California district spends $600K on rap curriculum despite poor performance
The Controversy Surrounding an Edutainment Program in a California School District
A central California K-8 school district is facing increasing scrutiny over its investment in an “edutainment” program that teaches children to rap. The Merced City School District has spent over $600,000 in the past year on this initiative, which is provided by the company School Yard Rap. This organization claims to offer a unique educational approach that combines music, lesson plans, videos, and worksheets to make learning more engaging for students.
The district’s contracts with School Yard Rap include various programs such as a summer Rap Camp and an African American Affinity Group. The latter is designed for up to 100 African American students and includes hands-on training in DJing, dance, and Hip Hop/Rap songwriting. Students also have the opportunity to record their work in a professional studio environment. Additionally, they explore themes of identity and community through reflection on personal stories, heritage, and the role of African American culture in shaping resilience and creativity.
A Debate Over Racial Exclusivity
School Yard Rap founder Brandon “Griot B” Brown, who describes himself as an educator with over a decade of experience, stated that while the African American Affinity Group is specifically targeted at black students, it is open to all students in grades 3-8. However, this claim has sparked controversy, as Title VI of the federal Civil Rights Act prohibits race-exclusive programming in public schools.
Brown suggested that the criticism of the program is politically motivated. He argued that providing students with information about different cultures helps reduce hate and ignorance in the country. According to the company’s website, School Yard Rap’s vision is “Equity all year, Diversity every day.” One of its signature programs, called “Moor than a Month,” features Brown in the style of the hip hop group Migos and directly addresses issues related to white patriarchy.
The lyrics of the program’s songs suggest that history books often have a white male bias, but Brown states that he is not blaming anyone for this. Instead, he emphasizes the importance of education on topics that are often overlooked.
Student Performance and Demographics
According to Niche.com, only 33 percent of students in the Merced district are proficient in reading, and just 20 percent are proficient in math. The district serves 11,000 students, with the majority being Hispanic (69 percent) and a smaller percentage being African American (just under five percent). Eighty-three percent of students are eligible for free or reduced lunch, indicating a significant portion of the student population comes from low-income families.
Erika Sanzi of the advocacy group Defending Education criticized the focus on the edutainment program, arguing that if equity were the goal, the district should start by addressing reading and math scores and income levels to identify students most in need of support.
Conclusion
The debate surrounding the Merced City School District’s investment in the School Yard Rap program highlights the complex issues of racial inclusivity, educational effectiveness, and resource allocation in public schools. While the program aims to provide a unique and engaging educational experience, it also raises important questions about the impact of race-specific initiatives on student performance and the broader implications for equitable education.
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