Villanova University sociology professor Glenn Bracey encourages adoption of Critical Race Theory due to its roots in Marxism

Thanks to Gateway Pundit for this article on it.

The video below shows Villanova University sociology professor Glenn Bracey saying the following:

“The Marxist foundation of Critical Race Theory is at base a spiritual concern. If you read Marx you know that he was concerned about alienation. Specifically, alienation of the species being. That element of humanity that provides creativity that is unique to the individual – that really gives us – it is what defines humans from animals in that case. Marx was concerned that our modern systems were flattening that humanity and alienating us from the creative endeavors that we were – Christians would say – we were designed to emulate and to practice. So the core question for Critical Race Theory is one of releasing people – especially people of color, especially Black people – from the oppressive systems that deny us access to our species being, including racism. It’s Marxism, my point being Critical Race Theory’s Marxism is fundamentally a spiritual concern.”

https://twitter.com/JackPosobiec/status/1398644441129365504

https://www.youtube.com/watch?v=PS5tLQcYRbU

https://www.bitchute.com/video/CuMe28VYzy93/

 

May 30, 2021. Tags: , , , , , , , . Communism, Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

California Leftists Try to Cancel Math Class

https://www.cde.ca.gov/ci/ma/cf/index.asphttps://www.wsj.com/articles/california-leftists-try-to-cancel-math-class-11621355858

California Leftists Try to Cancel Math Class

The proposed curriculum framework aims low, abandons the gifted, and preaches ‘social justice.’

By Williamson M. Evers

May 18, 2021

Oakland, Calif.

If California education officials have their way, generations of students may not know how to calculate an apartment’s square footage or the area of a farm field, but the “mathematics” of political agitation and organizing will be second nature to them. Encouraging those gifted in math to shine will be a distant memory.

This will be the result if a proposed mathematics curriculum framework, which would guide K-12 instruction in the Golden State’s public schools, is approved by California’s Instructional Quality Commission in meetings this week and in August and ratified by the state board of education later this year.

The framework recommends eight times that teachers use a troubling document, “A Pathway to Equitable Math Instruction: Dismantling Racism in Mathematics Instruction.” This manual claims that teachers addressing students’ mistakes forthrightly is a form of white supremacy. It sets forth indicators of “white supremacy culture in the mathematics classroom,” including a focus on “getting the right answer,” teaching math in a “linear fashion,” requiring students to “show their work” and grading them on demonstrated knowledge of the subject matter. “The concept of mathematics being purely objective is unequivocally false,” the manual explains. “Upholding the idea that there are always right and wrong answers perpetuates ‘objectivity.’ ” Apparently, that’s also racist.

The framework itself rejects preparing students to take Algebra I in eighth grade, a goal reformers have sought since the 1990s. Students in Singapore, South Korea and Taiwan master introductory algebra in eighth grade or even earlier.

At one time, California took the goal seriously and made immense progress. California Department of Education data show that while only 16% of students took algebra by eighth grade in 1999, by 2013, 67%—four times as many—were doing so. Success rates, meaning the percentage of students scoring “proficient” or above, kept rising even as enrollment increased dramatically.

The biggest beneficiaries were ethnic minority and low-income students. While student success tripled overall, African-American students’ success rate jumped by a factor of five, and Latinos’ and low-income students’ by a factor of six.

Many highly selective colleges expect students to take calculus in high school. To get to calculus by senior year, students have to proceed on a pathway of advanced courses. The framework condemns this as a “rush to calculus” and indicates that California schools won’t provide such a pathway. California high-school grads may be put at a disadvantage in applying to top colleges.

The framework explicitly rejects “ideas of natural gifts and talents.” That some are gifted in math implies some others aren’t, and this is “inequitable.” The framework’s authors also fear that those designated “gifted” may have their fragile egos hurt if they later lose that designation. So it writes an obituary for gifted-and-talented programs, which would hobble the rise of many talented children in California.

The framework rejects ability grouping, also called tracking, even though studies show that students do better when grouped with others who are progressing in their studies at the same pace. We have known for years, including from a 2009 Fordham Institute study of Massachusetts middle schools, that schools with more tracks have significantly more math students at advanced levels and fewer failing students.

The proposal’s agenda becomes clear when it says math should be taught so it can be used for “social justice.” It extols a fictional teacher who uses class to develop her students’ “sociopolitical consciousness.” Math, it says, is a tool to “change the world.” Teachers are supposed to adopt a “culturally relevant pedagogy,” which includes “the ability to identify, analyze and solve real-world problems, especially those that result in societal inequalities.”

Under this pedagogy, “students must develop a critical consciousness through which they challenge the status quo of the current social order.” Don’t think that kindergarten is too early for such indoctrination: “Teachers can take a justice-oriented perspective at any grade level, K-12,” the curriculum revisionists write. Students could be taught fractions in the distracting process of learning the math of organizing a protest march.

This program is quite a comedown for math, from an objective academic discipline to a tool for political activism. Society will be harmed: With fewer people who know math well, how are we going to build bridges, launch rockets or advance technologically? Students will pay the heaviest price—and not only in California. As we’ve seen before, what starts in California doesn’t stop here.

My advice to California’s Instructional Quality Commission, when it meets on Wednesday and Thursday to evaluate public comments on the curriculum framework, is to scrap the document and return to the 1997 math content standards and associated framework. Written largely by professors in Stanford’s math department, it resulted in the aforementioned stupendous statewide gains in algebra attainment. Teach math, not propaganda.

May 19, 2021. Tags: , , , , , , , . Cancel culture, Dumbing down, Education, Equity, Math, Racism, Social justice warriors. Leave a comment.

2 Oklahoma Boys Pulled From Class for ‘Black Lives Matter’ T-Shirts

I totally support the boys’ right to wear these shirts in school. The school is being completely ridiculous to suspend them.

https://www.nytimes.com/2021/05/09/us/black-lives-matter-shirt-oklahoma-school.html

2 Oklahoma Boys Pulled From Class for ‘Black Lives Matter’ T-Shirts

In addition to the disciplinary action they have faced, the boys’ mother said that at least one of her three sons has been bullied because of the shirts.

May 9, 2021

Two brothers, 8 and 5, were removed from their Oklahoma elementary school classrooms this past week and made to wait out the school day in a front office for wearing T-shirts that read “Black Lives Matter,” according to the boys’ mother.

The superintendent of the Ardmore, Okla., school district where the brothers, Bentlee and Rodney Herbert, attend different schools had previously told their mother, Jordan Herbert, that politics would “not be allowed at school,” Ms. Herbert recalled on Friday.

The American Civil Liberties Union of Oklahoma has called the incident a violation of the students’ First Amendment rights.

On April 30, Bentlee, who is in the third grade, went to class at Charles Evans Elementary in a Black Lives Matter shirt, which Ms. Herbert said he had picked out himself to wear.

That evening, Ms. Herbert learned that the school’s principal, Denise Brunk, had told Bentlee that he was not allowed to wear the T-shirt. At Ms. Brunk’s direction, he turned the shirt inside out and finished out the school day.

On Monday, Ms. Herbert went to the school to ask the principal what dress-code policy her son had violated, Ms. Herbert said. Ms. Brunk referred her to the Ardmore City Schools superintendent, Kim Holland.

“He told me when the George Floyd case blew up that politics will not be allowed at school,” Ms. Herbert said on Friday, referring to Mr. Holland. “I told him, once again, a ‘Black Lives Matter’ T-shirt is not politics.”

Neither Ms. Brunk nor Mr. Holland responded to emails or phone calls seeking comment on Friday.

On Tuesday, Ms. Herbert’s three sons — Bentlee; Rodney, who is in kindergarten; and Jaelon, a sixth grader, all of whom are Black — went to their schools in matching T-shirts with the words “Black Lives Matter” and an image of a clenched fist on the front.

Later that morning, Ms. Herbert received a call from Rodney’s school, Will Rogers Elementary, telling her that she needed to either bring Rodney a different shirt or let the school provide one for him, or Rodney would be forced to sit in the front office for the rest of the school day. Rodney did not change shirts, and he sat in the office until school was over.

Ms. Herbert learned later that day that Bentlee had also been made to sit in his school’s front office, where he missed recess, and did not eat lunch in the cafeteria with his classmates.

Jaelon, 12, encountered no issues at Ardmore Middle School because of his T-shirt, his mother said.

In an interview with The Daily Ardmoreite, Mr. Holland suggested that the T-shirts were disruptive.

“It’s our interpretation of not creating a disturbance in school,” Mr. Holland told the newspaper. “I don’t want my kids wearing MAGA hats or Trump shirts to school either because it just creates, in this emotionally charged environment, anxiety and issues that I don’t want our kids to deal with.”

Mr. Holland said there had been similar cases in the district this year.

“Most of it has not been an issue until this lady here has been angry about it,” Mr. Holland told The Ardmoreite. “I wish she weren’t so upset.”

Ms. Herbert said she met with Mr. Holland on Monday and asked him what would happen if she sent her children to school in “Black Lives Matter” T-shirts again.

“He told me nothing could be done because it wasn’t against policy,” Ms. Herbert recalled.

Indeed, the dress code outlined in the district’s Elementary Student Handbook makes no mention of politics. It says that “sayings or logos” on shirts or tops “should be in good taste and school appropriate.”

“Any clothing or apparel that disrupts the learning process is prohibited,” the handbook adds, stipulating that principals have the final say on “the appropriateness of dress.”

To Ms. Herbert, the idea that her 8-year-old son would not “be able to express that his life matters” was ludicrous.

On Friday, the A.C.L.U. of Oklahoma sent a letter to Mr. Holland, Ms. Brunk and James Foreman Jr., president of the Ardmore City School Board of Education.

In the letter, the A.C.L.U. said it would be a violation of the students’ First Amendment rights to be prohibited from wearing clothing that says “Black Lives Matter.”

