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PreK-12 Schools | Higher Education Institutions

PreK-12 and higher education institutions must commit to implementing concrete strategies that set Black students on a path to a fulfilling, self-sustaining career

Inclusive and equitable learning environments as early as PreK bridge the gap in educational attainment

Educators and student support leaders are encouraged to create curricula that reflect diverse perspectives and histories, ensuring that all students see themselves represented in their education. Additionally, building strong relationships with families and communities is essential for creating a supportive network that enhances student success.

Explore actionable strategies to enhance engagement, improve outcomes, promote high expectations, and provide access to resources that support Black students throughout their educational journey.

Florida’s education institutions—from PreK-12 schools to colleges and universities—have a unique opportunity to collaborate and create pathways that expand Black student access

Black students have a HS graduation rate of 83.2%, 7.8% lower than white peers

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Black students comprise 17% of enrollment at degree-granting postsecondary institutions

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We can and must change these outcomes for Black students

It’s Time to Get R.E.A.L.
about Florida Student Success

Real Transparency and True Affordability

We must focus not only on expanding need-based aid, but also on making more visible the bottom-line cost students will pay, based on a realistic assessment of what students can reasonably afford.

Schools have a powerful opportunity to strengthen the value proposition of higher education by sharing insights into the long-term benefits of earning a degree or credential. and the ultimate return on investment².

Addressing affordability is also critical to Black students’ success. Many Black learners leverage financial aid to invest in their future—72% receive federal Pell Grant funds, compared to 34% of white students. Furthermore, Florida has the 3rd highest number of Pell Grant recipients in the nation, with over 400,000 recipients. By prioritizing real transparency and true affordability, educators and institutions can eliminate significant barriers and empower students to make informed decisions about college and beyond.

To provide real transparency and true affordability, institutional leaders should consider the following:

Recommendations

  • Prioritize institutional aid as need-based grants offered to students who would benefit the most, ensuring greater financial access to higher education.
  • Develop and promote creative solutions to address students’ basic needs (such as housing and food) and unexpected financial emergencies.
  • Ensure financial aid award letters and other consumer information materials are clear and concise.
  • Offer individualized financial aid counseling and digital financial literacy resources.
  • Institutions can develop inspirational messaging targeted to Black students that includes interactive tools that allow exploring of economic returns.

REAL Actions

  • Miami Dade College’s Student Emergency Aid and the University of North Florida’s Care Services offer assistance to students with basic needs ranging from food assistance and housing resources to scholarship and emergency funds.
  • MyFloridaFuture is a data dashboard produced by the Florida State University System (FSUS) to show typical loan amounts and wages by degree for FSUS graduates
  • The Pasco County Schools Scholarship database provides information and resources on various scholarship opportunities for students.
  • Miami-Dade County Public Schools continue to rank highly in FAFSA completion.

Ensured Success Through Shared Ownership

We must create mechanisms to support Black students and ensure shared accountability for their postsecondary success.

School leadership must go beyond aspiration to action to realize lasting success for Black students.

Leaders must focus on Black student success as part of strategic planning, develop robust partnerships, and engage advocates who are committed to sustained progress and outcomes.

Addressing disparities in enrollment, persistence, and degree attainment demands intentional, action-oriented leadership that directly supports Black student achievement.

To ensure success through shared ownership, institutional leaders should consider the following:

Recommendations

  • Establish partnerships with other postsecondary institutions, as well as with community organizations, to create a supportive learning community.
  • Systematically monitor outcome data, experiences, and programming impacts.
  • Leverage alumni networks to support Black students through outreach and mentoring, scholarships, and career exposure activities.
  • Ensure Black student outcomes are integrated into priorities and strategic planning related to enrollment and success goals.
  • Involve Board of Trustees as advocates for Black student success.

REAL Actions

  • The University of South Florida established the Guaranteed Admissions Pathway Partnership (GAPP) to strengthen university-community engagement while increasing admissions opportunities for students of underserved or Title I populations. Each year, GAPP partners with schools that are working hard to close achievement gaps for students from underrepresented, first-generation, and special populations and increase their college readiness.
  • The Education Effect at Florida International University supports middle and high school students, particularly those from underserved communities. Through academic enrichment, mentorship, and skill development, the program equips students withthe knowledge, skills, and attributes needed to excel in school, graduate from high school, and successfully enroll in a postsecondary education.
  • The University of Central Florida’s Social Mobility efforts target underserved students, including Black students, to increase diversity, close achievement gaps, and support student success from application to post-graduation.
  • Through partnerships and intentional university commitments, UCF is taking action to ensure students from all backgrounds have access to opportunity.
  • HBCU College Fair – Collier College Public Schools hosts virtual visits from HBCU representatives to provide pertinent information about applying to these colleges and universities.
  • Hillsborough partners with the Tampa Bay Local College Access Network (LEAP) to host FAFSA Completion Fairs, where financial aid experts are onsite to provide personalized support, answering questions and guiding students and families through the FAFSA process.

Academic and Social Supports that Create a Sense of Belonging

Schools must proactively consider the disproportionate challenges facing Black students inside and outside the classroom by developing supports and connecting them to community resources. This will ensure that students receive robust academic advising, support to access pathways to high-wage, high-demand jobs, and assistance to address critical issues in an environment that fosters respect and a sense of belonging.

