Black Education (doesn’t happen)

I forget whether it was Walter Williams or Thomas Sowell who pointed out that whites have magic powers. They know which black homes have books in them, and oppress only those blacks whose homes lacked them.

Or maybe there’s another explanation that fits the data…

Black Self-Sabotage

Walter E. Williams
Nov 29, 2017

The educational achievement of white youngsters is nothing to write home about, but that achieved by blacks is nothing less than disgraceful. Let’s look at a recent example of an educational outcome all too common. In 2016, in 13 of Baltimore’s 39 high schools, not a single student scored proficient on the state’s mathematics exam. In six other high schools, only one percent tested proficient in math. In raw numbers, 3,804 Baltimore students took the state’s math test, and 14 tested proficient. Citywide, only 15 percent of Baltimore students passed the state’s English test.

Last spring, graduation exercises were held at one Baltimore high school, 90 percent of whose students received the lowest possible math score. Just one student came even close to being proficient. Parents and family members applauded the conferring of diplomas. Some of the students won achievement awards and college scholarships. Baltimore is by no means unique. It’s a small part of the ongoing education disaster for black students across the nation. Baltimore schools are not underfunded. Of the nation’s 100 largest school systems, Baltimore schools rank third in spending per pupil.

Baltimore’s black students receive diplomas that attest that they can function at a 12th-grade level when in fact they may not be able to do so at a seventh- or eighth-grade level. These students and their families have little reason to suspect that their diplomas are fraudulent. Thus, if they cannot land a good job, cannot pass a civil service exam, get poor grades in college and flunk out of college, they will attribute their plight to racism. After all, they have a high school diploma, just as a white person has a high school diploma. In their minds, the only explanation for being treated differently is racism.

Let’s look at math. If one graduates from high school without a minimum proficiency in algebra and geometry, he is likely to find whole fields and professions hermetically sealed off to him for life. In many fields and professions, a minimum level of math proficiency is taken for granted.

Let’s look at just one endeavor — being a fighter jet pilot. There are relatively few black fighter jet pilots. There are stringent physical, character and mental requirements that many blacks can meet. But fighter pilots must also have a strong knowledge of air navigation, aircraft operating procedures, flight theory, fluid mechanics and meteorology. The college majors that help prepare undergraduates for a career as a fighter pilot include mathematics, physical science and engineering.

What’s the NAACP response to educational fraud? At a 2016 meeting, the NAACP’s board of directors ratified a resolution that called for a moratorium on charter schools. Among the NAACP’s reasons for this were that it wanted charter schools to refrain from “expelling students that public schools have a duty to educate” and “cease to perpetuate de facto segregation of the highest performing children from those whose aspirations may be high but whose talents are not yet as obvious.” Baltimore Collegiate School for Boys is a charter school. In 2016, 9 percent of its students scored proficient on the state’s math test. This year, over 14 percent did so. It’s in the interest of black people for more of our youngsters to attend better schools. However, it’s in the interest of the education establishment — and its handmaidens at the NAACP — to keep black youngsters in failing public schools.

Few people bother to ask whether there’s a connection between what goes on at predominantly black high schools and observed outcomes. Violence at many predominantly black schools is so routine that security guards are hired to patrol the hallways. The violence includes assaults on teachers. Some have been knocked out, had their jaws broken and required treatment by psychologists for post-traumatic stress disorder. On top of the violence is gross disorder and disrespect for authority.

The puzzling question for me is: How long will black people accept the educational destruction of black youngsters — something that only benefits the education establishment?

While I’m at it, here’s something from Larry Elder.

Black-on-Black Racism at Cornell

Larry Elder
Nov 09, 2017

A Rasmussen poll taken in 2013 asked American adults, “Are most white Americans racist?” “Are most Hispanic Americans racist?” and “Are most black Americans racist?” Of the three groups, the winner was blacks.

Thirty-seven percent said most blacks were racist; 18 percent felt most Hispanics were racist, and 15 percent said most whites were racist.

