find them, and their view of the situation will be colored by this. If we ask people to look for successes, they will usually find them, and their view of the situation will be colored by this.”  (Kral, 1989, p. 32)

An individualized, strengths-based approach refers to policies, practice methods, and strategies that identify and draw upon the strengths of children, families, and communities. Strengths-based practice involves a shift from a deficit approach, which emphasizes problems  and pathology, to a positive partnership with the family.  The approach acknowledges each child and family’s unique set of strengths and challenges, and engages the family as a partner in developing and implementing the service plan. Formal and informal services and supports are used to create service plans based on specific needs and strengths, rather than fitting families into pre-existing service plans.

Is your child being tracked in math?

www.greatschools.org

Imagine you have twins starting middle school. Excitedly looking over their fall schedules, you see one child’s taking General Ed Math, the other Honors. How different are these classes?

The answer: maybe far more than you realize.

Many middle schools in American offer different math classes, with various labels like honors, general ed, basic. By high school there can be a bewildering array of classes. (Some districts have already begun to rename math classes based on Common Core Standards, adding even more edu-speak to the mix.) According to a 2008 study by University of Michigan's Promoting Rigorous Outcomes in Mathematics and Science Education (PROM/SE), which looked at 30 area high schools, researchers found the number of math courses offered ranged from 10 to 58. Further complicating the matter is a laundry list of similar-sounding courses. Faced with a lineup of Algebra II, Algebra II General, Enriched Algebra II, Integrated Algebra II, Advanced Algebra II, and Essentials of Algebra II, it’s difficult to know what’s right for any one child.

The paradox of all these courses with their similar sounding names is they can put students on strikingly divergent academic paths.

What is math tracking?

Unlike European “streaming,” in which high school students are openly routed to vocational or college-prep courses or schools, math tracking in the U.S. starts younger and is subject-based, so a student may be in remedial math but regular English. Because it’s less overt, and parents are often not brought into the decision making process, many parents don’t understand the long-term implications for these decisions until it’s too late. A student’s math track tends to be based on their prior year’s course, test scores, and grades, but other factors can come into play. For instance, savvy parents may lobby to get their child into a higher math track. Tracking differs from differentiated learning or ability grouping, which happens within classes and is most commonly seen in reading groups in elementary school. Math tracking — dividing kids into different math courses based on their prior performance — can begin as early as 6th grade and is widespread by 8th grade. Although there are cases of children bumping up or down a level in math, most often the word track is an apt metaphor: once students are placed at a certain level, they remain there until graduation.

About 75 percent of U.S. students are tracked in math, according to a new report from Brookings’ Brown Center on Education Policy. Tracking isn’t new — the majority of U.S. students have been tracked in math for the past two decades. In the early 1990s, tracking came under fire. Studies showed that students placed on lower tracks tended to be disproportionately minorities and from lower-income families and ended up faring poorly academically. Critics denounced the practice as another systematic way of contributing the achievement gap. As a result, far fewer students were tracked in most subjects. But the decline in math tracking was insignificant — and it didn’t last. After a minor decline in the mid- to late-1990s, math tracking rebounded in early 2000 and persists now.

Cherry picking classes that track to … nowhere

According to the University of Michigan report, tracking can play out in a few ways: “Two students in the same school may take substantively different courses (e.g. basic math, algebra, geometry vs. geometry, advanced algebra, pre-calculus) and take different versions of these courses (e.g. Basic Algebra vs. Algebra I Honors).” In other words, students may also choose to take anywhere from one to five math classes in high school with varying degrees of rigor — all while meeting their graduation requirements.

These different choices, say the researcher can lead to “prodigious differences” in math education. But often students don’t discover this reality until they land in college. Successful high school students are graduating and getting into college only to fail placement tests and land in remedial math classes. According to a May 2011 report by the Alliance for Excellent Education, in 2008 an estimated 44 percent of students at community colleges and 27 percent of students at public four-year colleges needed to take a remedial course. Shockingly, according to one survey cited, 80 percent of these students maintained at least a 3.0 GPA in high school.

“We know the phenomenon exists,” says Tom Loveless, Brookings Senior Fellow and the author of the think tank’s 2013 report on tracking. “There are kids coming out of high school who’ve taken so-called advanced classes — algebra II, trig, pre-calculus — and they get to college and place into remedial classes.”

RSA Animate - Changing Education Paradigms

(video)

This RSA Animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.

Watch this lecture in full here: http://www.thersa.org/events/video/archive/sir-ken-robinson

Geoffrey Canada: Our failing schools. Enough is enough!

(Video)

Why, why, why does our education system look so similar to the way it did 50 years ago? Millions of students were failing then, as they are now -- and it's because we're clinging to a business model that clearly doesn't work. Education advocate Geoffrey Canada dares the system to look at the data, think about the customers and make systematic shifts in order to help greater numbers of kids excel.

New Study Documents Huge Racial Disparity in School Suspensions

A new study by researchers at the Civil Rights Project at the University of California at Los Angeles finds that Black students in the nation’s public schools are three times as likely as White students, twice as likely as Hispanic students, and 10 times as likely as Asian students to be suspended from school.

The study found that up to 40 percent of all Black students in schools in Chicago, Dallas, Memphis, and St. Louis were suspended at least once during the school year.

The report, Out of School & Off Track: The Overuse of Suspensions in American Middle and High Schools, is available here.

Jeremiah R receives Best Percussionist Award!

IPRIDE congratulates Jeremiah for being a part of the percussionist team in his middle school band that was  awarded the best team for the 2012-2013 school year.

Parents are encouraged to introduce musical instruments to their children as there is a strong correlation with children playing musical instruments and academic success. 

"Music participation and parents attending concerts with their children have positive impact on adolescents' academic performance, as declared by Darby E. Southgate, MA, and Vincent Roscigno, Ph.D., of The Ohio State University. For the study the researchers analyzed the effects of music in maths and reading performance for both elementary and high school students. It was found that music had positive influence on academic achievement..."

Read more at: http://www.boldsky.com/pregnancy-parenting/kids/2009/music-education

Congratulations again Jeremiah for excelling in band!

Experts Say Getting More Teachers of Color in Classrooms a Necessity

When a group of education researchers, practitioners and activists gathered at Howard University in April to


Dr. Chance Lewis of the University of North Carolina at Charlotte

 address the lack of diversity in the nation’s teacher workforce, Dr. Leslie T. Fenwick reminded her audience that such a time had already been foreshadowed.


Nearly 60 years ago, Thurgood Marshall first “warned that Black teachers would lose their jobs to racist displacement as the nation’s schools were integrated,” said Fenwick, dean of the Howard University School of Education. Marshall, in 1955, was serving at the NAACP Legal Defense Fund when he reported on the impending plight of these teachers. The year before, Marshall had argued and won the landmark desegregation case of Brown v. Board of Education that opened up classrooms and education to Black children.

The elimination of Black teachers from the classroom would not only be an economic loss for those educators, but a disservice to their students and a detriment for the teaching profession, says Fenwick, further sharing Marshall’s troubling words during a town hall event hosted by Howard’s School of Education, the Congressional Black Caucus Foundation and the American Federation of Teachers.

Today, Marshall’s sobering observations have proved true, say experts pointing to the academic and social benefits that come when African-American and Hispanic students attend schools where racial and gender diversity of teachers and staff is high. But that doesn’t reflect the makeup of most urban public schools when “73 percent of teachers are White and 68 percent of principals are White,” Fenwick adds.