BLACK CHILDREN LEFT BEHIND: The African-American Performance Crisis within Fort Worth Independent School District from 2006–2026. By Pastor Kyev P. Tatum, Sr., President, Ministers Justice Coalition of Texas
BLACK CHILDREN LEFT BEHIND: The African-American Performance Crisis within Fort Worth Independent School District from 2006–2026. By Pastor Kyev P. Tatum, Sr., President, Ministers Justice Coalition of Texas.
A CRISIS WE MUST NAME AND ADDRESS. Full Report: https://docs.google.com/document/u/0/d/e/2PACX-1vTr1C2ei6ht94sCUsH8wwi11W8J1YMByE_6fBW8A2FgObqqHOZVVuBvowVL_ZyCWzSksGEj2eL3Hp9U/pub?pli=1
Fort Worth, we are facing a crisis. Historic Perspective: https://texashistory.unt.edu/ark:/67531/metadc1083843/m1/1/
Not a temporary setback.
Not a seasonal challenge.
But a sustained, generational failure in the academic performance, protection, and development of Black children within Fort Worth ISD.
For twenty years—from 2006 to 2026—the evidence has been consistent and undeniable:
Black children are being left behind.
The recent intervention by the Texas Education Agency in March 2026—removing the elected school board and installing new leadership—confirms what many families have experienced for years:
The system has not produced equitable outcomes.
Now is the time for clarity, accountability, and transparency.
Because this is not only a failure of schools—
It is a failure of systems, structures, and shared responsibility.
THE REALITY — SYSTEMS THAT REPEAT THE SAME OUTCOMES
The state takeover did not occur in isolation.
It followed years of documented concerns, including:
• Racial isolation across campuses and classrooms
• Underrepresentation of Black students in advanced academic programs
• Disproportionate discipline practices
• School climates that fail to consistently protect the dignity of Black students
The 2022 incident at R.L. Paschal High School—where racial slurs were used in a classroom without immediate correction—was not simply an isolated event.
It revealed deeper systemic concerns:
• Unequal access to rigorous academic environments
• Inconsistent enforcement of classroom standards
• A lack of culturally responsive accountability
When Black students are both underrepresented and underprotected, the issue is not incidental—
It is structural.
THE DATA — TRANSPARENCY REQUIRES HONEST NUMBERS
The data tells a consistent story that requires public accountability:
• Black students are disciplined at disproportionately higher rates
• They are underrepresented in Gifted & Talented, Advanced Placement, and dual-credit programs
• They are often introduced later into advanced academic pathways, if at all
These disparities create a predictable pipeline:
Limited early access → Reduced academic opportunity → Lower outcomes → Continued inequity
Without intervention, the system reproduces the same results.
Transparency requires that we not only acknowledge these patterns—but measure, report, and correct them.
THE TRUTH — CONDITIONS SHAPE PERFORMANCE
We must be clear:
Student performance does not exist apart from student conditions.
In communities such as the 76104 zip code, many children face:
• Economic instability
• Limited access to healthcare
• Food insecurity
• Exposure to trauma
• Under-resourced neighborhood systems
Expecting high academic performance without addressing these realities is not accountability—
It is a misalignment of expectations and responsibility.
THE SHIFT — FROM ISOLATED SCHOOL REFORM TO SYSTEM-WIDE SOLUTIONS
Improving outcomes for Black children requires a broader strategy:
From school-centered reform → to system-wide, community-connected solutions
Because academic success is directly connected to:
• Household stability
• Economic opportunity
• Community investment
• Access to resources
When these conditions improve, educational outcomes improve.
THE RESPONSE — CLEAR PATHWAYS FOR ACCOUNTABILITY AND CHANGE
To move forward with integrity and results, the following actions are required:
1. Strengthen Economic Stability for Families
Support workforce development, entrepreneurship, and cooperative economics to create stability at home, which directly supports learning.
2. Align Education with Opportunity
Create clear connections between schools, workforce systems, higher education, and local industry so students understand and access pathways to success.
3. Ensure Equitable Access to Advanced Learning
Implement transparent criteria and active outreach to increase Black student participation in G/T, AP, and dual-credit programs—starting early.
4. Establish Accountable School Climates
Require measurable standards for:
• Cultural competency
• Student protection
• Classroom conduct
And ensure consistent enforcement across all campuses.
5. Engage the Community as Partners in Outcomes
The community must be included in:
• Decision-making
• Oversight
• Solution-building
Not as observers—
But as accountable partners.
THE CALL — THIS MOMENT DEMANDS ACTION
The state has intervened.
Now the question is not whether change is needed—
It is whether change will be clear, measurable, and sustained.
This requires:
• Leadership that is transparent
• Systems that are accountable
• Communities that are engaged
• And outcomes that are measurable
ACCOUNTABILITY IS A MORAL RESPONSIBILITY
Our responsibility is clear:
• To tell the truth
• To correct what is wrong
• To build what is needed
• To protect what matters most
Our children.
Our times demand it.
Our history requires it.
Our children deserve it.
And yes—
God is watching.
Pastor Kyev P. Tatum, Sr. is the Senior Pastor of New Mount Rose Missionary Baptist Church in Fort Worth, Texas, and President of the Ministers Justice Coalition of Texas. A graduate of the University of North Texas School of Community Service, he is a nationally recognized faith leader, civil rights advocate, and community strategist.
Pastor Tatum has been selected to serve as a facilitator, panelist, and speaker for Bloomberg CityLab and was also chosen as a participant in the Aspen Institute, recognizing his leadership at the intersection of faith, policy, and community transformation.
He leads initiatives focused on education equity, workforce development, public health, and economic empowerment in Fort Worth’s 76104 community—one of the most historically underserved areas in Texas. His work includes founding and supporting programs such as Skills City, USA, the Inner City Coffee Exchange, and collaborative efforts addressing food insecurity, mental health, and emergency response.
Widely respected for his “Church to the Streets” approach, Pastor Tatum has been recognized among Fort Worth’s most influential leaders and continues to advocate for systemic change that improves outcomes for children, families, and communities.
Contact:
817-966-7625
kptatum1@gmail.com | www.newmountrose.com
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