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Early Education as the Pathway to Success: Pre-K to 12

Planning committee co-chair Shirley Malcom, Ph.D. (American Association for the Advancement of Science [AAAS]), stressed the importance of “starting early” in helping children along the pathway to a career in science, engineering, or medicine (SEM), referring to the previous Roundtable workshop on K-Graduate education (NASEM, 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. https://doi.org/10.17226/26391), as well as Dr. Altha Stewart’s keynote (see Chapter 2). That message paves the way to look at solutions systemically, Dr. Malcom suggested, in moderating a session on the topic. The session consisted of a video presentation by Edmund Gordon, Ph.D. (Yale University and Columbia University). Dr. Malcom then engaged in conversation with Kenneth Hill (Chicago Pre-College Science and Engineering Program [ChiS&E]) about innovative programs to reach K–3 students and their parents. A panel followed that consisted of Jean-Claude Brizard, Ph.D. (Digital Promise), Bernard Harris, M.D. (National Math and Science Initiative [NMSI]), and Sonya Douglass Horsford, Ph.D. (Columbia University).

THE IMPORTANCE OF STARTING EARLY

In recognizing the key role of early education on the pathway to success, Dr. Malcom reminded the group that the federal government developed Head Start during the 1960s Great Society period as an early education and care program. She noted it could serve as an example of an existing program to build out to expand pathways for youth. For this reason, she said, she invited Dr. Gordon, one of the creators of Head Start, to discuss the program’s early days.

Dr. Gordon recalled that one of the tensions in building Head Start was whether it should be a literacy program or a child/family development program. He favored the latter, but, he recalled, “Some people thought that we people of color were so far behind academically, we should throw money to academics.” However, he continued, “Those efforts did not pay off…. As we looked at children in elementary and high school, what we came to realize was that their lack of agency, self-efficacy, and self-regulation were getting in the way.”

At this point, he continued, rather than debate the “either/or” of focusing on literacy or development, “let’s try to do both, and some more.” Providing young children with emotional, social, and relational develop-

ment is on target, he said, and the research seems to support it. “The core of learning is not external to the person, but internal,” he explained. “What you want to do is get internal images and intentions on track, and the human brain will do most of the work if that part is right.”

Dr. Malcom pointed out that Head Start continues to operate but not at the level to serve the needs of all who are eligible. She noted that although Dr. Gordon referred to what Head Start could and could not accomplish, research over the years shows the value of early childhood programs. For example, a study of the Perry Preschool Program (Cunha and Heckman, 2009) found a return on investment of between about $7 and $12 for every $1 invested. Additional research shows that money invested in early education pays huge dividends throughout the life course. In looking at systemic models where investments might make a huge difference, she urged “sticking a pin” in the value of early childhood education.

SUPPLEMENTAL EDUCATION

Another area where key investments can make a difference, Dr. Malcom suggested, relates to supplemental education that takes place outside of the classroom. She noted the difficulties in achieving school improvement across the 131,000 public schools in America when control is at state and local levels. Part of the challenge is how to prepare teachers to support education and development of diverse student populations, and how to address students’ socioeconomic development needs. Presenters from ChiS&E, Digital Promise, and NMSI placed their programs in the context of strengthening students’ science, technology, engineering, and mathematics (STEM) identity. Dr. Malcom noted these programs offer opportunities to scale. Creating system-level change means having things in place that can be replicated, adapted, and offered as possibilities for large numbers of people, she pointed out.

INVOLVING YOUNG CHILDREN AND THEIR FAMILIES

Mr. Hill discussed what he has learned from development of supplemental programs in Detroit and Chicago. He built and ran the Detroit Area Pre-College Engineering Program (DAPCEP)¹ for 28 years and estimates DAPCEP reached 50,000 students over that period. Although most

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¹ For more information on DAPCEP, see http://www.dapcep.org.

programs at the time worked with high school students, he explained that DAPCEP targeted middle school students (later going back to Grade 4) so that they could develop the necessary background to take calculus in high school.

