Diversity Has Consequences

27 04 2016

Washington, D.C.


But they do tell us the truth:

Peggy Carr, acting commissioner of the National Center for Education Statistics, which conducts the test, said officials couldn’t tie changes in scores to any particular education policies but demographic shifts may play a role. The dropout rate has improved for every racial and ethnic group, she said, so some struggling students who wouldn’t have taken the test in the past did so last year.


In reading, 49% of Asian students performed at or above proficiency last year. So did 46% of white students, 25% of Hispanic students and 17% of black students.


In math, 47% of Asian students performed at or above proficiency. So did 32% of white students, 12% of Hispanic students and 7% of black students.

But they’re stuck with an unfathomable paradox, unfathomable to them, but not to me, and not to most of you:

Educators and policy makers have long lamented that many seniors get diplomas even though they aren’t ready for college, careers or the military. Those who go to college often burn through financial aid or build debt while taking remedial classes that don’t earn credits toward a degree.

Bill Bushaw, executive director of the National Assessment Governing Board, which oversees the test, said the board was pleased that high school graduation rates were rising, but disappointed in the lack of progress in boosting students’ skills and knowledge.

That’s what happens when grade inflation, social promotion and racial pity mash up; high school diplomas are basically medical certifications that you have a pulse and are breathing at the age of eighteen.

Another point of order:  Why are we supposed to get our panties in a bunch over not all high school seniors being college ready?  If tertiary education is supposed to be more lofty and more prestigious and more difficult than secondary education, then it stands to reason and is a mathematical inevitability that some percentage of high school seniors less than a hundred, even less than fifty, are truly going to be college ready.  If 100% of high school seniors are college ready, then that makes college nothing more than four more years of high school.

Crazy For Trying

21 12 2015


Philadelphia Inquirer:

Blacks fail Philly police psych screening more than whites


From 2011 through 2014, 72.5 percent of the 262 black applicants passed the psych evaluation, compared with 81.2 percent of the 823 white candidates.

Hispanic applicants fell in between, at 75 percent of 176 job-seekers. Applicants of Asian descent fared the worst, at less than 58 percent, but their overall numbers were small – just 66 applicants over the four-year period.

So it’s the Asians that failed it the most, but the blacks are the ones bitching.  Remember, we’re always instructed about the coalition of the ascendant, the racial newcomers.  Yet, when the topic is race in the United States, it always seems to come down to black and white.

Experts caution that the different passing rates are not necessarily evidence of discrimination.

Ordinarily, one would think so.  But, an army of Federal judges disagree.  Hence the disparate impact madness.

Under U.S. Equal Employment Opportunity Commission guidelines, if an employment screening tool results in a minority racial group being hired at less than four-fifths the rate of the majority, the burden is on the employer to show why that tool is a valid predictor of job success and not discriminatory.

For the Philadelphia police, that means black police candidates would have to pass the psych evaluation at a rate below 65 percent – four-fifths of the 81.2 passing rate for whites.

Nuts, no disparate impact lawsuit?  Well, unless the Asians want to have some fun.

However, people of low socioeconomic status may fare worse on certain aspects of the test, if raised in an environment where rule-breaking and challenging authority were commonplace, said David Corey, a Lake Oswego, Ore.-based psychologist who consults for law enforcement agencies across the United States and Canada.

Psychopaths and sociopaths might not make good cops.

As a result, it is inappropriate to use the true-false test by itself as a screening tool, Ben-Porath and Corey said. Some of the true-false questions probe the applicant’s history of conduct problems, so a skilled psychologist would then use the interview to determine whether any such tendencies were still an issue, they said.

“It’s important to look at the whole person,” Corey said. “Are these a reflection of contemporary problems? Or are these a reflection of past problems?”

“It’s important to look at the whole person” means that ignore test results and qualifications and hire the whole negro.

The lower passing rates among black applicants indicate the need for scrutiny of the psychologists who do the interviews, said Rochelle Bilal, president of the Guardian Civic League, a nonprofit that advocates on behalf of black police officers in Philadelphia.

In a more sane time, the lower passing rates among black applicants would have been said to have been indicative of something not quite so positive about the black applicants.