If the school district does not reverse its policy and allow students to wear “Black Lives Matter” clothing, it must be prepared to prove in federal court how wearing the T-shirts creates “a substantial disruption of or material interference with school activities,” the A.C.L.U. said. “Anything less than that would be found to be a violation of the students’ First Amendment rights.”

It cited a 1969 U.S. Supreme Court case, Tinker v. Des Moines Independent Community School District, which addressed the issue of a group of students who wore black armbands to object to the Vietnam War. A principal told the students that they would be suspended if they wore the armbands at school.

The court ruled 7-2 that students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

“This has been the unmistakable holding of this Court for almost 50 years,” the A.C.L.U. said.

Mr. Foreman and the other members of the school board did not respond to requests for comment on Saturday.

In addition to issues with disciplinary action, Ms. Herbert said Bentlee has now been bullied at school over his T-shirt. When Bentlee returned from school on Thursday, he told his mother that two white boys had picked on him.

“One boy told him that his life does not matter, and the other one told him to just get suspended,” Ms. Herbert said.

The principal told Ms. Herbert the situation would be handled, she said.

“With everything going on in the world today, I keep my boys informed,” Ms. Herbert said, adding that the family watched the news together. “They know what’s going on.”

Out of principle, Ms. Herbert said she would continue to support her sons in wearing the T-shirts to school.

Despite the turmoil, the shirts were never intended to be an “attention-seeking ordeal,” Ms. Herbert said. “I don’t see Black Lives Matter disrupting anything.”

May 10, 2021. Tags: , , , , , . Black lives matter, Cancel culture, Dumbing down, Education, Racism. 2 comments.

In the Name of Equity, California Will Discourage Students Who Are Gifted at Math

https://reason.com/2021/05/04/california-math-framework-woke-equity-calculus/

In the Name of Equity, California Will Discourage Students Who Are Gifted at Math

The new framework aims to keep everyone learning at the same level for as long as possible.

By Robby Soave

May 4, 2021

California’s Department of Education is working on a new framework for K-12 mathematics that discourages gifted students from enrolling in accelerated classes that study advanced concepts like calculus.

The draft of the framework is hundreds of pages long and covers a wide range of topics. But its overriding concern is inequity. The department is worried that too many students are sorted into different math tracks based on their natural abilities, which leads some to take calculus by their senior year of high school while others don’t make it past basic algebra. The department’s solution is to prohibit any sorting until high school, keeping gifted kids in the same classrooms as their less mathematically inclined peers until at least grade nine.

“The inequity of mathematics tracking in California can be undone through a coordinated approach in grades 6–12,” reads a January 2021 draft of the framework. “In summary, middle-school students are best served in heterogeneous classes.”

In fact, the framework concludes that calculus is overvalued, even for gifted students.

“The push to calculus in grade twelve is itself misguided,” says the framework.

As evidence for this claim, the framework cites the fact that many students who take calculus end up having to retake it in college anyway. Of course, de-prioritizing instruction in high school calculus would not really solve this problem—and in fact would likely make it worse—but the department does not seem overly worried. The framework’s overriding perspective is that teaching the tough stuff is college’s problem: The K-12 system should concern itself with making every kid fall in love with math.

Broadly speaking, this entails making math as easy and un-math-like as possible. Math is really about language and culture and social justice, and no one is naturally better at it than anyone else, according to the framework.

“All students deserve powerful mathematics; we reject ideas of natural gifts and talents,” reads a bulletpoint in chapter one of the framework. “The belief that ‘I treat everyone the same’ is insufficient: Active efforts in mathematics teaching are required in order to counter the cultural forces that have led to and continue to perpetuate current inequities.”

The entire second chapter of the framework is about connecting math to social justice concepts like bias and racism: “Teachers can support discussions that center mathematical reasoning rather than issues of status and bias by intentionally defining what it means to do and learn mathematics together in ways that include and highlight the languages, identities, and practices of historically marginalized communities.” Teachers should also think creatively about what math even entails: “To encourage truly equitable and engaging mathematics classrooms we need to broaden perceptions of mathematics beyond methods and answers so that students come to view mathematics as a connected, multi-dimensional subject that is about sense making and reasoning, to which they can contribute and belong.”

This approach is very bad. Contrary to what this guidance seems to suggest, math is not the end-all and be-all—and it’s certainly not something that all kids are equally capable of learning and enjoying. Some young people clearly excel at math, even at very early ages. Many schools offer advanced mathematics to a select group of students well before the high school level so that they can take calculus by their junior or senior year. It’s done this way for a reason: The students who like math (usually a minority) should have the opportunity to move on as rapidly as possible.

For everyone else… well, advanced math just isn’t that important. It would be preferable for schools to offer students more choices, and offer them as early as possible. Teens who are eager readers should be able to study literature instead of math; young people who aren’t particularly adept at any academic discipline might pick up art, music, computers, or even trade skills. (Coding doesn’t need to be mandatory, but it could be an option.)

The essence of good schooling is choice. Individual kids benefit from a wide range of possible educational options. Permitting them to diversify, specialize, and chart their own paths—with helpful input from the adults in their lives—is the course of action that recognizes vast differences in interest and ability. Holding back kids who are gifted at math isn’t equitable: On the contrary, it’s extremely unfair to everyone.

Yet the framework seems to reject the notion that some kids are more gifted than others. “An important goal of this framework is to replace ideas of innate mathematics ‘talent’ and ‘giftedness’ with the recognition that every student is on a growth pathway,” it states. “There is no cutoff determining when one child is ‘gifted’ and another is not.” But cutoffs are exactly what testing and grading systems produce, and it’s absurdly naive to think there’s nothing innate about such outcomes, given that intelligence is at least partly an inherited trait.

If California adopts this framework, which is currently under public review, the state will end up sabotaging its brightest students. The government should let kids opt out of math if it’s not for them. Don’t let the false idea that there’s no such thing as a gifted student herald the end of advanced math entirely.

May 4, 2021. Tags: , , , , , , . Dumbing down, Education, Equity, Math, Racism, Social justice warriors. 1 comment.

Poll: What do you think of the New York State Board of Regents eliminating the requirement for new teachers to pass a literacy test?

The New York Times wrote:

“The Board of Regents on Monday eliminated a requirement that aspiring teachers in New York State pass a literacy test to become certified after the test proved controversial because black and Hispanic candidates passed it at significantly lower rates than white candidates.”

Source: https://web.archive.org/web/20181112191532/https://www.nytimes.com/2017/03/13/nyregion/ny-regents-teacher-exams-alst.html?_r=0

 

April 28, 2021. Tags: , , , , . Dumbing down, Education, Racism, Social justice warriors. 1 comment.

Equity = getting rid of advanced math classes

By Daniel Alman (aka Dan from Squirrel Hill)

April 23, 2021

In the name of what progressives refer to as “equity,” Virginia is planning to eliminate all accelerated math courses before 11th grade.

On a personal level, as a person who always took the highest level math classes that were available during my entire schooling, and who always scored in the 99th percentile on standardized math tests, I think this is a horrible idea.

On a practical level, as a person who wants bridges that don’t fall down, I think this is a horrible idea.

And on an intellectual level, as a person who knows that Kurt Vonnegut’s “Harrison Bergeron” was written as a warning, and not an instruction manual, I think this is a horrible idea.

“Harrison Bergeron” was a fictional story that takes place in the future, where the government tries to make everyone equal. So the best ballet dancers were forced to wear weights on their arms and legs so they couldn’t dance better than anyone else. The best looking people were forced to wear masks on their faces. And the smartest people (like those who were the best at math) were forced to wear a noisemaking device inside their ears so they couldn’t concentrate on anything for more than 20 seconds at a time.

April 23, 2021. Tags: , , , , , , . Dumbing down, Education, Equity, Math, Racism, Social justice warriors. 1 comment.

Virginia moving to eliminate all accelerated math courses before 11th grade as part of equity-focused plan

https://www.foxnews.com/us/virginia-accelerated-math-courses-equity

Virginia moving to eliminate all accelerated math courses before 11th grade as part of equity-focused plan

State says framework includes ‘differentiated instruction’ catered to the needs of the child

By Sam Dorman

April 22, 2021

The Virginia Department of Education (VDOE) is moving to eliminate all accelerated math options prior to 11th grade, effectively keeping higher-achieving students from advancing as they usually would in the school system.

Loudoun County school board member Ian Serotkin posted about the change via Facebook on Tuesday. According to Serotkin, he learned of the change the night prior during a briefing from staff on the Virginia Mathematics Pathway Initiative (VMPI).

“[A]s currently planned, this initiative will eliminate ALL math acceleration prior to 11th grade,” he said. “That is not an exaggeration, nor does there appear to be any discretion in how local districts implement this. All 6th graders will take Foundational Concepts 6. All 7th graders will take Foundational Concepts 7. All 10th graders will take Essential Concepts 10. Only in 11th and 12th grade is there any opportunity for choice in higher math courses.”

His post included a chart with what appeared to be set math courses for 2022-2030.

VDOE spokesperson Charles Pyle indicated to Fox News that the courses would allow for at least some variation depending on students’ skill level. “Differentiated instruction means providing instruction that is catered to the learning needs of each child (appropriate levels of challenge and academic rigor),” Pyle said.

On VDOE’s website, the state features an infographic that indicates VMPI would require “concepts” courses for each grade level. It states various goals like “[i]mprove equity in mathematics learning opportunities,” “[e]mpower students to be active participants in a quantitative world,” and “[i]dentify K-12 mathematics pathways that support future success.”

During a webinar posted on YouTube in December, a member of the “essential concepts” committee claimed that the new framework would exclude traditional classes like Algebra 1 and Geometry.

Committee member Ian Shenk, who focused on grades 8-10, said: “Let me be totally clear, we are talking about taking Algebra 1, Geometry, Algebra 2 – those three courses that we’ve known and loved … and removing them from our high school mathematics program, replacing them with essential concepts for grade eight, nine, and 10.”

