What makes the catch-up even more unlikely is the soft bigotry of low expectations and affirmative-action grading by white liberal professors and the selection by black students of touchy-feely curricula such as black studies, women's studies, multicultural studies, education, and other curricula of little academic content and challenge.
There's no question that black students can compete academically, but they face a perverse set of incentives. First, racial preferences in college admissions reduce the incentive to work as hard as they might in high school. The fact that colleges have race preferences in admissions helps conceal fraud at the government schools that confer diplomas attesting that a student is proficient at the 12th grade when in fact he might not be proficient at the eighth, ninth or 10th grade.
The irony and tragedy of this story is that the primary victims of fraudulent education give their allegiance to politicians and civil rights organizations who've become handmaidens of the education establishment and fight against any measure that threatens accountability, competition and alternatives to government schools.