What a memory flashback I had today when reading this article, “Black and Brown Students are Denied Access to Advanced Placement Courses, the New Jim Crow In Education.” [1]

On a spring day in 2006, my son Joshua plopped into the passenger seat of our family car and proudly announced that he had been selected to enroll in Honors World History for his sophomore year in high school at his highly ranked, predominantly white high school in Georgia. This seemingly good news gave me pause for thought.  Why?

As a mom who attended an NC high school in the late 1970s, very late, as I graduated from high school in 1979, there were no honors courses. Students took either on-level classes or Advanced Placement (AP). I wondered why Josh had been selected for Honors over AP World History, especially since he had a 98 in 9th-grade History and had exceeded expectations in both 7th and 8th grade on the state-required Criterion-Referenced Competency Test (CRCT). I wondered why Josh wasn’t placed in Honors 9th-grade History instead of an on-level class, based on his middle school History grades and the CRCT. Had I unwittingly missed an opportunity for my son? I had, but I decided right then and there that it wouldn’t happen again.

Later that evening, I approached Josh about his placement in AP versus Honors World History.  His response made me feel immensely sad.  He said that “he didn’t think he should take AP World History as his teacher hadn’t recommended it for him, so it might be too hard for him.”  What?!

“My argument isn’t that white teachers shouldn’t teach children of color; for all children need all teachers, and as Christopher Emdin might add, “it is possible for people of all racial and ethnic backgrounds to take on approaches to teaching that hurt youth of color,” and because of this, I merely suggest that teachers check their microaggressions and update their cards on cultural competencies.”[2]

I asked Josh what the process was to override his teacher’s decision, and he shared that I would have to sign a waiver stating that I was aware that he hadn’t been recommended for the AP course and that it was my decision, not his teacher’s, for him to be placed in AP World History.  I completed and signed the waiver and gave it to Josh to return to his teacher.  He reluctantly did as he was told and lived with his self-doubt throughout the summer.

Fast forward to his sophomore year in high school and AP World History.  His first two exams were not great, so my self-doubt followed, but after speaking with his teacher, I was assured that Josh was more than capable and a willing, active class participant.  Josh earned a C+ in the 1st semester and a B+ in the 2nd semester of AP World History.

The strongest confirmation that I had made the right decision on my son’s behalf came in July 2007 when Josh received his AP World History Score.  He earned a 5 (i.e. the highest score possible) on this exam and went on to earn 5’s in US History, European History, and American Government and Politics; as well as earning a 4 in Comparative Government.

In Joshua’s own words, as taken from one of his college application essays, “As a sophomore, I enrolled in AP World History.  Since it was my first AP class, I did not know what to expect.  On my first day of the course, I met a man who said from day one that he was like a coach preparing us for a game.  The game that he was referring to was the AP Exam, and the man – my teacher was Mr. Edelstein.   Mr. Edelstein introduced me to the three types of essays that I would be required to write for the AP Exam.  He further introduced me to analytical historical writing and how to illustrate the similarities and the differences between historical events.  The added dimension of being able to analytically compare and contrast history added to my love of history.  By the time “the game” rolled around, I was prepared and earned a “5” on the AP Exam.”

Josh graduated in 2013 with a BA in History and a minor in Government and Legal Studies from one of the nation’s top liberal arts institutions, Bowdoin College. And without a doubt, I believe that his acceptance to Bowdoin and the other prestigious institutions where he was admitted, including Davidson, Wake Forest, and the University of Wisconsin, was due in large part to his performance on AP Exams.

[1] http://atlantablackstar.com/2018/06/04/black-and-brown-students-are-denied-access-to-advanced-placement-courses-the-new-jim-crow-in-education/#

[2] http://phillys7thward.org/2018/05/implicit-racial-bias-white-teachers-affecting-educational-attainment-african-american-boys/