When Mr. Hill returned to his hometown of Chicago, he started ChiS&E with K–3 families. “We learned in Detroit that the parents at the lower level really care about their children, love them, and want them to do well,” he said. With support from a National Science Foundation grant, ChiS&E provides a hands-on, activity-based science and engineering program for K–3 parents and students.² Parents come to realize that their children can understand algebra and scientific concepts in these early years. “The idea is for parents to see that their children are brilliant in ongoing experiences so [that] they believe in their children’s ability to excel,” he said.

He explained the program aims to (1) create and inspire in both students and parents a quest for math, science, and technology education and experiences beyond K–3; (2) expose parents and students to science and engineering facilities in their communities; (3) provide parents and students opportunities to meet African American, Latino, and other scientists and engineers; (4) involve parents in cyberlearning; (5) provide teacher training for elementary school teachers who will provide the K–3 preengineering curriculum to parents and students; and (6) provide a family support system with information on health, educational opportunities, child psychology, and assistance in working with government agencies.

When asked about outcomes, Mr. Hill reported that 80 percent of the first cohort who started with ChiS&E have selected a STEM career and are going to universities across the country. To Mr. Hill, from a psychological perspective, a key element of success is reinforcing to children and their parents how brilliant they are. “This program is about building parent self-confidence that their children can excel and teaching them to protect [their children] when the system tries to tackle them,” he said. Dr. Malcom observed that ChiS&E is counteracting the potential adverse childhood experiences (ACEs) discussed by Dr. Stewart during her keynote (see Chapter 2).

APPLYING THE FOUR PILLARS OF MENTAL HEALTH

Dr. Brizard returned to Dr. Gordon’s comments about what the learning sciences show about the importance of self-regulation and executive

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² For more information about this and other ChiS&E efforts, see http://chiprep.org.

function. He stressed that these areas are critical for academic success, and they can be taught, rather than left to accidental discovery. Building on work from the Center for Healthy Minds at the University of Wisconsin–Madison, he referred to four pillars that support mental health, especially for children of color: connection to self, connection to others, sense of purpose, and awareness (Dahl et al., 2020). He continued:

He noted that while “good stress” helps people navigate and engage in powerful learning, toxic stress impacts the learning centers of the brain, memory, and attention. Many students living in racist systems experience toxic stress and are left to themselves to navigate their coursework and their environments, he stated.

Sense of purpose is critical, he continued. Many programs, including many supplemental programs, do not respect or encourage students’ own sense of purpose. Dr. Brizard suggested a great opportunity for supplementary programs is to develop curricula based on the learning sciences and pedagogy, including building on the four pillars. Afterschool programs that can provide resources to children, such as bringing museum resources to the South and West sides of Chicago (an effort in which he is involved), can increase awareness about what exists in the sciences and provide meaningful experiences and potential role models to young people. The Wallace Foundation, he noted, provides support for afterschool programs that are linked to the school-day experience.³

Technology can also expand learning, Dr. Brizard concluded. The organization he leads, Digital Promise, sets up 360-degree virtual reality exchanges among other initiatives. As youth in different places talk to each other, their worlds expand.⁴ It is now operating globally, including in about 650 schools in 32 states. Teachers and parents are also benefiting, he added.

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³ For more information, see www.wallacefoundation.org.

⁴ For more information on Digital Promise, see https://digitalpromise.org/.

EXTENDING ADVANCED MATH AND SCIENCE TO ALL STUDENTS

Dr. Harris said when he speaks with youth, he stands as a physician, astronaut, and entrepreneur, and as an example of what they can do. He agreed with previous speakers about the importance for Black youth to see positive role models instead of negative images in the media.

STEM education is important in ensuring a successful future, he stressed, and “it’s also about empowering our students, communities, and parents to believe in them.” He urged the “brain trust” present at the workshop to make a difference.

The goal of the National Math and Science Initiative is to advance STEM education to ensure all students, especially those furthest from opportunity, thrive and reach their highest potential as problem solvers and lifelong learners who pursue their passions and tackle the world’s toughest challenges, Dr. Harris explained. One way that NMSI does this, he explained, is by identifying and eradicating “STEM deserts” (areas without access to challenging STEM educational opportunities, based on 114 indicators) so that all students have access to the STEM education they need and deserve.⁵ NMSI also focuses its work on culturally responsive education and social emotional learning to support teachers and students.

