NO Child left behind!!

A few weeks ago, I had the honor of speaking as part of Professor Booker’s keynote presentation at an educational conference at Wesleyan College in Middletown, Connecticut. My focus was on social promotion, a practice that, in my experience, does more harm than good. Social promotion is nothing more than a system’s way of labeling students and pushing them forward without ensuring they meet academic standards. When I was in school, if a minority student didn’t do well on standardized tests, the common justification was that the test was culturally biased. While I agreed with this idea to an extent, I also understood that culture is not simply what we are born into—it is what we are exposed to, taught, and immersed in. If someone is raised within a society, they will inevitably learn that culture. Instead of adjusting how we assess students and ensuring that all students have access to meaningful, relevant learning, the system moved in the opposite direction. Over time, standardized testing has lost its role in education, and students are now being moved forward without ever proving they understand the material.
The impact of this is clear. I have seen students pass through middle school without ever truly passing a math or English class, only to reach high school and suddenly face the harsh reality of needing credits to graduate. When these students struggle, they are placed in credit recovery programs, attempting to learn years’ worth of material in condensed time frames. These programs are not a solution—they are a consequence of years of low expectations. When students are conditioned to believe they don’t have to work hard to move forward, they internalize it. By the time they reach high school, they are so accustomed to being passed along that many are unequipped to handle the demands of a diploma. The system tells them they are progressing, but in reality, they are being set up to fail in the long run.
In today’s political climate, we see constant debate over Diversity, Equity, and Inclusion (DEI). Some argue that DEI initiatives are essential, while others push back against them. But the real question should be: What good is DEI if we are not educating our students? If students leave high school unable to read proficiently, write effectively, or solve basic problems, then no diversity initiative will help them navigate adulthood. Education should always take priority. College is not necessary for everyone, but a strong academic foundation is. Without basic literacy, numeracy, and critical thinking skills, students are left at a disadvantage—one that no policy or initiative can undo.
As someone who has been a teacher for nearly 25 years, I have seen firsthand the struggles within urban schools. I have also been one of the few Black male teachers in every school I have worked in. The number of Black male teachers is already low, and despite recruitment efforts, that number continues to decline. This is not a DEI issue; this is an academic foundation issue. To become a teacher in Connecticut, one must earn a four-year degree, pass multiple Praxis exams, and obtain a master’s degree within five years of hiring. If a significant portion of students are being socially promoted without mastering core subjects, how can we realistically expect them to pursue rigorous academic and professional paths, let alone enter the teaching profession? The problem is cyclical—low expectations lead to low performance, which in turn leads to fewer qualified professionals from these communities.
The solution is both simple and difficult. We need to return to the basics. We need to stop promoting students who have not met academic standards and implement a structure that prioritizes real learning. One approach that could work is restructuring the school day itself. Instead of long, drawn-out hours where students are disengaged, schools should consider shortening academic instruction for K-8 students to three to four hours per day, ensuring that students receive focused, high-quality lessons. The remainder of the day could then be dedicated to enrichment—structured activities such as sports, music, arts, career exploration, farming, carpentry, team-building, and outdoor education. This type of model would not only ensure that students develop academic skills but would also expose them to opportunities that could spark lifelong passions and career interests. Additionally, this structure would allow teachers to have time for meaningful planning, professional development, and parental engagement, ultimately leading to stronger classroom instruction.
Social promotion is not an act of kindness—it is an act of neglect. It tells students that effort doesn’t matter, that learning is optional, and that their potential is irrelevant. If we continue to allow students to move through the system without ensuring they meet academic standards, we are failing them. If we want real change, we must demand accountability, set meaningful expectations, and provide students with the tools they need to succeed. Anything less is a disservice to our children and the future of education itself.