She now leads her own alma mater
For Cherise Ayers, principal of St. Paul Central High School, the persistence of educational disparities (see sidebar) is not just professional but deeply personal, rooted in her own experiences as a student.
“I first noticed these disparities when I was a high school student,” Ayers recalls. “I attended Central High School and was in accelerated classes, where I was often one of the few students of color. Many of my classmates either didn’t have access to these opportunities or didn’t take advantage of them. I saw these disparities through the lens of a teenager.”
Ayers graduated from Central in 1997. She now holds a bachelor’s degree in English from Spelman College and a master’s degree in secondary education and teaching from Brown University.
It was when she attended Spelman College, an HBCU, that her perspective broadened. “At Spelman, I saw how things could be different for Black people when they have access and opportunity. That juxtaposition was eye-opening.”
For her, educational equity means eliminating disparities entirely. “True equity leads to equality. It’s about giving students what they need to thrive academically, whether that means more resources, funds or advisors,” she explains. “Every student is different. Some might need more support because of economic, racial or individual factors.”
Among the most significant gaps in K-12 education are reading, literacy, and numeracy skills. “These gaps start early and often persist into high school,” she notes. “Students who struggle academically, socially or emotionally in grade school tend to continue struggling. For some, it’s easier to act out than to feel inadequate, leading to disciplinary issues.”
Certain groups, such as Black and Indigenous students, are particularly affected. “These disparities don’t exist in isolation,” she emphasizes. “They’re compounded by socioeconomic factors like poverty and lack of access to resources. The environment students live in impacts their readiness to learn and how they show up in school.”
Socioeconomic status often determines access to quality education. “Communities with more funding can afford better schools,” she explains. “In areas like St. Paul, we have a decent tax base, but many companies don’t pay property taxes or have tax subsidies, which impacts funding for schools.”
Teacher quality also plays a critical role in perpetuating or addressing disparities. “If students with compounded struggles have an ineffective teacher, it can set them back significantly,” she says. “Two consecutive years of ineffective teaching can have a devastating impact.”
She also highlights the lack of Black teachers as a systemic issue rooted in historical injustices. “After Brown v. Board of Education, many Black educators lost their jobs. Today, only 2% of teachers nationwide are Black. Research shows that having Black teachers improves outcomes for all students, particularly Black students.”
She is a vocal critic of standardized testing. “I call it ‘Big Ed,’” she says with a wry smile. “Standardized tests often don’t measure what they’re supposed to. It’s one day of testing, but there are many other ways to assess students.”
She cites the work of Dr. Goldy Muhammad, who advocates for curricula that meet students where they are. As Muhammad suggests: “We wouldn’t give someone an outfit without measuring them first. The same goes for education. We need to assess students to ensure they’re getting what they need.” Ayers encourages students to take care of each other and to learn to advocate for themselves.
Looking ahead, she envisions a holistic approach to addressing disparities. “Programs like the Harlem Children’s Zone show us what’s possible,” she says. “We need to address the whole child and their family. Adults who struggle were often kids who struggled, and no one intervened. I hope to see changes that provide families with the resources they need to thrive.”
The Harlem Children’s Zone offers a cradle-to-career pathway of comprehensive programs — offered at no cost — to empower students, families and communities with the opportunities needed to achieve social and economic mobility.
Despite the challenges, Ayers finds immense joy in her work. “Schools are fun places to be. I love being a principal because it allows me to see the world through the eyes of children. They’re bright, wise, and full of potential. It’s an honor to work with them.
“One thing that I want to make sure that happens is that we are serving all of our students, that we are serving our most marginalized students just as well as we’re serving those who come from privilege,” Ayers says. “People love Central and they stay, and I think that speaks to what an amazing place it is.”
Back to school, for Ayers, is a new chapter that begins in familiar territory. “You know, I think I represent possibility. And I represent I hope, spirit,” she says.
St. Paul Mayor Melvin Carter was part of Ayers’ 1997 graduating class. The new administrator says that the theme for this school year is “We’re in this together.”
Holding still today, her hope is clear: “I want schools to be places where every child feels valued, supported, and capable of achieving their dreams.”
Minnesota educational disparities
Educational disparities have long plagued the K-12 system in the United States, disproportionately affecting marginalized communities. In 2022, Minnesota had 821,260 students enrolled in 2,014 schools across 331 school districts. Enrollment increased for Hispanic or Latino, Native Hawaiian or Pacific Islander, Black, and Asian students, while enrollment decreased for white students.
In the 2023-2024 school year, fewer than half of tested students met state proficiency standards in reading and math, which was the same as the previous year. Minnesota dropped to 19th in the national education ranking due to low test scores.
Public school enrollment in Minnesota has declined for four years in a row. Nonpublic enrollment increased slightly for the 2023-2024 school year, and homeschool enrollment increased by 10%. The class of 2023 graduated at a rate of 83%, which was down slightly from 2022 and 2020.
E-12 public education is Minnesota’s biggest general fund expenditure, making up nearly 35% of all general fund dollars for the 2024-2025 biennium.
Some districts have low attendance rates, such as Minneapolis, where less than half of public school kids attend regularly. In the Red Lake public school district, only 12% of students regularly attend.
About 30% of high school graduates who enroll in college drop out before completing their degree. For students of color and Indigenous students, more than 40% drop out.
Tonya Jackman Hampton, a native Minnesotan, is an author with a doctor of education and an MBA.