About the Report:
Since 2004, the Schott Foundation for Public Education’s biennial reports on Black males and public education have documented that of all racial/ethnic and gender groups, Black males have been the least likely to secure a regular diploma four years after beginning high school. They face “pushout” and “lockout” crises in which they are denied access to the equitable resources and opportunities they need to succeed. The reports also highlight the systemic policy reforms needed to address these crises.
About the Schott Foundation for Public Education:
All children graduate from high performing, well-resourced public schools, and are capable of success in college and full participation in a democratic society, regardless of race, gender, class, or native language.
To develop and strengthen a broad-based and representative movement to achieve fully resourced, quality Pre-K – 12 public education.
Schott supports an “Opportunity to Learn” frame on educational policy, which focuses on ensuring that resources are provided for all students to have an equitable opportunity to learn and produce high achievement outcomes. Schott supports a far reaching implementation strategy and infrastructure that is capable of maneuvering the dynamic relationship between national and state-based movement building to produce federal and state policies to protect an opportunity to learn for all students.