Archives April 2023

In a recent article, a local newspaper reported that a teacher student fight occurred at the La Marque High School. The teacher student fight occurred after a teacher confiscated a students book bag and the student demanded the return of the book bag. It was common practice at the high school for student to carry their book bags to class.

The students father responded to the teacher student fight. The father of the 15-year-old girl charged in the classroom attack of a La Marque High School teacher, said the video showing the beating doesn’t tell the whole story. “There’s no excuse for what she did,” Myron Lenor said Wednesday. “(But) the teacher had been provoking her all week.”

The student was subsequently arrested and charged with a third degree felony. The teacher is considered a public servant. According to Texas Penal Code §12.32 assaulting a public servant results in the following:

• Imprisonment in the institutional division for life, or
• Imprisonment in the institutional division for not more than 99 years or less than five years with the exception of aggravated sexual assault, which adds a 25-year minimum punishment if the victim is younger than 6, or younger than 14 and the offense contained threats of serious bodily injury or death, or use of a deadly weapon
• In addition to imprisonment, may receive a fine not to exceed $10,000

The challenge for the La Marque School District and the teacher is that the teacher could have fueled the teacher student fight by possessing the students book bag. Since the students book bag is the students personal property they could plead that the incident would not have taken place if the teacher did not unlawfully retrieve the students book bag.

This is consistent with the Clean Hands Doctrine. The Clean Hands Doctrine is an equitable defense in which the defendant argues that the plaintiff is not entitled to obtain an equitable remedy because the plaintiff is acting unethically or has acted in bad faith with respect to the subject of the complaint—that is, with “unclean hands”. The defendant has the burden of proof to show the plaintiff is not acting in good faith. The doctrine is often stated as “those seeking equity must do equity” or “equity must come with clean hands”. A defendant’s unclean hands can also be claimed and proven by the plaintiff to claim other equitable remedies and to prevent that defendant from asserting equitable affirmative defenses. In other words, ‘unclean hands’ can be used offensively by the plaintiff as well as defensively by the defendant.

These are the facts that will surface in a court of law:

• The teacher violated school protocol by singling out the student when she confiscated the student’s book bag
• The teacher did not have probable cause to confiscate the student’s book bag
• The teacher refused to return the student’s personal property

The La Marque could have avoided the teacher student fight by adhering to one of the following steps:

• When students come to class with a book bag tell them that they are not allowed in the class if this is consistent with the rules of the school. If they refuse to leave, get your cell phone out and call the front office. Request that an administrator come to your class to remove a student.
• If this is not a rule of the school, you can have all of the students place their book bags in a central location while they are in your class.
• If the student allow you to keep the book bag safe for them during class and then demands their book bag, return the book bag. Then require that the student leave the class. If the student does not leave, then call the front office. Request that an administrator come to your class to remove a student.

Teachers can avoid many complications that result in teacher student fights by remaining consistent with the enforcement of disciplinary and school rules.

Related Articles

La Marque High students accused of attacking teacher, campus officer

Teen girls charged in separate attacks at high school

Horrifying video shows 16-year-old high school student ‘punching his substitute teacher before putting him in a head lock because he didn’t let him go to the bathroom’

Northside High teacher resigns after fight with student

Dr. Derrick L. Campbell, Ed.D.

#quittingteaching

The first tip for teachers is to understand the parent perspective. Whether the parent is from an affluent or impoverished background both parents are going to want a teacher that provides the best education possible. Black parents know that attaining a higher quality of life can be rewarding and a struggle at times. Most parents want their children to be treated equally. You will find that parents who complain about school or classroom discipline do not complain about the consequence itself but whether the teacher delves out consequences that are fair and consistent. Parents want their children to have a fair shake at attaining higher quality of life.

The second tip for teachers is to understand the student perspective. Some Black student believe that rules in the schools strip of their identity as a Black person. They believe this because many of the behaviors that are acceptable at home are not acceptable in school. For example, in many Black families, the adult and children share the same level of sharing knowledge. However, in the classroom the teacher is the knowledge broker. Some children look at society and determine that the likelihood of them having success is very small because of racism. Many of them believe that teachers are the cause of the racism due to the unequal delving of disciplinary consequences in the school to name a few.

Teachers need to consider two main factors that influence the world of our children. The first factor is what they see on TV. The second factor is the influence of some video games. The images on TV paint a picture that is detrimental to the psyche of Black children. These images teach Black children that their eventual end is death by a gun from either another Black child or police officer. So the Black children develop defensive mechanisms. They play those defensive mechanisms out via video games which normally results in either in killing or destruction of property.

