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Across all income levels — one of the top indicators of student achievement — racial disparities still exist.

In 2006-07, 52.2 percent of black economically disadvantaged students statewide passed the mathematics portion of the Ohio Graduation Test, compared to 73.6 percent of their white economically disadvantaged peers, according to the Ohio Department of Education.

In fact, a higher percentage (73.6 percent) of white low-income students passed the OGT than black, non-economically disadvantaged students (64.3 percent).

The work of the Consortium on Race and Equity in K-12 Education focuses solely on racial disparities in student achievement and how teachers contribute to those differences.

There are other barriers to education, such as income, disabilities and English language learners and conversations will often drift to those more comfortable topics, said Middletown Superintendent Steve Price.

The first time Price heard Glenn Singleton, the author of "Courageous Conversations" who is working with the consortium, he knew Singleton's message was the missing piece.

"He was specifically talking about race and the racial achievement gap," Price said. "People have a hard time staying focused just on talking about race."

Socioeconomics and language barriers "continue to be factors, but when you view those factors through the lens of race, you can see those factors differently," said Singleton.

"I think our point has always been that race is not the only factor, but it is the missing factor," he said. "When you begin to examine the system through the lens of race and when you begin to fashion strategy and programs with an anti-racist lens, you will have a different take on other factors that are key."

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