Storytelling Ability Can Affect Reading Skills

According to research by the Frank Porter Graham Child Development Institute at the University of North Carolina, Chapel Hill, African-American boys in preschool who excel at storytelling may learn to read more quickly than their peers. Researcher Nicole Gardner-Neblett said the results were something of a surprise. Her previous research had found that strong oral narrative skills in preschool predicted better reading comprehension in elementary school for African-American children, though not for white, Hispanic or Asian children. This latest study was an attempt to find out more about that connection, especially as it demonstrated an area of academic strength for a group that is often considered at a disadvantage in school. Identifying strengths that could lead to success in reading is of particular importance, Gardner-Neblett said, because of the wide skill gap between African- American students and white students.

Gardner-Neblett, N. (2017). African-American boys who tell better stories as preschoolers may learn to read more quickly. North Carolina, Chapel Hill: Frank Porter Graham Child Development Institute. http://hechingerreport.org/african-american-boys-tell-better-stories-preschoolers-may-learn-read-quickly/

African-American teenagers and technology

African-American youth see computers as vital for their future, but they may lack opportunities to code, develop apps and innovate. The most important technology for them are smart phones, but for homework they prefer computers over mobile devices. These youth frequently use technology to learn and create content, but only about an eighth code.
Clark, K., Scott, K., & Rideout, V. (2016). The digital lives of African American tweens, teens, and parents: Innovating and learning with technology. Seattle: Bill & Melinda Gates Foundation.
https://cgest.asu.edu/sites/default/files/digital_lives_report.pdf

culturelly-responsive pedagogy research

Reviews the literature on culturally responsive pedagogy — using the students' cultures and ethnic identity in promoting resilience and academic success, with a focus on African Americans. Defines concepts and makes recommendations for grantmaking.
Hanley, Mary Stone; George W. Noblit. (2009). Cultural Responsiveness, Racial Identity and Academic Success: A Review of Literature. Heinz Endowments.
http://www.heinz.org/UserFiles/Library/Culture-Report_FINAL.pdf

African American males and graduation report

This report highlights the gaps in high school graduation rates between African-American men and their white counterparts and the disparities between school resources and quality. Charts the best- and worst-performing states and districts for African-American men.
Schott Foundation for Public Education. (2008). Given Half a Chance: The Schott 50 State Report on Public Education and Black Males. Cambridge, MA: Author.
http://www.blackboysreport.org/files/schott50statereport-execsummary.pdf