The third tip for teachers is to understand the school perspective. The perspective of the school is that we are commissioned to educate children both socially and academically. The academic commission includes a set of academic requirements that children must meet in order to successfully complete to transition to higher grade levels. The social commission requires that school officials establish a set of rules for managing a culture where education can take place. Because of those rules, teachers are required to establish rules that effectively enable them to manage their classroom.

The fourth tip for teachers is to understand their individual perspective. Managing your classroom will require that you understand your perspective when it comes to racism. You can accomplish this by evaluating your verbal and nonverbal behaviors. Do you expect for children to look you in your eye when you are talking to them? Do you expect for children to be completely still and quiet while you are teaching. Is it ok for a child to begin to speak when they think that before you have finished talking? To compete a full evaluation, you will need to determine your verbal and nonverbal expectations. Now you are ready to have that discussion about race with your students.

The fifth tip for teachers is to use the opportunity to talk to Black children about race as a teaching moment. Let’s take the recent event in like the Michael Brown shooting Ferguson Missouri. As those children return to class they are going to have questions about race. Some parents maybe so frustrated with the shooting that they may tell their children that all White people are racist. So the child comes to class and ask makes the following statement: My dad and mom said that White teachers hate Black kids. Everyone in classroom heard the statement and is waiting for your response. Some teachers are going to elect to ignore the statement. Some teachers are going to respond aggressively and refer the child for discipline. This is an opportunity to establish higher quality relationships with your children and turn it into a teaching moment. I would ask probing questions such as what makes your feel that way or how did you come up with that conclusion. In your probing questions do not interject your opinion or become angry with students who jump in and respond. The students are watching and evaluating your nonverbal behavior and if they see you turning red they will believe that they made you angry.

Lead the discussion to the importance of following the classroom rules and that you are there to make sure that they are implemented them fairly. Make sure that students understand that your first warning is the “The Look”. Many Black parents use “The Look” as a way warning their children before elevating to the next step. They next step is to let the students know what you verbal cue is. For example, if children are consistently talking during the lesson, ask them do they have something to share with the class. This becomes their second warning and let hem know that it is a warning. When you have a disciplinary process in place that is fair and consistent children will not equate you with an authority figure as some police officers who have shot a child and then became the subject alleged racism.

Related Articles

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The Obama Speech You Actually Want to Hear

African-American Media on the Death of Michael Brown in Ferguson

Dr. Derrick L. Campbell, Ed.D.

moreinfo@quarantineracism.com

8565663267

#quittingteaching

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In a recent article, a Texas teacher has been arrested for her involvement in a classroom fight. It looks like the teacher is the perpetrator of the classroom battle which continues to fuel much controversy in our schools. Teachers must ensure that their responses to objectionable students does not result in criminal charges for the teacher which are the result of a classroom fight between the teacher and student.

According to the article, Texas Teacher Arrested After Video Show Her Slapping Student: Police, a Texas teacher was arrested for slapping a student during an instructional period. Mary Hastings who is a teacher at Ozen High School in Beaumont Texas has been arrested for slapping a student five times. After slapping the student, she called the student an “idiot ass”, according to the article. The Jefferson County Sheriff’s Office reported that the teacher was arrested on one charge of assault and released on bail. Sources have reported that the teacher responded in this manner to ensure that another student’s progress towards graduation was not stifled.

Could the teacher induced classroom fight be a result of the laws governing teachers in Texas?

In Texas, the teacher is considered a public servant. According to Texas Penal Code §12.32 assaulting a public servant results in the following:

• Imprisonment in the institutional division for life, or
• Imprisonment in the institutional division for not more than 99 years or less than five years with the exception of aggravated sexual assault, which adds a 25-year minimum punishment if the victim is younger than 6, or younger than 14 and the offense contained threats of serious bodily injury or death, or use of a deadly weapon
• In addition to imprisonment, may receive a fine not to exceed $10,000

This type of legislation can provide teachers with power that is beyond their authority. This circumstance could have been avoided if there was a balance between the expectations for teachers and students.

The teacher was arrested for assault. A simple assault in Texas includes:

• Intentionally, knowingly, or recklessly causing bodily injury to another person
• Intentionally or knowingly threatening another person with imminent bodily injury, or
• Intentionally or knowingly causing physical contact with another that the offender knows or reasonably should know the victim will find provocative or offensive.

