Black children don’t need a separate language lesson in California

The Controversy Surrounding the Black English Language Workgroup

A nonprofit organization known as the Black English Language Workgroup has sparked significant debate by advocating for the normalization of what some consider improper English among Black children. This initiative raises concerns about the impact on educational outcomes, which are already troubling for many students.

The group claims to be a collaborative effort with other organizations aimed at promoting “language justice” for Black children in early childhood education. According to their website, they are committed to advancing this cause and challenging harmful language hierarchies. However, critics argue that instead of focusing on improving language literacy, they are potentially undermining the educational development of Black children.

It is essential to question whether all children, regardless of race, should not have the opportunity to learn and use proper English. After all, English is a culturally normative language for all Americans. Why would Black children be exempt from developing a strong command of their mother tongue? This approach could also raise questions about how it might affect English as a Second Language learners.

In California, public school children are facing abysmal achievement levels on standardized tests. Only 49% of students scored proficient or advanced in English on the 2025 Smarter Balance Assessments, while just 37% met or exceeded the math standards. These numbers highlight the urgent need for improvement in education, especially for Black children, who show even lower proficiency rates.

Black children in California have significantly lower scores compared to other groups, with only 33% proficient or advanced in English and 20% meeting or exceeding math standards. These statistics suggest that there is a critical need for remedial efforts and educational reforms. Instead of addressing these issues, the Black English Language Workgroup is focusing on promoting what some see as a detrimental approach to language education.

The workgroup’s partners include organizations like Californians Together, Catalyst California, and Early Edge. They claim to be working towards “language justice,” but critics argue that this is an attempt to legitimize poor language use rather than promote effective communication skills.

This initiative is seen by some as a dangerous move that could lead to a permanent underclass of individuals who struggle with communication and face barriers due to their inability to speak English effectively. It is reminiscent of the educational double standards that former President George W. Bush once addressed, emphasizing the importance of high expectations for all students.

Older generations of Black Americans may find this approach unsettling, as it contradicts the values of hard work and proper communication that were instilled in them. Many parents, including those of the author, emphasized the importance of speaking properly to make a good first impression and open doors to opportunities.

The author recalls being strict about using proper English at home and in public, teaching that speaking well could lead to success. When the author and their sister returned from a summer in Tennessee with southern accents, their mother insisted they speak properly, highlighting the importance of clear communication.

This situation echoes the sentiments expressed by George W. Bush, who argued against lowering expectations for disadvantaged children. He believed that holding students to rigorous standards was not discrimination but a necessary step towards achieving better outcomes.

Critics argue that the workgroup’s goals are misguided and could perpetuate a cycle of underachievement. Instead of fostering a culture of excellence, they risk normalizing poor language skills, which could have long-term consequences for Black children.

Ultimately, the focus should be on providing all children, regardless of race, with the tools to excel in English. High standards and encouragement to achieve their best are essential for ensuring that every child can succeed. Without clear and enforced standards, many children may never reach their full potential.

Stacy Washington, a decorated Air Force veteran and Emmy-nominated TV personality, emphasizes the importance of setting high expectations for all students. Her perspective underscores the need for a unified approach to education that benefits every child.