Buffalo
Inequities in Graduation Rates
Black and White, non-Hispanic male students in Buffalo graduated at lower rates in 2005/6 than the national average. [1] More than two-thirds of the district's Black male students were unable to graduate with their cohort. The racial achievement gap is less than the national average due to the extraordinarily low graduation rate of White male students. 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 |
4.3mil. |
47% |
75% |
28% |
47% |
74% |
0% |
1% |
|
New York |
285,694 |
39% |
75% |
37% |
37% |
75% |
1% |
0% |
|
Buffalo |
10,666 |
31% |
50% |
19% |
34% |
49% |
-3% |
1% |
Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black male students in the Buffalo public schools was equivalent to twelve percent of Buffalo's Black, non-Hispanic male student population and the percentage of out-of-school suspensions given to White male students in Buffalo was equivalent to six percent, in the 2004/5 school year, as reported to the Office of Civil Rights of the U. S. Department of Education. Student expulsion data reported to the Office of Civil Rights was of doubtful reliability and is therefore omitted.
Black, non-Hispanic male students were classified as Gifted/Talented less than half as often as White non-Hispanic male students in the Buffalo public schools and were more often placed in Mental Retardation classifications. If Black male students had been admitted to Gifted/Talent programs at the same rate as White male students, at least an additional 1,000 would have had that opportunity.
Proportionate to enrollment, approximately five times as many White male students as Black male students in the Buffalo public schools in 2004/5 were allowed to participate in Mathematics Advanced Placement courses and equal numbers in Science Advanced Placement courses.
Footnotes:
1. Buffalo enrollment and diploma data has been reported to the National Center for Education Statistics irregularly and is not considered as reliable as data from other districts. The data presented here are best estimates, given the available data.