The National Assessment of Educational Progress, sometimes called the Nation's Report Card, tests students at the fourth and eighth grades in math, reading, science and writing. The 2009 eighth-grade scores in Ohio were: In math, 54 percent of whites and 14 percent of blacks tested proficient; 54 percent of whites were proficient in reading while 13 percent of blacks were; in science, 43 percent of white and 6 percent of blacks tested proficient; and in writing, 38 percent of whites tested proficient compared with 13 percent for blacks. This black/white education gap remains through high school completion, as seen by huge score differences in college entrance exams taken during the senior year.
There are a number of explanations for poor academic performance among black students, and they include students and parents who are indifferent, alien and hostile to the education process. There's often a poor education environment where thugs are permitted to make education all but impossible. There are often poorly performing teachers and administrators. These problems are masked by fraudulent grades followed by fraudulent diplomas. Grades are meant to convey information to students, parents and the outside world about academic performance. If a student is given A's and B's, when academic performance is really at the D and F levels, the student, his parents and employers are misled. Because black graduates see their grades and diplomas equal to that of white graduates, they and others will understandably see differences in treatment by employers or colleges as racial discrimination.
The most tragic consequence of the DOJ actions is that it brings into question legitimate black achievement and possibly sours race relations. Some Dayton white police officers might see their fellow black police officers as affirmative action hires and have less respect and possibly bear a grudge for assumed differences in treatment.
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