1. THE ELEPHANT IN THE ROOM: WHY RACE MATTERS IN EDUCATION REFORM

2. EDUCATORS IN PURSUIT OF EXCELLENCE “When we choose excellent performance as the goal, academically and socially, we change the teaching and learning paradigm in fundamental ways. By setting the required performance level at excellence, we require excellent performance to be articulated.” -Dr. Asa Hilliard

3. WELCOME AND INTRODUCTIONS

4. CONFERENCE OUTCOMES Launch an in-depth dialogue about race in education reform Establish a shared meaning and language: excellence, equity, access, quality schools, best practices etc.. To have an open dialogue with courageous conversations about race in education reform.

5. “COLOR BLIND OR COLOR BRAVE?” Essential Question: Why does race continue to be the “elephant in the room” in society and in education reform? Guiding Questions: What has been the significant impact that race has played in education?

6. PORTRAIT OF INEQUALITY AFRICAN AMERICAN AND HISPANIC CHILDREN IN AMERICA Poverty Poverty destroys childhood and can destroy children. In 2015, 16.1 million children –more than one in five – were poor. Hispanic children are nearly three times as likely to be poor (34.1%) as White children (12.5%). Black children are over three times as likely to be poor (38.8%) as White children (12.5%). Hispanic children are two-and-a-half times as likely as White children to live in extreme poverty. Extreme poverty is defined as half of the poverty level or less ($22,000) for a family of four in 2016). Black children are nearly three-and-a-half times as likely as White children to live in extreme poverty.

7. PORTRAIT OF INEQUALITY AFRICAN AMERICAN AND HISPANIC CHILDREN IN AMERICA The Achievement Gap Hispanic and Black children continue to fall further and further behind as they progress through school: In 4th grade 82% of Hispanic public school students cannot read at grade level and 76% cannot do math at grade level. In 4th grade 84% of Black public school students cannot read at grade level and 83% cannot do math at grade level. In 8th grade 82% of Hispanic public school students cannot read at grade level and 80% cannot do math at grade level. In 8th grade 86% of Black public school students cannot read at grade level and 87% cannot do math at grade level. Hispanic students score lower than all other racial/ethnic groups except Black students on the ACT and SAT college entrance exams. Black students score the lowest of any racial/ethnic student group on the ACT and SAT college entrance exams. 66% of Hispanic students graduate from high school within four years of starting 9th grade compared to 82% of White students. 64% of Black students graduate from high school within four years of starting 9th grade.

8. PIPELINE TO PRISON FACTS

9. “TEACHED”

10. COLOR BLIND OR COLOR BRAVE Mellody Hobson 10 min – Table Discussion 15 minutes Group Discussion

11. GROUP ACTIVITY WELCOME/INTRODUCTIONS Please share: Name Name of your school and Location “Why do you get up every day to do this work?”

12. COURAGEOUS CONVERSATIONS ABOUT RACE At Your Table Answer the following questions: How has race been the elephant in the room in your work environment? Share some specific examples.

13. NOW WHAT? How should we address the role of race and reform?

14. WRAP UP AND CALL TO ACTION Quote from James Baldwin “Not everything that is faced can be changed, but nothing can be changed until it is faced.” How will YOU react when facing the elephant in the room? What will you do to change what you are facing?

15. CLOSING REMARKS