Last week, the Education Trust–West released the report “Black Minds Matter: Supporting the Educational Success of Black Children in California,” a comprehensive review of how nearly 1 million Black children and youth in California are progressing from preschool through college. The report draws on newly released state and national data to document persistent disparities at every stage of education, and it highlights the promising, evidence-informed strategies being used across the state to close opportunity and achievement gaps for African American students.
California is home to the fifth-largest Black population in the United States, and recent improvements in graduation rates do not erase the deep and ongoing inequities in access and outcomes. Although more Black students are graduating from high school and earning college degrees than a decade ago, Black students remain underrepresented in gifted and talented programs, less likely to receive a full sequence of college-preparatory coursework, less likely to graduate high school in four years, and less likely to complete a college degree. At the same time, Black students are disproportionately subjected to suspensions and expulsions, are more likely to be assigned ineffective teachers, and are overrepresented in remedial, non-credit-bearing college courses.
These disparities do not reflect a lack of ability or commitment on the part of students. Rather, the patterns described in the report stem from unequal access to opportunities, historical policy choices, and institutional weaknesses that limit Black students’ chances to thrive. The report emphasizes that systemic barriers—rather than student preparation—are major drivers of the gaps observed across California’s schools, districts, and higher education institutions.
“Although we’ve made some progress, Black students continue to face an education system that squanders their talent,” said Ryan J. Smith, Executive Director of Ed Trust–West. “The deaths of unarmed youth by law enforcement across the country tell Black youth that their lives matter less than other lives. Similarly, the decisions made within our education systems tell Black students that their minds and futures matter less as well.”
Importantly, the report also showcases schools, districts, universities, and community-based organizations that are actively working to reverse these trends. These programs and practices offer concrete examples of how targeted investments, culturally responsive teaching, stronger supports for college preparation, and restorative approaches to discipline can increase access and improve outcomes for Black students. By documenting what is working, the report suggests that the persistence of achievement and opportunity gaps is due more to a lack of statewide urgency and consistent commitment than to a shortage of knowledge about effective solutions.
Promising strategies highlighted in the report include expanding access to rigorous coursework and gifted programs, strengthening teacher preparation and retention in underserved schools, implementing restorative discipline practices that reduce suspensions, and designing college pathways that reduce the need for remedial coursework. The report also calls for improved data transparency and accountability so that school and district leaders, policymakers, and families can identify inequities and measure progress. Community partnerships and parent engagement are presented as essential components for sustainable change, helping to align school practices with the needs and aspirations of Black students and families.
“All students deserve a strong education; we need to do more to learn from the schools, educators, and parents helping Black students excel,” said Sherry Griffith, Executive Director of the California State Parent Teacher Association. The report urges educators and policymakers to amplify successful local efforts and scale interventions that demonstrably close gaps in opportunity and achievement.
To accelerate change, the report offers a set of recommendations for policymakers, education leaders, and community stakeholders. These recommendations prioritize equity-focused investments, revisions to discipline and placement policies that disproportionately harm Black students, supports for rigorous college-preparatory curricula, recruitment and support of effective teachers in high-need schools, and commitments to data-driven accountability. The recommendations are intended to serve as an action plan that California can use to translate concern into measurable progress for Black students from preschool to higher education.
If California aspires to be a state of opportunity, the report argues, it cannot accept the current pace of change. Meaningful progress will require sustained political will, targeted resources, and collaborative efforts across schools, districts, higher education, and community organizations. The Education Trust–West report makes clear that with focused attention and proven practices, California can better support Black students’ educational success and ensure that their minds and futures truly matter.