A person convicted of a misdemeanor in Texas faces the following possible penalties:

• Class A misdemeanor – up to one year in jail or a fine up to $4000, or both
• Class B misdemeanor – up to 180 days in jail or a fine up to $2000, or both, and
• Class C misdemeanor – a fine up to $500.

(Tex. Penal Code Ann. §§ 12.21, 12.22, 12.23).

A person convicted of a third degree felony can be sentenced to two to ten years in prison and a fine up to $10,000 (Tex. Penal Code Ann. § 12.34). The teacher will probably receive a penalty consistent with a Class C misdemeanor. We know that if the tables were turned, the consequences for the student would have been much harsher.

Teachers must understand that classroom disruptions are a product of the conflict between the student and the teacher which can cause classroom fights. The number one reason for classroom disruptions is talking. Not every behavior of a Black student should be classified as a classroom disruption.

Black students have classroom talking behaviors that result from interest in the instructional process. Black students are inclined to talk back when motivated by what a teacher says. Black students may become so impressed with the speaker, such as a teacher, that the students want to hear what the teacher says again due to an interest not in what was said but how it was said. Furthermore, Black students want to create the appropriate mood and setting before beginning to work on a task by asking the teacher to repeat the directions.

Many teachers do not expect Black students to interrupt the class by talking to their neighbors and speak without raising their hands. Educators assume quiet students are successful and receive rewards for making teaching an easier task. Black students will continue to carry their own culture into the classroom, and they will continue to misunderstand their middle-class teacher as profoundly as she or he misunderstands them.

Teachers respond to students talking in the classroom without permission by ordering, reprimanding, involving students in work, and naming the student. Some teachers may exhibit unprofessional behavior when students talk in the classroom without permission. When a teacher yells, uses harsh words, shames, degrades, or embarrasses a student, such behavior influences all students. Teachers can avoid classroom fights by becoming culturally aware of the verbal and non-verbal habits of their students.

Related Articles

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Shocking moment a middle school student attacks his teacher in class, starting a violent fight that spills across the room

Atlantic City teacher loses job after breaking up fight

Dr. Derrick L. Campbell, Ed.D.

QuarantineRacism.com

moreinfo@quarantineracism.com

PO Box 4707 Cherry Hill, NJ 08034

“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor

“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

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Buffalo Public Schools are faced with the dilemma of verbally abusive students. Teachers are at their wits end on how to respond to students who use poor communication skills during anger outbursts. Schools can use several techniques to minimize the impact of verbally abusive students.

Black students understand that racism in schools has a long history that does not benefit them or the previous generation. The previous generation plays a major role in how Black students view the educational system. Imagine coming home every day and looking at how your parent is struggling financially due to the lack of education and economic opportunities. This daily remainder can make a Black student resentful of their teacher and the educational system.

Teachers must understand the reasons that Black students may become verbally abusive. Black students use several verbal techniques to discover a teacher’s strengths and weaknesses in order to evaluate a teacher’s racial attitudes and locate teachers’ breaking points to help the students empower themselves in the situation between them and the teacher.

Abrahams and Gay (1972) reported:

If a [Black student] expects to rise to the position of a leader, he must know how to keep his cool. If he cannot respond to a [teachers challenge] without becoming frustrated and unnerved, he is not likely to have the respect of others or remain a leader for long. (p. 205).

Black students have different debating techniques which can lead to a student becoming verbally abusive.  Blacks not only debate the idea; they also debate the person while Whites debate the idea rather than the person debating the idea. “Blacks often probe beyond a given statement to find out where a person is “coming from,” in order to clarify the meaning and value of a particular behavior or attitude. Black students will move a verbal interaction from a global perspective to a personal perspective. This becomes offensive to the teacher and results in continued fueling of the debate which leads the student becoming verbally abusive.

Teachers must not allow debate regarding behaviors to become personal. Instead teacher can prompt all conversations by using praise instead of resorting to an authoritarian position. Praise is an effective reinforcement that provides encouragement to students and is reinforcement for behavior performance improvement (Hughes, 1973; O’Leary & O’Leary, 1977; Rosenshine, 1976). Praise is an effective reinforcement that helps to build student self-esteem (Brophy, 1981) which will eliminate a necessity for a student to become verbally abusive.