He added that the concepts courses wouldn’t eliminate algebraic ideas but rather interweave multiple strands of mathematics throughout the courses. Those included data analysis, mathematical modeling, functions and algebra, spatial reasoning and probability.

The changes were just the latest of many to prompt concern from parents in the state, which has seen in-fighting over controversial ideas surrounding equity and race.

A Loudoun parent who spoke on the condition of anonymity worried that the changes would “lower standards for all students in the name of equity.”

“These changes will have a profound impact on  students who excel in STEM related curriculum, weakening our country’s ability to compete in a global marketplace for years to come,” the parent told Fox News on Thursday.

Ian Prior, a Loudoun parent and former Trump administration official, similarly panned the move as a way to “stifle advancement for gifted students and set them back as they prepare for advanced mathematics in college. This is critical race theory in action and parents should be outraged.”

Pyle didn’t provide an immediate answer to concerns that the new model would hold kids back. It’s unclear how exactly the differentiation would occur. When asked for more details, Pyle said, “Differentiated instruction is designed to provide the appropriate levels of challenge and academic rigor for each student.”

The changes come as the state also considered eliminating advanced high school diplomas in an attempt to improve equity.

In a lengthy statement to Fox News, Pyle touted the changes as an avenue to “deeper learning.”

“For many years, parents and the system have valued and rewarded speed via acceleration and ‘covering content’ rather than depth of understanding. The Virginia Mathematics Pathway Initiative shifts to a focus on and value for deeper learning through differentiated instruction on grade level that will promote student development of critical thinking, authentic application and problem solving skills,” Pyle said.

Pyle added that VMPI “aims to support increased differentiated learning opportunities within a heterogeneous learning environment, that will promote greater access to advanced mathematical learning for all students before high school graduation.

“Shifting to deeper learning through differentiated instruction, implementation of VMPI will promote student development of critical thinking, authentic application and problem solving skills.

“Offering an inclusive learning environment that engages and challenges students of varied levels of understanding and different interests will be a focus of the common mathematics pathways proposed in grades K-10 … These pathways seek to restructure mathematics education by focusing instruction on reasoning, real world problem solving, communication and connections while shifting away from an emphasis on computation and routine problem practice.”

Later in the statement, he adds: “VMPI implementation teams continue to work on addressing these considerations while moving forward to improve equity in mathematics opportunities for all students. VMPI Community meetings being offered this spring are intended to provide initial information regarding the initiative, but also be a venue in which feedback can be collected.”

It’s unclear how these changes would affect each school district, but VDOE said it’s currently gathering feedback regarding public concerns.

“The VMPI implementation team (VDOE, college and university staff, and school division staff) is currently working to seek feedback to help ensure local implementation practices address concerns like the shift from acceleration to deeper learning,” said Pyle.

April 23, 2021. Tags: , , , , , . Dumbing down, Education, Math, Racism, Social justice warriors. Leave a comment.

Loyola University Maryland yanks video promoting black Baltimore entrepreneurs, financial literacy

https://www.thecollegefix.com/loyola-university-maryland-yanks-video-promoting-black-entrepreneurship-financial-literacy-in-the-city/

Loyola University Maryland yanks video promoting black Baltimore entrepreneurs, financial literacy

By Matt Lamb

March 31, 2021

Cancels entire business competition

Loyola University Maryland’s business school removed a video that proposed a project to match black entrepreneurs in Baltimore with black students to provide them with mentoring on business skills and financial literacy.

Several students at the Catholic university in Baltimore submitted the video to the “Building a Better Baltimore” competition as part of the Sellinger School’s annual “Building a Better World Through Business” series that involves various events.

“How might the Baltimore business community effectively advance racial equity?” the proposal competition asked.

The video quotes from slavery abolitionist Frederick Douglass and former President Barack Obama to make the case for the mentorship program that focuses on the “black youth of Baltimore.” Students talk about the program while walking through decrepit streets and housing.

The video (below) has been removed by university officials, but someone reuploaded the video and The Fix uploaded it as well to preserve it in case that version is removed.

The program, to be called “Baltimore’s financial fathers” would have worked with the “Baltimore business community” to match black business owners with black youth to become “agents of change.”

However, the university removed the video after complaints from the student government association and an activist group called “Addressing the System.”

Furthermore, the entire competition has been cancelled by the university. “This even [sic] has been cancelled” the page said.

University officials are thankful for community members for “calling us into deeper conversations about institutionalized racism on campus,” Kathleen Getz, the business school dean wrote in an email, a portion of which the Foundation for Individual Rights in Education obtained.

Getz also said that “Black lives matter, and we must demonstrate that through our actions.”

Getz said the university planned to find “opportunities” for the community to “participate in a practice of restorative justice.”

Students drive university to respond

The response came after complaints from some student leaders and activists.

“This is disrespectful on so many levels and is Racist [sic] !!” the student group wrote on Instagram on March 22 along with a screenshot of one student participant walking through crippled buildings while wearing a suit.

“The video promotes the ideology of white saviorsim [sic], white supremacy and most of all a lack of addressing structural racism!” the page said.

“Countless times Loyola has pushed racial issues to the side. And deemed them self’s [sic] as separate from the Baltimore community !!” the activist group said.

The student government, which co-sponsored the annual business promotion event, criticized the video as well.

“[W]e do not condone the racially insensitive messages displayed in the video,” the group posted on social media, in a post archived by FIRE. It appears to be from an Instagram story, which deletes after 24 hours. The post is not visible on its Instagram page.

“As a once-proud Loyola University alum, I am ashamed that my alma mater has succumbed to this kind of pressure,” Giovanni Gravano, a staffer for the free-speech group, wrote in the blog post covering the story.

“Where strong university values once guided Loyola and its initiatives, it seems those have been replaced by submission to politically motivated demands from social media,” Gravano said.

The free-speech group said it is monitoring the situation.

April 1, 2021. Tags: , , , , , , , . Cancel culture, Dumbing down, Economics, Education, Racism, Social justice warriors. Leave a comment.

Arizona State Dean: Grading Writing Based On Quality Is ‘Racist,’ Promotes ‘White Language Supremacy’

https://www.dailywire.com/news/arizona-state-dean-grading-writing-based-on-quality-is-racist-promotes-white-language-supremacy

Arizona State Dean: Grading Writing Based On Quality Is ‘Racist,’ Promotes ‘White Language Supremacy’

By Chrissy Clark

March 5, 2021

An Arizona State University Associate Dean penned a 358-page book detailing how grading student’s writing is a form of racism and white supremacy.

In a book titled “Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom,” professor Asao Inoue encourages teachers to ditch grading for a “labor-based” grading system wherein students earn grades based on their effort. The quality of a student’s writing would not help or hinder their course grade.

“This book focuses on one kind of grading contract, one that calculates final course grades purely by the labor students complete, not by any judgments of the quality of their writing,” Inoue writes. “While the qualities of student writing is still at the center of the classroom and feedback, it has no bearing on the course grade.”

Near the beginning of the document, the author admits that the theory of “labor-based” grading is rooted in critical race theory. Critical race theory is the idea that America is rooted in racism as are the systems of modern American society.

Critical race theory contributed to Inoue’s idea that ranking things is a system rooted in racism. Because grading is a form of ranking, grading must also be a racist idea. In his book, Inoue dubbed grading and the education system writ large “racist” for their connections to ranking.

“Ranking is a part of a much longer racist, and White supremacist, tradition in Western intellectual history,” Inoue writes. “Ranking has been deeply embedded in racist thinking, discourses, and logics, mainly because it has been deployed as a way to justify a number of racist, empirical, and colonial projects over the last four hundred years.”

The author claims that “education at all levels has been and still is a part of these racist projects” as well.

The crux of the author’s argument is that grading calls for student uniformity and high-quality completed assignments, both of which are allegedly racist ideas.

“Grading literacy performances by a single standard for so-called quality is racist and promotes white language supremacy,” the author writes. “Because all grading and assessment exist within systems that uphold singular, dominant standards that are racist, and White supremacist when used uniformly. This problem is present in any grading system that incorporates a standard, no matter who is judging, no matter the particulars of the standard.”

According to the book, grading allegedly perpetuates “white language supremacy” in schools. Nearly every U.S. school requires children to speak and write in proper English during English and literacy classes. According to the author, holding students to that standard is racist.

“The traditional purposes and methods used for grading writing turn out to be de facto racist and White supremacist,” Inoue writes. “Grading by a standard, thus, is how White language supremacy is perpetuated in schools.”

Teachers who use regular grading systems and ask all of their students to use proper English in English class are also deemed racist to the author. The author does not dub them “bad people,” just people who directly contribute to society’s alleged “racist status quo.”

“In our current society and educational systems, regardless of who you are, where you came from, or what your intentions or motives are as a teacher, if you use a single standard to grade students’ language performances, you are directly contributing to the racist status quo in schools and society,” Inoue writes.

The book also touches on the “white racial habitus” which are societal norms that the author considers implicit in white people. Speaking proper English is considered a “white racial habitus.” According to the book, all things that are derived from the “white racial habitus” are inherently “white supremacist.”

“All standards for good writing are deeply informed by a White racial habitus, which makes grading by such standards White supremacist,” Inoue writes.

The “white racial habitus” is also how teachers allegedly perpetuate “White language supremacy.” The author says that English is derived from white people, which means it’s inherently white and racist.

“Because we live in a White-dominant society, and our dominant Englishes have historical White racial roots in White racial formations in the US, coming from White Racial habitus,” the book reads.

At one point, Inoue goes as far as to call upholding grading systems a “slave-making mechanism.” “All the ways we judge language, even by well-intentioned teachers, are almost always racist and slave-making, almost always White supremacist,” Inoue said.

The author justifies this claim with the example that white students get ahead in English class because they allegedly have an “unearned privilege” of speaking proper English.

According to his blog, Inoue identifies as a Japanese man because his father is of  Japanese descent, though he was born in Hawaii. His mother is white with links to Eastern Europe. He received both his bachelor’s and his master’s degrees from Oregon State University and his Ph.D. from Washington State University.

