Jaleel is embarking on his educational journey this month at a newly established middle school that focuses on air traffic control, commercial drones, and engineering. His parents opted to steer him away from Missouri City Middle School, a local majority-Black campus that has received an F rating from the Texas Education Agency. However, they are concerned that in doing so, Jaleel might miss out on the sense of community and support that comes from attending school with peers from his neighborhood.
“This is a very difficult decision,” said Mikole Montgomery, Jaleel’s mother, reflecting on the choice to enroll him elsewhere. “I don’t take the decision lightly.”
Black students are disproportionately enrolled in schools designated as failing by the Texas Education Agency, with such majority-Black institutions the least likely to achieve the state’s highest academic ratings. Out of approximately 300 schools classified as majority-Black last year, only 20 received an A rating, while 105 were rated D or F.
On August 14, Texas plans to release the latest school accountability ratings, which are primarily based on student performance on the STAAR exam. These ratings, intended to identify and hold underperforming schools accountable, serve as an annual reminder of the challenges Texas faces in providing a quality education for Black students, according to parents.
This situation forces families like the Montgomerys to grapple with the dilemma of whether to enroll their children in schools with better academic opportunities but fewer classmates and teachers from their community, or to stay at under-resourced schools that may offer more familiarity and support.
Last year, about 60% of majority-Black schools achieved a C or better, which Texas defines as acceptable performance. In contrast, nearly all majority-Asian schools met this benchmark, alongside 91% of majority-white schools and 79% of majority-Hispanic schools.
Texas is home to more than 700,000 Black students, the highest number of any state in the nation. The challenges faced by many majority-Black schools mean that thousands of children may be deprived of the education necessary for their success, even as state officials assert that “demographics do not equal destiny” and enact laws limiting the consideration of race in educational policy.
Education Commissioner Mike Morath acknowledges the longstanding academic gaps between Black children and their peers in Texas. However, he points to national assessments indicating that Black students in Texas score higher than many of their counterparts across the country. “That being said,” he added, “the results are still unacceptable.”
Morath emphasizes the need for improved school quality and support for all students, stating, “This is where the A-F indicators are important.” He believes the state’s investment should ensure that local school districts implement changes swiftly to enhance learning outcomes.
Meredith Anderson, who studies K-12 education for the United Negro College Fund, describes the racial disparities reflected in Texas’s accountability ratings as “alarming.” Majority-Black schools often face significant funding shortages, limited access to advanced coursework, and a lack of Black teachers, which research shows can enhance learning experiences for all students.
<p"Anderson noted, "We often focus solely on academic gaps when examining accountability ratings, without considering the underlying issues that contribute to these disparities." She emphasizes that, despite some positive developments, the state is not adequately serving Black students.
When Black families choose not to enroll their children in local schools, it can negatively affect those who remain. Texas funds its schools based on attendance, meaning that schools lose financial support when families decide to leave, which can also lead to a reduction in engaged parents and students who might otherwise contribute to improvements. Additionally, negative perceptions surrounding majority-Black schools can perpetuate the narrative that these institutions are unworthy of investment and attention.
“I certainly recognize the value in these kids,” Montgomery remarked. “I acknowledge that my decision to send my son elsewhere reflects how I feel about the kids there—whether intentional or not.”
In the previous year, the Texas Education Agency assessed over 9,000 campuses, with approximately 15% receiving the lowest ratings. Of the 302 majority-Black schools, 35% were rated D or F, the highest proportion of any racial or ethnic group. No majority-Asian schools received such low grades, while 8% of majority-white schools and 19% of majority-Hispanic schools did.
Texas evaluates schools based on three main criteria, including their performance relative to schools serving similar percentages of low-income students. Schools typically receive a D or an F if only one-third or fewer of their students meet grade-level expectations on the State of Texas Assessments of Academic Readiness (STAAR).