Teachers must also minimize the Black students attempt to become and maintain leadership amongst their peers by becoming verbally abusive towards their teacher. Teachers must minimize the impact by low key responses. Most teachers respond to verbally abusive students by becoming abusive themselves. This response sends students two messages. The first message is that they have discovered your pressure point.  They now know how to push your buttons. The have also showed them that anger needs to be responded with anger. It is a terrible example to set for a young person. Finally, you have set an example for other students who are not verbally abusive to follow. In essence, responding to verbally abusive students with anger sets the tone for the culture of the entire school.

Schools and teachers should employ three specific strategies for verbally abusive students. The first is to teach verbally abusive students to control their anger. The second is to place them in a leadership role. Approximately 12% percent of the student population particulates in some sort of leadership role. The other 78% must find alternative strategies to become school leaders which include becoming verbally abusive towards their teachers. The final strategy is to provide students with professional development using the left-handed activity developed by Argyris and Shon.

Related Articles

BPS responds to student verbal abuse problem

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Student verbal abuse of teachers problematic in BPS

All the best,

Dr. Derrick L. Campbell, Ed.D.

QuarantineRacism.com

#quittingteaching

The simple method of grading on a curve can help many schools overcome the challenges associated with the perception of detrimental grading policies. Grading polices are designed to create a sense of equity that all students can achieve. However, grading policies that exclude grading on the curve present controversial challenges for school boards, parents, school administrators, and students.

The grades that students achieve is in direct correlation to the instructional techniques of their teacher. For example, if a teacher has a sixty percent failure rate, it also means that the teacher is a failure consistent with the failure rate. The reality is that many teachers grading output remains unchallenged and becomes the school administrators’ challenge to bring equity in to the classroom. 

Equity does not mean that all students are treated equal. Equity in this sense means that no matter where a student starts or the behaviors that the students exhibit, each student has the opportunity to reach the same level as other students, therefore making grading on a curve paramount. 

Grading on a curve has to become consistent with the normal distribution curve. The normal distribution is useful because of the central limit theorem. In its most general form, under some conditions (which include finite variance), it states that averages of random variables independently drawn from independent distributions converge in distribution to the normal, that is, become normally distributed when the number of random variables is sufficiently large.

The normal distribution is represented by the bell curve. The bell curve refers to the shape that is created when a line is plotted using the data points for an item that meets the criteria of normal distribution. The center contains the greatest number of a value and therefore would be the highest point on the arc of the line. This point is referred to the mean.

The important things to note about a normal distribution is the curve is concentrated in the center and decreases on either side. The bell curve signifies that the data is symmetrical and thus we can create reasonable expectations as to the possibility that an outcome will lie within a range to the left or right of the center, once we can measure the amount of deviation contained in the data .

According to the normal distribution curve, when grading on a scale of 100% it is expected that 2.14% of the students will fail the test. This means that 93% of the students should pass the teachers least with at least a D. Specifically, 13.59 % of the students should pass with a D or B. Also, 68.26% students should pass with a C and at least 2.14 percent of the students should pass with and A.

Teachers who are interested in grading on a curve must begin preparation in the lesson planning process. The lesson planning process must begin with using the backward design method. The backward design, also called backward planning or backward mapping, is a process that educators use to design learning experiences and instructional techniques to achieve specific learning goals.

It is best to begin with the learning objectives for the unit. Next develop an assessment for each learning objective. Once you have determined how many tests that you are going to provide for the unit, the rest is easy. Each lesson plan, classwork assignment, and homework assignment need to be designed so that each student learns what they need to know to get an A on the assessment. When students are provided the assessment there should be no surprise. If the teacher follows this method, they will so find that their students will exceed the standards set by the need for grading on a curve.

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Grading on a curve promotes toxic competition

All the best,

Dr. Derrick L. Campbell, Ed.D.

QuarantneRacism.com

moreinfo@quarantineracism.com

#quittingteaching

Effective classroom management is necessary to ensure that students meet curricular requirements which will enable them to excel on state standardized assessments. Even though these assessments are the guiding standards that revel the effectiveness of education, without such techniques these efforts will become futile to say the least. Teachers can effectively use classroom techniques that directly enhance the education of students of color.  

Students of color exhibit several behaviors that teachers can benefit from when implementing classroom management techniques. Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. However, when teachers and administrators develop strategies, they take little responsibility in how their behavior impacts the behaviors of students of color. School administrators, teachers, and other personnel must stop operating on the assumption that all the reasons for the failures rest with students of color and take some of the responsibilities.