In an anecdote, Inoue claims that he lived in an “explicitly racist world” because he got a B in an English class while getting A’s in other, more advanced, classes. He claims that his racial composition attributed to his average grade in a high school English class.

“I lived in an explicitly racist world. The racism was very present to me,” Inoue wrote. “During my Freshman year of high school, I got an A in honors French and every other class I took, yet received a B (not a B+) in English, not honors English, regular English. How was this possible? What was I doing wrong? Apparently, nothing. It was me, my habitus. I knew this but didn’t want to admit, admit that my language and body were being judged together.”

The word “solution” is used just three times in the 358-paged book. The only solution appears to be getting rid of grading systems that judge students for their work and accepting the work of “raciolinguistically diverse students.”

In the book, Inoue specifically addresses that “labor-based grading” is how professors and teachers can enact their “social justice agenda” into the classroom.

Inoue directed The Daily Wire to his book for all questions and comments.

March 5, 2021. Tags: , , , , , . Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

Baltimore public schools spend $15,578 per student per year. This is what they get for that money.

Baltimore public schools spend $15,578 per student per year.

Source: https://en.wikipedia.org/w/index.php?title=Baltimore_City_Public_Schools&oldid=1004205795

This is what they get for that money:

https://foxbaltimore.com/news/project-baltimore/city-student-passes-3-classes-in-four-years-ranks-near-top-half-of-class-with-013-gpa

City student passes 3 classes in four years, ranks near top half of class with 0.13 GPA

By Chris Papst

March 1, 2021

BALTIMORE (WBFF) – A shocking discovery out of a Baltimore City high school, where Project Baltimore has found hundreds of students are failing. It’s a school where a student who passed three classes in four years, ranks near the top half of his class with a 0.13 grade point average.

Tiffany France thought her son would receive his diploma this coming June. But after four years of high school, France just learned, her 17-year-old must start over. He’s been moved back to ninth grade.

“He’s stressed and I am too. I told him I’m probably going to start crying. I don’t know what to do for him,” France told Project Baltimore. “Why would he do three more years in school? He didn’t fail, the school failed him. The school failed at their job. They failed. They failed, that’s the problem here. They failed. They failed. He didn’t deserve that.”

France’s son attends Augusta Fells Savage Institute of Visual Arts in west Baltimore. His transcripts show he’s passed just three classes in four years, earning 2.5 credits, placing him in ninth grade. But France says she didn’t know that until February. She has three children and works three jobs. She thought her oldest son was doing well because even though he failed most of his classes, he was being promoted. His transcripts show he failed Spanish I and Algebra I but was promoted to Spanish II and Algebra II. He also failed English II but was passed on to English III.

“I’m just assuming that if you are passing, that you have the proper things to go to the next grade and the right grades, you have the right credits,” said France.

As we dig deeper into her son’s records, we can see in his first three years at Augusta Fells, he failed 22 classes and was late or absent 272 days. But in those three years, only one teacher requested a parent conference, which France says never happened. No one from the school told France her son was failing and not going to class.

“I feel like they never gave my son an opportunity, like if there was an issue with him, not advancing or not progressing, that they should have contacted me first, three years ago,” said France.

In his four years at Augusta Fells, France’s son earned a GPA of 0.13. He only passed three classes, but his transcripts show his class rank is 62 out of 120. This means, nearly half his classmates, 58 of them, have a 0.13 grade point average or lower.

“He’s a good kid. He didn’t deserve that. Where’s the mentors? Where is the help for him? I hate that this is happening to my child,” said an emotional France.

Project Baltimore talked with a City Schools administrator, who works inside North Avenue, but asked not to be identified for fear of retaliation. That administrator says the school system absolutely failed France’s son.

The administrator told FOX45 News, City Schools failed because it has protocols and interventions set up to help students who are falling behind or have low attendance. In France’s son’s case, they didn’t happen.

“I get angry. There’s nothing but frustration. We see on the news the crime that occurs, the murders, the shootings, we know that there are high levels of poverty in Baltimore. Things like this are adding to that. His transcript is not unusual to me. I’ve seen many transcripts, many report cards, like this particular student,” said the City Schools administrator.

Dr. Sonja Santelises was the City Schools CEO four years ago when France’s son was a freshman. But she will not interview with FOX45 News. Instead, we received a two-page statement, which explains what should happen when a student is chronically absent or failing.

The district says students received a letter about their academic status this past summer, and records can be accessed through the campus portal. When a student is absent, an automated call is placed to the number on file. The statement also said the school conducted recent home visits and the student’s parent visited the school. France says none of that happened.

What the statement does not address, is why France’s son was promoted despite failing classes. It doesn’t discuss his class rank, or the 58 other students with a GPA of 0.13 or lower. But it does say North Avenue is “reviewing actions that impacted student outcomes” at the school prior to this year.

“It took a lot for me to just build the courage to do this,” France told Project Baltimore.

Project Baltimore asked the City Schools administrator what they would say to France. The administrator replied, “I didn’t have a hand on this student, but I worked for City Schools. So, he is one of my kids. I would hug her, and I would apologize profusely.”

“He feels embarrassed, he feels like a failure,” France said of her son. “I’m like, you can’t feel like that. And you have to be strong and you got to keep fighting. Life is about fighting. Things happen, but you got to keep fighting. And he’s willing, he’s trying, but who would he turn to when the people that’s supposed to help him is not? Who do he turn to?”

France has pulled her son out of Augusta Fells. He’s now enrolled in an accelerated school program at Francis M. Wood in west Baltimore. If her son works hard, he could graduate by 2023.

March 3, 2021. Tags: , , . Dumbing down, Education. Leave a comment.

Boston public school district suspends new enrollment in gifted program because too many white and Asian students were succeeding

https://www.wgbh.org/news/education/2021/02/26/citing-racial-inequities-boston-public-schools-suspend-advanced-learning-classes

Citing Racial Inequities, Boston Public Schools Suspend New Advanced Learning Classes

By Meg Woolhouse

February 26, 2021

A selective program for high-performing fourth, fifth and sixth graders in Boston has suspended enrollment due to the pandemic and concerns about equity in the program, GBH News has learned.

Superintendent Brenda Cassellius recommended the one-year hiatus for the program, known as Advanced Work Classes, saying the district would not proceed with the program for new students next year.

“There’s been a lot of inequities that have been brought to the light in the pandemic that we have to address,” Cassellius told GBH News. “There’s a lot of work we have to do in the district to be antiracist and have policies where all of our students have a fair shot at an equitable and excellent education.”

New students will be admitted in the fourth grade by standards to be determined at the school level, according to a BPS spokesman.

There will be no new students admitted in the fifth or sixth grades, the spokesman said, but those already in advanced work will be allowed to continue.

A district analysis of the program found that more than 70 percent of students enrolled in the program were white and Asian, even though nearly 80 percent of all Boston public school students are Hispanic and Black.

School Committee member Lorna Rivera said at a January meeting that she was disturbed by the findings, noting that nearly 60 percent of fourth graders in the program at the Ohrenberger school in West Roxbury are white even though most third graders enrolled at the school are Black and Hispanic.

“This is just not acceptable,” Rivera said at a recent school committee meeting. “I’ve never heard these statistics before, and I’m very very disturbed by them.”

The program was open to all students in the Boston Public Schools who took a test known as Terra Nova in the third grade and received a high score. Those students were placed in a lottery conducted by the central administration office, and lottery winners received letters inviting them to apply to the program. Last fall, 453 students received invitations, 143 students applied and 116 enrolled this year, officials said.

Students in the program have the opportunity to study subjects in greater depth and are offered more schoolwork than the traditional curriculum requires.

Cassellius says interest in the program had declined over several years and only five schools currently offered the program: the James F. Condon School in South Boston, the Jackson/Mann K-8 in Allston, the Richard J. Murphy School in Dorchester, the William H. Ohrenberger school in West Roxbury, and the Josiah Quincy Elementary School in Chinatown.

Students already enrolled in the program will continue, Cassellius said, but programming decisions about how to continue will be made at the principal level.

District officials have launched a working group to determine the long-term future of the program and are expected to make a recommendation in May.

February 28, 2021. Tags: , , , , , , . Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

Most college students think America invented slavery, professor finds

https://www.thecollegefix.com/college-students-think-america-invented-slavery-professor-finds/

Most college students think America invented slavery, professor finds

By Kate Hardiman

October 31, 2016

For 11 years, Professor Duke Pesta gave quizzes to his students at the beginning of the school year to test their knowledge on basic facts about American history and Western culture.

The most surprising result from his 11-year experiment? Students’ overwhelming belief that slavery began in the United States and was almost exclusively an American phenomenon, he said.

“Most of my students could not tell me anything meaningful about slavery outside of America,” Pesta told The College Fix. “They are convinced that slavery was an American problem that more or less ended with the Civil War, and they are very fuzzy about the history of slavery prior to the Colonial era. Their entire education about slavery was confined to America.”

Pesta, currently an associate professor of English at the University of Wisconsin Oshkosh, has taught the gamut of Western literature—from the Classics to the modern—at seven different universities, ranging from large research institutions to small liberal arts colleges to branch campuses. He said he has given the quizzes to students at Purdue University, University of Tennessee Martin, Ursinus College, Oklahoma State University, and University of Wisconsin Oshkosh.

The origin of these quizzes, which Pesta calls “cultural literacy markers,” was his increasing discomfort with gaps in his students’ foundational knowledge.

“They came to college without the basic rudiments of American history or Western culture and their reading level was pretty low,” Pesta told The Fix.

Before even distributing the syllabus for his courses, Pesta administered his short quizzes with basic questions about American history, economics and Western culture. For instance, the questions asked students to circle which of three historical figures was a president of the United States, or to name three slave-holding countries over the last 2,000 years, or define “capitalism” and “socialism” in one sentence each.

