An Open Letter to Barnstable High School and the BPSD Administration

June 25, 2020

Dear Barnstable High School Administrators and Leaders,

As former and current students of the Barnstable Public Schools District (hereinafter referred to as “BPSD”), and more specifically Barnstable High School (hereinafter referred to as “BHS”), we acknowledge the privileges of the education we have received from BHS. However, we must also acknowledge that we did not receive adequate education on the histories of indigenous peoples and communities of color, specifically the Black communities of the African Diaspora in the United States. In light of the recent deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, David McAtee, Tony McDade, Nina Pop, Dominique Fells, Riah Milton, and countless others (as well as events involving thousands of protestors across the country), we are reaching out to raise awareness of the calls for justice circulating throughout our community.

        The 1,026 alumni and current students (class of 1983 - class of 2020) who collaborated on and support this letter comes to you with strong proposals for tangible, impactful, and urgent ways that BHS and BPSD can align their core values of commitment, collaboration, and community with actionable steps towards fostering an ever-improving culture of anti-racism and awareness for all.

Considering this country’s history of systemic racism—that the Black Lives Matter movement is fighting to abolish—and BPS’s dedication to “equity and civility,” we want the following initiatives to become an administrative priority. Superintendent Mayo-Brown’s June 4th statement and the BPSD’s Family Resources on Race and Racism are a start, but the fight for racial justice and well-rounded education is far from over. Mr. Joe Nystrom’s June 3rd proposals for revisiting Mass Core and graduation requirements are fully supported by the co-signatories of this letter. The list hereafter details former and current student’s proposals for how BPSD generally, and BHS specifically, must take action to be in genuine and true solidarity with the Black and other systematically oppressed communities. Although many BHS faculty have displayed great efforts in teaching students about the history of racial relationships of this nation, certain educational deficiencies and incomprehensive narratives may falsely suggest that racial injustices have been solved. We emphatically encourage and urge the administration to correct such shortcomings and commit to the following proposals:  

1. Curriculum: We stand behind Mr. Joe Nystrom in his calls for a renewed curriculum, and suggest specifically focusing on incorporating more works produced by Black, Indigenous, and people of color (BIPOC) in coursework and providing additional elective courses to fulfill a new, mandatory diversity requirement. 

1. Develop an English curriculum that includes more works (including, but not limited to articles, books, poems, and films) by BIPOC, at minimum proportional to the representation of each of the major non-White racial groups (Black, Hispanic, Asian) in the United States. Merely a few suggested texts and films are as follows:

1. Between the World and Me, written by Ta-Nehisi Coates
2. The Hate U Give, written by Angie Thomas // directed by George Tillman Jr.
3. Stamped: Racism, Antiracism, and You, written by Jason Reynolds and Ibram X. Kendi
4. Just Mercy: A Story of Justice and Redemption, written by Bryan Stevenson // directed by Destin Daniel Cretton
5. 13th, directed by Ava DuVernay
6. Here is an extensive and useful guide for educators and parents—including lesson plans, curriculum ideas, resources that expand upon the intersectionality of the Black experience, and a number of essays that further demonstrate the necessity of such educational material.

2. Infuse further thorough and intentional studies of Black and Indigenous history into Early American History and Civics, U.S. History I, and U.S. History II curriculums, and integrate such studies into all core English classes and relevant electives. Assess the current curriculum and determine where the “whitewashing” of historical events may be occurring. Whose perspectives are being used to tell the stories of marginalized groups?

