the state of black ohio
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The State of Black Ohio
Andrew Grant-Thomas, Deputy Director, The Kirwan Institute
Black Ohio in the 21st CenturyInstitute for Urban Public Policy
April 20, 2010
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Black Ohio has many stories to tell…
“That’s one of the challenges, sometimes the leadership of the African American community is asked to give the “African American perspective” and sometimes I have to stop and say I can speak on my behalf, but it’s inaccurate to think I could give insight on behalf of the community because we are so diverse…”
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Neighborhood Opportunity Indicators
• Education
• Economic & Mobility
• Housing & Neighborhood
• Public Health
• Public Safety & Criminal Justice
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Nearly 3 out of 4
Black Ohioans
were living in the
State’s lowest
opportunity
neighborhoods….
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…compared to 1
in 2 Latinos and
1 in 4 Asians and
Whites.
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Which domains are we talking about?
Healthy neighborhoods, healthy businesses Education disparities in Ohio’s African American
community Gender issues and disparities Immigration impacts Political empowerment, leadership, and representation Health and health care in Ohio’s African American
community Crime and criminal justice among Black Ohioans
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Divergence of Fortune
“I believe the State is staring at the crossroads: one path has opportunities with advancement…and the other is more of the status quo, where folks are falling behind.”
Focus: EDUCATION
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0 20 40 60 80 100 120 140
Education System
Employment/Unemployment
Racism/Stereotypes
Healthcare
Access to Opportunity
Family (Single Mother-Headed Households)
Hopelessness
African American Incarceration
Economy
System Prejudices
Workforce Development
Poverty
Housing (Access to Credit, Predatory …
Challenges to Black Ohioans**
Interviewees’ top concern for Black Ohio was EDUCATION, and…
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…and their #1 solution related to Education.
0 5 10 15 20
Improve educational opportunities
Mentorship
Address Criminal Justice System
Strategic Planning
Addressing Crime
Community Strengths
MBE Development
Teach Values
Credit Discrimination
Healthcare Access
Leadership Realization
Suggested Responses to Challenges
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Signs of lag and progress: HS graduation rates over time
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
White 82.7% 83.0% 83.4% 84.0% 84.2% 85.1% 86.9% 88.6% 89.8% 89.8% 89.8% 90.3%
Black 62.5% 61.4% 61.2% 61.1% 56.8% 59.5% 60.6% 62.9% 66.8% 68.4% 69.0% 71.3%
Asian 88.1% 87.5% 87.3% 88.0% 88.3% 89.3% 90.3% 92.1% 91.8% 92.5% 93.6% 93.2%
Hispanic 61.5% 59.1% 63.1% 61.4% 61.9% 63.1% 65.9% 71.6% 71.8% 74.1% 73.8% 67.0%
62.5%
61.4%
61.2% 61.1%
56.8%59.5% 60.6%
62.9%
66.8%68.4% 69.0%
71.3%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%
90.0%
95.0%
100.0%
Perc
enta
ge
Ohio High School Graduation Rate, 1995 - 2006 (%)
Graduation Rates by Race in Ohio; Source: The Ohio Department of Education Data Warehouse
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Signs of progress: Math proficiency
6
7
8
12
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All Students
Hispanic Students
Disabled Students
Economically Disadvantaged Students
Black Students
Increase in proficiency rates for 4th grade mathematics from 1999 to 2006, percent
Source: Achieve, Inc. “Creating a World Class Education System in Ohio.” 2007
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Question:
Many interviewees pointed to the need for a unified strategic plan for Black Ohio;
what should it look like?
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4 Principles to Guide Strategic Planning
I. Educate about Our Linked Fates
II. Build (on) Community Assets
III. Weave the Web of Opportunity
IV. Promote Universal Policies in Targeted Ways
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I. Educate about Our Linked Fates
As Black Ohio goes, so goes all Ohio Example: The Subprime & Foreclosure crisis Example: Lack of Health Care Example: Disappearance of Blue-Collar Jobs
“African Americans are bearing the brunt of the [housing] problems here. The mortgage problems have been going [on] for 10 years. In 2000, there were conferences on predatory lending. [It’s] only on the radar now because it’s affecting Whites, upper-income people, [and] people across the globe. Talk about the canary in the coal mine illustration!”
