Community activist Chester Asher recently confronted the St. Louis Public Schools (SLPS) board, demanding accountability for the low academic achievement of Black students, who comprise approximately 80% of the district's student body. During the public comment period of the July 11th board meeting, Asher presented statistics indicating that a mere 10% of district students are reading at grade level.

Asher criticized school names like Jefferson Elementary and Washington Montessori, labeling them as reminders of historical figures who enslaved people. He connected poor educational outcomes to increased incarceration rates and difficulties in securing employment. He accused the board of inaction and self-congratulation while Black students suffer the consequences of a failing system.

Asher, the founder and CEO of Ali Academy, a self-described "social justice public school" in St. Louis, echoed similar concerns on his organization's website. He asserted that 80% of St. Louis children lack proficiency in fundamental reading, writing, and math skills.

Asher's strong words called for immediate action, dismissing the district's current plan as ineffective. He criticized the board's perceived indifference and demanded substantial changes to provide Black children with the quality education they deserve. He concluded his remarks by stating he "does not come in peace" to those who demonstrate no urgency in addressing this issue.

Data from U.S. News & World Report reveals that 40% of SLPS high school students achieved proficiency or higher in reading, while 28% reached that level in math. Asher's public challenge comes on the heels of national reports showing significant declines in math and reading scores attributed to COVID-19 lockdowns. The Nation’s Report Card indicated the largest-ever drop in math scores, with reading scores plummeting to levels unseen since 1992. No state reported improved average scores, and large urban districts mirrored the national trend.

SLPS, which oversees 70 schools and educates 19,000 students, did not immediately respond to a request for comment.