Excellence and socially-engineered “diversity” are mutually exclusive. Race-blind merit is the bugaboo of egalitarianism. Few but the bravest public office holders and public figures will admit that America’s failing public schools and obliterated inner cities are almost exclusively the product of shifting demographics, and are made that much worse by misguided “liberal” policies that only reinforce and compound specific biological predispositions and behaviors. These outcomes are to be expected if we consider racial disparities in IQ, something many people flatly reject as “racist.” As Thomas Sowell writes:
My own research was financed in part by a grant from a foundation that told me to remove any mention of IQ research from the activities listed in my project’s application...Many schools and boards of education also did not want it on the record that they had cooperated by supplying data for any such research...A well-known black “social scientist” urged me not to do any such research...As it turned out, the research showed that the average IQ difference between black and white Americans—15 points—was nothing unusual.
Racial differences in cognitive ability are well-established scientific fact, and do much to explain the so-called “achievement gap,” but the present dogma renders discussion of this Occam’s razor nearly impossible. A quick survey of the racial demographics of America’s failing public school systems reveals not only a paucity of competence and achievement, but in the worst-achieving schools, a dearth of white and Asian students to prop up said schools’ test scores.
There were some very telling findings in the recent National Assessment of Educational Progress (NAEP) scores released by the US Department of Education, where public school systems are tested on their math and reading proficiency. The NAEP tests revealed that in 2017, in the Cleveland public schools, only 11% of eighth graders were proficient or better in math and only 10% were proficient or better in reading. Cleveland public schools’ student racial/ethnic breakdown is as follows: Black, Non-Hispanic: 64.5%; Hispanic: 15.8%; White, Non-Hispanic: 15.7%; Multiracial: 2.6%; Asian or Pacific Islander: 1.3%; American Indian or Alaskan Native: 0.2%. Cleveland public schools are 84.3% non-white.
In the Houston public schools, only 24% were proficient or better in math and only 18% were proficient or better in reading. Houston public schools are 62.1% Hispanic and 23.9% black; Houston’s public school system is in total 91.3% non-white. In the Dallas public schools, only 20% were proficient or better in math and only 15% were proficient or better in reading. With Hispanics at 70.3% and blacks at 22.3%, Dallas public schools are less than 5% white.
In the Shelby County (which includes Memphis) public schools, only 12% were proficient or better in math and only 17% were proficient or better in reading. Shelby County public schools are around 60% black. In the Fresno public schools, only 11% were proficient or better in math and only 14% were proficient or better in reading. Fresno’s public school system is 67.2% Hispanic and 89.7% non-white. In the Baltimore public schools, only 11% were proficient or better in math and only 13% were proficient or better in reading. At 80.1% black and 10.4% Hispanic/Latino, Baltimore public schools are 91.3% non-white.
In the Milwaukee public schools, only 12% were proficient or better in math and only 15% were proficient or better in reading. Milwaukee public schools are 55% black, 26% Hispanic, and 88% non-white. Only 5% of Detroit public-school eighth graders were proficient or better in math and only 7% were proficient or better in reading. Detroit’s public school system is 82.3% black and 13.2% Hispanic; it is 97.6% non-white. From Bristol Blog:
The Los Angeles Daily News August 28, 2017 is reporting that 75% of black boys in diversity crippled California schools can’t read—yes 75%...As early as fourth grade, for example, nearly 80 percent of black boys failed to meet state reading standards…This problem is not limited to blacks but also Hispanics. The LA Times noted a 70.2% graduation rate in 2014, but the number is a fraud. The LA Unified School system is only 9.2% white and 73.7% Hispanic. The LA Times (August 24, 2016) reports that only 29% of students can do math and 39% can read/write and celebrate this as an “improvement.” It’s obvious many of those graduating are functional illiterates. Let’s take a real test from say Utah…and see if they can pass it. That’s what happened in Florida and some scores fell to an 80% failure rate….Brenda Gazzar, Los Angeles Daily News, and Stephen Wall, The Press-Enterprise August 24, 2016, noted statewide 52% of California students failed English and 63% failed math.
Many of these functional illiterates are then shepherded into institutions of higher learning, their tuition underwritten by the federal government and your tax dollars, where they are then told that their inability to achieve at the level of their white peers is the fault of those same whites who have artificially advanced them beyond where their academic performance would dictate. This particular recipe for disaster I will cover in a future piece. Suffice it to say for now that the effects on the quality of higher education and the orientation of higher education have been catastrophic.
Furthermore, the egalitarian ideology can often be tragic for its “beneficiaries” as affirmative action and other such policies set up many minority groups to fail. This is because affirmative action is an unnatural process that does not allow for merit to be the primary driver of advancement. It’s not only blacks and other colored people advanced beyond their skill set who are negatively affected by affirmative action, either. Whites and especially Northeast Asians—who for the SJWs are nominal whites except when it suits their purposes for them to magically become “colored,” ie-Sarah Jeong of The New York Times—are also negatively affected by affirmative action in hiring practices and college admissions as they are frequently passed over for positions by less-qualified individuals in order to satisfy racial and ethnic quotas. As just one example, blacks are almost four times more likely than Asians with identical average MCAT scores and GPAs to get into medical school, and nearly three times more likely than whites. Hispanics are almost three times more likely than Asians with identical average MCAT scores and GPAs to get into medical school, and over twice as likely as whites. Even more damning, as the American Enterprise Institute reports:
For students applying to medical school with slightly below average GPAs of 3.20 to 3.39 and slightly below average MCAT scores of 24 to 26…black applicants were more than 9 times more likely to be admitted to medical school than Asians (56.4% vs. 5.9%), and more than 7 times more likely than whites (56.4% vs. 8.0%).
Every single year, precisely 11.8% each of Hispanics and blacks, respectively, make up the incoming freshman class at Harvard. At Harvard, there is an astounding 450 point disparity between Asians at the high end and blacks at the low end in the average SAT scores of accepted students, and a 310 point disparity between white and black accepted students. Nationally, blacks are given an average 230-point “bonus” on their SATs—and Asians are penalized 50 points. Only half of elite colleges’ students are accepted based solely on academic potential. A huge number of athletic scholarships go to blacks who would otherwise have no place in the university setting; when UAB briefly dropped its football program, the black male enrollment at the college declined by 12%.
As Judge Richard Posner of the United States Seventh Circuit Court of Appeals states:
What is most arresting about critical race theory is that...it turns its back on the Western tradition of rational inquiry, forswearing analysis for narrative. Rather than marshal logical arguments and empirical data, critical race theorists tell stories—fictional, science-fictional, quasi-fictional, autobiographical, anecdotal—designed to expose the pervasive and debilitating racism of America today. By repudiating reasoned argumentation, the storytellers reinforce stereotypes about the intellectual capacities of nonwhites.
When the Left denies agency to non-whites in such a manner, they are implicitly acknowledging that blacks and browns are unfit for purpose in the kinds of advanced civilizations whites and Northeast Asians build. The data we have on IQ generally support this conclusion, but for those same Leftists, as I discussed at the beginning of this article, such a discussion is “racist” and thus off-limits. Thus, we seem to be at loggerheads between a self-contradictory ideology and established, quantifiable science. Shall we continue to take the myths of egalitarianism “on faith” to our ultimate demise, or will we acknowledge the empirically-established conclusions that people are not equal, and finally accept reality?
The latter may be raw and ugly in the face of the pristine falsity of equality, but at least it is true.
This is a companion discussion topic for the original entry at https://republicstandard.com/inconvenient-truth-race-american-educational-system/