Source: Center for Responsible Lending http://www.responsiblelending.org/mortgage-lending/tools-resources/factsheets/ohio.html
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Linked Fates (cont.)
$2.6 billion would be added to Ohio’s economy just by raising the African American graduation rate to that of white students (by 2020)
The poverty of a school, more than the poverty of the individual, determines students’ educational outcomes
Seven of top-ten counties in foreclosure-filing growth – each of which saw a 26%+ increase last year – were in the Northwest and Appalachian regions of the state.
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II. Build (on) Community Assets
Interviewees
identified
many
community
assets on
which to
build
0 5 10 15 20 25 30
Economic, Political, and Educational …
Church
Education
History of Struggle
Values
Health Services and Programs
Diversity
Quality of Life
Blacks Can Move to any Neighborhood
Federal Support
Middle Class Status
Strengths and Assets of the Black Community
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Some keys to educational opportunity:
School-based
• Tracking• Funding• Class size• Teacher quality
Non-school
• Families• Neighborhoods• Children’s
Health• Housing Stability
HousingChildcare
Employment
Education
Health
Transportation
Effective Participation
III. Weave the Web of Opportunity
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What happens beyond school walls matters
Health disparities account for as much as 25 percent of the black-white achievement gap.
In Ohio, in 2004, African American women twice as likely as white women to have low-weight babies. These babies are more likely to suffer from impaired physical and cognitive development, and decreased health overall throughout childhood.
Living in a disadvantaged neighborhood is equivalent to missing a full year of school.
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IV. Promote Universal Policies in Targeted Ways
• There is no “one size fits all”…“One vision, many paths”
• Examples:
• Social Security Act: Social Security benefits were initially denied to household and farm laborers – effectively excluding 65% of the Black population.
• Since the passage of near-universal healthcare in Massachusetts in 2006, emergency room visits in the state have spiked, fed largely by demand from newly insured patients.
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Student B: •Tracking•Funding•Housing Stability•Health•Neighborhoods
Student A: • Tracking• Funding
What does an intervention aimed at mitigating the effects of tracking and funding do?
Targeted Universalism (cont.)
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Moving Forward: Principles of a Strategic Plan
I. Educate about Our Linked Fates
II. Build (on) Community Assets
III. Weave the Web of Opportunity
IV. Promote Universal Policies in Targeted Ways
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www.KirwanInstitute.org
KirwanInstituteon:
www.race-talk.org
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Works cited Sampson, et.al.“Durable effects of concentrated disadvantage on verbal ability
among African-American children.” Proceedings of the National Academy of Sciences 105: 842-844.
Kids Count Ohio. Profiles by Geographic Area: Ohio. Available online at http://www.kidscount.org/datacenter/profile_results.jsp?r=37&d=1; Ohio Kids Count 2007 Databook. Children’s Defense Fund- Ohio. Available online at http://www.childrensdefense.org/site/DocServer/Ohio_KIDS_COUNT_Data_Book.pdf?docID=6021
Barton, Paul. 2003. “Parsing the Achievement Gap: Baselines for Tracking Progress.” Policy Information Center, Education Testing Services. Available online at: http://www.ets.org/Media/Research/pdf/PICPARSING.pdf.
Currie, Janet. 2005. “Health Disparities and Gaps in School Readiness.” The Future of Children 15(1): 117-38. See also a Broader Bolder Approach to Education online at: http://www.boldapproach.org/.
Kowalczyk, Liz. “ER visits, costs in Mass. Climb.” The Boston Globe, April 24, 2009. http://www.boston.com/news/local/massachusetts/articles/2009/04/24/er_visits_costs_in_mass_climb/?page=2
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