I’ve launched into a new book with a tight deadline (You might have thought I’d avoid that, given that the Michelle Rhee book, The Bee Eater, turned into a crash production after Mayor Fenty lost his bid for another term .... but no). To free up time for book research and writing I have invited several guest bloggers to step in with their thoughts on the boy troubles.
Most of the guest bloggers will focus on minority males, the area everyone agrees is a very serious problem. That emphasis is especially relevant now that Congress is debating the renewal of No Child Left Behind. The existing law has triggers based on race and income -- but not gender. The new law may lose all its triggers and be based only on whether students are making progress.
If the nation’s education laws continue to ignore the plight of males in K-12 education, especially black and Latino males, what’s the alternative?
The first guest blogger will be John Michael Lee, Jr., Ph.D., the policy director for the Advocacy and Policy Center in the Advocacy, Government Relations and Development unit at the College Board.
Some background: John earned his Ph.D. in higher education administration from New York University and his MPA with a concentration in economic development from the Andrew Young School at Georgia State University. John works on a variety of projects that include the College Completion Agenda Progress Report, Hispanic Supplement to the College Completion Agenda, the 1st Annual Counselor Survey, and the Educational Experience of Young Men of Color. John’s research interests include student access and participation in higher education, student preparation, and higher education policy. Prior to joining the College Board, John served as a policy analyst for the Georgia Department of Economic Development. John is a member of several professional associations including the American Educational Research Association (AERA), the National Council on Measurement in Education (NCME), the Association for Institutional Research (AIR), and the Association for the Study of Higher Education (ASHE).
The opinions expressed in Why Boys Fail are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.