Intersectional interventions can provide promise for Black girls and other racialized minorities. Interventions that are put in place are usually single-axis and assume that either all girls or all African-American students have the same needs. Black girls’ experiences in mathematics remain invisible and largely untheorized and this invisibility produces obscurity to most mathematics teachers consequently, program and learning design efforts remain non-existent. It is not just a Virginia problem it is a national problem. So just what is the state of Black girls’ experiences in mathematics in Virginia? It is difficult to answer this question in part because most states rarely disaggregate their assessment data at intersections of race and gender, but also because there is a limited focus on contextualized studies that examine Black girls and their mathematics education experiences. Source: Virginia SOL Assessment Build-A-Table ( ) 2015-2016 Virginia State Standards of Learning (SOL) Assessment Pass Rate for Black Girls, 3 rd – 12 th notes that the state board’s top priority is to continue to work toward narrowing and ultimately closing the achievement gap between Black and White students, I wonder what Virginia plans to do for its Black girls in particular? The 2015-2016 Virginia State Standards of Learning (SOL) Assessment data shows the following pass rates for Black girls from third- through twelfth-grade (see Table 1). Although Board of Education President Billy K. Partnering with students to support them in becoming educated, productive, and responsible citizens is at the core of the Virginia Department of Education’s mission, and I wonder how Black girls are experiencing this mission in their K-12 trajectories? The 2015 NAEP mathematics data for Virginia shows a 22- and 30-point difference between Black and White fourth- and eighth-graders respectively (National Center for Education Statistics). The Invisibility of Black Girls in Mathematics
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