1. Applicable historical studies include insights on American chattel slavery and Jim Crow, as well as the ethnic cleansing of Native Americans. Beginning in the fall of 2020, the specific aforementioned courses must have syllabi that emphasize Black history, specifically topics that have traditionally been ignored—such as the Tulsa Race Riot of 1921, the Rosewood Massacre of 1923, education on historical Black figures, the Tuskegee Airmen, the Great Migration, the true beginning of the Civil Rights movement, voter suppression, etc. The fact of the matter is that African American history intersects every unit and period. Students should be learning the history of every race, not just during a “history month,” but all year long.
2. There must be similar efforts to include the histories of other marginalized groups, including but not limited to the stories of Latinx, Asian, Pacific Islander, Middle Eastern, LGBTQ+, womxn, undocumented, and disabled people through an intersectional lens. The study of Cape Cod’s history, specifically the history of Indigenous peoples, must be incorporated into the curriculum as well.
3. If these topics exist only in electives, such as BHS’s new course on African American History Since Emancipation, students may simply “opt-out” of necessary, crucial conversations—these resources, lessons, and discussions must be integrated into existing and new courses within the mandatory curriculum.
4. For the teachers who currently are and have been properly utilizing their time and resources to teach curricula that include such topics, we urge BHS to outwardly support them. In order for their strong efforts to continue, we suggest the administration prioritize inclusive curricula and create a network of support for BHS’s educators in their attempts to provide a well-rounded education that includes racial justice, Black history, and the histories of marginalized groups.

3. Recognize the ways these topics may be integrated into existing intersectional or AP courses.

1. Considering the various opportunities for study pathways of music, arts, and applied technology, BHS has many avenues for integration. Depending on the direction of the courses, certain classes may incorporate the study of Black artists and the origin of Black-attributed art styles. The study of the Black influence on American music must be a foundational directive of each music history class—BHS may consider, in addition to the History of Hip-Hop course, the future creation of courses on the History of Jazz, Blues, or Rap as electives.
2. The Business, Entrepreneurship, and Finance pathway must recognize the value that BIPOC has and continue to contribute to innovation and success in this nation through the study of entrepreneurs from marginalized communities. Additionally, coursework must acknowledge the immense disparities in opportunities for BIPOC—implicit or explicit bias in venture capital, bank loans, hiring, promotions, firing, etc.
3. Although the curriculum for Advanced Placement courses is particularly rigid, educators may find ways in which to incorporate these discussions into coursework. We propose solutions such as: AP Environmental studies could investigate environmental racism, AP Economics could discuss economic inequality, and AP Psychology could analyze fundamental attribution error, stereotype threat, coerced confessions, inherited trauma, and correctional psychology.

4. Starting in the summer of 2021, implement mandatory summer reading for high school students that comprise culturally relevant texts addressing contemporary racial disparities or other social inequalities. Possible topics of interest include but are not limited to racism, sexism, classism, heterosexism, gender inequality, health care, and income gaps. Please reference point 1a for potential texts.
5. Incorporation of more students of color (especially BIPOCs) in Barnstable’s GATEWAY program and encouragement of students of color being in higher-level classes.

1. One of the many examples of systemic racism in school systems can be seen in who is recommended for gifted programs such as GATEWAY in the Barnstable elementary schools and the Barnstable Intermediate School. This study shows that Black students are 54% less likely than white students to be recommended for gifted programs. We understand that biases can be implicit, which is why we encourage better training for the teachers so that students can have equal opportunities in educational programs. Programs like GATEWAY are useful to students, which is why the selection process should be more inclusive of all students of color. In the past, teacher recommendations were a means of how students were selected for this program; however, these can be influenced by the bias mentioned beforehand.
2. Another factor of systemic racism in education can be seen in who is encouraged and recommended for higher-level classes in high school leading to inequalities in education. Oftentimes, students are dissuaded from higher-level courses from a young age through overt and covert assumptions. This leads them to be restricted by teachers' biases which gives them unfair limitations. Every student should be encouraged to challenge themselves without judgment of failure from educators.

2. Training: Starting in the fall of 2020, all student leaders participate in mandatory training programs. Allyship training will focus on building the necessary skills to have uncomfortable conversations about power, privilege, and oppression. Implicit bias training will highlight microaggressions and gaslighting.

