Tag Archives: early childhood development

All kids need is a little help, a little hope and somebody who believes in them. – Magic Johnson

Universal Pre-K and early childhood development programs are something that is often lauded by the African American community as something that would assist our children and propel them academically in the future. Research shows that early childhood education has lasting long-term effects on children’s socioeconomic outcomes in almost every facet imaginable. However, currently quality early childhood education is largely reserved for more affluent communities. For good reason, the digital publication Prestige in their article ‘Inside the world’s most exclusive and expensive preschools’ noted, “We’re talking chef-made organic meals, sprawling campuses, and field trips to the Galapagos. Admission is highly competitive, often requiring interviews, assessments, and six-figure donations. For the one percent of the one percent, these exclusive early education experiences are less about ABCs and 123s and more about the connections and privilege.” The donations also do not remove one from the responsibility of the tuition which ranges annually from $20,000 to $30,000. These institutions offer art lessons, ballet classes, multiple languages, critical thinking and creativity, development of emotional intelligence, and much more. Things that many adults either get much later in life or never get at all. Having them instilled at three years old almost ensures a parabolic trajectory of success for the rest of life.

The notion that universal pre-k would close that gap is more wishful thinking that pragmatic reality. However, it is argued that something is better than nothing? It is also said that the road to hell is paved with good intentions and that is more likely the case for African American outcomes when it comes to universal pre-k than anything we wishfully hope would come from it. It may serve more as a de facto public day care experience than anything else where working class parents who need to be working and not able to afford day care and therefore caught in a vicious trap of working less and earning less because they cannot afford day care or working more and paying most of the additional income to day care to see a marginal income increase. African Americans in particular though should know by now that nothing is free even when it is said to be so.

We need only examine the outcomes of the public school system as it stands now for African Americans to realize what the outcomes of universal pre-k would produce. More of the same. Maybe worse because anti-indoctrination would essentially be happening immediately. While the argument for more early childhood education is a much needed one for African American children, it is also worth examining who would have the institutional ownership.

African American Schooling Post-Desegregation

Post-desegregation, African American education faced several challenges that have lingering effects today:

1. Unequal Integration:
   • While desegregation aimed to provide equal opportunities, many African American students remain in segregated schools due to residential patterns and systemic inequities.
   • Even in integrated schools, African American students often experience lower expectations and unequal access to advanced coursework.
2. Loss of Black Educators and Schools:
   • The closure of historically Black schools during desegregation displaced many Black educators, erasing culturally affirming spaces where African American students thrived.
   • This loss deprived students of role models who understood their cultural and community needs.
3. Institutional Racism:
   • African American students in integrated schools often faced bias, tracking into lower-level courses, and disproportionate disciplinary actions. These patterns persist today, contributing to unequal educational outcomes.

Current Public School Outcomes for African American Students

The current state of public education reveals persistent inequities that universal pre-K could unintentionally exacerbate for African American children:

1. Achievement Gaps:
   • African American students consistently score below their white peers on standardized tests, such as the National Assessment of Educational Progress (NAEP).
   • Contributing factors include under-resourced schools, limited access to advanced coursework, and a lack of culturally relevant curricula.
2. Disciplinary Disparities:
   • African American students are disproportionately disciplined, with preschool-aged African American boys accounting for 43% of suspensions despite being only 19% of enrollment.
   • Early exposure to punitive measures increases the likelihood of negative long-term educational and social outcomes.
3. Resource Inequities:
   • Schools serving predominantly African American communities are often underfunded, with larger class sizes, fewer qualified teachers, and outdated materials.
   • This lack of resources hinders early literacy, numeracy, and socio-emotional development.
4. Cultural Disconnects:
   • Many public school curricula and teaching practices fail to reflect or affirm African American cultural identities, leading to disengagement and lower academic performance.

Afrocentric Pre-K in Partnership with HBCUs

To counteract these challenges, Afrocentric pre-K programs, implemented in partnership with Historically Black Colleges and Universities (HBCUs), present a transformative solution.

1. Culturally Relevant Education:
   • Afrocentric curricula incorporate African and African American history, culture, and values, fostering a sense of identity and pride in young learners.
   • Lessons emphasize cooperative learning, creativity, and critical thinking, aligning with African cultural traditions.
2. HBCU Involvement:
   • HBCUs have long been leaders in producing culturally competent educators and advancing African American scholarship. Partnering with HBCUs allows pre-K programs to draw on their expertise, resources, and community connections.
   • Education students at HBCUs can gain hands-on training through internships and practicum opportunities in Afrocentric pre-K settings.
3. Teacher Training and Development:
   • HBCUs can offer professional development for pre-K educators, ensuring they are trained in culturally responsive teaching and child development.
   • Programs can also recruit and support Black educators, addressing the underrepresentation of African American teachers in early childhood education.
4. Community Engagement:
   • Partnerships between Afrocentric pre-K programs and HBCUs can strengthen community ties, involving parents and local organizations in curriculum development and program governance.
   • Family engagement initiatives can provide parents with resources to support learning at home.
5. Research and Evaluation:
   • HBCUs can lead research to assess the impact of Afrocentric pre-K programs on academic and social outcomes, ensuring continuous improvement.
   • Findings can inform policies to expand successful models nationally.

Key Features of Afrocentric Pre-K in Partnership with HBCUs

1. Curriculum Highlights:
   • Focus on African diasporic history and cultural pride.
   • Integration of science, technology, engineering, arts, and mathematics (STEAM) with a culturally relevant lens.
   • Emphasis on social-emotional learning and conflict resolution rooted in community values.
2. Accessible Locations:
   • Programs hosted on or near HBCU campuses to leverage facilities, staff, and community networks.
3. Empowerment-Focused Funding:
   • Public and private funding to ensure accessibility for all African American families. This could be led by HBCU alumni creating endowments for these partnerships.
4. Mentorship Opportunities:
   • Pairing pre-K students and their families with mentors from HBCU student bodies, fostering intergenerational learning and support.
5. Holistic Approach:
   • Nutrition, healthcare, and family support services integrated into the program to address broader disparities impacting African American children.

Recommendations for Implementation

1. Policy Advocacy:
   • Advocate for federal and state funding to establish Afrocentric pre-K programs in partnership with HBCUs.
   • Push for accountability measures to ensure equitable distribution of resources.
2. Pilot Programs:
   • Launch pilot Afrocentric pre-K programs at selected HBCUs to refine the model and gather evidence of effectiveness.
3. Community Collaboration:
   • Partner with African American community organizations, churches, and local businesses to support and sustain programs.
4. Long-Term Expansion:
   • Use data from pilot programs to scale Afrocentric pre-K nationally, prioritizing areas with high African American populations and educational inequities.

Universal pre-K, if not carefully implemented and there is little reason to believe it would be, risks perpetuating systemic inequities faced by African American children. Afrocentric pre-K programs owned by the communities or even under a unified African American organization, developed in collaboration with HBCUs, offer a culturally affirming, high-quality alternative that addresses historical and contemporary challenges. By grounding education in cultural pride, community engagement, and academic rigor, these programs can equip African American children with the foundation they need to thrive academically and socially. This provides an opportunity for the African American education pipeline to be extended and strengthened from early childhood education through higher education in institutions of our own.

Our decisions at their core must revolve around the strengthening of the African American institutional ecosystem and educational pipeline. We are training the future leadership of our institutions and the work begins immediately.