NMSI has reached 2 million students and 65,000 teachers in 1,800 high schools and 45 universities. Its College Readiness Program has led to higher participation and outcomes in Advanced Placement STEM courses (see Figure 3-1). Another program targets military families. A K–12 program offers professional development to working teachers and through teacher preparation programs in 40 universities. STEM majors take courses that prepare them to become classroom teachers. The program is expanding to 11 Historically Black Colleges and Universities (HBCUs) with the goal to increase the number of Black men and women becoming math and science teachers. NMSI is also creating a campaign around the theme “STEM Empowers.”

Dr. Harris stresses to students that college is the way to advance. “I wholeheartedly believe that if we can bring education, particularly STEM education, to our communities and to our students, we can make a differ-

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⁵ NMSI had developed an index based on “10 conditions, practices, and outcomes that experts believe are critical to identifying where STEM education is being successfully delivered” and mapped school districts around the country against this index. For more information, see https://www.stemopportunityindex.com.

ence,” he stated. He agreed with the need to help students develop a STEM identity, as well as their own identity. “Our kids need to be reminded how infinite they are,” he said. “They need to realize they have the ability to do anything. They have innate abilities and were born for a reason.” He said sometimes that gets lost amid economic and social issues. Through positive reinforcement, he concluded, “we enable them in a way like no other.”

IMPACT OF COVID-19 ON BLACK STUDENTS

Dr. Horsford summarized a study she led through the Black Education Research Collective in the wake of COVID-19 and systemic racism (Horsford et al., 2021). The intent was to hear directly from students, educators, and caregivers. Two principal research questions were asked: (1) What is the impact of COVID-19 on the education of Black children and youth in the United States? and (2) How should educators and community leaders engage in change and action? It is important to document the challenges but also pivot to what to do about it, she pointed out.

In addition to a national survey, 19 virtual focus groups were held in six metropolitan areas. “The findings were not surprising, but it is stunning to see consistency across communities and stakeholder groups,” she commented. These findings included the following:

• COVID-19 and systemic racism have had a disproportionate and traumatic impact on Black students, families, and communities.
• Increased trauma and mental health issues will have major implications for teaching and learning post-COVID-19.
• Schools are ill-equipped to meet the social, emotional, and academic needs of Black students.
• Failed responses to COVID-19, police brutality, and the insurrection at the U.S. Capitol have further reduced trust in schools and public institutions.
• Education leaders and policy makers at the local, state, and federal levels must be held accountable for meeting the educational needs of Black students.

The study’s offered solutions include to protect and defend the rights of Black students to receive an appropriate and equitable education in a safe, welcoming, and affirming learning environment; invest in counseling, psychological and mental health services, and support; and provide pro-

fessional development to teachers and school leaders to meet the needs of Black students. She noted a cultural mismatch in that white women make up 70 to 75 percent of the teacher workforce. She also reflected that the survey and focus group responses show the need to modernize curriculum, pedagogy, and assessment to support affirmative development; to invest in the preparation, cultivation, and mentoring of culturally relevant educators; and to engage Black students, families, educators, researchers, and community leaders as experts and equal partners in advancing educational equity and community transformation for social change. She suggested now is the time for the community to make its needs known and the time for transformative change. While people have been aware of many of these issues, she added, it is important to include it in the evidentiary record.

Dr. Horsford quoted a focus group member who said that “Black education has to be something more along the lines of soul work.” This taps into an important theme of the workshop, she observed:

FURTHER REFLECTIONS BY DR. GORDON AND DISCUSSION

Dr. Gordon shared his thoughts as he listened to his fellow panelists. He expressed delight to see the number of people tuned into the problem and capable of doing something about it moving forward, while acknowledging “there are aspects of the problem that are out of our hands, given the history of oppression of people like us.” Dr. Gordon recounted that he grew up in rural North Carolina with parents who said he had to try harder because he was Black. “If I just set out to be as good as white folk, I wouldn’t make it. I had to be better,” he recalled as their lesson to him. The task now, he said, is to corral resources to help and empower young people today. He echoed the idea, as quoted by a member of Dr. Horsford’s focus groups, of this being “soul work,” and he referred to the power of the “liberating arts and sciences,” a concept expressed by scholar W. E. B. Du Bois.