1. All staff participate in similar diversity, equity, and inclusion (hereinafter referred to as “DEI”) training. These sessions must always be in the interest of connecting with students in a culturally responsive way.

1. Related DEI training must also be a part of the 8th-grade curriculum, included in the new BHS Experience Course, in order to ensure all students transition successfully to BHS culture.
2. Helping resources include Rachel Cargle’s Free 30 day #DoTheWork course and Race Forward’s Racial Justice Trainings.

2. All staff undergo training on POC mental health and ancestral trauma to bring awareness to the ways in which being a minority—particularly in a predominantly white environment—causes distress. Teachers must leave training with specific tools to support their students’ well-being.
3. Race education begins at home from a very young age, so we, the signatories, also recommend that education and training be offered biannually to interested parents—so as to support parity between the dialogues in-school and out.

1. BHS and BPSD may also send out resources for parents to raise anti-racist children. Some resources include: these books from the list of Coretta Scott King Book Award Winners, the Parenting Forward podcast episode ‘Five Pandemic Parenting Lessons with Cindy Wang Brandt,’ PBS’s Teaching Your Child About Black History Month, and Instagram accounts to follow, like The Conscious Kid.
2. Considering the well-being of individual students, as well as the larger BPS’s community, consider offering required online courses and/or in person training and education for all new and incoming students at each of the BPS institutions that highlights the importance of diversity, equity and inclusion in our schools and community. Regardless of age. These educational online and/or in person trainings can be done in conjunction with other important training courses in an age appropriate manner on topics such as alcohol and drugs, bullying, discrimination, sexual harassment and sexual assault.

3. Disciplinary system: BHS and BPSD must assess the current disciplinary system—both in finding alternatives for punitive or exclusionary disciplinary practices, as well as exploring ways to provide further support for disadvantaged students experiencing challenging out-of-school obstacles.

1. A study from the book Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion reported that public school children lost an estimated 18 million days of instruction in the 2011-2012 school year due to exclusionary discipline policies. As an alternative to exclusionary practices in some cases, BPSD and BHS should consider exploring tactics of restorative justice.

1. Some helpful resources on the topic of restorative justice in schools can be found here and here. By engaging students in discussion and involving all stakeholders, administrators and teachers can better ensure that all involved are learning from the experience and a more inclusive environment is being built.
2. Additionally, we encourage BPSD and BHS to explore more training for teachers and other faculty members in terms of de-escalation. There is a plethora of resources available to utilize when dealing with a problematic situation. To start, we have provided some resources for verbal de-escalation with students, along with more tips and techniques.

2. An EducationNext Journal article explored the possible reasoning for discipline disparities among students of different races and socioeconomic classes. Through analysis of various different studies, the article reports that “children of color are significantly more likely to be raised in poverty, without fathers in the home, and by adults with relatively low levels of education themselves.” Such out-of-school challenges can have highly adverse impacts on students. As means of combating the possibility of negative behavior driven by poverty and other out-of-school considerations, BPSD and BHS should bolster the faculty’s efforts to support vulnerable students further.

1. Although BHS has made great strides in improving the graduation rate of students of color, there is still a higher observed incidence of students of color acting out. Instead of managing the symptoms of the issue—disciplining students through exclusionary or punitive practices—teachers and other faculty members must be trained to treat the initial causes—providing counseling resources, engaging in discussions with struggling students, creating more engaging environments, and forming stronger relationships with the student body.

3. Additionally, although educator bias plays a smaller role than out-of-school factors in racial disparity among disciplinary tactics, it is still a consideration. A 2016 study demonstrated that teacher expectations matter in terms of students’ educational attainment—it is imperative that teachers be provided with the resources to support their students in efforts to achieve and succeed within their four years at BHS and beyond.

