Years ago, noticing that, in subjects like math and science, girls did not perform as well as boys, schools systems across the country implemented programs designed to address the special learning needs of female students. In recent years, some experts have claimed there is a decrease in male student achievement, blaming it on past focus on female students.  Lawmakers, education leaders and the public cannot allow themselves to become distracted by this imaginary crisis. 

According to a new report released by the American Association of University Women, boys are not being shortchanged in schools. In fact, standardized test scores for boys have remained relatively the same over the last dozen or so years.  The report shows that girls and boys achieve at the same level through their entire educational career, giving no weight to the argument that girls are more successful academically and that boys need to be taught in a different manner. Despite claims to the contrary, there is no apparent boy’s crisis in the nation’s educational system.

Real disparities, however, can be found in urban areas. According to the AAUW report, family income and race directly affect a student’s performance. On standardized tests, students from low-income families have the lowest average test scores, with both male and female African-American and Hispanic students scoring lower than their white and Asian counterparts. 

This comes as no surprise: In poor areas, students are often inexperienced and not certified in the subject they are teaching. Class sizes in urban areas are often larger than those in more affluent communities, and the schools don’t have the resources to provide textbooks and other materials. Adding to this, teachers in poor areas are forced to address the social problems their students face: Poverty, violence and more. Some of the nation’s most committed teachers report having to provide snacks to students who were unable to eat breakfast at home or purchasing supplies like paper and pens to those students who didn’t have them. With all of these obstacles to overcome, it is difficult for even some of the most driven students and teachers to excel.

There are those, most of them white and male, who want America to believe that it’s young men are not getting their fair share academically. This is simply not true.  This imaginary "crisis" is no more than a ploy created to further advance and empower white men. If this country wants to address gaps in its educational system, it should begin by looking at race and economic achievement disparities, designing and funding a workable plan meant to address them.

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Judge Greg Mathis is national vice president of Rainbow PUSH and a national board member of the Southern Christian Leadership Conference.