Dr. Gordon said he could summarize his takeaways from the presentations in five expressions: (1) efficacy (“the belief that the task is worth

engaging in and I can do it”); (2) agency (“the capacity to look at situations and see what is in my own and my community’s best interest”); (3) intellective competence (“knowing, understanding things, and being ready to use knowledge to solve problems”); (4) empowerment (“STEM as a way of empowering students”); and (5) resistance. Related to this latter point, he said, “through all our talks, all of us have found it necessary to call attention to the opposition, and the power of the opposition and the ways in which the opposition is rallying to re-enslave us.” The capacity to resist is important, he stressed.

Continuing, he noted that the presenters spoke to paying attention to the mental health of African Americans. He said he distinguished between mental health in the corrective sense, as important as these services are, and mental health in the preventive sense. He elaborated:

As established in Head Start, he said, it is important to start early, not to pour knowledge into kids but to strengthen families to provide the nurturing support and guidance out of which wholesome development comes. Related to supplementary education, he added that efforts that happen outside of school not only are important in themselves but also enable schooling to work. Looking at the relationship between income and education throughout the world, the people who have adequate resources are better educated than those in poverty, he said. “There is something about being well resourced that correlates with good or advanced education. We can’t do much about the material resources,” he said, but, referring to Dr. Horsford’s presentation, “we can go back to the soul work by building the efficacy and agency in young people, which can go a long way to complement Du Bois’s notion of learning knowledge for advancement in life.”

He concluded that his work is currently directed at a reconceptualization of what it means to have the opportunity to learn. New developments

in the learning sciences pay attention to the importance of social and emotional feelings and social relations to learning, he said. For example, a Black child may have trouble performing if she is afraid that in her effort, she will reinforce her teacher’s stereotyped belief or bias that she is stupid. That set of feelings may have no reality basis, but it is a force in the mind of that child that limits her capacity. Youngsters must have models and opportunities for success to build a store of confidence and efficacy, he urged. “Out of manifestations of effort we get achievement, and out of the experience of achievement, we gain confidence,” Dr. Gordon said.

On the topic of resistance to Black achievements, Mr. Hill commented about the situation in Detroit in which after public school students began excelling at metropolitan-area science fairs, the funding was pulled. Dr. Gordon noted other situations in which success is met with attempts to “pull the rug out.” He said the only model to counteract it in a democracy is to resort to democracy itself and have influence in the political arena. This resistance has taken place for eons, Dr. Harris commented. “I have come to the conclusion that we have to be our own affirmative action. Those of us in positions of power, decision making, and leadership must provide support, even economic support because that’s what it comes down to. We have to build that wealth within our communities,” he stated.

Discussing how to embed racial empowerment into teaching and learning, Dr. Brizard said he agreed with the idea of positioning people of power within communities to protect the investment needed in young people. Cultivating leadership, such as in school systems, universities, and agencies, is critical to supporting the resource flow. For empowerment, he added, “you have to attack it from multiple vantage points. It has to show up in the curriculum and in the pedagogy so there is a hard wiring of the effort,” he said. “We have to change the mindset of the people who are in front of our kids through diversity of the teaching and leadership staff and other measures. It is an all-out effort; one lever is not enough.”

Related to the mental health ramifications of the “Black tax” for those who excel, Dr. Brizard said he has observed situations in which professionals of color are not just participating in a particular work-related strategy, but having to navigate an environment. Understanding toxic stress is essential, as well as building resilience to navigate systems and pushing the systems to change.

In response to a question, Dr. Horsford said although she could not assume her research is generalizable to rural Black students since it did not take place in those areas, she “has not seen a place yet where Black

students are being educated to the best of their ability.” That signals the need for systemic change, she added. “We have focused on assimilating to the system and tinkering around the edges, but I do think we have an opportunity to really rebuild it,” she said.

Dr. Malcom concluded that K–12 education is “where we will lose the most people if we don’t do something about it, but also where we have the least amount of control” because of how the formal education system is structured. She noted the presenters’ solutions stressed the importance of early and supplemental education, building community, and reengaging around issues.

REFERENCES