1. For the training of faculty and staff in future disciplinary practices, BPSD and BHS may look to the example of Rutgers University, which has used My Teaching Partner-Secondary (MTP-S) as a resource. Teachers are able to work closely with coaches throughout the year to assess and adapt their teaching and disciplinary approaches in order to promote the most equitable and beneficial relationships with their students. BHS could invest in a similar program—faculty members log formal and informal disciplinary actions, then later discuss such actions with a trained coach.
2. Teachers should aim to develop strong relationships with individual students in order to foster trust and communication within the classroom. Utilizing the first few days of the school year to cultivate teacher-student relationships, as opposed to quickly jumping into course materials, is a potential practice BHS could implement that would form teacher-student bonds and create an initial level of support within the classroom bonds. The Hacking School Discipline is a potential resource for teachers and administrators that provides restorative practices and highlights the effectiveness of teacher-student relationship building. Additionally, the tactic of “wise feedback” has been shown to improve student-teacher relationships to benefit student academic success.
3. Lastly, BPSD and BHS must invest in recruiting more faculty and district board members of color. Techniques for doing so may include: publicizing job opportunities to graduates of Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), and Hispanic Serving Institutions (HSIs). Enlisting the help of teachers’ unions, and reaching out to specialized programs that recruit teachers of color. It has been shown that, especially for minority students, having a black teacher significantly improves their likelihood to both graduate from high school and enroll in college.

4. The School Mascot: The BPSD and BHS should work to transition the Barnstable school mascot, the “Red Raider” to a more respectful, inclusive representation of the district. Although this has been a topic of conversation for years—notably in 1993, 2008, and 2017—the mascot has remained.

1. The authors of this letter and the following signatories believe that BPSD and BHS cannot fully provide support for marginalized BIPOC communities if the mascot of the district is one that appropriates a culture. With the inclusion of “Pride, Respect, Honor” and the transition from the profile of a Native American’s head to a capital “B” with feathers, Barnstable has demonstrated an openness to change—we suggest that the district continue to demonstrate such openness and consider other mascot options altogether.
2. As Rep. Randy Hunt, R-Sandwich said in the 2017 discussion, “It should be left up to school boards and parents to work out. If they think the names are not up to community standards, they should change them.” This is a call to action from the community, and we would like to, as Principle Clark said in a 2017 Cape Cod Times article on the subject, “pull people together and have a conversation about next steps.” This conversation should begin with the immediate cessation of the phrase “Have a Red Raider Day.”

We have great respect and appreciation for the BPSD and these suggestions are presented as constructive steps our community can take together. Additionally, we urge you to not consider our proposals as “too political” for our public high school, as racial justice is not a politicized opinion but a civil rights movement focused on human rights. To consider it anything but and to reject its place in public education is to perpetuate a harmful cycle of ignorance that encourages students to turn away from situations that do not directly involve them; this could be especially problematic due to BHS’s 68% white student population. As Superintendent Meg May-Brown stated in a 2019 Barnstable Patriot article about the inclusion of racial inequity in BPSD, “it’s not about a political agenda; rather it’s about open and honest conversations across our schools.” These honest discussions are crucial and simply condemning racism is no longer enough. We urge you to consider our proposals to make BHS a firmly anti-racist institution. Thank you for your time and consideration.

Sincerely,

Grace Kilroy ‘17, NHS President, Varsity Swim Team Co-Captain, DECA Executive VP

Emma Childs ‘16, Former Opinion Editor & Co-Editor-in-Chief of BHS Insight, NHS Member

Noor Malik ‘17, President of Students Against Destructive Decisions, VP of Stand Up Stand Out

Makhai Pells ‘17, Student Government President, Student Council Treasurer, Student Envoy to the School Committee, Boy’s Track Team Co-Captain, NHS Member

Asanya Wawlagala ‘19, VP of Student Council, VP of Key Club, VP of Environmental Club

Chime Pelzom ‘20, President of Green Club, President of Mock Trial, President of JCL

Margo Silliman ‘20, President of Student Council, Student Envoy to the School Committee, Co-Editor-in-Chief of BHS Insight

LIST OF SUPPORTERS BELOW