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Color of Education is a partnership between the Dudley Flood Center, Public School Forum of North Carolina, Samuel DuBois Cook Center on Social Equity at Duke University, and the Center for Child and Family Policy at Duke University’s Sanford School of Public Policy. Sandra Wilcox Conway of Conway and Associates also provided key partnership design for Color of Education. The partnership seeks to build bridges across the fields of research, policy, and practice and bring together the knowledge and perspectives of communities, educators, policymakers, experts and other key stakeholders focused on achieving racial equity and dismantling systemic racism in education across the state of North Carolina.
The Flood Center is thrilled to invite you to its 2022 Color of Education Summit. This year's keynote speaker is Dr. Jelani Cobb. If you are interested in sponsoring this event please contact Dr. Deanna Townsend-Smith at dtownsend-smith@ncforum.org.
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Free Tickets for Students & Teachers |
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Thanks to our sponsors we have 200 FREE tickets for teachers and students to attend the 2022 Color of Education Summit in-person or virtually on October 22nd, 2022 from 9am - 6:30pm.
To request your free ticket click the "Request Sponsorship" button on the Color of Education registration page.
For further guidance on how you can access these tickets click here.
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Current Color of Education Sponsors |
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Honoring Dr. Dudley Flood |
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The Impact of Black Teachers during Segregation |
Last week's #HistoryCounts moment highlighted the unintended outcomes of the Brown v. Board of Education decision which marked the beginning of school desegregation. School desegregation and integration had lasting impacts on teacher diversity, recruitment, and retainment. When Black students began to integrate into schools that were historically white, teachers of color faced challenges obtaining employment at integrated schools. Not only was this detrimental for teachers, but also for students, parents, and communities because of the significant role that Black educators had in teaching and caring for students. The video linked above is a testimonial of the influence, impact, and importance of Black teachers in segregated schools in Virginia.
Today there are several factors contributing to the lack of access to highly qualified and diverse teachers. While there are varying factors, it is important to understand that at the foundation of this lies the fact that schools were never fully integrated. Black students and teachers were not offered the same opportunities as their white counterparts, and as a result schools continue to suffer from segregation. Last week we highlighted that while students of color make up 51.7% of the NC Schools, only 23% of educators are educators of color. This statistic highlights the current and pressing need for diversity in the teaching profession. One of the Dudley Flood Center’s responses to address the teacher pipeline and diversity issues in NC Public Schools is the Jeanes Fellows program. This program is designed to be a pioneering recruitment & retention effort ultimately improving schools and communities. Much like the original Jeanes Teacher, the reimagined Jeanes Fellow will respond to the needs of their district and community by doing the “next needed thing” to address barriers to student success. For more information on how the Flood Center is addressing inequities in the teaching profession please click the button below.
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US Department of Education Hispanic Heritage Month |
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Student Voices Blog Series
Today, there are about 3 million Hispanic undergraduate students in college. Each student has their unique postsecondary experience. Each have a story of overcoming barriers and challenges. Each have a story of student success
To highlight these stories of student success, the White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Hispanics launched a Student Voices blog series. The purpose of the series is to showcase the unique college experiences of Hispanic students. These shared stories can serve as a resource for current students, especially first-generation students, to learn more about college life. In addition, it can be beneficial for faculty and university administrators to learn more about the Hispanic undergraduate experience. By celebrating our students’ achievements, this can create pathways for future Hispanic student success by demonstrating what our students are already achieving, while additionally underscoring the potential, and need, for future growth.
No student is the same, and these blog posts highlight the many different paths, obstacles, and dreams of these students as they navigate their way through college. From community college experiences to finding a different career path, this blog series encompasses only a fraction of stories that college students may experience. We hope to share these stories as a way to know that current students are not alone in this experience and to be encouraged and empowered in their postsecondary education experience.
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The Dudley Flood Center NC School Desegregation Timeline serves as a resource that explores the policies, court cases, and important historical events that shaped not only school desegregation in North Carolina, but also the resegregation that has occurred in more recent years. However we recognize that this timeline is not exhaustive. We invite you to submit important events, policies, and legislation that has impacted the goal of integration in NC public schools.
Examples of submissions include:
- Dates of school district desegregation across the state.