Often, more students connected Thomas Jefferson to slavery than could identify him as president, according to Pesta. On one quiz, 29 out of 32 students responding knew that Jefferson owned slaves, but only three out of the 32 correctly identified him as president. Interestingly, more students— six of 32—actually believed Ben Franklin had been president.

Pesta said he believes these students were given an overwhelmingly negative view of American history in high school, perpetuated by scholars such as Howard Zinn in “A People’s History of the United States,” a frequently assigned textbook.

What’s more, he began to observe a shift in his students’ quiz responses in the early 2000s. Before that time, Pesta described his students as “often historically ignorant, but not politicized.” Since the early 2000s, Pesta has found that “many students come to college preprogrammed in certain ways.”

“They cannot tell you many historical facts or relate anything meaningful about historical biographies, but they are, however, stridently vocal about the corrupt nature of the Republic, about the wickedness of the founding fathers, and about the evils of free markets,” Pesta said. “Most alarmingly, they know nothing about the fraught history of Marxist ideology and communist governments over the last century, but often reductively define socialism as ‘fairness.’”

Pesta also noted that, early on, his students’ “blissful ignorance was accompanied by a basic humility about what they did not know.” But over time he said he increasingly saw “a sense of moral superiority in not knowing anything about our ‘racist and sexist’ history and our ‘biased’ institutions.”

“As we now see on campus,” Pesta said, “social justice warriors are arguing that even reading the great books of Western culture is at best a micro-aggression, and at worst an insidious form of cultural imperialism and indoctrination.”

Pesta, an outspoken critic of Common Core, said he believes that these attitudes will become more pronounced moving forward, due to Common Core architect David Coleman’s rewrite of Advanced Placement American and European history standards.

Pesta argues that Coleman, now president of the College Board, “has further politicized the teaching of history, reducing the story of Western culture to little more than a litany of crimes, exploitations, and genocides, while simultaneously whitewashing the history of ideologies like socialism and communism.”

Despite no longer giving the quizzes, Pesta told The Fix that he continues “to seek effective ways to teach students the literature of Western culture, which it is not only alien and complex, but often condemned by students before it is truly encountered.”

“We must absolutely teach those areas where Western culture has fallen short, but always with the recognition that such criticism is possible because of the freedoms and advantages offered by Western culture,” he said.

February 26, 2021. Tags: , , , , . Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

Los Angeles teachers’ unions tried to shut down a South Central charter school that had been very successful at teaching low-income black and Hispanic students

In my opinion, successful schools should not be shut down.

Instead, they should be copied.

Every child should be allowed to attend a school as good as this one.

The fact that the teachers’ union tried to shut down this successful school, instead of copying it, is despicable.

This is the complete article from the Wall St. Journal:

https://web.archive.org/web/20081014175429/http://online.wsj.com/article/SB122394095677630803.html

Charter Success in L.A.

School choice in South Central.

October 14, 2008

With economic issues sucking up so much political oxygen this year, K-12 education hasn’t received the attention it deserves from either Presidential candidate. The good news is that school reformers at the local level continue to push forward.

This month the Inner City Education Foundation (ICEF), a charter school network in Los Angeles, announced plans to expand the number of public charter schools in the city’s South Central section, which includes some of the most crime-ridden neighborhoods in the country. Over the next four years, the number of ICEF charters will grow to 35 from 13. Eventually, the schools will enroll one in four students in the community, including more than half of the high school students.

The demand for more educational choice in predominantly minority South Los Angeles is pronounced. The waitlist for existing ICEF schools has at times exceeded 6,000 kids. And no wonder. Like KIPP, Green Dot and other charter school networks that aren’t constrained by union rules on staffing and curriculum, ICEF has an excellent track record, particularly with black and Hispanic students. In reading and math tests, ICEF charters regularly outperform surrounding traditional public schools as well as other Los Angeles public schools.

ICEF has been operating since 1994, and its flagship school has now graduated two classes, with 100% of the students accepted to college. By contrast, a state study released in July reported that one in three students in the L.A. public school system — including 42% of black students — quits before graduating, a number that has grown by 80% in the past five years.

Despite this success, powerful unions like the California Teachers Association and its political backers continue to oppose school choice for disadvantaged families. Last year, Democratic state lawmakers, led by Assembly Speaker Fabian Núñez, tried to force Governor Arnold Schwarzenegger to sign a bill that would have made opening a new charter school in the state next to impossible. Mr. Nunez backed down after loud protests from parents in poorer neighborhoods.

School reformers in New York, Ohio, Florida, Connecticut, Utah and Arizona have faced similar challenges of late. Last year in Texas, where 81% of charter school students are minorities (versus 60% in traditional public schools), nearly 17,000 students had to be placed on charter waiting lists. Texas is currently bumping up against an arbitrary cap on the number of charters that can open in the state. Unless the cap is lifted by state lawmakers, thousands of low-income Texas children will remain stuck in ineffective schools.

Back in California, ICEF says that its ultimate goal is to produce 2,000 college graduates each year, in hopes that the graduates eventually will return to these underserved communities and help create a sustainable middle class. Given that fewer than 10% of high-school freshmen in South Los Angeles currently go on to receive a college diploma, this is a huge challenge. Resistance from charter school opponents won’t make it any easier.

February 24, 2021. Tags: , , , , , . Dumbing down, Education, Unions. 1 comment.

One of the country’s best public high schools plans to replace its merit based admission system with a random lottery, because the school currently has too many Asian students

My own personal preference is for 100% meritocracy every time. I want the best engineers. I want airplanes that stay up in the air. I want bridges that don’t fall down. I want surgeons who save their patients instead of killing them.

This new policy of replacing merit based admissions with a random lottery is just one more example of the dumbing down of this country’s educational system.

https://thefederalist.com/2021/02/15/prestigious-san-francisco-high-school-to-combat-racism-by-selecting-students-based-on-skin-color/

Prestigious San Francisco High School To ‘Combat Racism’ By Selecting Students Based On Skin Color

Excellence is falling prey to activists who prefer to believe that social justice means making outcomes equal for every race at any expense.
 
By Kenny Xu

February 15, 2021
 
Lowell High School in San Francisco, California, has long been known as a public school dedicated to developing excellence in its students. Its educational resources have attracted many high-achieving families to the area. Lowell’s academics rank among the best in the nation, placing in the top 1 percent of California schools in math performance while producing such distinguished alumni as Justice Stephen Breyer and three Nobel Prize laureates.

Recently, however, “equity and diversity” activists have dismantled Lowell’s admissions system, leading a cadre of school board members to vote 5-2 to eliminate the merit-based admissions. According to the latest figures, Lowell is 50 percent Asian American, 18 percent white, 12 percent Latino, and roughly 2 percent black. The activists say this proves, not that black, white, and Latino children need much better academic preparation, but that Lowell’s admissions program systemically excludes black students in favor of white and Asian applicants.

A new resolution proposed by Lowell High School board members will permanently replace the school’s admissions system based on grades and test scores with a random lottery.

Lowell High School is the only high school in the San Francisco Unified School District with a merit-based admissions system instead of a lottery for entry. Indeed, the merit-based process is critical for the school to earn its reputation as a center of excellence whose students will ultimately go on to serve their community positively.

Julian Chan, a 2010 Lowell graduate, explains, “What they are doing would mean there would be no more Lowell High School. It’d just be another San Francisco public school, and we all know Lowell is not just another San Francisco public school.”

Yet “equity” activists made the devolution of the only public high school in San Francisco with merit-based admissions requirements a major thrust of its agenda. Citing the lack of black students, the school board released a proposal on Feb. 2 entitled “In Response to Ongoing, Pervasive Systemic Racism at Lowell High School,” suggesting the school’s admissions process reinforces “segregation” of black and Latino students.

The San Francisco School Board also took lessons from antiracist lecturer Ibram X. Kendi on how Asian American dominance on standardized tests reflects “racism” against black students:

[Advocates for standardized tests] will claim white and Asian kids on average score higher on tests because they are smarter or work harder. Meaning Black and Latinx kids are not as smart or not as hard-working. Meaning white and Asian kids are superior.

Board member Allison Collins was one of the school authorities taking her cues from Kendi, muttering in one town hall meeting with defenders of the merit-based process: “I’m listening to a bunch of racists.”

This is the kind of awful logic that unfairly blames Asian Americans for playing by the rules of the game. If standardized tests are a metric for entry into an academically excellent public high school, then it is not “racist” for Asian American students to study for them to get in. On the contrary, it shows both intelligence and preparation — meritorious characteristics we need to see reflected in more American students — to perform well on a standardized test.

But the biggest reason, it seems, that the school board is acting so quickly on eliminating the merit-based admissions program to Lowell High School is because the idea of merit itself is odious to its most fervent of today’s “social justice” advocates.

“Lowell High School has often been referred to as SFUSD’s ‘elite’ ‘academic’ high school,” the board wrote, “[but] San Francisco Unified School District does not believe that any student or school is more or less ‘elite’ than any other school.”

The hard truth is, however, Lowell High School has been referred to as an elite academic high school because it is an elite academic high school. Lowell’s mission was always to train the brightest students and offer a place for gifted students to achieve their full potential in the San Francisco region.

The school’s website asserts it is “one of the highest performing public high schools in California” and a four-time National Blue-Ribbon school of excellence. Without Lowell, parents of gifted children would likely be forced to dig deep in their own pockets to send their kids to private schools that can hone and refine their abilities.

Due to the coronavirus lockdowns, Lowell High School eliminated the merit-based admissions process for one year. Tellingly, a Change.org petition of concerned families with more than 11,000 signatures, reveals that Lowell High School alumni and parents feared back in October of 2020 that “the transition will become permanent and remove one of the two remaining academic and merit-based public high schools in the city.” Sadly, it appears their apprehensions were warranted.

