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.

Big Data

18 07 2015

Washington, D.C.

On the other hand, it’s going to be a hell of a lot harder for anyone to argue that race is just a social construct.

And also, with that much race data on so many subjects so widely available, it might spark a wave of noticing.  People might start doubting that whole equality hokum.

Because Science

14 07 2015

Racial differences in brain structure.


It’s a Black Thang, Understand.

5 07 2015

Chocolate City St. Louis

While the crux of subprime mortgage lending and the subsequent collapse was centered on “sand state” Hispanics, locally, because St. Louis hardly has any Hispanics, subprime was a synonym for black, and it is in the black zip codes where the effects of the collapse still linger.  It’s also why the P-D only cites the national subprime statistics for blacks and non-Hispanic whites, and not for Hispanics.

If you can ignore the liberal histrionics, (you say “predatory lending,” I say “affirmative action mortgages”), then it makes for a decent article.

Bawk, Women and Minorities Hardest Hit, Bawk.

5 07 2015

Jefferson City

Steve Sailer’s War on Nice White Lady Teachers has hit home.


Women and minorities having a tough go on teaching exams

Giant asteroid to end all life on Earth tomorrow; Women and minorities hardest hit.

The pool of prospective K-12 instructors is getting smaller in Missouri as large numbers of college students are failing the tests required to become teachers.

And while some argue that higher failure rates raise the bar for teacher quality in the long term, it’s feeding immediate concern of a shortage of women and minority instructors.

Women can’t be teachers anymore?  Now that would be news.  Or, it’s not news.  Remember that the dictionary definition of “woman” is an adult female human being, while the political definition of “woman” is an adult female human being that votes except if she is white and married.  In this case and context, “woman” means black woman.  Remember, it’s Missouri, so blacks are the only non-white minority group that really has any political muscle.

The gender gap is problematic because the tests are cutting off the very people most driven to the profession. Women represent three-fourths of the nation’s teachers.

I suspect that white women aren’t having much of a problem with these tests.

The racial disparity also is troubling because, while classrooms are becoming more diverse, the pool of available teachers is not. Research shows that students generally perform better when they share a similar cultural background with their teachers.

And other research has shown the opposite.  Of course, remember here that this doesn’t apply to whites, nobody is in a hurry to give white teachers to white students so that they can do better.  This only really applies to NAMs, and in the case of Missouri, blacks.  If black students do better with black teachers, it’s because black students with black teachers tend to occur in black schools, where there is also lots of grade and course title inflation, which standardized testing will expose.

The state’s position is that the exams are doing what they are supposed to do: ensure that only the most qualified candidates become teachers.

Isn’t that what neo-liberals and Waiting for Superman people and Davis Guggenheim want?  Only grrrrrrrrrrrrrrrreat teachers?  Cue Tony the Tiger:  They’re grrrrrrrrrrrrrrrrrrrreat!!!!!!

At the same time, the officials in the Department of Elementary and Secondary Education say they are concerned that the exams could be discouraging diversity.

Don’t be too concerned, otherwise people are going to start noticing that there’s a necessary tradeoff between standards and blacks.

And many are pointing first to research suggesting that standardized tests often contain inherent biases, treating people as identical and not taking into account differences in race, culture, socioeconomic background and different learning styles.

Except these tests are probably gone over 50 million different ways to Sunday with a fine toothed comb to make sure they don’t have any bias.  See below.

State officials counter that Missouri’s teacher exams have been vetted extensively and don’t contain any bias.

See what I mean?  Really, though, what is meant by “bias” here is the good ole disparate impact doctrine, which SCOTUS just upheld for use in housing policy.  Racial differences in scores and passing rates are used as implicit evidence of bias, even if there actually isn’t any bias.

“The question of why do certain groups score higher or lower is a bigger conversation,” said Paul Katnick, an assistant commissioner with Missouri’s department of education. “We need to continue to think about the root causes of the gaps, but we are confident that it’s not bias.”

It’s a bigger conversation that is never held because its contents are taboo, and because J. Phillipe Rushton and Charles Murray are non-persons.

I, too, am confident that it’s not bias.  It’s the bell curve.

Of the tests required to teach in Missouri’s elementary schools, the state reported that 42 percent of white students passed all four of the tests at the same time compared with only 6 percent of black students.

If these tests are g-loaded, then I estimate that they are de facto IQ tests with around 105 as the cutoff line.

A better indicator of teacher quality is their level of grit, McBride said. The idea of grit as a determining factor of achievement is based on research from Stanford University that says self-control, resisting temptation and how well someone is able to persevere and fight through obstacles are more efficient indicators of success.

I think it’s entirely possible that this “grit” is important for teachers.  But it’s not a perfect substitute for ability. Otherwise, they’ll have to show the John Wayne movie True Grit in ed school.

Laura Howe, a spokeswoman with Pearson, said the company worked hard to come up with tests specific to Missouri. Those tests were then scrutinized by a bias committee made of practicing teachers and faculty from teacher preparation programs who look for ambiguous language, culture-specific references and other forms of bias.

Like I said, 50 million different ways to Sunday.

Cuenca, who also serves on the Missouri Advisory Board for Educator Preparation, said neither the state nor Pearson had provided enough information on the people who make up the bias committee, their backgrounds, their methods or how they were trained to spot bias.

The bias committee might be biased.  Clever way to move the goalposts.  I guess this means 50 million different ways to Sunday weren’t enough.

He also notes that a New York judge has already ruled that tests designed by Pearson in that state discriminated against minorities.

The Federal district courts for the southern district of New York are full of crackpot judges that love to whip out the disparate impact doctrine to declare everything from firefighter tests to teacher tests to prostate tests to the wrestler Test as being biased.

We all sound really stupid and we look really stupid chasing our tails and chasing illusory pots of gold because we can’t admit to simple truths.


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