By Andrea Stevens
AFRO Staff Writer
astevens@afro.com
As the 47th president of the United States pushes forward with his efforts to dismantle the U.S. Department of Education, educators across the country are turning their attention to what matters most: meeting the immediate needs of students and improving outcomes in their communities.
In Baltimore, leaders like Taiisha Swinton Buck, deputy chief academic officer for Baltimore City Public Schools (BCPS), are confronting one of the most pressing challenges to student achievement—chronic absenteeism.
“We are working to bridge the gaps by addressing the root causes of absenteeism,” said Swinton Buck. “Many times, when you start unpacking why a student isn’t showing up, you discover underlying issues that impact their ability to attend. Until we provide the necessary resources, we will continue to face these struggles.”
Her concerns are supported by state data. In Maryland, nearly 27 percent of students were chronically absent during the 2023-2024 school year—up more than seven percentage points from 2018. Chronic absenteeism peaked at nearly 40 percent in 2022, according to the Maryland State Department of Education and reporting from Capital News Service.
Despite these hurdles, graduation rates across the country have shown modest improvement. The National Center for Education Statistics reports that the national four-year high school graduation rate reached 87.4 percent in 2022-2023, a slight increase from 87.3 percent in 2018-2019 and a substantial gain from 73.7 percent in 1990-1991.
Locally, Baltimore is also seeing progress. According to BCPS, the district’s four-year graduation rate increased from 68.7 percent in 2022 to 70.6 percent in 2023. In contrast, Maryland’s statewide graduation rate declined by 0.5 percentage point during the same period and is down 1.1 points from 2019.
While national figures spark debate about the state of education, Baltimore City schools have also drawn criticism at the highest level. The 47th president recently claimed, “In Baltimore, 40% of the high schools have zero students who can do basic mathematics—not even the very simplest of mathematics,” according to CBS News.
Swinton Buck acknowledged the tension surrounding these national conversations but remains focused on the role of schools as safe, supportive spaces—especially for vulnerable populations.
“I would be foolish to say that I wasn’t worried about the new climate of our country right now. I think many folks are worried,” she said. “But ultimately, I think what reassures me and others is that our schools are support chambers for all of our families but, in particular, our multilingual learners.”
Part of that support, she said, lies in empowering teachers with the tools they need to ensure students can meet state standards and thrive in the classroom.
“When we think about the experiences that our high school students have as they go towards graduation, we want to make sure that they have high-quality instructional materials,” Swinton Buck said. “What we do in the academics office is make sure that our teachers have what they need to support our students. And ultimately, we know that quality instruction every day is what’s going to help our students get to graduation.”
Even in the face of political upheaval, Swinton Buck’s dedication to equity and justice in education remains firm.
“My commitment to social justice and equity will not be shaken by what’s happening around me—it actually strengthens my resolve,” she said. “We’ve seen this movement in other generations. While we may not be happy about it, and it creates angst and anxiety, we know we must stand together and stay committed to our mission.”
She likens today’s fight for educational equity to the collective movements that defined the Civil Rights era, emphasizing the power of community action and perseverance.
“Those types of community movements were critical to the freedoms we have today. Collective work is what’s really important, and schools play an integral role in that,” she said. “To get there, we also have to celebrate the small successes and wins. The continuous improvement that we’re making is going to undoubtedly support the future of our students.”