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As I walked across America, questions of education and ambition loomed large in my mind. Outside of Paul Laurence Dunbar High School in Northwest Washington, D.C., a conversation with a concerned parent revealed a powerful narrative about the past and present of this historic institution. “Pastor, have you ever read Thomas Sowell on this high school?” Elaine asked. This inquiry prompted my decision to include Dunbar in my journey to rekindle discussions about merit and the American Dream.
In the years from 1870 to 1955, Dunbar was a beacon of hope for aspiring families nationwide. They uprooted their lives to seek a brighter future for their children, aiming for the best educational opportunities. Sowell’s characterization of these families as aspirational captures their tenacity. They faced significant challenges but remained undeterred. The classrooms at Dunbar, often overcrowded, were filled with students eager to learn and achieve. The results were exceptional, as Dunbar graduates consistently outperformed their peers from predominantly white schools on standardized tests. Almost all of them moved on to higher education, with many reaching prestigious Ivy League institutions.
Among its notable alumni are influential figures like Jean Toomer, the author of “Cane”; Benjamin O. Davis Sr., the U.S. Army’s first Black general; and William Hastie, the nation’s first Black federal judge. Countless others emerged from Dunbar and became successful doctors, lawyers, and artists, highlighting the school’s legacy of excellence.
However, the shift towards integration following the landmark Brown v. Board of Education decision in the late 1950s drastically impacted Dunbar. The concept of school choice became compromised, transforming this once-elite institution into a neighborhood school that primarily served local students. This change meant that the top Black students residing in the catchment area started being bused to predominantly white schools, diminishing enrollment and potential at Dunbar.
The educational standards witnessed a sharp decline almost immediately. By the 1970s, Dunbar found itself struggling to maintain its previous levels of achievement. Elaine, who attended the school in the late 1990s, confirmed that things have only deteriorated since her time there. Reports of frequent fights and chaos have become commonplace, with incidents like a recent brawl leading to the suspension of the football team and forfeited games. Despite the installation of metal detectors, disorder among students continues to overwhelm staff.
Academic performance reflects these troubling developments. Currently, only 19 percent of students at Dunbar demonstrate proficiency in reading, while a dismal 1 percent achieve proficiency in math. When I asked about the graduation rate, Elaine chuckled and told me to make a guess. I cautiously estimated 30 percent, but she laughed harder, revealing it stood at 70 percent. “They’re misleading the kids by graduating them without skills or essential competencies,” she emphasized.
Even former President Barack Obama, who celebrated Dunbar during his presidency, opted for a $40,000-a-year private school for his daughters. This fact underscores the ongoing struggles many families face in accessing quality education. Elaine, striving to secure better schooling for her children, has encountered roadblocks within the My School DC lottery, leaving her family on several waiting lists.
“I have to educate my kids every night,” Elaine shared with me. Balancing her demanding job as a nonprofit director with her children’s educational needs has posed significant challenges. She dedicates countless hours to homework with her kids and ensures they receive outside tutoring whenever necessary.
Elaine’s unwavering commitment resonates with the aspirational spirit Sowell once highlighted in Dunbar’s history. “I know!” she responded when I remarked on how she embodies that determination. Reflecting on the massive $100 million renovation from 2008, she questioned the effectiveness of the resources spent on infrastructure without substance that truly benefits the students.
Before I continued my walk, I inquired about her discovery of Sowell. Her response was revealing. “YouTube! My university! I typed in ‘school choice,’ and he came up. I started watching, and then I heard various discussions about his Dunbar narrative — that’s when it really struck me. But I want America to recognize that we still have so many aspirational people here.”
Elaine’s passionate plea suggests a deep-rooted desire for systemic change. “We have to fix this broken system to free these people so they can achieve and excel,” she asserted. This sentiment calls for an urgent reevaluation of the educational landscape, where all students have the opportunity to succeed. As I walk across America, stories like Elaine’s echo the ongoing dialogue about hope, ambition, and the necessary reforms to restore the American Dream for future generations.
