How Can Ebonics be Implemented to Help African-American Students Who Are Failing Standard English in the New York City Education System?

Ebonics has shown all its supporters and critics how effective a tool it can be in the classroom. With numerous New York City African-American students who are struggling in the reading and writing department of their education, can Ebonics help them as well? Many people may ask, "Should Ebonics be implemented into the classroom--period?" From my perspective, yes, it should and in agreement with my claim are startling facts mentioned in Charles Baillou' s article, "Advocates Say They Want to Use Ebonics to Advance Study of English." In his article, President Ayo Harrington of the United Parents Association states that 120,000 African-American and Latino students are emolled in special education, and a small percent out of 1.1 million African-American and Latino students enrolled in New York City Public Schools graduate. Furthermore, it is pointed out that the majority of schools that are performing poorly is in African-American communities (Baillou). The article then comments on how Ebonics can be placed in New York City Schools, if it is ever considered. Similar to the Oakland School District, educators must be trained to understand Ebonics and its history, demonstrate respect towards African-American students who speak Ebonics in the classroom, and be instructed on how to use Ebonics as way to teach Standard English (Baillou). However, is Ebonics indeed needed in the classroom of New York City Public Schools? According to New York City Public Schools 2001-2002 Annual School Report, South Shore High School, which predominately consists of African-American students, is performing poorly in English, with only 2.8 percent of its students passing the subject with a score of 85 or higher. Similarly, Jamaica High School's enrollment consists of mainly African-American students that are not excelling in the area of English with only 4.8 percent of the students passing the subject with a score of 85 or higher (New York City). However, Stuyvesant High School, which has predominately white American students, is a school of excellence with 60.4 percent of its students excelling in the area of English with a score of 85 percent or higher (New York City). Thus, one can conclude that if Ebonics is utilized at South Shore and Jamaica High School, the performance in their students' English skill might increase. Unfortunately, many people would not consider the notion and are presently fighting against the idea of Ebonics being placed in New York City classrooms. Yet, the more the issue is argued among parents, educators, and administrators, the more the students continue to fail and not proceed to the next level.

As an English major who has been recently introduced to the issue of Ebonics in the classroom by listening to a radio program and who aspires to teach Secondary English after attending graduate school, this dispute is of great interest and concern from me not only as a future educator but as an African-American. Many chilredn of my raced are struggling and failing in school, mostly in the area of reading and writing. Being a teacher means helping those students the best way one can in order for the sake of their well-being and future. Banning the use of Ebonics in classrooms for the reason that it is not a language like Standard English or Spanish is not reason enough to prevent a struggling student to be assisted. When an effective method is not used that would help increase children's test scores in English, the students are the ones who suffer. Every child, regardless of what race, gender, or nationality, deserves the best possible education that is available. If they are denied that, then what is left for a teacher to do?