Administrators and teachers receive specialized training in order to become certified. During that specialized training it is their responsibility to become more in tune with the different behaviors of students of color. This is important because many believe that teachers discriminate against students by stereotyping according to ethnicity.

Many of the cultural differences between teachers and students are directly related to differences in instructional, verbal and nonverbal behaviors. Instructional procedures include cultural values, perceptions, and orientations that differ from those of Black students. Students who are not interested in school may meet teacher demands for compliance with resistance. Blacks acquire cultural values, attitudes, and learning styles that conflict with values, attitudes, and learning styles needed for success in public schools.

One of the first classroom management techniques that teachers must consider is from an instructional perspective. If the material is not interesting to the students, then the students are more likely to act out in the class and create an environment that is not conducive to learning. Many school social codes are unfamiliar and opposed to culturally diverse student home codes. Blacks have difficulty with school instructional concepts and ideas that are absent in their community, culture, or economic environment that ignore or misrepresent their present condition. As a classroom management technique, teachers must correlate familiarities to the curriculum and the students home environment. For example, as a former math teacher, when I taught the concept of area, I always correlated it to their room. I went as far as to require that the students take measurements of their room and calculate the area of the room. 

Another instructional process is cooperative learning. Cooperative learning structures provide a cultural match for Hispanic students. Hispanics value people and relationships over task accomplishment. Most Hispanics enjoy working together in groups which includes community-oriented projects and working together on homework. Many Hispanic students are more cooperative, and group oriented when compared to Anglo students, and therefore Hispanic students may allow other students to copy their classwork or test in order to show helpfulness, brotherhood, and generosity.

Blacks prefer to work in groups too.  Black students do well when the teacher incorporates a socialization learning model that works to benefit the group. Black peer-based cooperation in learning translates into cheating for teachers. Teachers may interpret Blacks’ natural instinct to seek peer assistance as cheating, copying, or frivolous socializing. Black students work and function better in cooperative, informal, and loosely structured environments where teachers and students work together to achieve a common goal.

The best classroom management technique involves developing positive racial relationships between teachers and students. Positive relationships at schools and in the classroom are in many ways the prerequisites for effective learning and behavior. Students and teachers who are warm, compassionate, and friendly toward one another in the classroom have the potential to improve instruction, learning, and classroom management.

Related Articles

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The art of engagement: classroom management now matters more in teacher training

All the best,

Dr. Derrick L. Campbell, Ed.D.

QuarantineRacism.com

moreinfo@quarantineracism.com

8565663267

#quittingteaching

In a recent article, a local school is offering a new format for parent teacher conferences. The new format provides strategies for dispersing troubled news to parents regarding their children. The new format is absent of strategies that helps teachers to have successful parent teacher conferences with angry Black parents.

According to the article on parent teacher conferences, instead of having an open format in the gym, teachers will set up meetings with parents of students who are failing, not on track to graduate or have issues such as poor attendance or not working to potential.

“It will be more of an invitational model,” said Principal Kurt Glathar.

Meetings will be 15 minutes, not five, and will be in classrooms, with students encouraged to attend.

“The whole idea here is not to create anxiety or a situation where parents feel they’re on the hot seat,” Glathar said. “The idea is to create a situation where parents feel we want to team up with them.”

Holding the conferences in the classroom — where elementary school conferences have been for years — will allow teachers to give parents a better idea of what happens in class, especially if it’s a hands-on subject such as art or engineering, he said. It also will offer more privacy than trying to have a conversation with a teacher while a line of other parents stands within earshot.

What is the first issue that be should considered when facilitating a parent teacher conference with a angry Black parent?

Teachers should first consider the classroom relationships that they have with the children. Parents will often seek the opinion of their child regarding the teacher. Contrary to public opinion, children have a good idea of what makes a good teacher. Teachers who are favored by parents often, greet all children daily as they enter the classroom. Have a sense of humor that keeps children interested and makes learning enjoyable, use visual aids to enhance instruction. Organize and arrange for short-range goals and objectives, with the intent on meeting the long-range goals. Communicate daily with struggling students and weekly for all others. Give parents their home phone numbers, so they know the teacher is always accessible.

Children will also make personal comments regarding their teachers. The child may tell their parent that Mr. or Mrs. [Teachers name] takes the time to explain things to me. The teacher makes learning fun. The teacher makes the other students behave so that we can all work and learn. Or, the teacher is always happy. This will help parents to feel confident in the teacher. In order for parents to believe that the teacher is doing a good job their child must think that the teacher is doing a good job.

