Frankly, it's easier to think we fail students because they don't have enough resources at home than because we educate white students better than students of color.

PMG FILE PHOTO - A 2015 study produced in Oregon by the Center to Advance Racial Equity compared racial groups and has analyzed educational outcomes for white students and students of color, including both low- and high-income families. 

Historically, when issues of racial equity are talked about, people will often say that the problem isn't racism but rather that people of color are more likely to be poor and that any discrepancies that exist (either in terms of opportunities or outcomes) are more the result of poverty than race.

CONTRIBUTED - Ann Curry-Stevens A 2015 study produced in Oregon by the Center to Advance Racial Equity compared racial groups within similar income categories to see what level of academic achievement was attained by each group. The CARE findings showed that in Oregon, when comparing academic achievement of higher income students (wealthier students who do not qualify for free-or-reduced lunch subsidies) to other students, students of color were not as able to reach the same levels of academic success. And that "while income remains a protective factor for all student groups (meaning high-income students do better than low-income students), even economically advantaged students of color are, on average, unable to gain the educational results attained by economically advantaged white students."

CONTRIBUTED - Matt Morton Academic achievement differences were visible in elementary and middle schools, presenting about a 5 percentage point difference in test scores, both in English and math. In high school, the gap doubles and more-affluent white students have test scores that are approximately 10 percentage points higher than affluent students of color in both math and literacy. Graduation rates are also significantly better for those white students, at 85% compared with 81% for the students of color.

In short, the CARE study showed that even among the more affluent students, students of color face barriers that interrupt their educational progress, while white students are able to take fuller advantage of the benefits of higher incomes.

The second study looked at these patterns across time and found that, in comparison with the 1950s and 1960s, there is, in fact, a reduction of the influence of race on student success and rising influence of family income. This insight does not invalidate the CARE study, but it brings forward a view that suggests progress has been made in reducing the influence of racism in student achievement.

But not so fast …

This isn't much of a good-news story.

Racial disparities by income have been reduced (though not eliminated) over the past two generations, but inequities have worsened over the past 40 years due to rising income inequality based on race.

What's more, low-income students increasingly are part of single-parent families where fewer adults being present narrow the likelihood of enough time to support homework and reinforce academic needs. Also implicated is that students of color are increasingly likely to attend high-poverty schools, at levels eight to 10 times higher than that of white students.

In essence, income inequality is outpacing the influence of racial dynamics.

If we really want to understand the achievement gap, we need a large comparative study of students, collecting their racial and income demographics, tracking income changes and how that impacts their academic performance over time.

The study should track all students in a district or state and assess how incomes and race influence school performance.

The problem is that the education system does not track income, except for student eligibility for free-and-reduced lunch programs, which captures only those with incomes up to about twice the poverty level.

Until this comparative study is done, we draw from the best available evidence that shows even affluent students of color still are unable to get the same level of academic achievement as their white counterparts.

We ask that educators build the ability to shoulder the possibility that racism exists in their schools, classrooms and teaching. We also know that most people, including educators, do not want to believe themselves capable of racism, despite the fact that studies show 96% of educators hold unfavorable bias toward students of color. It's easier to believe that educators fail students due to income barriers rather than race bias.

Is it really hard to believe that our schools are not performing well enough to support children of color and many educators deflect issues of race and redefine them as poverty or income related?

Frankly, it's easier to think we fail students because they don't have enough resources at home than because we educate white students better than students of color. The available research shows that racial equity and educational dimensions that include harmful elements of racism and white privilege must be the focus of school and education system reform efforts.

Ann Curry-Stevens was founding director of Portland State University's Center to Advance Racial Equity and a former associate professor PSU's School of Social Work. She's now on the faculty of Canada's Wilfrid Laurier University. Matt Morton is the Equitable Education Portfolio Director for the Meyer Memorial Trust. This column is adapted from a blog he posted in August. You can reach him at This email address is being protected from spambots. You need JavaScript enabled to view it.

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