The school district has also aggressively moved to implement other parts of a broadly “antiracist” agenda during this time, including renaming San Francisco Schools (including a school named after Abraham Lincoln) and adopting “ethnic studies” curricula in all of its high schools focusing on “African American Studies,” “Latino American Studies,” and “Asian American Studies.”

Ultimately, the elimination of Lowell’s merit-based system represents, yet another victory for the “equity” advocates who use the narrative of systemic racism to tear down San Francisco’s centers of excellence in the name of diversity and desegregation. Sadly, unless more Americans stand up to the schemes of leftists, Lowell will undoubtedly not be the last bastion of distinction to be toppled.

February 15, 2021. Tags: , , , , , . Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

Expecting math students to get the right answer is now considered to be a form of “white supremacy”

From page 6 of this PDF:

Original: https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf

Archive: https://web.archive.org/web/20210212205034/https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf

Deconstructing Racism in Mathematics Instruction

White supremacy culture infiltrates math classrooms in everyday teacher actions. Coupled with the beliefs that underlie these actions, they perpetuate educational harm on Black, Latinx, and multilingual students, denying them full access to the world of mathematics.The table below identifies the ways in which white supremacy shows up in math classrooms.

Dismantling white supremacy in math classrooms

We see white supremacy culture show up in the mathematics classroom even as we carry out our professional responsibilities outlined in the California Standards for the Teaching Profession (CSTP). Using CSTPas a framework, we see white supremacy culture in the mathematics classroom can show up when:

• The focus is on getting the “right” answer.

• Independent practice is valued over teamwork or collaboration.

• “Real-world math” is valued over math in the real world.

• Students are tracked (into courses/pathways and within the classroom).

• Participation structures reinforce dominant ways of being.

February 12, 2021. Tags: , , , , . Dumbing down, Education, Math, Racism, Social justice warriors. 3 comments.

Cancel culture goes after the President who freed the slaves

https://webcache.googleusercontent.com/search?q=cache:QzR9PHb0058J:https://www.sfchronicle.com/education/article/Washington-and-Lincoln-are-out-S-F-school-board-15900963.php+&cd=1&hl=en&ct=clnk&gl=us

Washington and Lincoln are out. S.F. school board tosses 44 school names in controversial move

January 27, 2021

The names of presidents, conquistadors, authors and even a current U.S. senator will be removed from 44 San Francisco school sites after the city’s school board Tuesday deemed the iconic figures unworthy of the honor.

The 6-1 vote followed months of controversy, with officials, parents, students and alumni at odds over whether Abraham Lincoln and George Washington high schools, Dianne Feinstein Elementary and dozens of others needed new names with no connection to slavery, oppression, racism or similar criteria.

Critics called the process slapdash, with little to no input from historians and a lack of information on the basis for each recommendation. In one instance, the committee didn’t know whether Roosevelt Middle School was named after Theodore or Franklin Delano.

“I must admit there are reasons to support this resolution, but I can’t,” said community member Jean Barish, who said the process has been flawed and based on emotion rather than expertise. “These are not decisions that should be made in haste.”

School board members, however, have insisted that the renaming is timely and important, given the country’s reckoning with a racist past. They have argued the district is capable of pursuing multiple priorities at the same time, responding to critics who say more pressing issues deserve attention.

January 27, 2021. Tags: , , , , , , . Cancel culture, Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

Video: When conservative Ami Horowitz visited Yale University to conduct his latest experiment, 65% of the people that he spoke with signed his petition to get rid of the U.S. Constitution

Conservative Ami Horowitz has a regular habit of visiting different colleges to see what percentage of the people that he talks with will sign his ridiculous petitions. You can see his many different experiments at his YouTube channel at this link: https://www.youtube.com/user/amihorowitz/videos

In Horowitz’s latest experiment, he visited Yale University. 65% of the people that he talked with signed his petition to get rid of the U.S. Constitution.

In my opinion, this proves that this Ivy League University gives students a dumbed down education which supports totalitarianism.

https://www.youtube.com/watch?v=rJg_0hiQhxo

January 19, 2021. Tags: , , , , , , , . Dumbing down, Education, Police state, Social justice warriors. 1 comment.

Tennessee Principal on Leave After Warning Kids about Twitter Censorship

https://townhall.com/columnists/toddstarnes/2021/01/14/tennessee-principal-on-leave-after-warning-kids-about-twitter-censorship-n2583135

Tennessee Principal on Leave After Warning Kids about Twitter Censorship

By Todd Starnes

January 14, 2021

A Tennessee high school principal is on administrative leave after he told students they should be alarmed by the recent crackdown on free speech on social media platforms like Facebook and Twitter.

Barton Thorne, the principal of Cordova High School, told students during morning announcements that they needed to be aware of the censorship happening on social media.

“I’m not going to tell you what to think,  I just want to help you think,” he told students on a video that was later posted on YouTube.

“This isn’t about Trump,” he said. “This is about speech.”

Principal Thorne asked the young people to consider what happens when other groups filter and decide what you can hear and know about.

“There have been times even in American history when a small group of people decided what you can hear,” he said. “Think about totalitarian government. Think about North Korea. Think about China. What makes those types of systems possible is the restriction and elimination of the free exchange of ideas.”

Imagine that – a public school administrator who is teaching kids to think for themselves.

“What happens when the marketplace of ideas becomes a forced monopoly? What happens when you do not have dissenting opinions, when you do not have an exchange of competing ideas?” he told students.

Apparently, defending free speech is a big no-no in Shelby County Schools.

“The principal at Cordova High School has been placed on paid administrative leave, pending the outcome of the review of the comments that were made,” spokesperson Jerrica Phillips told television station WREG.

The school district’s Office of Equity and Access (whatever the heck that is) also weighed in on the situation.

“Emotionally charged situations, we have to sometimes temper back, recalibrate, think about the message we’re sending to our student,” spokesman Michael Lowe told the television station. “Because Cordova is like the City of Memphis, it’s made up of a salad bowl of many different students of all areas of Memphis.”

What sort of fruit salad nonsense is the Office of Equity and Access? Lowe seems to believe it’s a crime to encourage young people to think critically about the big issues of the day.

“We have to be aware and at a heightened sense. We have to be culturally aware and also have our students have an outlet so they can express themselves and feel value,” Lowe told the Fox 13 in Memphis.

Culturally aware? I think we all know what that’s code for.

Instead of punishing Principal Thorne he should be given a pay raise and a certificate of merit. He should be saluted for educating the kids at Cordova High School instead of indoctrinating them.

The taxpayers and parents in Memphis should be celebrating the fact that Principal Thorne is running Cordova High School as a place to educate kids, not indoctrinate kids.

We need more principals like that in America.

January 14, 2021. Tags: , , , , , , , . Dumbing down, Education, Police state. Leave a comment.

In Walled Lake, Michigan, a high school social studies teacher named Justin Kucera was fired because he truthfully said, “Trump is our president”

By Daniel Alman (aka Dan from Squirrel Hill)

July 21, 2020

Until very recently, Justin Kucera was a social studies teacher and baseball coach at Walled Lake Western High School in Walled Lake, Michigan.

Kucera recently made the following tweet: (original, archive)

The text of Kucera’s tweet states:

I’m done being silent.

@realDonaldTrump is our president  

Don’t @ me

For this, Kucera was fired.

July 21, 2020. Tags: , , , , , , , , , , , , . Cancel culture, Donald Trump, Dumbing down, Education, Police state, Social justice warriors. Leave a comment.

Students call for laxed grading for black students. University goes along with it.

https://www.campusreform.org/?ID=14975

Students call for laxed grading for black students. University goes along with it.

Students at the University of Washington want lax policies for black students during finals week.

By Jessica Custodio

June 3, 2020

Professors are encouraged to give their black students grading leniency to “cope emotionally.”

Students at the University of Washington are demanding that black students be given leniency on finals because they are too “busy fighting for [their] rights to sit down and study.” The university is advising professors to do just that.

An online petition calls for laxed grading and accommodations, specifically for Black students. So far, the petition has amassed more than 26,000 signatures.

“…give Black students a break! We are already DISPROPORTIONATELY impacted by this pandemic in terms of health care access and financial hardship. Now add state-sanctioned violence, how do you expect us to enter finals in this headspace?!” reads the petition.

“You need to encourage and demand professors to accommodate their black students during this time. If UW truly understands our pain, UW will be a part of alleviating it,” the petition continues. “We can’t sit back and watch as injustices unfold before our eyes. We don’t have the privilege that white and non-black students do to ignore what’s happening and stay at home to study for finals,” the petition added.

“We are busy fighting for our rights and for the rights of future black children and students to sit down and study. The least UW could do is demand professors to accommodate us during this time”

“I recognize that this institution and others across the country were not built to serve marginalized students, specifically Black students. Still to this day, institutions such as UW, do not serve Black students to the same capacity that white students benefit from,” student government president Kelty Pierce told The Daily.

A template to help professors announce these accommodations has been circulating on social media, reading “Dear Students, I am writing to you to offer accommodations for black students in this class during the end of this class and finals.”

“Many black students are not just using this time to cope emotionally, but to fight on the front lines of these protests and actively work and take action on what has been happening to the black community.” it continues.

Nicole McNichols, UW Psychology Professor provided Campus Reform with a copy of the email she sent to her own students.

“I sent this on Sunday before I knew about the petition,” McNichols said. “Obviously, I support the petition and absolutely believe the accommodations it requests should be honored by all faculty. Students need all of the support and compassion we can afford to give them right now.”

The email sent by McNichols to her students reads, “I wanted to reach out and acknowledge the incredible grief, fear, and loneliness that I know many of you are experiencing in light of recent (and not so recent) events. These are frightening times and I know that many of you are struggling emotionally as our country suffers not only from a pandemic but also from abhorrent racism, overwhelming violence, and palpable rage. These events are terrible and it is completely understandable to feel scared and alone right now.”