The reality that Black students in Texas face higher rates of disciplinary actions, dropouts, and lower graduation rates leads many parents to view the ratings as further evidence of a failing education system. “It’s not rocket science,” stated Tyrone Howard, a UCLA professor who studies race and education. “The original sin of this country has always been about race—structural racism—and its remnants still linger.”
When a school receives five consecutive F ratings, the state education commissioner must either replace the district’s elected trustees and superintendent or close the school. Schools predominantly serving low-income, Hispanic, and Black students are often the ones facing takeovers.
Morath believes that consistently poor ratings reflect a failure by local district leaders to prioritize student learning. The A-F rating system enables his agency to identify underperforming districts and implement necessary reforms. He cites Houston ISD as an example of how effective leadership can lead to substantial test score improvements among Black students since his intervention in 2023. Critics of the takeover argue that the appointed superintendent overemphasizes test scores, questioning the sustainability of these gains amid high turnover rates among teachers and students, particularly Black children.
Eight of Texas’s A-rated majority-Black campuses are located within the state’s largest district. Morath interprets the academic gains as evidence that state intervention is effective. “In many cases, our schools are performing exceptionally well,” he remarked. “However, they must improve, and do so rapidly.”
Two former Black principals of D- and F-rated schools shared their experiences of the challenges they faced in their roles, choosing to remain anonymous due to ongoing employment in Texas education. They acknowledged that they sometimes failed to prioritize student instruction and teacher development due to the pressing need to address other issues like staff turnover, funding cuts, and low morale.
The Black school leaders felt they lacked the autonomy to make decisions that would enhance learning, as compared to predominantly white, Asian, and affluent campuses. They mentioned missing out on partnerships with local businesses, active parent-teacher associations, and instructional materials that resonate with their students. The high rate of student turnover made it difficult to maintain consistent academic standards.
There is also pressure to improve ratings, often focused more on avoiding penalties than on fostering genuine learning growth. The leaders indicated that their schools concentrated efforts on students most likely to raise test scores, which left little time to address the needs of those who came to school hungry or unprepared.
“From the outside, it may look like poor leadership,” said a former principal of an F-rated majority-Black elementary school. “But the reality is that all you’re trying to do is serve your kids.”
To effect change, school officials must engage with their local communities and create environments where Black parents feel empowered to participate. This includes scheduling events at convenient times for families. Yet, experts warn that even the best school systems cannot compensate for unsupported teachers or inadequate funding for essential initiatives. Addressing racial inequality in education requires honest discussions about race, they assert.
Recent legislation aimed at diversity, equity, and inclusion initiatives in education has been passed by lawmakers. Republicans support these measures due to a belief that schools prioritize race and gender discussions over merit and instruction.
However, some education researchers argue that neglecting to confront historical racism ultimately harms Black students the most. Studies show that Black children benefit significantly from having teachers who reflect their backgrounds, and many Black families value representation in the literature their children encounter.
“This frustration resonates with many parents who wonder how they can ignore what they believe is the primary barrier to opportunity for their children,” Howard observed. “It’s tragic that we find ourselves in this position.”
Stephanie Brown, a dedicated community volunteer and mother of three, regards Missouri City Middle School as “the best-kept secret” in Fort Bend ISD. Despite its resource limitations, she believes the school excels due to its committed teachers and administrators. Brown argues that if district leaders provided students with access to programs like commercial drone classes or additional extracurricular activities available at other schools, Missouri City Middle School could achieve similar results.
Over the past two years, she has organized summer trips to a free engineering camp at Prairie View A&M University, where students learn about robotics and computer science while staying in dorms. She aims to demonstrate to Black families that a quality education can be found within their community and that sometimes, the grass isn’t greener elsewhere.
“Whatever data shows we’re lacking should be accessible on our campuses,” Brown asserted. “We should not have to seek outside resources to address these issues. After all, no race is inherently smarter than another. So what is really happening here?”
In a statement, Fort Bend ISD officials affirmed their commitment to providing all students, regardless of race, ethnicity, socioeconomic status, or ZIP code, with a high-quality