However, if the children say things such as the teacher is mean, shows favorites, or won’t listen to their side of the story, then the first impression the parents have will be negative.

Black parents will take exception with the teacher if they believe that the teacher is unfair with their grading system, discipline, and treatment of their child.

Before you have a parent teacher conference with an angry Black parent, ask yourself the following questions:

• Are there any occasions where I have graded students unfairly?
• Have I provided my students every opportunity to enhance their grade?
• Have I documented the times that I have attempted to contact the parent?
• Have I documented both academic and disciplinary counseling sessions for the student in question?
• Do I have the same discipline process for each disciplinary infraction?
• Have I documented each time that I gave the student in question a break on discipline
• Is there any circumstance that it could be said that I have discriminated against any students in my class.

A successful parent teacher conference with an angry Black parent will require that the teacher exhibit fairness in their grading system and discipline.

Related Articles

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Oklahoma City school boasts perfect record for parent-teacher conferences

Dr. Derrick L. Campbell, Ed.D.

QuarantineRacism.com

moreinfo@qurantineracism.com

#quittingteaching

In a recent article, a former college professor and policy analyst found that many District of Columbia teachers practiced inflating test scores for otherwise failing students. The practice is not unique to the District of Columbia. Teachers can avoid the necessity for inflating test scores by implementing pre and post testing to ensure that students successfully pass classroom assessments.

According to the article, District of Columbia teachers utilized the process for inflating test scores across the school district. This practice was found acceptable in several schools and treated as an issue that necessitated no further discussion of teachers involved. The premise of the practice involves passing students to either ensure that during the next year they do not have an opportunity to attend the class facilitated by the teacher who inflated the test scores. Another thought for many teachers is that inflating test scores will provide the students higher economic opportunities because they graduate from school with a diploma. Additionally, the practice increases the graduation rate for the school and school district which over time places a positive image on the school.

Why would a school culture in a high poverty school readily accept the practice of inflating test scores?

Job Security

Inflating test scores can provide job security for many teachers. Since the teachers are judged for the students that they teach via teacher evaluations it make a teacher look proficient when students are able to pass their class. Tenured teachers will not have as difficult time a non-tenured teachers. Both non-tenured and tenured teachers may find additional classroom visitations from administrators. After several observations administrators may provide improvement feedback, schedule additional support, or provide the teacher with a less than favorable evaluation. Non-tenured teachers could be faced with termination of employment.

Reduction of Racial Allegations

Inflating test scores may reduce the perception of teacher discrimination which can lead to racial allegations. Real teacher discrimination against Black students by stereotyping according to ethnicity. White teachers have more negative attitudes toward Black children and rate Black students more negatively when compared to White students. White teachers rate Black male children more deviant compared to White children. White teachers direct more criticism toward Black males and rate Black male children personalities more negatively when compared to White male children. White teachers perceive White students more positively when compared to Black students. European American teachers favor other students rather than Black students. European Americans have favorable attitudes toward Mexican Americans compared to Blacks and are more likely to accept Mexican Americans compared to Blacks due to Mexican Americans having a closer skin color to European Americans.

Black and White teachers have perceptions of students based on their race. Black and White teachers perceive White girls more positively White boys, Black boys, and Black girls. Compared to White teachers, Black teachers perceive Black girls more negatively. White teachers perceive Black boys more negatively when compared to Black teachers.

Ensures Teacher Safety

Inflating test scores will ensure teacher safety by guaranteeing that there are no reprisals from students or parents for failing academic courses. The American Psychological Association reported that 80 percent of 3,000 surveyed K – 12 teachers reported that they were victimized at least once at school. Approximately 50% of the teachers reported that they experienced harassment from students. Harassment can include obscene gestures, verbal threats and intimidation and obscene remarks. About twenty-five percent of the respondents had experienced physical attacks.

Instead of inflating test scores students can gain higher levels of achievement by teaching children to have great success in the classroom. This will include the following steps:

1. Design the unit assessment
2. Pre-test the students using the unit assessment
3. Design all lesson plans to ensure that students will successfully negotiate through the final assessment
4. Have students to compare their pre and post test scores

Inflating test scores will provide students with a sense of security that is neither productive nor realistic.

Related Articles

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Atlanta School Workers Sentenced in Test Score Cheating Case

Eraser marks spark Arizona standardized test investigation

Dr. Derrick L. Campbell, Ed.D.

QuarantineRacism.com

moreinfo@quarantineracism.com

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