Richmond County
Inequities in Graduation Rates
Black male students in Richmond County graduated at rates in 2005/6 much lower than the national average, as did White male students. Both rates are declining. The racial achievement gap was narrower than that of most other districts. Less than a third of Black male students in Richmond County graduate with their class. The graduation rate for Black male students is less than half the Benchmark.
The Benchmark for graduation rates of Black male students for school districts enrolling more than 10,000 Black male students is 82% (Fort Bend, Texas).
|
Male Students |
Graduation Rate 2005/6 (est.) |
Graduation Rate 2004/5 |
||||||
|
Black Males |
Black |
White |
Gap |
Black |
White |
Black Change |
White Change |
|
|
USA |
4.3 mil. |
47% |
75% |
28% |
47% |
74% |
0% |
1% |
|
Georgia |
308,716 |
40% |
58% |
18% |
38% |
58% |
2% |
0% |
|
Richmond |
12,091 |
31% |
43% |
12% |
31% |
46% |
-1% |
-3% |
Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black male students in the Richmond County public schools was equivalent to twenty-three percent of Richmond County's Black, non-Hispanic male student population and the percentage of out-of-school suspensions given to White male students in Richmond County was equivalent to approximately sixteen percent in the 2004/5 school year, as reported to the Office of Civil Rights of the U. S. Department of Education.
White, non-Hispanic male students were admitted to Richmond County's Gifted and/or Talented programs at over six times the rate for Black, non-Hispanic male students. On the other hand, Black, non-Hispanic male students were placed in Mental Retardation classifications at a rate only slightly above that for White male students. If Black male students had been admitted to Gifted and/or Talented programs at the same rate as White male students, at least 350 more would be in those programs.
Black male students in the Richmond County public schools in 2004/5 were allowed to participate in Mathematics Advanced Placement courses at two-thirds the rate of White, non-Hispanic male students and in Science Advanced Placement courses at a rate approximately one-sixth that of White, non-Hispanic male students.