EVANSTON, Ill.— School leaders in this college town just north of Chicago have been battling a sizable
academic achievement gap between Black, Latino and white students for decades. So a few years ago, the school district decided to try something new at the high school: classrooms voluntarily separated by race.
Nearly 200 Black and Latino students at Evanston Township High School signed up this year for math classes and a writing seminar intended for students of the same race, taught by a teacher of color. These optional so-called affinity classes are designed to address the achievement gap by making students feel more comfortable in class, district leaders have said, particularly in Advanced Placement courses that historically have enrolled few Black and Latino students.
“Our Black students are, for lack of a better word…at the bottom, consistently still. And they are being outperformed consistently,”
Monique Parsons, Evanston school board vice president, said at a November board meeting. “It’s not good.”
School districts across the country have sometimes struggled to find ways to boost the performance of Black and Latino students, who, nationwide, tend to enroll in fewer advanced classes and score lower on
standardized tests than white students.
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“A lot of times within our education system, Black students are expected to conform to a white standard,” said Dena Luna, who leads Black student-achievement initiatives in Minneapolis Public Schools.
The district offers middle- and high-school students electives focused on African-American history and social-emotional support, taught by teachers of color.
Created in 2015 for Black boys, the format has expanded to Black girls and will soon expand to Latino students. An internal study showed improved attendance for Black boys in the program in 2017 and average GPAs of
2.27, compared with
2.14 for Black males districtwide.
might as well be no improvement at all. 
