Supporting Education

Research has established and continues to reveal significant disparities in education with high correlation to race, ethnicity, and income across the United States. Kansas is no exception. Data reveal the gaps in academic performance are not only persistent but have been increasing in the state of Kansas since 2011 (KSDE 2013). According to reports complied by the Kansas State Department of Education, African American and other minoritized students continue to lag their peers on indicator used to measure student achievement (e.g. reading, high school completion, and college and career readiness, (2013 Graduation and Dropout Report and 2015 GAP Work-Group Report). In fact, recent ACT scores show White students ranked #24 in the nation and 35 percent of those taking the test were considered college-ready in English, Reading, Math and Science. Comparatively, Hispanic students ranked #19 with 14 percent considered college-ready, and African American students ranked #25 with just 6 percent college-ready (Talbert 2018).

Further, nearly one quarter of students who do enter college require developmental coursework. A recent study released by the Center for American Progress  shows  remedial classes cost Kansas college students an additional $16.6 million in out-of-pocket expenses in 2014. The problem worsens for low-income students and students of color, whose rates of remedial education enrollment are higher than for their white and more affluent peers.  In fact, 56 percent of African American students and 45 percent of Latinx students enrolled in remedial courses nationwide, compared to 35 percent of white students.  (Jimenez, Sargrad, Morales, Thompson, 2016). 

The data are clear, improving persistently low student achievement levels in general is one of the greatest challenges facing Kansans (Talbert 2018).  Given African American students are one of the populations disproportionately impacted, the Chaney Legacy Foundation (CLF) seeks to provide academic support and enrichment to increase educational attainment among African American students. While opinions often diverge on the factors that cause the chronic achievement gaps, there is growing consensus around plausible interventions. Reading by third grade programs, mentorship, standardized testing preparation, and career exploration are examples of evidence-based approaches that inform the strategic initiatives of the Foundation.  It is the aim of CLF to increase educational equity and access in the Greater Wichita Community.