- Local policies that impacted segregation or resegregation at the district level
- Legal cases that impacted the desegregation of NC Schools
If you have any questions please contact Ashley Kazouh at akazouh@ncforum.org
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Color of Education Event Calendar |
This event calendar serves a statewide database of events, webinars, conferences and any covenings aimed at addressing issues of inequity in education. Educational stakeholders are encouraged to submit their events and convennings to be publicized throughout the Dudley Flood Center networks as well as utilize the event calendar to stay tuned in to what is happening across the state and join in collaborative efforts to address educational inequities. |
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Our goal for this mapping project is to help build a visible network of organizations engaged in this work across the state in order to highlight the efforts that are already underway, especially those that are centering and being led by communities of color. The map will help connect organizations to one another across sectors, facilitate the sharing and building of resources, knowledge, and collective action, and elevate and support the critical work that each of you are engaged in as individual organizations. It is our hope that this collective network of racial equity advocates will be stronger as a whole than as the sum of its parts. |
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News in Educational Equity |
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The Key to More Equitable Schools? Deep Commitment
Ileana Najarro | September 6, 2022
EdWeek
What do we mean when we talk about making schools more diverse, equitable, and inclusive?
Generally speaking, we’re talking about making sure all students—especially those who’ve been historically undeserved by public schools—receive an education that will help them reach their full potential.
So, how do we achieve this?
ABOUT THIS PROJECT
This story is part of a special project called Big Ideas in which EdWeek reporters ask hard questions about K-12 education’s biggest challenges and offer insights based on their extensive coverage and expertise.
Over the last few years, researchers and practitioners have increasingly turned to diversity, equity, and inclusion—or DEI—work, meaning designing and implementing policies, programs, and initiatives at the district or school level to resolve inequities. Educators might, for example, buy more classroom books with stories that better reflect students’ racial diversity. Or leaders might mandate anti-bias training to prevent stereotyping that can threaten student progress, such as setting lower expectations for students of color.
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After two years, free school meals for all is over. What does that mean for students and their families?
Lindsay Wagner | September 20, 2022
EdNC
For more than two years, all public school students across the nation have been able to access healthy school meals at no cost to them, ensuring every child has the opportunity to engage in learning without the distraction of hunger.
But beginning with the 2022-23 school year, the federally subsidized program started in response to the COVID-19 pandemic to provide a stable food safety net for all public school children has come to an end. Free school meals are still available to those who meet income requirements; however, students coming from households earning just above income thresholds to qualify must pay for school breakfast and lunch at full price.
The result? Far fewer meals are being served in school cafeterias to students, and many leaders are worried.
“We are already seeing a decrease in about 300 school lunches served per day as compared with what we served during COVID,” said Dr. John Shepard, principal of North Henderson High School. “That’s gut wrenching to me, because that’s 300 kids that normally would be eating, but aren’t.”
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UNC-Chapel Hill faculty members pass resolution as tensions continue over free speech
Joe Killian | September 14, 2022
NC Policy Watch
Faculty members at UNC Chapel Hill have often spoken their minds – but in some cases, they have done so at their own peril.
Political appointees on the UNC Board of Governors have targeted academic centers whose work they oppose. They have allegedly meddled in faculty hiring decisions for political reasons. And they have exacted reprisals against faculty members who speak publicly on political controversies of the day.
Last week UNC-Chapel Hill’s Faculty Council passed a resolution affirming the right of faculty members to speak freely and the university’s duty to protect their speech.
“[Faculty members] should be encouraged to provide thought leadership, to be public scholars when their work gives them meaningful insight,” said Mimi Chapman during the meeting. “This is what faculty at a great research university does. They weigh in. They share their knowledge and experience. We shouldn’t be intimidated into hiding our light under the proverbial bushel.”
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How Attacks on Critical Race Theory Are Affecting Teachers
Larry Ferlazzo | September 18, 2022
EdWeek
CRT – Three little letters that create responses from anger to confusion. If someone asked educators what CRT stood for, even just a few months ago, many would say culturally responsive teaching—a way to meet all student needs through their background. Far from the big scary concept that some deem these letters to represent.
In the legal world, CRT stands for the ethical framework of critical race theory. This theory is not taught in K-12 schools. However, because political leaders and select national news stations have used the acronym of “CRT,” no one knows what it actually represents; it has been simplified to just three letters. This is rhetorical redefinition at its finest. Because this concept is shortened to three letters, someone can create new meaning—even inserting a conglomeration of made up information. The acronym definition becomes broad, allowing anyone to fit their own implications onto it, with some in power indicating that it is used in schools to discuss a growing range of concepts such as white privilege and white guilt. Parents have been swayed by self-serving politicians and media outlets to believe the CRT boogie man is in their local schools. In my state of West Virginia, our legislators passed a bill fueling this rumor—the boogie man is hiding in classroom bookshelves.
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Teacher licensure, evaluation, and pay could change. Educators, now is the time to weigh in.
Mebane Rash | September 13, 2022
EdNC
What would my license level be?
What are the requirements and supports for that license level?
How much more could I be paid?