Thirty-eight percent of whites felt most blacks were racist. Even blacks agreed, with 31 percent saying most blacks were racist, while 24 percent of blacks thought most whites racist and 15 percent believed most Hispanics were racist.

This brings us to the Cornell University’s Black Students United and whether the organization is engaging in racism — against blacks. The BSU complains that the prestigious Ivy League school admits too many blacks — from Africa and the Caribbean. “We demand that Cornell Admissions to come up with a plan to actively increase the presence of underrepresented Black students on this campus,” the BSU student group said in its demands. “We define underrepresented Black students as Black Americans who have several generations (more than two) in this country.”

Hold the phone. Isn’t the mantra of modern higher education “diversity,” “inclusion” and “overcoming disadvantage”? If so, the black African and Caribbean students would seem to nail all three.

Maybe the problem is that it is tough to explain why so many black foreign applicants outperform America-born blacks on what some call “culturally biased” standardized tests. A 2007 study by Princeton and University of Pennsylvania sociologists examined the standardized test scores of black students enrolled at 28 selective universities. As to the SAT, the test most colleges use as an important factor in offering admission, the study found that foreign-born black college-bound students earned a statistically significant advantage on SAT scores, averaging a score of 1250 (out of 1600) compared to 1193 average points for their American black counterparts. This explains, in large part, why first- or second-generation black immigrants made up 27 percent of the black student bodies at colleges nationwide. In the Ivy League, black immigrants comprised 41 percent of black students.

What is the basis for the black students’ protest? Don’t black foreigners face even more obstacles? After all, America spends more on education, K through 12, than the top 34 industrialized countries save Switzerland, Austria, Norway and Luxembourg. New York City and Washington, D.C., annually spend approximately $21,000 and $15,000 per student, respectively.

BSU might want to consider the letter to the editor of The Wall Street Journal written by a man from Congo:

“I grew up in the Congo and have numerous friends in the U.S. from the Congo and other African countries who are here for an education or a better life. Every one of them is grateful for the opportunity to secure an excellent education. … Most come here from different cultures with minimal money and limited English language skills. Interestingly, I’ve never heard one complain about discrimination, obstacles or being a victim. Rather, they are grateful. Juxtapose this with Cornell’s Black Students United (BSU) whose members feel they should be treated better than every other color or race if they have ancestors who’ve been here for more than two generations.

“The counterintuitive posturing of American blacks denying other blacks from Africa or the Caribbean is appalling. First-generation African or Caribbean students have more obstacles to overcome to get into any university, much less a prestigious one like Cornell. Furthermore, the liberal American blacks who worship at the altar of ‘diversity’ and ‘victimhood’ should welcome real Africans or Caribbeans versus seeking preferences for those American blacks who truly have the superior advantage of having grown up in the U.S.

“If my Congolese friends are grateful for their opportunities here and have more challenges to overcome, why should American blacks get special treatment? Call this action what it is: racism. And it’s being pushed and protected under the guise of alleged victimization and preferential treatment at the expense of others of all colors and walks of life. So I challenge the BSU folks to start focusing on the concept of succeeding in life instead of always dwelling on the idea that the system is rigged against them.”

The black immigrant culture rejects the victicrat mentality embraced by so many American blacks. In “The Triple Package,” a 2014 book about immigrants’ children, a son of Nigerian-born parents says, “If you start thinking about or becoming absorbed in the mentality that the whole system is against us, then you cannot succeed.”

Rather than complain about the success of foreign-born blacks, why not give failing urban schools some competition through vouchers to give parents greater choice in where to educate their children, a policy currently pushed by the Trump administration? In the Detroit public school district, for example, just seven percent of eighth-graders are proficient or better in reading and just four percent are sufficient or better in math, despite total expenditures per student of over $18,000, according to the 2015 National Assessment of Educational Progress tests.

Isn’t this the real problem?

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