The life and prosperity of a community is generally dictated by the degree of education it obtains. One need only to look around the country to see which communities are thriving and which are not and then learn their educational attainments. In many instances, the level of education influences the great divide between the have's and have-not's. Thus, it is imperative for all communities, but particularly the African American community, to expand and sustain their commitment to education.

Since the 1940's, African Americans' educational levels have continued to climb. In that year, just 12.3 percent of blacks ages 25 to 29 had finished high school. By 1965, more than half had graduated. Today, that figure is 86.2%, according to the Census Bureau. In 1997, the percentage of African American youths graduating from high school almost paralleled white youths--86% of blacks ages 25 to 29 were high school graduates, compared to 87.6% of whites. However, it is important to point out that the high school drop out rate for blacks still looms high and is of great concern for any future progress.

The Western Interest Commission for Higher Education, established by a compact of the western states, in a recent publication, Knocking at the College Door, projected that of high school graduates, by state and race, not only will the graduating class of 2012 (baby boom echo) produce the largest pool of high school graduates ever, it will also be the most racially and ethnically diverse ever. For example, in the west, there will be no single racial majority among the high school graduating class of 2008. For African Americans this means there will be 36,000 more graduates by the year 2001, resulting in a 12% increase from 1995-96. For Native Americans it will mean an additional 6,500 students; for Asian Americans it will mean approximately 32,000 more high school graduates; for Latinos it will mean 65,200 more graduates. Viewed from another angle, by the year 2001, enrollments for public schools will show a doubling of Latinos, 534,000 more African Americans, 315, 000 more Asian Pacific Islanders, 74,000 more Native Americans/Alaskan native students, and 127,000 fewer whites.

Regarding higher education, black enrollment increased from 8.8% in 1984 to 10.1% of total college enrollment in 1994. Blacks represent 12.6% of the national population and 14.3% of the college age population, according to the African American Education Databook, compiled by the Fredrick D. Patterson Research Institute of the College Fund of United Negro College Fund.

These figures indicate that blacks still have not matched their college age population percentages as related to college graduation. There seems to be a short fall of some 4.2% that we need to address. Interestingly, The Status of Education and Black America, volume l, Higher and Adult Education found that many of the gains accrued by African Americans in higher education are due to huge increases in participation by black women--there was a 219% increase in the percentage of black women taking their first professional degrees.

Jet Magazine, March 17, 1997, noted that the percentage of blacks who received doctorates in education and theology was nearly double that of whites; it also observed that law and medicine have attracted a higher proportion of blacks than any other race. However, blacks were less represented at all levels in technical fields, such as engineering, physics and life sciences. One may assume that the under-representation of blacks in those areas needs attention.

The above figures indicate that the quest for higher education among African Americans continues to be something that is prized. However, it is important to point out that the dropout rate among black students who are in high school is among the highest and a continuation of that phenomena will erode the gains that have been made in previous years.

One may assume that the increase in the number of African American graduates from high school suggests a reasonable pool of eligible students for colleges and universities; however, this traditional path to earning a degree is threatened by the high dropout rates blacks experience.

Two challenges that loom heavy in successful matriculation rates of African American high school students to the halls of higher education are their participation in the SAT program and their lack of participation in what we call the Advance Placement Programs.

According to the Journal of Black Higher Education, African American students are far less likely than whites to participate in Advance Placement Programs. When they do, they generally score considerably lower than their white counterparts on the Advance Placement Test. The percentages of all AP exams taken by African Americans students dropped from 4.1 % in 1995 to 3.8% in 1997. The impact of that drop is significant because it affects the pipeline of African American students from secondary school to the university.

The importance of African Americans taking the Advance Placement courses resides in the fact that some 2,900 colleges and universities in the United States grant college credit to students who receive high scores on AP exams. In some 1,400 colleges and universities, including Harvard, Duke, and many historical black institutions, AP students can achieve sufficient advanced credits to allow them to matriculate as sophomores. It is important to note that the escalating cost of higher education can be offset by AP credits and produce considerable savings in the overall cost to African Americans of earning a college degree.

The SAT test is commonly used by four-year colleges and universities to determine entrance. While it is considered one ingredient among many factors that determine a student's selection to a college or university, it is significant and often used as a screening device.

Historically, African American students generally score below other groups on the Scholastic Aptitude Test, thereby limiting their chances for enrollment or acceptance into prestigious universities or colleges.

These two factors, the AP exam and the SAT, are significant barriers to African Americans' participation in higher education and should be addressed.

One solution the African American community and others might consider is to provide more opportunities for students to take the AP exam. This exam is quite expensive and if opportunities can be made available for students to receive scholarships to participate in taking AP exams, it would significantly offset the cost and perhaps increase interest in taking the exams. Another important point is that blacks need to pay more attention to student participation, particularly the practice sessions and taking the SAT.

One strategy is to begin to set up mechanisms that allow students to overcome the phobia associated with taking the SAT. This is important because when we increase the participation of African American students in the SAT program and the AP program, we remove the threat of decreased participation in higher education among African Americans and other minority groups.

In sum, the status of African Americans in higher education has generally improved--more African American students are enrolled, more students are taking the AP exam, more students are enrolled in AP courses, and throughout the nation there are many self-help programs. However, if we are to enter into the Twenty First Century on an equal footing, the African American community will have to step up its commitment to African American students, assuring their participation in the American dream. Education is the one program that can facilitate that reality.[] Reprinted from The Quarterly Mirror