Beyond the classroom, institutions provide vital support to ensure Black students grow and thrive in an inclusive, welcoming, and supportive environment. Institutions have a responsibility to cultivate safe spaces, provide culturally affirming experiences, and implement evidence-based practices that enhance both academic success and social-emotional well-being.

When Black students feel a sense of belonging, they are more likely to persist, graduate, and achieve their full potential. Institutions that invest in creating these inclusive, student-centered experiences drive stronger outcomes for all learners.

To develop academic and social supports that foster belonging, institutional leaders should consider the following:

Recommendations

  • Establish multiple methods to support re-enrollment of former Black students.
  • Consider innovative recruitment practices.
  • Establish a strong presence in diverse high schools and those with low college-going rates and develop middle school and high school partnerships as part of a strategic outreach plan to increase Black student enrollment.
  • Develop a 2-to-4-year college/university pipeline to ensure Black students obtain a bachelor’s degree from a state institution of higher learning.
  • Offer personalized support services and peer mentoring, especially to Black students who may be struggling academically.
  • Create opportunities for Black students to build community, including for first-generation students, parenting students, LGBTQ+ students, and veterans.
  • Establish partnerships with faith-based and community organizations serving adults and youth to support Black students inside and outside the classroom.
  • Foster partnerships between high schools and local community colleges to create seamless pathways for Black students, ensuring that they have access to a variety of dual enrollment courses.
  • Analyze student performance data to identify gaps and tailor interventions that address the specific needs of Black students.
  • Ensure that all students have access to necessary resources, including technology, materials, and support services, to facilitate their learning.

REAL Actions

  • Transfer Guides provide information on Florida International University’s program requirements based on intended major/degree and includes any special considerations for each major. These resources essentially help students become “transfer ready”.
  • The Florida African American Male Experience (FAAME) Initiative at St. Petersburg College is a robust ecosystem of support that empowers African American male students in their journey from grade school to postsecondary degree completion.
  • FUSE is a partnership between St. Petersburg College and USF designed to promote timely bachelor’s degree completion once students have earned an Associate of Arts degree from a participating regional Florida College System institution.
  • University of Central Florida’s DirectConnect is helping minority, first-generation and other underrepresented transfer students earn a bachelor’s degree. Students at select community colleges who have earned an Associate of Arts or an articulated Associate of Science degree are guaranteed admission to UCF.
  • The Black Leadership Network (BLN) is a partnership-based group focused on engaging the community and enhancing the educational and leadership opportunities for scholars.
  • A NASA grant will allow Florida Atlantic University (FAU) to offer students from two local schools, Boyd Anderson High School and Lake Worth Community High School, serving predominantly Black and Hispanic student population, experiential learning opportunities, field trips, study tours, engagement with STEM professionals, and near-peer mentoring.
  • College-Career Specialists plan and implement a comprehensive career development program designed to assist all students, parents and staff in Pasco County High Schools.
  • The College Planning Resource Page at Ponte Vedra High School is a one-stop shop for all college resources. The resources include college readiness and planning checklists, a career explorer, important information regarding.
  • Pinellas County Schools adopted trauma-informed practices to support students’ emotional and psychological needs, creating a safe and supportive learning environment. applying to college.

Learner-Centered Teaching Practices for Black Students

Teaching practices should center students’ lived experiences, perspectives, strengths, and needs as grounding for learning.

Black students’ experiences in the classroom are critical to their learning, motivation, and ultimate success.

To thrive academically, students must have opportunities to deeply engage with course content; develop meaningful dialogue with peers and faculty; see themselves reflected in the course materials, curricula, and classroom discussions; and self-reflect on their own progress.

Additionally, faculty diversity and representation matter. Research shows that increasing faculty diversity correlates with higher graduation rates for underrepresented students.

To strengthen learner-centered teaching practices for Black students, institutional leaders should:

Recommendations

  • Provide ongoing faculty training on culturally responsive teaching practices.
  • Offer paid internships and experiential learning opportunities through classes.
  • Form a student advisory review board where Black students receive compensation or academic credit for contributing insights that inform strategies and implementation.
  • Cultivate a learning environment that validates, reinforces, and values the lived experiences of students
  • Create opportunities for Black students to share their perspectives and experiences, ensuring their voices are heard in the classroom and school decisions.

REAL Actions

  • Using a private donation, a professor from USF created a “Journey towards Justice” class covering topics on race, diversity, equity, inclusion, and history. Students participated in field trips to Selma and Birmingham, as well as civil rights museums as an experiential learning opportunity.
  • Miami-Dade County Public Schools (M-DCPS) has initiatives that focus on culturally relevant pedagogy, integrating students’ cultural backgrounds into the curriculum. They offer professional development for teachers to better understand and implement these practices.
  • Broward County Public Schools promotes project-based learning where students work on real-world problems relevant to their communities. They have programs that connect students with local organizations for hands-on projects.
  • Broward County Public Schools has hosted a district-wide Diversity Committee, comprised of community leaders and three appointed student advisors throughout the area, for nearly 30 years to support and ensure equity among students.