There are two ironies here:

One, the Black Autumn extortion mobs on college campi have as almost a universal demand better campus mental health services.

Two, the Black Lives Matter bunch wants better psychological screening so that agencies can better identify and not hire people who want to mow down black babies’ bodies.

When they get what they want, they gripe when it shows them to be deficient.

Be There And Be Square

4 11 2015


Anybody going to broach the subject of black people taking on frivolous debt and their propensity not to repay?


Nordic Gap

24 10 2015

Madison, Wisconsin

No surprise to those of you who pay attention.

Wisconsin’s graduation rate gap widens to largest in U.S.

I have a sneaking feeling that Minnesota is second.


Well No Fucking Duh

24 09 2015

Washington, D.C.


Did you know?  They also put black public housing tenants where the crime is.

I’ve also seen that in print.

This article does have some points I want to elaborate on, but I can’t right at this moment.

Same Ole Story

12 08 2015

Jefferson City

DESE becomes the first state level education agency to release standardized test scores on testing regimes based on Commune Core.

And guess what:

Results show the performance gap persists among races and income levels, with about 13 percentage points between those considered to be minorities or low-income, and the rest of the student population.


Among minority students and those who qualify for free and reduced-price lunches, a marker of poverty, 46.4 percent passed English Language Arts and 32.3 percent passed math, according to data presented to the state board.

After the meeting, Vandeven said the achievement gap was something the state needed to address.

“If ‘all children’ means ‘all children,’ we’re going to have to figure out how to do some things a little differently,” she said. “The ability to close the gap is there. If the state comes together, we can solve this and make it happen.”

But but but…Bully Gates and his paid vassals told us that we needed these high standards in order to have great schools so that we could fix the schools in order to narrow the achievement gap.

OTOH, Missouri’s Commune Core-aligned testing does measure something useful, if the good ole achievement gap still presents.

And also, if Margie Vandeven actually comes through on her promise, I can promise you that the world is going to swarm into the usually sleepy state capital river town where she works and where I work for a few months out of every year, because she’ll be the modern day alchemist.

I’ll Be Rich If I Can Figure This Out

28 07 2015

St. Ann


Pattonville parents urge an offensive to counter bullying

Two months removed from the sometimes-vicious halls of sixth grade, Rachel McCormick took her seat at the Pattonville School Board on Tuesday night unsure if she would speak.

Rachel, 12, had been bullied all year, she and her mother said — despite the district’s anti-bullying policies. Despite the emphasis on character education. Despite the meetings with school administrators.

None of it did much good, Rachel said. At the start of the school year at Holman Middle School, she was shunned on the bus. She said she just wanted to sit next to someone. A few days later, someone shoved Rachel away with their foot.

In October and November, students stole her lunch. Then there was the name-calling.

Each time she was bullied, she and her mother told school officials. But what her mother called a “Band-Aid” approach wasn’t doing Rachel any good. It was time to make their grievances public at the board meeting.

That’s not to say the Pattonville School District doesn’t work to counter bullying already, district spokeswoman Mickey Schoonover said. The Where Everybody Belongs group helps children transition to middle school. The Positive Behavior Intervention and Supports program teaches appropriate behavior, Schoonover added.

Still, about a dozen parents and students attended the meeting to show solidarity with the McCormicks. They acknowledged the district’s efforts, but urged more.

And then, yadda yadda.

Why were Rachel’s bullies never punished?  Why did the school officials respond with useless band-aids and more useless band-aids?

C’mon now.  You know which blog you’re reading.  One written by someone who can use Great Schools, and find out that Holman Middle is 53% white and 38% black.

The Pattonville district and many other districts that are similarly positioned are caught in between a rock and a hard place.  The rock is trying to cut down on bullying, violence, severe misbehavior.  The hard place is #BlackLivesMatter and school to prison pipeline paranoia, trying to reduce suspensions of black students to keep the Department of Justice and the disparate impact bean counters happy.  We already know that colleges and universities have found a way to extricate them from a similar Catch-22, getting themselves out from between the rock of high SAT scores and the hard place of NAM diversity, of its admitted classes.  So there has to be some way for public K-12 school districts with significant NAM student percentages to solve this problem.

For me, solving this problem means getting a money tree.


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