“Last, I think we all could use a break right now as these times certainly call for compassion. Given this, there will be a following change to the course policies. First, the remaining homework chapters are being put into review mode. Everyone will receive full points. Second, I have decided to drop everyone’s lowest exam score. This means that you may opt-out of taking Exam 3 if you just don’t feel up to it, (or if you [are] happy with your scores from exam 1 and 2), the email added.”

UW Senior Director of Media Relations Victor Balta directed Campus Reform to a message that was sent to all instructors Monday asking them “to consider that while we are together as a community, some are being affected more than others.”

“I think the statement clearly lays out a couple of examples of what instructors could provide to their students, such as extra time to finish assignments or a ‘final-examination optional’ approach,” said Balta.

In the message, the university told professors “in these final weeks of the quarter, as assignments become due and exams are taken, to be especially responsive to the needs that your students, especially those who are members of the Black community, may have for accommodations as we conclude the school year.”

Accommodations might include extra time to finish assignments or providing a ‘final examination optional’ pathway, for example,” the memo continued.

June 6, 2020. Tags: , , , , , , . Dumbing down, Education, Racism, Social justice warriors. Leave a comment.

White liberals ‘patronize’ minorities while talking – but conservatives don’t, study says

https://www.miamiherald.com/news/nation-world/national/article222424675.html

White liberals ‘patronize’ minorities while talking – but conservatives don’t, study says

November 30, 2018

White liberals tend to present themselves as less competent when speaking to minorities — while conservatives do not, according to a new study from Yale University scheduled to be published in the Journal of Personality and Social Psychology.

“Most Whites, particularly socio-political liberals, now endorse racial equality. Archival and experimental research reveals a subtle but reliable ironic consequence: White liberals self-present less competence to minorities than to other Whites — that is, they patronize minorities stereotyped as lower status and less competent,” says the study, written by Yale professor Cydney Dupree.

Dupree analyzed the speech patterns of liberal and conservative presidential campaign speeches to pinpoint how often they used words that signified “warmth” and “competence.”

Words that emphasized warmth were things like “supportive” or “compassionate,” while words that emphasized competence were things like “assertive” or “competitive.” Dupree found that Democratic candidates used fewer “competence” words when speaking to primarily minority audiences, and they have been doing so for many years.

“It was really surprising to see that for nearly three decades, Democratic presidential candidates have been engaging in this predicted behavior,” she said in a news release.

There was not a similar pattern with Republicans, though it was harder to find examples of Republicans giving speeches to primarily minority audiences, Dupree said in the release.

But then the researchers took another step. They recruited people to participate in a study where they were told to email a partner using a list of words. Sometimes the email would be about some theoretical task, or it could just be a friendly introduction.

The catch? The person they were emailing either had a stereotypical “white” name like “Emily’ or a stereotypically “black” name like “Lakisha.”

The researchers found that liberals were less likely to use words that signified competence and more likely to use words signifying warmth when speaking with people they thought were black. There was no such connection for conservatives.

So why does this happen?

Dupree says it might be a sign that white liberals “may unwittingly draw on negative stereotypes, dumbing themselves down in a likely well-meaning, “folksy” but ultimately patronizing, attempt to connect” with minorities, according to the study.

“It was kind of an unpleasant surprise to see this subtle but persistent effect,” Dupree said in a news release. “Even if it’s ultimately well-intentioned, it could be seen as patronizing.”

She calls this a “competence downshift” and said people could either be doing it to try to “get along” because they want to seem likeable or, more insidiously, because of stereotypes.

“It’s somewhat counterintuitive,” said Dupree, according to The Washington Post. “The idea that people who are most well-intentioned toward racial minorities, the people actually showing up and wanting to forge these connections, they’re the ones who seem to be drawing on stereotypes to do so.”

Dupree told The Washington Post there were still a lot of questions up in the air: How do people change their speech when talking to other minorities, like Asian-Americans? Do the people pick up on the shift? Is the change in speech pattern actually effective in bringing people closer together?

“My hope is that this work will help include well-intentioned people who see themselves as allies but who may be unwittingly contributing to group divides. There is a broader need to include them in the conversation,” she wrote in the news release.

October 28, 2019. Tags: , , . Dumbing down, Racism. Leave a comment.

Homer Simpson’s ignorance of New Mexico’s statehood is now being replicated by multiple real life government employees in Washington D.C.

When I read this recent news article, it reminded me of this joke from The Simpsons. In 1993, during the season 5 episode “Boy-Scoutz ‘n the Hood,” Homer was shown to not know that New Mexico was a U.S. state. Here’s a video of it:

https://www.youtube.com/watch?v=B3jYO0TKcm4

When I was searching for that video, I found out that The Simpsons had later recycled that same joke with Mr. Burns seven seasons later in the episode “Homer vs. Dignity,” which I had never seen, because it aired several years after I had stopped watching new episodes due to the series having jumped the shark. Here’s a video of that:

https://www.youtube.com/watch?v=hEJzXbqyU8A

Anyway, the recent news article talks about how a citizen of New Mexico had applied for a marriage license in Washington D.C., but the government clerk was not willing to accept the man’s New Mexico driver’s license as proof of U.S. citizenship. The clerk said that the man would need a passport.

Such ignorance among a government employee who handles these kinds of things is inexcusable.

And how is it even possible for an adult who lives in the U.S. to not know that there is a U.S. state called New Mexico?

It was funny when Homer Simpson – a fictional character displayed such ignorance.

But it’s pathetic to be coming from a real life employee of the Washington D.C. government.

To make it worse, when the clerk went to ask a supervisor about this, the supervisor was also unaware that New Mexico was a U.S. state. The supervisor also said that the man would need a passport.

All together, it took a whopping 20 minutes until one of the multiple government employees in the department was finally willing to admit that New Mexico was indeed a U.S. state.

 

https://www.lcsun-news.com/story/news/local/2018/11/29/las-cruces-resident-prove-new-mexico-statehood-washington-dc/2149376002/

Couple forced to prove that New Mexico is a state while applying for marriage license

November 29, 2018

LAS CRUCES — Gavin Clarkson, a recent candidate for New Mexico secretary of state, experienced a one-of-our-50-is-missing moment earlier this month when applying for a marriage license in the nation’s capital.

Clarkson, who lives in Las Cruces, and his then-fiancée visited the District of Columbia Courts Marriage Bureau on Nov. 20 to apply for a marriage license.

But, once there, the couple encountered a small problem, Clarkson said. The clerk wouldn’t accept Clarkson’s driver’s license — from New Mexico — as proof of his identity. Rather, the clerk, who mistakenly believed Clarkson was a foreign citizen — said he would have to provide an international passport to get the marriage license.

After Clarkson objected, the clerk went to check with a supervisor, who confirmed Clarkson would need a passport.

“You know you are from flyover country when you are applying for a marriage license, give them your New Mexico driver’s license, and they come back and say: ‘My supervisor says we cannot accept international driver’s licenses. Do you have a New Mexico passport?'” Clarkson posted on Facebook recently.

Repeat attempt

Speaking with the Sun-News about the incident, Clarkson said the clerk went back to check a second time about whether she could accept a New Mexico driver’s license as proof of identify. After that, the personnel finally concluded New Mexico was in fact a U.S. state and accepted his driver’s license along with the application.

Clarkson, who has called New Mexico home since 2012, said he’s heard about the state’s residents experiencing such incidents when traveling, but “it was the first time it happened to me.”

“She thought New Mexico was a foreign country,” he said of the clerk. “All the couples behind us waiting in line were laughing.”

Clarkson’s wife, Marina, immigrated from Argentina in the 1990s, becoming a legal permanent resident and then a naturalized U.S. citizen. She speaks English fluently, though she has a slight accent. But the clerk complimented Clarkson, not Marina, on how well he spoke the language. He said his wife was in disbelief, wondering: “Why are you complimenting him on his English?”

‘It was a comical moment’

The incident took about 20 minutes altogether, and the clerk kindly apologized for the error, Clarkson said. While it was an annoyance at the time, looking back, he and his wife see the humor in it. The couple’s wedding ceremony — which also took place in Washington, D.C., where his wife lives — took place without any problems.

“Everything else went fine, but it was a comical moment in the whole process,” he said.

Notably, Clarkson is also an enrolled member of the Choctaw Nation. If he’d shown that ID to the marriage bureau, he said, it could have cleared up the confusion over his identity.

“Apparently it would have been easier if I’d shown her my tribal ID,” he said.

The D.C. courts system acknowledged the staff error in response to a call from the Sun-News.

“We understand that a clerk in our Marriage Bureau made a mistake regarding New Mexico’s 106-year history as a state,” said Leah H. Gurowitz, director of media and public relations for D.C. Courts, in an email. “We very much regret the error and the slight delay it caused a New Mexico resident in applying for a DC marriage license.”

Not alone

Clarkson is not alone in his experience applying for a marriage license. In a regular feature dubbed “One of Our 50 is Missing,” New Mexico Magazine for years has documented with comedic flair New Mexicans’ frustrations and trials in trying to persuade non-New Mexicans across the country — and sometimes the world — that New Mexico is in fact one of the 50 U.S. states.

The Clarksons have since celebrated their wedding with a reception in Texas, where Marina’s family live; they plan to also have a reception in New Mexico.

Since the Nov. 6 election, Clarkson, who was the GOP’s nominee for New Mexico secretary of state, said he’s been in “recovery mode,” but he’s keeping his options open about what he’ll do next. He does plan to stay in New Mexico.

December 1, 2018. Tags: , , , , , , , , , , , , , , , , , , . Dumbing down, Education, Television. Leave a comment.

Medical school cancels honor society because whites and Asians were earning better grades than blacks and Latinos

According to this article from NPR, at the Icahn School of Medicine at Mount Sinai in New York City, in order to get into the Alpha Omega Alpha honor society, you have to be in the top 25% of your graduating class.

The school is eliminating the honor society because not enough blacks and Latinos were graduating in the top 25%.

I’m not sure how getting rid of this honor society makes anyone better off.

On the contrary – I see this as just one more example of the dumbing down of America’s educational system.

