Before the COVID-19 pandemic, black students were already grappling with systemic educational disparities—lower test scores, underfunded schools, and limited access to advanced courses. The pandemic’s lockdowns widened these gaps, with black students facing greater learning losses due to the digital divide and economic hardship. Now, as schools struggle to recover, many are failing to prioritize catching students up, teaching critical thinking, or even delivering robust Black history education. Instead, some curricula seem to emphasize social issues like LGBTQ ideology, often at ages that raise questions about appropriateness, leaving foundational skills and cultural heritage sidelined. This article explores these challenges, drawing on data and the lived experiences of communities, including a telling anecdote about young children exposed to complex social topics before mastering basic academics.
Pre-COVID: A System Already Failing Black Students
Black students entered the pandemic at a disadvantage. Decades of research highlighted stark disparities: in 2018, the National Center for Education Statistics reported that 45% of black students attended high-poverty schools, often with fewer resources, less experienced teachers, and outdated materials. Standardized test scores showed black students trailing white peers by significant margins, with only 18% of black 8th graders proficient in reading compared to 39% of white students. Dropout rates were higher, and access to advanced placement courses was limited, particularly in segregated districts where black students were concentrated. These gaps stemmed from systemic issues—unequal school funding, redlining, and disciplinary practices that disproportionately targeted black youth.
Lockdowns: A Devastating Blow
The COVID-19 lockdowns, which shuttered schools and shifted learning online, hit black students hardest. The digital divide was glaring: a 2020 Pew Research Center study found 36% of black households with school-aged children lacked high-speed internet, compared to 21% of white households. Many black families, disproportionately affected by job losses, couldn’t afford devices or quiet study spaces. A 2021 McKinsey report quantified the damage, estimating black students lost three to five months of learning in math, compared to one to three months for white students. The psychological toll was also severe, with a 2021 Teachers College study noting heightened trauma among black students due to the “triple pandemics” of COVID-19, economic recession, and racial violence.
These losses weren’t just academic. Remote learning disrupted social connections and extracurricular opportunities, further isolating black students in under-resourced communities. The result was a generation falling further behind, with little infrastructure to support recovery.
Post-COVID: Recovery Efforts Fall Short
As schools reopened, the focus on catching students up has been inconsistent. Some districts implemented tutoring and summer programs, but many, constrained by budgets and political pressures, reverted to pre-pandemic routines, emphasizing standardized testing over targeted recovery. A 2023 Urban Institute report warned that without rapid, equitable interventions, the pandemic’s impact on black students could have lifelong consequences, from lower college enrollment to reduced earning potential. Yet, federal relief funds, meant to address learning loss, have often been misallocated to non-academic priorities or left unspent, as noted in a 2024 Education Week analysis.
More troubling is the lack of emphasis on critical thinking. Studies, like a 2022 report from the National Association of Scholars, argue that many schools prioritize rote learning and compliance over analytical skills, leaving students ill-equipped to navigate complex issues. For black students, this is particularly damaging, as critical thinking is essential for challenging systemic inequities and building agency.
Black History Sidelined, Social Issues Amplified
Equally concerning is the state of Black history education. While some states, like California, mandate comprehensive Black history curricula, others have restricted it, labeling it “divisive” or “too political.” In Missouri, for example, a 2023 decision to drop Black history electives sparked outrage, with critics arguing it erased essential narratives. A 2021 Johns Hopkins study found that even where Black history is taught, it’s often limited to surface-level topics like slavery or the Civil Rights Movement, neglecting broader contributions in science, literature, and culture. This leaves black students disconnected from their heritage, reinforcing a sense of marginalization.
Meanwhile, curricula in some schools have shifted toward social issues like LGBTQ ideology, often in ways that spark controversy. In states like New Jersey and Colorado, laws mandate inclusive history lessons, including LGBTQ contributions, starting in elementary grades. While inclusion is valuable, the age-appropriateness of these discussions is debated. A personal anecdote illustrates this tension: two young cousins, aged 6 and 9, were overheard discussing terms like “gay” and “stud”—concepts they learned at school, not home. Yet, they couldn’t name the 50 states, highlighting a jarring disconnect. As the family member noted, “Nobody in the family talks like that… it’s not appropriate” for such young children. This echoes broader concerns, voiced in outlets like X, that schools are prioritizing complex social topics over foundational skills or cultural education relevant to black students.
The Indoctrination Debate
Critics, including voices in hip-hop like Dead Prez’s “They Schools,” argue that schools function as “indoctrination centers,” pushing ideologies that distract from empowerment. The song’s lyrics critique a system that produces compliant voters rather than critical thinkers, a sentiment resonating with communities frustrated by curricula that seem to emphasize victimhood or unrelated social agendas over practical skills. In black neighborhoods, where Democratic policies often dominate local governance, this critique carries weight, with some arguing that schools perpetuate dependency rather than fostering independence.
A Path Forward
The crisis in black education demands urgent action. Schools must prioritize evidence-based recovery programs, like high-dosage tutoring, to close learning gaps. Critical thinking should be embedded in curricula, teaching students to analyze, not just memorize. Black history education needs to be robust and year-round, celebrating contributions beyond trauma. And while inclusive curricula are important, they must be age-appropriate, ensuring young children master basics before tackling complex social issues.
Communities can also take charge. Parents, like the family member who overheard their cousins’ conversation, should engage with schools, demand transparency, and supplement education at home. Grassroots efforts, like after-school programs or cultural workshops, can fill gaps left by struggling systems. As Dead Prez urged, getting children out of “they schools” might mean reimagining education altogether—through homeschooling, charters, or community-driven models that prioritize black students’ needs.
Conclusion
Black students were already behind before COVID, and lockdowns made it worse, with learning losses that threaten lifelong outcomes. Schools are failing to catch students up, teach critical thinking, or deliver meaningful Black history, leaving many to question priorities when young children are exposed to complex social topics like LGBTQ ideology before mastering basic skills. The system isn’t just broken—it’s misaligned, producing frustration echoed in music, anecdotes, and data. Fixing it requires a recommitment to equity, relevance, and empowerment, ensuring black students aren’t just surviving but thriving.
Key Sources
McKinsey, “COVID-19 and learning loss: Disparities grow and students need help” (2021)
Teachers College, “Impact of COVID & Systemic Racism on Black Students” (2021)
Urban Institute, “COVID-19’s Disproportionate Effects on Children of Color” (2023)
Johns Hopkins, “Most U.S. schools teach Black history, but few do it well” (2021)
Human Rights Campaign, “LGBTQ+ curriculum survey” (2023)
Pew Research Center, “Digital divide during COVID-19” (2020)
Education Week, “Misspent COVID relief funds” (2024)
National Association of Scholars, “Critical thinking in K-12 education” (2022)