Educators have questions, and at long last, you can evaluate a proposal before a state commission and assess the answer to those three important questions.
Last week, the Professional Educator Preparation and Standards Commission (PEPSC) considered an updated draft of a proposal to change how North Carolina teachers are licensed, evaluated, and compensated.
Now, you can take a look at the proposal, anticipate which license level would apply to your years of experience, assess the requirements and supports for the license level, and consider how much more you could be compensated.
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2022 KIDS COUNT DATA BOOK
2022 STATE TRENDS IN CHILD WELL-BEING
By the Annie E. Casey Foundation
August 8, 2022
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DEVELOPING A REPRESENTATIVE & INCLUSIVE VISION FOR EDUCATION
FINAL REPORT AND RECOMMENDATIONS
Presented to Governor Roy Cooper
January 1, 2021
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DEVELOPING A REPRESENTATIVE & INCLUSIVE VISION FOR EDUCATION
A Plan to Implement the DRIVE Task Force Recommendations to Increase the Racial, Ethnic, and Linguistic Diversity of North Carolina’s Educator Workforce
Presented to Governor Roy Cooper
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Statewide Resources & Events |
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A Conversation about myths, misinformation, and reality of Critical Race Theory
Is “critical race theory” a way of understanding how American racism has shaped public policy, or a divisive discourse that pits people of color against white people? Liberals and conservatives are in sharp disagreement.
The topic has exploded in the public arena this spring—especially in K-12, where numerous state legislatures are debating bills seeking to ban its use in the classroom.
In truth, the divides are not nearly as neat as they may seem. The events of the last decade have increased public awareness about things like housing segregation, the impacts of criminal justice policy in the 1990s, and the legacy of enslavement on Black Americans. But there is much less consensus on what the government’s role should be in righting these past wrongs. Add children and schooling into the mix and the debate becomes especially volatile.
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Scholarships and Resources for HBCU Students |
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At BestColleges they believe that dream jobs start with dream schools, which is why they provide students with direct connections to schools and programs suited to their educational goals. As a trusted education advisor, they also host free college planning, financial aid, and career resources to help all students get the most from their education and prepare for life after college. BestColleges.com created a scholarship guide specifically for HBCU students!
Their guide covers:
- Financial Considerations for HBCU Students
- Excellent Scholarships for HBCU Students
- Grants for HBCU Students
- Additional Resources for Financial Assistance
Review the HBCU Scholarship guide below:
https://www.bestcolleges.com/resources/hbcu/scholarships-and-grants/
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The National Equity Project's Training Courses |
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Center for Racial Justice in Education Resources & Services |
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Center for Racial Justice in Education offers trainings, consultation, and in-depth partnerships to educators, schools, and educational organizations who want to advance racial justice. Because children don’t only learn in one place, Center for Racial Justice in Education works with PreK-12 educators of all kinds—from classroom teachers and principals to teaching artists and parents.
Center for Racial Justice in Education trainings provide educators with a framework to understand the context, history, and manifestations of racism, as well as tools to build an anti-racist practice. We work with educators to identify, examine, and disrupt systems that perpetuate racism—often in their very own institutions.
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Dr. Dudley E. Flood
Dudley Flood Center for Educational Equity and Opportunity Namesake
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Dudley E. Flood was born and reared in Winton, North Carolina. Since 1970, Dr. Flood has lived in Raleigh, North Carolina.
He began his career as a teacher of math, science and English at the eighth grade level. He later taught high school social studies and coached high school basketball and football. He served for three years as principal of a school covering grades 1 - 12 before joining the North Carolina Department of Public Instruction as a specialist in school desegregation and race relations.
During his 21 years of service with the Department of Public Instruction, he earned promotions first to Assistant and then Associate State Superintendent. After retiring from Public Instruction on December 31, 1990, he served for 5 years and 3 months as Executive Director of the North Carolina Association of School Administrators. Since April 1996, he has been a lecturer and consultant to groups throughout the country and abroad.
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Please fill out the form below to request Dr. Dudley Flood or the Flood Center Team to present at your next event. |
The Flood Center would like to thank our funders. Without their support we would not be able to do this necessary and rewarding work. If you are interested in funding the work of the Dudley Flood Center contact Dr. Deanna Townsend-Smith at dtownsend-smith@ncforum.org or submit the below form with your donation to
1017 Main Campus Drive
Suite 2300
Raleigh, NC 27606
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The Flood Center newsletter is published monthly by the Dudley Flood Center. The Flood Center is a part of the Public School Forum of North Carolina. Archived editions can be found at here. Please contact mmcclendon@ncforum.org for questions or newsletter considerations. |
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