As to the issue of why blacks and Latinos are underrepresented in the top 25%, my guess is that the school has lower admissions standards for blacks and Latinos than for everyone else. I could be wrong. And I’d be curious to hear anyone else explain a different reason in the comment section.

 

https://www.npr.org/sections/health-shots/2018/09/05/643298219/a-medical-school-tradition-comes-under-fire-for-racism

A Medical School Tradition Comes Under Fire For Racism

September 5, 2018

Senior medical student Giselle Lynch has plenty of accomplishments to list when she applies for a coveted spot in an ophthalmology residency program this fall.

But one box she won’t be able to check when she submits her application is one of the highest academic awards medical students can receive, election to the honor society Alpha Omega Alpha.

It’s not because she didn’t excel. It’s because her medical school, the Icahn School of Medicine at Mount Sinai in New York City, put a moratorium on student nominations because it determined the selection process discriminates against students of color.

The award is open to the top 25 percent of a medical school’s graduating class and can be a valuable career boost, making students more competitive for desirable residencies and jobs.

Icahn administrators say the disparities in the selection process reflect deeper issues of racial inequality in medical education.

“AOA perpetuates systems that are deeply flawed,” says Dr. David Muller, the dean for medical education at Icahn. “We can’t justify putting people who are historically at a disadvantage at an even greater disadvantage. It just doesn’t seem fair to dangle in front of our students an honorific that we know people are not equally eligible for.”

Over the past five years, around 3 percent of students chosen for the distinction at Icahn were from a racial background that is underrepresented in medicine, which includes blacks and Latinos. In that same period, about 18 percent to 20 percent of each graduating class at Icahn came from those groups.

The school made the change after Lynch led a group of fellow students in an effort to fight inequality at Icahn. The students collected data on how many students from underrepresented minorities were nominated to the honor society at Icahn and presented it in a series of meetings with school leadership last year.

Lynch, who is black, recalls one particularly moving meeting when they showed photographs of Icahn’s past AOA students — and black and Latino faces were conspicuously sparse.

“Where are we? We’re nowhere here,” says Lynch, remembering her reaction. “AOA is an award of student excellence. What was the argument that was being perpetuated about us if we’re not being included?”

Announced in May of this year, the decision at Icahn was a controversial one, because many students and faculty fear that not participating in the award puts Icahn students at a disadvantage when competing for slots in residency programs.

The honor society has existed since 1902 and is a sought-after line on the résumés of medical students across the country. Membership can help students secure training in competitive specialties and is a predictor of success in academic medicine.

Membership is generally open to the top 25 percent of medical students in a graduating class, as determined by their grades and scores on standardized tests, but only about 16 percent makes it in. Each medical school has its own criteria for making final selections including qualities like leadership or professionalism.

Icahn is not alone in selecting a disproportionately low number of minority students for the honor society. A 2017 study in JAMA Internal Medicine showed that nationwide, black and Asian students were less likely than their white counterparts to be selected for the honor.

Dr. Dowin Boatright, the study’s lead author and an assistant professor of emergency medicine at Yale, hypothesizes that the disparities may be related to racial inequalities in grading and standardized tests, a phenomenon well-documented in medical education literature. Grading based on clinical performance is subjective, he notes, since it often reflects a global assessment of a student rather than technical skills or performance on a test.

“You’re graded on things that are completely vulnerable to bias, like, ‘How good is this medical student?’ ” Boatright says.

Other medical schools are also considering how their AOA chapters can accurately reflect the racial makeup of their student bodies, according to Dr. Eve Higginbotham, the president of AOA board. And at the University of California, San Francisco, faculty and students are debating whether the honor society has a future there.

“Systems we use [for student evaluation] fail to take into account the extra work minorities are doing,” says Dr. Catherine Lucey, vice dean for education at UCSF. “[Minority] students have more stressors they have to deal with, low levels of racism that exist in our patients and our clinical environments.”

Lucey says that UCSF changed its selection criteria for AOA in 2016 to focus less on grades. The number of minority students selected for the honor society that year increased to match the percentage of minorities in each graduating class.

Dr. Jonathan Giftos, an internist in New York who was president of the Icahn chapter when he graduated in 2012, says disparities in the honor society are important to address because when medical education favors white students that can mean fewer minorities in leadership roles.

“It feels like a layering on of accolades that makes people who are doing well do better, have more access and power and opportunity,” Giftos says.

National AOA leadership says that diversity is a priority for the organization, but since every medical school is different, they leave the specifics of how students are chosen up to the school.

“We know that improving diversity will hopefully result in inclusion of talented individuals from different backgrounds, and that will help benefit our patient care,” says Dr. Richard Byyny, executive director of AOA. “But the schools themselves need to tackle this.”

Muller notes that Icahn has not officially closed its AOA chapter and will still nominate faculty and residents.

And student activists at Icahn aren’t celebrating yet. Lynch says she now wants to focus on discrimination in grading and medical school admissions. This, she says, can help address the dearth of minority physicians in different specialities — a problem with negative consequences for the health of minority patients.

“Many of us are still wary,” Lynch says. “It is a symbolic gesture, actually. We are interested in the deeper work.”

September 8, 2018. Tags: , , , , , , , , , , , , . Dumbing down, Education, Health care, Political correctness, Racism, Social justice warriors. 2 comments.

Shame on Trump for continuing Obama’s insane policy of hiring air-traffic controllers based on race instead of merit!

When Obama was president, he abandoned the old system of hiring qualified air-traffic controllers who had a college degree in air-traffic control and/or were military veterans with aviation experience, because too many of these people were white males. Obama then replaced the old system with a new system that tried to achieve racial diversity by asking applicants how many different sports they had played when they were in high school. I explain this below in detail.

But first, I want to post this new video from Fox News, which shows that Trump is continuing with Obama’s ridiculous policy:

https://www.youtube.com/watch?v=qh9SxqsQdpo

The Wall St. Journal has also written an article about Trump’s continuation of Obama’s absurd policy, which you can read at this link.

Now, to explain Obama’s policy in detail.

When Obama was president, the Federal Aviation Administration stopped giving preferential treatment to air-traffic controller applicants who had passed classes from the 36 FAA-approved college aviation programs across the U.S., because too many of the people who passed these classes were white males.

At the same time, the FAA also stopped giving preference to applicants who were military veterans with aviation experience.

Under the new system, applicants were asked how many different high school sports they had participated in.

In 2014, the Wall St. Journal reported:

For years, aspiring air-traffic controllers in the U.S. have enrolled in schools selected by the Federal Aviation Administration to offer special courses that could smooth the way for a job at the agency.

But at the end of December, the FAA abruptly ended that special status for the 36 participating colleges and universities…

… some critics suspect it is intended partly to increase the share of minorities and women among controllers, who are now 83% male and white…

Some school officials say their controller enrollment already has fallen off because of the FAA change.

The FAA’s new stance “just doesn’t make sense,” said Douglas Williams, aviation-program director at the Community College of Baltimore County in Catonsville, Md… “They’re not getting the best-qualified applicants this way,” he said.

Students who have studied for the controller degrees fear they wasted time and money. Navy veteran Oscar Vega recently completed the two-year air-traffic program at Mt. San Antonio College in Walnut, Calif. He said he passed the FAA controller aptitude test last year, so he was shocked when, in February, he failed the biographical assessment.

“They say you can take it again,” said the 28-year-old. “But it’s not a test you can study for. And we don’t know why we failed because we don’t get any feedback.”

The schools estimate that more than 3,000 graduates have been removed from the FAA’s hiring pool because of the new policy.

In 2014, the Chicago Tribune reported:

More than half of the latest batch of air-traffic controller job offers nationwide went to people with no aviation experience…

The hiring breakdown marks a major shift in FAA recruitment strategy, which is now geared toward… attracting more minorities and women to the nation’s largely white and male controller work force

For almost the last 25 years, until the off-the-street hiring process was implemented in February, the FAA recruited controllers heavily from among military veterans possessing aviation experience and from the 36 FAA-approved college aviation programs across the U.S.

A sample version of the new test includes the following question:

21. The number of different high school sports I participated in was:

A- 4 or more

B- 3

C- 2

D- 1

E- didn’t play sports

Trump has now been president for more than a year, and this policy remains in place.

Shame on Trump for continuing Obama’s insane policy of hiring air-traffic controllers based on race instead of merit!

 

June 6, 2018. Tags: , , , , , , , , , , , , , , , , , . Barack Obama, Donald Trump, Dumbing down, Education, Politics, Racism. Leave a comment.

By threatening to disrupt classes, Black Lives Matter unintentionally proves that professor who criticized affirmative action is correct

Amy Wax, a professor who teaches at University of Pennsylvania law school, said the school has lower admission standards for blacks than for whites.

Her claim is backed up by this New York Times article:

A 2009 Princeton study showed Asian-Americans had to score 140 points higher on their SATs than whites, 270 points higher than Hispanics and 450 points higher than blacks to have the same chance of admission to leading universities.

Since University of Pennsylvania is an Ivy League school, if falls under that category of “leading universities.” The SAT (for admission to undergraduate school) is not the same as the LSAT (for admission to law school), but the basic principle of having different admission standards for different races is the same.

The school punished professor Wax for her statement by banning her from teaching first year classes, but the school has refused to provide any proof that her statement was false.

Black Lives Matter said they will start disrupting classes if the school does not fire her. In my opinion, a much better response would have been for Black Lives Matter to challenge professor Wax to a debate on the subject.

In fact, by threatening to disrupt classes instead of challenging professor Wax to a debate, Black Lives Matter has just proved that professor Wax’s claim is correct. Anyone who is truly qualified to get into an Ivy League law school would rather participate in a debate than disrupt classes.

Black Lives Matter has unintentionally confirmed that professor Wax’s statement is true.

 

March 20, 2018. Tags: , , , , , , , , , . Dumbing down, Education, Political correctness, Racism, Social justice warriors. Leave a comment.

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